Learning about Language教学设计第二课时

Book 8

Unit 4

Pygmalion

Grammar—过去分词做状语

教学目标：

1.

知识目标：理解和掌握过去分词的用法，通过做练习巩固过去分词做状语。

2.

能力目标：

understand the usage of Subject-Verb Concord and do exercises.

3.

情感态度价值观：students can experience the joy of exploring and cooperating 教学重点：Put what they have learned into practice 教学难点：recognize this grammar when they do some exercises

【设疑自探】

Revise Revise Subject-Verb Concord

and point out your puzzles.

【解疑合探】

一．

过去分词功能及位置

功能：本单元语法是高考的重点和难点，做状语的过去分词（短语）具有副词的特性，一般用于修饰谓语动词，进一步说明谓语动词的动作和状态，即谓语所表示的动作发生时的背景状况。过去分词（短语）作状语可以表示时间，原因，方式，条件，结果，让步等；过去分词作状语，一般情况下其逻辑主语是句子的主语，它们之间存在着被动关系。如：

Given better attention, the trees could grow better.

若照顾得好一些，这些树会生长得更好一些。

位置

如下图表

时间状语

原因状语

过去分词作条件状语

状语

伴随或结果

状语

Give more time, he can do it better. (表条件让步状语

) 如果给他更多的时间，他就能做得更好。

Exhausted by the journey , he soon fell sleep. (表原因) 方式状语

由于旅途劳累，他很快就睡着了。

Defeated again, the scientist didn’t give up. (表让步) 置于句首，句尾或主语和谓语之间

一般置于句首，偶尔置于句尾或居中

常位于句首

常位于句末

一般置于句首，偶尔放在句末

一般置于句末，偶尔放在句首

尽管再次被打败了，但这位科学家并不放弃。

与状语从句的转换

过去分词作状语，在意义上相当于一个状语从句。

1.

过去分词（短语）做时间状语时，可转换为when, while或after等引导的时间状语从句。如：

Asked who had broken the vase, the children all kept silent = When they were asked who had broken the vase, the children all kept silent. 当被问及谁把花瓶打破时，孩子们都不说话了。

2.

过去分词（短语）作原因状语时，可转换为as，since或because等引导的原因状语从句。如：

Deeply moved by the story; the excited people stopped quarrelling with each other. =Because they were deeply moved by the story; the excited people stopped quarrelling with each other. 激动的人们被那个故事深深地感动了，停止了争吵。

3.

作条件状语的过去分词（短语）可转换为if，unless等引导的条件状语从句。

if heated, water can be turned

into vapour. =If it is heated, water can be turned into vapour. 水如果被加热，会变成水蒸气。

4.

过去分词（短语）作让步状语时，可转换为although，though，even though或even if等引导的让步状语从句。如：

Exhausted by the running, they went on running after the robber. =Although they were exhausted by the running, they went on running after the robber. 尽管已经跑得筋疲力尽，他们还是继续追赶着那个强盗。

Laughed at by many people, he continued his study. =Even though he was laughed at by many people, he continued his study. 尽管被许多人嘲笑，他还是继续他的研究。

作伴随或方式状语的过去分词（短语）通常不能转换为方式状语从句，但可转换为一个并列分句。

Dressed in white, she suddenly appeared before us. =She was dressed in white and suddenly appeared before us. 她穿着白色的衣服，突然出现在我们面前。

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

by her daughter.

吴阿姨走了进来，（她）后面跟着她女儿。

三．表示状语的过去分词（短语）作状语

有些过去分词因来源于系表结构，作状语时不

表示被动而表示状态。这样的过去分词或短语常见的有：lost（迷路）；seated（坐）；hidden（躲）；stationed（驻扎）；lost/absorbed in(沉溺于)；born（出身于）；dressed in（穿着）；tired of（厌烦）等。

Lost/Absorbed in deep thought, he didn’t hear the sound.

因为沉溺于思考中，所以他没听见那个声音。

四．独立主格结构

1.过去分词作状语时其逻辑主语为主句的主语，此时应注意人称一致。

Given another hour, I can also work out this problem.

(given为过去分词作状语，它的逻辑主语为主句主语i，即i被再给一个小时。)

再给我一个小时，我也能解这道题。

Seen from the top of the hill, the city looks more beautiful.

(seen为过去分词作状语，它的逻辑主语是主句主语the city，即城市被看。)

从山顶看城市，城市显得更漂亮。

2.当分词的逻辑主语与主句的主语不一致时，要使用独立主格结构，即分词必须有自己的主语。独立主格结构在句中作状语，表示时间、原因、条件等。如果主语和动词是被动关系，就要用过去分词；如果是主动关系，则用现在分词。

The signal given, the bus started. (the signal 是given的逻辑主语，因此主句主语the bus 就不是given的逻辑主语。)

信号一发出，汽车就开动了。

Her head held high , she went by. 她把头昂得高高的从这走了过去。（her head是held high的逻辑主语，因此主句主语she就不再是held high的逻辑主语。）

3.独立主格结构有时也可以用“with/without+名词（或代词的宾语）+分词”的结构，表伴随状况。其中with/without可以省略。

They sat there silently, (with) their eyes fixed on the lake.

他们静静地坐在那里，眼睛看着湖面。

【质疑再探】

Do you still have any puzzles? 【运用拓展】

I.感悟高考

1.Children, when___________(accompany) by their parents, are allowed to enter the stadium.

(2014·湖南高考改编) 2.If __________(asked) to look after luggage for someone else, inform the police at once. (2013·江西高考改编) 3. ________(use) with care, one tin will last for six weeks. (2012·北京高考改编) 4 .When______________(ask) for his views about his teaching job, Philip said he found it very interesting and rewarding. (2012·安徽高考改编) II. Choose the best choices 1. There ______ no classes yesterday, we paid a visit to the Great Wall. A. was

B. being

C. were

D. had been 2. They would not allow him ______ across the enemy line. A. to risk going

B. risking to go

C. for risk to go

D. risk going 3. He spent as much time as he could _____ the child. A. teaching

B. to teach

C. teach

D. for teaching 4. ______ the room, a letter was laid on the ground. A. Entering

B.

Having entered

C. He entered

D. Mrs Green entering 5. ______ her mother had come, her face lit up. 6. ----Do you have anything more ______, sir?

----No. You can have a rest or do something else.

A. Hearing

B. Having heard

C. When hearing

D. When she heard

A. typing

B. to be typed

C. typed

D. to type 7. After ______ for the job, you will be required to take a language test.

A. being interviewed

B. interviewed

C. interviewing

D. having interviewed 8. ______ to nuclear radiation, even for a short time, may produce variants(变异体) of genes in human bodies. A. Being exposed

B. Having exposed

C. Exposed

D. After being exposed 9. Tom looked at Jenny, tears ______ his eyes, and shouted out the words ______ in his heart for years.

A. filling; having hidden

B. filled; hidden C. filling; hidden

D. filled; hiding 10. The building project ______ next year is, I think, not easy ______ in time. A. being carried out; to complete

B. carried out; to be completed C. to be carried out; to complete

D. to be carried out; to be completed

【课堂小结】