高中英语Unit 5 Music教学设计及反思

Unit 5 Music

Period 3 Discovering Useful Structure

The past participle as the predicative and adverbial教学设计

This teaching period mainly deals with grammar “the past participle as the predicative and adverbial.” To begin with, teachers should lead students to revise what they have learned about the past participle. And then, teachers move on to stress more special cases concerning this grammar, such as the “the past participle as the predicative and adverbial.”

This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercises.

1. Guide students to review the basic usages of the past participle as the predicative and adverbial

2. Lead students to learn to use some special cases concerning the past participle as the predicative and adverbial flexibly.

3. Strengthen students’ great interest in grammar learning.

1. Help students to appreciate the function of the past participle as the predicative and adverbial in a sentence

2. Instruct students to write essays using the past participle as the predicative and adverbial.

The past participle as the predicative and adverbial

Step1:自主探究。

1．(教材P52)Born(bear) in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988．

2．(教材P52) Moved(move) by this music, he said, “It was like seeing color for the first time．”

3．(教材P56)I was very afraid and I felt so alone and discouraged(discourage)．

4．(教材P58)Encouraged(encourage) by this first performance and the positive reaction of the audience, I have continued to play the piano and enjoy it more every day．

Step2:语法要点精析。

用法1：过去分词作表语

1）．过去分词可放在连系动词be, get, feel, remain, seem, look, become等之后作表语，表示主语所处的状态

Tom was astonished to see a snake moving across the floor．

汤姆很惊讶地看到一条蛇正爬过地板。

Finally the baby felt tired of playing with those toys．

终于婴儿厌倦了玩那些玩具。

注意：1）.过去分词作表语时与被动语态的区别

过去分词作表语时，强调主语所处的状态；而动词的被动语态表示主语是动作的承受者，强调动作。

The library is now closed．(状态)图书馆现在关闭了。

The cup was broken by my little sister yesterday．(动作)昨天我妹妹把杯子打碎了。

2）感觉类及物动词的现在分词与过去分词作表语的区别

过去分词作表语多表示人自身的感受或事物自身的状态，常译作“感到……的”；现在分词多表示事物具有的特性，常译作“令人……的”。

We were amazed at what he said at the meeting．

我们对他在会上讲的话很是惊讶。

His words were discouraging, which made many people discouraged．

他的话令人泄气，使得很多人灰心丧气。

总结：英语中有很多与感觉有关的及物动词，其现在分词表示主动意义，即“令人有某种感觉的”，多用来修饰物；其过去分词表示被动意义，即“人被引起某种感觉的”，多用来指人、人的声音或表情等。

常用的这类词有：exciting /excited   astonishing /astonished  delighting /delighted disappointing/disappointed   encouraging/encouraged  frightening/frightened interesting/interested  moving/moved  pleased/pleasing

The man standing there looks frightening, and the little boy is frightened．

站在那里的那个人看起来很可怕，小男孩吓着了。

The news was exciting and we were excited the whole night．

这则消息令人激动，我们激动了整整一晚上。

用法2：过去分词作状语

过去分词作状语的类型

过去分词作状语，可以表示时间、原因、条件、让步、方式/伴随和结果，相当于一个状语从句。其逻辑主语为主句的主语，且与主句主语之间构成逻辑上的被动关系。

1．过去分词作时间状语

过去分词作时间状语时，相当于时间状语从句。可在过去分词前加上连词“when, while, until”等，使其时间意义更明确。

Looked at from a distance, the painting seems much more beautiful．

→When it is looked at from a distance, the painting seems much more beautiful．

当从远处看时，这幅画似乎更美了。

Asked for his views about his teaching job, Philip said he found it very interesting and rewarding．

→When he was asked for his views about his teaching job, Philip said he found it very interesting and rewarding．

当被问到对教学工作的看法时，菲利普说他发现它既有趣又有意义。

2．过去分词作原因状语

过去分词作原因状语时，可转换为由since, because或as引导的原因状语从句，这类状语多放在句子的前半部分。

Worried about the exam, I was unsettled in these days．

→Because I was worried about the exam, I was unsettled in these days．

由于担心考试，我这几天感到不安。

3．过去分词作条件状语

过去分词作条件状语时，可转换为if, once或unless等引导的条件状语从句。

Grown in rich soil, these seeds can grow fast．

→If they are grown in rich soil, these seeds can grow fast．

如果种在肥沃的土壤里，这些种子能长得很快。

Given a few minutes, I’ll finish the report．

→If I am given a few minutes, I’ll finish the report．

再给我几分钟的时间，我就会完成这个报告。

4．过去分词作让步状语

过去分词作让步状语时，相当于一个以though/although引导的让步状语从句。

Encouraged by his parents, he still has no confidence in overcoming the difficulties．

→Though he was encouraged by his parents, he still has no confidence in overcoming the difficulties．

尽管受到了父母的鼓励，他仍然没有信心克服困难。

Invited by him, I won’t take part in the party．

→Though I was invited by him, I won’t take part in the party．

即使被他邀请，我也不会参加聚会。

5．过去分词作方式/伴随状语

过去分词作方式或伴随状语时，通常不能转换为状语从句，但可用并列分句代替。

The patient got off the bed, supported by the nurse．

→The patient got off the bed, and he was supported by the nurse．

那个病人在护士的搀扶下下了床。

She accepted the gift, deeply moved．

→She accepted the gift, and she was deeply moved．

她接受了礼物，深深地被感动了。

注意：有些过去分词(短语)因来源于系表结构，作状语时不强调被动而重在描述主语的状态。这样的过去分词(短语)常见的有：lost(迷路); seated(坐); hidden(躲); lost/absorbed in(沉溺于); dressed in(穿着); tired of(厌烦)。

Lost in thought, he didn’t hear the bell．

由于陷入沉思之中，他没有听到铃声。

过去分词与现在分词作状语的区别

过去分词与句子的主语之间存在逻辑上的动宾关系，即表示被动；现在分词与句子的主语之间存在逻辑上的主谓关系，即表示主动。

分词作状语记忆口诀

分词作状语，主语是问题。前后两动作，共用一主语。

主语找出后，再来判关系。主动用­ing，被动用­ed。

Used for a long time, the book looks old．(动宾关系)

由于用了很长时间，这本书看上去陈旧。

Using the book, I find it very useful．(主谓关系)

在使用这本书时，我发现它很有用。