【單元教案】人教版英語(yǔ)必修五Unit-3-Life-in-the-future

Unit3LifeinthefutureImportantpoints:Letstudentsdiscussandpredictthegoodandbadchangesinthefuture.Getstudentstoreadthepassageandknowaboutwhatlifeinthefuturemightbelike.Havestudentslearndifferentreadingskills.Difficultpoints:Developstudents`readingability.Enablestudentstotalkabouttheadvantagesandproblemsoflifeinthefuture.Newwordsandexpressions:aspect,uncertain,press,optimistic,representative,greedy,recycle,sideways,timetable,pessimistic,typist,citizen,swallow,instant,previous,tolerate,flash,material,fasten,takeup,losesightof,speedup,sweepup,bebackonone’sfeet,slideinto,remind….of…,makepredictionsMakingpredictions:Doyousupposethat….Supposethat….Doyouimaginethat….Isitlikely/unlikelythat….?Itispossiblethat…I’msure…Perhaps/Maybe/Possibly…..Iwonderif….Iimaginethat…..Mostlikely….Probably……Introduction:Thisunitintroducesthestudentstowhatlifeinthefuturemightbelikeandhelpstudentstobegintoexaminetheirideasaboutfuture.Theapproachistoencouragestudentstoimaginetheadvantagesanddifficultiesoflifein1000yearstime.ThepossiblethingsthatLiQingseesduringhistimetraveltripincludeeasypersonaltravelandahighlevelofpersonalcomfort.Thedifficultiesincludeashortageoffreshair(becausetheproblemofglobalwarminghasnotyetbeensolved)andasolutiontoit(yourownpersonalforestinthelivingroomtoprovideaconstantsupplyofoxygen).Step1Lead-inPresentsomepictures,includingsomealiens,ahorse,acarriage,aplane,aspaceship,thesun,themoon,theMars,athatchedcottage,askyscraper,etc.toincreasestudents`interest.Atthesametime,askthemsomequestions:1.Howdidpeopletravel1000yearsago?2.Howdoyouusuallygettoschool?3.Wheredoyoulive,inacityorinthecountryside?4.Doyouliveinaflatorahouse?5.Whatkindofhousingwouldyouliketohaveinthefuture?6.Whatwouldyouliketohaveinyourroom?Step2Warmingup1.Encouragestudentstospeculateabouttheirideasforlifeinonethousandyears`time?Askthemthequestion:Whatchangesdoyouexpecttoseeinyourlifeinonethousandyears1time?2.Letstudentschoosetwoofthemainaspectsoflifetodaytohaveadiscussioningroupsandthenmakenotesinthetablebelow.PresenttimeInonethousandyears`timeTransportAirplane,cars,bicyclesNolongerbyairbecauseofenvironmentalpollution;bicyclesandhorseswillmakeacomeback.WorkOffice,factory,construction,landscape,serviceAthomeusingadvanced,interactivecomputers;meetingscanbeconductedonthecomputerandpeoplewillseeeachotherspeak.FinanceandcurrencyBanks,offices,insurance,businessOneglobalcurrency—maybetheyuanasChinawillbethelargestglobalexporter.LanguagesEnglish,Russian,ChineseOnegloballanguageperhapsChineseorstillEnglishEnvironmentAir:couldbeimprovedincities.Verypoor;needtorecycleallwaste;controlontheuseofcars;noairplanes;methodstoimprovepoorairquality.Climateoftheearthbeingveryhotismakingproblemsoverwaterresources.EducationNursery;schools;universityLongerthannowpossiblyuntil25yearsofagesothatstudentscanlearnallthenewtechnologies.HouseFlats;houses;concrete;woodBuiltintothegroundasthesurfaceoftheearthissohot.CommunicationPosoffice;internetBythoughtpad;telephone,computer,mobiles,Morsecode,etc.Step3Pre-reading1.Showstudentssomequestionstohelpthemunderstandthetext.1).Makealistoftheproblemshumanbeingsarefacingtoday?2).Whichproblemsdoyouthinkpeoplewillhaveovercomeinonethousandyears`?2.AskstudentstoreadthetitleFirstImpressionsandlookatthepicturestopredictthecontentofthetext.Step4Reading1.Skimming.Askstudentstoskimthepassageandtrytogetitsgeneralidea:Thepassageismainlyabout______(B)____________.A.HowLiQingwastransportedtothefuture.B.HowLiQinggottothefutureandhisfirstimpressionsofit.C.Whatthelifewaslikeinthefuture.D.Theintroductionofthe“FutureTours”company.2.ScanningGetstudentstoscanthepassagecarefullytogetthedetailedinformationandthendothefollowing.1).WhydidLiQinggetthechanceofhavingthistimetravel?A.Becausehehadpassedthefinalexaminationwithhighmarks.B.Becausehahadwonaprize.C.Becausehehadgivenmoneytothecompanynamed“FutureTours”.D.BecausehehadwrittenastoryaboutatriptotheyearAD3008.2).WhydidLiQing`sheadache?Because_______________.A.hegotabadcoldwhentraveling.B.therewasnoairatall.C.hefeltabithomesick.D.therewaslittleoxygenintheair.3).Atableandchairsrosefrom____inthecleanroom.A.underthefloorB.underthecurtainC.underthewallD.underthecomputerscreen4).Whichofthefollowingstatementsisfalseaccordingtothetext?A.WangPingsufferedfroma“timelag”flashbackwhenhetravelledtotheyearAD3008.B.ThecompanyofWangPing`sparentstransportedLIQingsafelyintothefutureinatimecapsule.C.LiQinglostsightofWangPingbecausethereweresomanycarriagesaroundhim.D.WangPingwasLiQing`sfriendandguide.(Suggestedanswers:BDAA)3.IntensivereadingAllowstudentstoreadthepassagecarefullythistime,trytounderstandthewholetextandthenanswerthefollowingquestions.1).DidLiQingfeelcomfortableatthebeginningofhisfirsttravel?(No.Becauseitwashisfirsttimetravel,heworriedaboutit,andhewasnervousandunsettled;asaresult,hesufferedfroma“timelag”flashback.)2).HowdidLiQinggettothefuture?(Inatimecapsule.)3).Weretheystillontheearthaftertheyweretransportedintothefuture?(Yes.)4)WhatdidWangPinggiveLiQingwhenhegotaheadache?

(Amask.)5).WhydidLiQinglosesightofWangPing?(BecausetherearesomanyhoveringcarriagesflyinginalldirectionsthatWangPingwassweptupintothecenterofthem.)6).Whatwerethewallsmadeof?Andwhatisthefunctionofthem?(Thewallsweremadeoftrees.Theleavesofthetreescouldprovidethehousewithmuch-neededoxygen.)Step5Post-readingEncouragestudentstodiscussthefollowingquestionsaboutthewritingstyle.1).DoyouthinkLiQing`sdescriptionsarefaire?Whyorwhynot?2).Whatlanguagedoesheusethatgivesyouthatimpression?3).Doyouthinkhefeelscomfortableinthefuture?Whyorwhynot?Step6Discussion1.Groupdiscussiontofinishexercise2inComprehending.Latstudentsskimthedirectionsandtheform,andthenhaveadiscussioningroupsof4.writedowntheirideasinthechart.GoodthingsBadthingsTimetravelCantraveltodifferenttimesasyouwishAfter-effectsoftravelTransportCanmoveswiftlyDisorganized;difficulttofindwayHouseSavelivingspaceShortofspaceTownsBusy;looklikemarketsEasytogetlostAirqualityOwnfamilyoxygensupplyPoorqualityinpublicplaces2.DebatetofinishExercise3inComprehendingStep7HomeworkLearntheusefulnewwordsandexpressionsbyheart.ReadthereadingpassageagainandthenfinishoffalltheexercisesinComprehending.Thesecondperiod:Reading：FirstImpressionsImportantanddifficultpoints:如何調(diào)動(dòng)學(xué)生的積極性,讓他們主動(dòng)參與和學(xué)習(xí).