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英语必修 第二册Unit 5 Music多媒体教学课件ppt
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这是一份英语必修 第二册Unit 5 Music多媒体教学课件ppt，共28页。PPT课件主要包含了xciting，urprised，xcited，Seen ，Heated ，Exhausted，Given，Translated，Reminded ，carried等内容，欢迎下载使用。
Describe the fllwing pictures.
nteresting
Rewrite the sentences.
Lk at the fllwing sentences and underline the past participles.
Find mre past participles in the text and discuss their functins in pairs
Cmplete the sentences with the wrds in brackets in their crrect frms.
Rewrite the stry using past participles as the adverbial.
Henry was highly interested in music and began t write riginal cmpsitins when he was in high schl.2. They were pleased with his music and sngs and finally invited him t perfrm in the Silver Hall.
Highly interested in music, Henry began t write riginal cmpsitins when he was in high schl.
Pleased with his music and sngs, they finally invited him t perfrm in the Silver Hall.
3. Thugh he was affected by gradual blindness sn after the perfrmance, Henry was still capable f writing cmpsitins and he fund that creating music was a relief and cure fr his illness.4. When he gt absrbed in his wrld f music, he felt as if he culd “see” the beauty f the wrld arund him, like he had in his previus life.
Thugh affected by gradual blindness sn after the perfrmance, Henry was still capable f writing cmpsitins and he fund that creating music was a relief and cure fr his illness.
Absrbed in his wrld f music, he felt as if he culd “see” the beauty f the wrld arund him, like he had in his previus life.
Match the sentence halves and rewrite each sentence beginning with a past participle.
1. Painted in dark clurs, the rm needed sme bright lights.2. Unemplyed, Dave had time t cnsider what jb he really wanted.3. Mved by his rmantic wrds, the girl accepted his gift.4. Crrected by his teacher frm time t time, he lst interest in singing.5. Recrded in a new way, the album was expected t be ppular with techn fans.6. Invited t perfrm n the stage, he felt nervus and excited.
Review what yu have learnt with the mind map.
Extend yur knwledge accrding t the grammar bk, dictinaries, r the Internet.
Study the grammar.
Past participles(2):as the predicative and the adverbial过去分词(2):作表语和作状语过去分词作表语 过去分词作表语，表示主语的性质、特征或状态，强调主谓关系。此时的过去分词相当于一个形容词，其后常不跟 by 短语。这种结构中的过去分词前可加 quite、very、rather 等修饰词。 1. 过去分词作表语跟在 be、get、becme、lk、sund、feel、keep、remain、grw、seem、appear 等系动词后面，一般表示被动或主语所处的状态。含有“感到……”的意思。主语多数情况是人。 His father seems pleased with his results. 他的父亲似乎对他的成绩很满意。
2. 某些过去分词作表语可以用来表示人物所处的心理状态或情感变化，其主语多数情况是人。 这类过去分词通常有delighted、devted、discuraged、astnished、frightened、excited、inspired、encuraged、interested、cntented、pleased、puzzled、satisfied、tired、wrried等等。这些分词几乎可以看作形容词，其中很多可以被 very 修饰。 On hearing the gd news everyne was very excited. 听到这个好消息,每个人都很兴奋。 We are very pleased at the news. 听到这个消息我们很高兴。
3. 过去分词作表语与被动语态的差异。 过去分词作表语(系表结构)表示的是一种状态或者状况，而被动语态表示的是一个动作，句子主语为动作的承受者，后常跟“by+施动者”。 This lake is badly plluted. 这个湖受到了严重的污染。(该句中的过去分词plluted“已污染的”属于系表结构，用来修饰this lake“这个湖”，说明其状态是已经污染了的。) This lake is badly plluted by a paper mill. 这个湖被一家造纸厂严重污染了。(该句中的过去分词plluted与be动词is构成被动语态，主语This lake与plluted之间的关系是被动关系，且句中的by a paper mill说明施动者，所以表示的是被动语态。)
