Learning about Language教案设计范例

人教版选修8Unit3 Inventors and inventions

Period3 Learning about language教案设计

Introduction

In this period students need to finish the exercises on page 23-24 helped by the teacher and learn to use some useful words and collocations, and then to discover and learn to use the following useful structures. Objectives 1.

To help students revise the Past Participle as the Attribute. 2.

To help students discover and learn to use some useful words and collocations 3.

To help students discover and learn to use some useful structures Teaching emphasis Get students to learn and master the use of the Past Participle as the Attribute, Object Complement and Predicative. Teaching difficulties Enable students to learn how to use the rules of the Revise the Past Participle as the Attribute, Object Complement and Predicative correctly. Procedures Step 1. Discovering useful words and collocations Now it’s time to do the two exercises on page 23. Explain the key language points to students. Step2. Ask the Ss to report the answers and read the passage quickly to

point out the sentences including the Past Participle in the text.

Point out the sentences including

the Past Participle in the text.Encourage the Ss to sum up the forms and functions of the Past Participle . Step3. Grammar item:Talking about the Past Participle To form the past participle of a verb, add the ending -ed to the base form. (But note that many common verbs have irregular past participle forms.)

Part1动词-ed形式作定语

过去分词作定语往往与被修饰的词靠得很紧, 渐渐地成为一个复合词。这种分词叫分词形容词

(the Participle Adjective), 实际上相当于一个单纯的形容词, 除表示“完成”的动作之外, 还表示“被动”的意义。如：

spoken English (英语口语)；iced beer (冰冻啤酒)；cooked food (熟食);

fried chips (炸土豆条); 但要注意不及物动词的过去分词常表示“完成”的动作, 而不表示“被动”意义。如: boiled water(开水); fallen leaves(落叶) ; the risen sun(升起的太阳)等。

1. The tall man is a returned student．高个子的那个人是个归国留学生。

2. My parents are both retired teachers.我的父母都是退休教师。

(1)前置定语

单个的动词-ed形式,一般放在被修饰的名词的前面, 作前置定语。

The excited people rushed into building. 激动的人们冲进大楼。

(=the people who were excited)

Lost time can never be found again．虚度的时光, 无法挽回。

(=time which is lost)

(2)

后置定语

①少数单个动词的-ed形式, 如left等, 只能作后置定语。

1. Everything used should be marked．所有用过的东西应该做好标记。

2. Among the invited were some ladies．被邀请的人中, 有些是女士。

3. The books left are for my students．剩下的书是给我的学生的。

②

动词-ed形式短语作定语时, 通常要放在被修饰的名词的后面, 在意思上相当于一个定语从句。及物动词的过去分词作定语用来表示被动,可改为带被动语态的定语从句;不及物动词的过去分词(仅限于单个过去分词,且不能后置)则表示完成,可改为带有完成时态的定语从句。

1. Is there anything planned for tonight? (=that has been planned for tonight) 今晚有什么活动吗?

2. The meeting, attended by a lot of people, was a success．

这次会议有很多人出席, 开得很成功。(=which was attended by a lot of people) 3.We drank some boiled water

(=which had boiled )and went on with

our work. 我们喝了一些开水后就继续工作。

注意: 这里的过去分词的逻辑主语应是被修饰的词, 改为定语从句时关系代词应与之一致。

Part 2 动词-ed形式作表语

过去分词作表语并无“完成”或“被动”之意，而是表示主语的状态或思

想感情等。如：

He looked worried after reading the letter．看完信后, 他显得很忧虑。

When we heard of it, we were deeply moved．当我们听到这件事时, 被深深地感动了。

He seemed quite delighted at the idea．

听到这个想法, 他似乎很高兴。

三、动词-ed形式作宾语补足语

能用作宾语补足语的过去分词一般都是及物动词,表示被动意义或已完成意义,有时候两者兼而有之。作宾语补足语的过去分词与宾语有逻辑上的动宾关系,即宾语是过去分词动作的对象。

She found the door broken in when she came back．

她回来时发现有人破门而人。

My grandfather had his old house rebuilt．我爷爷找人重修了一下他的旧房子。

Will you please make yourself heard to us, please?

请你大声点让我们都听到你说的话, 好吗？

少数不及物动词的过去分词用作宾补时, 强调动作完成后的状态. They found all the guests gone when they woke up.当他们醒来时, 发现所有的客人都走了。

动词-ed形式作宾语补足语的基本用法

动词的-ed形式可以在“主语+谓语+宾语+宾语补足语”句型中充当宾语补足语。在这一结构中, 动词-ed形式和它前面的宾语构成逻辑上的被动关系。如果这种句子改为被动语态,原来的宾语补足语

变成了主语补足语。

1. I must get my bike repaired．

我必须请人修理自行车。(宾语补足语) 2. The girl was found beaten black and blue．人们发现那女孩被打得青一块紫一块。

(主语补足语)

(1)动词-ed形式可作表示感觉和心理状态的动词的宾语补足语,这类动词包括see, hear, watch, notice, feel, find, think, suppose, consider等。

We thought the game lost．我们认为球赛输了。

I have never heard him spoken ill of others. 我从未听过有人说他的坏话。

She felt a great weight taken off her mind．她觉得心里轻松了些。

They considered the matter settled．他们认为这问题解决了。

(2) 动词-ed形式可作使役动词的宾语补足语, 这类动词包括make, get, have, keep, leave, hold等。

I have my hair cut once a month．我每个月理一次发。

He was trying to make himself understood．

他正努力使别人听懂自己。

She held her hands pressed against her face.她用双手按着脸。

Have+宾语+done结构：

①

(请人)把某事做完。

She had her house repaired．她请人把屋子修好了。

Where did you have your hair cut?你在哪儿理的发?

②遭遇某种意外情况。

He had his hat blown away on his way home．在回家的路上他的帽子被吹掉了。

She had her wallet stolen yesterday. 昨天她的钱包被偷了。

③

完成某事

(自己也可能参与)。

I have had all my spelling mistakes corrected．

我把所有的拼写错误都改正了。

He has had one thousand yuan saved this year．

他今年已存了1000元。

(3) 动词-ed形式可作表示希望、要求、命令等动词的宾语补足语，这类动词包括like，want, wish, expect, order等”这一类动词的后面作宾语补足语。

He won’t like such questions discussed at the meeting．

他不喜欢在会议上讨论这样的问题。

The students wish the TV serial plays continued．

学生们希望电视连续剧继续播下去。

(4)

过去分词用在“with+宾语+宾补”这一结构中, 过去分词与宾语之间是动宾关系。

The thief was brought in with his hands tied behind his back.小偷被带进来了, 双手被反绑在后面。

Step 4. Discovering useful structures You are next to do the exercises on page 24. Give students a few minutes to do the exercises and then check out the answers together.

Step 5. Summary In this period we have learned the past participle as attributive, predictive and object complement. The students need to master the key grammar item after class by doing more exercises. Step 6 Homework

Review the grammar item after class and then finish off the exercises on Exercise Book. Step 7 Reflection

Grammar is important for English learning but it is also a little difficult for students. Therefore, students teacher should pay much attention to teaching it through effective ways to make students master it well.