Period 4  Learning about language

Step 1. Revision

1. Review some language points in the text.

2. Review the new words of unit 1

Step 2 check Ex 1 of discovering useful words and expressions

Ask some Ss read the passage sentence by sentence.

Ex.1: examined   put forward  exposed  cure  immediately   look into  announced  instruct  valuable

Step 3 check Ex 1 of discovering useful words and expressions

Ex. 2: make a telephone call               make a decision

make a plan                      make a contribution

make a speech                    make a noise

make a change                    make a description

Step 4.exercise

Ask some Ss to tell the meaning of the phrases in Ex 3.

Ask the Ss to make sentences with each of phrases.

Step 5. assignment and home work

Prepare Discovering useful structures on page 4.

Period 5&6   Grammar

Teaching aims:

1. To learn the uses of v-ed as the attibutive and predicative

2. To grasp the difference between v-ed and v-ing

Teaching procedures:

Step 1 Revision

1. Read the vocabulary from beginning to “be strict with”.

2. Check the homework.

Step 2 Discovering useful structures

一.过去分词做表语和定语

过去分词作表语

1.过去分词可以置于系动词后做表语。常用的系动词有be, get, become, grow，seem，turn，remain，appear，feel， look，sound等。

e.g. The whole world were shocked at the news of Israel’s killing Yassin， the founder and spiritual leader of Hamas.听到以色列杀害哈马斯创始人和精神领袖亚辛的消息，全世界都为之震惊。

The case seems(to be) connected with some big shot.这个案子好像与某个大人物有关。

2.常用作表语的过去分词有：

interested, moved, discouraged, amused, astonished，surprised，frightened， excited，moved，inspired，tired，worried，hurt， crowded， gone，

broken，dressed，wounded，pleased等。

3.及物动词的过去分词作表语，与句子主语是被动关系，表示主语的状态，既表示被动，又表示完成。

e.g.  The cup is broken. 茶杯破了。

4. 不及物动词的过去分词作表语，与句子主语是主动关系，表示主语的状态，只表示动作的完成。

e.g. He is retired. 他已退休。

5. 有些过去分词作表语时，构成的谓语很接近被动结构。

e.g.  The city is surrounded on three sides by mountains. 这座城市三面环山。

【注意】过去分词作表语与被动语态的区别：过去分词作表语，主要是表示主语的状态，而被动语态则表示动作。

系表结构与被动语态的区别。“be+过去分词”可能是系表结构，也可能是被动语态，区别如下：

系表结构   强调状态 at，with，in等介词 ()ur car got trapped in the mud.

被动语态   强调动作 by短语表动作执行者 More than 200 people were trapped in the

building by the fire.

(1) The cup was broken by my little sister yesterday. 茶杯是昨天我小妹打碎的。(是被动语态，表示动作)

(2) The library is now closed. 图书馆关门了。(过去分词作表语)

【注意】过去分词表示被动或完成, -ing 形式表示主动或进行。有些动词如 interest, bore, worry, surprise, frighten 等通常用其过去分词形式来修饰人，用 -ing 形式来修饰物。

(3) The book is interesting and I'm interested in it. 这本书很有趣，我对它很感兴趣。

过去分词作定语

作定语用的过去分词相当于形容词，其逻辑主语就是它所修饰的名词。及物动词的过去分词作定语，既表被动又表完成;不及物动词的过去分词作定语，只表完成。

1. 过去分词用作定语，如果是单个的，常置于其所修饰的名词之前。

We must adapt our thinking to the changed conditions. 我们必须使我们的思想适应改变了的情况。

2. 过去分词短语用作定语时，一般置于其所修饰的名词之后，其意义相当于一个定语从句，但较从句简洁，多用于书面语中。

The concert given by their friends was a success.他们朋友举行的音乐会大为成功。

3.过去分词短语有时也可用作非限制性定语，前后常有逗号。

e.g. The meeting, attended by over five thousand people, welcomed the great hero. 他们举行了欢迎英雄的大会，到会的有五千多人。

4. 用来修饰人的过去分词有时可以转移到修饰非人的事物，这种过去分词在形式上虽不直接修饰人，但它所修饰的事物仍与人直接有关。

e.g. The boy looked up with a pleased expression. 男孩带着满意的表情举目而视。

二.现在分词和过去分词用法之异同(1)

现在分词和过去分词的用法异同历来是学习中的难点和高考测试的重点。众所周知，两种分词的区别很多，但它们之间的根本区别是：

过去分词在时态上强调动作已经完成，在语态上侧重于被动;

而现在分词在时态上强调动作正在进行，在语态上侧重于主动。

这种根本的区别具体体现在两种分词分别充当的各种句子成份中。细述如下：

一、分词作定语

共同点：分词作定语时，如果分词只是一个单词，那么，该分词就位于其所修饰的名词之前;如果是分词短语，那么，该短语就位于其所修饰的名词之后，它的作用相当于一个定语从句。

不同点：分词作定语时，被分词所修饰的名词就是该分词的逻辑主语。但现在分词与逻辑主语之间是主动关系，所表示的动作一般与句中谓语动词所表示的动作同时发生;而过去分词则表示被动关系，所表示的动作一般发生在谓语动词之前或同时发生。

