一名合格的教师要充分考虑学习的趣味性，作为高中教师就要好好准备好一份教案课件。教案可以让学生们能够在上课时充分理解所教内容，帮助高中教师提前熟悉所教学的内容。怎么才能让高中教案写的更加全面呢？以下是小编收集整理的“Period4Grammar”，希望对您的工作和生活有所帮助。

Period4Grammar
1．Teachingobjectives
Learntousedirectspeechandindirectspeech
2.Teachingimportantpoint
SummarizetherulesofDirectSpeechandIndirectSpeech.
3.Teachingdifficultpoint
Learnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.
4.Teachingmethods
Discussing,summarizingandpracticing.
5.Teachingprocedures
Step1Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Step2Presentation
Boysactonecartoonfigureandsayssomething.
Teacherasks“Whatdidhe/shesay?”
Girlsacttheothercartoonfigureandanswertheteacher’squestion.
Thenboysandgirlsexchange.
Theshoesaretoobigforme.
Whatdidhesay?
Hesaidtheshoesweretoobigforhim
Step3Grammar
ThestudentswilllearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).Firsttrytomakecleartothestudentswhatdirectandindirectspeechis,withthehelpofthepracticeinStepIII.Thengivethemsomeexamples.AtlastgetthemtosummarizetherulesofDirectSpeechandIndirectSpeech(statementsandquestions).
T:Inthispart,wearetolearntheuseofDirectSpeechandIndirectSpeech(statementsandquestions).WhendoweuseDirectSpeechandwhendoweuseIndirectSpeech?
T:Nowlet’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?
Ssdiscussbythemselves.
Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.
T:Quiteright.Lookattheformonthescreen.Thesearetherules.
一、直接引语变成间接引语，句子结构的变化
1.陈述句
用连词that引导，that在口语中常省略。主句的谓语动词可直接用引语中的said,也可用told来代替，注意，可以说saidthat,saidtosb.that,toldsb.that，不可直接说toldthat
Hesaid,“IhavebeentotheGreatWall.”→HesaidtousthathehadbeentotheGreatWall.
Hesaid,“IllgiveyouanexaminationnextMonday.”
→HetoldusthathewouldgiveusanexaminationthenextMonday.
解题步骤:
“Idon’tlikecomputers,”Sarahsaidtoherfriends.
SarahsaidtoherfriendsthatIdon’tlikecomputers.
shedidn’t
Sarahsaidtoherfriendsthatshedidn’tlikecomputers.
.2.一般疑问句
间接引语用连词whether或if引导，原主句中谓语动词said要改为asked(me/him/us等)，语序是陈述句的语序
Hesaid,“Doyouhaveanydifficultywithpronunciation?”
→Heasked(me)whether/ifIhadanydifficultywithmypronunciation.
Hesaid,“YouareinterestedinEnglish,arentyou?”
→HeaskedwhetherIwasinterestedinEnglish.
解题步骤:
Isiteasytoimprovetheconditionofthesoil?
(Theyaskedhim)“Itiseasytoimprovetheconditionofthesoil.”
Theyaskedhimifitiseasytoimprovetheconditionofthesoil
was
Theyaskedhimifitwaseasytoimprovetheconditionofthesoil.
3.特殊疑问句
原来的疑问词作为间接引语的连词，主句的谓语动词用ask(sb.)来表达，语序改为陈述句语序
Hesaidtome，“Whatsyourname?”→Heaskedmewhatmynamewas.
Heaskedus,“Howmanycarfactorieshavebeenbuiltinyourcountry?”
→Heaskedushowmanycarfactorieshadbeenbuiltinourcountry.
解题步骤：
Whendoyouharvestthewheat?
(Theyaskedhim)youharvestthewheat
TheyaskedhimWhenyouharvestthewheat.
Heharvested
Theyaskedhimwhenheharvestedthewheat.
4.选择疑问句
用whether…or…表达，而不用if…or…，也不用either…or…
Heasked,“DoyouspeakEnglishorFrench?”
→HeaskedmewhetherIspokeEnglishorFrench.
Iasked,“Willyoutakebusortaketrain?”
→Iaskedhimwhetherhewouldtakebusortaketrain.
二、在直接引语变为间接引语时需要注意的变化
1.注意时态的变化Directindirect
Presentpast
Pastpastandpastperfect
Presentperfectpastperfect
Pastperfectpastperfect
2.注意人称变化。
3.注意指示代词的变化this,these(that,those)
4.注意时间的变化now,today,thisweek,yesterday,lastweek,fourdaysago,thedaybeforeyesterday,tomorrow,nextmonth(then,thatday,thatweek,thedaybefore,theweekbefore,fourdaysbefore,twodaysbefore,thenextday,thenextmonth)
5.注意地点的变化here(there)
6.注意个别趋向动词的变化come,bring(go,take)
三、谓语动词时态变化需要注意几点：
1.直接引语表述的是客观真理，变为间接引语时，时态不变
Thegeographyteachersaid,“Thesunrisesintheeastandsetsinthewest.”
Thegeographyteachertoldusthatthesunrisesintheeastandsetsinthewest.
2.如果直接引语所表述的内容在目前和说话时同样有效，变间接引语时，时态可不变
Thechildrensaid,“Welovethisgame.”
Theytoldusthattheylovethatgame.
3.主句谓语动词的时态是现在时态，在引述时，时态不变。
Shesays,“I’llneverforgetthedaysinthecountry.”
Shesaysthatshe’llneverforgetthedaysinthecountry.
从句时态无须改变的还有以下情况:
1.当主句的谓语动词是将来时的时候
2.当直接引语部分带有具体的过去时间状语时
3.当直接引语中有以when,while引导的从句，表示过去的时间时
4.当引语是谚语、格言时
5.当直接引语中有情态动词should,would,could,hadbetter,wouldrather,might,must,oughtto,usedto,need时
Step4Practice
ForEx1,getthestudentstolookatthesentencescarefullyinpairsinordertofindoutthedifferencebetweendirectspeechandindirectspeech.Guidethestudentstofindoutthechangesinpronounforms,wordorder,adverbialsandsoon,especiallytheverbtenses,theunderlineparts.Askthestudentstopayattentiontothereportingclause.
ForEx2,askthestudentstodoitbythemselves,thencheck.
Exercises:
1.Hesaid,“ImafraidIcan’tfinishthiswork.”
2.Hesaid,“Ihaven’theardfromhimsinceMay.”
3.Tomsaid“Iwillseeyounextweek.”
4.“Whywereyoulateagain?”Theteachersaidtome.
5.“Idon’tlikeswimming,”saidSarah.
6.HisfriendsaskedhimifhewouldgotoDalian.
7.“HaveyoubeentoParis?”Myclassmateaskedme.
高考链接
1.Readerscan________quitewellwithoutknowingtheexactmeaningofeachword.
A.getoverB.getin
C.getalongD.getthrough
2.It’shardformetoimaginewhatIwouldbedoingtodayifI______inlove,attheageofseven,withtheMelindaCoxLibraryinmyhometown.
A.wouldn’thavefallenB.hadnotfallen
C.shouldfallD.weretofall
3.Fatherwenttohisdoctorfor_______abouthishearttrouble.
A.anadviceB.advice
C.advicesD.theadvices
4.Iwonderhowhe____thattotheteacher.
A.daretosayB.daresaying
C.notdaresayD.daredsay
Step6Correctingmistakes
TanalysesthecommonmistakesSshavemadeduringthepractice.
T:Nowlet’slookatthescreenandpayattentiontothesesentences.Choosetherightsentenceandtellmewhytheotheroneiswrong.

