Unit 2 Section Ⅱ Learning About Language—Review useful structures-【金版新学案】2025-2026学年高中英语选择性必修第四册同步课堂高效讲义教师用书（人教版）

本讲义聚焦高中英语过去分词用法这一核心知识点，通过“语法串烧”短文引导学生感知过去分词作定语、表语、状语、宾补的具体语境，再经知识精讲系统梳理其构成、意义及功能，搭建从语境感知到规则理解的学习支架。 资料以澳大利亚自然文化情境短文融合语法感知，提升文化意识，通过被动语态与表语用法对比等辨析培养思维品质，核心词汇与语法结合强化语言能力。课中辅助教师情境化教学，课后练习帮助学生巩固应用，有效查漏补缺。

Section Ⅱ　Learning About Language—Review useful structures ——复习过去分词 阅读以下短文，感知黑体部分，并完成练习。 语法串烧 我的发现 　　Australia，①surrounded by vast oceans，is a land of natural beauty.Its iconic visitors exploring the outback often find the landscape ②unchanged by modern development.Aboriginal culture，deeply ③rooted in ancient traditions，adds spiritual richness to the nation.With unique animals like kangaroos ④found nowhere else，Australia’s wildlife amazes tourists.Though ⑤threatened by climate challenges，efforts to protect its ecosystems remain ⑥strengthened. 1.加黑处①、③、④为过去分词作定语； 2.加黑处②为过去分词作宾补； 3.加黑处⑤为过去分词作状语； 4.加黑处⑥为过去分词作表语。 语法知识精讲 一、过去分词的构成和意义 规则动词的过去分词是由“动词原形＋ed”构成的，不规则动词则有各自构成。过去分词在句子中与逻辑主语之间构成被动关系；少数情况下仅表示完成的动作或状态而不表示被动。 二、过去分词的用法和功能 1.作表语 (1)过去分词作表语时，一般同时具备被动与完成的含义。这时过去分词多已转化为形容词，主要表示主语的状态(被动或完成)，所以不同于谓语动词的被动语态(主要表示被动动作)。 The cup was broken by my little sister yesterday. 昨天这个茶杯被我的妹妹打碎了。(被动语态，表示动作) The cup is now broken.茶杯现在碎了。(过去分词作表语，表示状态) (2)有些动词如 interest，bore，worry，surprise，frighten 等通常用-ed形式来修饰人，表示“感到……的”；用-ing 形式来修饰物，表示“令人……的”。 We were all shocked at the news of his death. 我们全都对他去世的消息感到震惊。 The instructions on the box are very confusing. 这个盒子上的说明令人很困惑。 2.作定语 (1)单个的过去分词作定语，常置于其所修饰的名词之前，称作前置定语。过去分词短语用作定语时，一般置于其所修饰的名词之后，相当于一个定语从句，称作后置定语。 We must adapt our thinking to the changed conditions. 我们必须使我们的思想适应已经改变的情况。 Most of the people invited to the conference were my old friends. 大多数被邀请参加会议的人是我的老朋友。 Behind the simple style，however，is a serious message intended for everyone.然而，在简洁的风格背后，是针对所有人的严肃寓意。 (2)单个的过去分词有时也可以作后置定语。后置的目的主要是突出分词的动词性或者暂时性，或者词义不同于作前置定语时的意义。 学生用书⬇第33页 Between work and study she has no time left.她既工作又学习，没有空闲时间。 (3)用来修饰人的过去分词有时可以修饰与人有关的表情、面貌、举止行为以及感觉等，这时不能用动词-ing形式。 The boy looked up with a pleased expression. 那个男孩抬起头，脸上带着满意的神情。 His satisfied look showed that he had passed this exam.他满意的表情表明他已经通过了这次考试。 3.作状语 (1)过去分词作状语表示被动的或已完成的动作。 Technological innovations，combined with good marketing，will promote the sales of these products.技术创新与良好的市场营销相结合将促进这些产品的销售。 (2)有些过去分词源于系表结构，作状语时常表示状态。此类过去分词及短语常见的有：lost(迷路的)、seated (坐下来的)、situated/located(位于；坐落于)、hidden(隐藏的)、lost/absorbed in (沉浸于)、born into (出生于)、dressed in (穿着)、tired of(厌烦) 等。 Seated in the room，he is absorbed in reading. 他坐在房间里，全神贯注地阅读。 (3)过去分词作状语时，其逻辑主语为句子的主语。 Given another hour，I can also work out this problem.再给我一小时，我也能解出这道题。 Seen from the top of the hill，the city looks more beautiful.从山顶俯瞰，这座城市看上去更加美丽。 (4)如果过去分词作状语时，前面有其逻辑主语，句子的主语就不再是分词的逻辑主语，这种有其逻辑主语的过去分词结构实际上属于独立主格结构。 The signal given，the bus started. 信号一给出，公共汽车就发动了。 Her head held high，she went by. 她高昂着头从旁边走过去了。 (5)过去分词可作时间、原因、条件、让步、方式或伴随状语，相当于对应的状语从句。 Caught in a heavy rain，he was all wet.