doing作状语(共44张PPT)
分词作状语
分词作状语,表示动作发生的条件、原因、结 果、让步、时间、方式或伴随等，通常相当 于一个状语从句或并列分句。 一般说来，这种结构的逻辑主语就是句子的 主语。
作状语时，选择现在分词还是过去分词，关键 看主句的主语。如主语和分词是主谓关系， 就选用现在分词，如分词和主语是动宾关系， 就用过去分词。
动名词作表语用来说明主语的内容，与主语是 同一个概念，表语和主语的位置可互换。
区别动名词与现在分词：
His hobby is painting.
动名词作表语用来说明主语的具体内容。
The news is inspiring.
现在分词作表语是用来表示主语所具有的 特征，有的已变成了形容词，主语和表语的 位置不能互换。
五 V-ing形式作宾语补足语
V-ing形式作宾补时，它与宾语构成逻辑上的主谓 关系，即宾语是其逻辑上的主语。S+V+O+C
I heard the girl singing in the classroom.
We have the fire burning all day. 动词-ing形式作宾语补足语
原因状语 Because he was poor , he couldn’t afford a
TV set. Being poor, he couldn’t afford a TV set.
Because he was satisfied with his job, he had a big smile on his face.
(2) a walking stick = a stick for walking
What’s the difference between
(1) and (2)?
V-ing作定语时，现在分词与动名词区别：
现在分词作定语时，它和被修饰的词之间有有 种逻辑上的主谓关系，相当于一个定语从句
a waiting room = a room for waiting
a waiting man = a man who is waiting
而动名词作定语时，与被修饰的词之间 没有这种关系，它仅仅表示一种用途， “作…用”相当于一个for引导的介词短 语
Translate the following phrases.
a reading room 阅览室 a washing machine 洗衣机
翻译下列句子： 1.我们的工作就是演奏各种音乐。 Our job is __p_la_y_i_n_g_a_l_l _k_in_d__s_o_f_m__u_s_ic___.
2. 他们演奏的音乐史如此的令人兴奋。 The music they are playing is _s_o_e_x_c_i_ti_n_g_.
1.作表语
现 在
2.作定语
分
3.作宾补
词
4.作状语
三.V-ing作表语
We are learning English. The story is interesting.
动词进行时 现在分词作表语
My job is teaching English. 动名词作表语 =Teaching English is my job.
作方式状语或结果多放于句 末
在使用的过程中，我发现这本书很有用。 __U_s_in__g_ the book, I find it useful. 由于用了很长时间，这本书看上去很旧。 __U_s_e_d__ for a long time, the book looks old.
从上面看,体育场好像一个鸟巢。
伴随状语
Four people entered the room and looked curious. Four people entered the room, looking … The teacher came into the classroom and was followed by some students. The teacher came into the classroom, followed by some students.
条件状语 If you use your head, you’ll find a good
way.
Using your head, you’ll find a good way.
If I am invited, I’ll go to your party.
Invited, I’ll go to your party. 作条件状语一般放在句首
make, let, have, keep, leave, look at, see, watch, hear, listen to, notice, find, feel 等。
怎么记？ “五让、三看、两听、
一注意、一发现、一 感觉”。简单又好记！
He looked around and caught a man
2.有些动词词组，如：regard, describe, பைடு நூலகம்ccept, think of, look on等 之后可由as引出V-ing形式作宾补。
They describe the cartoon as being attractive.
... in defence of...
1. He sacrificed his life to defend the honor/ dignity of his nation. 2. Elizabeth didn't trust him, so she left him a false name and address. 3. Without a cup of coffee in the morning, Jenny can't function (well/normally). 4. During World War II, he rose gradually from the rank of captain to general. 5. Don't forget to bring your cassette recorder tommorrow. 6. There must be some misunderstanding. I have no idea what you're talking about.
作让步状语一般放在句首
时间状语
While I was walking in the street, I saw a tailor’s shop. Walking in the street, I saw a tailor’s
shop. When she was surrounded by a mad dog, she was very frightened and screamed. Surrounded by a mad dog,she was very fri作gh时te间ne状d语an一d般sc放re在a句me首d.
_________ his hand into the
pocket of a passenger.
A.put
B. to be putting
C. to put
D. putting
Practice:
1. I saw them _f_o_rc_i_n_g(force) the door open with a hammer.
四 V-ing作定语——现在分词
现在分词作定语，被修饰的词与V-ing之间有一 种逻辑上的主谓关系，相当于一个定语从句。 当现在分词单独作定语时，放在所修饰的名词前； 如果是现在分词短语作定语，则放在所修饰的名 词后。
The girl crying in the classroom is my desk mate.
