2017年高二英語人教版選修8教案：Unit4PygmalionPeriod3 Word版含解析

Unit4PygmalionPeriod3Grammar—RevisethePastParticipleastheAdverbial整體設(shè)計(jì)教學(xué)內(nèi)容分析Thisteachingperiodmainlydealswiththegrammaritem：theuseofthepastparticipleastheadverbial.Thepastparticiplewhichactsastheadverbialinthesentencefunctionsasanadverbialclausewhichshowstime，reason，condition，andsoonanditcanbereplacedbyanadverbialclause.Ifthereisaconjunctionbeforethepastparticiple，itcanbeconsideredasomissioninadverbialclauses.三維目標(biāo)設(shè)計(jì)Knowledgeandskills1．Toletthestudentslearntheuseofthepastparticipleastheadverbial.2．Toenablethestudentstousethepastparticipleastheadverbialcorrectlyandproperly.Processandmethods1．Toaskthestudentstoreadthereadingpassageagain，pickoutthesentenceswiththepastparticipleastheadverbialinthemandwritesomeontheblackboard.2．Toaskthestudentstodiscoverhowthepastparticipleisusedinvariousways.3．ToaskthestudentstodotheexercisesinRevisingusefulstructuresonPage33forstudentstomastertheuseofthepastparticipleastheadverbial.4．Toaskthestudentstosummarizetheuseofthepastparticipleastheadverbial.5．ToaskthestudentstodotheexercisesinUsingStructuresonPage72andsomeotheradditionalexercisesforconsolidation.Emotion，attitudeandvalue1．Togetthestudentstobecomeinterestedingrammarlearning.2．Todevelopthestudents'abilityofcomparingandsummarizing.教學(xué)重點(diǎn)、難點(diǎn)1．Togetthestudentstomasterthestructureandusagesofthepastparticipleastheadverbial.2．Toenablethestudentstolearnhowtousethepastparticipleastheadverbial.教學(xué)過程Step1Revision1．Checkthehomeworkexercises.2．Dictatesomenewwordsandexpressions.3．TranslatethesentencesintoEnglish：（1）認(rèn)識(shí)你我非常高興。（makeone'sacquaintance）________________________________________________________________________（2）一般來說，生活是不容易的。（generallyspeaking）________________________________________________________________________（3）他從錢的角度來看每一件事。（intermsof）________________________________________________________________________（4）他覺得他比別人優(yōu)越。（besuperiorto）________________________________________________________________________Suggestedanswers：（1）Iampleasedtomakeyouracquaintance.（2）Generallyspeaking，lifeisnoteasy.（3）Hethoughtofeverythingintermsofmoney.（4）Hethinksheissuperiortoothers.Step2WarmingupAskthestudentstorereadthepassageandfindoutthesentenceswiththepastparticipleastheadverbialinthem.Forexample：（1）Nowonce_taught_byme，she'dbecomeanupperclasslady...（P29，L45）（2）But，sir，（proudly）onceeducatedtospeakproperly，thatgirlcouldpassherselfoffinthreemonthsasaduchessatanambassador'sgardenparty.（P30，L50）Askthestudentstothinkabouttheuseofthepastparticipleastheadverbialfromtheabovetwosentences.Step3GrammarlearningAskthestudentstostudythefollowingsentencesandtrytosummarizetheusagesofthepastparticipleastheadverbial.1．Thepastparticipleactsastheadverbialinthesentence，anditgenerallyfunctionsasanadverbialclause.（1）Seen_from_the_hill，thetownlooksbeautiful.（＝Ifitisseenfromthehill...）