由于遇上了大雨，他浑身都淋湿了。(Caught in a heavy rain＝Because he was caught in a heavy rain，过去分词短语作原因状语) Planted in the rich soil，these seeds can grow fast.这些种子(如果)种在肥沃的土壤里会长得很快。(Planted in the rich soil＝ If these seeds are planted in the rich soil，过去分词短语作条件状语) (6)状语从句改成过去分词作状语时，可以保留连词，构成“连词＋过去分词”结构作状语。 When given a medical examination，you should keep calm.在体检时，你应该保持镇定。 (7)过去分词作状语时，常用逗号将其同其他成分隔开。 Confused by the new surroundings，I was hit by the lack of fresh air.新环境把我弄得心烦意乱的，由于缺乏新鲜空气，我感觉受不了。 4.作宾语补足语 能够接过去分词作宾语补足语的动词有以下三类： (1)表示感官或心理状态的动词，如 see、watch、observe、hear、feel、notice、find等。 I heard a song sung in English.我听到了一首英文歌。 He found his hometown greatly changed.他发现他的家乡发生了巨变。 (2)表示“使……处于某状态时”，如have/make/get/keep/leave sb/sth done中，多强调某动作被做。 I’ll have my hair cut tomorrow.我明天要去理发。 Don’t leave those things undone.要把那些事情做完。 学生用书⬇第34页 (3)“with＋宾语＋过去分词”结构 “with＋宾语＋过去分词”结构中，过去分词用作介词 with的宾语补足语，这一结构通常在句中作时间、方式、条件、原因等状语。 The murderer was brought in，with his hands tied behind his back.凶手被带进来，他的双手被绑在背后。(表方式) With water heated，we can see the steam.水一被加热，我们就会看到水蒸气。(表条件) With the problem settled，we all went home.问题得到解决，我们都回家了。(表原因) She stood in front of him，with her eyes fixed on his face.她站在他面前，眼睛注视着他的脸。(表伴随) ◎巧学活用——单句语法填空 1.The damaged (damage)bridge near the village was repaired quickly. 2.The manager kept the meeting room locked (lock)after hours. 3.The book recommended (recommend)by the teacher inspired many students. 4.Frightened (frighten)by the storm，the dog hid under the bed. 5.The students seemed confused (confuse)by the complicated question. 6.Written (write)in simple English，the novel is easy to understand. 复习过去分词 核心词汇练全 entitle vt.给……命名(或题名)；使享有权利 (教材原句)Ethnic minority groups in China are often entitled to special funds from the government to help protect their cultural heritage. 中国的少数民族群体通常有权获得政府的专项资金，以帮助保护其文化遗产。 单句语法填空/完成句子 (1)Under this program，all citizens have an entitlement(entitle) to free medical check-ups once a year. (2)As a citizen，you are entitled to vote (vote)in national elections. (3)All employees are entitled to paid leave after one year of service. (4)我的艺术作品是一幅名为《大自然的低语》的宁静风景画。 (2024·新课标卷应用文写作) My artwork is a peaceful landscape painting entitled “Whispers of Nature”. (1)be entitled to sth (某人)有获得某物的权利 be entitled to do... 有权做…… (2)entitlement n. 权利，资格 freedom n.自由；不受……影响的状态 (教材原句)...but special parks have been set up to protect their safety and freedom. ……但是已经建立了专门的公园来保护它们的安全和自由。 学生用书⬇第35页 单句语法填空/完成句子 (1)The prisoners were finally set free (freedom)after serving their sentences. (2)Employees here have the freedom to express (express)their opinions. (3)该地区无污染，非常适合徒步。 This area is free from pollution，making it ideal for hiking. (4)这家博物馆周日免费开放。 The museum offers free admission on Sundays. (1)freedom of speech 言论自由 have the freedom of sth/to do sth 有(做)……的自由 (2)free adj. 免费的；自由的；不受约束的 vt. 使自由；解放；释放 be free to do sth 自由做某事 set...free 使获得自由；释放 free from/of... 不受……影响的；无……的 学科网（北京）股份有限公司 $