This bk is well written. 这本书写得很好。(该句中的过去分词written与be动词is构成系表结构，说明主语This bk的状态是已经写好的，相当于一个形容词，作表语成分。) This bk was written by Lu Xun. 这本书是鲁迅所写。(该句中过去分词written与be动词was之间构成被动语态的结构。)
过去分词作状语 1. 过去分词作状语，表示被动、完成，进一步说明谓语动词动作发生的背景或状况；其逻辑主语一般是句子的主语，且逻辑主语是过去分词动作的承受者。 2. 过去分词作状语，可以表示时间、原因、让步、条件、方式或伴随，相当于一个状语从句或并列句。 (1)过去分词作时间状语：作时间状语的过去分词相当于由when、while、as、befre、after、since等引导的时间状语从句。 (2)过去分词作原因状语：作原因状语的过去分词相当于由because、since、as、fr等连词引导的原因状语从句。多放在句首。
Brn in a pr family, Nick had t wrk as a street singer t supprt his family at an early age. =Because Nick was brn in a pr family, he had t wrk as a street singer t supprt his family at an early age. 尼克出生在一个贫穷的家庭，所以他不得不小小年纪就当起街头歌手养家糊口。 (3)过去分词作让步状语：可以转化为由althugh、thugh、even if、even thugh、 等连词连接的让步状语从句，也可用“althugh/thugh/...+过去分词”的结构，使意义更明确。通常放在句首。 Left alne at hme, Jenny didn’t feel afraid at all. =Althugh/Thugh left alne at hme, Jenny didn’t feel afraid at all. =Althugh/Thugh Jenny was left alne at hme, she didn’t feel afraid at all. 尽管珍妮被单独留在家里，但是她一点都不害怕。
(4)过去分词作条件状语：可转化为“if/unless/nce/...+过去分词”结构或由它们引导的条件状语从句。通常放在句首。 Given a fulcrum, I will lift up the whle Earth. =If given a fulcrum, I will lift up the whle Earth. =If I am given a fulcrum, I will lift up the whle Earth. 给我一个支点，我将翘起整个地球。 (5)过去分词作方式或伴随状语：作方式或伴随状语的过去分词相当于由and或r连接的并列句。可位于句首或句末。 The champin f Chinese Petry Cnference arrived at Tsinghua University, surrunded by her fans. =The champin f Chinese Petry Cnference arrived at Tsinghua University, and she was surrunded by her fans. 中国诗词大会的冠军到达清华大学，被她的粉丝包围着。
【名师点津】 (1)过去分词作状语的否定结构，直接在分词前加nt。如: Even if nt prvided with any suggestins, I’d like t have a try. 即使没有什么建议,我也想试一下。 (2)有些过去分词(短语)因源于系表结构，作状语时不强调被动而重在描述主语的状态。常见于be mved by、be disappinted at、be wrried abut、be pleased at、be seated、be dressed in、be lst in、be prepared fr、be determined t d、be lcated in、be absrbed in、be tired f、be buried in、be brn in、be suppsed t、be cmpared with、be ccupied in等结构中。 Lst in thught, he had n sense f the nise utside. 由于陷入沉思中，他没有意识到外面的噪音。
【名师点津】 (3)过去分词独立主格结构作状语。如果过去分词的逻辑主语不是句子的主语,而是其自带的逻辑主语，这种结构称之为独立主格结构。 Ann absrbed in music, Mm quietly went n with her reading. 安全神贯注地听着音乐，妈妈静静地读着书。 (4)过去分词与现在分词作状语的区别：现在分词作状语时，句子的主语是现在分词动作的发出者，它们之间是主动关系。过去分词作状语时，句子的主语是过去分词动作的承受者，它们之间是被动关系。 Nt knwing hw t deal with this prblem, he turned t his gd friend fr advice. 由于不知道如何处理这个问题,他向他的好朋友征求意见。 Given mre attentin, the by culd have been healthier. 如果给予更多的关注，这个男孩可能会更健康。
Cmplete the passage with the wrds in brackets in their crrect frms.
Well knwn as a successful band, the Impact members shw quite a few striking qualities. They never ever give up. When _____________(questin) by the media, they are nt _______________(discurage) and practise even harder. They are imprving themselves by attending several master training classes. They are united. _______________(fill with) team spirit, they act as a whle, always aiming fr glry.
Filled with
List sme expressins t describe situatins.
even if: used t emphasise that smething will happen despite smething else that might prevent itfar frm: certainly nt/nt at allin any case: whatever the situatin is r will bein reality: used t stress that smething is true r real especially when it is different frm what was believed r expectedin smene’s place: used t talk abut what yu wuld d if yu were in the same situatin as smene else
Wrk in grups. Everyne says a sentence with past participles as the predicative r the adverbial.
