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teachingdesign（课堂设计）----------陈建军教材分析（theanalysisofteachingmaterial）Thisteachingperiodmainlydealswiththegrammar:ThePastParticipleastheAdverbialandAttribute.Andletstudentstodosomeexercisestoconsolidateit.2.学情分析（theanalysisofthestudents）Studentsoftenfeelthisitemabstractanddifficult,soitisnecessarytomakethelessoninterestingandconnectwithitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.3.教学目标(Teachingaims)知识目标(Knowledgeaims)Enablestudentstolearnhowtousethepastparticipleastheadverbialandattributecorrectly.能力目标(Abilityaims)Enablestudentstousethepastparticipleastheadverbialandattributecorrectlyandproperlyaccordingtothecontext.情感目标(Emotionalaims)a.Getstudentstobecomeinterestedinthegrammarlearning.b.Developstudents’senseofgroupcooperation.4.教学重点和难点（teachingimportantpointsanddifficultpoints）a.Getstudentstolearnandconsolidatehowtousethepastparticipleastheadverbialandattributecorrectly.5.教学过程(Teachingprocedures)Step1.GreetingsStep2.Check&RevisionStep3.Presentation1.过去分词作状语时，其前面可以带有相应的连词，如when,though,although,asif,if等，表时间，让步，条件等。Ifinvited,Iwillattendtheweddingofmyfriend.2.过去分词作状语时，分词的逻辑主语与句子的主语一致。Ifcaught,thethiefwillbepunishedbythepolice.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。Askedwhyhewaslate,hecried.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。Disappointedattheexaminationresults,thegirlstoodtherewithoutsayingaword.Step4summing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edHavingdone表先后，千万要牢记6.知识结构（板书设计）7.问题研讨（课堂提问，练习和作业设计）1.Hisfirstbook______nextmonthisbasedonatruestory.A.publishedB.tobepublishedC.topublishD.beingpublished2.Agreatnumberofstudents__________slidtheywereforcedtopracticethepiano.A.toquestionB.tobequestionedC.questionedD.questioning3._______suchheavypollutionalready,itmaynowbetoolatetocleanuptheriver.A.HavingsufferedB.SufferingC.TosufferD.Suffered4._______totheoldladyaged60;thetwolittleyellowdogsaccomplishedherfor196hours.Thenshewasrescued,whichisawonderoflife.A.DevotingB.DevotedC.HavingdevotedD.Todevote5.Thestudent_______inthegamesontheMP4duringclassdidn’tnoticehisteacherbehindhim.A.absorbingB.toabsorbC.beabsorbedD.absorbed6.Themankeptsilentintheroomunless_________________.A.spokenB.speakingC.tospeakD.spokento7.__________nottomisstheearlytrain,wegotupaheadoftimeandhurriedtothestation.A.RemindingB.RemindedC.ToremindD.HavingremindedThekeys: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B2.因question与students之间存在被动关系，question表示的动作也已完成，选C3.already表明该动作已经完成，故用完成式，选A4.句意理解，选B5.过去分词作后置定语，absorbedin“专注于……”,在句中作student的后置定语，选D6.此处应该用过去分词spokento,完整形式为：Themankeptsilentintheroomunlesshewasspokento,选D7.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BThePastParticipleastheAdverbialandAttribute.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edHavingdone表先后，千万要牢记