（2）Given_another_chance，hecandoitbetter.（＝Ifheisgivenanotherchance...）（3）Tired_from_the_day's_hard_work，hefellasleepsoon.（＝Becausehewastiredfromtheday'shardwork...）2．Theomissioninadverbialclauses.（1）Shewon'tgototheparty，unless（she_is）invited.（2）When（it_is）heated，watercanbechangedintosteam.（3）Generallyspeaking，when（it_is）taken_according_to_the_directions，thedrughasnosideeffect.Step4SummingupTrytohelpthestudentsdrawthefollowingconclusions.1．Whenthepastparticipleactsastheadverbialinthesentence，itgenerallyfunctionsasanadverbialclausesuchastheclausewhichshowstime，reason，condition，andsoonanditcanbereplacedbyanadverbialclause.2．Whenthesubjectoftheclauseisthesubjectofthemainsentenceandthereissomeformofthelinkverb“be”，thesubjectand“be”initcanbeomitted.Step5Grammarpractice1．Askstudentstodothefollowingexercises：（1）Rewritethesentencesusingthepastparticipleastheadverbial.①Becausethefilmiswelldirected，itiswellworthseeing.________________________________________________________________________②WhenthehotlinewasputintouseinApril2000，itwasmeantforresidentsreportingwaterandheatingsupplybreakdowns.________________________________________________________________________________________________________________________________________________③Whenthemuseumiscompleted，itwillbeopentothepublicnextyear.________________________________________________________________________④Whentheseproductsarefirstintroducedtothemarket，theyenjoyedgreatsuccess.________________________________________________________________________（2）Correctthemistakesinthefollowingsentences.①Iftobegivenmoremoney，Iwillsolvetheproblemsoon.②Laughedatbyeveryone，buthehadmysympathy.③Nomatterhowwelltranslated，wedon'tlikeit.Suggestedanswers：（1）①Welldirected，thefilmiswellworthseeing.②PutintouseinApril2000，thehotlinewasmeantforresidentsreportingwaterandheatingsupplybreakdowns.③Whencompleted，themuseumwillbeopentothepublicnextyear.④Whenfirstintroducedtothemarket，theseproductsenjoyedgreatsuccess.（2）①Ifgivenmoremoney，Iwillsolvetheproblemsoon.②Laughedatbyeveryone，hehadmysympathy.③Nomatterhowwellitistranslated，wedon'tlikeit.2．DotheexercisesinExercises2and3inRevisingusefulstructuresonPage33.3．DotheexercisesinUsingStructuresonPage72.Firstaskstudentstodotheexercisesindividually，andthenletthemdiscussandchecktheiranswerswiththeirpartners，andfinallygivethemthecorrectanswersanddealwithanyproblemstheymightmeet.Step6Learningmoreaboutthegrammar1．過去分詞作狀語時(shí)的功能及位置（1）過去分詞作狀語，修飾謂語動(dòng)詞，進(jìn)一步說明謂語動(dòng)詞的動(dòng)作和狀態(tài)，即動(dòng)作發(fā)生時(shí)的背景或狀況，其邏輯主語通常就是句子的主語，且主語是過去分詞動(dòng)作的承受者，過去分詞與主語之間是動(dòng)賓關(guān)系，即被動(dòng)關(guān)系。如：Althoughbuiltthirtyyearsago，thehouselooksverybeautiful.這座房子盡管是30年前建造的，但它看起來依然很漂亮。（2）過去分詞短語作條件、原因及時(shí)間狀語時(shí)，通常放在句首；作伴隨、結(jié)果狀語時(shí)，通常放在句末；作方式狀語時(shí)，一般放在句末，有時(shí)也放在句首；作讓步狀語時(shí)，一般放在句首，有時(shí)也放在句末。如：Givenmoretime，hecandoitbetter.如果給他更多的時(shí)間，他就能做得更好。Defeatedagain，hedidn'tloseheart.