Learning about Language课件配套优秀

The past participle as the attribute, predicative and object complement

Teaching goals 教学目标

1. Ability goals能力目标

Enable the students to use the past participle as the attribute, predicative and object complement.

2. Learning ability goals学能目标

Help the students learn how to use the past participle as the attribute, predicative and object complement.

Teaching important & difficult points教学重难点

How to use the past participle as the attribute, predicative and object complement.

Teaching methods 教学方法

Individual work and practice. Teaching aids教具准备

A projector and a blackboard. Teaching procedures & ways教学过程与方式

Step Ⅰ Revision

Check the students’ homework and ask the students to retell the text.

A sample retelling version:

My mother lived in the countryside and was upset about the snakes in the yard. She wanted me to help her get rid of them. How to catch these snakes without hurting them?

First I checked if there were products that might help, but there seemed to be only some powders. So I had to find out a new way. I began researching the habits of snakes. Then I decided on three possible ways and used the last one: to cool the snakes and catch them.

I bought an ice-cream maker and took the bowl from the machine. I put some jelly on the outside and inside walls of the bowl. Then I put the bowl into the freezer and waited. At the same time, I prepared some ice-tubes.

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In the following two days, I tried to catch them. But I failed.

Then I decided to use a net to catch the snakes after they became passive. This time, I made it. My friends and relations pressed me to send my invention to the patent office to get recognition. So I filled the form and filed my patent application with the patent office and waited for the result.

Ask the students to translate some sentences or spell some key words in the text. Show the following. Put the following sentences into Chinese.

1. The first thing I did was to see if there were any products that might help me, but there only seemed to be powders designed to kill snakes. 2. Between the outside and the inside walls of the bowl there is some jelly, which freezes hard when cooled. 3. Nor will you receive a patent until a search has been made to find out that your product really is different from everybody else’s.

Sample answers: 1. 我做的第一件事是看看是否有能帮我忙的产品，但是好像只有一些用来捕杀蛇的粉末。

2. 在碗内外侧有一些果子冻，当冷却时它们会冻得很结实。

3. 直到做了一次调查后发现你的产品确实与众不同，这时你才会获得专利。

Step Ⅱ Grammar focus 一、过去分词作定语

1．过去分词作定语的位置

(1)单个的过去分词：一般情况下，单个的过去分词作前置定语，

即放在所修饰词之前。但有时为了表示强调，也可放在所修饰词之后。

A watched pot never boils. 心急锅不开。

Money spent is more than money earned. 花的钱比挣的钱多。

(2)过去分词短语：过去分词短语往往作后置定语，即放在所修饰词之后。

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This will be the best novel of its kind ever written. 这本小说将是这类小说中写得最好的。

This is the soldier wounded in the battle. 这就是在战场上受伤的战士。

2．过去分词作定语时扩展成句

作后置定语的过去分词往往可以扩展成相应的定语从句。

The suggestion (which had been) sent to the committee was adopted. 呈送给委员会的建议被采纳了。

3．过去分词作定语的时态和语态意义

(1)及物动词的过去分词作定语通常表示被动和完成，即被修饰词通常是过去分词所表示的动作的承受者，且该动作已完成。

the question discussed yesterday 昨天讨论的问题

the person killed last year 去年被杀的人

(2)不及物动词的过去分词作定语时仅表示完成。

fallen leaves 落叶

faded flowers 凋谢的花

考题印证1] ①(陕西高考改编)The witnesses questioned (question) by the police just now gave very different descriptions of the fight. ②(湖南高考改编)You cannot accept an opinion offered (offer) to you unless it is based on facts. ③(天津高考改编)In some languages, 100 words make up half of all words used (use) in daily conversations. 二、过去分词作表语

过去分词作表语，通常表示主语所处的状态，这时过去分词可以被看作一个形容词，是形容词化的过去分词。常见的有seated, surprised, astonished, amazed, moved, exhausted, worried, devoted, pleased, inspired, encouraged, excited, delighted, satisfied, scared, frightened, disappointed等。

