Unit 1 Knowing me, knowing you Using Language 课件-2025-2026学年高中英语外研版（2019）必修第三册

该高中英语课件聚焦“过去分词作状语”核心语法点，通过阅读文章例句导入，引导学生观察动作承受者及与-ing形式的区别，对比状语从句建立知识联系，搭建从感知到理解的学习支架。 其亮点在于以任务型活动链提升语言能力与思维品质，如用《头脑特工队》情节填空实现语法在真实语境中的应用，作业“表情包”配文促进知识迁移。采用“观察-总结-应用”教学法，Activity 5系统梳理用法，帮助学生掌握语法策略，教师可直接使用结构化活动提升教学效率。

Unit 1 Knowing me, Knowing you Period 2 Using language 必修二 四川省芦山中学 朱松月 Learning Objectives 01 Discover and understand the usages of the past participle as adverbial. 03 Master common methods and strategies of English grammar. 02 Conclude and summarize the usages of the past participle as adverbial by observing the examples of past participle as adverbial, and apply them in the real context. Activity 1 Grammar Exploration Look at the sentences from the reading passage and answer the questions. 1. Who was disappointed in sentence (a)? What is approached in sentence (b)? 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. Here, both "disappoint" and "approach" are actions done to the subjects. "I" "Your friendship" Activity 1 Grammar Exploration Compare them with the following sentences and answer the questions. 3. What is the difference between the two groups of sentences? Sentences (a) and (b) contain -ed as adverbial while sentences (c) and (d) contain adverbial clauses. 4. 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. Activity 1 Grammar Exploration 1. 过去分词作状语的功能 过去分词作状语时，表示的动作是主语动作的一部分，与谓语表示的动作或状态是同时或几乎同时发生的，有时先于谓语动词的动作发生；其逻辑主语通常是句子的主语；过去分词与主语之间是逻辑上的动宾关系。 Built thirty years ago, the house looks very beautiful. 虽然这座房子是30年前建造的，但是它看起来很漂亮。 2. 过去分词作状语的类型 过去分词作状语时，可以表示原因、条件、让步、时间、方式和伴随状况。过去分词作方式状语和伴随状语时可以变为并列分句，作其他状语时可以变为相应的状语从句。 -ed as adverbial— 过去分词作状语 Activity 1 Grammar Exploration 3. 过去分词作状语的位置 通常放在句首或句末，有时也可放在句中。 Given more time, we could do it much better. 如果多给我们点时间，我们会做得更好。 Discussed many times, the problems were settled at last. 多次讨论之后，这些问题终于解决了。 Mrs. Wu came in, followed by her daughter. 吴太太走了进来，她的女儿紧跟其后。 Encouraged by the progress he has made, he works harder. 由于受到所取得进步的鼓舞，他工作更努力了。 -ed as adverbial— 过去分词作状语 Activity 1 Grammar Exploration 1．过去分词作时间状语（相当于时间状语从句）。 Seen from the hill, the village looks more beautiful. (＝When it is seen from the hill, the village looks more beautiful.) 2．过去分词作原因状语（相当于原因状语从句）。 Confused by the stones flying at them from all sides, the boys ran into the building. (＝Because they were confused by the stones flying at them from all sides, the boys ran into the building.) -ed as adverbial— 过去分词作状语 Activity 1 Grammar Exploration 3．过去分词作条件状语（相当于条件状语从句）。 Given more time and support, we could have done it better. (＝If we were given more time and support, we could have done it better.) 4．过去分词作让步状语（相当于although/though引导的让步状语从句）。 Attacked many times, the residents in London didn't give in. (＝Although they were attacked many times, the residents in London didn't give in.) -ed as adverbial— 过去分词作状语 Activity 1 Grammar Exploration 5．过去分词作方式或伴随状语（相当于方式状语从句，当表示伴随时，相当于一个并列句）。 Followed by his wolf dog, the hunter walked slowly in the forest. (＝The hunter walked slowly in the forest and his wolf dog followed him.) 6．过去分词作结果状语（相当于结果状语从句）。 He failed in the competition, blamed by his companions. (＝He failed in the competition, so that he was blamed by his companions.) -ed as adverbial— 过去分词作状语 Activity 1 Grammar Exploration 7．过去分词作状语，起补充说明作用（相当于一个并列句）。 They eventually arrived at the destination, tired and excited. (＝They eventually arrived at the destination, and they became tired and excited.) 他们最终到了目的地，又累又激动。 练习： The old man went into the room , supported by his wife . (由他的妻子搀扶着). -ed as adverbial— 过去分词作状语 Activity 1 Grammar Exploration 1．过去分词作状语时，其前面可以带有相应的连词when, though, although, as if, as though, if, unless, until, once等。 例句：Unless invited, I won't attend the ball. 2．过去分词所表示的动作，必须是逻辑主语所承受的动作。 如果分词的逻辑主语与主句的主语不一致，则可以用下列方法来修正： ①给分词添加自己的主语，构成独立主格结构； ②给分词改变语态（现在分词与过去分词转换）； ③用相应的状语从句来表达； ④用with 复合结构。 注意事项 Activity 1 Grammar Exploration 3．