teaching design（课堂设计）
----------陈建军
教材分析（the analysis of teaching material）
This teaching period mainly deals with the grammar: The Past Participle as the Adverbial and Attribute. And let students to do some exercises to consolidate it.
2.学情分析（the analysis of the students）
Students often feel this item abstract and difficult, so it is necessary to make the lesson interesting and connect with it with their daily life in order to let it easy to accept and understand.
3.教学目标(Teaching aims)
知识目标(Knowledge aims)
Enable students to learn how to use the past participle as the adverbial and attribute correctly.
能力目标(Ability aims)
Enable students to use the past participle as the adverbial and attribute correctly and properly according to the context.
情感目标( Emotional aims)
a. Get students to become interested in the grammar learning.
b. Develop students’ sense of group cooperation.
4.教学重点和难点（teaching important points and difficult points）
a. Get students to learn and consolidate how to use the past participle as the adverbial and attribute correctly.
5.教学过程(Teaching procedures)
Step1.Greetings
Step2 .Check&Revision
Step3.Presentation
1.过去分词作状语时，其前面可以带有相应的连词，如when, though, although, as if, if 等，
表时间，让步，条件等。
If invited, I will attend the wedding of my friend.
2.过去分词作状语时，分词的逻辑主语与句子的主语一致。
If caught, the thief will be punished by the police.
3.过去分词短语与句子主语之间存在逻辑上的动宾关系，即被动关系。
Asked why he was late, he cried.
4.有些过去分词已形容词化，作状语时表示人得状态。常见的有satisfied, interested, moved
等。
Disappointed at the examination results, the girl stood there without saying a word.
Step 4 summing
巧学助记：分词作状语，主语是问题
逗号前后两动作，共用一主语
主语找出后，再来判关系
主动用ing,被动用ed
Having done 表先后，千万要牢记
6.知识结构（板书设计）
1. His first book______ next month is based on a true story.
A. published
B. to be published
C. to publish
D. being published
2. A great number of students __________ slid they were forced to practice the piano.
A. to question
B. to be questioned
C. questioned
D. questioning
3. _______such heavy pollution already, it may now be too late to clean up the river.
A. Having suffered
B. Suffering
C. To suffer
D. Suffered
4. _______ to the old lady aged 60; the two little yellow dogs accomplished her for 196 hours. Then she was rescued, which is a wonder of life.
A. Devoting
B. Devoted
C. Having devoted
D. To devote
5. The student _______ in the games on the MP4 during class didn’t notice his teacher behind him.
A. absorbing
B. to absorb
C. be absorbed
D. absorbed
6. The man kept silent in the room unless_________________.
A. spoken
B. speaking
C. to speak
D. spoken to
7. __________ not to miss the early train, we got up ahead of time and hurried to the station.
A .Reminding B. Reminded C. To remind D. Having reminded
The keys:
1.此处是非谓语动词作后置定语，由时间状语可知所填谓语动词表示将来的动作，用动词
不定式，其逻辑主语是所修饰的名词book, 不定式与逻辑主语是被动关系，姑用不定式的被动，选B
2.因question 与students 之间存在被动关系，question 表示的动作也已完成，选C
3.already 表明该动作已经完成，故用完成式，选A
4.句意理解，选B
5.过去分词作后置定语，absorbed in “专注于……”,在句中作student的后置定语，选D
6.此处应该用过去分词spoken to,完整形式为：The man kept silent in the room unless he
was spoken to, 选D
7.逻辑主语是句子的主语we, 非谓语动词与句子主语是被动关系，选B