扩展阅读

Great scientists Period 5 Grammar 教案

俗话说，居安思危，思则有备，有备无患。高中教师要准备好教案为之后的教学做准备。教案可以让学生能够听懂教师所讲的内容，帮助高中教师提前熟悉所教学的内容。优秀有创意的高中教案要怎样写呢？下面是小编精心为您整理的“Great scientists Period 5 Grammar 教案”，欢迎阅读，希望您能阅读并收藏。

Period5Grammar

TheGeneralIdeaofThisPeriodThisisthefifthperiod,whichwillcenteronthegrammar:usingthepastparticipleastheattributeandthepredicative.Atthebeginningofthisperiod,theteachershouldgivethestudentssometimetogooverwhattheylearnedinthelastperiod.?Latertheteacherhadbetterpresentsomesentencescontainingthepastparticipleusedastheattributeandthepredicativeonpurposebyaskingthestudentstodosomeexercises.Getthestudentstofindallthesentencescontainingthepastparticipleinthetwopassages.Afterfindingthem,theteachercanaskthestudentstoanalyzethemandunderstandthefunctionofthepastparticipleinthosesentences.Afterthattheteachershouldgivethestudentsclearexplanationsabouttheusageofthegrammar.?Aftermasteringtherulesofthepastparticiple,thestudentsshouldbegivenmoreexercisestoconsolidatewhattheylearn.Theteachershouldarrangesomeactivitiescarefullyandcreatively.Firstletthemdosomesimpleexercises.Forexample,combinethetwosentencesusingthepastparticipleastheattributeandthepredicative.Thenaskthemtomakesomesentencesusingthepastparticiple.?Besidesthat,theteachershouldhelpthestudentstoreviewtheotherusagesofthepastparticiple.Intheend,letthemwriteapassageusingthepastparticipleproperly.?Apartfromtheusageofthepastparticiple,theteacherhadbettermakethestudentsunderstandthedifferencesbetweenthepastparticipleandthepresentparticiple.Inordertohavethestudentsmasterit,theteachershouldchoosesomeexercisestosupplythestudentswithsomeproblemstodealwith.Bydoingandpracticingmore,thestudentsmaymasterthegrammar.?TeachingImportantPoint?Tolearnaboutthepastparticipleusedastheattributeandthepredicative.?TeachingDifficulty?Toknowthedifferencesbetweenthepastparticipleandthepresentparticiple.?TeachingAidsMulti-mediaclassroomandothernormalteachingtools.?

ThreeDimensionalTeachingAimsKnowledgeAim?Tolearnaboutthepastparticipleusedastheattributeandthepredicative.?AbilityAim?Tousethepastparticipleusedastheattributeandthepredictivefreelyandproperlyinspeakingandwriting.?EmotionalAimsEncouragethestudentslearnmoreaboutthegrammar.?Helpthestudentstoformthegoodhabitinlearning.?Encouragethestudentstodomoreexercisestoconsolidatetheirknowledge.?

TeachingProcedureStep1GreetingT:Hello,myfriends.?Ss:Hello,Miss...?Step2RevisionT:Doyoustillrememberwhatyoulearnedinthisunit?Wouldyoupleasesaysomething?aboutthegreatscientistswelearnedinthisunit.FirstpleasesomethingaboutJohnSnow.?S:Johnsnow,awell-knowndoctorin!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--London,defeatedcholera.?S:Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.?S:JohnSnowgatheredtheinformationandmarkeditonamapwhereallthedeadpeople?hadlived.?S:Hediscoveredthatmanyofthedeathswerenearthewater.Itseemedthewaterwastoblame.?Ss:...?T:Youreallydidaverygoodjob.Now,let’ssaysomethingaboutNicolausCopernicus.?S1:NicolausCopernicusbelievedthattheearthisnotthecentreofthesolarsystem.ButatthattimepeopleallbelievedGodhadmadetheworldandforthatreasontheearthwasspecialandmustbethecentreofthesolarsystem.?S2:In1514heshowedhistheoryprivatelytohisfriendsandexplainedhistheory.?S3:HewasverycautiousbecausehedidnotwanttobeattackedbytheChristianchurch.?S4:Hepublishedhistheoryashelaydyingin1543.?S5:HistheorywasrejectedbytheChristianChurch.?Step3PresentationT:Todaywewilllearnthegrammar—pastparticipleusedastheattributeandthepredicative.FirstlookatyourtextonPage4,partI.Lookatthefollowingsentenceswherethepastparticiplesareused.?T:Inthissentencethepastparticipleisusedasanattributephrase.Terrifiedpeoplemeanspeoplewhowereterrified.Nowpleasefindtwomoreexamplesfromthereadingpassageswithpastparticiplesusedastheattribute.Youareallowedtofindasmanysentencesaspossibleintwominutes.(Twominuteslater,askthestudentstoreportwhattheyhavefound.)?S1:Fromthestomachthediseaseattackedthebodyquicklyandsoontheaffectedpersonwasdead.?S2:ImmediatelyJohnSnowtoldtheastonishedpeopleinBroadStreettoremovethehandlefromthewaterpumpsoitcouldnotbeused.?S3:JohnSnowsuggestedthatthesourceofallwatersuppliesbeexaminedandnewmethodsofdealingwithpollutedwaterbefound.?S4:Heplacedafixedsunatthecentreofthesolarsystem.?T:Good.Youjustfoundallthesentencescontainingthepastparticiplesusedastheattributes?.Besidesusingastheattribute,thepastparticiplescanalsobeusedasthepredicative.Canyoufindthesentenceswithpastparticiplesusedasthepredicative?Finishitintwominutes.?(Twominuteslater,letthestudentsreadthesesentenceswithpastparticiplesasthepredicative.)?S1:Neitheritscause,noritscurewasunderstood.?S2:Heknewitwouldneverbecontrolleduntilitscausewasfound.S3:Hegotinterestedintwotheoriesexplaininghowcholerakilledpeople.?S4:TheyweregivenfreebeerandsohadnotdrunkthewaterfromtheBroadStreetpump.?S5:Hefoundthatitcamefromtheriver,whichhadbeenpollutedbythedirtywaterfromLondon.?S6:ImmediatelyJohnSnowtoldtheastonishedpeopleinBroadStreettoremovethehandle?fromthewaterpumpsoitcouldnotbeused.?...Step4PractisingT:Fromthesentencesmentionedjustnow,whatdoyouknowabouttheusageofpastparticiplesastheattributeandthepredicative??S:Weusepastparticiplesasattributeswhenwewanttojointwoclausestogether.?T:Yes,verygood.Nowlet’slookatthescreenandfinishtheexercisesquickly.PastParticipleastheAttributePastParticipleasthePredicative1.terrifiedpeople?2.reservedseats?3.pollutedwater?4.acrowdedroom?5.apleasedwinner?6.?7.?8.?9.?10.1.?2.?3.?4.?5.?6.childrenwholookastonished?7.avasethatisbroken?8.adoorthatisclosed?9.theaudiencewhofeeltired?10.ananimalthatistrappedSuggestedanswers:1.peoplewhoareterrified2.seatswhicharereserved3.waterwhichispolluted4.aroomwhichiscrowded5.awinnerwhoispleased6.astonishedchildren7.abrokenvase8.acloseddoor9.thetiredaudience10.atrappedanimal过去分词作定语,在语态上,表被动;在时间上,表示动作已经发生或完成,与它所修饰的名词有逻辑上的动宾关系。过去分词作定语时,所修饰的名词在逻辑上相当于被动句中的主语,过去分词相当于谓语。如:?Thedestroyedhousewillberebuiltnextyear.?这种情况下的过去分词为及物动词的过去分词。不及物动词的过去分词很少能单独作前置定语,少数表示状态改变或位置转移的动词的过去分词可前置,仅表示时间的完成,无被动意义。而现在分词表示动作正在进行。如:?fallingleaves正在下落的树叶adevelopingcountry发展中国家theboilingwater沸水?fallenleaves落叶adevelopedcountry发达国家theboiledwater(凉）开水?T:Besidesthis,thepastparticiplecanbeputafterthenountomodifythenounform,forexample,Thefamouswriter’splay,mentionedinoneofmybooks,waspublishedin1963.Doyouunderstandthesentence?S:Thefamouswriter’splay,whichwasmentionedinoneofmybooks,waspublishedin1963.T:Yes,verygood.Inthissentencewecangettwopiecesofinformation.A:Thefamouswriter’splaywaspublishedin1963.B:Theplaywasmentionedinoneofmybooks.Now,let’sdosomeexercisestocombinetwosentencestogetherusingpastparticipleastheattribute.?1.Thisisoneofthequestions.Itwasdiscussedatthemeetingyesterday.?S:Itisoneofthequestionsdiscussedatthemeetingyesterday.T:Hisletterwasaddressedtothewrongnumber.Itreachedmelate.?S:Hisletter,addressedtothewrongnumber,reachedmelate.?T:Thestudentsdidn’tknowhowtoanswerit.Theyweresurprisedatthewaythequestion?wasput.?S:Thestudents,surprisedatthewaythequestionwasput,didn’tknowhowtoanswerit.?T:Theaudienceallvoicedsupportforthesuggestion.Theyweremovedbyhisspeech.?S:Theaudience,movedbyhisspeech,allvoicedsupportforhissuggestion.?T:Basketballisnowaninterestingsport.ItwasfirstplayedintheUSA.?S:Basketball,firstplayedintheUSA,isnowaninterestingsport.?T:Welldone.?注意下面过去分词作定语的几种情况:?1.单个的过去分词作定语一般放在被修饰的名词之前。如:theterrifiedpeople,thepolluted?water,theastonishedpeople。?单个分词也可以作后置定语,用以强调动作。如:?Theydecidedtochangethematerialused.他们决定更换使用的材料。?2.过去分词短语作定语要放在被修饰的名词后面,作后置定语,其作用相当于一个定语从句。如:ThemanchosenmayorofthecityreceivedaDoctor’sDegreeofEngineering?.?3.如被修饰的词是something,anything,everything,nothing等,分词放在被修饰词的后面。如:Doyouhaveanythingunfinished??4.单个过去分词前加一名词或副词,常用连字符将它们连接起来构成一个复合形容词,放在其修饰的名词前,作前置定语。分词前加的名词表示分词的动作或行为主体,所加的副词表示方式、时间、程度、性质等意义。如:anewly-bornbaby,awell-knowndoctor。?T:Nowlet’scometothepastparticipleusedasthepredicative.Generallyspeakingthepastparticipleusedasthepredicativeshowsthestatethesubjectremains.(过去分词作表语表示主语所处的状态。)eg:Iwassurprisedtofindthatsuchgreatchangeshadtakenplaceinthecollege.?Nowlookatthescreen.Finishtheexercisesquickly.?1.Hegot__________aboutlosingthemoney.?2.Whydoyoualwayslookso__________?Doyousleepwellthesedays??3.Iwas__________withthefilmIsawlastnight.Ihadexpectedittobebetter.?4.Everybodywas__________tohearthedeathofthefamousfilmstar.?5.Thechildrenarereally__________aboutgoingtothezoo.?6.Hiswoundbecame__________withanewvirus.?Suggestedanswers:1.worried2.tired3.disappointed4.astonished5.excited6.infected?T:Welldone.Step5FurtherPractising?T:Nowlet’sdosomeexercises.?1.TheOlympicGames,__________(play)in776B.C.,didnotincludewomenplayersuntil?1912.?2.Cleaningwomeninbigcitiesget__________(pay)bythehour.?3.Mostofthepeople__________(invite)tothepartydidn’tturnupbecauseoftheheavyrain.4.Whoistheman__________(talk)toourheadmaster??5.Theprofessor__________(pay)avisittoourschoolisfromBeijingUniversity.?6.The__________(die)manwasimmediatelytakentohospital.?7.Thesoldiersgotoffthetruckandmovedthe__________(fall)treeawayfromthehighway.8.We__________(surprise)tofindthatfewofthestudentsdidtheexperimentwell.?Suggestedanswers:1～8:played,paid,invited,talking,paying,dying,fallen,surprised?Step6ConsolidationT:Inthisperiod,wemainlyfocusonthepastparticipleusedastheattributeandthepredicative.Afterclass,wouldyoupleasewriteapassagecontainingpastparticiplesandpresentparticiples,whichshowsthatyouhaveknownhowtousepastparticiplesproperly?Besides,youwillalsohavetofinishtheexercisesonPage44Ex1-2using?thepastparticiple.?

