資源簡介

(共47張PPT)
Unit 1
Knowing me, knowing you
Using language
-ed as adverbial
BY MICHELLE
Grammar -ed as adverbial
What’s an adverbial
He speaks English very well.
He is playing under the tree.
I come specially to see you.
Ten years ago, She began to live in Dalian.
If I am not busy tomorrow, I will play football with you.
Hearing about Mike’s decision, Christine and David decided they would meet him there when he arrived.
狀語是修飾_____________________________等的成分，
它是由_________________________________________________等充當的。
狀語主要說明地點、時間、原因、目的、結果、條件、程度、方式和伴隨狀況。
動詞、形容詞、副詞、句子
副詞、形容詞、介詞短語、名詞短語、從句、分詞
過去分詞作狀語的功能
過去分詞作狀語，表示的動作是主語的一部分，表示動作完成；
其邏輯主語通常是句子的主語；過去分詞與主語之間是邏輯上的被動關系。
找出句子中畫線詞的邏輯主語
1.Seen from the top of the hill, the park looks more beautiful.
2.Born in a poor family, Jane had only two years of schooling.
3.The cup fell down to the ground,broken.
4.Given more time, he can do it better.
5.Explained a hundred times, he still can’t understand it.
6.Supported by the nurse, the patient got off the bed.
7.The hunter walked slowly into the forest,followed by his dog.
8.When given a medical examination, you should keep calm.
過去分詞作狀語的用法
過去分詞（短語）作狀語，可放在句首，也可放在句后，一般用逗號同其他成分隔開，在句中可作時間、原因、條件、讓步、方式或伴隨狀語,相當于各自的狀語從句或并列句。
When asked her future plans, the girl said that she wanted to be a doctor.
Disappointed by his behaviour, I said all this to my best friend.
Approached in this way, you are sure to solve the problem.
Encouraged by his parents, he still has no confidence in overcoming
the difficulties.
The patient got off the bed，supported by the nurse.
時間狀語
原因狀語
讓步狀語
條件狀語
方式或伴隨狀語
TIPS: 過去分詞（短語）作狀語來源于狀語從句，有時為了強調，前面可加上連詞when，while，once，if，though，although，unless，as if，as though，even if，even though 等。
When first introduced to the market, these products enjoyed great success. = When these products were first introduced to the market, these products enjoyed great success. 當這些產品首次投放市場時，它們獲得了巨大的成功。
If grown in rich soil, these seeds can grow fast.
= If these seeds are grown in rich soil, these seeds can grow fast.
如果種在肥沃的土壤里，這些種子能長得很快。
Unless spoken to, she won’t say a word.
= Unless she is spoken to, she won’t say a word.
除非主動跟她講話，否則她不愿說一個字。
作時間狀語相當于時間狀語從句
可在過去分詞前加上連詞“when, while, until” 等，使其時間意義更明確。
Seen from the hill, the park looks very beautiful.
=When it is seen from the hill, the park looks very beautiful.
Don’t speak until spoken to. 當別人和你講話時，你才能講話。=Don’t speak until you are spoken to.
作原因狀語相當于原因狀語從句或并列結構從句
Touched by his teacher’s word, the boy cried.
=The boy was touched by his teacher’s words, so he cried.
這個男孩被老師的話打動了，所以他哭了。
Absorbed in painting, Tom didn’t notice evening approaching.
= Because Tom was absorbed in painting, he didn’t notice evening approaching.
= Tom was absorbed in painting, so he didn’t notice evening approaching.
由于專心畫畫, 湯姆沒有注意到夜幕正在降臨。
作條件狀語相當于條件狀語從句
可加連詞if, unless等轉換成條件狀語從句。
Given more time, we could do it much better. 多給我們點時間，我們會做得更好。=If we were given more time, we could do it much better.
Found and caught, the thief will be punished by the police.
＝The thief will be punished by the police if he is found and caught.
作讓步狀語相當于讓步狀語從句
有時可加although, though, even if, even though, whether…or…等連詞轉換成讓步狀語從句。
Warned of the storm, the farmers were still working in the fields.
盡管農民們已被告知將有暴風雨，但他們仍然在地里干活。
= Though they had been warned of the storm, the farmers were still working in the fields.
Defeated by his opponent, he never gave up any hope.
= Although he was defeated by his opponent, he never gave up any hope.
盡管被對手擊敗, 但是他從沒放棄希望。
主將從現
主將從現是指在時間狀語從句、條件狀語從句和讓步狀語從句中，如果主句是一般將來時，從句用一般現在時替代一般將來時.