Describe the fllwing pictures.
nteresting
Rewrite the sentences.
Lk at the fllwing sentences and underline the past participles.
Find mre past participles in the text and discuss their functins in pairs
Cmplete the sentences with the wrds in brackets in their crrect frms.
Rewrite the stry using past participles as the adverbial.
Henry was highly interested in music and began t write riginal cmpsitins when he was in high schl.2. They were pleased with his music and sngs and finally invited him t perfrm in the Silver Hall.
Highly interested in music, Henry began t write riginal cmpsitins when he was in high schl.
Pleased with his music and sngs, they finally invited him t perfrm in the Silver Hall.
3. Thugh he was affected by gradual blindness sn after the perfrmance, Henry was still capable f writing cmpsitins and he fund that creating music was a relief and cure fr his illness.4. When he gt absrbed in his wrld f music, he felt as if he culd “see” the beauty f the wrld arund him, like he had in his previus life.
Thugh affected by gradual blindness sn after the perfrmance, Henry was still capable f writing cmpsitins and he fund that creating music was a relief and cure fr his illness.
Absrbed in his wrld f music, he felt as if he culd “see” the beauty f the wrld arund him, like he had in his previus life.
Match the sentence halves and rewrite each sentence beginning with a past participle.
1. Painted in dark clurs, the rm needed sme bright lights.2. Unemplyed, Dave had time t cnsider what jb he really wanted.3. Mved by his rmantic wrds, the girl accepted his gift.4. Crrected by his teacher frm time t time, he lst interest in singing.5. Recrded in a new way, the album was expected t be ppular with techn fans.6. Invited t perfrm n the stage, he felt nervus and excited.
Review what yu have learnt with the mind map.
Extend yur knwledge accrding t the grammar bk, dictinaries, r the Internet.
Study the grammar.
Past participles(2):as the predicative and the adverbial过去分词(2):作表语和作状语过去分词作表语 过去分词作表语，表示主语的性质、特征或状态，强调主谓关系。此时的过去分词相当于一个形容词，其后常不跟 by 短语。这种结构中的过去分词前可加 quite、very、rather 等修饰词。 1. 过去分词作表语跟在 be、get、becme、lk、sund、feel、keep、remain、grw、seem、appear 等系动词后面，一般表示被动或主语所处的状态。含有“感到……”的意思。主语多数情况是人。 His father seems pleased with his results. 他的父亲似乎对他的成绩很满意。
2. 某些过去分词作表语可以用来表示人物所处的心理状态或情感变化，其主语多数情况是人。 这类过去分词通常有delighted、devted、discuraged、astnished、frightened、excited、inspired、encuraged、interested、cntented、pleased、puzzled、satisfied、tired、wrried等等。这些分词几乎可以看作形容词，其中很多可以被 very 修饰。 On hearing the gd news everyne was very excited. 听到这个好消息,每个人都很兴奋。 We are very pleased at the news. 听到这个消息我们很高兴。
3. 过去分词作表语与被动语态的差异。 过去分词作表语(系表结构)表示的是一种状态或者状况，而被动语态表示的是一个动作，句子主语为动作的承受者，后常跟“by+施动者”。 This lake is badly plluted. 这个湖受到了严重的污染。(该句中的过去分词plluted“已污染的”属于系表结构，用来修饰this lake“这个湖”，说明其状态是已经污染了的。) This lake is badly plluted by a paper mill. 这个湖被一家造纸厂严重污染了。(该句中的过去分词plluted与be动词is构成被动语态，主语This lake与plluted之间的关系是被动关系，且句中的by a paper mill说明施动者，所以表示的是被动语态。)
This bk is well written. 这本书写得很好。(该句中的过去分词written与be动词is构成系表结构，说明主语This bk的状态是已经写好的，相当于一个形容词，作表语成分。) This bk was written by Lu Xun. 这本书是鲁迅所写。(该句中过去分词written与be动词was之间构成被动语态的结构。)