TheDesignoftheWritingontheBlackboard

Unit1Greatscientists

Period5GrammarPastparticiplesusedastheattributePastparticiplesusedasthepredicative1.Itisoneofthequestionsdiscussedatthemeetingyesterday.2.Hisletter,addressedtothewrongnumber,reachedmelate.3.Theaudience,movedbyhisspeech,allvoicedsupportforhissuggestion.?4.Basketball,firstplayedintheUSA,isnowaninterestingsport.1.Hegotworriedaboutlosingthemoney.?2.Whydoyoualwayslooksotired??3.IwasdisappointedwiththefilmIsawlastnight.Ihadexpectedittobebetter.?4.Everybodywasastonishedtohearthedeathofthefamousfilmstar.?5.Thechildrenarereallyexcitedaboutgoingtothezoo.

ResearchandActivitiesSupposeyouaremayorofWuxi.Findoutmeasurestostoppollution.Pleaseusethepastparticipleastheattributeandthepredicative.NowadayseveryoneinWuxiisworriedabouttheenvironment.Theairispolluted.Thewaterispolluted.Wecannotbreathethepollutedairanymore.Let’stakeaction—Studentsshouldusetheirimaginationandcreativitytocontinuethewriting.?

ReferenceforTeaching

现在分词和过去分词的区别现在分词和过去分词主要差别在于:现在分词表示“主动和进行”,过去分词表示“被动和完成”(不及物动词的过去分词不表示被动,只表示完成)。分词可以有自己的状语、宾语或逻辑主语等。?1.单个分词作定语一般放在被修饰之前（有些单个过去分词作宾语时,也可放在被修饰词之后）,如:分词短语作定语一般放在被修饰词之后,有时可用定语从句代替。单个分词作前置定语表示被修饰词所发出的动作,即分词动作的逻辑主语是它修饰的词。如:?TheexcitingnewsthatChineseathleteswonover20goldmedalsinSydney2000OlympicGamesinspiredallofus.（单个现在分词作前置定语,表示被修饰词所发出的动作,即Thenewswasexciting.）?Thebuildinglyingonthewestoftheseacostsome20000000dollars.（现在分词短语作后置定语,相当于一个定语从句thatlies）?现在分词表示主动的动作或正在进行的主动动作,如:boilingwater,therisingsun,developingcountry;过去分词表示被动动作或已完成的动作,如:boiledwater,therisensun,developedcountry。?2.分词作后置定语应注意:?(1)现在分词表示的动作:?①一个正在进行的动作,如:?Canyouseetheshipdisappearing(thatisdisappearing)inthedistance??②表示将来的动作,如:?Canyoutellmethenumberofpeoplecomingtotheparty(whowillcometotheparty)??③表示某个经常性的动作或状态,如;?Thegirllookingafter(wholooksafter)Harry’schildrengets200dollarsaweek.?(2)过去分词表示的动作:?①发生在谓语动词的动作之前,如:?Isthisthebookwritten(thatwaswritten)byHenryJames??②与句中谓语动词是相应的经常性的动作,如:?Hewasthenaprofessorrespected(thatwasrespected)byalltheteachersandstudentsofthecollege.?③being+过去分词结构表示动作正在进行,如:?The65-storeyedbuildingbeingbuilt(thatisbeingbuilt)willberunbyaUScompany.?正在建设的那座65层大楼将由一家美国公司经营。?④tobe+过去分词结构表示一个将来动作,如:?Hewasinvitedtotheconferencetobeheld(thatwillbeheld)inShanghaiinMay2001.?分词前置?Wecanseetherisingsun.我们可以看到东升的旭日。?Heisaretiredworker.他是位退休的工人。?分词后置(i.分词词组;ii.个别分词如given,left;iii.修饰不定代词something等)?Therewasagirlsittingthere.有个女孩坐在那里。?Thisisthequestiongiven.这是所给的问题。?Thereisnothinginteresting.没有有趣的东西。?过去分词作定语?与其修饰的词是被动关系,相当于一个被动语态的定语从句。?Mostofthepeopleinvitedtothepartywerefamousscientists.?MostoftheartistsinvitedtothepartywerefromSouthAfrica.?