盡管再次被擊敗，但他沒有灰心。2．過去分詞作狀語時(shí)與狀語從句的轉(zhuǎn)換（1）過去分詞短語作時(shí)間狀語，可轉(zhuǎn)換為when，while或after等引導(dǎo)的狀語從句。如：Seenfromthetopofthehill，theparklooksmorebeautiful.→Whenitisseenfromthetopofthehill，theparklooksmorebeautiful.從山上往下看，這座公園看起來更加漂亮。（2）過去分詞短語作條件狀語，可轉(zhuǎn)換為if，once或unless等引導(dǎo)的狀語從句。如：Unitedwewillstand；dividedwewillfall.→Ifweareunitedwewillstand；ifwearedividedwewillfall.團(tuán)結(jié)就是勝利；分裂必然失敗。（3）過去分詞短語作原因狀語，可轉(zhuǎn)換為as，since或because等引導(dǎo)的狀語從句。如：Encouragedbytheprogresshehasmade，heworksharder.→Asheisencouragedbytheprogresshehasmade，heworksharder.由于受到所取得成績的鼓舞，他工作更努力了。（4）過去分詞短語作讓步狀語，可轉(zhuǎn)換為although，though或evenif等引導(dǎo)的狀語從句。如：Althoughexhaustedbytheclimb，wecontinuedourjourney.→Althoughwewereexhaustedbytheclimb，wecontinuedourjourney.我們雖然爬得很累，但我們?nèi)匀焕^續(xù)我們的旅程。（5）過去分詞短語作方式狀語，如有連詞asif，就轉(zhuǎn)換為asif引導(dǎo)的方式狀語從句；若無連詞，則轉(zhuǎn)換為并列結(jié)構(gòu)。如：Hebegantocryasifbittenbyasnake.→Hebegantocryasifhewerebittenbyasnake.他大叫起來，好像被蛇咬了一樣。（6）過去分詞短語作伴隨狀語，一般轉(zhuǎn)換為并列結(jié)構(gòu)。如：AuntWucamein，followedbyherdaughter.→AuntWucamein，and（she）wasfollowedbyherdaughter.吳大娘走進(jìn)來，（她）后面跟著她的女兒。3．過去分詞作狀語，有時(shí)前面帶有連詞，是狀語從句的省略形式，其中省去了從句的主語和be動(dòng)詞，通常主語與主句的主語相同。如：Whenever（hewas）askedaboutit，hecouldhardlyholdbackhisfeelings.每當(dāng)有人問及此事，他就難以控制自己的感情。Step7SummingupTrytohelpthestudentsdrawthefollowingconclusions.1．Thepastparticiplewhichactsastheadverbialinthesentencefunctionsasanadverbialclausewhichshowstime，reason，condition，andsoonanditcanbereplacedbyanadverbialclause.2．Ifthereisaconjunctionbeforethepastparticiple，itcanbeconsideredasomissioninadverbialclauses.Whenthesubjectoftheclauseisthesubjectofthemainclauseandthereissomeformof“be”，thesubjectand“be”initcanbeomitted.Step8Havingacompetition1．Getstudentstoformgroupsof6.2．Letstudentsdescribeoneofthemostinterestingplacestheyknowof.Spendsometimepreparingashortspeech，andmakesuretousepastparticiplesastheadverbial.Thengivetheshortspeechtothepartnersandseeifthereissomethingwrongwithit.Atlast，presentittothewholeclass.Alltheclasswilldecidewhichgroupisthewinner.EXAMPLE：Irememberatemple...Setamongmanylovelytrees，thetemple...Placedinsidetherooms，statues...Step9ClosingdownbyaquizShowstudentsthefollowingonthescreenorgiveouttestpaperstothem.1．Choosethebestanswer（1）Andthere，almost______inthebigchair，satherlittlebrother，whoneverhadtobetoldtokeepquiet.A．havinglostB．losingC．tobelostD．lost（2）______andoutofbreath，wereachedthetopofthemountainandstopped______thebeautifulscenery.A．Tiring；toadmireB．Beingtired；admiringC．Tired；toadmireD．Tired；admiring（3）______bythefilm，hedidn'tgotosleepuntillateintothenight.A．DeeplymovedB．DeeplymovingC．MovingdeeplyD．Tobemoved（4）______fromspace，ourearth，______water______70%ofitssurface，appearsasa“blueglobe”．A．Havingseen；the；coveredB．Seeing；with；coveringC．Seen；with；coveringD．Tosee；the；covered（5）______ofplastics，themachinesarelightinweight.A．MadeB．MakingC．TobemadeD．