掌握閱讀的技巧和方法,提取文章的一些重要信息.掌握有關(guān)描繪未來(lái)生活的詞匯以及有關(guān)預(yù)測(cè)和猜測(cè)的表達(dá)方式.通過(guò)文章的學(xué)習(xí),提高閱讀能力,根據(jù)文章的主題能理清文章的重要細(xì)節(jié).未來(lái)生活如何要發(fā)揮大量的想象力.提高愛(ài)護(hù)環(huán)境,保護(hù)自然意識(shí).靈活運(yùn)用所學(xué)詞組和句型,寫(xiě)出具有一定想象力的短文.運(yùn)用多種閱讀技巧,提高學(xué)生的實(shí)際閱讀能力.Step1Lead-in Talkabouthowmanychangestherehavebeeninthelastonethousandyears.Andwhatchangeswemightexpecttofindinthenextonethousandyears.Ingroups,choosetwoofthemtohaveadiscussionandthensharetheideasinfrontofclass.Weknowwecantravelforwardorbackwardinspace.Canwetravelforwardorbackwardintime?(Canwetravelintothefutureorbackwardintothepast?)doyouthinktimetravelispossible?Step2Skimming1.Askstudentstotalkaboutthepicturesinthereadingmaterialinpairsandpredictthemainideaaccordingtothetitle.1).Whatcanyouseeineachpicture?(atimecapsule;hoveringcarriages;afuturehome.)2).Ifyouhaveatimecapsule,wherewouldyouliketogo?3).Whatdoyouthinkthemainideaofthepassageis?(HowLiQianggottothefutureandhisfirstimpressionsofit.)2.Skimmingtofindoutthemainideaforeachparagraph.Para.1:HowIcametotakeatimetraveljourney.Details:myprize;myexcitementPara.2:Thejourney.Details:howIfelt;thespaceship;thejourneyPara.3:Myimpressionsoflifeonethousandyearsintothefuture.Details:littleoxygen;maskstoprovideoxygen;hoveringcarriage;howtodrivethem;a“timelag”momentPara.4:StayinginWangPing’shome.Details:appearanceohouse;treesaswalls;wherefurniturestored;atemeal;preparedforsleepStep3Scanning1.Putthefollowingsentencesintherightorderoftime.1).Weweretransportedintothefuturebyacomfortabletimecapsule.2).Ihadarestinasmallroomwithamaskon.3).Itooksomegreentables.4).Icollectedahoveringcarriage.5).IwonatraveltotheyearAD3008.6).Ihavemyfirsttrytomasterahoveringcarriage.(Suggestedanswers:5)3)1)2)4)6)Part1:1.WhydidIhavethechancetotraveltotheyearAD3008?2.Whatisa“timelag”?3.HowdidIfeelwhenIwasinthecapsule?4.Whoguidedmytrip?5.Whydidmyguidegivemesometablets?6.Whotransportedthemtothefuture?Part2:1.Beforethejourney:1).Howmanypeoplearementionedinthetext?Whoarethey?2).Whendidthewriterwritethisletter?Andtowhichyeardidhetravel?3).WhydidLiQingtraveltotheyearAD3008?4).WhatdidLiQingsufferedfrom?5).HowdidLiQingfeel?Whatmakeshimfeelbetter?2.Duringthejourney:1).Inthecapsule:climbthroughasmallopening—comfortableseats—calmingdrinklayrelaxed—completethejourney—1000yearslater2).Outofthecapsule:Atfirstmynewsurroundingsweredifficulttotolerate.Q1:HowdidLiQingovercomethelackoffreshair?3).Hoveringcarriage:Q2:Howdidthehoveringcarriagefloat?Q3:Howcanapersonmoveswiftly?4).