1、 -ed as adverbial 过去分词作状语过去分词作状语 一一 过去分词（短语）作状语的几种情况过去分词（短语）作状语的几种情况 1 1 时间状语时间状语 过去分词作时间状语，相当于一个时间状语从句。过去分词作时间状语，相当于一个时间状语从句。 也可在过去分词前也可在过去分词前 加上连词加上连词“when, while, until”等，等， 使其时间意义更明确。使其时间意义更明确。 该状语可置于该状语可置于 句首，句首， 句尾或主语与谓语之间。句尾或主语与谓语之间。 When asked by the teacher, the little boy kept silent. =Whe
2、n he was asked by the teacher, the little boy kept silent. Told that his mother was seriously ill, Li Hua hurried home quickly. =After he was told his mother was seriously ill, Li Hua hurried home quickly. 2 原因状语原因状语 Moved by the heroic deeds, many people couldnt help crying. =As/Because they were m
3、oved by the heroic deeds, many people couldnt help crying. Satisfied with what he did, the teacher praised him in class. =Because / As he was satisfied with what he did , the teacher praised him in class. 3 条件状语条件状语 Given more time, we could do it much better. =If we were more time , we could do it
4、much better. Finished, the paper should be handed in at once. =If it is finished, the paper should be handed in at once. 4 4 让步状语让步状语 过去分词（短语）作状语，过去分词（短语）作状语， 相当于一个让步状语从句，有时可用在相当于一个让步状语从句，有时可用在although, though, even if, even though, whetheror 等连词后。等连词后。 多位于句首，偶尔也出现多位于句首，偶尔也出现 在句尾。在句尾。 Though warned
5、of the storm, the farmers were still working in the field. =Though they had been warned of the storm, the farmers were still working in the fields. Beaten by the opposite team, the players were not discouraged and practiced even harder. =Though they had been beaten by the opposite team, the players
6、were not discouraged and practiced even harder. 5 方式或伴随状语方式或伴随状语 过去分词可用作方式或伴随状语，此时相当于一个由过去分词可用作方式或伴随状语，此时相当于一个由andand连接的并连接的并 列结构。该状语可以位于句首，句尾或句中。列结构。该状语可以位于句首，句尾或句中。 She accepted the gift, deeply moved. =She accepted the gift, and she was deeply moved. The woman scientist entered the lab, followed
7、by her assistants. =The woman scientist entered the lab and she was followed by her assistants. 二，二， 过去分词作状语的注意事项过去分词作状语的注意事项 1 1作状语的过去分词的逻辑主语通常就是句子的主语，作状语的过去分词的逻辑主语通常就是句子的主语， 且主语是过去分词动且主语是过去分词动 作的承受者，作的承受者， 即过去分词表示的动作与主语之间是动宾关系。即过去分词表示的动作与主语之间是动宾关系。 Given another hour , he can work out the problem.
8、 2 2 有些过去分词及短语因来源于系表结构，有些过去分词及短语因来源于系表结构， 作状语时不强调被动而重在描述作状语时不强调被动而重在描述 主语的状态。如主语的状态。如lost, seated, hidden, lost/absorbed in ,dressed in ,tired of 等。 Lost in thought, he didnt notice his mother come in . 3 过去分词常跟过去分词常跟when, while, after, if , unless, although/though, as if 等连等连 词一起用，词一起用， 修饰谓语动词。修饰谓语
9、动词。 Metals expand when heated. 三，过去分词与现在分词作状语的区别三，过去分词与现在分词作状语的区别 1 1过去分词作状语时，过去分词作状语时， 通常与其逻辑主语之间存在逻辑上的动宾关系，通常与其逻辑主语之间存在逻辑上的动宾关系， 即被动关系；现在分词作状语时，通常与其逻辑主语之间存在逻辑上的即被动关系；现在分词作状语时，通常与其逻辑主语之间存在逻辑上的 主谓关系，主谓关系， 即主动关系。即主动关系。 2 2 过去分词作状语时，分词的逻辑主语与句子的主语要一致。过去分词作状语时，分词的逻辑主语与句子的主语要一致。 否则，否则， 须加上自己的逻辑主语，构成独立主格结
10、构。须加上自己的逻辑主语，构成独立主格结构。 Once seen , the beauty of the scenery here will leave a deep impression on you. Seeing the beauty of the scenery here , we were impressed by it. The dog locked in the room , we dared to move . Practice: （1）_（see） from the top of the hill，the school looks like a big garden. （2）
11、_ （give） more attention，the accident could have been avoided. （3）_（criticise） by the teacher，the girl was very upset. （4）_（leave） alone at home，Jenny didnt feel afraid at all. （5）_（follow） by his students，the teacher went into the lab. （6） When_（give） a physical examination，you should keep calm. （7）
12、 He stood there silently， _ （move） to tears. Seen Given Criticised Left Followed given moved （8） His homework_（finish），he went out to play with other kids happily. （9）_（lose） in thought，he almost knocked into the big tree in front of him. （10）_（offer） an important role in a new movie，Andy has got a
13、chance to become famous. （11）_（see） from the top of the tower，we can get a better view of our city. （12） Time， _ （use）correctly，is money in the bank. （13）_（bite） by the old mans dog，he is afraid to approach his house. Offered Seeing used Bitten Lost finished Look at the sentences from the reading pa
14、ssage and answer the questions. a. Disappointed by his behavior, I said all this to my best friend. b. Approached in this way, your friendship will soon be repaired. Who was disappointed in sentence (a)? What is approached in sentence (b)? “I” was disappointed in sentence (a). “Your friendship” was