过去分词和现在分词都可以做定语，区别如下：

所修饰的  中心词     及物动词的分词     不及物动词的分词

过去分词   多为人 表被动意义，意为“……的”

spoken English，

the excited students 表示分词的动作已经完成

fallen leaves(落叶)

boiled water(开水)

现在分词 多为事物 表主动意义，意为“令人……的"

English—speaking countries，

exciting news 表示分词的动作正在进行

falling leaves(正在飘落的树叶)

boiling water(正在沸腾的水)

二、分词作表语

共同点：分词作表语时，它起着形容词的作用。

不同点：分词作表语时，句子的主语就是该分词的逻辑主语。但现在分词作表语时，与其逻辑主语之间是主动关系，所表示的动作的一般与句中谓语动词所表示的动作同时发生;而过去分词则表示被动关系，所表示的动作一般发生在谓语动词之前或同时发生。

过去分词和现在分词都可以做表语，区别如下：

主语     意义     备注

过去分词     人 人所处的状态或对某事的感觉     被动意义

现在分词     事物 事物的特征，意思是“令人……的”     主动意义

Step 3.Exercises

ask the Ss to complete the table with phrases tha have the same meaning in Ex 2 on page 5 and check the answer for them.

ask the Ss to complete the table with phrases tha have the same meaning in Ex 3 on page 5 and check the answer for them.

Step 4. assignment and homework

Do more exercise about the past participle used as the Attribute and the Predicative

Period  7&8  Reading and writing

Teaching aims:

1. To understand the theory of Nicolaus Copernicus

2. To improve Ss’ reading skills

Teaching procedures & ways:

Step 1 Revision

Check the homework.

Step 2 Teaching the new words (from “Nicolaus Copernicus” to “logical”)

Step 3 Reading

1. Fast reading

Read the passage and do Ex 1 on Page 7.

Before Copernicus’ theory Showing Copernicus’ theory

A diagram showing the solar system with the earth at its centre A diagram showing the solar system with the sun at its centre

2. Careful reading

Read the passage carefully and answer the following questions.

(1) Why was Copernicus frightened and cautious? (Para 4)

(2) Why could he not tell about his theory? (Para 1)

(3) What was his theory about? (Para 1)

(4) What had the astronomers noticed in the sky? (Para 2)

(5) When did Copernicus complete his theory? (Para 3)

(6) How did he explain changes in the movement of the planets and in the brightness of the stars? (Para 4)

(7) When did he publish his idea? (Para 4)

(8) Why do people think there is a link between his theory and the work?

3. Post reading

If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give a reason.

Step 4 Language points

1. lead to 导致

Too much work and little rest often lead to illness.

Only working hard leads to your success.

2. only if 只有，只要 (only放句首时，主句要倒装。)

Only if a teacher gives permission is a student allowed to enter the room.

Only in this way can you learn English well.

Only when one is away from home does one realize how nice home is.

If only ： (expressing a wish) 如果……就好了 (多用虚拟语气)

If only she would come!  要是她来了,就好了。

3. make sense / make sense of 懂;理解    make no sense 毫无意义

This sentence doesn’t make sense.

I can’t make sense of this sentence.

Can you make sense of what the speakers says?

What he says makes no sense.

4. would have done

(1)表示对过去的某种情况进行猜测, 或本来要做某事却因某种原因未做成，通常用来说明某一情况，但不象should或ought to 那样含有责备之意。如：

I guess the poet would have been about 20 when she wrote her first poem.

Another worker wouldn’t have acted like that.

(2) 相关知识总结：

needn’t have + 过去分词，表示做了不必做的事，相当于，译为“其实没必要… …”

should have + 过去分词，表示应该做某事但实际上未做，译为“本应该… …”

should not have + 过去分词，表示本不应该做某事但实际上做了，译为“本不应该……”

ought to have + 过去分词，表示动作按理该发生了，但实际上未发生，译为“该……”与should的完成式含义类似。

5. work on  从事

She is working on a new novel. (= She is writing a new novel.)

The students worked on his composition for hours.

6. complete  vt. & adj. 完成;完整的;完成的

The workers haven’t completed the house yet.

When will the work be complete?

7. enthusiastic: having or demonstrating enthusiasm  adj. 热心的，满腔热情的

enthusiastic support 热情的支持

be enthusiastic about  对某事充满热情

8. reject  v.

to refuse to accept 拒绝;不接受

reject a gift / a possibility / a suggestion / an opinion

She rejected his offer of help.

We rejected his idea for a music club, and decided to have an art club instead.

(2) to discard as defective or useless; throw away 丢弃。如：

To choose the good apples and reject the bad ones.

Step 5 Writing

1. Let Ss know what is persuasive writing and the aims of the letter you write to Copernicus.

2. Get the Ss to collect their ideas.

3. Get the Ss to make an outline.

4. Write the letter by themselves, paying attention to the writing of a letter.

5. Check Ss’ articles and ask several Ss to read their letter out.

Step 6 Assignments

1. Do Exx 1—2 on Page 42.

2. Preview “Reading task”.

最后，希望精品小编整理的高三英语必修五Unit1说课稿对您有所帮助，祝同学们学习进步。

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