高中英语Unit 4 Journey Across a Vast Land教学设计及反思

Unit 4 Journey Across a Vast Land

Section B Learning about Language教学设计

科目：英语 课题：Learning about Language课时：1课时

Teaching Objects:

(1) Knowledge Object:

Students will master the usage of the -ing and -ed as the predicative and adverbial through self-study and practice

(2)Ability Objective:

Students can use the -ing and -ed as the predicative and adverbial to express their ideas.

(3)Emotional Objectives:

Students can foster the interest and desire of learning English grammar.

Key and difficult points:

Key point: Help students identify the usage of the -ing and -ed as the predicative and adverbial

Difficult points: How to use the the -ing and -ed as the predicative and adverbial in real situation

Major steps:

Step 1 Presentation

（1）T Read and observe the sentences.Discuss the function and meaning of each -ing and -ed form.

1.For both of them,the thought of crossing the whole country by rail was exciting.

2.However,they did not anticipate seeing such an open country,and were truly amazed.

3.Seen from the train window,the mountains and forests of Canada looked massive.

4.Looking at the beautiful scenery,they both agreed that it was the most awesome journey they had ever taken.

5.(2020·新高考全国卷Ⅰ)Mr Bissell skillfully organizes historical insights and cultural references,making his tale a well-rounded picture of Uzbekistan,seen from Western eyes.

（2）Teacher help to conclude the grammar-—— and introduce the usage of the grammar

一、过去分词作表语和状语时与动词-ing形式的比较

1. 过去分词和动词-ing形式作表语时，过去分词与其逻辑主语之间是被动关系，而动词-ing形式则表示主动关系。如：

We were amazed to find that no one was hurt.

我们很惊讶地发现竟没有人受伤。

By the way, the machine is simply amazing.

顺便提一句，这台机器简直太了不起了。

Do you feel frightened when walking home alone in the dark?

你在黑夜单独走路回家会感到害怕吗？

Walking home alone in the dark can be frightening.

在黑夜单独走路回家可能是很可怕的。

2. 过去分词和动词-ing形式作状语时，一般在句子中表示时间、原因或伴随状态等。过去分词与其逻辑主语之间是被动关系，往往含有完成义，而动词-ing形式则表示主动关系。如：Seen from the hill, the city looks magnificent.

从山上看时，这座城市非常美。

Seeing the police, he made a run for the exit.

一看到警察他就向出口奔去。

.Influenced by his example, they performed countless good deeds.

在他事迹的影响下，他们做了无数的好事。

He sat at the table, reading a magazine.

他坐在桌子旁看杂志。

二、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，表示主语所处的情绪或状态。

He seemed quite delighted at the news.

听到那个消息他似乎很高兴。

The door remained locked.

门仍然锁着。

2. 过去分词作表语与被动语态的区别

“be +过去分词”表示状态时，是系表结构，此时的过去分词通常已形容词化；表示动作时，是被动语态，且绝大多数被动结构中的动作执行者由介词by引出。

The book is well written.

这本书写得很好。（系表结构，强调主语所处的状态）

The book was written by Mo Yan.

这本书是莫言写的。（被动语态，强调主语所承受的动作）

3. 英语中有很多与感觉有关的使令动词，其现在分词表示主动意义，即“令人……的”，多用来修饰物；其过去分词表示被动意义，即“感到……的”，多用来修饰人、人的声音或表情等。常用的这类词有：

amazing令人惊讶的     amazed惊讶的

surprising令人吃惊的    surprised吃惊的

exciting令人激动的      excited激动的

astonishing令人惊讶的   astonished感到惊讶的   

inspiring鼓舞人心的     inspired受鼓舞的

disappointing令人失望的  disappointed感到失望的

encouraging令人鼓舞的   encouraged受鼓舞的

interesting有趣的        interested感兴趣的

frightening令人害怕的    frightened受惊的

moving感人的           moved感动的

pleasing令人高兴的       pleased高兴的

shocking令人震惊的      shocked感到震惊的

tiring令人疲惫的         tired疲惫的

worrying令人担心的  worried担心的

satisfying令人满意的  satisfied感到满意的

puzzling令人迷惑的   puzzled困惑的

注意：

有些使令动词，如dress，seat，absorb等，其过去分词无论作定语还是表语，都无被动的意味。因为dress oneself in等于 be dressed in；seat oneself on等于 be seated on；absorb oneself in等于be absorbed in。这种现象缘于反身代词的用法：主语和宾语为同一人，主语是动作的发出者，又是动作的承受者，这就出现了被动语态或过去分词不表示“被动”的语言现象。

三、过去分词作状语

过去分词（短语）作状语，表示动作发生的背景或情况，其逻辑主语就是句子的主语。过去分词（短语）在句中作状语可以表示时间、原因、条件、让步、方式或伴随等。

1. 表示时间

过去分词（短语）作时间状语，相当于一个时间状语从句。

Asked about his impression of the apartment, he made no answer.