Tomake（6）Onalongrailwayjourney，withfourEnglishmeninthecarriage，oftentherewon'tbeaword______duringthewholejourney.A．speakingB．spokenC．tobespokenD．tospeak（7）______whatwouldhappen，noneofthemcouldfindawayout.A．LeftwonderingB．HavingleftwonderingC．LeavingtowonderD．Havinglefttowonder（8）______manytimes，hefinallyunderstoodit.A．ToldB．TellingC．HavingtoldD．Havingbeentold（9）______byhisgrandparentsinthecountryside，heisn'taccustomedto______inthecity.A．Havingbroughtup；liveB．Grownup；livingC．Grownup；liveD．Broughtup；living（10）______fromMilanTrenc'snovel，thefilmNightattheMuseumbringstolifeaworldwheredinosaurswandertheearth.A．AdaptedB．AdaptingC．HavingadaptedD．TobeadaptedSuggestedanswers：（1）-（5）DCACA（6）-（10）BADDA2．Rewritethesentences（1）A.Onceitisbegun，theprojectwillneverbechanged.B．____________，theprojectwillneverbechanged.（2）A.Ashewasknowntoall，hewasrecognizedveryeasily.B．__________________，hewasrecognizedveryeasily.（3）A.Ifitisseeninthisway，thematterisnotasseriousaspeoplegenerallysuppose.B．________________________，thematterisnotasseriousaspeoplegenerallysuppose.Suggestedanswers：（1）Oncebegun（2）Knowntoall（3）SeeninthiswayStep10Homework1．FinishofftheWorkbookexercises.2．PreviewthepassageonPage34.Step11Reflectionafterteaching________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________教學(xué)參考過去分詞作狀語1．過去分詞作狀語表示被動(dòng)的和完成的動(dòng)作。如：Written_in_a_hurry，thisarticlewasnotsogood!因?yàn)閷懙么颐Γ@篇文章不是很好。（written為過去分詞作狀語，表示這篇文章是“被寫”的，而且“已經(jīng)”被寫。）【注意】有些過去分詞因來源于系表結(jié)構(gòu)，作狀語時(shí)不表被動(dòng)而表主動(dòng)。這樣的過去分詞及短語常見的有：lost（迷路）；seated（坐）；hidden（躲）；stationed（駐扎）；lost/absorbedin（沉溺于）；born（出身于）；dressedin（穿著）；tiredof（厭煩），等。如：Lost/Absorbed_in_deep_thought，hedidn'thearthesound.因?yàn)槌聊缬谒伎贾?，所以他沒聽到那個(gè)聲音。Borninthisbeautifultown，hehatestoleaveit.出生于這個(gè)美麗的小鎮(zhèn)，他不愿離開它。2．過去分詞作狀語時(shí)其邏輯主語為主句的主語，此時(shí)應(yīng)注意人稱一致。如：Given_another_hour，Icanalsoworkoutthisproblem.再給我一個(gè)小時(shí)，我也能解這道題。（given為過去分詞作狀語，它的邏輯主語為主句主語I，即I被再給一個(gè)小時(shí)。）Seen_from_the_top_of_the_hill，thecitylooksmorebeautifultous.從山頂看城市，城市顯得更漂亮。（seen為過去分詞作狀語，表示“被看”，由語境可知，它的邏輯主語必須是“城市”，而不是“我們”，因?yàn)椤拔覀儭睉?yīng)主動(dòng)看城市。）【注意】過去分詞作狀語時(shí)，如果前面再加邏輯主語，主句的主語就不再是分詞的邏輯主語，這種帶邏輯主語的過去分詞結(jié)構(gòu)實(shí)際上屬于獨(dú)立主格結(jié)構(gòu)。如：The_signal_given，thebusstarted.信號(hào)一發(fā)出，汽車就開動(dòng)了。（thesignal是given的邏輯主語，因此主句主語thebus就不是given的邏輯主語。）Her_head_held_high，shewentby.她把頭昂得高高地從這兒走了過去。（herhead是heldhigh的邏輯主語，因此主句主語she就不再是heldhigh的邏輯主語。）3．過去分詞作狀語來源于狀語從句。如：Caught_in_a_heavy_rain，hewasallwet.因?yàn)榱芰艘粓龃笥?，所以他全身濕透了。（caughtinaheavyrain為過去分詞短語作原因狀語，它來源于原因狀語從句Becausehewascaughtinaheavyrain.）Grown_in_rich_soil，theseseedscangrowfast.如果種在肥沃的土壤里，這些種子能長得很快。（growninrichsoil為過去分詞作條件狀語，它來源于條件狀語從句Iftheseseedsaregrowninrichsoil）【注意】狀語從句改成過去分詞作狀語時(shí)有時(shí)還可保留連詞，構(gòu)成“連詞＋過去分詞”結(jié)構(gòu)作狀語。如：When_given_a_medical_examination，youshouldkeepcalm.當(dāng)你做體格檢查時(shí)要保持鎮(zhèn)定。4．過去分詞作狀語的位置。過去分詞可放在主句前作句首狀語，后面有逗號(hào)與主句隔開，也可放在主句后面，前面有逗號(hào)與主句隔開。如：Hestoodtheres