《非谓语动词作状语ppt幻灯片课件.ppt》由会员分享，可在线阅读，更多相关《非谓语动词作状语ppt幻灯片课件.ppt（25页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确非谓语动词作状语1在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确一 动词不定式作状语1.动词不定式通常作状语表示原因动词不定式通常作状语表示原因.结果结果.目的目的.条件等。条件等。1）目的状语To learn English well,he went to England.In order to achieve the aim,we must learn from other countries.常可与in order to
2、(为了)或 so as to(以便)连用。2在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确2）结果状语动词不定式和ving形式作结果状语区别：1 动词不定式作结果状语通常表示意想不到的结果，常与only连用构成only to do sth2 动词ing形式作结果状语通常表示自然而然的情况或结果。He ran to the station only to find the train had left.His father died,leaving him a lot of debts.3在整堂课的教学中，刘教师总是让学生带着问题来学
3、习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 43)原因状语We are excited to hear the news.在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确4)条件状语To turn to the left,you could find a post office.5在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确二 动词ing形式作状语可表示原因.结果.条件.让步.方式伴随等，可转化为相应的状语从句1.表时间Walking out of t
4、he room,he saw the boy still there.=when he walked out of the room,he.Having made full preparations,we are ready for the exam.=After we have made full preparations,we.6在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确2.表原因Being ill,he didnt go to school yesterday.=Because he was ill,he.Not mast
5、ering the way of studying,i didnt get a good result.=As i didnt master the way of studying,i.7在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确3.表结果(并列谓语)His father died,leaving him a lot of money.=his father died and left him.The fire lasted nearly a month,leaving nothing valuable.=The fire la
6、sted nearly a month and left nothing valuable.8在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确4.表条件Working hard at your lessons,you will succeed.=if you work hard at your lessons,you.If you dont make use of time,you will regret.=Not making use of the time,you will.9在整堂课的教学中，刘教师总是让学生带着问题来学习，而问
7、题的设置具有一定的梯度，由浅入深，所提出的问题也很明确5.表让步Knowing all this,they made me pay for the damage.=Athough they knew all this,they.Studying from morning till night,i didnt pass the exam.=Athough i studied from morning till night,i.10在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确6.方式.伴随或补充说明(并列结构）He lay on th
8、e grass,staring at the sky for a long time.=He lay on the grass and stared at the.The gril came into the classroom,singing and dancing.=The gril came into the classroom and they sang and danced.11在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确注意:1 为了使动词ing形式作状语表达的意思更明确，可在动词ing前加上适当的连词：when、wh
9、ile、if、though、unless、even 等.Dont talk while having dinner.Once losing the chance,you cant easily find it.12在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确2.动词ing形式做状语，其逻辑主语必须与句子的主语一致。While reading the book,the telephone rang.While reading the book,she heard the telephone ring.Looking out thro
10、ugh the window,the garden was beautiful.Looking out through the window,we found a beautiful garden.13在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确3.独立成分作状语常见的分词短语有：Frankly speaking;honestly speaking;Judging from;considering;to tell the truthHonestly speaking,he is not fit for the job.Judgin
11、g from his accent,he is from the south.14在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确三、过去分词ed作状语过去分词做状语可表示被动和完成的动作。表示时间、原因、条件、让步、结果、方式等，相当于相应的状语从句。1 表时间Seen from the top of the hill,the city looked like a big garden.=when it is seen from the top of the hill,the city.Asked what had happened
12、,he lowered his head.=when he was asked what had happened,he.15在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确2.表原因Surrounded by a group of young people,the old man felt happy.=As he was surrounded by a group of young people,the old man.Greatly touched by the teachers words,he did a lot of th
13、ings to help his classmates.=Because the boy was greatly touched by the teachers words,he.16在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确3.表条件Given more time,we could do it better.=if we were given more time,we.Compared with your brother,you should make greater efforts to study English.=if
14、you are compared with your brother,you.17在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确4.表让步Laughed at by many people,he continued his study.=Although he was laughed at by many people,he.Even if invited,i wont take part in the party.Even if i am invited,i.18在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一
15、定的梯度，由浅入深，所提出的问题也很明确5.表示方式或伴随Supported by a girl,the old man got off the bus.He turned away,disappointed.He walked up and down the room,lost in thought.19在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确注意：1.某些动词的过去分词已经形容词化，常用于一些系表结构中。此时的过去分词既不表被动也不表完成，而表示一种状态。这样的词有：lost；seated；hidden；lost/abso
16、rbed in；dressed in；tired of 等。Disappointed at the examination result,she sat there silent.Satisfied with our performance,the teacher kept nodding.20在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确2.过去分词做状语时，其逻辑主语要与句子的主语保持一致。Asked why she was late,her face went red.Asked why she was late,she we
17、nt red in the face.21在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确3.过去分词或短语做状语时，也可在其前面加上连词when、if、once、though、unless等，以便明确作何种状语。Though beaten,we were not discouraged.=Though we were beated,we.Once tasted,the dish is hard to forget.=once it is tasted,the dish.22在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设
18、置具有一定的梯度，由浅入深，所提出的问题也很明确4.过去分词做状语与现在分词作状语的区别：过去分词与句子主语构成动宾关系或被动关系。现在分词与句子主语构成主谓关系或主动关系。Used for a long time,the book looks old.Using the book,i find it useful.23在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确 from the top,the stadium looks like a bird nest.from the space,the astronaut can not discover the Great Wall.A seeing B seenSeenSeeing24在整堂课的教学中，刘教师总是让学生带着问题来学习，而问题的设置具有一定的梯度，由浅入深，所提出的问题也很明确