“Alargemarket”Q4:Whatwerepeopledoingthere?Q5:WhathappenedtoLiQing?5).Alargebuilding:Q6:Whatisa“timelag”flashback?3.Afterthejourney(Arrivinghome,heshowedmeintoalargebright,cleanroom.)Descriptionofthehouse:brownfloor,softlighting,trees,leaves,computerscreen,tables,chairs,greenwall…..Q1:Howdidtheauthorfeelaftervisitingthespecialhouse?(Exhausted,Islidintobedandfellasleep.)Step4LanguagepointsStep5PracticeTask1:Fillintheblanks:BeforethejourneyLifelt___and___atfirst;asaresulthesufferedfrom____.DuringthejourneyLiwastransportedsafelyintothefuture,____bythenewsurroundings,Liwashitbythe____offreshairandhishead_____.AfterthejourneyArrivingatahouseLiwas____intoalargeroom.____heslidintobedand____fast_____.Task2:Postreading:groupworkQuestions:1.Whatisthewriter`sattitudetowardsthefuture,OptimisticorPessimistic?Pessimistic:(Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.Atfirstmynewsurroundingsweredifficulttotolerate.Exhausted,Islidintobedandfeltasleep.)Optimistic:(HewasveryexcitedwhenhetravelledtotheyearAD3008andcouldnotbelieveitwastrue.Fromthis,wecanseeheiseagertogotothefuture,thoughhewashitbythelackoffreshair.)Step6ConsolidationandsummaryTask1:Listentothetapeandcorrectthepronunciation.Task2:Retellthestorybyshowingsomekeywordsorphrases.Task3:Summarysomeusefulandimportantlanguagepointsandthenretellthestorybythekeywords.Step7HomeworkFinishtheexercisesanddiscussthefollowingtwoquestions:Retellandrewritethestoryintheexercisebooksanddosomereadingmaterials.Thethirdperiod:LanguagepointsImportantpoints:Enablestudentstograsptheusagesofsuchimportantwordsandexpressionsas:impression,guide,surrounding,lack,press,flash,switch,takeup,bebackone`sfeet,catch/losesightof,sweepup,etc.Getstudentstomasterthefollowingpatterns:Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.…..atableandsomechairsrosefromunderthefloorasifbymagic.Difficultpoints:Letstudentslearntheusagesoftheword“surrounding”andtheexpression“takeup”Enablestudentstolearnandmasterthepattern“Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.”Getstudentstolearnandunderstandsomedifficultlongsentences.Knowledgeaims:Someimportantusefulnewwordsandexpressions:aspect,impression,constant,jet,previous,uncertain,guide,tablet,capsule,stewardess,steward,opening,sideways,surrounding,tolerate,lack,adjustment,mask,carriage,press,fasten,belt,flash,switch,timetable,optimistic,takeup,bebackonone`sfeet,safetybelt,losesightof,sweepup,slideinto,speedup.Step1:Revision1.Checkthehomeworkexercises.2.AsksomestudentstotalkaboutLiQiang`sfirstimpressionsonhisfirsttimetravel.3.Matcheachwordwithitsmeaning:Impressionconstantly;frequentlyConstantlyeverythingthatisaroundsb./sth.PreviousanideaoropinionofwhatsomethingislikeLacktopushsth.closelyandfirmlyagainststh.SurroundingshappeningorexistingbeforesomethingorsomeoneelseStep2ReadingandfindingGetstudentstoreadthetextWarmingup,Pre-reading,ReadingandComprehendingtounderstandallthenewwordsandusefulexpressionsorcollocations.Collocations:inonthousandyear`stime,mainaspects,humanbeings,takeup,remiandsb.ofsth.beworriedabout,asaresult,sufferfrom,besimilarto,keepdoing,benevousanduncertainabout,beveryunderstanding,bewell-knownfor,throughasmallopening,alackof,asthough,puton,innotime,bebackonone`sfeet,losesightof,sweepup,justatthatmoment,catchsightof,provide…with,much-neededoxygen,flashaswitch,asif,bymagic,bereadyfor,slideintobed,fallfastasleep,anoptimisticorapessimisticview,readthrough,makenotes,bepreparedtodo,joinin,persuadesb.todosth.agreewith,payparticularattentiontoLetstudentsreadthemaloudandcopythemdownintheexercisebookafterclass.Trytolearnthembyheart.Step3DiscoveringusefulwordsandexpressionsTurntopage20.Gothroughtheexerciseswithstudentsandmakesuretheyknowwhattodo.Getstudentstoreadthroughallthepassagetofindoutalltheproblemstheymeet.Step4Studyingimportantlanguagepoints1.impression:anideaoropinionofwhatsomethingislikeMyfirstimpressionofhimwasfavorable.Igottheimpressionthattheywereunhappyaboutthesituation.HistriptoIndiamadeastrongimpressiononhim.Impress:tohaveafavorableeffecton;tomakesb.feeladmirationandrespectThesightsofthecityneverfailtoimpressforeignguests.Itimpressedmethatsherememberedmynames.Impresssth.on/uponsb.=impresssb.withsth.Heimpressedherwithhissincerity./Heimpressedhissincerityonher.2.短語(yǔ)takeup的用法及意義.1).Whendoestheincomingmanagertakeuphisjob?(begintodosth.)2).Thecopyingofthesedocumentstookupthewholemorning.()3).Hetookupartwhileatschool.4).Heisgoingtotakeupthestorywhereheleftoffyesterday.5).Thisshirtneedstakingup.(make…..short)6).Iwouldliketotakeupyourofferofarideintotown.(accept)7).Thecarpetshadtobetakenupwhenthehousewasrewired.8).Blotting-papertakesupink.takeafter,takeaway,takeback,takedown,takefor當(dāng)作誤認(rèn)為takein收留,包括,吸收takeoff,takeon,takeout拔掉,去掉,帶某人出去takeover,taketo喜歡,沉溺于takeone`stime慢慢來(lái),從容不迫3.constantly:continuously;frequentlyFashionisconstantlychanging.Theareawasconstantlyhitbydrought. Hisreportwasconstantlyinterruptedbyapplause.Thisentranceisinconstantuse,donotblockit.remind:tomakesomeoneawareofsomethingtheyhaveforgottenormighthaveforgottenremindsb.about/ofremindsb.todosth.remindsb.that/what….4.asaresult:Heworkedhard,andasaresult,hegotpromotedquickly.asa/theresultofTheflightwasdelayedasaresultofthebadweather.5.surroundings:alltheobjects,conditions,etc.thatarearoundsb./sth;environment;Animalsinzoosarenotintheirnaturalsurroundings.Everyonelikestoworkinpleasantsurroundings.(有些詞用做名詞時(shí)總是用復(fù)數(shù)形式:thanks,regards,congradulations)6.tolerate:allowwithoutinterfering;endurewithoutprotesting;beabletotakeorundergowithoutharmWesimplycannottoleratecheatinginexams.Icannottolerateherrudeness.Thebodycannottoleratesuchlargeamountsofradiation.7.lack:tobewithout;tohavelessthanenoughofHelacksconfidence.Thereisnolackofvegetables.8.onone`sfeet:recoverfromanillnessoraset-backAfterhiswife`sdeathittooktwoyearstogetbackonhisfeet.OnlyourParty`spolicieswillputourcountryonitsfeetagain.9.losesightof:tobeunabletosee;tooverlookorfailtoconsider;ignoreWemustnotlosesightof/ignorethefactthat…….catch/gain/getsightof瞥見(jiàn),發(fā)現(xiàn),看出loseone`ssight失明atfirstsight乍看起來(lái)at(the)sightof一看見(jiàn)….