分词与独立主格结构
分词的结构
现在分词：doing/being done/having done/having been done
过去分词:done
分词用途
定语
单个的分词为定语通常是前置，特别是现在分词，其中现在分词表示主动且正在进行的含义，过去分词表示被动（及物动词）或已经完成的含义（不及物动词）；对声音和表情的修饰常用过去分词；某些单个过去分词前置与后置有区别：
the given time/the time given
the wanted person/the person wanted
a concerned look/the persons concerned
an involved sentence/the persons involved
2) 分词短语为定语需要后置，相当于一个定语从句，用doing表示主动且正在进行的含义；用being done 表示被动且正在进行的含义；用done表示被动且已经完成的含义；用to be done 表示将来被动的含义，没有having done和having been done
The bridge ______(build)next year will join up the two islands.
The bridge ______(build)in 1960 is the first modern one in Chongqing.
The bridge ______(build)will be completed next week.
思考：是否所有的定语从句都可以改为分词结构吗？下列两个句子可以改为分词结构吗？The man who came this morning is his father.
Is there anyone who can drive a car?
表语
现在分词作为表语表示主语所具有的特征，过去分词为表语表示主语所处的状态
1). The animal and plants that they found there were (astonish)
2). I was (astonish) to learn that his long lost child had been found.
3). The news made us .(diappoint)
4). The mother went to visit Einstein. (puzzle)
5). Madame Curie found husband’s death .(shock)
6). I saw the boy very (excite)
7). Be brave. You look like a bird (frighten)
8). The fierce lion looks (frighten). Keep away from its cage or it will attack you.
9). The food served at the dinner party did not seem very (invite)
3.宾语补足语
现在分词在see, watch, hear, observe, notice, feel, find, glimpse, glance 等感官动词和look at, listen to 等短语动词，以及have, keep, get, catch, leave, set, start, send等使役动词后面与名词或代词构成复合宾语，作宾语补语的成分。
在动词see, hear, feel, watch, notice，perceive，observe, listen to, look at 后既可用现在分词做补语,也可用不定式做补语。用现在分词表示动作正在进行,用不定式表示的动作的全过程已经完成。
过去分词可以在allow, ask, consider, desire, expect, feel, find, get, have, hear, imagine, keep, like, make, observe, order, permit, prefer, remember, request, require, see, urge 动词等后面作
宾语补足语。
4.状语
可以表示时间、条件、原因、结果、让步、伴随等。分词做状语时，它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。
Hearing the news, they all jumped with joy. 原因
Using what you know of word stems and word formations, you can make a guess at the meaning of a new word. 条件
The students went out of the classroom, laughing and talking. 伴随（主动）
Accompanied by his friend, he went to the railway station. 伴随（被动）
Given better attention, the plants could grow better. （条件）
He looked tired and depressed, visibly disturbed by the news of his mother's illness.（结果）
练习：
________(not hear)from his son,the mother worried a great deal.
_____________(give)such a good chance, how coul you let it slip away?
________(see)from the top the mountain , our city looks more beautiful.
_____(see)nobody at home, I decided to come again.
现在分词或过去分词作状语时，有时可以在分词前加while，when, once, although, until, if 等连词。
When leaving the airport, she waved again and again to us.
While waiting for the train, I had a long talk with my sister about her work.
Once recovered, he threw himself into his work and made every effort to do it well.
Although working very hard, he failed to pass the final exam.
If translated word by word, the passage will be difficult to understand.
某些现在分词可用来表示说话人对所说的话所持的看法或态度，它们已变成固定词组，在句中作独立成分，与句子主语无关。这类现在分词常见的有：
generally speaking（一般地说），strictly speaking（严格地说），judging from ／by．．．（从……来判断），talking of．．．（说到……），considering．．．（考虑到……），supposing．．．（假定……）等。如：
Generally speaking，it is not easy for a for eigner to learn Chinese well in a short time．Considering everything，it wasn't abad holiday．
独立主格结构
独立主格结构是由名词或代词+其他成分（分词、不定式、形容词、副词、介词短语）构成，相当于状语从句，用于书面语，逻辑主语与句子主语不一致
名词/主格代词+现在分词
Time permitting, we can finish the work.
