过去分词教案
一．教学目的
1．要求学生理解过去分词
2．基本掌握二．教学难点过去分词的用法三．教学过程
1．过去分词作定语
（1）过去分词用作定语，总的来说，充当前置修饰语的过去分词通常来自及物动词，带有被动意义和完成意义，如：
a broken cup 一只打破的杯子（被动）the risen sun 已升起的太阳（完成）the fallen leaves 落叶（在地上）spoken English 口语
（2）有些过去分词不能单独作前置修饰语，但可以借助某些前缀或副词来作前置定语。例如：uninvited guests 没有被邀请的客人
unheard- of stories没有听说过的故事
an unexpected happening 意想不到的事
badly-built house 建得很差的房子newly-born baby 新出生的婴儿
highly-developed industry 高速发展的工业
（3）一般来说，不及物动词的过去分词很少单独作前置修饰语，能这样用的仅限于少数几个词，他们作前置定语时仅指完成意义，而不指被动。如：
a retired worker （a worker who has retired ）一个退休工人
an escaped prisoner （a prisoner who has escaped）一个逃犯
fallen leaves （leaves that have fallen）落叶
the risen sun （the sun that has just risen）升起了的太阳
a returned student （a student who has returned）回归的学生
a grown man （a person who has grown to a man's size ）一个成年人
（4）某些不及物动词的过去分词，单独不可以作前置定语，但可以与某些副词构成复合形容词作前置定语，如：
well-behaved children 表现好的孩子
a widely-travelled business man 游历广泛的商人newly-arrived visitors 刚来的参观者
（5）过去分词作后置定语时，相当于省略了（that/which be ）的定语从句。
例如：The bridge, built in 1950, broke down yesterday.
这座建于1950 年的桥昨天塌了。
（built in 1950 相当于一个定语从句，which was built in 1950） Things seen are mightier than things heard. 眼见为实，耳听为虚。
（相当于：Things which are seen are mightier than things which are heard ）2．过去分词作主语补语或宾语补语用作主语补语或宾语补语的过去分词大都来自及物动词。凡是已经形容词化了的大
-ed 分词，都可以既作名词修饰语即定语，也可作主语补语或宾语补语。例如：The door remains
locked （主补）I found the door locked （宾补）I found a locked door （定语）可引
导复合宾语的动词常用的有：find /get / have / want / leave / make / see/ hear/notice/ watch / observe/ feel/ keep / order /wish 等。这些词后面的宾语如果与后面的宾语补足语是被动关系，即用过去分词。例如：
I found my house broken into after I returned. 当我回来时，我发现房子被人破门而入了。
You should get the bike repaired as soon as possible. 你应该尽快地把自行车给修理一下。
I want to have my hair cut. 我想理发。
I want the plan (to be) carried out next year. 我希望此计划明年可被执行。
He ran out and left his food untouched. 他跑出去了，食物一点都没动。
You should make yourself heard when speaking. 说话时，你应该让别人能听得见你。
I heard the song sung in English. 我听过用英文唱的这首歌。
He ordered the job to be done at once. 他命令马上完成这项工作。Everybody thought the battle lost. 每个人都认为战斗失败了。
We found her greatly changed. 我们发现她变了很多。
I felt my shoulder touched by somebody. 我觉得有人在拍我的肩膀。
I saw her tied to a tree. 我发现她被困在一个树上。
Please keep us informed of the latest development. 请随时让我们知道最近的发展动态。
注意：
(1) “have+宾语+过去分词”这一结构有三种不同意义。
We had the problem solved. 我们解决了这个问题( “致使”，一种有意的行为)
She had her leg broken in an accident. 在一次事故中，她摔断了腿。 (表示“遭受” ，一种无意的行为) I have not any money left.