概念引入 在前两个单元我们已经学过过去分词作定语和表语，及过去分词作宾语补足语，在本单元中我们先复习一下过去分词作定语，然后学习过去分词作状语。 看下面句子： 1. Worried about the journey, I was unsettled for the first few days. 2. Well-known for their expertise, his parents’ company, called “Future Tours”, transported me safely into the future in a time capsule. 3. Hit by a lack of fresh air, my head ached. 4. Exhausted, I slid into bed and fell fast asleep. 5. Described as an enormous round plate, it spins slowly in space to imitate the pull of the earth’s gravity. 这些句子中斜体词部分都是过去分词，在句中作状语。那么过去分词作状语，有什么需要注意呢？ ?过去分词作定语 ?过去分词作状语----入门篇 ?过去分词作状语----用法小结篇 ?分词作状语的区别 ?作插入语的分词 用法讲解 过去分词作定语 在第一单元，我们已经学过了过去分词作定语的用法，这里做一简单复习。 1. 过去分词作定语与定语从句： 过去分词作定语，具有形容词或副词的作用，该分词及其修饰成分相当于定语从句。如果把分词短语转变成定语从句时，这个定语从句应具备两个特征： 1）从句的主语和所修饰的先行词一致；如2）的例句1中定语从句的主语就是所修饰词a teacher。 2）从句的谓语动词为被动语态形式。
teaching design （课堂设计） 陈建军 教材分析( the analysis of teaching materia)l This teaching period mainly deals with the grammar: The Past Participle as the Adverbial and Attribute. And let students to do some exercises to consolidate it. 2. 学情分析( the analysis of the studen)ts Students often feel this item abstract and difficult, so it is necessaryto make the lesson interesting and connect with it with their daily life in order to let it easy to accept and understand. 3. 教学目标(Teaching aims) 知识目标(Knowledge aims) Enable students to learn how to use the past participle as the adverbial and attribute correctly. 能力目标(Ability aims) Enable students to use the past participle as the adverbial and attribute correctly and properly according to the context. 情感目标( Emotional aims) a. Get students to become interested in the grammar learning. b. Develop students'sense of group cooperation. 4. 教学重点和难点( teaching important points and difficult point)s a. Get students to learn and consolidate how to use the past participle as the adverbial and attribute correctly. 5. 教学过程(Teaching procedures) Step1.Greetings Step2 .Check&Revision Step3.Presentation 1. 过去分词作状语时，其前面可以带有相应的连词，如when, though, although, as if, if 等， 表时间，让步，条件等。 If invited, I will attend the wedding of my friend. 2. 过去分词作状语时，分词的逻辑主语与句子的主语一致。 If caught, the thief will be punished by the police. 3. 过去分词短语与句子主语之间存在逻辑上的动宾关系，即被动关系。 Asked why he was late, he cried. 4. 有些过去分词已形容词化，作状语时表示人得状态。常见的有satisfied, interested, moved 等。 Disappointed at the examination results, the girl stood there without saying a word. Step 4 summing 巧学助记：分词作状语，主语是问题 逗号前后两动作，共用一主语主语找出后，再来判关系主动用ing, 被动用ed Having done 表先后，千万要牢记
teaching design（课堂设计） ----------陈建军 教材分析（the analysis of teaching material） This teaching period mainly deals with the grammar: The Past Participle as the Adverbial and Attribute. And let students to do some exercises to consolidate it. 2.学情分析（the analysis of the students） Students often feel this item abstract and difficult, so it is necessary to make the lesson interesting and connect with it with their daily life in order to let it easy to accept and understand. 3.教学目标(Teaching aims) 知识目标(Knowledge aims) Enable students to learn how to use the past participle as the adverbial and attribute correctly. 能力目标(Ability aims) Enable students to use the past participle as the adverbial and attribute correctly and properly according to the context. 