典型例题1)Thefirsttextbook__________forteachingEnglishasaforeignlanguagecameoutinthe16thcentury.A.havewrittenB.tobewrittenC.beingwrittenD.written解析：书与写作是被动关系,应用过去分词作定语表被动,相当于定语从句whichiswritten。?答案：D?2）What’sthelanguage__________inGermany??A.speakingB.spokenC.bespokenD.tospeak解析：主语language与谓语动词之间有被动的含义。spoken是动词speak的过去分词形式,在句中作定语,修饰主语language,spoken与language有被动关系。该句可以理解为:What’sthelanguage(whichis)spokeninGerman??答案：B?3.作表语的分词通常看作形容词来用。现在分词表示主语的性质,而且主语多为物;过去分词表示主语的感受或状态,主语多为人。如:?(1)Thestoryisinteresting.故事有趣。?Weareinterestedincomputers.我们对计算机感兴趣。?(2)Theglassisbroken.玻璃杯破了。?(3)Thewaterisboiled.水是开的。?

两种形式的过去分词在英语中,有些动词有两种过去分词形式,并且它们在用法和意义上不同?1)learned/learnt?两者都可用在完成式中构成谓语,但learned还可作定语“博学的”之意解。而learnt不能。[举例]Wehavelearned/learnt200newwordssincelastterm.?从上学期开始,我们已经学了200个新词了。?ProfessorWangisalearnedman.王教授是个有学问的人。?2)lighted/lit?lighted可用作定语,lit用作表语。?[举例]Thelightedcandlelitthewholeroom.?点燃了的蜡烛照亮了房间。?Thecigaretteisnotlit.烟没点着。?3)hung/hanged?hung意为“悬挂”,hanged意为“绞死,吊死”。?[举例]Afamouspaintingishungonthewall.墙上挂着一幅名画。?Hewashangedbyhisenemy.他是被敌人绞死的。?4)hid/hidden?hid用于完成时,hidden可作表语和定语。?[举例]Thesunishidden.?太阳被云遮住了。?Theremustbesomeonehiddeninthecupboard.?一定有人藏在柜子里。?Wherehaveyouhidmybook??你把我的书藏在哪儿了？?5)struck/stricken?struck用于完成时构成谓语,stricken用作定语,还可表示“受到打击”。?[举例]Theclockhasstruckthree.?时钟已敲响了三点。?Therescueteamsracedtothestrickenship.?救援队立刻前往抢救遇难船只。?6)born/borne?born既可用作表语,又可用作定语,borne用于完成时构成谓语。?[举例]HewasborninJapanin1973.?他于1973年出生于日本。?Sheisabornsinger.?她是个天生的歌唱家。?Shehasbornetwoboys.?她已经生了两个男孩。?7)burned/burnt?burned强调燃烧的动作,burnt强调状态或结果,还可用作定语。?[举例]Alotofpeoplewereburnedinthebigfire.?很多人在那场大火中被烧死了。?Oilisburntincars.汽车用汽油作燃料。?Theburntpeoplearebeingtreatedinhospital.?烧伤的人们正在住院接受治疗。?8)sunk/sunken?sunk用作表语,sunken用作定语。?[举例]TheshipofTitanicwassunkforever.?泰坦尼克永久地沉没了。?Thesunkenboatcouldneverbefound.?那艘沉船再也没有找到。?9)melted/molten?melted用作表语,molten用作定语。?[举例]Theiceintheriverismelted.?河里的冰融化了。?Themoltensteellookslikewater.?熔化了的钢看上去像水一样。?

高二必修5 Unit 4 Making the news教案 Period3 Grammar Inversion

高二必修5Unit4Makingthenews教案
Period3GrammarInversion
Class8,Senior2
TangYanfen
Oct.20,2010-10-19
Teachingaims:
1.Toknowtheusageofinversion
2.Topracticetheusageofinversion
TeachingImportantpoints:
Enablethestudentstouseinversionproperly.
Teachingdifficultpoints;
Howtouseinversioninrealsituations.
TeachingProcedures:
Step1Leadingin
Translate:从前有座山，山上有个庙，庙里有个老和尚（monk)
Step2Presentationandpractice
Definitionoffullinversionandpartialinversion.
一、完全倒装
1.Therebe结构。另外,在此结构中可以用来代替be动词的动词有:exist,seem,happen,appear,live,rise,stand等。
2.用于“以地点副词here,there和时间副词now,then开头+不及物动词+主语的句型中,或以out,in,up,down,away,off等副词开头的句子里面,表示强调。
3.当句首状语是表示地点的介词词组时,也常引起全部倒装(如onthewall,underthetree,infrontofthehouse,inthemiddleoftheroom等)。
4.表语置于句首时,倒装结构采用“表语＋be＋主语”的结构
二、部分倒装
部分倒装是把be动词、情态动词、助动词放到主语之前。如果句子中没有这些词,要在主语之前加助动词do/does/did等,而把原来的谓语动词变成原形放在主语之后。
1.用于疑问句。（部分倒装）
2、在以so,nor,neither(…也是;…也不是）开头的句子里，此句谓语应与前句谓语的时态形式一致。
3.only+状语（副词、介词短语、状语从句）放在句首时。（部分倒装）
4.在否定或半否定词放句首表示强调时，部分倒装。
5."Notonly+分句,butalso+分句"句型中的前一分句要部分倒装。
6.Notuntil放在句首,句子半倒装
7..“so/such+表语/状语+that从句”结构中的so或such引导的表语/状语放在句首时（部分倒装）
8.用于形容词（名词/动词）+as/though的让步状语从句中。
9.用于表示祝愿和祝福之类的句子中。
10)在虚拟语气条件句中从句谓语动词有were,had,should等词，可将if省略，把were,had,should移到主语之前，采取部分倒装。
Step3Summary
Step4Practice
Step5Homework

