Unit 5 Period 3 Discovering Useful Structures（课件）英语人教版必修第二册

该高中英语课件聚焦过去分词作表语和状语的用法，通过“复习-新授-应用”逻辑展开。课堂导入先回顾过去分词作定语、宾补的旧知，再过渡到表语和状语的新知，构建“已知-未知”的学习支架，帮助学生衔接前后知识。 其亮点在于融合对比辨析与情境应用，通过表格对比系表结构与被动语态、现在分词与过去分词的差异，培养学生思维品质。设置意大利餐厅对话、音乐感受描述等文化场景任务，提升语言运用能力。分层作业如乐评写作、科技文章分析，既巩固语法又发展学习能力，助力教师高效开展语法教学，促进学生学以致用。

高中英语人教版2019必修第二册 Unit 5 Music Discovering Useful Structures Learning objectives Master the usage rules and be able to construct sentences correctly using past participles as predicatives and adverbials to express ideas precisely. Compare and contrast the usage of past participles with other non - finite verb forms through induction and summarization. Perceive how language structures are influenced by cultural factors in the process of expressing musical experiences, emotions, and related stories. Make inferences and generalizations, and distinguish between different non - finite verb forms in terms of meaning and function. 目录 CONTENTS Lead In Homework Practice Summary Assessment Production Presentation 3 01 Lead in 过去分词作定语：通常及物动词的过去分词作定语强调被动、完成或只强调被动；不及物动词的过去分词作定语只表示完成。 Review a broken window an injured finger the fallen leaves 过去分词作宾补：及物动词的过去分词作宾补时，表示该动词与宾语之间为逻辑上的动宾关系；少数不及物动词的过去分词作宾补时，仅表示动作的完成。hide、dress等的过去分词作宾补时一般表示宾语的状态，不表示被动或完成。 Review get the car washed find her dressed in red observe the sun risen 判断下面黑色加粗字体部分在句子中做什么成分 While waiting for the opportunity to get promoted, Henry did his best to perform his duty. He seems genuinely worried about his friend’s health after the sudden accident. 作表语 作表语 表语：用于补充说明主语的身份、特征或者状态的句子成分，它一般出现在系动词（像 be、seem、appear、become、feel 等）的后面。 What is the Predicative（表语）? Review 判断下面黑色加粗字体部分在句子中做什么成分 Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988. Inspired, he asked his fans to make videos, which he then joined together into one performance. 作状语 作状语 状语：用于修饰动词、形容词、副词或整个句子的成分，主要说明动作发生的时间、地点、方式、原因、条件、程度等。 What is the adverbial（状语）? Review 02 Presentation 03 Practice 过去分词作表语 1. 过去分词作表语的用法 过去分词可置于系动词后作 ，用来表示主语的性质、特征或状态，相当于一个 ，其前的系动词包括be动词、感官动词, get, feel, remain, seem, look, become等多种形式。 The door remained locked despite our efforts to open it. 尽管我们努力开门，门仍然锁着。 He became interested in painting after visiting the art exhibition. 参观艺术展览后，他对绘画产生了兴趣。 表语 形容词 过去分词作表语 1. 过去分词作表语的用法 拓展：常见的作表语的V-ed有 married (已婚的)； known (著名的)； amused (愉快的)； experienced (有经验的)； closed (关闭的)； lost (丢失的)； pleased (高兴的)； crowded (拥挤的)； delighted (高兴的)； broken (碎了的)； gone (遗失的)； e.g. Despite their differences, they remained married for decades. 尽管有分歧，他们还是维持了几十年的婚姻。 练习 【即学即练】 过去分词作表语的用法 1. We got a little ______, but the day had been so relaxing that we didn’t mind. sunburn B. sunburning C. sunburnt D. to sunburn “got sunburnt” 里的过去分词 “sunburnt” 作表语，描述的是主语 “we” 的状态。 2. While waiting for the opportunity to ______, Henry did his best to perform his duty. promote B. be promoted C. promoting D. have promoted “be promoted” 中要用过去分词 “promoted”，这里是不定式的被动形式，表明主语 “Henry” 是 “被晋升” 的。 C B 【即学即练】 过去分词作表语的用法 1. After the long journey, the children looked ________ (exhaust) but excited. 