分詞作狀語PPT學(xué)習(xí)教案

1、會計學(xué)1分詞作狀語分詞作狀語第1頁/共20頁Eg. Hearing the bell, the students began to enter the classroom. （聽見（聽見和進(jìn)入兩個動作同時發(fā)生）和進(jìn)入兩個動作同時發(fā)生）The building being built now is our new library. （being built為現(xiàn)在分詞的為現(xiàn)在分詞的被動形式，表示動作正在進(jìn)行之中。）被動形式，表示動作正在進(jìn)行之中。）Having done the work, he went home. 完成了工作，他就回家了。完成了工作，他就回家了。第2頁/共20頁Walking

2、in the street, I came across an old friend of mine.=When I was walking in the street, I came across an old friend of mine.While waiting for the bus, he read a copy of China Daily.=While he was waiting for the bus, he read a copy of China Daily.1）表時間狀語表時間狀語第3頁/共20頁2) 表原因狀語表原因狀語 Being ill, he didnt go

3、 to school. Being a student, you should study hard. (=Since you are a student, you should study hard.） 既然你是一個學(xué)生，你就應(yīng)該努力學(xué)習(xí)既然你是一個學(xué)生，你就應(yīng)該努力學(xué)習(xí)。 由于想到它或許在家，所以我就給他打了電話。由于想到它或許在家，所以我就給他打了電話。_(think) he might be at home, I called him. (As I thought he might be at home, I called him.)Thinking第4頁/共20頁 3)表方式、伴隨情

4、況的狀語表方式、伴隨情況的狀語 ：作伴隨狀語的分：作伴隨狀語的分詞表示的動作，必須是詞表示的動作，必須是主語的一個主語的一個 動作動作，或是，或是與謂語所表示的動作（或狀態(tài)）同時發(fā)生與謂語所表示的動作（或狀態(tài)）同時發(fā)生，或，或是是對謂語表示的動詞（或狀態(tài)）作進(jìn)一步地補(bǔ)對謂語表示的動詞（或狀態(tài)）作進(jìn)一步地補(bǔ)充說明充說明。Eg. He sat on the sofa, _(watch) TV.(=He sat on the sofa, and watched TV.)watching第5頁/共20頁 他們笑著談著走進(jìn)了教室。他們笑著談著走進(jìn)了教室。_ , they went into the cl

5、assroom. 他斜靠他斜靠(lean)著墻站著。著墻站著。 He stood leaning against the wall.(He stood and leaned against the wall.)Laughing and talking第6頁/共20頁 4) 表結(jié)果表結(jié)果 Eg. Her mother died in 1990, leaving her with her younger brother.(=Her mother died in 1990, and left her with her younger brother.) 全國到處在傳唱這首歌曲，使它成了一首最受歡全國

6、到處在傳唱這首歌曲，使它成了一首最受歡 迎的歌曲。迎的歌曲。 The song is sung all over the country,_. making it the most popular song第7頁/共20頁 5)表條件表條件 Using your head, you will find a way. (=If you use your head, you will find a way.) 一直往前走，你就會看到一座白色的房子。一直往前走，你就會看到一座白色的房子。 _, you will see a white house. Walking ahead第8頁/共20頁第9頁/

7、共20頁 1) Four people entered the room looking around in a curious way. ( 伴隨動作伴隨動作) 2) Being poor, he couldnt afford a TV set. (原因原因) 3) Using your head, youll find a good way. 條件條件第10頁/共20頁 Working hard, youll surely succeed.條件條件4) The boy sat in front of the farm-house, cutting the branch.伴隨伴隨5) He

8、came running back to tell me the news. 方式方式第11頁/共20頁6) (When) Hearing the news, he got frightened.= When he heard the news, he got frightened. (時間時間, 可以在分詞前保留可以在分詞前保留when ) 7) The child slipped and fell, hitting his head against the door. 結(jié)果結(jié)果第12頁/共20頁 Practise: (1) They set out _ for the _ boy.A. s

9、earching; losing B. searching; lost C. to search; lost D. searched; losing(2) The student sat there, _ what to do.A. doesnt knowing B. didnt knowing C. not know D. not knowingBD現(xiàn)在分詞的否定式是在一般式和完成式的現(xiàn)在分詞的否定式是在一般式和完成式的前面前面加加not (never)第13頁/共20頁(3)He sat there _ , with his head on his hand.A. and think B.

