7/7Unit1Grammar優(yōu)教教學(xué)設(shè)計(jì)（二）設(shè)計(jì)意圖Thisisthelastperiodofthisunit,aimingtohelpstudentsgetabasicknowledgeofthegrammarIinthisunit.Theemphasisofthisperiodismainlyplacedonunderstandingandusingthegrammar.Therefore,teachersshouldcreatearelativelyrealcontexttopresentenoughsentencesforstudentsto:drawaconclusionabouttheruleofthePastParticipleastheattributeandthepredicative.InthemeantimeteachersshouldoffermoreopportunitiesforstudentstopracticeusingthePastParticipleastheattributeandthepredicative.Exercisesdesignedforthispurposeoughttobesimpleandeasytooperate,whichareconnectedwiththeirdailylifetomakethemeasytounderstand.教學(xué)目標(biāo)1.StudentsmasterthebasicusageofthePastParticipleastheattributeandthepredicative.2.StudentslearntousethePastParticipleastheattributeandthepredicativeintherealsituationthroughself-studyandpractice.3.StudentsgetabsorbedinEnglishstudyandenjoythebeautyofEnglish.教學(xué)重點(diǎn)1.TheusageofthePastParticipleastheattributeandthepredicative.2.HowtoguidethestudentstousethePastParticipleastheattributeandthepredicativeintherealsituation.教學(xué)難點(diǎn)ToguidestudentstoknowhowtousethePastParticipleintherealsituation.教學(xué)過程Step1:Lead-in（設(shè)計(jì)意圖：通過一些課文段落填空導(dǎo)入語法學(xué)習(xí)，讓學(xué)生先體會過去分詞作定語和表語的使用語境，同時帶著問題進(jìn)入課堂，激發(fā)學(xué)生興趣。學(xué)生可以先不回答觀察思考部分的問題，學(xué)完本課后，再回來解釋，回扣課堂。）JohnSnowwasadoctorwhobecamelwhenthinkingabouthelpingpatients.Atthetimewhenhelived,manypeoplediedofcholera.Thereweretwotheories2howcholerakilledpeople,however,JohnSnowsuspectedtheonethinkingpeopleabsorbedthediseaseintotheirbodieswithmealswascorrectbutheneededevidence.In1854hefoundthatintwoparticularstreetsthecholeraoutbreakwassoseverethatover500people3tocholeradiedinashorttime.Hedidtheresearchandconcludedthatthewaterinthestreetswastoblame.Peoplewere4nottodrink5wateranymore.Finally,cholerawas6.【觀察思考】(1)pollutedwater過去分詞放在名詞之前，peopleexposedtocholera過去分詞短語放在名詞之后。(2)explaining與exposed，分別是現(xiàn)在分詞與過去分詞，一個表示主動，一個表示被動、完成。(3)becomeinspired過去分詞作表語，beinstructed/defeated為被動結(jié)構(gòu)。T:Hello,everyone!Canyouanswertheabovethreequestions?Ifyoucan,thatmeansyouhavemasteredthebasicknowledgeofourgrammar,thePastParticipleastheattributeandthepredicative.Ifyoucan’t,thatisOK.Youcananswerthemafterlearningthegrammar.Iwouldlikeyoutobearthethreequestionsinyourmindwhilelearning.Now,pleaselookatthefollowingnounphrasesandsentences.Payattentiontotheunderlinedparts.(Sentencesfromthetext.)Step2:過去分詞作定語【觀察思考】alostanimal一只迷路的動物ausedstamp一枚用過的郵票aninjuredfinger一根受傷的手指abrokencoin一枚破損的硬幣alightedcandle一支點(diǎn)燃的蠟燭(l)Somanythousandsofterrifiedpeoplediedeverytimetherewasanoutbreak.(2)HeimmediatelytoldtheastonishedpeopleinBroadStreettoremovethehandlefromthepumpsothatitcouldnotbeused.(3)Thewatercompanieswereinstructednottoexposepeopletopollutedwateranymore.【歸納總結(jié)】單個的過去分詞作定語時一般兼有被動和完成的意義，常放在被修飾詞的前面?！咀⒁狻?1)過去分詞作定語時，有時只有被動意義spokenEnglish英語口語writtenexercises書面練習(xí)(2)少數(shù)表示位移或狀態(tài)改變的不及物動詞的過去分詞只有完成的意義fallenleaves落葉therisensun升起來的太陽theadvancedcountries發(fā)達(dá)國家adrunkenman一個醉鬼areturnedstudent一名留學(xué)生aretiredteacher一名退休教師anescapedprisoner一名逃跑的囚犯bygonedays過去的歲月【觀察思考】(1)HefoundthatitcamefromtheriverpollutedbythedirtywaterfromLondon.