就…..beinsight看的見(jiàn),在眼前outofsight看不起10.sweepup:快速抱起;打掃;橫掃Sweeptheleavesup,quickly.(學(xué)過(guò)的up短語(yǔ):takeup,sweepup,carryup,speedup,lookup,makeup….)Step5ConsolidationDoexercises1-4inUsingwordsandexpressionson57.Step6ClosingdownbyaquizSomeexercises:1).Inourchildhood,wewereoften___byGrandmatopaattentiontoourtablemanners.A.demandedB.remindedC.allowedD.hoped2).Though___money,hisparentsmanagedtosendhimtouniversity.A.lackedB.lackingforC.lackingD.lackedin3).Wedidnotbuyanythingbecausewe_____money.A.shortofB.wereshortofC.lackingforD.werelackingfor4).Afterheretiredfromoffice,Rogers___paintingforawhile,butsoonlostinterest.A.tookupB.savedupC.keptupD.drewup5).AsdelegatestothePeople`sCongressCouncil,wewillnever____thetrustpeoplehaveplacedinus.A.catchsightofB.losesightofC.keepsightofD.setoutsighton6).Unless_____,theboywouldnothaveadmittedthatitwashewhobrokethevideo.A.bendingB.remindedC.pressedD.questining7).Chinesehandwritingisanimportantpartofourculture,soyoungpeoplearerequiredto____handwriting.A.takeawayB.takeoutC.takeinD.takeup8).Whatyousaidjustnowremindedme_____thatAmericanprofessor.A.forB.ofC.aboutD.upon9).Thechiefmusthavehiddensomewhereinthe_____area.A.followingB.surroundingC.surroundedD.surroundings10).MyfriendMartinwasverysickwithastrangefever;____,shecouldneithereatnorsleep.A.asaresultB.afterallC.anywayD.otherwise(Suggestedanswers:BCBABCDBBA)Step7HomeworkLearnallthenewwordsandexpressionsbyheart.Finishoffthehomeworkexercises.Doexercise3onpage56intheexercisebooks.Findoutthesentenceswiththeastparticipleastheadverbialorattributiveinthetextandgetpreparedforgrammarstudy.Theforthperiod:Learningaboutlanguage:GrammarImportantpoints:Getstudentstolearnandmasterthenewgrammaritem:ThePastParticiple(3)astheadverbialandattributive.Difficultpoints:Enablestudentstolearnhowtousethepastparticipleastheadverbialandattributivecorrectly.Step1RevisionCheckthehomeworkexercises.Letstudentsdictatesomenewwordsandexpressions.(aspect,carriage,impression,constant,previous,tablet,surrounding,lack,stewardess,uncertain,guide,adjustment,mask,fasten,belt,flash,switch,optimistic,takeup,bebackonone`sfeet,losesightof,catchsightof,sweepup,slideinto.)Step2DiscoveringusefulstructuresAskstudentstoreadthroughthetextcarefullyandfindoutallthesentencesthatincludethepastparticiplesin.1.Worriedaboutthejourney,Iwasunsettledforthefewdays.(adverbial)2.Well-knownfortheirexpertise,hisparents`company,called“FutureTours”,transportedmesafelyintothefutureinatimecapsule.(adverbial,attributive)3.Thecapsulebeganswinginggentlysidewaysaswelayrelaxedanddreaming.(adverbial)4.Hitbyalackoffreshair,myheadached.(adverbial)5.Exhausted,Islidintobedandfellfastasleep.