我没剩下多少钱了。(“有”)
( 2) like, want, wish, order, expect 等表示“希望、要求、命令”等意义的动词后面可用be+
to 过去分词作宾补，to be也可被省略，例如：
I don't want any of you (to be) involved in the scandal. 我不希望你们当中的任何人陷入这桩丑闻。He won't like such questions (to be) discussed at the meeting. 他并不希望在会上讨论这样的问题。3．过去分词作状语过去分词作状语，在意义上相当于一个状语从句。如：
( 1 ) United, we stand; divided, we fall. 如果团结起来，我们就能成功，如果分裂，我们就会失败。
(相当于If(When) we are united ,we stand; if (when) we are divided, we fall )
( 2) Moved by the story, he decided to study harder. 由于被这个故事感动，他决定更加努力学习。
(相当于Because he was moved, .)
( 3) Having been shown around the library, we came to the classroom building. 我们参观了图书馆后，我们来到了教学楼前。
(相当于After we were shown around , )
（4）Once visited, the city will never be forgotten. 一旦你参观了这个城市，你就永远不会忘记它。（相当于Once the city is visited , ）
（5）Although published many times, the book still sells well in the market.
虽然这本书已出版好长时间了，但这本书的销售量仍很好。（相当于Although the book has been published , ）4．with 引导的复合宾语中的过去分词with 可以引导复合宾语，如果宾语与后面作宾语补足语的动词构成被动关系，词，即“ with ＋宾语＋过去分词”结构。如：The girl sat these with her hand tied back. 这个女孩坐在那里，双手被捆绑在后面。
则使用过去分They lay on the floor with the window closed. 他们躺在地板上，窗户紧闭。
四．小结
五．作业
1．语法书上的练习
2．课本练习
过去分词教案 一．教学目的 1．要求学生理解过去分词 2．基本掌握二．教学难点过去分词的用法三．教学过程 1．过去分词作定语 （1）过去分词用作定语，总的来说，充当前置修饰语的过去分词通常来自及物动词，带有被动意义和完成意义，如： a broken cup 一只打破的杯子（被动）the risen sun 已升起的太阳（完成）the fallen leaves 落叶（在地上）spoken English 口语 （2）有些过去分词不能单独作前置修饰语，但可以借助某些前缀或副词来作前置定语。例如：uninvited guests 没有被邀请的客人 unheard- of stories没有听说过的故事 an unexpected happening 意想不到的事 badly-built house 建得很差的房子newly-born baby 新出生的婴儿 highly-developed industry 高速发展的工业 （3）一般来说，不及物动词的过去分词很少单独作前置修饰语，能这样用的仅限于少数几个词，他们作前置定语时仅指完成意义，而不指被动。如： a retired worker （a worker who has retired ）一个退休工人 an escaped prisoner （a prisoner who has escaped）一个逃犯 fallen leaves （leaves that have fallen）落叶 the risen sun （the sun that has just risen）升起了的太阳 a returned student （a student who has returned）回归的学生 a grown man （a person who has grown to a man's size ）一个成年人 （4）某些不及物动词的过去分词，单独不可以作前置定语，但可以与某些副词构成复合形容词作前置定语，如： well-behaved children 表现好的孩子 a widely-travelled business man 游历广泛的商人newly-arrived visitors 刚来的参观者
-ED分词 一. –ed分词作前置修饰语 1.来自及物动词的-ed分词作前置修饰语 来自及物动词的-ed分词作前置修饰语通常带有被动意义和完成意义；而能作上述用法的–ing分词有的来自及物动词，有的来自不及物动词，通常带有主动意义和未完成意义。试比较： frozen food a freezing wind a bored traveler a boring journey a lost cause a losing battle a conquered army a conquering army a finished article the last finishing touch the spoken word a speaking bird a recorded talk a recording machine a closed shop the closing hour written language writing paper 有些-ed分词通常不能单独用作前置修饰语，但若加前缀un-或者为副词所修饰而构成“副词+ -ed分词”的复合形容词以后，便可作前置修饰语，例： uninvited guests badly- built house untold sufferings far-fetched reasons unheard-of stories newly-born children
2.来自不及物动词的-ed分词作前置修饰语 来自不及物动词的-ed分词很少能单独用作前置修饰语，能作这种用法的仅限于retired, escaped, faded, withered, fallen, expired, risen, returned, vanished, grown这几个词，这些前置修饰语仅表示完成意义，不表示被动意义，例： a retired worker = a worker who has retired an escaped prisoner = a prisoner who has escaped the risen sun = the sun that has just risen 某些来自不及物动词的-ed分词，单独一个词不可以作前置修饰语（如不可说“a behaved boy, a traveled businessman”）,但若与某些副词构成复合形容词，便可作前置修饰语，例：well-behaved children = children who behave well a widely-traveled businessman = one who has traveled widely 二. –ed分词作补语 能用作补语的-ed分词也大都来自及物动词。凡是已经形容词化了的-ed分词，大都可以既作名词修饰语又作主语补语或宾语补语，例： The door remains locked.