情感目标( Emotional aims) a. Get students to become interested in the grammar learning. b. Develop students’ sense of group cooperation. 4.教学重点和难点（teaching important points and difficult points） a. Get students to learn and consolidate how to use the past participle as the adverbial and attribute correctly. 5.教学过程(Teaching procedures) Step1.Greetings Step2 .Check&Revision Step3.Presentation 1.过去分词作状语时，其前面可以带有相应的连词，如when, though, although, as if, if 等， 表时间，让步，条件等。 If invited, I will attend the wedding of my friend. 2.过去分词作状语时，分词的逻辑主语与句子的主语一致。 If caught, the thief will be punished by the police. 3.过去分词短语与句子主语之间存在逻辑上的动宾关系，即被动关系。 Asked why he was late, he cried. 4.有些过去分词已形容词化，作状语时表示人得状态。常见的有satisfied, interested, moved 等。 Disappointed at the examination results, the girl stood there without saying a word. Step 4 summing 巧学助记：分词作状语，主语是问题 逗号前后两动作，共用一主语 主语找出后，再来判关系 主动用ing,被动用ed Having done 表先后，千万要牢记
巩固练习 Ⅰ. 用分词的正确形式填空： 1. He saw his friend ______ (go) out with Sue. 2. The bus crashed into the blue car ______ (drive) down the hill. 3. Peter hurt his leg ______ (do) karate. 4. The umbrella ______ (find) at the bus stop belongs to John Smith. 5. The people ______ (dance) in the street are all very friendly. 6. I heard my mother _____ (talk) on the phone. 7. My uncle always has his car ____ (wash). 8. We stood _____ (wait) for the taxi. 9. _____ (look) down from the tower, we saw many people walking in the streets. 10. The people drove off in a _____ (steal) car. Ⅱ. 用非谓语动词把下面复合句改成简单句。 1. I was glad when I heard the news. ____________________________________________________ 2. My idea is that we should go there on our bikes. ____________________________________________________ 3. I saw a child who was wearing very thick glasses. ____________________________________________________ 4. As I hadn't received an answer from him, I wrote again. ____________________________________________________ 5. Since this book is written in easy English, it will be useful to beginners. ____________________________________________________ 6. If weather permits, we are going to work outside. ____________________________________________________ 7. He rushed into the room and his face was covered with sweat. ____________________________________________________ 8. Because he was caught in a heavy rain，he was all wet. ____________________________________________________ 9.If these seeds are grown in rich soil，these seeds can grow fast. ____________________________________________________ 10. The concert which was given by their friends was a success. ____________________________________________________ Ⅲ. 单项选择。 1. ____ an important role in a new movie, Andy has a chance to bee famous. A. Offer B. Offering C. Offered D. To offer 2. Tsinghua University, _______ in 1911, is home to a great number of outstanding figures. A. found B. founding C. founded D. to be founded 3. Ideally _____ for Broadway theatres and Fifth Avenue, the New York Park hotel is a favorite with many guests.
