高中人教版 (2019)Unit 2 Iconic Attractions完整版课件ppt

这是一份高中人教版 (2019)Unit 2 Iconic Attractions完整版课件ppt，共18页。PPT课件主要包含了过去分词作定语，过去分词作表语，过去分词作状语，作时间状语，作原因状语，作条件状语，作让步状语，作方式或伴随状语，finished ，repaired等内容，欢迎下载使用。

1. Lcated t the suth f the equatr ... 2. I'm mre interested in meeting peple After being here fr a while, my biggest impressin is the cmplicated mix f peples and cultures that make up the natin.4. ... with many f the cultural influences cntributed by immigrants.5. Mst f their musical instruments are really just sticks fund n the grund ... called the didgerid.6. A skilled player can play fr a lng time ... but after trying fr hurs, I was cnvinced that I culd never make a musical sund with this instrument!
Discuss whether each past participle functins as an attribute, adverbial, predicative, r bject cmplement.
过去分词是非谓语动词形式之一。过去分词保留着动词的部分特性，有完成或被动含义，可带状语构成过去分词短语。在句法功能上，过去分词（短语）与形容词或副词作用类似，在句子中可充当定语、状语、宾语补足语、表语等成分。
1. 作定语2. 作表语3. 作宾语补足语4. 作状语
1. 意义：及物动词的过去分词作定语往往表示被动和完成； 不及物动词的过去分词作定语不表示被动，只表示完成。(1) 表示被动和完成  一条被污染的河流 _______________  浇过水的花 __________________(2) 只表示完成，不表示被动  落叶 ____________  升起的太阳 ____________
a plluted river
the watered flwers
fallen leaves
the risen sun
2. 位置：单个的过去分词作定语时，通常放在被修饰词的前面； 过去分词短语作定语时，通常放在被修饰词的后面， 其作用相当于一个定语从句。 The student dressed in white is my daughter. ＝ The student ______________________ is my daughter.
wh is dressed in white
1. 意义：用在系动词后面，构成系表结构，表示主语所处的状态。(1) She lked ______________ (disappint). (2) We were ____________ (encurage) at the news. 2. 过去分词作表语表示主语所处的状态。这一结构从形式上与 被动语态相同，但被动语态强调主语所承受的动作。试比较：(1) 这本书写得好。____________________________(2) 这本书是由一位士兵写的。______________________________
disappinted
The bk is well written.
The bk was written by a slider.
三、过去分词作宾语补足语
V-ed作宾语补足语与宾语有着动宾关系，宾语是过去分词所表示的动作的承受者。表示被动或完成的意义。
V-ed作宾语补足语常用于以下几种情况：
1.表示感观、感觉和发觉的动词。如：watch, bserve, see, hear, listen t, feel, ntice,find等。
When we gt t schl, we saw the dr lcked.
(1) Yu'd better keep the guests seated. (2) We're having ur car repaired. (3) I'm trying t get this article finished fr Thursday. (4) She had t shut t make herself heard abve the sund f the music.
2.表示“致使”意义的动词。如：have, make, get, keep等。
3.表示“希望、愿望、命令”意义的动词。 如：want, expect, wuld like, wish, rder等。
(1) The teacher wuldn’t like the prblem discussed at the mment.
老师不想此刻讨论这个问题。
(2) I want the suit made t his wn measure.
我想要这套衣服照他自己的尺寸做。
4.在with的复合结构中也可用V-ed作宾语补足语。这一结构通常在句中 作时间、方式、条件、原因等状语。
(1) The murderer was brught in, with his hands tied behind his back.(2) With water heated, we can see the steam. (3) With the matter settled, we all went hme. 
凶手被带进来了，他的双手被绑在背后。
水一被加热，我们就会看到水蒸气。
事情得到解决，我们都回家了。
with复合结构表方式
with复合结构表条件
with复合结构表原因
V-ed作状语表示被动或完成的动作，可以表示时间、原因、条件、让步、方式或伴随情况等。
Once published (=Once it is published), the dictinary will be very ppular.
过去分词作时间状语时，相当于一个when, while, after, nce等引导的时间状语从句。
一旦出版，这本词典将大受欢迎。
Absrbed in painting (= Because Jhn was absrbed in painting), Jhn didn't ntice evening appraching.
相当于一个as, since, because等引导的原因状语从句。
由于专心画画，约翰没有注意到夜幕正在降临。
相当于一个if, unless等引导的条件状语从句。
Given anther hur (= If I am given anther hur), I can als wrk ut this prblem.
如果再给我一个小时，我也能把这道题算出来。
Tired (= Althugh he was tired), he went n wrking.
过去分词作让步状语时，相当于一个thugh, althugh, even if/thugh等引导的让步状语从句。
虽然他很疲倦，他仍然继续工作。
过去分词作方式或伴随状语时，可以转换成一个并列句。
Left alne at hme (= Althugh he was left alne at hme), the little by didn’t feel afraid at all.
虽然他被独自留在家里，小男孩一点也不害怕。
用括号中所给单词的适当形式填空。
1. Watching the __________(finish) painting, Alice culdn't help smiling. 2. The __________(surprise) lk n her face suggested that she hadn't knwn the news befre. 3. My cmputer brke dwn this mrning, and I will get it_________(repair) as sn as pssible.4. When he entered the rm, he fund the windw _______(break).5. Brian felt __________when he was sitting n the sfa and watching TV. Hw __________his lifestyle was! (relax)
　　I wuld like t live in a well-designed huse 1. __________ (surrund) by walnut trees and which has a garden 2. ______ (fill) with flwers. 3. _______ (paint) yellw and green, the walls f these 4. _________ (decrate) rms wuld seem larger than they really are. In each rm there wuld be a specially 5. ______ (make) armchair fr me t sit in, 6. ______ (place) in the mst 7. ___________ (cmfrt) psitin. In this seat I wuld have music 8. _______ (pipe) in frm elsewhere in the huse. I wuld be able t experiment 9. ______ music 10. _______ (create) by myself in a special rm. This wuld be the well-planned huse I wuld like t live in.
The Eiffel Twer is the mst famus landmark in France, and ne f the mst visiting mnuments in the wrld. But it wasn’t always s ppular. In fact, in 1886, just after its cnstructin was first prpse, many were strngly against it. At that time, it wuld have been the tallest building in the wrld, and many claim it wuld destry the skyline f Paris, r perhaps even destry sme histric landmarks. The chief engineer, Gustave Eiffel, replied say that such a large mnument was necessary t symblise the great effrts f the French peple as well as the great advancements in mdern engineering, industry,
Please find and crrect verb frm mistakes in the fllwing passage.
and science. The next year, Eiffel gains apprval and the twer was built in time t celebrate the 1889 Wrld Fair in Paris. If yu lk carefully at the twer, yu can still see the names f the 72 scientists, engineers, and mathematicians wh help in its cnstructin. Originally, the twer was planned t be taken dwn after 20 years, but it prved t be t useful as a cmmunicatins twer, nt t mentin a giant advertisement bard, befre finally becmes the icnic attractin that we all knw tday.