Teaching plan for Unit 5 Learning about Language (Revising the ~ing form) Introduction In this period students will first be guided to review some basic knowledge about –ing . After that they may be given materials to learn about the –ing form. Finally they shall take a quiz to consolidate their knowledge. Objectives 1.To help students learn about the –ing form 2.To help students discover and learn to use some useful words and expressions 3.To help students discover and learn to use some useful structures Procedures Step 1. Warming up by asking questions 1 what is –ing? 2 what’s the function of –ing? 3 what is the meaning of –ing ? what’s the difference between –ing,to do and –ed? Step 2. Learning about grammar 动词-ing形式起到名词、形容词和副词的作用，在句中可作主语、宾语、表语、状语和宾语补足语，但不能单独构成谓语，表示的是主动与进行，其构成形式如下， 一：-ing的形式：-ing有一般式和完成式。及物动词的-ing还有主动语态和被动语态，而不及物动词的-ing则没有被动语态。现在以及物动词make 和不及物动词go为例，将其-ing 1.–ing短语的一般式和完成式 Eg (talk) and_____(laugh), the students went into the classroom. , he couldn’t afford to buy a house. (poor) 2–ing短语的完成式(having + 过去分词)作状语,表示在句中谓语之前发生的动作和
teaching design （课堂设计） 陈建军 教材分析( the analysis of teaching materia)l This teaching period mainly deals with the grammar: The Past Participle as the Adverbial and Attribute. And let students to do some exercises to consolidate it. 2. 学情分析( the analysis of the studen)ts Students often feel this item abstract and difficult, so it is necessaryto make the lesson interesting and connect with it with their daily life in order to let it easy to accept and understand. 3. 教学目标(Teaching aims) 知识目标(Knowledge aims) Enable students to learn how to use the past participle as the adverbial and attribute correctly. 能力目标(Ability aims) Enable students to use the past participle as the adverbial and attribute correctly and properly according to the context. 情感目标( Emotional aims) a. Get students to become interested in the grammar learning. b. Develop students'sense of group cooperation. 4. 教学重点和难点( teaching important points and difficult point)s a. Get students to learn and consolidate how to use the past participle as the adverbial and attribute correctly. 5. 教学过程(Teaching procedures) Step1.Greetings Step2 .Check&Revision Step3.Presentation 1. 过去分词作状语时，其前面可以带有相应的连词，如when, though, although, as if, if 等， 表时间，让步，条件等。 If invited, I will attend the wedding of my friend. 2. 过去分词作状语时，分词的逻辑主语与句子的主语一致。 If caught, the thief will be punished by the police. 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。 Asked why he was late, he cried. 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。 Disappointed at the examination results, the girl stood there without saying a word. Step 4 summing 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ed Having done 表先后，千万要牢记