Unit 3 Life in the future Period 5 Grammar教案

Period5Grammar
TheGeneralIdeaofThisPeriod
Thisisthefifthperiod,whichwillcenteronthegrammar:usingthepastparticipleastheadverbialandattribute.Atthebeginningoftheperiod,theteachershouldoffersometimetogooverwhatthestudentslearnedinthelastperiod.?
Latertheteacherhadbetterpresentsomesentencescontainingthepastparticipleusedastheadverbialandattributeonpurposebyaskingthestudentstodosomeexercises.Getthestudentstofindallthesentencescontainingthepastparticipleinthetwopassages.Afterfindingthem,theteachercanaskthestudentstoanalyzethemandunderstandthefunctionofthepastparticipleinthosesentences.Whiledoingit,thestudentsshouldbegivensomeexplanationabouthowtousethepastparticiple.?
Thefollowingstepistopractisemoreaboutthegrammar.Theteachershouldarrangesomeactivitiescarefullyandcreatively.Firstletthemdosomesimpleexercises.Forexample,combinethetwosentencesusingthepastparticipleastheadverbialandattribute.Thenaskthemstudentstomakesomesentencesusingthepastparticiple.?
Besidesthat,theteachershouldhelpthestudentstoreviewtheotherusagesofthepastparticiple.Intheend,letthemwriteapassageusingthepastparticipleproperly.?
Apartfromtheusageofthepastparticiple,theteacherhadbettermakethestudentsunderstandthedifferencebetweenthepastparticipleandthepresentparticiple.Inordertohavethestudentsmasterit,theteachershouldchoosesomeexercisestosupplythestudentswithsomeproblemstodealwith.Bydoingandpracticingmore,thestudentsmaymasterthegrammar.?
TeachingImportantPoints
Tolearnaboutthepastparticipleusedastheadverbialandtheattribute.?
TeachingDifficulties
Toknowthedifferencebetweenthepastparticipleandthepresentparticiple.?
TeachingAids
Multi-mediaclassroomandothernormalteachingtools.?
ThreeDimensionalTeachingAims
KnowledgeAims
Tolearnaboutthepastparticipleusedastheadverbialandtheattribute.?
AbilityAims
Tousethepastparticipleusedastheadverbialandtheattributefreelyandproperlyinspeakingandwriting.?
EmotionalAims
Encouragethestudentstostudybythemselves.?
Makethemknowonlybydoingmoreexercisescantheylearnthegrammarwell.?
TeachingProcedure
Step1Greeting?
T:Hello,myfriends.?
Ss:Hello,MissWang.?
Step2Revision?
T:Doyoustillrememberwhatyoulearnedinthisunit?Pleasesaysomethingaboutthelifeinthefuture.
S:Thelifeinthefutureisquitedifferentfromthepresentlife.?
S:Peopleinthefuturewilltravelbyhoveringcarriage,whichwillbedrivenbycomputer.?
S:Peoplewillsufferfromthelackoffreshair,buttheywillwearmaskstofeelmuchbetter.
S:Inthefuture,equipmentwillmakelifemuchmoreconvenientthannow.?
Ss:...?
T:Good.Nowpleaseanswersomequestionsaccordingtothepassage:IHaveSeenAmazingThings.
Wheredidhevisitinthefirstplace?Whatdidhefindthere??
S:Hisfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.Itisanenormousroundplate,whichspinsslowlyinspacetoimitatethepulloftheearth’sgravity.Inside,itisdividedintozoneswithextraordinarilydifferentatmospheresandgravities.Therethealiencreatureslivewhiletheyworkwithhumanspacescientistssearchingfornewworlds.?
T:Excellent.Wouldyoupleasedescribethefriendliestcreatureshemet??
S:Thefriendliestcreaturesarethemu-mu,afamilyfromthePleiadesgroupofstars.Theycanseeinthedarksotheyliveinanareawithoutlightofanykind.TheyhaveassistedinthediscoveryofplanetsroundthefourthstarinthePleiadessystem.Theyspeakinwhispersandeatfoodthatcontainscarbon.Theyhavesixarmsandoneshell-coveredleg.Theymovedforwardbyslowlyshakingfromsidetosideandtheyaretallandthinwithwhiteandblackfaces.?
T:Youdidagoodjob.Whataboutthemostinterestingcreatures??
S:ThemostinterestingcreaturesarethetinydimpodsfromagalaxynearNGC6240.Theyskiparoundthepipesandbetweenthewoodenwallsofthespacestation.Theyrequirethesameatmosphereashumansandaregreatengineers.Theywillbeabletotravelmanylightyearsawayfromtheearth.Theyalsocanproduceaspecialliquidfromtheirbodies.Theyarenoteasytotalkto,becauseyouhavetousealanguage-changertohelpandtheyshoutloudlyinyourear.Theyareverysmallwithmanyarmsandlegs.Theyarepurpleorblueandthecolorchangesdependingontheirmood.?
Step3Presentation
T:Canyoufindthefollowingsentenceinthereadingpassage??
Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.?
T:Inthissentencethepastparticipleisusedasanadverbialphrase.Itisawayofjoiningtwoclausestogether:AsIwasworriedaboutthejourney,Iwasunsettledforthefirstfewdays.Nowpleasepickoutthreemoresentencesfromthereadingpassageswithpastparticiplesusedastheadverbial.Youareallowedtofindasmanysentencesaspossibleintwominutes.?
(Twominuteslater,askthestudentstoreportwhattheyhavefound.)?
S:Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.?
S:Confusedbythenewsurroundings,Iwashitbythelackoffreshair.?
S:Exhausted,Islidintobedandfellfastasleep.?
S:Describedasanenormousroundplate,itspinsslowlyinspacetoimitatethepulloftheearth’sgravity.?
T:Good.Youjustfoundallthesentencescontainingthepastparticiplesusedastheadverbials?.Besidesusingastheadverbials,thepastparticiplescanalsobeusedastheattributes.Canyoufindthesentenceswithpastparticiplesusedasattributes?Finishitintwominutes.?
(Twominuteslater,letthestudentsreadthesesentenceswithpastparticiplesastheattributes.)
S:Myfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.?
S:Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatomecapsule.?
S:SoonIwasbackonmyfeetagainandfollowedhimtocollectahoveringcarriagedriven?bycomputer.?
S:Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany.?
S:Themu-mudrinkastrangemixtureofcarrotjuiceandcocoa,whilethedimpodsdrinklemonademixedwithherbs.?
S:Theymoveforwardbyslowlyshakingfromsidetosideonashell-covered“leg”.?
Step4Practising
T:Fromthesentencesmentionedjustnow,whatdoyouknowabouttheusageofpastparticiplesasadverbialsandattributes??
S:Weusepastparticiplesasattributeswhenwewanttojointwoclausestogether,whichisanattributiveclause.?