15、approached in sentence (b). Why does the author choose to use -ed instead of an adverbial clause in the reading passage? Because -ing is used when the action is done by the subject of the sentence, while -ed is used when the action is done to the subject of the sentence. Here, both “disappoint” and
16、“approach” are actions done to the subjects. c. Because I was disappointed by his behavior, I said all this to my best friend. d. If it is approached in this way, your friendship will soon be repaired. What is the difference between the two groups of sentences? Why does the author choose to use ed i
17、nstead of an adverbial clause in the reading passage? Sentences (a) and (b) contain -ed as adverbial while sentences (c) and (d) contain adverbial clauses. Because -ed makes the sentences shorter and sound more formal as written language. Make comparison and study further More exercises to consolida
18、te 1. 1. 尴尬又羞愧，我尴尬又羞愧，我无法无法集中精力做任何事。集中精力做任何事。 2.2. 被如此对待，你一定感到很受伤。被如此对待，你一定感到很受伤。 Treated this way, youre sure to feel hurt. 3. 3. 充满愤怒时，你总是想到什么说什么了。充满愤怒时，你总是想到什么说什么了。 Embarrassed and ashamed, I cant concentrate on anything. Filled with anger, you tend to say whatever comes to your mind. Rewrite the
19、 underlined sentences with the ed form. Last week, attracted by a particular article in a magazine, Anne bought it. Praised in class, Anne felt happy as well as ashamed. Shocked by the decision, Anne did not know what to do. Read the plot summary and choose the correct form of the words. Inside Out
20、is an animated film about the five emotions of a girl called Riley: Joy, Sadness, Fear, Disgust and Anger. Influencing/Influenced mainly by Joy, most of Rileys memories are happy ones. Believing/Believed that she is Rileys most important emotion, Joy always tries to take the lead. Preventing/ Preven
21、ted from playing her role in Rileys emotional development, Sadness feels annoyed. When Riley moves to a new city, she has a hard time adjusting to her new surroundings. Sadness wants to do her duty but by accident causes the loss of Rileys happy core memories with Joy. Now separating/separated from
22、her friends and her beloved hockey team, Riley starts to feel lost and helpless, and wants to run away from her parents and new school. Worried about her, Joy and Sadness try to work together to ensure she gets her core memories back. Eventually, realising/realised that every emotion has a role, Joy
23、 understands it is okay for Riley to feel sad sometimes. Accepting sadness as part of life helps Riley deal with the emotional complexity of growing up, and settle down in her new life. Read the tips and underline the words that describe behaviour towards others. 1 forgive; apologise 2 criticise 3 l
24、ie 4 judge 5 complain Describe the situations with the words you underlined . 1. Im really sorry. I didnt mean it. 2. Youre so selfish. 3. I know youre sorry. Its OK. Dont worry about it. 4. I can tell he is not easy to get along with. 5. I dont want to wait for him all the time. 6. My pet parrot fl
25、ew away with my homework. apologize criticise forgive judge complain lie Work in pairs. Discuss what you would react in the following situations and explain your reasons. Emotional quotient (EQ) , or emotional intelligence quotient , is a measurement of the ability to recognise ones own and other pe
26、oples emotions. It is believed that EQ play s an even more important role than IQ(intelligence quotient) in peoples lives. Being able to say no politely is one of the features of emotional intelligence. Listen to three conversations and match them to the pictures. Picture a ： Conversation 2 Picture
27、b: Conversation 3 Picture c: Conversation 1 Listen and complete the table. 1 next week 2 one month 3 a few days 4 come to the party 5 Saturday 6 prepare for the trip 7 project 8 do her project by herself Work in pairs. Act out the conversation about asking for a favour and refusing politely. Student A: Turn to Page 81. Student B: Turn to Page 84. Could I ? Oh you mean, Um not exactly Im afraid Oh Id love to, but Im Oh no thats too bad. I was just wondering if you could Im sorry, it just doesnt feel right. But maybe we can