过去分词作定语用法 （Past Participles Used as Attributes） 过去分词作定语，在语态上，表被动；在时间上，表示动作已经发生或完成，与它所修饰的名词有逻辑（意义）上的动宾关系。过去分词作定语时，所修饰的名词在逻辑上相当于被动句中的主语，过去分词相当于谓语。 过去分词作定语表示动作在谓语动作之前发生，已经完成并具有被动意义。有时也不表示时间性。作定语的过去分词一般由及物动词变来，因为只有及物动词才有被动意义。例如：He is a teacher loved by his students. 他是个很受学生爱戴的老师。 也有用不及物动词的过去分词作定语的情况，一般作前置定语，它不表示被动意义，只表示主动意义，强调动作完成。不能像及物动词的过去分词那样放在名词后面作定语。例如：fallen leaves 落叶 retired workers 退休工人 the risen sun 升起的太阳 注意下面过去分词作定语的几种情况： 1. 单个的过去分词作定语一般放在被修饰的名词之前。例如： We needed much more qualified workers. 我们需要更多的合格的工人。 My friend is a returned student. 我的朋友是个归国的留学生。 单个分词也可以作后置定语，用以强调动作。例如： They decided to change the material used. 他们决定更换使用的材料。 2. 过去分词短语作定语要放在被修饰的名词后面，作后置定语，其作用相当于一个定语从句。例如： The student dressed in white is my daughter. =The student who is dressed in white is my daughter.)穿白色衣服的学生是我的女儿。 3. 如果被修饰的词是由every/some/any/no + thing/body/one所构成的复合代词或指示代词those等时，即使一个单一的分词作形容词用，也要放在被修饰词的后面。例如： Is there anything unsolved? 还有没解决的问题吗？ There is noting changed here since I left this town.自从我离开这个城镇以来，几乎没有什么变化。 4. 单个过去分词前加一名词或副词，常用连字符将它们连接起来构成一个复合形容词，放在其修饰的名词前，作前置定语。分词前加的名词表示分词的动作或行为主体，所加的副词表示方式、时间、程度、性质等意义。例如： This is a state-owned factory. 这是一家国营工厂。 This is our school-run factory. 这是我们的校办工厂。 5. 作前置定语的某些动词的过去分词的形式与作谓语或表语的过去分词的形式往往不一样。例如： 原形用作定语的过去分词用作表语或谓语的过去分词 drink drunken drunk
过去分词作状语 【观察】观察下列句子中过去分词的用法，然后加以总结。 1. Discussed many times, the problems were settled at last. 2. Looked at from a distance, the painting seems much more beautiful. 3. Caught in the rain on my way home, I had a bad cold. 4. Built thirty years ago the house still looks very beautiful. 5. The professor, followed by his assistants, walked out of the hall. 6. She sat by the window alone, lost in thought. 7. Satisfied with what he did, the teacher praised him in class. 8. Water can be changed into vapor when heated. 9. There is no point arguing about it; just do as told. 10. He rushed into the room, his face covered with sweat. [总结] 过去分词可作定语、状语、表语和宾语补足语。过去分词作状语应注意以下几点： 一、过去分词作状语表示的意义 ●表示时间(如例句1)、条件(如例句2)、原因(如例句3)、让步(如例句4) 的分词短语相当于相对应的状语从句。 After they had been discussed many times, the problems were settled at last. If it is looked at from a distance, the painting seems much more beautiful. Because I was caught in the rain on my way home, I had a bad cold. Although it was built thirty years ago, the house still looks very beautiful. ●作方式状语或表示伴随情况，说明动作发生的背景或情况。一般情况下，分词所表示的动作和谓语动词所表示的动作同时发生。可转化成并列句。(如例句5-6) The professor walked out of the hall and he was followed by his assistants. She sat by the window alone, and she was lost in thought. 二、过去分词与句子主语之间的关系 ●过去分词作状语表示被动或完成的动作。其逻辑主语一般应与句子的主语一致。过去分词与句子主语之间通常存在逻辑上的动宾关系。(如例句1-5) 【难点点拨】分词作状语时，用现在分词还是过去分词，取决于分词与句子主语之间的关系。主动关系用现在分词，被动关系用过去分词。比较： Seeing from the top floor, we can find the garden more beautiful. Seen from the top floor, the garden looks more beautiful. ●有些过去分词或短语来源于系表结构，或某些动词后面加-ed转化来的形容词，作状语时不表被动而表主语的状态。常见的有lost(如例句6), seated, hidden, lost in, dressed in, faced with, absorbed in, surprised, disappointed, exhausted, frightened, satisfied(如例句7), tired等。 三、“连词+过去分词”结构作状语 过去分词作状语时，可在分词之前加某些连词，以表示强调。常用的有if, unless, when(如例句8), once, until, though/ although, even if/ even though, as(如例句9), as if等。 【难点点拨】此结构实际是状语从句的省略形式。当状语从句的主语与主句的主语一致，且状语从句的谓语动词是被动式时，省略从句的主语和动词be即是。 Water can be changed into vapor when (it is) heated. There is no point arguing about it, just do as (you are) told. 四、过去分词的独立主格结构作状语 如果过去分词的逻辑主语与句子的主语不一致，这种带逻辑主语的过去分词结构属于独立主格结构，作状语，表示时间、原因、条件、方式、伴随等(如例句10)。