T:Yes.过去分词作定语,在语态上,表被动;在时间上,表示动作已经发生或完成,与它所修饰的名词有逻辑上的动宾关系。过去分词作定语时,所修饰的名词在逻辑上相当于被动句中的主语,过去分词相当于谓语。?
过去分词作定语表示动作在谓语动作之前发生,已经完成并具有被动意义。有时也不表示时间性。作定语的过去分词一般由及物动词变来,因为只有及物动词才有被动意义。例如:
Heisateacherlovedbyhisstudents.他是个很受学生爱戴的老师。?
也有用不及物动词的过去分词作定语的情况,一般作前置定语,它不表示被动意义,只表示主动意义,强调动作完成。不能像及物动词的过去分词那样放在名词后面作定语。例如:
fallenleaves落叶?
retiredworkers退休工人?
therisensun升起的太阳?
T:Nowcombinethesetwosentencesusingthepastparticipleastheattribute.?
Soonwelostsightofthatfamousastronomer.HeiscalledLiQiang.?
S:SoonwelostsightofthatfamousastronomercalledLiQiang.?
T:Iamgoingtobuyapainting.ItiscopiedfromVincentVanGogh.?
S:IamgoingtobuyapaintingcopiedfromVincentVanGogh.?
T:Ilikethatoldprivatehouse.Itisbuiltofwoodandmud.?
S:Ilikethatoldprivatehousebuiltofwoodandmud.?
T:Theroomiscompletelyempty.Theroomisconnectedtotherestofthehousebyalongpassage.
S:Theroomconnectedtotherestofthehousebyalongpassageiscompletelyempty.?
T:Thequeenwassittinginaroyalcarriage.Thecarriagewasdrawnbyfourhorses.?
S:Thequeenwassittinginaroyalcarriagedrawnbyfourhorses.?
T:Thevehicleismentionedinthebook.Thevehicleisunknowntome.?
S:Thevehiclementionedinthebookisunknowntome.?
T:Thecastleisunderrepair.Itwasbuiltin1432.?
S:Thecastlebuiltin1432isunderrepair.?
T:Justnowwepracticedpastparticiplesusedasattributes.Therearestillsomenotesweshouldpayattentionto.?
注意下面过去分词作定语的几种情况:?
1.单个的过去分词作定语一般放在被修饰的名词之前。例如:?
Weneededmuchmorequalifiedworkers.我们需要更多的合格工人。?
Myfriendisareturnedstudent.我的朋友是个归国的留学生。?
单个分词也可以作后置定语,用以强调动作。例如:?
Theydecidedtochangethematerialused.他们决定更换使用的材料。?
2.过去分词短语作定语要放在被修饰的名词后面,作后置定语,其作用相当于一个定语从句。例如:?
Thestudentdressedinwhiteismydaughter.(=Thestudentwhoisdressedinwhiteismydaughter.)穿白色衣服的学生是我的女儿。?
3.如果被修饰的词是由every/some/any/no+thing/body/one所构成的复合代词或指示代词those等时,即使一个单一的分词作形容词用,也要放在被修饰词的后面。例如:
Isthereanythingunsolved?还有没解决的问题吗？
ThereisnotingchangedheresinceIleftthistown.?
自从我离开这个城镇以来,几乎没有什么变化。?
4.单个过去分词前加一个名词或副词,常用连字符将它们连接起来构成一个复合形容词,放在其修饰的名词前,作前置定语。分词前加的名词表示分词的动作或行为主体,所加的副词表示方式、时间、程度、性质等意义。例如:?
Thisisastate-ownedfactory.这是一家国有工厂。?
Thisisourschool-runfactory.这是我们的校办工厂。?
T:Nowlet’slearnpastparticiplesusedasadverbials.?
分词作状语分词在句子中作状语,可以表示时间、条件、原因、结果、让步、伴随等。分词作状语时,它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。?
例如:??
Accompaniedbyhisfriend,hewenttotherailwaystation.?
Givenbetterattention,theplantscouldgrowbetter.?
Helookedtiredanddepressed,visiblydisturbedbythenewsofhismother’sillness.?
分词在句子中作状语,使用何种分词,要取决于分词与句子主语的关系:主谓关系用现在分词,动宾或被动关系用过去分词。例如:?
1.Nothavingenoughhands,weturnedtothemforhelp.(Wedon’thaveenoughhands.)?
2.Taughtbymistakesandsetbacks,wehavebecomewiserandhandledouraffairsbetter?.(Wearetaughtbymistakesandsetbacks.)?
3.InspiredbytheInternational,theworkingpeopleofallcountrieshavebeenfightingfortheirfinalliberation.(Theworkingpeoplewereinspired/inspiretheworkingpeople.)?
4.Nomatterhowfrequently__________,theworksofBeethovenalwaysattractlargeaudiences.(CET-41995,6)
A.performing
B.performed
C.tobeperformed
D.beingperformed?
本句中贝多芬的作品被反复表演,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。?
5.__________asitwasatsuchatime,hisworkattractedmuchattention.(CET-41996,1)?
A.Beingpublished
B.Published
C.Publishing
D.Tobepublished
本句中as引导的是让步状语从句,意思为:他的作品尽管在被这样的时候出版,还是引起了关注,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。?
T:Nowlet’scombinethesetwosentencesusingthepastparticipleastheadverbial.?
Iwasfrightenedbytheloudnoise.Iwenttoseewhatwashappening.?
S:Frightenedbytheloudnoise,Iwenttoseewhatwashappening.?
T:Hewashitbythelackoffreshair.Hegotabadheadache.?
S:Hitbythelackoffreshair,hegotabadheadache.?
T:Ifeltverytiredafterthelongjourney.Istillenjoyedmeetingthealiensonthespacestation.
S:Tiredafterthelongjourney,Istillenjoyedmeetingthealiensonthespacestation.?
T:Thelittlegirlwasfrightenedbythenoiseoutside.Thelittlegirldarednotsleepinherbedroom.
S:Frightenedbythenoiseoutside,thelittlegirldarednotsleepinherbedroom.?
T:Themuseumwasbuiltin1910.Themuseumisalmost100yearsold.?
S:Builtin1910,themuseumisalmost100yearsold.?
T:Thestudentwasgivensomeadvicebythefamousscientist.Thestudentwasnotworried?abouthisscientificexperimentanymore.?
S:Givensomeadvicebythefamousscientist,thestudentwasnotworriedabouthisscientific?experimentanymore.?
Step5Applying(output)?
T:Nowlet’sdosomeexercisestoapplypastparticiples.?
1.Once__________(recover),hethrewhimselfintohisworkandmadeeveryefforttodoitwell.
2.If__________(translate)wordbyword,thepassagewillbedifficulttounderstand.?
3.Afteranight__________(spend)inexcitementandsleeplessness,Iforcedmyselftotakealongwalkalongthebeachthenextday.?
4.Hewalkedupanddown,__________(lose)inthought.?
5.Susanseldomspeaksinclassuntil__________(speak)to.?
6.Withthewaterpipe__________(choke),therewasn’tanymorewaterforuse.?
7.Withoutanything__________(leave)inthekitchen,theWangsdecidedtoeatout.?
(Theteachershouldletthestudentsdoitfirstandthenchecktheanswers.)?
Suggestedanswers:
1～7:recovered,translated,spent,lost,spoken,choked,left?
Step6Consolidation
T:Inthisperiod,wemainlyfocusonthepastparticipleusedasadverbialsandattributes.Afterclass,wouldyoupleasewriteapassagecontainingpastparticiplesandpresentparticiples,whichshowsthatyouhaveknownhowtousepastparticiplesproperly?Besidesthat,youwillalsohavetofinishtheexercisesonPages57and58topractiseusingthepastparticiple.?
TheDesignoftheWritingontheBlackboard
Unit3Lifeinthefuture
Period5Grammar
PastparticiplesusedasadverbialsPastparticiplesusedasattributes.
1.Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.
2.Givenmoretime,theslowlearnerswouldhavedonebetter.
3.Exhausted,Islidintobedandfellfastasleep.
4.Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.1.Myfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.
2.Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatomecapsule.
3.SoonIwasbackonmyfeetagainandfollowedhimtocollectahoveringcarriagedrivenbycomputer.
