高中英语优秀教案：Unit3 Life in the future Period 5（新人教必修5）

学必求其心得，业必贵于专精学必求其心得，业必贵于专精学必求其心得，业必贵于专精Period5GrammarTheGeneralIdeaofThisPeriodThisisthefifthperiod,whichwillcenteronthegrammar：usingthepastparticipleastheadverbialandattribute.Atthebeginningoftheperiod，theteachershouldoffersometimetogooverwhatthestudentslearnedinthelastperiod。Latertheteacherhadbetterpresentsomesentencescontainingthepastparticipleusedastheadverbialandattributeonpurposebyaskingthestudentstodosomeexercises。Getthestudentstofindallthesentencescontainingthepastparticipleinthetwopassages.Afterfindingthem，theteachercanaskthestudentstoanalyzethemandunderstandthefunctionofthepastparticipleinthosesentences.Whiledoingit,thestudentsshouldbegivensomeexplanationabouthowtousethepastparticiple。Thefollowingstepistopractisemoreaboutthegrammar。Theteachershouldarrangesomeactivitiescarefullyandcreatively.Firstletthemdosomesimpleexercises。Forexample，combinethetwosentencesusingthepastparticipleastheadverbialandattribute。Thenaskthemstudentstomakesomesentencesusingthepastparticiple.Besidesthat，theteachershouldhelpthestudentstoreviewtheotherusagesofthepastparticiple。Intheend，letthemwriteapassageusingthepastparticipleproperly。Apartfromtheusageofthepastparticiple,theteacherhadbettermakethestudentsunderstandthedifferencebetweenthepastparticipleandthepresentparticiple。Inordertohavethestudentsmasterit，theteachershouldchoosesomeexercisestosupplythestudentswithsomeproblemstodealwith.Bydoingandpracticingmore,thestudentsmaymasterthegrammar。TeachingImportantPointsTolearnaboutthepastparticipleusedastheadverbialandtheattribute。TeachingDifficultiesToknowthedifferencebetweenthepastparticipleandthepresentparticiple。TeachingAidsMulti—mediaclassroomandothernormalteachingtools。ThreeDimensionalTeachingAimsKnowledgeAimsTolearnaboutthepastparticipleusedastheadverbialandtheattribute.AbilityAimsTousethepastparticipleusedastheadverbialandtheattributefreelyandproperlyinspeakingandwriting.EmotionalAimsEncouragethestudentstostudybythemselves。Makethemknowonlybydoingmoreexercisescantheylearnthegrammarwell.TeachingProcedureStep1GreetingT:Hello,myfriends。Ss:Hello，MissWang.Step2RevisionT:Doyoustillrememberwhatyoulearnedinthisunit？Pleasesaysomethingaboutthelifeinthefuture.S：Thelifeinthefutureisquitedifferentfromthepresentlife。S：Peopleinthefuturewilltravelbyhoveringcarriage,whichwillbedrivenbycomputer.S：Peoplewillsufferfromthelackoffreshair，buttheywillwearmaskstofeelmuchbetter.S：Inthefuture,equipmentwillmakelifemuchmoreconvenientthannow.Ss:.。。T:Good.Nowpleaseanswersomequestionsaccordingtothepassage：IHaveSeenAmazingThings.Wheredidhevisitinthefirstplace?Whatdidhefindthere?S:Hisfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.Itisanenormousroundplate，whichspinsslowlyinspacetoimitatethepulloftheearth’sgravity.Inside,itisdividedintozoneswithextraordinarilydifferentatmospheresandgravities。Therethealiencreatureslivewhiletheyworkwithhumanspacescientistssearchingfornewworlds.T：Excellent。Wouldyoupleasedescribethefriendliestcreatureshemet？