2. The audience seemed (impress) by the actor’s moving performance. 3. She became (interest) in painting after visiting the art gallery. 4. The room remained ________ (lock) even though everyone had left. 5. The students remained (seat) until the teacher left the classroom. 6. He got (frighten) when he saw the snake in the garden. exhausted impressed interested locked seated frightened 过去分词作表语 2. 过去分词作表语时与被动语态的区别 系表结构 被动语态 描述主语的状态或性质 强调主语承受的动作 通常不强调动作的执行者 常说明动作的执行者（by 短语） 常用系动词（be, seem, look） 用助动词（be）+ 过去分词构成 The window is closed. （状态：现在窗户处于关闭的状态） The window was closed by my brother. （动作：谁执行了 “关窗户” 这个动作） 过去分词作表语时，强调主语所处的状态。 动词的被动语态表示主语是动作的承受者，强调动作。 过去分词作表语 3. 感觉类及物动词的现在分词与过去分词作表语的区别 The amazing magic show left the audience amazed. 令人惊叹的魔术表演让观众惊叹不已。 Her speech was inspiring, and everyone felt motivated. 她的演讲很鼓舞人心，每个人都感到充满动力。 现在分词（-ing） 过去分词（-ed） 修饰事物（令人… 的） 修饰人 / 人的表情 / 声音（感到… 的） 主动意义（事物本身具有的特性） 被动意义（人被事物影响的感受） 过去分词作表语 3. 感觉类及物动词的现在分词与过去分词作表语的区别 拓展：常见的感觉类及物动词的现在分词与过去分词 delighting令人高兴的 → delighted高兴的 puzzling令人迷惑的 → puzzled感到迷惑的 shocking令人震惊的 → shocked感到震惊的 frightening令人害怕的 → frightened感到害怕的 astonishing令人惊讶的 → astonished感到惊讶的 discouraging令人沮丧的 → discouraged感到沮丧的 disappointing令人失望的 → disappointed感到失望的 moving感人的 → moved受感动的 pleasing令人高兴的 → pleased满意的 现在分词强调 “事物的特性”，而过去分词强调 “人的感受”。 练习 【即学即练】 感觉类及物动词的现在分词与过去分词作表语的区别 1. The movie we watched last night was extremely ________ (move), and everyone in the theater felt ________ (move). 2. Although the lecture was ________ (bore), the students tried to stay ________ (interest) in the topic. 3. The children were ________ (frighten) by the ________ (frighten) story told by their teacher. 4. Her performance in the competition was ________ (amaze), and we all felt ________ (amaze) by her skills. 5. The result of the experiment was (disappoint), but the researchers remained (determine) to find a solution. moving moved boring interested frightened frightening amazing amazed disappointing determined 过去分词作状语 1. 过去分词作状语的类型 过去分词作状语，可以表示时间、原因、条件、让步、方式、伴随或结果，相当于一个状语从句或一个并列句，表示被动完成的动作，与主句主语之间是逻辑上的动宾关系。 Seen from the top of the hill, the town looks more beautiful. 从山顶俯瞰，这座城镇显得更加美丽。 Given more time, we could do it much better. 如果给予更多时间，我们能把这件事做得更好。 过去分词作状语 1. 过去分词作状语的类型 (1) 作时间状语：相当于时间状语从句，可在过去分词前加上连词when、while、until等，使其时间意义更明确。 When heated, water turns into steam. = When it is heated, water turns into steam. 当水被加热时，会变成水蒸气。 Exhausted from the long journey, they decided to rest. = Since they were exhausted from the long journey, they decided to rest. 由于长途旅行疲惫不堪，他们决定休息。 (2) 作原因状语：相当于原因状语从句或并列句。 过去分词作状语 1. 过去分词作状语的类型 (3) 作条件状语：相当于条件状语从句，可加连词if、unless等转换成条件状语从句。 If given proper training, the dog can help disabled people. = If it is given proper training, the dog can help disabled people. 若接受适当训练，这只狗能帮助残疾人。 Even if defeated again, she will keep practicing. = Even if she is defeated again, she will keep practicing. 即使再次被击败，她也会继续练习。 (4)作让步状语：相当于让步状语从句，有时可加although、though、even if、even though、whether ... or等连词转换成让步状语从句。 过去分词作状语 1. 过去分词作状语的类型 (5) 作方式、伴随状语：相当于and连接的并列句。 