主句不一定為一般將來時，祈使句、情態動詞+動詞原形也可表將來。從句不一定是一般現在時，現在進行時、現在完成時也可在這類從句中表示將來。
When I grow up, I will be a nurse and look after patients.
Don’t laugh at me when I make a mistake.
You should be quiet when you are in the reading room.
作方式/伴隨狀語, 加and 可轉換成并列結構從句
The teacher entered the classroom, followed by a group of his students.
=The teacher entered the classroom and he was followed by a group of his students.
老師走進教室, 后面跟著一群學生。
She accepted the gift, deeply moved.
=She accepted the gift, and she was deeply moved.
她接受了禮物, 深深地被感動了。
有些過去分詞(短語)因來源于系表結構, 作狀語時不強調被動而重在描述主語的狀態。這樣的過去分詞(短語)常見的有: lost (迷路); seated (坐); hidden (躲); lost/absorbed in (沉溺于); dressed in (穿著); tired of (厭煩)。
Lost in thought, he didn’t hear the doorbell.
由于陷入沉思之中, 他沒有聽到鈴聲。
【即學即練】
用所給詞的適當形式填空
(1)_________ (develop) by two doctors in the U. S. Department of Agriculture, it’s an excellent water collector.
(2)______ (raise) in the poorest area of Glasgow, he had a long, hard road to becoming a football star.
(3)Children, when ____________ (accompany) by their parents, are allowed to enter the stadium.
(4)________ (found) in the early 20th century, the school keeps on inspiring children’s love of art.
(5)__________ (translate) into English, the sentence was found to have an entirely different word order.
accompanied
Founded
Translated
Developed
Raised
過去分詞的獨立結構作狀語
過去分詞作狀語時, 有時在分詞前加上自己的主語, 這種帶有自身主語的過去分詞被稱為過去分詞的獨立結構。過去分詞的獨立結構在句中作狀語時, 通常可表示時間、原因、條件等。
Much time spent sitting at a desk, office workers are generally troubled by health problems.
很多時間都坐在辦公桌旁, 辦公室職員一般都受到健康問題的困擾。
【即學即練】
用獨立主格結構作狀語改寫句子
(1)After the lecture was given, a lively question-and-answer session followed.
→____ ______ _____, a lively question-and-answer session followed.
(2)The factory produced many famous cars, none of which were shipped to foreign countries.
→The factory produced many famous cars, _____ __ _____ _______ to foreign countries.
(3)Because extra money was given to the poor, he felt very happy.
→_____ ______ _____ to the poor, he felt very happy.
The lecture given
none of them shipped
Extra money given
過去分詞與現在分詞作狀語的區別
過去分詞與句子的主語之間存在邏輯上的動賓關系, 即表示被動;
現在分詞與句子的主語之間存在邏輯上的主謂關系, 即表示主動。
Used for a long time, the book looks old. (動賓關系)
由于用了很長時間, 這本書看上去很舊。
Using the book, I find it very useful. (主謂關系)
在使用這本書時, 我發現它很有用。
【巧學助記】分詞作狀語記憶口訣
分詞作狀語, 主語是問題。
前后兩動作, 共用一主語。
主語找出后, 再來判關系。
主動用-ing, 被動用-ed。
無論是現在分詞還是過去分詞, 其邏輯主語必須和句子的主語一致。如果不一致, 則必須用狀語從句或獨立主格結構等其他表達形式。
Giving more time, we can finish the work. ( )
Given more time, we can finish the work. ( )
If we are given more time, we can finish the work. ( )
More time given, we can finish the work. ( )
×
√
√
√
【即學即練】用所給詞的適當形式填空
(1)When I was little, my mother used to sit by my bed,______ (tell) me stories till I fell asleep.
(2)—Where is Jimmy
—Just now I saw him sitting under the tree, ________ (absorb) in his video games.
telling
absorbed
Activity 1
Look at the sentences from the reading passage 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)
Why does the author use -ed instead of -ing here
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 “approach” are actions done to the subjects.
Compare the two groups of sentences and answer 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.
c Because I was disappointed by his behaviour, 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 instead of an adverbial clause in the reading passage
Because -ed makes the sentences shorter and sound more formal as written language.
-ed phrase as adverbial
adverbial clause of cause
Adverbial clause of condition
Find more sentences using –ed as adverbial in the reading passage.
1. Treated this way, you’re sure to feel hurt-we should always be able to trust those closest to us, and it hurts even more when we find we can’t.(Para 2)
2. Filled with anger, you tend to say whatever comes to your mind.(Para 6)
Activity 2
Rewrite the 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.