10、 thinking C. thought D. being thoughtB第14頁/共20頁1. The secretary worked late into the night, _a long speech for the president.To prepare B. preparing C. prepared D. was preparing 2.European football is played in 80 countries, _ it the most popular sport in the world.A. Making B. makes C. made D. to m

11、akeBA第15頁/共20頁3. “Cant you read?” Mary said _ to the notice. A. angrily pointing B. and point angrily C. angrily point D. and angrily pointingA現(xiàn)在分詞作伴隨狀語現(xiàn)在分詞作伴隨狀語第16頁/共20頁4. _ a reply, he decided to write again.A. Not receiving B. Receiving not C. Not having received D. Having not received 5._ his te

12、lephone number, she had some difficulty getting in touch with Bill.A. Not knowing B. knowing not C. Not having known D. Having not knownCA現(xiàn)在分詞作原因狀語，分詞結(jié)構(gòu)中否現(xiàn)在分詞作原因狀語，分詞結(jié)構(gòu)中否定詞通常放在現(xiàn)在分詞前面。定詞通常放在現(xiàn)在分詞前面。作原因狀語作原因狀語第17頁/共20頁中學(xué)教師發(fā)言節(jié)選中學(xué)教師發(fā)言節(jié)選朋友們朋友們,你們好嗎你們好嗎?沒有反應(yīng)哦沒有反應(yīng)哦,看來你們習(xí)慣于當(dāng)老師看來你們習(xí)慣于當(dāng)老師,扮演老師這個扮演老師這個角色太久了。卻忘了

13、自己首先是個人。為什么這么角色太久了。卻忘了自己首先是個人。為什么這么說呢說呢?人的天性和本性是追求快樂的人的天性和本性是追求快樂的,快樂是需要表快樂是需要表達(dá)出來的。但自從戴上了教師這個面具后達(dá)出來的。但自從戴上了教師這個面具后,你們刻你們刻意掩蓋了純真的本性意掩蓋了純真的本性,讓自己為人師表讓自己為人師表,你們肩負(fù)著你們肩負(fù)著傳道解惑的神圣使命傳道解惑的神圣使命,心情變得無比地沉重心情變得無比地沉重,笑容慢笑容慢慢地離你們而去慢地離你們而去,于是在他人眼里你們象真正的老于是在他人眼里你們象真正的老師了師了,久而久之久而久之,你自己也相信你是個老師了。為什你自己也相信你是個老師了。為什么我說

14、是你們么我說是你們,而不說是我們呢而不說是我們呢?因為我雖然站在講因為我雖然站在講臺上臺上,但我并不把自己當(dāng)成老師來看但我并不把自己當(dāng)成老師來看,至少我首先認(rèn)至少我首先認(rèn)為我是個人為我是個人,一個需要快樂的人一個需要快樂的人,一個傳播快樂的人一個傳播快樂的人。如果教學(xué)是很苦的。如果教學(xué)是很苦的,受眾是不快樂的受眾是不快樂的,那教學(xué)又有那教學(xué)又有何意義呢何意義呢?正如臺灣作家柏楊說的正如臺灣作家柏楊說的“經(jīng)濟(jì)水平提高經(jīng)濟(jì)水平提高了了,但人們的快樂反而減少了但人們的快樂反而減少了,那增長又能什么意義那增長又能什么意義呢呢?”我不以老師們與你們打招呼我不以老師們與你們打招呼,而以朋友們稱呼而以朋友們

15、稱呼你們是為何呢你們是為何呢?這并不代表我不尊敬你們這并不代表我不尊敬你們,而是要讓而是要讓你們忘了你們是老師你們忘了你們是老師,至少現(xiàn)在忘了你這個角色。至少現(xiàn)在忘了你這個角色?；貜?fù)到人的狀態(tài)回復(fù)到人的狀態(tài),自由人的狀態(tài)。為什么我能忘了自由人的狀態(tài)。為什么我能忘了我是個老師的角色呢我是個老師的角色呢?因為我始終相信教育的最終因為我始終相信教育的最終使命是不用教育使命是不用教育,也可以把它理解為沒有學(xué)生。醫(yī)也可以把它理解為沒有學(xué)生。醫(yī)生的最終使命是沒有病人。既然不用教育生的最終使命是沒有病人。既然不用教育,為何現(xiàn)為何現(xiàn)在還要教育呢在還要教育呢? 1. Having not seen the film, I cant tell you what I think of it. 2. The men worked for extra hours got an extra pay. 3. Seen from the top of the hill, we find the city more beautiful. 4. Generally speak, facial expressions are helpful communications, too.Not havingworkingSeeingspeaking單句改錯單句改錯第18