(2)Hebecameinspiredwhenhethoughtabouthelpingordinarypeopleexposedtocholera,【歸納總結(jié)】過去分詞短語用作定語時，一般置于其所修飾的名詞之后，表示被動和／或完成意義。其意義相當(dāng)于一個定語從句，但較從句簡潔，多用于書面語中。Step3:過去分詞作表語【觀察思考】Thecupisbroken。茶杯破了。（茶杯的狀態(tài)）Helookedworriedafterreadingtheletters.看完信后，他顯得很憂慮.（他的感覺／感情）【歸納總結(jié)】過去分詞作表語主要表示主語的狀態(tài)或思想感情等?！咀⒁狻窟^去分詞作表語與被動語態(tài)的區(qū)別：1.用作表語的過去分詞被動意味很弱，主要表示動作的完成和狀態(tài)，此時相當(dāng)于一個形容詞。2.被動語態(tài)的過去分詞被動意味很強(qiáng)，句子主語為動作的承受者，后面常跟by短語。例子：(l)Theglasswasbroken.表示狀態(tài)TheglasswasbrokenbyTom.表示被動(2)Thewindowsareclosed.表示狀態(tài)ThewindowsareclosedbyJack.表示被動3.表示“感覺流露”的一些過去分詞(如：interested,surprised,excited,frightened,shocked)和一些過去分詞(如dressed,drunk,devoted,lost,known)常用作表語，表示狀態(tài)。其中有些僅表示狀態(tài)，沒有被動意味。(1)Howdidtheaudiencereceivethenewplay?Theygotveryexcited.(2)HowdidBobdointheexamsthistime?Well,hisfatherseemspleasedwithhisresults.(3)Shewasverydisappointedtoheartheresult.(4)He’squiteexperiencedinteachingbeginners.短語積累bepreparedtodo準(zhǔn)備好做某事bedevotedto致力于……，專心于……bedeterminedtodo決心做……beworriedabout擔(dān)心……beconcernedabout關(guān)心／擔(dān)心……beabsorbedindoingsth./sth.專注于……belinkedto與……相聯(lián)系befacedwith面對beburiedin專心致志于……Step4:過去分詞與現(xiàn)在分詞的區(qū)別【觀察思考】(1)fallingleaves/boilingwater/developingcountry(2)fallenleaves/boiledwater/developedcountry(3)Iaminterestedinthebook.(4)Thebookisinteresting.【歸納總結(jié)】過去分詞與現(xiàn)在分詞作定語的區(qū)別現(xiàn)在分詞具有主動和正在進(jìn)行之意；過去分詞具有被動和完成之意。作表語的區(qū)別現(xiàn)在分詞具有令人……之意；過去分詞具有感覺……之意。課堂練習(xí)（設(shè)計(jì)意圖：通過在具體語境中的訓(xùn)練，學(xué)以致用，提高運(yùn)用解題能力，掃除過去分詞作定語和表語的理解障礙，學(xué)會運(yùn)用語法知識解題的方法。）T:SincewehaveknowntheuseofPastParticipleastheattributeandthepredicative,let’sputthemintopractice.Finishtheexerciseswithin10minutes.Let’sstart.Step1:用以下單詞的正確形式填空，每個單詞僅用一次worry,interest,arrive,frighten,continue,concern1.I’llbetohearwhathehastosay.2.Themayorsaidthathewasabouttheriseofthewaterlevelintheriverbed.3.Recentlysoldiersarehelpingtotakethevictimstosafeareasfromtheflood4.Mostofthenewspaperseemstobewithpopstars.5.Hewasofgoingaloneintotheemptyhouse.Step2:Cryingmarriage?Itis1(surprise),isn’tit?Actually,thecustomofcryingmarriagewhich2(exist)alongtimeagoinmanyareasofSouthwestChina’sSichuanProvince,3(remain)infashion4theendoftheQingDynasty.Thoughnotsopopularasbefore,thecustomisstill5(observe)bypeopleinmanyplaces,especiallyTujiapeople,who6(view)itasanecessitytomarriageprocedure.Itisverymuchthesameindifferentplacesoftheprovince.Accordingtoelderlypeople,everybridehadtocryatthewedding.7,thebride’sneighborswouldlookdownuponherasapoorly8(cultivate)girlandshewouldbecomethelaughingstockofthevillage.Infact,therewerecasesinwhichthebridewas9(beat)byhermotherfornotcryingattheweddingceremony.Inaword,cryingatweddingisawaybycustomtosetoffthehappinessoftheweddingthroughfalselysorrowfulwords.However,inthe10(arrange)marriagesoftheolddaysofChina,therewereindeedquitealotofbrideswhocriedovertheirunsatisfactorymarriageandeventheirmiserablelife.Step3:利用上述段落完