ResearchandActivities
SupposeyouareSherlockHolmes,thegreatdetective.Youaretellingusthestorylikethis:
OnedayIwassittingatmydesk,absorbedbywhatIwasreadingwhenthedoorbellrang.Ayoungladycamein,frightenedandpuzzled,whichcouldbereadinhereyes.IaskedherwhatIcoulddoforher.ThenshebegantotellmeanaliencreaturecalledFuture,...Pleasecontinuethestorywithyourimagination.Becauseitisfictional,whateveryoumakeupispossible.Youhadbettermakeyourdescriptionsoundreasonableandattractiveonconditionthattherearesomesentenceswithpastparticiplesusedasadverbialsandattributes.?
ReferenceforTeaching
Grammar
现在分词和过去分词的用法?
现在分词和过去分词主要差别在于:现在分词表示“主动和进行”,过去分词表示“被动和完成”(不及物动词的过去分词不表示被动,只表示完成)。分词可以有自己的状语、宾语或逻辑主语等。?
1)分词作状语分词在句子中作状语,可以表示时间、条件、原因、结果、让步、伴随等。分词作状语时,它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。例如:
Hearingthenews,theyalljumpedwithjoy.?
Usingwhatyouknowofwordstemsandwordformations,youcanmakeaguessatthemeaningofanewword.?
Thestudentswentoutoftheclassroom,laughingandtalking.?
Accompaniedbyhisfriend,hewenttotherailwaystation.?
Givenbetterattention,theplantscouldgrowbetter.?
Helookedtiredanddepressed,visiblydisturbedbythenewsofhismother’sillness.?
分词在句子中作状语,使用何种分词,要取决于分词与句子主语的关系:主谓关系用现在分词,动宾或被动关系用过去分词。例如:?
1.__________theearthtobeflat,manyfearedthatColumbuswouldfallofftheedge.(CET-41996,6)
A.Havingbelieved
B.Believing
C.Believed
D.Beingbelieved?
本句意思为:相信地球是平的,许多人担心哥伦布会从边上掉下去。许多人与相信之间是主谓关系,及分词与主语之间为主谓关系。因此,应用现在分词,答案为B。?
2.Nomatterhowfrequently__________,theworksofBeethovenalwaysattractlargeaudiences.(CET-41995,6)
A.performing
B.performed?
C.tobeperformed
D.beingperformed?
本句中贝多芬的作品被反复表演,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。?
3.__________asitwasatsuchatime,hisworkattractedmuchattention.(CET-41996,1)?
A.Beingpublished
B.Published
C.Publishing
D.Tobepublished?
本句中as引导的是让步状语从句,意思为:他的作品尽管在被这样的时候出版,还是引起了关注,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。
2)“while(when,once,until,if,though等连词)＋分词”结构现在分词或过去分词作状语时,有时可以在分词前加while,when,once,although,until,if等连词。例如:?
Whenleavingtheairport,shewavedagainandagaintous.
Whilewaitingforthetrain,Ihadalongtalkwithmysisteraboutherwork.?
Oncerecovered,hethrewhimselfintohisworkandmadeeveryefforttodoitwell.?
Althoughworkingveryhard,hefailedtopassthefinalexam.?
3)分词作定语分词作定语时,单个的分词通常放在被修饰的名词之前,分词短语一般置于所修饰的中心词后面。现在分词修饰的是发出该动作的名词(即与名词有主谓关系),过去分词修饰承受该动作的名词(即与名词是动宾关系)。例如:
1.Wewillgoonwithourexperimentassoonaswegettheaddedfund.?
2.Thisisreallyanexhaustingdaytoallofus!?
3.Wecanseethepartofthemoonlightedbysunlight.?
4.Afteranightspentinexcitementandsleeplessness,Iforcedmyselftotakealongwalkalongthebeachthenextday.?
5.Moreandmoredevelopingcountriesestablishedstrategicpartnershipwithdevelopedcountries.
6.TheyoungsittingbetweenmysisterandmybrotherismycousinJack.?
7.Asearlyas1649Ohiomadeadecisionthatfree,tax-supportedschoolsmustbeestablished?ineverytown__________50householdsormore.(CET-41998,1)?
A.having
B.tohave
C.tohavehad
D.havinghad?
后面由分词作定语,而且town本身有50或以上人家,故town与分词间为主谓关系,应该用现在分词,答案为A。?
4)分词作宾语补足语现在分词在see,watch,hear,observe,notice,feel,find,glimpse,glance等感官动词和lookat,listento等短语动词以及have,keep,get,catch,leave,set,start,send等使役动词后面与名词或代词构成复合宾语,作宾语补语的成分。例如:
Onthetopofthehill,wecouldseesmokerisingfromthechimneysinthevillage.?
Thelittleboysatbesidetherailwaylineandwatchedthetrainsroaringby.?
Weshouldnotleavehimwonderingwhatheshoulddo.?
Iamsorrytohavekeptyouwaitingforsuchalongtime.?
Icaughthimdozingoffinclass.?
过去分词可以在allow,ask,consider,desire,expect,feel,find,get,have,hear,imagine,keep,like,make,observe,order,permit,prefer,remember,request,require,see,urge动词等后面作宾语补足语。例如:
Aftermyencounterwithher,Ifoundmyselfgreatlyshaken.Youshouldkeepherinformed?ofwhatisgoingonhere.?
Theteacherexpectedthestudentswellpreparedfortheexamination.?
在动词see,hear,feel,watch,notice,perceive,observe,listento,lookat后既可用现在分词作补语,也可用不定式作补语。用现在分词表示动作正在进行,用不定式表示的动作的全过程已经完成。例如:
IsawMr.Whitegetoffabus.?
IsawMr.Whitelookingintoashopwindow.?
—Doyouhearsomeoneknockingatthedoor??
—Yes,Idid.Iheardhimknockthreetimes.?
5)分词作表语分词作表语通常看作形容词来用。现在分词表示主语的性质,而且主语多为物;过去分词表示主语的感受或状态,主语多为人。例如:
Thefilm“PearlHarbor”isreallyexciting.Iamexcitedaboutit.?
Hisresponsetothequestionwasquitedisappointing.Ifeltdisappointedathisresponse.
具副词功能的过去分词短语?
和现在分词及短语一样,过去分词（pastparticiples）或过去分词短语（pastparticipialphrases）也可以充当副词,修饰谓语动词。?
过去分词短语可以表达下列四种意思:
(一)方法或活动方式,如:?
Hewalkedupanddown,lostinthought.?
Isatbeforethedeskuntilaftermid-night,absorbedinwriting.?
Surroundedbyahostoffans,thefilmstarlefttheairportexcitedly.?
(二)原因,如:?
Greatlydisappointed,somestaffdecidedtoleavetheplace.?
Takenbysurprise,theenemysurrendered.?
(三)时间,如:?
Bornandbredinaturbulentage,theoldergenerationofpeopleexperiencedallsortsofhardships.
Throwntothefloor,theboyregainedhisfootingafewminuteslater.?
(四)条件,如:?
Givenmoretime,theslowlearnerswouldhavedonebetter.?
Criticizedbysomeoneelse,Tonywouldnothaveflareduplikethat.?
除了直接修饰动词之外,过去分词或短语也可以和连词合组成短语,表示下列四种意思:
⒈由when,whenever,while,until等连词引导,表示“时间”,如:?
Whenaskedabouthispreviousjob,Billsaidhehadbeenamotormechanic.?
Susanseldomspeaksinclassuntilspokento.?
⒉由where,wherever连词引导,表示“地点”,如:
Mosquitoesshouldbecompletelyexterminatedwherefound.?
Retireesingoodhealthshouldbeinvitedtoreturntoworkwhereverneeded.?
⒊由if,unless引导,表示“条件”,如:
Ifkeptfortoolong,somemedicineswilllosetheireffectiveness.?
Wehavemadeapointofnotattackingunlessattacked.?
⒋由though,although,eventhough连词引导,表示“让步”,如:?
Thoughwarnedofthedanger,theystillwentmountaineering.
Eventhoughdefeatedforasecondtime,ourteamdidnotgiveuphopefortheultimatevictory.?
此外,过去分词短语还可以和介词“with”或“without”连用,具副词作用。如:?
Withthewaterpipechoked,therewasn’tanymorewaterforuse.?
Withoutanythingleftinthekitchen,theWangsdecidedtoeatout.?
最后,过去分词短语,在适当情况下,可以有自己的主语而变成独立结构（theabsoluteconstruction）,如:?
Theoldmanlistened,hisheadinclinedtooneside.?