The teacher stood there, surrounded by curious students. = The teacher stood there, and he was surrounded by curious students. 老师站在那里，被好奇的学生们围着。 The storm hit the town, leaving many houses damaged. 暴风雨袭击了小镇，导致许多房屋受损。 （直接结果：房屋因暴风雨受损） (6) 作结果状语：表示动作的直接结果。 过去分词作状语 1. 过去分词作状语的类型 此类过去分词 (短语) 常见的有：be located in (坐落于)、lost (迷路)、hidden (躲)、be faced with (面对)、lost/absorbed in (沉溺于)、dressed in (穿着)、tired of (厌烦) 、 seated (坐) 等。 注意：有些过去分词 (短语) 因源自系表结构，作状语时不强调被动而重在描述主语的状态。 Seated by the window, he watched the rain fall. 他坐在窗边，看着雨落下。 （状态：就座的状态，而非 “被坐下”） Dressed in a red coat, she stood out in the crowd. 她穿着红色外套，在人群中很显眼。 （状态：穿着的状态，源自 “be dressed in”） 练习 【即学即练】 过去分词作状语的类型 1. As he was exhausted from the long journey, he fell asleep immediately. → Exhausted from the long journey, he fell asleep immediately. 2. Unless it is repaired soon, the machine will break down completely. → Unless repaired soon, the machine will break down completely. 3. The old man walked slowly and was supported by a stick. → The old man walked slowly, supported by a stick. 4. Even if they were faced with difficulties, they managed to complete the project. → Faced with difficulties, they managed to complete the project. 5. The storm lasted for hours and caused severe damage to the crops. →The storm lasted for hours, causing severe damage to the crops. 过去分词作状语 2. 过去分词作状语时的位置 状语类型 常见位置 条件 / 原因 / 时间 句首 伴随 / 结果 句末 方式 句末 / 句首 让步 句首 / 句末 Once bitten by a snake, the boy became extremely cautious when walking through grassy areas. 一旦被蛇咬过，这个男孩在走过草丛时就变得格外谨慎。 The team entered the stadium, accompanied by loud cheers and applause from the enthusiastic crowd. 团队进入体育场，伴随着热情观众的欢呼声和掌声。 过去分词作状语 3. 过去分词与现在分词作状语的区别 Surprised by the news, she couldn’t say a word. 被这个消息震惊，她一句话也说不出来。 (她“被消息震惊”，即主语是“震惊”这个动作的承受者，构成被动关系。) Looking out of the window, he saw a bird flying. 他望向窗外，看见一只鸟在飞。 (他“主动望向”窗外，主语是“望向”这个动作的发出者，体现主动关系。) 过去分词与句子主语之间存在逻辑上的 ，即表示 ；现在分词与句子主语之间存在逻辑上的 ，即表示 。 动宾关系 主谓关系 被动 主动 过去分词作状语 3. 过去分词与现在分词作状语的区别 When asked about his age, the teacher remained silent. （ “asked”的逻辑主语应是“被问的人”，但句子主语是“the teacher” 。） When asked about his age, the student remained silent. （分词“asked” 的逻辑主语与句子主语“the student” 一致，学生“被问”。） When the teacher asked the student about his age, the student remained silent. （使用状语从句，明确动作关系。） The student asked about his age, the teacher remained silent. （使用独立主格，明确“学生被问”，而“老师未被问”，避免原句的歧义。） ❎ ✅ ✅ ✅ 注意：无论是现在分词还是过去分词，其逻辑主语必须和句子的主语一致。如果不一致，则必须用状语从句、独立主格结构等其他表达形式。 练习 【即学即练】 过去分词与现在分词作状语的区别 1. ________ (See) from the top of the mountain, the city looks beautiful. 2. ________ (Wait) for the bus, I noticed a strange man staring at me. 3. ________ (Give) more time, we could have finished the project earlier. 4. The teacher entered the classroom, ________ (follow) by a group of students. 5. ________ (Work) hard, you will surely achieve your goals. 6. The man ________ (drive) the car is my uncle. 7. ____________ (Encourage) by the teacher, the students worked harder. 8. ________ (Look) out of the window, I saw a beautiful garden. 