名词/主格代词+过去分词
All things considered ,her suggestion is of greater value than yours.
名词/主格代词+adj./adv.
The meeting over, the students were dismissed.
名词/主格代词+不定式
The teacher to help us，we will succeed.
名词/主格代词+介词短语
The old farmer came back, a large basket on his shoulder.
with/without的复合结构
动词过去分词及独立主格结构的用法 一、过去分词的定义及其基本形式 1．过去分词是动词的另一种非限定形式，过去分词具有动词、形容词和副词的特性，可以带宾语或受状语修饰。过去分词和宾语或状语一起构成过去分词短语。如： （1）spoken English 英语口语（过去分词具有形容词的特性，作定语） （2）Given more time, we could do it much better. =If we were given more time, we could do it much better. 多给点时间，我们会做得更好些。 （过去分词具有动词的特性，有自己的宾语more time，构成分词短语；过去分词短语在句中作状语，具有副词的特性。） 2．过去分词的基本形式 （1）规则动词的过去分词由动词＋ed构成 （2）不规则动词的过去分词须逐个记忆。 （3）不规则动词的过去分词表示完成，如： fallen leaves =leaves which have fallen落叶 （4）及物动词的过去分词表示被动或完成，如： the machines used in the workshop =the machines which are used in the workshop 车间用的机器（及物动词的过去分词表示被动） I heard the door opened. =I heard the door has been opened. 我听见门被打开了。（及物动词的过去分词表示被动和完成） 二、过去分词的句法功能 过去分词是一种非谓语动词，在句中不能单独做谓语。但它具有形容词和副词的特性，故在句中可以作定语、表语、宾语补足语和状语。
教学目标：讲解现在分词作状语及区分不定式、现在分词作状语的异同 重点难点： 1.现在分词和不定式作状语时，其逻辑主语一般应与句子的主语保持一致。 2.分词作状语时，要看它同句子主语之间的关系，以确定是现在分词还是过去分词。 3.注意非谓语动词与句子谓语动词的时间关系，以确定分词的时态形式 4、弄清非谓语动词与其逻辑主语的关系，以确定非谓语动词的语态形式. 5. 连词+分词形式（分词作状语的省略问题） 6.不定式作结果状语和现在分词作结果状语的区别。 7. 现在分词的独立主格结构和评价性状语 Step 1 lead in 朗读下面一首唐诗，找出其中的现在分词形式 Thinking in the Silent Night 静夜思 Before my bed there is bright moonlight 床前明月光 So that it seems that frost on the ground. 疑是地上霜 Lifting my head, I watch the bright moonlight. 举头望明月 Lowering my head, I dream tha t I’m home. 低头思故乡 Step2 现在分词作状语的意义 动词的现在分词作状语，修饰动词，相当于状语从句，在句中表示时间、原因、结果、条件、让步、行为方式或伴随情况及独立成分等，作时间、原因、条件、让步状语时多位于句首；作结果、伴随情况状语时常位于句末。 一. -ing分词短语作时间状语，代替一个时间状语从句(引导词有when ,while ) 温馨提示： 1．现在分词所表示的动作与主句的动作一般是同时发生，有时可由连词when, while引出。 2．现在分词所表示的动作一发生，主句的动作就立即发生时。如： When she saw those pictures，she remembered her childhood. =Seeing those pictures, she remembered her childhood. 看到那些画，她想起了自己的童年。 As soon as he heard the good news, he jumped with joy. =（0n）Hearing the good news, he jumped with joy. 他一听到这个好消息，就高兴地跳起来。 二．-ing分词短语作原因状语，相当于一个原因状语从句。(引导词有because ,as ,since) 如：As he was ill, he didn't go to school yesterday =Being ill, he didn't go to school yesterday. 由于生病，他昨天没有上学。 三．-ing分词也可作条件状语和让步状语，相当于一个条件状语从句。(引导词有if,unless,once) If you work hard, you will succeed. =Working hard, you will succeed. 如果你勤奋一点，你就会成功。 If you turn to the left, you will find the path leading to the school.