The crying girl is my desk mate.
The tower ___________ the warring states is well worth visiting.
A.dated from B. dated back from C. dating from D. to date from
作伴随状语多放于句末
方式状语或结果状语 He came running back to tell me the news.
His father died, and this left the family even worse off.
His father died, leaving the family even worse off.
____ from the top, the stadium looks like a
bird nest.
A. Seeing
B. Seen
从太空看, 宇航员看不到长城。
____ from the space, the astronaut can not
discover the Great Wall.
Satisfied with his job, he had a big smile on his face.
作原因状语一般放在句首
让步状语
Though he studied hard, he didn’t pass the exam. Studying hard, he didn’t pass the exam. Though he was born in a poor family,he was optimistic. Born in a poor family, he was optimistic.
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合集下载
done作状语PPT课件
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Complete the following sentences, using the given words. Faced 1) _____ (face) with a difficult situation, Arnold decided to ask his boss for
6. The English teacher entered the room, _________ (follow) by his students.
developed
followed
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7. The teach buildibnugilst _____ (build) in 1960 need repairing. 8. I found my schoollebftag ____ (leave) in Mary’s room.
impress; pour; speak
C1. Once __s_po_ke_n_, a word becomes a A promise. poured 2. Once ______, water cannot be taken B back Iamgpreassiend. 3. __________ by the beautiful scenery, I
Looking out of the window, I saw some students playing there.
第19页/共41页
做题方法:
1.找句子的主语 2. 判断关系，主动用V-ing,被动 用V-ed
第20页/共41页
第21页/共41页
I. 用所给词的适当形式填空，并与A-C的 汉语翻译相匹配。
Grammar (1) Read the sentences and underline the v-ed forms.
Complete the following sentences, using the given words. Faced 1) _____ (face) with a difficult situation, Arnold decided to ask his boss for
6. The English teacher entered the room, _________ (follow) by his students.
developed
followed
第24页/共41页
7. The teach buildibnugilst _____ (build) in 1960 need repairing. 8. I found my schoollebftag ____ (leave) in Mary’s room.
impress; pour; speak
C1. Once __s_po_ke_n_, a word becomes a A promise. poured 2. Once ______, water cannot be taken B back Iamgpreassiend. 3. __________ by the beautiful scenery, I
Looking out of the window, I saw some students playing there.
第19页/共41页
做题方法:
1.找句子的主语 2. 判断关系，主动用V-ing,被动 用V-ed
第20页/共41页
第21页/共41页
I. 用所给词的适当形式填空，并与A-C的 汉语翻译相匹配。
Grammar (1) Read the sentences and underline the v-ed forms.
2015届中考语法知识名师专讲：第5讲介词(共44张PPT)
第 5 讲 介词
一、选词填空 in 1．The train is leaving ________ (in, for) half an hour. at 2．Mary is good________ (in, at) English but her friend does well________ (on, in) math. in from (of, from) my aunt for nearly 3 ． I haven't heard ________ three years. in 4 ． Jack often reads Chinese________ (on, in) the mor-ning on and he also read it________ (on, in) the morning of the big on earthquake________ (at, on) May 12th, 2008. of with 5．It's nice________ (for, of) you to help my son________ (on, with) his chemistry.
介词的基本用法 1．介词在句中一般不能单独使用，必须和它的宾语即后面 的名词、代词等构成介词短语，才能在句中作状语、表语、定 语、补语等。如： Our English teacher is from England. 我们的英语老师来自英国。(作表语) Let me tell you something about him. 让我告诉你关于他的一些事情。(作定语) The girl will be back in two hours. 这个女孩两小时后回来。(作状语) They keep their hands behind their backs. 他们把手背在身后。(作补语)
一、选词填空 in 1．The train is leaving ________ (in, for) half an hour. at 2．Mary is good________ (in, at) English but her friend does well________ (on, in) math. in from (of, from) my aunt for nearly 3 ． I haven't heard ________ three years. in 4 ． Jack often reads Chinese________ (on, in) the mor-ning on and he also read it________ (on, in) the morning of the big on earthquake________ (at, on) May 12th, 2008. of with 5．It's nice________ (for, of) you to help my son________ (on, with) his chemistry.