动词-ed分词的用法 一、基本概念 1.分词的定义 1.动词的-ed 分词即过去分词，是由动词的过去分词构成，一般只有一种形式。 2.过去分词的语法作用：过去分词一方面具有动词的性质，另一方面也相当于一个形容词或副词（相当于被动语），在句中可以作表语、定语、状语和补足语。 1）过去分词作表语，主要表示主语的心理感觉或所处的状态。如： Don't touch the glass because it is broken. 不要碰那个杯子，它是坏的（它是被打坏的）。He is quite pleased with the design of the dress. 她很喜欢那礼服的式样。 2）过去分词做定语：单个的过去分词作定语一般放在名词的前面，相当于一个定语从句。 如：The excited people rushed into the building. 激动的人们奔进了大楼。 （excited people 被激动了的人） We need more qualified teachers. 我们需要更多合格的教师。（被资质认证过的老师，或经过资质认证的老师。）过去分词短语作定语通常放在被修饰的词后面，相当于一个定语从句。如： Is there anything planned for tomorrow? 明天有什么活动吗? The suggestion made by the foreign expert was adopted by the manager. 外国专家提出来的建议被经理采纳了。 过去分词作定语也可用作非限制性定语，前后用逗号隔开。如： The books, written by Lu Xun, are popular with many Chinese people. 这些书是鲁迅写的，受到了许多中国人民的喜爱。 The meeting, attended by one thousand students, was a success. 这次会议获得很大的成功，共有一千个学生出席了。 3）过去分词做状语： -ed 分词和-ing 分词作状语一样，也可以表示时间、原因、条件、让步、方式或伴随情况等。 ①表时间，相当于一个时间状语从句，有时过去分词前可加连词when 或while 来强调时 间概念。如： Seen from the top of the hill, the city looked like a big garden. 从山顶上看，这个城市
现在分词和过去分词的用法及实例分析 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。分词做状语时，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】 Hearing the news, they all jumped with joy. Using what you know of word stems and word formations, you can make a guess at the meaning of a new word. The students went out of the classroom, laughing and talking. Accompanied by his friend, he went to the railway station.Given better attention, the plants could grow better. He looked tired and depressed, visibly disturbed by the news of his mother's illness. 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】 Not having enough hands, we turned to them for help. (We don't have enough hands). Taught by mistakes and setbacks, we have become wiser and handled our affairs better. (we are taught/teach us) .Inspired by the International, the working people of all countries have been fighting for their final liberation. (the working people were inspired/ inspire the working people)____the earth to be flat, many feared that Columbus would fall off the edge. (CET-4 1996,6) A) Having believed B) Believing C) Believed D) Being believed 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. No matter how frequently ____, the works of Beethoven always attract large audiences. (CET-4 1995,6) A) performing B) performed C) to be performed D) being performed 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.