分词独立主格结构 一、分词独立主格结构的概念及基本构成形式 1．分词独立主格结构概念：由名词或代词加上分词或分词短语构成的一种独立结构，2．分词独立主格结构功能：用于修饰整个句子，而不是一个词或词组，相当于副词的功能。, 3．分词独立主格结构的构成：名词或代词+分词或分词短语构 分词或分词短语构的逻辑主语是之前的名词或代词，这种结构与主句不发生句法上的联系， 4．分词独立主格结构位置：相当灵活，可置于主句前、主句末或主句中，常由逗号将其与主句分开，常考的位置是主句前。 需特别注意的是，独立主格结构与主句之间不能使用任何连接词。 例如： 1）Night enshrouding the earth，nobodycould make out what the dark mass was from a distance．（黑夜笼罩大地，谁也看不清远处黑压压的一片是什么东西。）2）He lay at full length upon his stomach，his headresting upon his left forearm．（他的脊背朝天，四肢伸展，头枕着左臂，直挺挺地趴伏着。） 3）The coward was backing，his facebeing deathly pale，toward another room． （那个胆小鬼向另一个房间退去，脸色煞白。）5．独立主格结构可以和状语从句或两个简单句来代替。例如，上述例句可变为： 1）Becausenight enshrouded the earth，nobody could make out what the dark mass was from a distance．（原因状语从句） 2）He lay at full length upon his stomach．His headrested upon his left
垂悬分词和独立主格结构 I.一般来讲，分词或分词短语在句子中充当状语时，其逻辑主语与句子主语一致 如Opening the drawer he took out a revolver．（其中opening的逻辑主语是句子主语he） II.当分词的逻辑主语与句子的主语不一致时，则应将分词的逻辑主语补出来 如George yawning，the conversation dropped．这种分词结构被称作独立主格结构（独立主格结构（Absolute Structure）是由名词或代词加上分词等构成的一种独立结构。独立主格结构中的名词或代词与其后的分词等构成逻辑上的主谓关系。这种结构的位置相当灵活，可置于主句前、主句末或主句中，常由逗号将其与主句分开。需特别注意的是，独立主格结构与主句之间不能使用任何连接词） §独立主格结构基本构成形式 【名词(代词)+现在分词（过去分词；形容词；副词；不定式；名词；介词短语）】，在句中一般作状语，表示时间、条件、原因、伴随状况等，还可以作定语 1. 名词(代词)+现在分词 There being no bus, we had to walk home.（原因） 由于没有公共汽车，我们只好走回家。 2.名词(代词)+过去分词 The workers worked still harder, their living conditions greatly improved. （原因） 由于工人们的生活条件大大提高，他们工作得更起劲了。 He was listening attentively in class, his eyes fixed on the blackboard.（伴随状况） 他上课专心听讲，眼睛紧盯着黑板。 3.名词(代词)+不定式 在“名词/代词+动词不定式”结构中，动词不定式和它前面的名词或代词如果存在着逻辑上的主谓关系，动词不定式则用主动的形式；如果是动宾关系，则用被动形式。 The four of us agreed on a division of labor, each to translate a quarter of the book. 我们四人同意分工干，每人翻译全书的四分之一。 Many trees, flowers, and grass to be planted, our newly-built school will look even more beautiful. 种上许多的树、花和草后，我们新建的学校看上去将更美。 4.名词(代词)+形容词 The Trojans asleep, the Greek soldiers crept out of the hollow wooden horse． 特洛伊人睡着了，于是希腊士兵从中空的木马里悄悄爬了出来。 Computers very small, we can use them widely. 电脑虽小，我们却能广泛地利用它们。 5.名词(代词)+副词 The meeting over, our headmaster soon left the meeting room. 散会了，校长很快就离开了会议室。 The lights off, we could not go on with the work. 灯熄了，我们不能继续工作了。 6.名词(代词)+名词 His first shot failure，he fired again． 他第一枪没击中，又打了一枪。 Two hundred people died in the accident, many of them children. 两百人死于事故，其中有许多儿童。
分词作状语-独立主格 分词和分词短语作状语时，可以表示时间、原因、条件、让步、方式和伴随情况。在表示时间、原因、条件、让步和方式时，通常可转换为相应的状语从句，表示方式和伴随情况时，可以转换为一个并列的谓语成分。 例如：Seeing the teacher entering the room,the students stood up.(=When the students saw the teacher entering the room,they stood up.)学生们看见老师走进房间，都站了起来。 Heated,ice will be changed into water.(=When it is heated...)当冰加热时，它就会变成水。(条件、时间) Being excited, I couldn’t go to sleep.(=As I was excited,I couldn’t go to sleep.)我兴奋得睡不着觉。(原因) I stood there, listening to the broadcast.(=I stood there and listened to the broadcast.)我站在那儿听广播。(伴随) The children went away laughing.