介词的基本用法 1．介词在句中一般不能单独使用，必须和它的宾语即后面 的名词、代词等构成介词短语，才能在句中作状语、表语、定 语、补语等。如： Our English teacher is from England. 我们的英语老师来自英国。(作表语) Let me tell you something about him. 让我告诉你关于他的一些事情。(作定语) The girl will be back in two hours. 这个女孩两小时后回来。(作状语) They keep their hands behind their backs. 他们把手背在身后。(作补语)
高中英语课件-Grammar：doing做表、定等
Suddenly we heard someone knocking gently on the window.
I noticed a stranger sliding into the manager’s office.
（此时doing表“正在…”，主动）
三、v.-ing作宾补
感官动词+ 宾语+ doing (正在进行) do (动作的全过程) done (动作表示被动/已完成)
表示让某人处于某种状态或持续干某事
I’m sorry to have kept you waiting.
Don't have the students studying all day.
（此时doing表“一直…”主动）
老师的话让这个男孩在思索.（leave）
The teacher’s words left the boy thinking.
doing(动名词）在句中做主语
5. He admitted _ta_k_i_n_g_ (take) the money . 他承认钱是他拿的。
6. I couldn’t help _l_a_u_g_h_i_n_g_ (laugh). 我禁不住笑了起来。
7. Instead of _g_o_in_g__(go) there alone, she went with a friend. 她和一朋友，而不是独自一人去了那里。
6. The lady said she would buy a gift for her daughter with the_r_e_m_a_i_n_in(rgemain) 20 dollars.
1. The girls were noticed quarreled with each other at this time yesterday.
《念奴娇赤壁怀古》(共44张PPT)
大 家
当时“黄州好猪肉，
】 价贱如泥土。富者不肯
吃，贫者不解煮。”于
是苏轼即推广出自制的
红烧肉，一时大受好评。
【
任徐州知州时，苏轼与百姓抗洪，过后百姓为
美 了表示感谢，赠与大量猪肉，苏轼就与其家人一起 食 大 制作成红烧肉回赠给百
家 姓。而后苏轼前往杭州
】 任知州，同样的事又发
生了一遍，百姓把苏轼
佛：精通佛理，不计得失，常与僧人来往。
道：好学老庄，齐万物，一死生，追求内心调和。
儒家的积极入世态度与佛道的超然物外、与世无争的态度是矛 盾的，但又奇妙地统一在苏轼身上。当儒家思想遭遇挫折时， 苏轼却能峰回路转，在佛道二家思想中找到精神归宿。
【背景介绍】
北宋元丰二年(1079），苏轼43岁时因作诗讽刺新法， 被捕入狱，因“乌台诗案”，被贬为黄州团练副使这个闲 职，他在旧城营地耕种，游历访古，政治上的失意滋长了 他逃避现实和怀才不遇的思想情绪，但在祖国雄伟的江山 和历史风云人物的激发下，那种追求功业的豪迈心情，仍 然是掩盖不住的。他游赤鼻矶，作词抒怀，写了一系列脍 炙人口的名篇，《念奴娇·赤壁怀古》为其代表作。
写景（陈迹）
怀古（人事）
抒情（感悟）
【基础夯实】
1．给下列加点字注音。
(1)公瑾__j_ǐ__n___ (2)羽扇纶巾__g_u_ā__n__ (3)樯橹_q_i_á_n__g__l_ǔ__ (4)华发_h_u__ā__f_à__ (5)还酹江月__l_è__i__
【诗歌释义】
指长江
冲洗，冲刷 指杰出的历史名人
大江 东去，浪淘尽，千古风流人物 。名词作状语，向东
因“乌台诗案”，45岁的苏轼被贬到黄州。 这天，东坡居士来到江边，望长江滚滚东流，有 感而发，写下一首《念奴娇·赤壁怀古》，瞬间 霸屏了整个朋友圈。
英语语法——一般过去时课件(共44张PPT)
例：Wendy was in the seventh grade last year. Was Wendy in the seventh grade last year？
肯否回答：
一般疑问句: Be动词（was/were）+主语+其他+？
肯定回答:Yes , 主语+ was/were. 否定回答:No , 主语+ wasn’t/weren’t . --- Was he at home yesterday ? ---他昨天在家吗？ --- Yes , he was .是的，他在 --- No , he wasn’t . 不，他不在。
study — studied
carry— carried
5.不规则变化. (见不规则动词表P97)
be动词 的一般过去时
Please look at the sentences
我今年12岁. I _a_m_ 12 years old this year.