9. The problem ________ (discuss) at the meeting is very important. Seen Waiting Given followed Working driving Encouraged Looking discussed 04 Production Task 1: Select one scenario and have a conversation with your deskmate. You are required to use past participles as predicatives and adverbials to describe your own feelings, the surrounding environment, etc. e.g. Confused by the complex menu, I asked the waiter for help. Dining in an Italian restaurant Visiting an art gallery in Paris, France Task 1: Select one scenario and have a conversation with your deskmate. You are required to use past participles as predicatives and adverbials to describe your own feelings, the surrounding environment, etc. e.g. Impressed by the elaborate costumes of the performers, I took many photos. Participating in the Carnival in Rio de Janeiro, Brazil Learning traditional dances in Bali, Indonesia Task 2: Listen to music and use past participles as predicatives and adverbials to describe your own feelings. e.g. Relaxed by the gentle rhythm, I closed my eyes and let the music flow through me. I lay on the couch, completely refreshed after the song. e.g. Surrounded by the cheerful melody, I laughed and sang loudly with friends. The music ended, leaving us delighted and eager for more. 05 Summary 过去分词作表语和状语 作表语 作表语的用法 与被动语态的区别 感觉类及物动词的现在分词与过去分词作表语的区别 作状语 作状语的类型 作状语时的位置 过去分词与现在分词作状语的区别 与被动语态的区别 过去分词作表语时，强调主语所处的状态。 动词的被动语态表示主语是动作的承受者，强调动作。 感觉类及物动词的现在分词与过去分词作表语的区别 现在分词表示主动意义，即“令人有某种感觉的”，多用来修饰物。 过去分词含有被动意义，即“人被引起某种感觉的”，多用来指人、人的声音或表情等。 作状语时的位置 作条件、原因及时间状语时，通常放在句首。 作伴随、结果状语时，通常放在句末。 作方式状语时，一般放在句末，有时也放在句首。 作让步状语时，一般放在句首，有时也放在句末。 过去分词与现在分词作状语的区别 过去分词与句子主语之间存在逻辑上的动宾关系，即表示被动。 现在分词与句子主语之间存在逻辑上的主谓关系，即表示主动。 06 Assessment Criteria Emerging (1) Developing (2) Proficient (3) Advanced (4) Understanding Can identify some past participles but confuses their functions Understands basic differences between predicative and adverbial uses Correctly distinguishes functions in simple sentences Analyzes functions in complex sentences with multiple participles Usage Struggles to use past participles accurately in sentences Uses them in basic sentences with occasional errors Constructs grammatically correct sentences independently Creates varied, natural-sounding sentences in different contexts Analysis Unable to explain why a participle functions as a predicative or adverbial Gives partial explanations with some inaccuracies Provides clear, correct explanations for common structures Analyzes and interprets nuanced usages in authentic texts 07 Homework Match past participles with suitable linking verbs, and complete sentences by filling in blanks with correct past participles as adverbials. Craft a 100-word review of a recent album or song, strategically incorporating at least six past participles as predicatives or adverbials (highlight them). Pretend to be a tech blogger and write a 150-word article analyzing the impact of a newly released gadget. Integrate past participles in diverse structures to enhance writing sophistication. 谢谢聆听 108228.055 Blues 134013.42 null 135384.0 null 96053.805 null 107209.18 $