S：Thefriendliestcreaturesarethemu-mu，afamilyfromthePleiadesgroupofstars。Theycanseeinthedarksotheyliveinanareawithoutlightofanykind.TheyhaveassistedinthediscoveryofplanetsroundthefourthstarinthePleiadessystem。Theyspeakinwhispersandeatfoodthatcontainscarbon.Theyhavesixarmsandoneshell—coveredleg.Theymovedforwardbyslowlyshakingfromsidetosideandtheyaretallandthinwithwhiteandblackfaces.T：Youdidagoodjob.Whataboutthemostinterestingcreatures?S:ThemostinterestingcreaturesarethetinydimpodsfromagalaxynearNGC6240。Theyskiparoundthepipesandbetweenthewoodenwallsofthespacestation。Theyrequirethesameatmosphereashumansandaregreatengineers.Theywillbeabletotravelmanylightyearsawayfromtheearth.Theyalsocanproduceaspecialliquidfromtheirbodies。Theyarenoteasytotalkto,becauseyouhavetousealanguage-changertohelpandtheyshoutloudlyinyourear。Theyareverysmallwithmanyarmsandlegs.Theyarepurpleorblueandthecolorchangesdependingontheirmood。Step3PresentationT：Canyoufindthefollowingsentenceinthereadingpassage？Worriedaboutthejourney,Iwasunsettledforthefirstfewdays。T：Inthissentencethepastparticipleisusedasanadverbialphrase。Itisawayofjoiningtwoclausestogether：AsIwasworriedaboutthejourney,Iwasunsettledforthefirstfewdays。Nowpleasepickoutthreemoresentencesfromthereadingpassageswithpastparticiplesusedastheadverbial.Youareallowedtofindasmanysentencesaspossibleintwominutes。（Twominuteslater,askthestudentstoreportwhattheyhavefound。）S：Well—knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.S:Confusedbythenewsurroundings,Iwashitbythelackoffreshair.S:Exhausted,Islidintobedandfellfastasleep.S:Describedasanenormousroundplate，itspinsslowlyinspacetoimitatethepulloftheearth'sgravity。T：Good。Youjustfoundallthesentencescontainingthepastparticiplesusedastheadverbials.Besidesusingastheadverbials，thepastparticiplescanalsobeusedastheattributes.Canyoufindthesentenceswithpastparticiplesusedasattributes？Finishitintwominutes.(Twominuteslater，letthestudentsreadthesesentenceswithpastparticiplesastheattributes。）S：Myfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.S：Well-knownfortheirexpertise，hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatomecapsule。S：SoonIwasbackonmyfeetagainandfollowedhimtocollectahoveringcarriagedrivenbycomputer。S:Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany。S：Themu-mudrinkastrangemixtureofcarrotjuiceandcocoa,whilethedimpodsdrinklemonademixedwithherbs。S:Theymoveforwardbyslowlyshakingfromsidetosideonashell—covered“leg”.Step4PractisingT:Fromthesentencesmentionedjustnow，whatdoyouknowabouttheusageofpastparticiplesasadverbialsandattributes?S：Weusepastparticiplesasattributeswhenwewanttojointwoclausestogether,whichisanattributiveclause。T:Yes。过去分词作定语，在语态上，表被动;在时间上,表示动作已经发生或完成,与它所修饰的名词有逻辑上的动宾关系。过去分词作定语时,所修饰的名词在逻辑上相当于被动句中的主语,过去分词相当于谓语.过去分词作定语表示动作在谓语动作之前发生，已经完成并具有被动意义。有时也不表示时间性。作定语的过去分词一般由及物动词变来，因为只有及物动词才有被动意义.例如:Heisateacherlovedbyhisstudents.他是个很受学生爱戴的老师。也有用不及物动词的过去分词作定语的情况,一般作前置定语,它不表示被动意义,只表示主动意义,强调动作完成.不能像及物动词的过去分词那样放在名词后面作定语。例如:fallenleaves落叶retiredworkers退休工人therisensun升起的太阳T:Nowcombinethesetwosentencesusingthepastparticipleastheattribute.Soonwelostsightofthatfamousastronomer。