高考英语语法详解：现在分词作状语和过去分词作状语的区别 非谓语动词主要包括不定式、动名词和现在分词。为了区分这三种不同的非谓语动词的用法和含义，我们将分别从三种非谓语动词在句子中做主语、宾语、宾语补足语、定语、状语、表语以及一些特殊结构句型等角度来区分其用法和细微含义。 1．不定式和动名词作主语的区别 (1)动名词作主语通常表示抽象动作；而不定式作主语表示具体动作。 Smoking is prohibited(禁止)here．这里禁止抽烟。(抽象) It is not very good for you to smoke so much．你抽这么多烟对你身体很不好。(具体) (2)动名词作主语时，通常用以表示一件已知的事或经验。 不定式短语通常用来表示一件未完成的事或目的。 Climbing mountains is interesting．爬山很有趣。(经验) Driving a car during the rush hour is tiring．在高峰时刻开车令人厌烦。(经验) (3）不定式做主语，一般用it当形式主语，把作主语的不定式短语后置。 It took me only five minutes to finish the job. 2．不定式、动名词和分词作表语的区别 (1)不定式作表语 1)不定式作表语一般表示具体动作，特别是表示将来的动作。 To do two things at a time is to do neither．--次做两件事等于未做。 What I would suggest is to start work at once.我的建议是立刻开始干。 2）如果主语是不定式（表示条件），表语也是不定式（表示结果）。 To see is to believe.百闻不如一见。 To work means to earn a living．工作就是为了生活。 3)如果主语是以aim，duty，hope，idea，happiness，job，plan，problem，purpose，thing，wish等为中心的名词，或以what引导的名词性从句，不定式作表语是对主语起补充说明作用。 His wish is to buy a luxurious car in the near future．他的希望是在不远的将来买一辆豪华轿车。 The function of Louis Sullivan's architecture was to provide large uninterrupted floor areas and to allow ample light into the interior. The most important thing is to negotiate with them about the future of the plant． (2)动名词作表语：动名词作表语，表示抽象的一般性的行为。 Our work is serving the people．我们的工作是为人民服务。 His hobby is collecting stamps．他的爱好是集邮。 (注)动名词作表语时与进行时态中的现在分词形式相同，但其所属结构迥异，进行时态说明动作是由主语完成的。动名词做表语，说明主语的性质或情况。 People cannot but feel puzzled，for they simply cannot understand how he could have made such a stupid mistake. His victory in the final was no more convincing than I had expected．
过去分词做状语和定语时的区别 一、过去分词(短语)做状语 1、与句子主语的关系 当过去分词(短语)做状语时，要与句子的主语有关系，而且一般是被动关系。在读下面所有的例句时，请注意过去分词短语与句子主语的关系。 先分析例句：Frightened by Santa Claus …words，Scrooge woke up. 句子的主语是Scrooge，状语部分为Frightened by Santa Claus?words，可以看出Scrooge是“被”Santa Claus的话“惊吓”(Frightened)。 2、在句子中的位置 过去分词做状语，修饰的是句子中的位于，多放在句首，也可以放在后面，后者插在句子的中间。Seen from the hill，the city looks magnificent.从山上看这座城市非常壮观。 They came in，followed by their wives.他们进来了，妻子们跟随在后。 Tom，horrified at what he had done，could at first say nothing. Tom对他做的事感到恐惧，一时说不出话来。 3、所表示的状语种类 过去分词做状语可以表示伴随情况(即主句的谓语动作与状语同时发生)、表示原因、表示条件、也可以表示时间。 He entered，accompanied by his secretary.(伴随情况)他由秘书陪着走了进来。 Moved by his speech，many people volunteered to help in the work.(原因)由于受他讲话的感动，许多人自愿参加这项活动。 Taken in time，the medicine will be quite effective.(条件)如果及时服用，这种药是相当有效的。Heated，water changes into steam.(时间)当被加热的时候，水可以变成蒸汽。 4、所需注意的问题 1)过去分词有时可以和连词一起使用。(实际上就是我们上一期讲到的状语从句的省略现象) He will come if asked.(if后面省略了heis)若受到邀请，他会来得。 Whenever asked about it，he could hardly hold back his feelings.(Whenever后面省略了hewas) 每当有人问及此事，他就难以控制自己的感情。 2)在分析“与句子主语的关系”的关系时，提到“当过去分词(短语)做状语时，要与句子的主语有关系，而且一般是被动关系。”但是，在语言的发展过程中，有一些过去分词短语在使用的过程中成为了固定结构，当使用这些固定结构时不需要分析它们与主语的关系，就直接使用。常见的有以下几种：judged by…由….判断、断定，provided：conj.(=on the condition that)假如，如果，倘若...，在...条件下，后面常加that引导的从句，that可以省略。 (providing也可以有这种用法，也就是说provided与providing做连词使用，用法及含义是一样的。)given…倘若...[假定...]