Unit 3 Travel journal Period 3 Grammar? 教案

一名优秀的教师在教学时都会提前最好准备，作为教师就要好好准备好一份教案课件。教案可以让讲的知识能够轻松被学生吸收，帮助教师有计划有步骤有质量的完成教学任务。那么怎么才能写出优秀的教案呢？小编特地为大家精心收集和整理了“Unit 3 Travel journal Period 3 Grammar? 教案”，但愿对您的学习工作带来帮助。

Unit3TraveljournalaPeriod3Grammar?
(ThePresentContinuousTenseforFutureActions)
整体设计
从容说课
Thisisthethirdteachingperiodofthisunit.Totestwhetherthestudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thepattern“Itis...that/who...”isabitdifficult,sospecialexercisesshouldbedesigned.
Thisteachingperiodmainlydealswithgrammarandspeaking.Firstly,theteachercanenjoywiththestudentsthesong“I’mbabysittingonThursdayto”presentthePresentContinuousTense.ThestudentsareexpectedtomakeitclearthatthePresentContinuousTensemaybeusedtodenoteanactionthatcanbepre-plannedorprearrangedinsteadofthefutureindefiniteincolloquialEnglish.Butpleasenotethat,notallverbscanbeusedinthe“-ing”formtoexpressfutureactions.Suchverbsascome,go,leave,fly,walk,ride,drive,stay,meet,die,see,have,arrive,etc.aremainlyusedinthe“-ing”formtoexpressfutureactions.ThendotheexercisesinDiscoveringusefulstructuresonPage21andmoreforstudentstomasterthisusage.Lateron,askthemtomakedialoguesinpairsaccordingtosupposedsituations.Thiscanhelpthestudentsconnectgrammarruleswithproperlanguageformssoastomakegrammarruleslessabstract.Attheendoftheclass,dotheexercisesinUsingstructuresonPage57andmultiplechoicesasconsolidationexercises.
教学重点?GetthestudentstomastertheusageofthePresentContinuousTenseforfutureactions.
教学难点?EnablethestudentslearnhowtousethePresentContinuousTensetoexpressfutureactions.
教学方法?1.Task-basedteachingandlearning
2.Cooperativelearning
3.Discussionandpractice
教具准备?Aprojectorandothernormalteachingtools
三维目标
Knowledgeaims:
1.GetthestudentstolearntheusageofthePresentContinuousTenseforfutureactions.
2.Letthestudentslearnthewaystoexpressgoodwishesandfarewells,andthemeansoftransportation.
Abilityaims:
1.EnablethestudentstousethePresentContinuousTensetoexpressfutureactionsproperlyindifferentsituations.
2.Enablethestudentstoknowhowtoexpressgoodwishesandfarewells.
Emotionalaim:
Enablethestudentstocommunicatewithotherswellbyproperlyusingthepatternstoexpressgoodwishesandfarewells.
教学过程
设计方案（一）
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
3.Emphasizeelementsofthesentence,usingthepattern“Itis...that/who...”,andthenaskquestionsaccordingtotheelementsemphasized.
→Step2Lead-in
Enjoythesong“I’mbabysittingonThursday”topresentthePresentContinuousTense.
I’mbabysittingonThursday
WouldyouliketogooutonMonday?
No,sorry,Ican’t
Whynot?
I’mbabysittingonMonday.
WouldyouliketogooutonTuesday?
No,sorry,Ican’t.
Whynot?
I’mdoingmylaundryonTuesday.
WouldyouliketogooutonWednesday?
No,sorry,Ican’t.
Whynot?
I’mworkingovertimeonWednesday.
WouldyouliketogooutonThursday?
No,sorry,Ican’t.
Whynot?
I’mworkingoutonThursday.
WouldyouliketogooutonFriday?
No,sorry,Ican’t.
Whynot?
I’mvisitingrelativesonFriday.
Wouldyouliketogooutontheweekend?
Well...maybe!
Askthestudentstoanswer:WhatisshedoingonMonday/Tuesday/...?
→Step3Summary
Showthefollowingonthescreen.
ThePresentContinuousTenseforfutureactions
ThePresentContinuousTensecanbeusedtoexpressaplanoranarrangement.
现在进行时可用来表示一个在最近按计划或打算要进行的动作；表示将来意义的现在进行时由句中表示将来时间的词语或上下文表明。
能用进行时表示将来的动词（并非所有的动词）：come,go,leave,start,arrive,give,return,sleep,stay,play,do,take,get,seeoff,travel,fly,drive,walk,reach,meet,...

→Step4Practice
1.AnewspaperreporterisinterviewingWangWeiaboutherplansforthetripalongtheMekongRiver.However,theyarenotsureaboutsomeoftheverbtenses.Canyouhelpthemcompletetheirconversation?DoExercise2onPage21.
Checktheanswerswiththewholeclass.
2.Doyouhaveanyplansforthefutureyourselves?Ifyouhaveany,pleaseusethePresentContinuousTensetoexpressyourfutureactions.DoExercise3onPage21.
Thestudents’answersvary.Discussthemwithsomestudents.
3.TurnthefollowingintoEnglish,usingthePresentContinuousTenseforfutureactions.
1)我星期五动身去北京。
2)我的朋友今晚过来。
3)我明天去参观长城。
4)下课后我们打算在操场踢足球。
5)下周五我们乘飞机去上海。
Suggestedanswers:
1)I’mleavingforBeijingthisFriday.
2)Myfriendsarecomingoverthisevening.
3)I’mvisitingtheGreatWalltomorrowmorning.
4)Afterclassweareplayingfootballontheplayground.
5)WeareflyingtoShanghainextFriday.
→Step5Dialogue
Supposeyouareplanningaholidaytrip.Makeadialoguewithyourclassmate.Youmustpaygreatattentiontothetense.Thefollowingquestionscanhelpyou.
Whereareyougoingforyourholiday?
Whoareyougoingwith?
Howareyougettingthere?
Whatareyoudoingthere?
Whereareyoustaying?
Howlongareyoustayingthere?
Whataretakingwithyou?
Whenareyoureturning?
Sampledialogue:
A:Whereareyougoingonholiday?
B:I’mgoingtoHongKong.
A:Whenareyouleaving?
B:NextSunday.
A:Howareyougettingthere?
B:I’mtakingaplane.
A:Howlongareyoustayingthere?
B:Aboutthreeweeks.
A:Great.Haveagoodtrip.
B:Thanks.
→Step6Multiplechoices
Showthepictureonthescreenorgiveouttheexercisepapers.
1)—I’mgoingtoBritain.
—Howlong______________you______________inBritain?
A.did;stay?B.are;staying?C.have;stayed?D.are;stayed
2)WillyoutellussomethingabouttheweatherinCanada?I______________tothat.
A.come?B.amcoming?C.amgoing?D.come
3)—Whenareyouleaving?
—Theplane______________at11:05.
A.takesoff?B.willtakeoff?C.takingoff?D.tookoff
4)Ithinkifwe______________abroad,mostprobablywewillgobyCAAC.
A.weregoing?B.aregoing?C.hadbeen?D.havebeen
5)—I’mgoingtoShanghaiforafewweeks.
—______________.
A.Good-bye?B.Seeyou?C.Haveagoodtime?D.Ilikeit
6)Anewmovie______________atthetheatrethisweek.Wouldyouliketoseeit?
A.willputon
B.hasputon?
C.isbeingputon
D.hasbeenputon
7)—Whereareyougoingforyourholidays?
—______________.
A.Ihaven’tmadeupmymindyet?
B.I’mgoingtoAustraliaonbusiness
C.Whatagoodidea
D.Iwon’thavetogo
8)—I’llgocampingthisweekend.
—______________.
A.Don’tgiveupnow
B.No,I’mtoobusy
C.Haveagoodtime
D.Canyoufish?
9)I’vewonaholidayfortwotoFlorida.I______________mymum.
A.amtaking
B.havetaken?
C.take
D.willhavetaken
Firstgetthestudentstodothefollowingexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.
Suggestedanswers:
1)B2)B3)A4)B5)C6)C7)B8)C9)A
→Step7Workbook
DoExercise1andExercise2inUsingstructuresonPage57.
Iftimedoesn’tpermit,Exercise2canbehomework.
→Step8Homework
1.Finishofftheworkbookexercises.
2.Learntheimportantpointsbyheart.
板书设计
Unit3Traveljournal
Grammar
ThePresentContinuousTenseforFutureActions
ThePresentContinuousTensecanbeusedtoexpressaplanoranarrangement.
现在进行时可用来表示一个在最近按计划或打算要进行的动作；表示将来意义的现在进行时由句中表示将来时间的词语或上下文表明。
能用进行时表示将来的动词（并非所有的动词）：come,go,leave,start,arrive,give,return,sleep,stay,play,do,take,get,seeoff,travel,fly,drive,walk,reach,meet,...
活动与探究
Supposeyouhaveafive-dayholiday.Formyourowntravelgroupandhaveadiscussiontotalkaboutyourtravelplan.YoushoulduseThePresentContinuousTenseforfutureactions.

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