HeiscalledLiQiang。S：SoonwelostsightofthatfamousastronomercalledLiQiang。T：Iamgoingtobuyapainting。ItiscopiedfromVincentVanGogh。S：IamgoingtobuyapaintingcopiedfromVincentVanGogh.T:Ilikethatoldprivatehouse.Itisbuiltofwoodandmud.S：Ilikethatoldprivatehousebuiltofwoodandmud.T:Theroomiscompletelyempty.Theroomisconnectedtotherestofthehousebyalongpassage.S：Theroomconnectedtotherestofthehousebyalongpassageiscompletelyempty。T:Thequeenwassittinginaroyalcarriage。Thecarriagewasdrawnbyfourhorses.S：Thequeenwassittinginaroyalcarriagedrawnbyfourhorses。T:Thevehicleismentionedinthebook。Thevehicleisunknowntome。S:Thevehiclementionedinthebookisunknowntome.T:Thecastleisunderrepair.Itwasbuiltin1432。S:Thecastlebuiltin1432isunderrepair.T:Justnowwepracticedpastparticiplesusedasattributes。Therearestillsomenotesweshouldpayattentionto.注意下面过去分词作定语的几种情况：1.单个的过去分词作定语一般放在被修饰的名词之前。例如:Weneededmuchmorequalifiedworkers。我们需要更多的合格工人.Myfriendisareturnedstudent.我的朋友是个归国的留学生。单个分词也可以作后置定语,用以强调动作。例如：Theydecidedtochangethematerialused.他们决定更换使用的材料。2。过去分词短语作定语要放在被修饰的名词后面，作后置定语,其作用相当于一个定语从句。例如：Thestudentdressedinwhiteismydaughter.(=Thestudentwhoisdressedinwhiteismydaughter.）穿白色衣服的学生是我的女儿.3。如果被修饰的词是由every/some/any/no+thing/body/one所构成的复合代词或指示代词those等时，即使一个单一的分词作形容词用，也要放在被修饰词的后面。例如：Isthereanythingunsolved？还有没解决的问题吗?ThereisnotingchangedheresinceIleftthistown.自从我离开这个城镇以来,几乎没有什么变化。4.单个过去分词前加一个名词或副词,常用连字符将它们连接起来构成一个复合形容词,放在其修饰的名词前,作前置定语。分词前加的名词表示分词的动作或行为主体，所加的副词表示方式、时间、程度、性质等意义。例如:Thisisastate—ownedfactory。这是一家国有工厂。Thisisourschool—runfactory。这是我们的校办工厂。T：Nowlet’slearnpastparticiplesusedasadverbials。分词作状语分词在句子中作状语，可以表示时间、条件、原因、结果、让步、伴随等。分词作状语时,它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句.例如:Accompaniedbyhisfriend,hewenttotherailwaystation。Givenbetterattention,theplantscouldgrowbetter.Helookedtiredanddepressed，visiblydisturbedbythenewsofhismother'sillness.分词在句子中作状语,使用何种分词,要取决于分词与句子主语的关系:主谓关系用现在分词,动宾或被动关系用过去分词。例如：1.Nothavingenoughhands,weturnedtothemforhelp。(Wedon’thaveenoughhands。)2。Taughtbymistakesandsetbacks,wehavebecomewiserandhandledouraffairsbetter。(Wearetaughtbymistakesandsetbacks。)3。InspiredbytheInternational,theworkingpeopleofallcountrieshavebeenfightingfortheirfinalliberation。(Theworkingpeoplewereinspired/inspiretheworkingpeople。）4。Nomatterhowfrequently__________，theworksofBeethovenalwaysattractlargeaudiences。(CET—41995,6）A.performingB.performedC。tobeperformedD。beingperformed本句中贝多芬的作品被反复表演，可见分词与句子的主语之间是被动关系，应该用过去分词,故答案为B.5。__________asitwasatsuchatime,hisworkattractedmuchattention。(CET—41996，1)A。BeingpublishedB。PublishedC.PublishingD.Tobepublished本句中as引导的是让步状语从句，意思为：他的作品尽管在被这样的时候出版,还是引起了关注,可见分词与句子的主语之间是被动关系，应该用过去分词,故答案为B.T:Nowlet’scombinethesetwosentencesusingthepastparticipleastheadverbial。Iwasfrightenedbytheloudnoise.Iwenttoseewhatwashappening。S：Frightenedbytheloudnoise，Iwenttoseewhatwashappening。T:Hewashitbythelackoffreshair.Hegotabadheadache。S：Hitbythelackoffreshair,hegotabadheadache.T：Ifeltverytiredafterthelongjourney.Istillenjoyedmeetingthealiensonthespacestation.S：Tiredafterthelongjourney,Istillenjoyedmeetingthealiensonthespacestation。