我去年11岁. I _w_a_s_ 11 years old last year.
实意动词的一般 过去时句子结构
每天，早餐我吃鸡蛋和牛奶。 I _h_av_e_ eggs and milk for breakfast every morning.
昨天，早餐我吃面条。
I _h_a_d_ noodles for breakfast yesterday morning.
他每天都吃水果。 He _h_a_s__ fruit every day.
1. I _______ at school now.
was 2. He ________ at the camp last week. were 3. We ________ students two years ago. were 4. They ________ on the farm a moment ago. was 5. Yang Ling ________ eleven years old last year. was 6. There ________ an apple on the plate yesterday. was 7. There ________ some milk in the fridge yesterday. was 8. The mobile phone _______ on the sofa yesterday evening.
肯否回答：
一般疑问句: Be动词（was/were）+主语+其他+？
肯定回答:Yes , 主语+ was/were. 否定回答:No , 主语+ wasn’t/weren’t . --- Was he at home yesterday ? ---他昨天在家吗？ --- Yes , he was .是的，他在 --- No , he wasn’t . 不，他不在。
study — studied
carry— carried
5.不规则变化. (见不规则动词表P97)
be动词 的一般过去时
Please look at the sentences
我今年12岁. I _a_m_ 12 years old this year.
我去年11岁. I _w_a_s_ 11 years old last year.
实意动词的一般 过去时句子结构
每天，早餐我吃鸡蛋和牛奶。 I _h_av_e_ eggs and milk for breakfast every morning.
昨天，早餐我吃面条。
I _h_a_d_ noodles for breakfast yesterday morning.
他每天都吃水果。 He _h_a_s__ fruit every day.
1. I _______ at school now.
was 2. He ________ at the camp last week. were 3. We ________ students two years ago. were 4. They ________ on the farm a moment ago. was 5. Yang Ling ________ eleven years old last year. was 6. There ________ an apple on the plate yesterday. was 7. There ________ some milk in the fridge yesterday. was 8. The mobile phone _______ on the sofa yesterday evening.
doing做定语和宾语补足语和表语.ppt
I won’t have you doing that. This set me thinking. I’m sorry to have kept you waiting. I can’t get the clock going again. You won’t catch me doing that again.
Grammar
Revision
-ing形式作主语和宾语的用法 Translate the following sentences into Chinese. 1. Talking to him is talking to a wall.
对他说话等于对牛弹琴。
2. Smoking may cause cancer.
当我们回到学校时, 发现一个陌生人站 在大门口。
We found the snake eating the eggs.
我们发现蛇正在吃鸡蛋。
I found a bag lying on the ground.
我发现地板上放着一个包。
The boss kept the workers working the whole night.
Can you smell anything burning? As he spoke, he observed everybody looking at him curiously. Listen to the birds singing. I didn’t notice him waiting. 2) 表示指使意义的动词，常见的有have, set, keep, get, catch, leave等。如：