高三英语学科二轮语法专题复习教师辅导教案 非谓语动词之现在分词和过去分词
Daily expressions 1. Allow me．让我来。 2. Be quiet! 安静点! 3. Cheer up! 振作起来! 4. Good job! 做得好! 5. Have fun! 玩得开心! 6. How much? 多少钱? 7. I'm full．我饱了。 8. I'm home．我回来了。 9. I'm lost．我迷路了。 10. My treat．我请客。 11. So do I．我也一样。 12. This way。这边请。 13. After you．您先。 14. Bless you! 祝福你! 15. Follow me．跟我来。 批注：上面是一些常用日常生活交际英语，帮助学生拓展口语知识。右边是《生活大爆炸》剧照，《生活大爆炸》是由查克·洛尔和比尔·普拉迪创作的一出美国情景喜剧，在2007年9月24日由哥伦比亚广播公司（CBS）推出。此剧由华纳兄弟电视公司和查克·洛尔制片公司共同制作，讲述的是一个美女和四个科学家的故事，2011年续拍第五季。2009年8月，该剧赢得了电视评论协会（TCA）最佳喜剧系列奖，吉姆·帕森斯亦赢得了喜剧类的个人奖项。 Step2:一、分词 1、定义：分词分为现在分词和过去分词两种，是一种非谓语动词形式。分词既有动词的特征，又有形容词和副 词的特征。
2、基本形式：现在分词由动词原型加ing 构成，为了区别动名词doing ，我们用v-ing 表示； 过去分词我们用done 表示，或者用v-ed 形式表示。 二、分词的句法功能 1、两个基本特点： 1）在时间上现在分词表示动作正在进行；过去分词表示动作已经完成。 a developing country 一个发展中国家 （a developed country 一个发达国家） boiling water 沸腾的水 ( boiled water 白开水) rising sun 冉冉升起的太阳 （risen sun 升起的太阳） 2）在语态上现在分词表示主动；过去分词表示被动。 the ruling class 统治阶级 the ruled class 被统治阶级 the exploiting class 剥削阶级 the exploited class 被剥削阶级 2、句法功能： 分词句法功能 主语 宾语 表语 定语 状语 补语 v-ing/v-ed ★ ★ ★ ★ 1）作表语：现在分词作表语表示主语的性质或特征；过去分词作表语表示主语的状态。 The basketball match was exciting. We are excited at the good news. The book is interesting. I’m interested in it. 考点：区别由现在分词和过去分词转化而来的形容词，常见的这类词有： 对比 对比 对比 exciting/excited; moving/moved; frightening/frightened; tiring/tired; surprising/surprised; astonishing/astonished; satisfying/satisfied; disappointing/disappointed; interesting/interested pleasing/pleased; inspiring/inspired
一，现在进行时 Ⅰ现在进行时的用法表示现在（说话瞬间）正在进行或发生的动作 Ⅱ现在进行时时间状语及标志性词 now 现在look 看（后面有明显的“！”） listen 听（后面有明显的“！”） Ⅲ现在分词的构成 ①一般在动词结尾处加ing go—going look--looking ②以不发音字母e结尾的动词，去e加ing。write—writing ③以重读闭音节结尾的动词，如果末尾只有一个辅音字母，应先双写这个字母，再加ing. get—getting run—running ( swim, run, put, get, sit, begin) Ⅳ现在进行时的构成 肯定句: 主语+ am/is/are+ doing +其他+时状. Eg: He is doing his homework now. 否定句：主语+am/is/are +not+ doing+其他+时状. Eg: He is not doing his homework now. 一般疑问句：Am/Is/Are +主语+ doing+其他+时状？ Eg: Is he doing his homework now? 肯定回答：Yes,主语+am/is/are Eg Yes, he is. 否定回答：No, 主语+am not/isn’t/aren’t Eg: No, he isn’t. 二，一般过去时 表示过去发生的动作或存在的状态,通常与过去的时间状语连用: yesterday ,last week(month,year), in 1990 （1）系动词be的过去时: am(is) →was, are →were 陈述句：He was at home yesterday. 否定句：He wasn’t at home yesterday. 疑问句：Was he at home yesterday? Yes ,he was./No ,he wasn’t. （2）行为动词的一般过去时: 陈述句：主语+动词过去式+其它 I go to the movie. →I went to the movie. 否定句：主语+助动词didn’t+动词原形+其 I don’t go to school today. →I didn’t go to school. 一般疑问句：Did +主语+动词原形+其它 Do you have breakfast? →Did you have breakfast? Yes, I do. /No, I don’t. Yes, I did. /No, I didn’t. （3）规则动词的过去式变化规则变化规则例词 一般在词尾加—ed. play→played 以不发音的e结尾的，只加--d. like →liked love →loved 以辅音字母+y 结尾的，变y为i ,再加—ed. study →studied carry →carried 以一个辅音字母结尾的重读闭音节，先双写这个辅音字母，再加-ed stop →stopped plan →planned