(=The children went away.They laughed as they went.)孩子们笑着走开了。(行为方式) Knowing all this,they made me pay for the damage.(=Although they know all this...)他们尽管了解这一切，还是要我赔偿损失。 (3)分词作状语与主语的关系。 A. 现在分词作状语时，现在分词的动作就是句子主语的动作，它们之间的关系是主动关系。 例如：He went out shutting the door behind him.他出去后将门随手关上。 Not knowing what to do, he went to his parents for help.由于不知如何办是好，他去找父母帮忙。 B. 过去分词作状语时，过去分词表示的动作是句子主语承受的动作，它们之间的关系是被动关系。 例如：Given more attention,the trees could have grown better.如果对这些树多关心一些，它们本来会长得更好。 Faced with difficulties,we must try to overcome them.在遇到困难的时候，我们必须设法克服。 (4)分词作状语时前面可用连词。 when,while,once,if,unless,though等引导的状语从句，若其主语与主句主语相同时，可保留该副词连接词，其余部分则化简为分词短语。 例如：When (being) free，I’ll fetch you.有空时，我会来接你。 While walking along the street early in the morning,he saw her.一早在街上散步时，他看到了她。 If falling ill,I’ll see my doctor.如果生病我会去看医生。 Once completed,this power station supplies the nearby towns and villages with electricity.这个电站一旦建成，将向附近的城乡供电。 Even though given every opportunity,they would not try.即使给他们一切机会，他们也不肯试一试。 Though knowing the truth,he remained silent.虽然他知道实情，却保持沉默。 Unless (being) rich,I am not going abroad.除非有钱，要不然我是不会出国的。 (5)分词作状语时，要特别注意其逻辑主语须和谓语动词的主语一致，否则分词必须有自己的主语。这种带主语的分词结构称作分词的独立结构，或独立主格。
分词作状语： 分词和分词短语作状语时，可以表示时间、原因、条件、让步、方式和伴随情况。在表示时间、原因、条件、让步和方式时，通常可转换为相应的状语从句，表示方式和伴随情况时，可以转换为一个并列的谓语成分。 例如：Seeing the teacher entering the room,the students stood up.(=When the students saw the teacher entering the room,they stood up.) Heated,ice will be changed into water.(=When it is heated...) Being excited, I couldn’t go to sleep.(=As I was excited,I couldn’t go to sleep.) I stood there, listening to the broadcast.(=I stood there and listened to the broadcast.) The children went away laughing.(=The children went away.They laughed as they went.) Knowing all this,they made me pay for the damage.(=Although they know all this... (3)分词作状语与主语的关系。 A. 现在分词作状语时，现在分词的动作就是句子主语的动作，它们之间的关系是主动关系。 例如：He went out shutting the door behind him. Not knowing what to do, he went to his parents for help. B. 过去分词作状语时，过去分词表示的动作是句子主语承受的动作，它们之间的关系是被动关系。 例如：Given more attention,the trees could have grown better. F aced with difficulties,we must try to overcome them. (4)分词作状语时前面可用连词。 when,while,once,if,unless,though等引导的状语从句，若其主语与主句主语相同时，可保留该副词连接词，其余部分则化简为分词短语。 例如：When (being) free，I’ll fetch you. While walking along the street early in the morning,he saw her. If falling ill,I’ll see my doctor.如果生病我会去看医生。 Once completed,this power station supplies the nearby towns and villages with electricity. Even though given every opportunity,they would not try. Though knowing the truth,he remained silent. Unless (being) rich,I am not going abroad. (5)分词作状语时，要特别注意其逻辑主语须和谓语动词的主语一致，否则分词必须有自己的主语。这种带主语的分词结构称作分词的独立结构，或独立主格。 例如：The rain having stopped,the soldiers continued their match. The boys returned,their face covered with sweat. 〈注〉有时也可用“with(或without)+名词(或代词宾格)+分词”的结构，表示伴随情况。 例如：He fell asleep with the lamp burning.
