人教版 (2019)Unit 5 Music教案

这是一份人教版 (2019)Unit 5 Music教案，共4页。
The past participle as the predicative and adverbial教学设计
This teaching perid mainly deals with grammar “the past participle as the predicative and adverbial.” T begin with, teachers shuld lead students t revise what they have learned abut the past participle. And then, teachers mve n t stress mre special cases cncerning this grammar, such as the “the past participle as the predicative and adverbial.”
This perid carries cnsiderable significance t the cultivatin f students’ writing cmpetence and lays a slid fundatin fr the basic appreciatin f language beauty. The teacher is expected t enable students t master this perid thrughly and cnslidate the knwledge by ding sme exercises.
1. Guide students t review the basic usages f the past participle as the predicative and adverbial
2. Lead students t learn t use sme special cases cncerning the past participle as the predicative and adverbial flexibly.
3. Strengthen students’ great interest in grammar learning.
1. Help students t appreciate the functin f the past participle as the predicative and adverbial in a sentence
2. Instruct students t 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)Brn(bear) in the USA n 2 January 1970, Whitacre began studying music at the University f Nevada in 1988．
2．(教材P52) Mved(mve) by this music, he said, “It was like seeing clr fr the first time．”
3．(教材P56)I was very afraid and I felt s alne and discuraged(discurage)．
4．(教材P58)Encuraged(encurage) by this first perfrmance and the psitive reactin f the audience, I have cntinued t play the pian and enjy it mre 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, lk, becme等之后作表语，表示主语所处的状态
Tm was astnished t see a snake mving acrss the flr．
汤姆很惊讶地看到一条蛇正爬过地板。
Finally the baby felt tired f playing with thse tys．
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 nw clsed．(状态)图书馆现在关闭了。
The cup was brken 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 wrds were discuraging, which made many peple discuraged．
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 astnishing /astnished delighting /delighted disappinting/disappinted encuraging/encuraged frightening/frightened interesting/interested mving/mved pleased/pleasing
The man standing there lks frightening, and the little by 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 whle 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。
Lked at frm a distance, the painting seems much mre beautiful．
→When it is lked at frm a distance, the painting seems much mre beautiful．
当从远处看时，这幅画似乎更美了。
Asked fr his views abut his teaching jb, Philip said he fund it very interesting and rewarding．
→When he was asked fr his views abut his teaching jb, Philip said he fund 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。
Wrried abut the exam, I was unsettled in these days．
→Because I was wrried abut 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, nce或unless等引导的条件状语从句。
Grwn in rich sil, these seeds can grw fast．
→If they are grwn in rich sil, these seeds can grw 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 reprt．
→If I am given a few minutes, I’ll finish the reprt．
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thugh/althugh引导的让步状语从句。
Encuraged by his parents, he still has n cnfidence in vercming the difficulties．
→Thugh he was encuraged by his parents, he still has n cnfidence in vercming 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 wn’t take part in the party．
→Thugh I was invited by him, I wn’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 gt ff the bed, supprted by the nurse．
→The patient gt ff the bed, and he was supprted by the nurse．
那个病人在护士的搀扶下下了床。
She accepted the gift, deeply mved．
→She accepted the gift, and she was deeply mved．
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：lst(迷路); seated(坐); hidden(躲); lst/absrbed in(沉溺于); dressed in(穿着); tired f(厌烦)。
Lst in thught, 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 fr a lng time, the bk lks ld．(动宾关系)
由于用了很长时间，这本书看上去陈旧。
Using the bk, I find it very useful．(主谓关系)
在使用这本书时，我发现它很有用。