现在分词、过去分词和不定式作状语 区分伴随状语和宾语补足语 伴随状语可以是with结构，也可以是进行时态。宾语补足语也可以是进行时。但是宾补表示的含义是句子的一部分。有时候伴随状语会夹在2个"，"中，在句子理解的时候可以丢掉。 你举的这个例子 i find agirl crying in the conner 个人认为是宾语补足语，find sb.doing 如果想用状语来表达，可以这样说 A girl,crying in the conner,looked up at me 分词短语做状语还有做什么的 引导状语从句的连词+分词=相应的状语从句。Having cleaned the windows,the students began to wash the floor.=After they had cleaned the windows,the students began to wash the floor.Praised,he will be proud.=Once/When/If he is praised,he will be proud. (时间)1.Hearing the cry for help,he rushed out.2.Having finished doing his homework,he goes on to watch TV.(条件)3.Seeing from the hill,you can get the whole town.4.Boiled,the water can be drunk.5.Given more time,I can finish all the work.(原因)6.Thinking that the petrol in the car would catch fire,they ran to the damaged car and pulled Tom out of it.(方式)7.The farmer came riding by and lent him ahand.(伴随)8.He read amagazine,waiting for the bus. 现在分词、过去分词和不定式作状语
过去分词做状语同步课堂教学设计 编写人：吴翔审批人： 学习目标： 1. 熟记过去分词的基本用法；提升灵活运用能力。 2. 合作探究、大胆质疑；归纳过去分词的用法。 3. 激情投入学习；享受攻克难关的快乐。 【使用说明】 1. 利用自主自习时间根据要求对导学案进行有效预习（约30分钟） 2. 1）15分钟自学、讨论 2）25分钟质疑、展示、点拨、巩固落实 3）5分钟当堂检测 【课前预习】 分词是动词的一种非谓语形式，主要起形容词和副词的作用，可以作定语、表语或是状语等 分词有两种，一种是现在分词，一种是过去分词。这两种分词在句子中能担任的成分大体相同，主要是在“意思”上有主动和被动之分。过去分词有两大特点：一是表被动的概念；二是表动作已完成。过去分词在句中可用作定语、表语、宾语补足语或状语等成分。过去分词在句中作某种成分时，其逻辑主语一般为该分词所表示的动作的承受者。 1.作定语 1）及物动词过去分词既表被动，又表完成；不及物动词过去分词，只表完成。 boiled water开水、selected apples 精选苹果、spoken English英语口语、 iced beer冰镇啤酒、cooked food熟食、fried chips炸土豆条； fallen leaves落叶、 the risen sun升起的太阳 2）单个的过去分词作定语时，一般可以放在被修饰词语之前，也可以放在所修饰词语的后面。 The excited children didn’t know how to do with themselves. The meeting held yesterday was very important. 3）过去分词短语作定语时，须将分词放在被修饰的词语之后，功能相当于一个定语从句。Her daughter，brought up by me(=who was brought up by me)has begun to work now. 由我带大的她的女儿现在已经参加工作了。 2.作表语 1）当“人”做主语时用过去分词作表语，表示主语的状态或思想感情等。 He seemed quite delighted at the idea. 听到这个想法，他似乎很高兴。 2）过去分词作表语不要与被动语态混为一体。分词作表语表示主语的状态，而被动语态则表示被动的动作。比较： My glasses are broken.我的眼镜碎了。(状态) My glasses were broken by my son.我的眼镜被我儿子摔碎了。(动作) 3. 作宾补 1）过去分词用在表示“致使”含义的动词keep，leave，have，make, get等的后面。 They kept the door locked for a long time. 他们把门锁了好长一段时间。 Don’t leave the windows broken like this all the time. 不要让窗户一直像这样破着。 I have had my bike repaired. 我让人修了修我的自行车。 I raised my voice to make myself heard. 我提高了嗓门以便被人家听到。 2）过去分词常用在感官动词watch，notice，see，hear，listen to，feel，find等的后面。
V.+ing用作现在分词作定语和状语 课前预习案 学习建议：根据所列例句，理解并尝试总结现在分词在句子中的用法。 动词--ing形式作定语和状语 I.ing 形式作定语 1.现在分词作前置定语时，在逻辑上与所修饰的名词之间为主谓关系，也可改成定语从句；如果与所修饰的名词之间没有主谓关系，定语相当于一个介词for 引导的短语。现在分词位于所修饰的名词之后做后置定语，与所修饰的名词之间呈逻辑上的主谓关系，相当于一个定语从句。如：a listening child= a child who is listening, a walking stick= a stick for walking. 2.现在分词作后置定语 The girl standing under the tree is really charming. 这句话中，standing under the tree就做girl的后置定语，意为“站在树下的女孩子” 。The girl （who is）standing under the tree 这里加上who is则变为从句，省略则为现在分词作后置定语 定语：起修饰限定作用的语言成分，多为“···的”；后置定语，顾名思义，放在被修饰词后的定语。 现在分词作定语，多表主动和进行的含义。有别于过去分词，表被动含义。请体会下两句：
The teacher came in, following some students. 老师跟着一些学生进来了。（学生在老师之前） The teacher came in, followed by some students.老师被一些学生跟着进来了。即：老师进来了，他后面跟着一些学生。（学生在老师之后） 3. 现在分词作定语往往表示“令人……”，主动的或正在进行的动作。如： a moving film, a developing country. II. ing 形式作状语 动词-ing形式在句子中做状语，表示的动作是主语动作的一部分，与谓语动词表示的动作或状态是同时或者几乎同时发生的，经常可以做时间、原因、方式、条件、结果、目的、让步状语从句。句子的主语必须是状语的逻辑主语；而且主语与作状语的分词之间呈逻辑上的主谓关系。 1.原因状语，相当于原因状语从句。 1).Being ill, she didn’t go to school today. 因为生病，她今天没上学去。 2). Seeing no one at home, I decided to come again. 看见没有人在家，我决定再来一趟。 2. 时间状语，相当于when, while等引导的从句。 1).Hearing the good news, he jumped with joy. 当听到这个好消息时，他高兴地跳了起来。