其实分词做伴随状语就是分词做方式状语的一种，伴随是一种方式。大多情况下其实方式状语从句都等于伴随状语从句。只有在just) as…so…结构中位于句首，这时as从句带有比喻的含义，意思是"正如…"，"就像"，多用于正式文体 分词短语作伴随状语 伴随状语的特点是：它所表达的动作或状态是伴随着句子谓语动词的动作而发生或存在的 1）现在分词与过去分词作状语的区别。 现在分词做状语与过去分词做状语的最主要区别在于两者与所修饰的主语的主动与被动关系的区别。 1）现在分词作状语时，现在分词的动作就是句子主语的动作，它们之间的关系是主动关系。 ）过去分词作状语时，过去分词表示的动作是句子主语承受的动作，它们之间的关系是被动关系。 比如 The teacher came in the classroom with handing a book in his hand. with handing就是个例子 过去分词，现在分词都可以做伴随状语,即在某件事情发生的时候相伴发生的事情这个句子老师进入了教室，他是拿着本书进入教室的，在他进入教室的时候他的手中有一本书（相伴）知道意思了吧。 做题的时候要注意区分什么时候使用过去分词和什么时候使用现在分词做伴随状语。一般的无非又几种情况： 1，过去分词表示一种完成了的或者是被动意义的动作 分词作状语（关键找逻辑主语） a)放在句首的分词往往看作时间状语1以及原因状语2 1. Looking (when I looked) at the picture, I couldn't help missing my middle school days. 2.Seriously injured, Allen was rushed to the hospital. =As he was seriously injured, Allen was rushed to the hospital. b)放在句中或句末常常看作为伴随状态(并列句) The girl was left alone in the room，weeping（crying ）bitterly. (但注意特殊：Generally/frankly speaking... / taken as a whole(总的来讲）不考虑逻辑主语，看作为独立成分)
现在分词短语作状语 一、时间状语 1.分词动作一发生，谓语动作紧跟着发生，这时用现在分词的一般式作时间状语，其逻辑主语为句中的主语。常用的动词，如：hear, see, arrive, return, get to, look, open, close, leave, turn around, walk等，表示一个极短暂动作。 此种情况可以换作on+动名词，表示相同的意思。译作"一（刚）……就……"。 此种情况也可以换作是when引导的时间状语从句，该从句的动词多用一般过去时表 示。如：Hearing their teacher's voice, the pupils stopped talking at once.（= On hearing their teacher's voice… = When they heard their teacher's voice, the pupils…）一听到教师的声音，学生们立即停止讲话。 2.谓语动作发生在分词所表示的动作过程之中，则用when /while+现在分词的一般式，分词的逻辑主语为句中的主语。此种情况可以用in+动名词的一般式代替。也可以换作when、while引导的时间状语从句，该从句的谓语动词用进行时态。如： Don't be careless when /while having an exam. = Don't be careless in having an exam. = Don't be careless when / while you are having an exam. 考试时不要粗心。 注：此结构中，不能用其他连接词替换when或while。 3.分词所表示的动作完成之后，谓语动作才发生，则要现在分词的完成式，即having done 的形式。分词的逻辑主语应是句中的主语。 这种情况可以用after+动名词的一般式表示。 这种情况也可以用after /when引导的时间状语从句来替换，该从句的谓语动词用过去完成式。如：Having finished his homework the boy was allowed to watch TV play. After having finished his homework, the boy… After /when he had finished his homework, the boy… 二、原因状语 1．分词短语在句中作原因状语时，相当于一个原因状语从句。与时间状语一样，也要注意分词所表示的动作与谓语动作的先后关系。当分词所表示的动作与谓语动作同时发生或几乎同时发生时，用分词的一般形式。此时分词的逻辑主语须是句中的主语。这样的原因状语可以换成because, as引导的原因状语，该从句谓语动词用一般过去时。 Not knowing how to work out the difficult physics problem, he asked the teacher for help. 因为不知道如何解这道物理难题，他求助老师。 = Because he didn't know how to work out the difficult physics problem, he asked…help. 2．当分词表示的动作发生在谓语动作之前，可以用现在分词的完成式在句中作原因状语，其逻辑主语须为句中的主语，该短语的作用相当于一个原因状语从句。该从句的谓语动词须用完成时。如： Having lived with the girl for 5 years, we all know her very well.