第6章动词的-ing形式 动词的-ing形式包括传统语法的“动名词”（gerund）和“现在分词”（present participle）两个部分。动词的-ing形式具有动词的特征，同时又具有名词、形容词和副词的特征，因此它可以在句中作主语、表语、定语、宾语、宾语补足语和状语。 一、动词-ing形式的特征和种类 与动词不定式一样，动词的-ing形式也具有动词的特征，有时态和语态的变化，并可带状语、宾语等。 A.动词-ing形式的一般式 1. 动词-ing形式的一般式可用来泛指一个动作，没有特别的时间意义。 Swimming is her favorite sport. 游泳是她最喜欢的体育运动。 Learning is important to modern life. 学习对现代生活很重要。 2. 动词-ing形式的一般式可用来表示和谓语动词同时发生的动作。 They went out of the classroom, talking and laughing. 他们有说有笑地走出教室。 She listened carefully to her neighbours speaking. 她倾听她邻居的讲话。 3. 动词-ing形式的一般式有时也可表示在谓语动词的动作之前或之后发生的动作。 I remembered sending him an e-mail last week. 我记得上星期给他发过一份电子邮件。
He suggested taking my daughter to the zoo the next Sunday. 他建议下个星期天带我女儿去动物园。 B. 动词-ing形式的完成式 动词的-ing形式的完成式表示一个已完成的动作，这个动作发生或完成在谓语动词表示的动作之前。 Having lived in this city for three years, she knows it very well. 在这个城市生活了3年，她对这里已很熟悉。 I really regretted having missed such an exciting lecture. 错过了这么振奋人心的演讲，我真的很遗憾。 注意： 在现代英语中，作宾语的-ing形式的完成式可用一般式来代替。 I really regretted missing such an exciting lecture. 错过了这么振奋人心的演讲，我真的很遗憾。(=I really regretted having missed such an exciting lecture.) We remembered seeing the film. 我们记得看过这部电影。(=We remembered having seen the film. ) C. 动词-ing形式的被动形式 动词的-ing形式的被动形式表示它的逻辑主语是-ing形式表示的动作的承受者。 1．一般式的被动形式 The question being discussed is very important. 正在讨论的问
高二英语公开课 北师大版高中英语Module 5 Unit14 People Lesson 1 Grammar 过去分词教学设计Learning Goals: 过去分词表被动，用在书面表达中！ Learning Process： Before class：Lead in 播放分词动画视频2-3遍 In class： Step 1 ：写出下列动词的过去分词 ?determine ?complete ?predict ?steal Step 2 Read and tell in the text on Page 8-9 ?Accused of stealing money ,the man was brought to court . ? 1.Supported by …, Professor Salovey suggests… ? 2. Professor Mayor, recognised by…,recently announced … ? 3. They (Normal students )also show… compared to… Sep 3 :小组讨论：阅读并观察，以上句子有什么共同特点？ 过去分词表被动，句中位置会移动！ ?Accused of stealing money ,the man was brought to court . ?=The man was accused of stealing money .He was brought to court . Step 4 Practice Exercise 5 on page 9 Step 5 扩展延伸 1 ) 学生出题填空改错翻译 2) 老师出题
教学过程 一、复习预习 1.引导学生复习上节内容，批改学生上次课的作业，以题带点，查漏补缺。 2.复习必修四unit2--unit4 v-ing形式做主语，表语，宾语，宾语补足语,定语和状语。 Unit3课文原句：Unfortunately his father died, leaving the family even worse...。 翻译：不幸的是他的父亲去世了，使得他的家境更加艰难...... 要点考点：leaving...现在分词作结果状语常表示“意料、情理之中” 句式仿写：他们遇上交通阻塞，因而迟到了。 They were caught in a traffic jam,thus causing the delay.