他们住在一间面朝街的房子。
The man standing there is Peter’s father. = The man who is standing there is Peter’s father.
汉语语法句子结构成分分析-(共44张PPT)
用。
的、地、得（结构助词）
九、着、了、过（动态助词）
助
词 们、所、似的（其他助词）
语
吗、呢（疑问语气）
气
的、了（陈述语气）
助
词
啊、吧、呀 （祈使或感
叹语气）
（附着在词语、句子 的末尾，表示语气）
注 意
附着在词、 短语的后 面，表示 一定的附 加意义
十、连词：起连接作用，常用来连 接词、短语和句子。
请找出主干:
1、我应该感谢这些我不知道姓名的人家的灯光。 2、日华和月华大多出现在高积云的边缘。 3、天空被暗灰色的云块密密层层的布满了。 4、那些模样最像武士脸形的蟹就得天独厚地生
存下来。 5、那时候，他们根本没有注意人与人之间的 错综复杂的阶级关系。
答案：
1、我—［应该］感谢—灯光。 2、日华和月华——出现。 3、天空——布满了。 4、蟹——生存。 5、他们—［没有］注意—关系。
方位短语（西湖边 ）
量词短语（这三位 ）
介词短语（在船上休息）
助词短语（大的要照顾小的）
区分下列短语的类别（结构类）：
• 幽默的江老师 • 饱经风霜 • 明天星期五 • 接受批评 • 慢走 • 高兴极了 • 上山采药 • 人和书籍 • 小江老师 • 称他为球迷
• 定中 • 动宾 • 主谓 • 动宾 • 状中 • 中补 • 连谓 • 联合 • 同位 • 兼语
和、同、或、以及、并、不但、而且、虽然、 但是、既然、尽管、于是、况且、因为、所以
十一、拟声词：指模拟人或事物声音的词
沙沙、哗哗、乒乒乓乓、哇哇……
十二、叹词：表示某种情感或呼唤应 答的声音。喂、哟、嗨、哼、哦、哎呀……
★叹词一般不与其他词组合，可独立成句。
的、地、得（结构助词）
九、着、了、过（动态助词）
助
词 们、所、似的（其他助词）
语
吗、呢（疑问语气）
气
的、了（陈述语气）
助
词
啊、吧、呀 （祈使或感
叹语气）
（附着在词语、句子 的末尾，表示语气）
注 意
附着在词、 短语的后 面，表示 一定的附 加意义
十、连词：起连接作用，常用来连 接词、短语和句子。
请找出主干:
1、我应该感谢这些我不知道姓名的人家的灯光。 2、日华和月华大多出现在高积云的边缘。 3、天空被暗灰色的云块密密层层的布满了。 4、那些模样最像武士脸形的蟹就得天独厚地生
存下来。 5、那时候，他们根本没有注意人与人之间的 错综复杂的阶级关系。
答案：
1、我—［应该］感谢—灯光。 2、日华和月华——出现。 3、天空——布满了。 4、蟹——生存。 5、他们—［没有］注意—关系。
方位短语（西湖边 ）
量词短语（这三位 ）
介词短语（在船上休息）
助词短语（大的要照顾小的）
区分下列短语的类别（结构类）：
• 幽默的江老师 • 饱经风霜 • 明天星期五 • 接受批评 • 慢走 • 高兴极了 • 上山采药 • 人和书籍 • 小江老师 • 称他为球迷
• 定中 • 动宾 • 主谓 • 动宾 • 状中 • 中补 • 连谓 • 联合 • 同位 • 兼语
和、同、或、以及、并、不但、而且、虽然、 但是、既然、尽管、于是、况且、因为、所以
十一、拟声词：指模拟人或事物声音的词
沙沙、哗哗、乒乒乓乓、哇哇……
十二、叹词：表示某种情感或呼唤应 答的声音。喂、哟、嗨、哼、哦、哎呀……
★叹词一般不与其他词组合，可独立成句。
汉语语法句子结构成分分析 (共44张PPT)精编版
例： [迄今为止] ，（内向）的李四光 [还从来]没有〈过〉（这样）（舒畅） 的谈话。
主语和 谓语
主语和谓语的关系:主语是谓语陈述的对象,谓 语是对主语加以陈述的.通常主语在前，谓语 在后.
主语是句子里回答“ 谓语是回答主语“做什
谁”或“什么”的问 么”\“是什么”或“怎么
题
样”
例如
主 他们//讲究亭台轩榭的布局. 语 我国的石拱桥//有悠久的历史
语状。语是谓语前的修饰语，加在动
词或形容词前的连带成分，起着修 饰或限制其他动词或形容词的
作用。如“轻轻地放下”中”轻
就是状语.
轻”
补语是动词、形容词性短语里中心语后面
的补充成分，起补充说明作用。补语和中 心词的关系，总的是补充与被补充关系。 如“他很快的走过来了”，“过来”做补语
。
成分口诀: 主、谓、宾、定、状、补 主干、枝叶分清楚， 定语常在主宾前， 谓前状语、谓后补。
的邮票//［又］［大大］地丰富了(这个)(艺术)宝
库。
主干：邮票// ----丰富了-----艺术宝库。
找句子主干应注意： 第一，找主干的方法主要适用于长句。 第二，找主干也要留下一些必不可少的词语 第三，找主干时遇到否定词要把否定词一起摘出来
请找出主干:
1、我应该感谢这些我不知道姓名的人家的灯光。 2、日华和月华大多出现在高积云的边缘。 3、天空被暗灰色的云块密密层层的布满了。 4、那些模样最像武士脸形的蟹就得天独厚地生
。
成分 定义
符号 例句
谓语 是陈述主语 的， 说明主
语“是什么” 或怎么样“。
①他//是很能 干的。
②一张简陋的 大竹床//铺着 厚厚的稻草。
③其实这种缩 微技术，//早 在十九世纪普 法战争时候就 使用过了。
主语和 谓语
主语和谓语的关系:主语是谓语陈述的对象,谓 语是对主语加以陈述的.通常主语在前，谓语 在后.
