teaching design（课堂设计）
----------陈建军 教材分析（the analysis of teaching material）
This teaching period mainly deals with the grammar: The Past Participle as the Adverbial and Attribute. And let students to do some exercises to consolidate it.
2.学情分析（the analysis of the students）
Students often feel this item abstract and difficult, so it is necessary to make the lesson interesting and connect with it with their daily life in order to let it easy to accept and understand. 3.教学目标(Teaching aims) 知识目标(Knowledge aims)
Enable students to learn how to use the past participle as the adverbial and attribute correctly. 能力目标(Ability aims)
Enable students to use the past participle as the adverbial and attribute correctly and properly according to the context. 情感目标( Emotional aims)
a. Get students to become interested in the grammar learning. b. Develop students’ sense of group cooperation.
4.教学重点和难点（teaching important points and difficult points）
a. Get students to learn and consolidate how to use the past participle as the adverbial and attribute correctly. 5.教学过程(Teaching procedures) Step1.Greetings
Step2 .Check&Revision Step3.Presentation
1. 过去分词作状语时，其前面可以带有相应的连词，如when, though, although, as if,
if 等，表时间，让步，条件等。
If invited, I will attend the wedding of my friend. 2. 过去分词作状语时，分词的逻辑主语与句子的主语一致。
If caught, the thief will be punished by the police.
3. 过去分词短语与句子主语之间存在逻辑上的动宾关系，即被动关系。
Asked why he was late, he cried. 4. 有些过去分词已形容词化，作状语时表示人得状态。常见的有 satisfied, interested,
moved 等。
Disappointed at the examination results, the girl stood there without saying a word. Step 4 summing
巧学助记： 分词作状语，主语是问题 逗号前后两动作，共用一主语 主语找出后，再来判关系
主动用ing,被动用ed
Having done 表先后，千万要牢记
6.知识结构（板书设计）
The Past Participle as the Adverbial and Attribute. 巧学助记： 分词作状语，主语是问题 逗号前后两动作，共用一主语 主语找出后，再来判关系 主动用ing,被动用ed Having done 表先后，千万要牢记 7.问题研讨（课堂提问，练习和作业设计）
1. His first book______ next month is based on a true story.
A. published B. to be published C. to publish D. being published 2. A great number of students __________ slid they were forced to practice the piano. A. to question B. to be questioned C. questioned D. questioning 3. _______such heavy pollution already, it may now be too late to clean up the river. A. Having suffered B. Suffering C. To suffer D. Suffered
4. _______ to the old lady aged 60; the two little yellow dogs accomplished her for 196 hours. Then she was rescued, which is a wonder of life.
A. Devoting B. Devoted C. Having devoted D. To devote 5. The student _______ in the games on the MP4 during class didn’t notice his teacher behind him.
A. absorbing B. to absorb C. be absorbed D. absorbed 6. The man kept silent in the room unless_________________.
A. spoken B. speaking C. to speak D. spoken to
7. __________ not to miss the early train, we got up ahead of time and hurried to the station.
A .Reminding B. Reminded C. To remind D. Having reminded The keys:
1. 此处是非谓语动词作后置定语，由时间状语可知所填谓语动词表示将来的动作，用动词
不定式，其逻辑主语是所修饰的名词book, 不定式与逻辑主语是被动关系，姑用不定式的被动，选B
2. 因question 与students 之间存在被动关系，question 表示的动作也已完成，选C 3. already 表明该动作已经完成，故用完成式， 选A 4. 句意理解，选B
5. 过去分词作后置定语，absorbed in “专注于……”,在句中作student的后置定语，
选D
6. 此处应该用过去分词spoken to,完整形式为： The man kept silent in the room unless
he was spoken to, 选D
7. 逻辑主语是句子的主语we, 非谓语动词与句子主语是被动关系，选B
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