二、知识讲解 考点/易错点1：非谓语v-ing做主语 V-ing形式做主语 (注意谓语动词用单数） { Reading in bed is bad for your eyes. 句型：It’s no use /no good/useless +v-ing (注意：it为形式主语 v-ing 形式为真正的主语。 翻译：1.覆水难收( It’s no use crying over the spilt milk.) 2.抱怨是无用的(It’s no use complaining.) 考例：Once your business becomes international,_________constantly will be part of your life. A.your fly B.your flight C. Flight D. Flying (答案) D。由于空格后出现了constantly这一副词，这就说明不能选B或C，因为B、C 均为名词，不能受副词 constantly 的修饰。A和D均是可能的，因为其中有动词 fly。但若选A，you fly 是一个主谓结构，与其后的谓语 will be 相冲突，所以只能选D，即动名词flying在此用作主语。 ;
teaching design（课堂设计） ----------陈建军 教材分析（the analysis of teaching material） This teaching period mainly deals with the grammar: The Past Participle as the Adverbial and Attribute. And let students to do some exercises to consolidate it. 2.学情分析（the analysis of the students） Students often feel this item abstract and difficult, so it is necessary to make the lesson interesting and connect with it with their daily life in order to let it easy to accept and understand. 3.教学目标(Teaching aims) 知识目标(Knowledge aims) Enable students to learn how to use the past participle as the adverbial and attribute correctly. 能力目标(Ability aims) Enable students to use the past participle as the adverbial and attribute correctly and properly according to the context. 情感目标( Emotional aims) a. Get students to become interested in the grammar learning. b. Develop students’ sense of group cooperation. 4.教学重点和难点（teaching important points and difficult points） a. Get students to learn and consolidate how to use the past participle as the adverbial and attribute correctly. 5.教学过程(Teaching procedures) Step1.Greetings Step2 .Check&Revision Step3.Presentation 1.过去分词作状语时，其前面可以带有相应的连词，如when, though, although, as if, if 等， 表时间，让步，条件等。 If invited, I will attend the wedding of my friend. 2.过去分词作状语时，分词的逻辑主语与句子的主语一致。 If caught, the thief will be punished by the police. 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。 Asked why he was late, he cried. 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。 Disappointed at the examination results, the girl stood there without saying a word. Step 4 summing 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ed Having done 表先后，千万要牢记
-ED分词 -ED分词 -ED分词（-ED Participle）即传统语法所指的“过去分词”（Past Participle）, 是非限定动词之一。 -ED分词有两种形式：规则动词形式和不规则动词形式。规则动词形式由规则动词＋-ED 构成；不规则动词有其特殊的-ED分词。在语法功能上，它在句子中所能承担的成分基本与-ING 分词相同，可以作表语，定语，状语，也可以用在复合结构中，不管它作什么成分，其最基本的含义是“被动”的。-ED分词在语法功能和意义上与-ING分词有一定的区别。 一、-ED分词与-ING分词的区别 虽然在语法功能上，-ED分词在句子中所能承担的成分基本与-ING分词相同，但在意义上两者有差别：-ED分词表示被动的意义而-ING分词则表示主动的意义；-ED分词表示已经完成和被动的动作而-ING分词则表示一般性的或正在进行的动作，在表现形式上，-ING分词有“一般式”和“完成式”与“主动式”和“被动式”之分；而-ED分词只有一种形式。下边我们分析-ING 分词与-ED分词在语法功用上的区别。 1. 作表语时，-ING分词表示主语所具有的特征而-ED分词表示主语所处的状态 The book is quite interesting. I am interested in the book very much. The play is more exciting than any I have ever seen. That piece of land lay deserted. 2. 