T：Thelittlegirlwasfrightenedbythenoiseoutside。Thelittlegirldarednotsleepinherbedroom.S:Frightenedbythenoiseoutside，thelittlegirldarednotsleepinherbedroom。T:Themuseumwasbuiltin1910。Themuseumisalmost100yearsold.S:Builtin1910,themuseumisalmost100yearsold。T：Thestudentwasgivensomeadvicebythefamousscientist.Thestudentwasnotworriedabouthisscientificexperimentanymore.S:Givensomeadvicebythefamousscientist，thestudentwasnotworriedabouthisscientificexperimentanymore。Step5Applying(output)T:Nowlet’sdosomeexercisestoapplypastparticiples.1.Once__________（recover），hethrewhimselfintohisworkandmadeeveryefforttodoitwell。2.If__________(translate）wordbyword，thepassagewillbedifficulttounderstand.3.Afteranight__________（spend)inexcitementandsleeplessness，Iforcedmyselftotakealongwalkalongthebeachthenextday。4。Hewalkedupanddown，__________（lose）inthought.5。Susanseldomspeaksinclassuntil__________（speak)to。6。Withthewaterpipe__________(choke）,therewasn'tanymorewaterforuse。7。Withoutanything__________(leave)inthekitchen,theWangsdecidedtoeatout。（Theteachershouldletthestudentsdoitfirstandthenchecktheanswers.）Suggestedanswers：1～7：recovered,translated，spent,lost,spoken,choked,leftStep6ConsolidationT:Inthisperiod,wemainlyfocusonthepastparticipleusedasadverbialsandattributes.Afterclass，wouldyoupleasewriteapassagecontainingpastparticiplesandpresentparticiples,whichshowsthatyouhaveknownhowtousepastparticiplesproperly？Besidesthat，youwillalsohavetofinishtheexercisesonPages57and58topractiseusingthepastparticiple.TheDesignoftheWritingontheBlackboardUnit3LifeinthefuturePeriod5GrammarPastparticiplesusedasadverbialsPastparticiplesusedasattributes。1.Worriedaboutthejourney,Iwasunsettledforthefirstfewdays。2。Givenmoretime，theslowlearnerswouldhavedonebetter。3.Exhausted,Islidintobedandfellfastasleep。4.Well—knownfortheirexpertise,hisparents’companynamed“FutureTours"transportedmesafelyintothefutureinatimecapsule.1.Myfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.2.Well-knownfortheirexpertise,hisparents'companynamed“FutureTours”transportedmesafelyintothefutureinatomecapsule。3。SoonIwasbackonmyfeetagainandfollowedhimtocollectahoveringcarriagedrivenbycomputer.ResearchandActivitiesSupposeyouareSherlockHolmes,thegreatdetective。Youaretellingusthestorylikethis：OnedayIwassittingatmydesk，absorbedbywhatIwasreadingwhenthedoorbellrang。Ayoungladycamein，frightenedandpuzzled,whichcouldbereadinhereyes。IaskedherwhatIcoulddoforher。ThenshebegantotellmeanaliencreaturecalledFuture，。..Pleasecontinuethestorywithyourimagination。Becauseitisfictional,whateveryoumakeupispossible。Youhadbettermakeyourdescriptionsoundreasonableandattractiveonconditionthattherearesomesentenceswithpastparticiplesusedasadverbialsandattributes。ReferenceforTeachingGrammar现在分词和过去分词的用法现在分词和过去分词主要差别在于:现在分词表示“主动和进行”，过去分词表示“被动和完成”（不及物动词的过去分词不表示被动,只表示完成）。分词可以有自己的状语、宾语或逻辑主语等。1)分词作状语分词在句子中作状语，可以表示时间、条件、原因、结果、让步、伴随等。分词作状语时,它的逻辑主语与句子的主语一致.作状语的分词相当于一个状语从句。例如:Hearingthenews，theyalljumpedwithjoy。