I am pleased with the result of the experiment. 我对试验结果很满意。

点津]

过去分词作表语时，强调主语所处的状态；动词的被动语态表示主语是

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动作的承受者，强调动作。

The cup is broken.杯子破了。(强调杯子的状态) The cup was broken by Jim.杯子是吉姆打破的。(强调动作) [考题印证2] ① (新课标全国卷Ⅱ)There were many people waiting at the bus stop, and some of them looked very anxious and disappointed (disappoint)．

②(广东高考)We got a little sunburnt/sunburned (sunburn), but the day had been so relaxing that we didn’t mind.

③(福建高考改编) In April, thousands of holidaymakers remained stuck (stick) abroad due to the volcanic ash cloud. 三、过去分词作宾语补足语

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。在下面结构中常用过去分词作补语。

(1) 在感官动词(see, hear, notice, watch等)和表示心理状态的动词(feel, find等)后。

She was glad to see her children well taken care of in the nursery. 看到她的孩子们在托儿所受到很好的照顾，她很高兴。

(2)使役动词(keep, make, help, get, have等)后。

If you want to make yourself respected, you are above all to respect others. 如果你想让自己被尊重，你必须首先尊重别人。

(3)like, want, wish, order等表示“希望；要求”等意义的动词后。

He wanted his eggs fried. 他愿意吃煎鸡蛋。

(4)with的复合结构中。

He sat there, with his hands tied behind. 他手被捆在后面坐在那里。

[考题印证3] (北京高考改编)When we saw the road blocked (block) with snow, we decided to spend the holiday at home.

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专题练习

Ⅰ.用动词的适当形式填空

1．China is a

(develop) country and America is a

(develop) country. 2．Look, the

(fall) leaves are all yellow. Lots of

(fall) leaves make the road yellow. 3．We were

(satisfy) with the result. 4．What is the language

(speak) in Japan? 5．I heard someone

(call) me when I came in. 6．I heard my name

(call) when I came in. Ⅱ.完成句子

1．The message

(传递的) here is clear：“Actions speak louder than words.”

2．Amazed at how skillful they were, I

(决心) be just as good. 3．The

(破损的碗) will be thrown at once. 4．He sat there, with his hands

(捆在椅子上)．

5．He found

(他的家乡变化很大)．

6．What made

(这只狗这样害怕)? 7．The manager won’t want

(一大笔钱浪费掉)．

8．My deskmate admires my fluent English very much and I usually

(感到受鼓舞) by his compliments. Step Ⅲ Discovering useful structures T: First I’d like you to look at the example and talk about the part of speech of the past participle and then look through the text and find out three more sentences used in this way. I’ll give you three minutes. Then we’ll check the answers together.

Ask the students to do Exercise 1 on page 23 and Exercises 2-4 on page 24. And then check the answers.

Step Ⅳ Using structures (Workbook) T: First let’s look at the pictures on page 65 and try to talk about them using the -ing

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form and the past participles. I’d like you to talk about each picture by asking and answering the questions and try to use complete sentences so that you may know the relationship between the verb form and the exact thing it explains, for example, as to the first picture, one may ask. Show the following. S: What are the boys doing? R: They are looking at the bulletin board showing the result of the football match. S: What is disappointing? R: The score of their team is disappointing to them. T: Now, work in pairs and practise talking about the pictures.

Check the answers. And then ask the students to do Exercise 2.

T: Next, try to rewrite the sentences in Exercise 2, paying attention to the sentences given and try to use verbs in their -ing forms and past participle forms so as to make the two sentences similar in meanings. Then we’ll have a check together in about ten minutes.

Step Ⅴ Homework Ask the students to do the following.

1. Finish the exercises on grammar in this unit. 2. Finish all of the Grammar Ex. 2~4 on Page 24, SB, and Ex. 1~2 on Page 65, WB.

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