分词与独立主格结构 分词的结构 现在分词：doing/being done/having done/having been done 过去分词:done 分词用途 定语 单个的分词为定语通常是前置，特别是现在分词，其中现在分词表示主动且正在进行的含义，过去分词表示被动（及物动词）或已经完成的含义（不及物动词）；对声音和表情的修饰常用过去分词；某些单个过去分词前置与后置有区别： the given time/the time given the wanted person/the person wanted a concerned look/the persons concerned an involved sentence/the persons involved 2) 分词短语为定语需要后置，相当于一个定语从句，用doing表示主动且正在进行的含义；用being done 表示被动且正在进行的含义；用done表示被动且已经完成的含义；用to be done 表示将来被动的含义，没有having done和having been done The bridge ______(build)next year will join up the two islands. The bridge ______(build)in 1960 is the first modern one in Chongqing. The bridge ______(build)will be completed next week. 思考：是否所有的定语从句都可以改为分词结构吗？下列两个句子可以改为分词结构吗？The man who came this morning is his father. Is there anyone who can drive a car? 表语 现在分词作为表语表示主语所具有的特征，过去分词为表语表示主语所处的状态 1). The animal and plants that they found there were (astonish) 2). I was (astonish) to learn that his long lost child had been found. 3). The news made us .(diappoint) 4). The mother went to visit Einstein. (puzzle) 5). Madame Curie found husband’s death .(shock) 6). I saw the boy very (excite) 7). Be brave. You look like a bird (frighten) 8). The fierce lion looks (frighten). Keep away from its cage or it will attack you. 9). The food served at the dinner party did not seem very (invite) 3.宾语补足语 现在分词在see, watch, hear, observe, notice, feel, find, glimpse, glance 等感官动词和look at, listen to 等短语动词，以及have, keep, get, catch, leave, set, start, send等使役动词后面与名词或代词构成复合宾语，作宾语补语的成分。 在动词see, hear, feel, watch, notice，perceive，observe, listen to, look at 后既可用现在分词做补语,也可用不定式做补语。用现在分词表示动作正在进行,用不定式表示的动作的全过程已经完成。 过去分词可以在allow, ask, consider, desire, expect, feel, find, get, have, hear, imagine, keep, like, make, observe, order, permit, prefer, remember, request, require, see, urge 动词等后面作
创作编号： GB8878185555334563BT9125XW 创作者：凤呜大王* 其实分词做伴随状语就是分词做方式状语的一种，伴随是一种方式。大多情况下其实方式状语从句都等于伴随状语从句。只有在just) as…so…结构中位于句首，这时as从句带有比喻的含义，意思是"正如…"，"就像"，多用于正式文体 分词短语作伴随状语 伴随状语的特点是：它所表达的动作或状态是伴随着句子谓语动词的动作而发生或存在的 1）现在分词与过去分词作状语的区别。 现在分词做状语与过去分词做状语的最主要区别在于两者与所修饰的主语的主动与被动关系的区别。 1）现在分词作状语时，现在分词的动作就是句子主语的动作，它们之间的关系是主动关系。 ）过去分词作状语时，过去分词表示的动作是句子主语承受的动作，它们之间的关系是被动关系。 比如 The teacher came in the classroom with handing a book in his hand. with handing就是个例子 过去分词，现在分词都可以做伴随状语,即在某件事情发生的时候相伴发生的事情这个句子老师进入了教室，他是拿着本书进入教室的，在他进入教室的时候他的手中有一本书（相伴）知道意思了吧。 做题的时候要注意区分什么时候使用过去分词和什么时候使用现在分词做伴随状语。一般的无非又几种情况： 1，过去分词表示一种完成了的或者是被动意义的动作