Usingwhatyouknowofwordstemsandwordformations,youcanmakeaguessatthemeaningofanewword.Thestudentswentoutoftheclassroom,laughingandtalking.Accompaniedbyhisfriend，hewenttotherailwaystation.Givenbetterattention,theplantscouldgrowbetter.Helookedtiredanddepressed，visiblydisturbedbythenewsofhismother'sillness.分词在句子中作状语，使用何种分词,要取决于分词与句子主语的关系：主谓关系用现在分词，动宾或被动关系用过去分词。例如：1.__________theearthtobeflat，manyfearedthatColumbuswouldfallofftheedge.（CET—41996,6）A.HavingbelievedB。BelievingC.BelievedD。Beingbelieved本句意思为：相信地球是平的，许多人担心哥伦布会从边上掉下去。许多人与相信之间是主谓关系,及分词与主语之间为主谓关系.因此,应用现在分词,答案为B。2。Nomatterhowfrequently__________,theworksofBeethovenalwaysattractlargeaudiences.（CET—41995,6)A。performingB.performedC。tobeperformedD。beingperformed本句中贝多芬的作品被反复表演,可见分词与句子的主语之间是被动关系，应该用过去分词,故答案为B.3.__________asitwasatsuchatime,hisworkattractedmuchattention。（CET—41996，1)A。BeingpublishedB.PublishedC.PublishingD。Tobepublished本句中as引导的是让步状语从句，意思为:他的作品尽管在被这样的时候出版,还是引起了关注，可见分词与句子的主语之间是被动关系，应该用过去分词，故答案为B。2）“while（when，once,until，if，though等连词）＋分词”结构现在分词或过去分词作状语时,有时可以在分词前加while,when,once,although,until,if等连词。例如:Whenleavingtheairport，shewavedagainandagaintous。Whilewaitingforthetrain,Ihadalongtalkwithmysisteraboutherwork。Oncerecovered，hethrewhimselfintohisworkandmadeeveryefforttodoitwell.Althoughworkingveryhard，hefailedtopassthefinalexam。3)分词作定语分词作定语时,单个的分词通常放在被修饰的名词之前，分词短语一般置于所修饰的中心词后面。现在分词修饰的是发出该动作的名词（即与名词有主谓关系），过去分词修饰承受该动作的名词(即与名词是动宾关系）.例如：1.Wewillgoonwithourexperimentassoonaswegettheaddedfund。2。Thisisreallyanexhaustingdaytoallofus！3.Wecanseethepartofthemoonlightedbysunlight.4.Afteranightspentinexcitementandsleeplessness,Iforcedmyselftotakealongwalkalongthebeachthenextday.5.Moreandmoredevelopingcountriesestablishedstrategicpartnershipwithdevelopedcountries.6.TheyoungsittingbetweenmysisterandmybrotherismycousinJack.7.Asearlyas1649Ohiomadeadecisionthatfree,tax—supportedschoolsmustbeestablishedineverytown__________50householdsormore.(CET-41998,1)A.havingB.tohaveC.tohavehadD。havinghad后面由分词作定语,而且town本身有50或以上人家,故town与分词间为主谓关系，应该用现在分词,答案为A。4）分词作宾语补足语现在分词在see，watch,hear，observe，notice,feel，find,glimpse,glance等感官动词和lookat，listento等短语动词以及have，keep,get，catch,leave，set,start，send等使役动词后面与名词或代词构成复合宾语,作宾语补语的成分.例如:Onthetopofthehill,wecouldseesmokerisingfromthechimneysinthevillage.Thelittleboysatbesidetherailwaylineandwatchedthetrainsroaringby.Weshouldnotleavehimwonderingwhatheshoulddo.Iamsorrytohavekeptyouwaitingforsuchalongtime。Icaughthimdozingoffinclass。过去分词可以在allow，ask,consider，desire,expect，feel,find，get,have,hear,imagine，keep,like,make，observe，order,permit,prefer,remember，request,require,see，urge动词等后面作宾语补足语。例如：Aftermyencounterwithher，Ifoundmyselfgreatlyshaken.Youshouldkeepherinformedofwhatisgoingonhere.Theteacherexpectedthestudentswellpreparedfortheexamination.在动词see,hear,feel,watch,notice，perceive,observe，listento，lookat后既可用现在分词作补语，也可用不定式作补语。用现在分词表示动作正在进行，用不定式表示的动作的全过程已经完成。例如：IsawMr.Whitegetoffabus。IsawMr.Whitelookingintoashopwindow。-Doyouhearsomeoneknockingatthedoor?—Yes，Idid.Iheardhimknockthreetimes.5）分词作表语分词作表语通常看作形容词来