电子备课系统教学资源--2010高考二轮复习英语教案主谓一致【-2010高考二轮复习英语考案专题十二 -（pl.）所有物；财产?? -Teaching content: Re-、Teaching materials:-Teaching Goals: 1. -1. Target language a-必修3第3单元 Ability ai-a. 重点词汇和短语 cozy, ann-Teaching procedures:-Module 7 Unit2 Robot-Module 7Unit2 Robots-Period 3　Grammar S-Module 7 Unit2 Robot-The Fourth Period Ex-Module 7 Unit2 Robot-高中英语 Unit2 Robots Pe-Teaching plan for Re-Unit 1 Great scienti-Unit 1 Great Scienti-Teaching goals 教学目标 -Teaching goals 教学目标-Teaching goals 教学目标 -Teaching goals教学目标 1-Unit 2 Poems Ⅰ. 单元教学-Teaching goals 教学目标 -Teaching goals 教学目标 -Teaching goals教学目标 1-Teaching goals教学目标 1-Unit 3 A healthy lif-[讲一讲] 同学们在学习和使用名词性从句-Ⅰ. 单元教学目标技能目标Skill -Teaching goals 教学目标 -Teaching goals教学目标 1-Teaching goals 教学目标 -Unit 1 Art The seco-教学设计备课组长中-ⅰ.Teaching aims 1.Kn-Teaching Goals教学目标 1-Teaching goals 教学目标 -Teaching goals教学目标 1-Teaching goals 教学目标 -Teaching goals 教学目标 -Teaching goals 教学目标 -教学设计备课组长中-Unit3 Under the sea-Unit3 Under the sea-必修Ⅵ Unit 4 Global-Teaching goals Teach-Teaching aims Enable-M9U1 other countries-M9U1 other countries-M9U1 other countries-M9U1 other countries-M9U1 other countries-模块五第二单元教学设计 Lesson-模块五第二单元教学设计 Lesson-Communication Worksh-第二课时 Second Period 教-Unit 17 Laughter Com-Lesson 1 What’s So F-Lesson 3 My Favorite-Unit 2 The environme-Unit 2 The Environme-Unit 2 The Environme-Teaching plan for Un-Unit 2 The Environme-Unit 22 Environmenta-Unit 24 Society Comm-Unit 24 Consumer Soc-Unit26 Vocabulary an-Unit 3 Life in the-Unit 3 Life in the -Unit 3 Life in the f-3rd period Importa-4th period Importa-Unit 3 Life in the -Unit 3 Life in the

Unit 3 Life in the Future 7 thperiod Grammar 1.教材分析（the analysis of teaching material） In the reading part, the Ss have learned something about the life in the future; between which there are some sentences using The Past Participle as the Adverbial and Attribute. This teaching period mainly deals with the grammar: The Past Participle as the Adverbial and Attribute. 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 how to use the past participle as the adverbial and attribute correctly. b. Enable students to learn how to use the past participle as the adverbial and attribute correctly and properly. 教学过程(Teaching procedures) Step I: Lead-in 1. Check the homework exercises Step 2: Discovering useful structures 1. Ask students to turn back to Page 17 and read through the passage First Impressions to pick out the sentences where the past participles are used as the adverbial and attribute and underline. 2. Let students work in pairs to translate these sentences and try to understand the use of the past participles. Suggested answers: 1). Worried about the journey, I was unsettled for the first few days. (Adverbial) 2). Well-known for their expertise, his parents’ company, called “Future Tour”, transported me safely into the future in a time capsule. (Adverbial, attribute) 3).The capsule began swinging gently sideways as we lay relaxed and dreaming. (Adverbial) 4). Hit by a lack of fresh air, my head ached. (Adverbial) 5). Exhausted, I slid into bed and fell fast asleep. (Adverbial) Step 3 Understanding and summarizing a. 过去分词短语做状语可以表示时间，原因，条件，让步，方式或伴随等，它的逻辑主语通常是句子的主语，过去分词与主语之间是动宾关系，即被动关系。 1. 作时间状语过去分词做时间状语，相当于一个时间状语从句。 Once published, the dictionary will be very popular. (Once published=Once it is published) 2. 作原因状语过去分词做原因状语，相当于一个原因状语从句。 Lost in thought, I didn’t notice what was happening out. (Lost in thought= Because I was lost in thought) 3. 作条件状语过去分词做条件状语，相当于一个条件状语从句。 Given another hour, I can also work out this problem. (Given another hour=if I am given another hour) 4.作让步状语过去分词做让步状语，相当于一个让步状语从句。 Beaten by the opposite team, we didn’t lose heart and encouraged each other. (Beaten by the opposite team= Though we were Beaten by the opposite team) 5. 作方式或伴随状语过去分词做方式或伴随状语，可以转换成一个并列句。 The old man got on the bus, supported by a girl. (supported by a girl= and was supported by a girl) (方式) b. 过去分词作定语 1. 一般来说，过去分词作定语时含有“完成”和“被动”的双重意义。 Eg: boiled water (开水); fallen leaves(落叶); risen sun(升起的太阳) My parents are both retired teachers. 2. 单个的过去分词时，一般放在被修饰词之前，也可以后置。 Eg: spoken English(英语口语) iced beer(冰镇啤酒) Hurry up, there is only a little time left. 3. 过去分词表示的动作通常发生在位于动词之前或表示与句中的谓语动词相应的经常性动作。 He is a teacher loved and respected by his students. 6.知识结构（板书设计） 7 问题探究 A/B层因为看腻了这个节目，所以他关掉了电视，上床睡觉去了 _________, he turned off the TV and went to bed. 中国生产的汽车普遍受到消费者的欢迎 Cars __________ are popular with the consumers. 虽然被对方打败了，但是队员们没有丧气 ____________ the opposite team, the players were not discouraged. 因为写得匆忙，这篇文章不是很好 _____________, this article was not so good. 她走出了屋子，后面跟着她的小女儿 She walked out of the house, ________________. Keys:　1. Tired of the program 2. produced in China 3. Beaten by 4. Written in a hurry 5. followed by her daughter C层 take ______ 拿起，接受，开始，继续 be back ______one’s feet (困境后)恢复，完全复原 lose sight ________ 看不见 sweep ____________ 打扫，横扫 slide _____________ 移动，溜进 keys:1. up 2.on 3. of 4. up 5. into

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