Activity 3
Read the plot summary and choose the correct form of the words.
Activity 4 Interpersonal relationships
Read the tips and underline the words that describe behavior towards others.
forgive; apologise
criticise;embarrassment
tell the truth;lie
judge quickly
complain about
Activity 5
Describe the situations with the words you underlined in Activity 4.
1. I’m really sorry. I didn’t mean it. _________
2. You’re so selfish! _________
3. I know you’re sorry. It’s OK. Don’t worry about it. _________
4. I can tell he is not easy to get along with. _________
5. I don’t want to wait for him all the time. _________
6. My pet parrot flew away with my homework. _________
apologise/make an apology
criticise
forgive
judge
complain
lie
Activity 6
Discuss what you should do in the following situations and explain your reasons.
1. You forgot your best friend’s birthday, and you feel bad about it.
I’ll make up for forgetting my friend’s birthday by making an apology to him.
2. Your neighbour always makes a lot of noise late at night. You cannot stand it.
I’ll react in the following ways:
Talk to my neighbour about it.
Install acoustic tiles.
Soundproof my windows.
Insulate the floor.
安裝隔音磚
3. I slipped at art class and split some paint on my classmate’s favourite jeans.
I’ll react in the following ways:
Say sorry at once.
Offer to clean his or her jeans as soon as possible.
Buy him or her a new pair of jeans if necessary.
If it is OK with him, I can draw a bit to correct my splitting into a kind of artwork.
4. Your friends have asked you to watch a boxing match with them, but you don’t like boxing.
I’ll react in the following ways:
I’ll decline his invitation politely without hurting his feelings.
Offer an alternative time to get together.
What do you know about EQ and IQ Which one is more important in your daily life
If one of your friends want to borrow something that you are not willing to share, how do you say “no” politely
How to say no politely
Emotional quotient (EQ), or emotional intelligence quotient, is a measurement of the ability to recognize one’s own and other people’s emotions.
It is believed that EQ plays an even more important role than IQ (intelligence quotient) in people’s lives. Being able to say no politely is one of the features of emotional intelligence.
Activity 7
Listen to three conversations and match them to the pictures.
Activity 8
Listen again and complete the table.
Kerry thinks that 2____________ is too long. Tina is welcome to stay for 3_____________.
Refusal
1
Tina has to leave her flat 1__________. She wants to stay at Kerry’s place.
Request
next week
one month
a few days
Mike invites Ryan to 4___________________ on 5_________.
Ryan cannot come, because he has to 6________________ to New York at the weekend.
Request
Refusal
come to the party
Saturday
prepare for the trip
2
Jane would like to see Becky’s 7__________ for some ideas.
Becky refuses because she thinks it is better for Jane to 8_______________________.
Request
Refusal
project
do her project by herself
3
Now talk about how the speakers make requests and refusals.
Listen again if necessary.
requests
asking someone to do something for you
asking if you can do something
①
②
refusals
direct refusals
indirect refusals
vague refusals
Here are some common ways for making requests:
Could/Can you open the door for me, please
Would you mind opening the door for me, please
May I ask you to open the door for me, please
asking someone to do something for you
Can / Could I use your computer, please
Do you mind if I turn up the heating
Would you mind if I turned up the heating
asking someone if you can do something
Notes: Could is more polite that can.
Do you mind if …+ present tense,
would you mind if… + past tense.
No ‘please’ in the two sentences.
It’s already polite enough.
direct refusals
A: Can I borrow some money from you
B: Sorry, you can’t.
A: I’m attracted by you. What about you
B: Sorry, I’m not interested in you at all.
indirect refusals
A: Do you want to join us to watch movies
B: Yes, I’d like to, but I need to finish my homework today.
A: I’m attracted by you. What about you
B: Thank you for your favor, but maybe we are not suitable for each other.
vague refusals
A: Can you lend me some money
B: Err…. Well, it depends on my wife’s mood.
A: I’m attracted by you. What about you
B: Aha… you must be joking… Oh, I nearly forget to tell you that I’ve just watched an interesting movies.
If you have to say no to a request, your refusal will sound more polite if you begin with a statement of regret, such as I’m sorry…, I’d really like to, but…. Then explain why your answer is no, e.g. I’m really busy right now. If possible, suggest an alternative – How about next week
Learning to learn
Activity 9
Work in pairs. Act out the conversation about asking for a favour and refusing politely.
Student A: Turn to Page 104.
Student B: Turn to Page 105.
Review -ed as adverbial.
Think of another situation and have a similar conversation with your friends.
Homework
THANKS FOR WATCHING

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