主语是句子里回答“ 谓语是回答主语“做什
谁”或“什么”的问 么”\“是什么”或“怎么
题
样”
例如
主 他们//讲究亭台轩榭的布局. 语 我国的石拱桥//有悠久的历史
语状。语是谓语前的修饰语，加在动
词或形容词前的连带成分，起着修 饰或限制其他动词或形容词的
作用。如“轻轻地放下”中”轻
就是状语.
轻”
补语是动词、形容词性短语里中心语后面
的补充成分，起补充说明作用。补语和中 心词的关系，总的是补充与被补充关系。 如“他很快的走过来了”，“过来”做补语
。
成分口诀: 主、谓、宾、定、状、补 主干、枝叶分清楚， 定语常在主宾前， 谓前状语、谓后补。
的邮票//［又］［大大］地丰富了(这个)(艺术)宝
库。
主干：邮票// ----丰富了-----艺术宝库。
找句子主干应注意： 第一，找主干的方法主要适用于长句。 第二，找主干也要留下一些必不可少的词语 第三，找主干时遇到否定词要把否定词一起摘出来
请找出主干:
1、我应该感谢这些我不知道姓名的人家的灯光。 2、日华和月华大多出现在高积云的边缘。 3、天空被暗灰色的云块密密层层的布满了。 4、那些模样最像武士脸形的蟹就得天独厚地生
。
成分 定义
符号 例句
谓语 是陈述主语 的， 说明主
语“是什么” 或怎么样“。
①他//是很能 干的。
②一张简陋的 大竹床//铺着 厚厚的稻草。
③其实这种缩 微技术，//早 在十九世纪普 法战争时候就 使用过了。
语法填空解题技巧-(共44张)ppt课件
old leather container. He asked his teacher,
"Sir, the water was awful. Why did you pretend to like__it8__ ?" The teacher replied," You tasted the water. I tasted the gift. The water was simply the container for an act of kindness and love. Nothing could be _s_we9e__ter (sweet). “We understand this lesson best___w_h1e0n___ we receive gifts of love from children. Whether it is a cheap pipe or a diamond necklace, the proper response is appreciation. We love the idea within the gift rather than the thing.
① The book was gone but I
_d_id_put it in Tom’s schoolbag.
“确实”用来加强语
气
.
②Never before h__a_s__
he heard of such strange things!
点拨:句子是倒装句，现在完 成时且主语是第三人称单数。
.
技巧1：缺主语或宾语，一定 是填代词或名词(多考代词)。
_It__is a fact that China is
stronger than before.
"Sir, the water was awful. Why did you pretend to like__it8__ ?" The teacher replied," You tasted the water. I tasted the gift. The water was simply the container for an act of kindness and love. Nothing could be _s_we9e__ter (sweet). “We understand this lesson best___w_h1e0n___ we receive gifts of love from children. Whether it is a cheap pipe or a diamond necklace, the proper response is appreciation. We love the idea within the gift rather than the thing.
① The book was gone but I
_d_id_put it in Tom’s schoolbag.
“确实”用来加强语
气
.
②Never before h__a_s__
he heard of such strange things!
点拨:句子是倒装句，现在完 成时且主语是第三人称单数。
.
技巧1：缺主语或宾语，一定 是填代词或名词(多考代词)。
_It__is a fact that China is
stronger than before.
复习课1-天津市空中课堂外研版(2019)高中英语必修第三册课件(共44张PPT)
Here, both “disappoint” and “approach” are actions done to the subjects.
a Disappointed by his behavior, I said all this to my best friend. b Approached in this way, your friendship will soon be repaired.
Compare them with the following sentences 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.
2. 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.
“-ed”
-ed as adverbial 过去分词作状语 -ed as attributive 过去分词作定语
二．新课导入
Grammar Revision （Book 3 Unit 1 & Unit 2）
-ed as adverbial 过去分词作状语 -ed as attributive 过去分词作定语
a Disappointed by his behavior, I said all this to my best friend. b Approached in this way, your friendship will soon be repaired.
Compare them with the following sentences 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.
2. 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.
“-ed”
-ed as adverbial 过去分词作状语 -ed as attributive 过去分词作定语
二．新课导入
Grammar Revision （Book 3 Unit 1 & Unit 2）
-ed as adverbial 过去分词作状语 -ed as attributive 过去分词作定语