分词作状语（关键找逻辑主语） a)放在句首的分词往往看作时间状语1以及原因状语2 1. Looking (when I looked) at the picture, I couldn't help missing my middle school days. 2.Seriously injured, Allen was rushed to the hospital. =As he was seriously injured, Allen was rushed to the hospital. b)放在句中或句末常常看作为伴随状态(并列句) The girl was left alone in the room，weeping（crying ）bitterly. (但注意特殊：Generally/frankly speaking... / taken as a whole(总的来讲）不考虑逻辑主语，看作为独立成分) C.difference between "being done"&"done" 1）being done---->"又被动，又进行” 2）done------->“又被动，又完成” 1），2）均可作原因状语从句，而且更倾向于“done”，因为简单 eg.(being) deeply moved, she couldn't help crying. 但作条件(a)，伴随状语只能用(b)2），不能用1） eg.(a)Once seen, it can't be forgotten./If asked so many questions, Mary's face will turn red. (b)she watched all the gifts ,greatly amazed.(=she watched all the gifts, and was greatly amazed在一般句中：v1,and v2/ v1,v2,and v3) 结论：当发现所要填非谓语为被动时，能用"done"就用"done"(除了有先后顺序(用(having done/having been done)，详见D) D.having done1)/having been done2)作状语时，分词的动作先于谓语动词eg.1)Having handed in the paper, he left the room.(分词逻辑主语与主语相同，用having done) 2)Having been given a map, we found our way easily.(分词逻辑主语与主语不同，是别人给的，用having been done) 再给你解释下伴随状语 伴随状语出现的条件是由一个主语发出两个动作或同一个生语处于两种状态，或同一个主语发出一个动作时又伴随有某一种状态。伴随状语的逻辑主语一般情况下必须是全句的生语，伴随状语与谓语动词所表示的动作或状态是同时发生的。 你所问的是这一种
独立主格结构Absolute Structure （Independent Genitive） 一、概念： “独立主格结构”是由名词或代词作为逻辑主语，加上分词、形容词、副词、动词不定式或介词短语作为逻辑谓语构成。这种结构在形式上与主句没有关系，通常称为“独立主格结构”。 二、独立主格结构基本构成形式： 独立主格结构在形式上有两部分组成： 第一部分有名词或代词担任， 第二部分由1分词、2动词不定式、3形容词、4副词、5名词或介词短语担任。 按其结构形式分为： —ing 分词独立主格结构； —ed分词独立主格结构； 无动词独立主格结构等。 名词(代词)+现在分词（过去分词；形容词；副词；不定式；名词；介词短语）
1. 名词(代词)+现在分词 There being no bus, we had to walk home. 由于没有公共汽车，我们只好走回家。 2.名词(代词)+过去分词 He was listening attentively in class, his eyes fixed on the blackboard. 他上课专心听讲，眼睛紧盯着黑板。 3. 名词(代词)+不定式 在“名词/代词+动词不定式”结构中，动词不定式和它前面的名词或代词如果存在着逻辑上的主谓关系，动词不定式则用主动的形式；如果是动宾关系，则用被动形式。 He is leaving for the conference next week, all expenses to be paid by his company. 他下周去参加一个会议，所有费用由他的公司支付。 We divided the money, he to have half of them . 4. 名词(代词)+形容词 Computers very small, we can use them widely.