= When he was asked about his impression of the apartment, he made no answer.

当被问到他对公寓的印象时，他没有回答。

2. 表示原因

过去分词（短语）作原因状语，相当于一个原因状语从句。

Seriously injured, he had to be taken to the hospital.

= Because he was seriously injured, he had to be taken to the hospital.由于他伤得很严重，只能把他送到医院。

Deeply moved by the story, the children began to cry.

= Because they were deeply moved by the story, the children began to cry.

由于被这个故事深深地感动了，孩子们哭了起来。

3. 表示条件

过去分词（短语）作条件状语，相当于一个条件状语从句。

United, we stand; divided, we fall.

= If we are united, we stand; if we are divided, we fall.

团结则存，分裂则亡。

4. 表示让步

过去分词（短语）作让步状语，相当于一个让步状语从句。

Rejected many times, he didn't lose heart.

= Though he was rejected many times, he didn't lose heart.

他虽然被拒绝了多次，但并没有失去信心。

5. 表示方式或伴随

过去分词（短语）作方式或伴随状语，可以转换成一个并列句。

The boy slid out of his room, followed by his pet dog.

= The boy slid out of his room and was followed by his pet dog.

那个男孩溜出了房间，后面跟着他的宠物狗。

注意：

（1）过去分词（短语）作状语，前面可以带有相应的连词（词组），如when，until， though，although，as if，as though，if，unless等，表时间、让步、方式、条件等。

When（they are）exposed to light, potatoes will turn green.

马铃薯在光的照射下会变绿。

（2）句子主语和过去分词（短语）之间是被动关系，和现在分词（短语）之间是主动关系。试比较：

Caught in a heavy rain, he was late for the interview.

由于碰上了一场大雨，所以他面试迟到了。

Looking out of the window, I saw some students sweeping up the bits of paper.

朝窗外望去，我看见一些学生正在清扫纸屑。

（3）过去分词（短语）作状语时，其逻辑主语与句子的主语要一致。如果主语不一致，要在分词前加上逻辑主语，构成独立主格结构。

If caught, the police will punish the thief.（×）

If caught, the thief will be punished by the police（√）

小偷如果被抓，会受到警方的惩罚。

The boy rushed into the classroom, his face covered with sweat.（his face是分词covered的逻辑主语）

那个男孩跑进教室，脸上全是汗。

（4）有些过去分词已形容词化，作状语时表示主语的某种情绪或状态。常见的这类形容词化的过去分词有satisfied，surprised，interested，moved，worried，pleased，disappointed等。

Disappointed at the examination result, the girl stood there without saying a word.

因为对考试成绩很失望，那个女孩站在那儿一句话也没说。

（Justification: In this way, teachers introduces the situation in which the grammar can be used. Students will have a better understanding of the grammar and learn it easily.）

Step 2 Practice

Students finish the exercise on PPT. Teacher will ask them to check the right answer on PPT.

（Justification: Through this part, students can consolidate the grammar.）

Step 3 Production

Group task: Students will be divided in to several groups. They can talk about

*a book you have read

*a city you have travelled to

*a lecture you have listened to

*a restaurant you have been to

*a friend you want to talk about

*a product or an app you have used

 Then share the results with whole class. Students are encouraged to use the grammar when talking.

（Justification: Students will learn to use the grammar in a proper way through those activities.）

Step 4 Summary and homework

1. Summary

Students should act as an assistant to conclude what they have learned in this class, and then the teacher will make a summary together with students.

(Justification: Reviewing the important knowledge in this lesson can deepen students' impression and form good study habits)

2. Homework

Finish the exercise in PPT.

(Justification: Retelling can help students sort out the course content, and the exercise can help students master the grammar better.)