(adverbial)Step3Understandingandsummarizing1.Askstudentstoworkingroupstofinishthefollowingexercisesonhowthepastparticiplesareused.1).Combinethesetwosentencesusingthepastparticipleastheadverbial.(1).Iwasfrightenedbytheloudnoise.Iwenttoseewhatwashappening.(2).Hewashitbythelackoffreshair.Hegotabadheadache.(3).Ifeltverytiredafterthelongjourney.Istillenjoyedmeetingthealiensonthespacestation.(4).Suewasfrightenedbythenoiseoutside.Suedarednotsleepinherbedroom.(5).Themuseumwasbuiltin1910.Themuseumisalmost100yearsold.(6).Thestudentwasgivensomeadvicebythefamousscientist.Thestudentwasnotworriedabouthisscientificexperimentanymore.(7).Georgewasexhaustedafteraday`swork.Hetooksometabletstohelphimfeelbetter.(8).Lucywasveryastonishedattheamountofworkinthenewtimetable.Shedecidedtoleaveherjobimmediately.2.Combinethesetwosentencesusingthepastparticipleasattributive.(1).Soonwelosesightofthatfamousastronomer.HeiscalledLiQing.(2).Iamgoingtobuyapainting.ItiscopiedfromVincentvanGogh.(3).Ilikethatoldprivatehouse.Itisbuiltofwoodandmud.(4).Theroomiscompletelyempty.Theroomisconnectedtotherestofthehousebyalongpassage.(5).Thequeenwassittinginroyalcarriage.Thecarriagewasdrawnbyfourhorses.(6).Thevehicleismentionedinthebook.Thevehicleisunknowntome.(7).Thecastleisunderrepair.Itwasbuiltin1432.過(guò)去分詞作狀語(yǔ)的用法過(guò)去分詞做狀語(yǔ),修飾謂語(yǔ)動(dòng)詞,大多說(shuō)明動(dòng)作發(fā)生的背景或情境,其邏輯主語(yǔ)是句子中的主語(yǔ),可以表示時(shí)間,原因,讓步,行為方式或伴隨情況等,在意義上相當(dāng)于狀語(yǔ)從句,有時(shí)過(guò)去分詞前可以加上連詞when,while,once,if,unless,though等.1.表示時(shí)間Seenfromthetopofthehill,thecitylookslikeabiggardenAskedmanytimes,Itoldhimthesecret.When(itis)completed,themuseumwillbeopentothepublicnextyear.2.表示原因Exhausted,thechildrenfellasleepatonce.Caughtinaheavyrain,hewaswettotheskin.Writteninahurry,thisarticlewasnotsogood.(=Becauseitwaswritteninahurry,thisarticlewasnotsogood.)3.表示條件Heated,waterchangedintosteam.Givenanotherchance,hewilldobetter.Growninrichsoil,theseseedscangrowfast.(=Iftheyaregrowinrichsoil,theseseedscangrowfast.)4.表示讓步Laughedatbymanypeople,hecontinuedhisstudy.Badlywounded,hecontinuedtofight.5.表示行為方式Theoldmanenteredthemeetingroom,supportedbyayoungfellow.Shewasintearsasifdeeplymovedbythemovingfilm.6.表示伴隨情況Surroundedbyagroupofpupils,theoldteacherwalkedintotheclassroom.Thetrainerappeared,followedbyfivelittledogs.Afterhisjourneyfromabroad,RichardJonesreturnedhome,(andheleft)exhausted.過(guò)去分詞作定語(yǔ)的用法1.過(guò)去分詞作定語(yǔ),如單用,一般防在名詞的前面:如果是分詞短語(yǔ),通常放在名詞的后面,相當(dāng)于定語(yǔ)從句.Pollutedairandwaterareharmfultopeople`shealth.Thesuggestionmadebytheforeignexpertwasadoptedbythemanager.2.有時(shí),過(guò)去分詞也可以用作非限制性定語(yǔ),前面用逗號(hào)隔開(kāi),相當(dāng)于非限制性定語(yǔ)從句.Thebooks,writtenbyLuXun,areverypopularinChina.Themeeting,attendedbyonethousandstudents,wasasuccess.3.過(guò)去分詞作狀語(yǔ)時(shí)，如果其邏輯主語(yǔ)為主句的主語(yǔ)，此時(shí)應(yīng)注意人稱一致.Givenanotherhour,Icanworkoutthisproblem.Seenfromthetopofthehill,thecitylooksmorebeautifultous.4.