质 的 深 入 开 展。 二 、 工 作 任 务: (一 )加 强 教 育 教学 的学习 与研究 ,践行师 能建设 年与质 量科研 年。 1、 常 态 板 块 。 计 划 制 订 ,制 订好本 学期的 教学计 划、课 时计划 和大课 间活动 内容,为课堂教学和大 课 间 的 有 序 进行做 好准备 。 备 课 ,以 年 级 为单位 进一步 完善学 校的资 源化× 个性化 的备课 方式,开展分工合作备 课 ,专 人 进 行 电子教 案的上 传,构建 学校体 育教案 的资源 库。其 他教师参考资源库撰
体 育 教 研 组 学期工 作计划 汇报 一 、 指 导 思 想:
体 育 教 研 组 将进一 步树立 “健康 第一” 指导思 想,以学 校本学 期工作 目标为导向,求 真 务 实 ,切 实 落实三 大主题 与四个 关键字 ,(即师 德提升 年、师 能建设 年、质 量科研 年 。 禁 、 谨 、情和 我。)认 真完成 学校安 排的各 项工作 ,推动 学校体 育工作 有效高
上 a,5-8节 为 b,1-4节 为 c,听 课 少于 12节不 得分。 2、 特 色 板 块 。
主 题 构 建 ,定 期开进 行教科 研活动 ,为老师 提供学 习交流 的平台 。开展对同一个教学
used as
1. He became interested in two theories that possibly explained how cholera killed people.
1.过去分词作定语 (Attribute)
(1) 在句中的位置
单个的过去分词作定语时，位于它所修饰 的名词或代词前面；
a broken heart 一颗破碎的心
the risen sun a lost child
已经升起的太阳 丢失的孩子
过去分词短语作定语时，位于它所 修饰的名词或代词后面。
people addicted to drugs
exciting ~excited tiring ~tired boring ~ bored pleasing ~pleased
confusing ~consfied
astonishing ~astonished
inspiring ~ inspired
amusing ~amused entertaining ~entertained
He is a retired worker. 他是一个退休工人。 This is a newly-developed device. 这是一个新开发的工具。
2. 过去分词作后置定语时，其功能当 于一个定语从句。
2. 过去分词作后置定语时，其功能 当于一个定语从句。
Let’s try the bookstore that was opened last month.
2. He became inspired when he thought about helping ordinary people exposed to cholera.
3. Neither its cause nor its cure was understood. 4. He knew that cholera would never be controlled until its cause
Nine out of ten women interviewed about the product said they liked it.
He found that it came from the river polluted by the dirty water from London.
He found that it came from the river which was polluted by the dirty water from London.
• So many thousands of terrified people died every time there was an outbreak.
Nine out of ten women who were interviewed about the product said they liked it.
名词
定语从句
名词
过去分词
Let’s try the bookstore opened last month.
How can you change a past participle into an attributive clause
• But he became inspired when he thought about helping ordinary people exposed to cholera
somebody, nobody，those 等不定
代词时，也要放在这些词后面。
Nothing reported ( in the newspaper) interested him.
过去分词和现在分词在做定语时的区别：
1.语态上
现在分词: 表示主动的动作 过去分词: 表示被动的动作
He is the man swimming in the river just now. He was reading a novel written by Charles Dickens.
宾语
?
…helping ordinary people exposed to cholera
名词
?
So many thousands of terrified people died
形容词
名词
• 过去分词作定语： 1. 分词可以用作前置定语，此时，分词 和名词之间有两种语意关系：一种是 分词表示时间上已经过去；一种是分 词表被动。
• The house built over there is a shop. （被动、已建好）
• The house to be built over there is designed by a famous architect （被动、 将来）
publish
His book __p_u_b_li_s_h_e_d___ last year sells well.
depressing ~ depressed
Fill in the blank with the –ing or the –ed form of the verb.
1.We werea_st_o_n_is_h_edby his _as_to_n_is_hi_ngbehavior. (astonish)
2.时间上 现在分词: 表示正在进行
过去分词: 表示完成
the falling leaves the fallen leaves
boiling water boiled water
the rising sun the risen sun
a changing world a changed world
2.I was also _co_n_fu_s_e_d when I was asked such a c_o_n_fu_s_in_gquestion. (confuse)
3.The student was finally c_o_n_vi_n_ce_dby the teacher giving her thec_o_nv_i_nc_in_ganswer. (convince)
the developing country the develoed country
总结：
过去分词和现在分词在做定语时的 区别：
过去分词表示被动或完成；
现在分词表示主动或进行。
• I know the people building the house there.(主动、进行）
• The house being built over there is a shop. (被动、正在建)
写 个 性 化 的 备课教 案。学 校组织 人员定 时或不 定时地 对备课 情况开 展检查 督导展 览活动。
课 堂 观 察 ,每 位教师 在本学 期内听 课达15节 以上 ,主任听 课25节 以上。听课形式有互 相 约 定 式 听 课、学 校随堂 听课和 学校组 织的听 课相结 合。听 课需要 有点评 ,8节以
His book _b_ei_n_g__p_u_b_li_sh_e_d_ now will be on sale next year.
His book _to__b_e_p_u_b_l_is_h_e_d_ next year will be his best one.
The press(出版社) _p_u_b_l_is_h_in_g___ his book is famous in the city.
4.I am really _in_te_r_es_t_edin yourin_t_er_e_s_tin_gtalk. (interest)
5.He is a _b_o_r_in_g_ teacher, and I feel _b_o_r_ed__ on his class. (bore)
• 过去分词作表语一般用来表示感受或 状态（系动词+过去分词) No wonder he is excited! (predictive) 可以用作表语的常见的过去分词有： delighted, disappointed, upset, astonished, excited, frightened, experienced, interested, qualified, puzzled, exhausted, satisfied
was found. 5. People absorbed this disease into their bodies with their meals.
From the stomach the disease attacked the body quickly and soon the affected person died. 6. It came from the river polluted by the dirty water from London. 7. He told the astonished people in Broad Street to remove the handle from the water pump so that it could not be used. 8. He found supporting evidence from two other deaths that were linked to the Broad Street outbreak. 9. He suggested that the source of all the water supplies be examined. The water companies were instructed not to expose people to polluted water any more. 10. Because they had been given free beer and so had not drunk the water from the Broad Street pump.