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过去分词作状语
教学设计
文本分析
这两节课的主要内容为在本单元的音乐主题语境下，学生学习非谓语动词过去分词的用法，理解过去分词做状语的功能和用法并展开练习，练习难度由浅入深，体现学习的梯度。
学情分析
生已经学习完本单元的其他部分，且之前学过过去分词做定语、表语、及宾语补足语的语法点，对于过去分词（done）做状语这部分的知识点具有一定的了解。但过去分词（done）做状语时如何确定过去分词的逻辑主语及其它所表达的被动意义都是学生不容易理解的地方，尤其是过去分词做状语改写句子是学生的难点。
教学目标
1. 学习过去分词做状语的用法。
2. 提高语法的实践运用能力。
教学重点
对过去分词做状语用法的理解。
教学难点
使用过去分词做状语改写句子。
教学过程
一、学习理解
Step1 Let students look at the following sentences and underline the past participles. Then in pairs, discuss their functions.
1．Ordered over a week ago, the books are expected to arrive any time now.
2．If taken according to the directions, the drug has no side effects.
3．The teacher came in, followed by some students.
4．When offered help, one often says “Thank you” or “It is kind of you”.
5．The old man entered the room, supported by his son.
6．Though caught cheating in the exam, he wasn't punished by the teacher.
My Summary: 1.过去分词的逻辑主语是主句的主语。 2.过去分词与其逻辑主语之间是被动关系。
Step 2 Ask students find more past participles in the text, and discuss their functions in pairs.
设计意图： 通过识别、寻找、讨论三大步骤，教师适当讲解，让学生初步认识过去分词的构成和作用。
Step 3 Help students have a deeper understanding of the usage of past participle by reading the following sentences and changing these sentences into adverbial clauses.
Seen from the top of the hill, the school looks like a big garden.
= When it is seen from the top of the hill, the school looks like a big garden.
Given more attention, the fire could have been avoided.
= If it was given more attention, the fire could have been avoided.
Encouraged by the teacher, the girl was very happy.
= As she was encouraged by the teacher, the girl was very happy.
Left alone at home, Jenny didn’t feel afraid at all.
= Although she was left alone at home, Jenny didn’t feel afraid at all.
Surrounded by his students, the teacher went into the lab.
= The teacher was surrounded by his students and he went into the lab.
My Summary:
1.含过去分词状语的句子的特点：
作状语的过去分词短语常相当于状语从句。
过去分词的逻辑主语和句子主语一致。
过去分词与其逻辑主语之间是被动关系。
过去分词短语作状语所表达的状语类别，要根据整个句子的意思来推断。
2.分词作状语答题记忆口诀：
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-ing, 被动用-ed.
Having done 表先后，千万要牢记。
设计意图： 通过讲解，引导学生完成句子改写，加深学生对过去分词用法的理解。
二、应用实践
Step 4 Rewrite sentences. Ask students to rewrite the following sentences with past participle as the adverbial.
1．When he was asked why he did it, the monitor said that it was his duty.
2．Because he was caught in a heavy rain，he was all wet.
3．Though he was punished many times for his carelessness, he didn't pay attention to it at all.
4．Though he was defeated again, he didn't lose heart.
5．The teacher entered the classroom，and he was followed by a group of students.
6．If I am given the opportunity to be a volunteer, I will do everything I can to do it well.
Suggested answers:
1.When asked why he did it, the monitor said that it was his duty.
2.Caught in a heavy rain，he was all wet.
3.Though punished many times for his carelessness, he didn't pay attention to it at all.
4.Though defeated again, he didn't lose heart.
5.The teacher entered the classroom，followed by a group of students.
6.Given the opportunity to be a volunteer, I will do everything I can to do it well.
Step 5 Fill in the blanks by using the past participle.
1． for a long time, his skin was sunburnt. 长时间暴露在阳光下，他的皮肤晒伤了。expose
2． ，Jenny didn't feel afraid at all. 尽管被单独留在家里，但是珍妮一点都不害怕。leave
3． ，the girl was very happy. 由于被老师鼓励，这个女孩儿非常高兴。encourage
4． ，the wound will go worse. 如果处理不当，伤口会更严重的。handle/deal with
5． many times, I still forgot the exact time for class.尽管被提醒多次，我还是忘了确切的上课时间。remind
6． making tea, the foreigners watched carefully and even took photos, trying to take down all the details. 由于对泡茶感兴趣，那些外国人仔细观看，甚至拍照，试图记录下所有的细节。interest
7． ，my maths teacher was awarded a medal. 我的数学老师投身于教学，获得了一枚奖章。devote
8．The professor sat there cheerfully, .
被学生们簇拥着，教授开心地坐在那里。surround
Suggested answers:
1.Exposed to the sun
2.Left alone at home
3.Encouraged by the teacher
4.If not handled/dealt with properly
5.Though reminded
6.Interested in
7.Devoted to teaching
8.surrounded by his students
设计意图： 在对过去分词有了初步了解和认识之后，设计不同题目，有助于帮助学生加深理解过去分词的用法，提高学生在语境中使用语言的能力。
三、迁移创新
Step 6 Writing
Write a short passage in 70 words to introduce the music you like using at least 4 sentences with past participles as the adverbial.
设计意图： 为了检验学生是否真正掌握了过去分词做状语的用法，设计了写作环节。本节课的主要内容就是让学生用过去分词表达感情和描述情景，这一写作很好地将两者融合在一起，让学生自由表达自己喜欢的音乐，话题接近学生生活实际，也和本单元主题紧紧相扣，真正让学生学以致用，有话可说。

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