分词及独立主格在句首作状语Dec 10, 2018 分词在句首作状语，可用“从句还原法”，还原出状语从句。如果还原出的从句是主动的，就选doing作状语; 如果还原出的从句是被动的，就选done 作状语。注意：分词作状语的前提条件是，逗号前后的逻辑主语相同。分词前常可保留的连词有when, while, once, if 等。 一．分词在句首作状语的结构： (Conj) Done / Doing…, sb… 例如： 1. Once formed, a bad habit is hard to kick. = Once it is formed, a bad habit is hard to kick. 2. Hearing the good news, he jumped with joy. = When he heard the good news, he jumped with joy. 二．独立主格在句首作状语的结构： Sth done / doing…, sb… 1.The meeting being over, we all went home. = After the meeting was over, we all went home. 2.My homework done, I went out to play football. = After my homework was done, I went out to play football. 说明： 其实，这两种独立主格作状语，可以看作分词作状语的特例。特点是，
分词的前边，保留自己的逻辑主语。也就是，逗号前后的逻辑主语不一致。而一般情况下，分词作状语，不保留自己的逻辑主语。也就是，逗号前后的逻辑主语一致。
分词作状语需要注意的问题: 一. 表示伴随，行为方式 He ran to me, holding a letter in his hand. Accompanied by his friends, he went to the railway station. He scratched his head, wondering how to solve the problem. She came back running. 二．表示时间，相当于when, after 引导的时间状语从句 Seeing this, we became worried. (When we saw this, we became worried.) Taking a key out of his pocket, he opened the door. (After he took a key out of his pocket, he opened the door.) Heated to 100 degree, water boils. (When water is heated to 100 degree, it boils.) 三．表示原因，背景，状况，相当于because引导的状语从句Not having enough hands, we turned to them for help. Born in a poor family, he had only two years of schooling. Absorbed in his work, he neglected food and sleep. Not having received a reply, he decided to write again. Having finished the experiment, he left the lab. Having been giving such a good chance, hw could she let it slip away. 四．表示条件和假设，相当于if引导的状语从句 Taken in time, the medicine will be quite effective. 五．表示结果 He fell down, striking his head against the ground and hurting it. 六．独立主格形式（分词复合结构或独立结构） 当上述的分词结构中主句的主语不是现在分词的动作发出者或过去分词的动作承受者时，分词有自己的主语 Mother (being) ill, he didn’t go to school. With mother being ill, he didn’t go to school. Cf: Being ill, he didn’t go to school. Weather permitting, we shall go to the city park. Cf: Permitted, we shall go to the city park. The question (being) settled, we wound up the meeting. With the question being settled, we wound up the meeting. He came into the room, his face (being) red with cold. He came into the room, with his face being read with cold.
A brief summary of the principal uses of the -ing & –ed participles, and of the –ing & –ed phrases ◇-ing or –ed participles, and –ing or –ed phrases function differently in different sentences. 1)As a noun modifier He looked at me with an air of surprised disapproval. eg. What an amusing a story he has told us! Please throw away the broken bottle. 2) As the subject complement eg. The news of his success on the match was exciting to everyone. He looked disappointed as he had to work under a woman. 3) As the subject complement While I was waiting to enter university, I saw a teaching post advertised in a local newspaper. eg. The long journey to Croydon made him tired. The headmaster did not keep the young man waiting. 4)As a relative clause equivalent Three days later a letter arrived, asking me to go to Croydon for a interview. The school consisted of one class of 25 boys, ranging (who ranged ) in age from 7 to 13. eg. There were a lot of boys playing (who were playing) cricket in the park. 5) As an adverbial denoting cause or reason Being very short of money and wanting to do something useful, I applied. eg. Not knowing her way home, the little girl burst out crying. Totally exhausted by the journey, the boy fell asleep at once. 6) As an adverbial denoting accompanying circumstances I applied, fearing as I did so, that without a degree and with no experience in teaching my chance of getting the job were slim. Fixing me suddenly with his bloodshot eyes, he asked me whether I thought games were a vital part of a boy’s education. eg. He wrote to me, telling me about his new job. 7) As an adverbial denoting time eg. Seeing those pictures, he recalled his school days. Seen from the distance, the house looked beautiful. 8) As an adverbial denoting condition eg. Given (If we are given)more time, we can do it better. United we stand, divided we fall.