2023學(xué)年完整版Unit4PygmalionPeriodIVGrammar設(shè)計(jì)

Unit4PygmalionPeriodIVGrammar教學(xué)設(shè)計(jì)Teachingaims:1.Trainthestudents’abilitiesofanalysingthegrammar.2.Letstudentsunderstand,graspandusethePastParticipleasthe.3.DifferthehePastParticipleandthePresentParticiple.Teachingimportantanddifficultpoints:1.GrasptheusesofthePastParticipleastheadverbial.2.HowtoexchangethePastParticipleasthetheadverbialclauses.3.ComparingthePastParticiplewiththePresentParticiple.TeachingperiodsOneperiodTeachingmethods:athoroughenquirybetweenss-ss,ssaloneandss-t.2.Checkupduringtheclass.Teachingprocedure:STEPI【自學(xué)探究】SBP32DiscoveringusefulstructuresSTEPII.Leadingtothelesson1.CheckupthestudentspreparingforSBP32Discoveringusefulstructures(answerthemonebyone.)2.RevisethePastParticiple(ss-t)STEPIIIMakeathoroughenquirybetweenstudents.【例證分析】過(guò)去分詞作狀語(yǔ)過(guò)去分詞作狀語(yǔ)同現(xiàn)在分詞作狀語(yǔ)一樣,其邏輯主語(yǔ)就是句子的主語(yǔ),所不同的是現(xiàn)在分詞與主句主語(yǔ)存在著主謂關(guān)系,而過(guò)去分詞與主句主語(yǔ)之間是被動(dòng)關(guān)系.過(guò)去分詞或過(guò)去分詞短語(yǔ)在句中作狀語(yǔ)時(shí)相當(dāng)于一個(gè)狀語(yǔ)從句,可表原因,時(shí)間,條件,讓步,方式或伴隨.(1)作原因狀語(yǔ),多放在主句之前,相當(dāng)于because,since,as引導(dǎo)的從句.Tiredfromtheday’shardwork,hefellasleepsoon.=(Becausehewastiredfromtheday’shardwork,he…)由于一天的勞累工作,他很快就睡著了.Deeplymovedbywhathesaid,Ipromisedtogivehimsomehelp.(2)作時(shí)間狀語(yǔ),相當(dāng)于when引導(dǎo)的時(shí)間狀語(yǔ),有時(shí)在分詞前直接加when,while,until等詞可使其表達(dá)的時(shí)間意義更明確.如:Whenheated,watercanbechangedintosteam.水加熱后可以變成水蒸氣.Seenfromthehill,thetownlooksbeautiful.(3)作條件狀語(yǔ),相當(dāng)于if,unless引導(dǎo)的從句.Givenanotherchance,hecandoitbetter.=(Ifheisgivenanotherchance,...)如果再給他一次機(jī)會(huì),他會(huì)做的更好.Unitedwestand,dividedwefall.團(tuán)結(jié)則存,分裂則亡(4)作讓步狀語(yǔ).Muchtired,hestillkeptonworking.(=Thoughhewasmuchtired,he...)盡管很累,他仍繼續(xù)工作.(5)作方式或伴隨狀語(yǔ).Lostinthought,healmostranintothecarinfrontofhim.因陷入沉思,他幾乎撞到前面的汽車上.Heturnedawaydisappointed.他失望地走開了.Theteacherstoodthere,surroundedbymanystudents.老師站在那兒,周圍圍著許多學(xué)生.【歸納總結(jié)】Makeathoroughenquirybetweenstudentsbetweenstudentsandteacher.注意:(1).過(guò)分作狀語(yǔ),有時(shí)前面帶有連詞,是狀語(yǔ)從句的省略形式,其中省去了從句的主語(yǔ)和be動(dòng)詞,通常主語(yǔ)與主句的主語(yǔ)相同.when(itis)heated,waterwillboil.Shewon'tgototheparty,unless(sheis)invited.(2).過(guò)去分詞與句子的主語(yǔ)在邏輯上是動(dòng)賓關(guān)系,改為時(shí)間,條件,原因,讓步,方式狀語(yǔ)從句時(shí)，從句的謂語(yǔ)動(dòng)詞應(yīng)用被動(dòng)語(yǔ)態(tài)(表示伴隨情況多改為and+并列謂語(yǔ)).而現(xiàn)在分詞與其邏輯主語(yǔ)則是主謂關(guān)系.(3).過(guò)去分詞作狀語(yǔ)，從句中的主語(yǔ)和主句中的主語(yǔ)要保持一致。Builtin1999,thebridgeisstillstrong.【實(shí)戰(zhàn)演練】改錯(cuò):1.Seeinginthislight,thematterisnotasseriousaspeoplegenerallysuppose.(3)過(guò)去分詞作定語(yǔ)不僅表示被動(dòng),還表示已經(jīng)完成,但過(guò)分作狀語(yǔ),動(dòng)作不一定是已經(jīng)完成的動(dòng)作,有可能是同時(shí)進(jìn)行的,也有可能是未來(lái)的.(尤其在時(shí)間,條件狀語(yǔ)從句中).改錯(cuò):tobebegun,theprojectwillnotchanged.tobegivenmoremoney,Iwillsolvetheproblemsoon.(4)過(guò)去分詞作狀語(yǔ),相當(dāng)于對(duì)應(yīng)狀語(yǔ)從句,不可再用but,so,and,or否則重復(fù).改錯(cuò):atbyeveryone,buthehadmysympathy.toall,sohewasrecognizedveryeasily.(5)過(guò)去分詞的邏輯主語(yǔ)要與句子的主語(yǔ)保持一致,否則用從句或獨(dú)立結(jié)構(gòu).改錯(cuò):6.Nomatterhowwelltranslated,wedon’tlikeit.【合作探究】1.Andthere,almost_____inthebigchair,satherlittlebrother,whoneverhadtobetoldtokeepquiet.A.havinglost

B.losing

C.tobelost

D.lost2.（2005上海卷）______intouseinApril2000,thehotlinewasmeantforresidentsreportingwaterandheatingsupplybreakdowns.A.Put

B.Putting

C.Havingput

D.Beingput3._____andoutofbreath,wereachedthetopofthemountainandstopped_____thebeautifulscenery.A.Tiring;toadmire

B.Beingtired;admiringC.Tired;toadmire

D.Tired;admiringSTEPIV.Summaryanddothesynchronousexercises.STEPV.HomeworkthePastParticiplefurther.theexercisesintheworkbook.參考答案實(shí)戰(zhàn)演練-語(yǔ)法改錯(cuò):1.Seeing改為Seen2.Oncebegun;given4.去掉but,5.去掉so6Nomatterhowwellthepoemtranslated,wedon’tlikeit.Nomatterhowwellthepoemis/hasbeentranslated,wedon’tlikeit.Nomatterhowwelltranslated,thepoemisnot