Learning about Language名师教学视频（文字实录）

Teaching design

M8 Unit4 Grammar:

Revise the Past Participle

as the Adverbial

M8 Unit 4 Grammar: Revise the Past Participle

as the Adverbial Analysis of teaching materials: This class is the third teaching period of this unit, which introduces students to review the grammar and review the functions(功能) and the

usages of the Past Participle. Teaching aims : 

Enable the students to review the functions(功能) and usages of the Past Participle as Adverbial. 

Get the students to grasp the usages of the grammar.

Key points and Difficult points: 

Get the students to grasp the usages of the Past Participle as Adverbial.. 

To use the grammar correctly and properly . Ability aims: 

Develop students’ ability of understanding. 

Develop students’ sense of cooperative learning. Teaching methods: Autonomous Learning

Discussion

Cooperative Learning

Presentation Teaching procedures:

Step1: Greetings.

Step2: Get the students to learn the learning aims. I. Lead-in: Enjoy some classic lines of a film—Chinese Odyssey.

Given another chance by God, I will say 3 words to her--- I love you. Step3: Have the students to observe the following sentences. 1 ______ _____

her health, he couldn’t sleep well. =

Because he was worried about her health, he couldn’t sleep well.

2 All the money _____, we started looking for jobs. =After we spent all the money, we started looking for jobs. 3 I won’t go to the party, even if _____. =I won’t go to the party, even if I am invited. 4 The cup fell down to the ground,_______.

= The cup fell down to the ground and it was broken. 5 Looked (=If it is looked) at a distance, the painting seems much more beautiful. 隔着一段距离看，这幅画似乎要漂亮得多。

6 The teacher entered the classroom,_______ by a group of students.

=The teacher entered the classroom, and he was followed by a group of students. Step4: Revision and summary. 过去分词作状语，一是表被动的动作，二是表动作已经完成。过去分词短语做状语可表示_________,__________,_________,___________,__________,等意义。

这种-ed分词状语相当于一个时间、地点、原因、条件、让步等状语从句，若-ed分词作状语，句子的主语与分词所表示的动作构成________________关系，即是该分词动作的________者。

-ed 分词（短语）作状语时，也可在其前面加上连词when, if, once, though, unless等，以便明确作何种状语。



【小结】

并非所有的过去分词都表示被动意义，有些过去分词只表示逻辑主语所处的一种状态。类似用法的短语有be lost in thought, be devoted to, be interested in, be dressed in, be seated, be pleased, be surprised, be filled with等。



“连词+过去分词”结构

根据主句主语和从句主语一致且从句含有动词be时可省略从句主语和动词be的原则，可把状语从句变换为“连词+过去分词”结构。



独立主格结构

过去分词短语作状语时,它的逻辑主语通常与句子的主语一致。如果过去分词作状语时,前面再加逻辑主语，主句的主语就不再是分词的逻辑主语，这种带逻辑主语的过去分词结构属于独立主格结构。

Cooperative Learning:

小结：逻辑关系

1）

现在分词作状语时，现在分词所表示的动作与句子主语之间构成逻辑上的主动关系。

2）

过去分词作状语时，过去分词所表示的动作与句子主语之间构成

逻辑上的被动关系。

Step 5：Practicing

Step 6：Summary What have you learnt in this lesson?

Step 7：Homework 

Using the grammar to make up a dialogue with your partner. 

Do the exercise of the grammar on your workbook.

Blackboard Writing M8 Unit 4 Grammar: Revise the Past Participle as the Adverbial The functions of infinitive:

时间状语（when、while、as、）

原因状语（as、

because）

条件状语

（if、

unless、once）

Adverbial

让步状语（although、though、）

地点状语

（where）……

Reflection:

This class the students know the grammar of this unit. And they review the functions and its usages. But the students still need practice more and grasp the different forms of infinitive. So, we should give the students more time to practice and understanding, get them to grasp the key usages of the grammar.