作状语时-ING分词表示主语正在进行的另一动作而-ED分词则表示主语发生动作的背景或情况 1) Having been served lunch，_________ . ［A］the problem was discussed by the members of the committee ［B］the committee members discussed the problem ［C］it was discussed by the committee members the problem ［D］a discussion of the problem was made by the members of the committee (B) 2) _______for her anthropological(人类学的) research，Margaret Mead also was involved with(涉及) the World Federation for Mental Health. [A] She is noted primarily [B] Noted primarily [C] Primarily is noted [D] She primarily noted (B) 3) Considered one of the leading poets in America today，___________ . ［A］a number of books and plays have also been written by Sonia Sanchez ［B］Sonia Sanchez has also written a number of books and plays ［C］a number of Sonia Sanchez's books and plays have been written ［D］there have been a number of books and plays written by Sonia Sanchez (B) 3. 作定语时，①-ING分词表示正在进行的动作，而-ED分词表示动作发生在谓语动词之前；
湖南省娄底市双峰县曾国藩实验学校初中英语语法《动名词和现在 分词的区别》教案 V-ing 的非谓语动词用法: 动名词和现在分词的区别 一、V-ing作动名词时具有名词的特征,因而在句中用作主语、表语、宾语、定语,有时它可以有自己的逻辑主语,也可以有时态和语态形式。如: 1. 作主语、表语 动名词作主语和表语表示泛指。如: Tom's not having finished his homework made his teac her angry. 汤姆没有完成作业使老师很生.(主语) Her job is keeping the offices clean. 她的工作是保持办公室清洁。(表语) 2. 作宾语 动名词常跟在某些动词如enjoy, finish, mind, can't help(禁不住), suggest(建议), advise, consider(考虑), practise, admit, imagine 等以及含介词的短语动词insist on, stop...from, look forward to, pay attention to等后面作宾语。如: Do you mind my smoking here? 你介意我在这儿吸烟吗? 3. 作定语 动名词作定语时表示被修饰词的用途和作用。如: Don't forget to take a shopping basket with you. 别忘了带上购物篮子。 a sleeping baby (一个正在睡觉的baby) baby可以睡觉--动作性--现在分词 a sleeping car.（卧车）车不可以睡觉--名词性---动名词 二、V-ing作现在分词充当非谓语动词时,它主要在句中充当定语、表语、宾补、主补及状语。如: 1. 作定语 现在分词作定语时表示该动作正在进行，现在分词与所修饰的名词有逻辑上的主谓关系。单个现在分词作定语通常放在被修饰词的前面.现在分词短语作定语则放在被修饰词之后。如: The rising sun looks very beautiful. 冉冉升起的太阳看上去很美。 若被修饰词与现在分词是被动关系时,须用现在分词的被动式(being done)作定语。如: The song being broadcas t is very popular with the young students. 正在播放的 歌曲深受青年学生的欢迎。 现在分词与动名词作定语的区别: 现在分词与所修饰的名词有逻辑上的主谓关系,而动 名词作定语表示作用与用途。如: Let sleeping dogs lie. 别招惹麻烦。(现在分词。相当于定语从句 which are sleeping) I think some sleeping pills may help you. 我想安眠药可以助你入睡。(动名词.表示用途,相当于pills for sleeping) 2. 作表语 现在分词作表语表示主语的性质,这时通常可以看作形容词,可以用very, so或much等 修饰。如: The news that our team had been beaten by them in the match was very surprising. 我们队在比赛中被他们打败的消息让人感到很意外。 The sound we heard last night was so frightening. 我们昨晚听到的声音令人恐怖。
达标课教案 过去分词的用法 王艳菊 1、过去分词的基本用法：过去分词只有一种形式，也没有主动语态，它所表示的动作是一个被动的或是已完成的动作。过去分词在句中也可用作定语、表语、宾语或状语等成分。过去分词在句中作某种成分时，其逻辑主语一般为该分词所表示的动作的承受者，如： （1）作定语：过去分词作定语时，如果这个分词是一个单词，就位于其修饰的名词之前，如果是分词短语，就位于其修饰的名词之后。被过去分词所修饰的名词，就是该分词的逻辑主语，如： The stolen car was found by the police last week. （2）作表语：过去分词作表语时，表示其逻辑主语所处的状态，其逻辑主语就是句中的主语，如：The glass is broken.这个玻璃杯是破的。注：过去分词作表语时，和动词的被动语态结构相似，但两者表达的意义不同，如：The glass was broken by my little brother.这个玻璃杯是被我小弟弟打破的。作表语用的过去分词在许多词典中已列为形容词，如：crowded, devoted, discouraged, done, dressed, drunk, experienced, frightened, gone, hurt, interested, killed, known, learned, lost, pleased, satisfied, shut, surprised, tired, undressed, worried, astonished, broken, completed, covered等。 （3）作宾语补足语：过去分词作宾语补足语时，句中的宾语就是其逻辑主语，如：When I opened the door, I found the ground covered by fallen leaves.注：动词have后的复合宾语中，宾语补足语如为过去分词，常表示该分词所表示的动作是由别人来执行的而不是句中主语自己来执行的，如：I had