Learning about Language教学目标

Learning about language Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

in return in trouble in disguise in amazement in pain in delight in shock b. Grammar: Past participle as the adverbial 2. Ability goals 能力目标

Enable the students to use the past participle as the adverbial 3. Learning ability goals学能目标

Help the students learn how to use the past participle as the adverbial Teaching important points教学重难点

How to use the past participle as the adverbial Teaching methods 教学方法

Task-based activities Teaching aids教学准备

Some slides and a projector Teaching procedures and ways教学过程与方式

StepⅠ Revision Check the homework Ask the students to act out the play T: Yesterday I asked you to prepare for the play-acting. Have you prepared?Now I want to ask three students to have a try. After they finish, make some comments on their performances. StepⅡ Word study Ask students ti finish exercise 1 and 2 in Learning about Language Then check the answers with the class. StepⅢ Crammer First ask the students to find out the examples if the past participle as the adverbial in the play: Sample sentences: 1.An expert in phonetics, convinced that the quality of a person's English decides his or her position in society.P28 2. But, sir(proudly)once educated ti speak properly, that girl could pass herself off in three months as a duchess at an ambassador's garden party.P30 Explanation: T: The past participle as the adverbial is a very important grammar, and it can indicate time, condition, reason and way. We can add when/while/if or other conjunctions before the past participle in order to make the meaning clearly. 考点一

过去分词做状语的基本用法

1.过去分词做状语的功能及位置

(1)过去分词做状语，修饰谓语动词，进一步说明谓语动词的动作和状态，即动作发生时的背景或状况；其逻辑主语通常就是句子的主语，且主语是过去分词动作的承受者，即过去分词所表示的动作不是句子的主语发出的，过去分词与主语之间是逻辑上的动宾关系。

Built thirty years ago, the house looks very beautiful. (2)过去分词作条件、原因及时间状语时，通常放在句首；作伴随状语时，通常放在句末；

作方式状语时，一般放在句末，有时也放在句首；做让步状语时，一般放在句首，有时也放在句末。

Given health，I can do it. He walked slowly in the forest, followed by a dog. 2. 过去分词作状语的种类

(1)作时间状语时，可转换为when，while或after等引导的状语从句。

Asked about the matter, she kept silent.=When she was asked about the matter, she kept silent. (2)作条件状语时，可转换为if，once或unless等引导的状语从句。

Given more time, we could do it much better.=If we were given more time, we could do it much better. (3)作原因状语时，可转换为as，since或because等引导的状语从句。

Encouraged by the progress he has made, he works harder.=As he is encouraged by the progress he has made, he works harder. (4)作让步状语时，可转换为although，though或

even if等引导的状语从句。

Exhausted by the climb, we continued our journey.=Although we were exhausted by the climb, we continued our journey. (5)作方式状语时，转换为并列结构。

The old man walked into the room, supported by his son.=The old man walked into the room and was supported by his son. (6)作伴随状语时，一般可转换为并列结构。

Aunt Wu came in, followed by her daughter.=Aunt Wu came in and she was followed by her daughter. 考点二

过去分词作状语的注意事项

1.过去分词作状语时，有时为了强调，前面可带有连词，如:when，while，if，

though，unless，until等，以使句意表达的更清楚。

Unless constantly repeated，the English words are easily forgotten. 2.过去分词作状语时，其逻辑主语必须与句子的主语保持一致(现在分词作状语同样如此)，否则需加上自己的主语，构成独立主格结构。

Given a chance, we can surprise the world. 3.有些过去分词(短语)来源于系表结构，作状语时不强调被动而重在描述主语的状态。这样的过去分词(短语)常见的有:seated(坐)，hidden(躲)，lost/absorbed in(沉浸于)，dressed in(穿着)等。

Lost in thought, he didn't hear the bell. StepⅣ Summary and homework T: What did we learn today? S: The past participle as adverbial. T: Good! What should we pay attention to when using the past participle as the adverbial? S: The agreement between the subjects in the main clause and the past participle phrases. T: Right! After class, please finish the exercises in USING WORDS AND EXPRESSIONS.