现在分词、过去分词作定语、宾语补足语、状语时的区别 （一）现在分词\过去分词作定语的区别. The mobile phone lying on the desk belongs to me. =The mobile phone which is lying on the desk belongs to me. （the mobile phone 和lie为主谓关系，即主动关系，故用现在分词） The injured suffering from the shock in the traffic accident were lying in the hospital. =The injured who suffered from the shock in the traffic accident were lying the hospital。 （the injured 和suffer 为主谓关系，即主动关系，故用现在分词） The house built 50 years ago will be pulled soon. =The house which was built 50 years ago will be pulled soon. （the house 和build为动宾关系，即被动关系，故用过去分词） The mobile phone laid on the desk belongs to me. =The mobile phone which is laid on the desk belongs to me. （the mobile phone 和lay 为动宾关系，即被动关系，故用过去分词） 小试牛刀: 1.The student ________________( speak) to the teacher now is our moniter. 2.The problem _______________( discuss) yesterday is of great importance. 3.The machine ________________( repair ) yesterday is broken again. 4..The guests ________________(invite) to the meeting were all specialists. 5.China is a country _______________(belong )to the 3rd world. 6 .He lives in the house _______________( face ) the north. 7.The temple ________________( stand ) on the top of the hill was built 500 years ago. 8.The students ________________( want ) to join the club will gather at the gate. 9.The car ____________________(make ) in Japan is of high quality. 10.A checking delegation ( 代表团)______________( consist ) of 5 people are visiting our school. A checking delegation ( 代表团)_____________( make) up of 5 people are visiting our school. 11. The student________________( focus )on his lesson is best in our class. The student _______________ ( lose )in his lesson is best in our class. 12.Can you see the boy _________________ ( dress )in a red shirt? Can you see the boy __________________( wear ) a red shirt? 13.The students ____________________( sit ) in Row I see the blackboard clearly The students __________________( seat ) in Row I see the blackboard clearly. 14. The country _____________ ( lie ) to the east of Shandong Peninsula (半岛) is South Korea. The country _____________(locate ) to the east of Shandong Peninsula (半岛) is South Korea. ( 辅助信息:Our school is located in the centre of the town) （二）现在分词、过去分词作宾语补足语的区别 find ，make，feel，keep，leave，have ，see，observe，notice，watch，hear 。。。但其中make，have ，see ，observe，notice，watch，hear后也可：V +O+do sth。 Can you hear somebody singing in the next room? （宾语somebody 和sing 为主谓关系，故用现在分词） I often hear this song sung in English. （宾语this song 和sing 为动宾关系，故用过去分词） He let out my secret. He made it known to all.（宾语it和know为动宾关系，故用过去分词） I have had my heart examined.（宾语my heart和examine为动宾关系，故用过去分词） When she saw his son sitting in the last row, she felt very disappointed. ( 宾语his son 和sit 为主谓关系，故用现在分词）When she saw her son seated in the last row, she felt very disappointed. （seat vt.使sb 坐下，her son 是seat逻辑宾语，即为动宾关系，故用过去分词。辅助信息：Her son was seated in the row ）I found him focusing on his book, so I didn’t disturb him.