用分詞作狀語(yǔ)時(shí),如果其邏輯主語(yǔ)與整個(gè)橘子的主語(yǔ)不一致時(shí),分詞短語(yǔ)就要有自己的邏輯主語(yǔ)，這種帶邏輯主語(yǔ)的過(guò)去分詞結(jié)構(gòu)為獨(dú)立主格結(jié)構(gòu).Thesignalgiven,thebusstarted.Alloursavingsgone,westartedlookingforjobs.Herushedintotheroom,hisfacecoveredwithsweat.5.過(guò)去分詞作狀語(yǔ)來(lái)源于狀語(yǔ)從句,可以將其變?yōu)闋钫Z(yǔ)從句.Deeplymovedbythestory,thechildrenbegantocry.(=Astheyweredeeplymoved,thechildrenbegantocry.)Shewalkedoutofthehouse,followedbyherlittledaughter.(=shewalkedoutofthehouse,andwasfollowedbyherdaughter.)Beatenbytheenemy,herefusedtoletoutthesecret.(=Althoughhewasbeatenbytheenemy,herefusedtoletoutthesecret.)反過(guò)來(lái)，講狀語(yǔ)從句改成過(guò)去分詞作狀語(yǔ)的結(jié)構(gòu)時(shí)，有事也保留連詞，構(gòu)成“連詞+過(guò)去分詞”結(jié)構(gòu)作狀語(yǔ)。6.過(guò)去分詞作狀語(yǔ)的位置：過(guò)去分詞可放在主句前,作句首狀語(yǔ),后面有逗號(hào),與主句分開(kāi)；也可以放在主句后面,前面有逗號(hào)與主句分開(kāi),做伴隨狀語(yǔ).Caughtinaheavyrain,hewasallwet.(=Becausehewascaughtinaheavyrain,hewasallwet.)Hestoodtheresilently,movedtotears.(=hestoodtheresilently,andwasmovedtotears.)語(yǔ)法延伸：過(guò)去分詞、現(xiàn)在分詞和動(dòng)詞不定式都可以作狀語(yǔ),區(qū)分非謂語(yǔ)動(dòng)詞作狀語(yǔ)總的原則是:-ing形式表主動(dòng)或者進(jìn)行;-ed形式表被動(dòng)或者完成;todo形式表主動(dòng)或者將來(lái).選擇分詞,關(guān)鍵看分詞與其邏輯主語(yǔ)的關(guān)系,若是其邏輯主語(yǔ)主動(dòng)發(fā)出的動(dòng)作,選用現(xiàn)在分詞;若是被動(dòng)動(dòng)作,則選用過(guò)去分詞.分別表示主動(dòng)關(guān)系和被動(dòng)關(guān)系.Followingtheoldman,wewentupstairs.Followedbytheoldman,wewentupstairs.Seenfromthetop,thestadiumlookslikeabirdnest.Seeingfromthespace,theastronautcannotdiscovertheGreatWall.Usedforalongtime,thebooklooksold.Usingthebook,Ifindituseful.分詞和動(dòng)詞不定式作狀語(yǔ)的區(qū)別:分詞作狀語(yǔ)一般表示伴隨,而不定式常常表示目的.分詞作狀語(yǔ)一般放在句首,除表示原因之外有事表示時(shí)間或條件.動(dòng)詞不定式作狀語(yǔ)時(shí),除了表示目的外,還表示結(jié)果或原因.Theystoodbytheroadsidetalkingabouttheplan.(伴隨)Theystoodbytheroadsidetotalkabouttheplan.(目的)Readingattentively,heforgetthetimeforlunch.(原因)Readingcarefully,youwilllearnsomethingnew.(條件) Hisfamilywastoopoortosupporthim.(結(jié)果)Theboyisnottallenoughtoreachthebookshelf.(結(jié)果)Wearegladtohearthenews.(原因)不定式作狀語(yǔ)時(shí)應(yīng)該注意:下列結(jié)構(gòu)表示肯定意義;作結(jié)果狀語(yǔ)的不定式只能出現(xiàn)在句子的末尾,常見(jiàn)的動(dòng)詞是:等,而且表示一種意想不到的結(jié)果。Iamonlytoogladtohavepassedtheexam.Janehurriedlybackonlytofindhermotherlyinginthebed,seriouslyill.Step4Usingstructures1.Jointhesesentencesusingthepastparticipleastheattributeoradverbial.Makeanynecessarychanges.1).JMCoetzeewonthebookerPrize.Heiswell-knownforhisbooksaboutSouthAfrica.2).Aprincessonceownedamagicalchair.Itwasmadeofgoldandsilver.3).Onhisbirthdayhereceivedamysteriouspresent.Itwaswrappedingoldpaper.4).Hewasinterruptedbythebell.Hewasunabletofinishhisspeech.5).Shewasawakenedbyanoiseatmidnight.Shesawathiefinherroom.6).Passengers,pleaseremainseated.Youshouldfastenyourseatbelts.2.Choosetheverbsbelowandusethemcorrectlytofillintheblanks.call,fall,point,terrify,support,endanger,knowThealienmumuscomefromaplanet_____Dentol._____bytheirdisappearinghabitat,thereareonlyafewhundredmumuslaft.Eachmumusisveryintelligentwithabighead____atthetop.Theycantalkina“click”language____onlytoth