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过去分词作状语

学校名称

课例名称

学段学科

章节

分词作状语

高中英语

选修八四单元语法

邱县第一中学

教师姓名

教材版本

年级

石晓娜

人教2003课标版

高二

教学目标

知识技能目标: By the end the class, the students have been able to know the participles and their logical subjects. By the end of the class, the students should master the differences between

“doing” and “done”

过程与方法目标：Cultivate the students’

abilities of observing, analyzing, summarizing . 情感态度与价值观：Cultivate the students love for life and the determination of hard work 教学重点：分词做状语的几种情况。状语从句与分词作状语的区别。

教学重难点

教学难点：分词作状语，作定语以及作宾语补足语之间的区别。

The

students is in the second year of senior high

school, whose ability of cognition has been improved a lot .They gradually achieved the ability to analyze

and solve the problems in English .They have their own learning skills and strategies and are able to combine language learning with life. Through the task-based activities and learning, the students took part in the activities positively. They thought the English lesson is interesting rather than dull and their ability of communication has been strengthened

greatly. Task-based activities Asking-and-answering activities; Cooperative activities 学情分析

教学方法

教学过程

一

.Lead-in 用一首歌“Moonlight Shadow”引出今日所讲主题：这首歌包含一个分词作状语的情况，你知道是哪个词吗？

【质疑激趣，引出主题】

二. Review (一)用《熊出没》中的几个片段来介绍现在分词作状语的几种情况

1现在.分词作时间状语

When Bear Senior is walking on the road, he heard someone calling him. When walking, he heard someone calling him. 2.现在分词作原因状语

1

Since/ As he was ill, the Bald guy Qiang lies in bed. Being ill，, the Bald guy Qiang lies in bed 3..现在分词作条件或者假设状语

If Bear Senior eats more fruit, he will recover his health. Eating more fruit, he will recover his health. 4.现在分词作方式或伴随情况状语

The Bald Guy Qiang drives his car, chased by the bears. The Bald Guy Qiang drives his car, and he was chased by the bears. 在此过程中让学生观察动画，造出状语从句，并将状语从句转化为分词。

【通过观察对话和造句培养学生语言表达能力，加深对现在分词作状语几种情况的理解。】

三．Presentation 过去分词作状语来源于状语从句，在句中一般能作四种状语，

即时间、原因、让步、方式或伴随状语。

1.过去分词作时间状语

When it is heated, ice will be changed into water. When heated, ice will be changed into water. 2.

过去分词作原因状语

Because he was caught in a heavy rain,he was all wet. Caught in a heavy rain, he was all wet. 3.

过去分词作条件或者假设状语

If these seeds are grown in rich soil,these seeds can grow fast. Grown in rich soil, these seeds can grow fast. 4.

过去分词作方式或伴随情况状语

She sat by the window, and she was lost in thought. lost 表示一种迷失心理状态

She sat by the window, lost in thought.

【让学生根据已有句子，触类旁通，转换成过去分词做状语，培养起举一反三，比较辨析能力，此部分采用分组抢答形式】

三．拓展延伸. 思考分词可做哪些成分，让学生观察分词作状语的几个句子，思考其逻辑主语是什么？

与分词作定语与宾语补足语的情况相比较

分词作定语时，其逻辑主语是____

分词作宾语补足语时，其逻辑主语是_____ 分词做状语时，其逻辑主语是__________ 分词作非谓语有无be动词？

【通过比较辨析，理解逻辑主语的不同，分清谓语与非谓语】

（三）．写出两个主语一致的句子让学生辨析，这部分采用翻译与表演的形式进行。

【使学生进一步理解分词与其逻辑主语的关系】

四

.Summarize 老师自编顺口溜让学生来填关键词进行总结概括

2

葵花宝典——分词与非谓

自编顺口溜

分词来做定状补

Be 动词儿要去掉

定语要看中心词

宾补

宾语紧相连

至于状语那些事

找准主语最关键

主动就填ing 被动形式done来填

这条规律记心间

你说非谓难不难

用两分钟时间背下来。

【加深印象

帮助理解】

五.Feedback quiz

回到开头所设问题，指出正确答案。

【首尾呼应

答疑解惑】

六. Consolidation （一）做高考题型改错题

（二）知识融合教师自编故事以语法填空形式呈现。让学生讨论5分钟完成

【巩固所学

夯实基础】

六．Homework:

Make up a similar story using participles.

【拓展延伸

增强能力】

This lesson is a new lesson, with the help of computer, every students took part in the class actively. 一．Advantages The English subject combined with the multimedia With many videos shown on the screen, the students open their eyes to stare at them, meanwhile they learn a lot of things about participles. The English song “Yesterday Once More” arouses the students’ interest.

二．

Disadvantages （一）

All the students answer questions actively altogether instead of one by one and the contents of this lesson is large, thus causing some students can’t understand the contents clearly, I taught them after class. （二）The time the teacher appointed for the students of thinking was not enough. （三）

Finding more songs and videos connected with reality will be better.

教学反思

3