过去分词作状语 1. 过去分词作状语，表示被动、完成，进一步说明谓语动词动作发生的背景或状况；其逻辑主语一般是句子的主语，且逻辑主语是过去分词动作的承受者。 2. 过去分词作状语，可以表示时间、原因、让步、条件、方式或伴随，相当于一个状语从句或并列句。 (1)过去分词作时间状语：作时间状语的过去分词相当于由when、while、as、befre、after、since等引导的时间状语从句。 (2)过去分词作原因状语：作原因状语的过去分词相当于由because、since、as、fr等连词引导的原因状语从句。多放在句首。
Brn in a pr family, Nick had t wrk as a street singer t supprt his family at an early age. =Because Nick was brn in a pr family, he had t wrk as a street singer t supprt his family at an early age. 尼克出生在一个贫穷的家庭，所以他不得不小小年纪就当起街头歌手养家糊口。 (3)过去分词作让步状语：可以转化为由althugh、thugh、even if、even thugh、 等连词连接的让步状语从句，也可用“althugh/thugh/...+过去分词”的结构，使意义更明确。通常放在句首。 Left alne at hme, Jenny didn’t feel afraid at all. =Althugh/Thugh left alne at hme, Jenny didn’t feel afraid at all. =Althugh/Thugh Jenny was left alne at hme, she didn’t feel afraid at all. 尽管珍妮被单独留在家里，但是她一点都不害怕。
(4)过去分词作条件状语：可转化为“if/unless/nce/...+过去分词”结构或由它们引导的条件状语从句。通常放在句首。 Given a fulcrum, I will lift up the whle Earth. =If given a fulcrum, I will lift up the whle Earth. =If I am given a fulcrum, I will lift up the whle Earth. 给我一个支点，我将翘起整个地球。 (5)过去分词作方式或伴随状语：作方式或伴随状语的过去分词相当于由and或r连接的并列句。可位于句首或句末。 The champin f Chinese Petry Cnference arrived at Tsinghua University, surrunded by her fans. =The champin f Chinese Petry Cnference arrived at Tsinghua University, and she was surrunded by her fans. 中国诗词大会的冠军到达清华大学，被她的粉丝包围着。
【名师点津】 (1)过去分词作状语的否定结构，直接在分词前加nt。如: Even if nt prvided with any suggestins, I’d like t have a try. 即使没有什么建议,我也想试一下。 (2)有些过去分词(短语)因源于系表结构，作状语时不强调被动而重在描述主语的状态。常见于be mved by、be disappinted at、be wrried abut、be pleased at、be seated、be dressed in、be lst in、be prepared fr、be determined t d、be lcated in、be absrbed in、be tired f、be buried in、be brn in、be suppsed t、be cmpared with、be ccupied in等结构中。 Lst in thught, he had n sense f the nise utside. 由于陷入沉思中，他没有意识到外面的噪音。
【名师点津】 (3)过去分词独立主格结构作状语。如果过去分词的逻辑主语不是句子的主语,而是其自带的逻辑主语，这种结构称之为独立主格结构。 Ann absrbed in music, Mm quietly went n with her reading. 安全神贯注地听着音乐，妈妈静静地读着书。 (4)过去分词与现在分词作状语的区别：现在分词作状语时，句子的主语是现在分词动作的发出者，它们之间是主动关系。过去分词作状语时，句子的主语是过去分词动作的承受者，它们之间是被动关系。 Nt knwing hw t deal with this prblem, he turned t his gd friend fr advice. 由于不知道如何处理这个问题,他向他的好朋友征求意见。 Given mre attentin, the by culd have been healthier. 如果给予更多的关注，这个男孩可能会更健康。
Cmplete the passage with the wrds in brackets in their crrect frms.
Well knwn as a successful band, the Impact members shw quite a few striking qualities. They never ever give up. When _____________(questin) by the media, they are nt _______________(discurage) and practise even harder. They are imprving themselves by attending several master training classes. They are united. _______________(fill with) team spirit, they act as a whle, always aiming fr glry.
Filled with
List sme expressins t describe situatins.
even if: used t emphasise that smething will happen despite smething else that might prevent itfar frm: certainly nt/nt at allin any case: whatever the situatin is r will bein reality: used t stress that smething is true r real especially when it is different frm what was believed r expectedin smene’s place: used t talk abut what yu wuld d if yu were in the same situatin as smene else
Wrk in grups. Everyne says a sentence with past participles as the predicative r the adverbial.
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