有些常见的分词结构属于固定结构，其逻辑主语不需要和主句主语一致，也就是说，它们的主句主语和句子的主语没有关系，如：compared with, judging from/by, generally/exactly speaking, considering, seeing 等。 4．v.­ed分词作状语时，否定形式为：否定词放在分词的前面。即：Not＋v.­ed或Never＋v.­ed或Hardly＋v.­ed等。 5．有些过去分词已用作形容词，常用于系表结构，作状语时不表被动动作而表状态。这样的过去分词及短语常见的有：seated (坐), hidden (躲), absorbed in (沉溺于), born (出生), dressed in (穿着), tired of (厌烦)等。 注意事项 Activity 1 Grammar Exploration 过去分词作状语时，有时在分词前加上自己的主语，这种带有自身主语的过去分词被称为过去分词的独立结构。过去分词的独立结构在句中作状语时，通常可表示时间、原因、条件等。 Much time spent sitting at a desk, office workers are generally troubled by health problems. 很多时间都坐在办公桌旁，办公室职员一般都受到健康问题的困扰。 过去分词的独立结构作状语 Activity 1 Grammar Exploration 过去分词作条件、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。 Told that his mother was ill, Li Lei hurried home quickly. (原因状语) 得知母亲生病了，李雷迅速赶回了家。 The old man walked into the room, supported by his son. (方式状语) 老人在儿子的搀扶下走进了房间。 位置 Activity 1 Grammar Exploration 过去分词作状语：过去分词所表示的动作与句子的主语之间是逻辑上的动宾关系，即表被动； 过去分词所表示的动作往往发生于谓语动词所表示的动作之前，或表示“一种状态”，与谓语动词所表示的动作同时发生或存在 现在分词作状语：现在分词所表示的动作与句子的主语之间是逻辑上的主谓关系，即表主动； 现在分词的一般式（doing）表示的动作与谓语动词所表示的动作同时发生或几乎同时发生；现在分词的完成式（having done）表示的动作发生在谓语动词所表示的动作之前 过去分词与现在分词作状语的区别 a. Disappointed by his behaviour, I said all this... b. Approached in this way, your friendship will... c. Worried about your recent attitude, I decide to write this letter to you. d. Reminded of our old talks, I want to share a story with you. Activity 2 Observe & Underline Look at the sentences from the reading passage and underline the -ed form. Activity 2 Observe & Underline Rewrite the underlined sentences with the –ed form. Last week, Anne was attracted by a particular article in a magazine, so she bought it. Anne was praised in class, and she felt happy as well as ashamed. Anne was shocked by the decision and did not know what to do. 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 Fill in the Blanks Inside Out is an animated film about the five emotions of a girl called Riley: Joy, Sadness, Fear, Disgust and Anger. Influencing / Influenced mainly by Joy, most of Riley's memories are happy ones. Read the plot summary and choose the correct form of the words. Activity 3 Fill in the Blanks Read the plot summary and choose the correct form of the words. Believing / Believed that she is Riley's most important emotion, Joy always tries to take the lead. Preventing / Prevented from playing her role in Riley's emotional development, Sadness feels annoyed. When Riley moves to a new city, she has a hard time adjusting to her new surroundings. Sadness wants to do her duty but by accident causes the loss of Riley's happy core memories with Joy. Activity 3 Fill in the Blanks Read the plot summary and choose the correct form of the words. Now separating / separated from her friends and her beloved hockey team, Riley starts to feel lost and helpless, and wants to run away from her parents and new school. Worried about her, Joy and Sadness try to work together to ensure she gets her core memories back. Activity 3 Fill in the Blanks Read the plot summary and choose the correct form of the words. Eventually, realising / realised that every emotion has a role, Joy understands it is okay for Riley to feel sad sometimes. Accepting sadness as part of life helps Riley deal with the emotional complexity of growing up, and settle down in her new life. Activity 4 Sentence Rewriting Rewrite the sentences using the -ed form. Because she was encouraged by her teacher, she continued her project. Anne was praised in class, and she felt happy as well as ashamed. When it is seen from the top of the mountain, the city looks beautiful. Encouraged by her teacher, she continued her project. Seen from the top of the mountain, the city looks beautiful. Activity 5 Summary Homework 人际情绪“表情包”设计（进阶） 请你为以下三种人际情绪各设计一个英文“表情包”配文： ① 尴尬 (embarrassed) ② 失望 (let down) ③ 感激 (grateful) 要求：每句配文必须使用“-ed形式作状语”结构。 ①Embarrassed by my own mistake, I just want to disappear. ②Let down by your promise, I feel really upset. ③Grateful for your help, I feel much better now. THANK YOU $