分词作状语

2024-04-07

分词作状语（共6篇）

篇1：分词作状语

分词作状语是高考考查的热点和重要考点，其热点考查内容如下：

一. 确定分词形式

分词作状语时，通常放在句首，并且用逗号与主句隔开。同时，分词作状语时其逻辑主语与主句主语应保持一致，也就是说在确定选择现在分词还是过去分词时，要判断主句主语与分词中心词的关系。如果句子的主语是动词-ing形式所表示的动作的发出者(即表主动或正在进行)，分词形式选用现在分词;如果句子的主语是动词-ed形式所表示的动作的承受者时(即表被动或完成)，分词形式选用过去分词。

例：1, _______, I stretched my hand out for it.

A. I saw the book I wanted on the shellB. The book I wanted was on the shell

C. Seeing the book lying across the desk D. Lying on the desk

分析：分词作状语时，其逻辑主语应与句子的主语一致。根据这一原则，可知句子的主语I只能与see保持一致。如果选A, 该句中没有连词，没能构成并列句和主从复合句，此时要选用非谓语动词形式。所以选C

2, Seen from the hill, the park looks very beautiful.

分析：“Seen from the hill” 是过去分词作状语。分词作状语时，其逻辑主语应与句子的主语一致。根据这一原则，可知，“the park”是“Seen from the hill”的逻辑主语，它们之间表示被动关系，所以分词形式用seen.

二.确立句子主语可能是谁

确立句子主语可能是谁时，仍然遵循分词作状语时其逻辑主语与主句主语应保持一致的原则。反过来要根据分词形式确立句子主语。

例：Having been attacked by terrorists, _________.

A. doctors came to their rescue B. the tall building collapsed

C. an emergency measure was taken D. warning were given to tourists

分析: 本题仍考查非谓语动词的用法。句中“Having been attacked by terrorists”是现在分词作状语。分词作状语时，其逻辑主语应与句子的主语一致。根据这一原则，可知“受攻击”的应是“the tall building”, 即“Having been attacked”的逻辑主语是“the tall building”.句意为“大楼因为受到恐怖分子的袭击而倒塌”. 答案: B

三.独立主格结构

分词作状语时其逻辑主语与主句主语应保持一致，但当分词逻辑主语与主语不一致时，分词要有自己独立的逻辑主语，这种主语常常是名词或代词，置于动词-ing形式或动词-ed形式之前。这种名词/代词+动词-ing/动词-ed结构在语法上被称为独立主格结构。此时分词形式的选择取决于名词/代词与v-ing/v-ed形式所表示动作的逻辑关系，如果它们之间表示主动或分词动作正在进行，选择现在分词，如果它们之间表示被动或完成，选择过去分词。

1, 名词/代词+动词-ing

例：Spring coming on, the trees turned green.

2，名词/代词+动词-ed

例：The question settled, they felt released.

3，with/without+名词/代词+动词-ing/-ed

例：With the tree grown tall, we get more shade.

Our school looks beautiful with the flowers coming out.

The battle was over without a shot being fired.

四.分词作状语时，相当于一个状语从句。

例：______weight, the doctor has warned me to keep off sugar.

A. I’m putting onB. Having put on C. As I’m gaining D. To gain

分析：在并列句和主从复合句中, 逗号只起分隔作用, 前后两部分的逻辑关系必须使用连接词来表达; 否则要使用非谓语动词. 该题中B， C两项是非谓语动词作状语, 但其逻辑主语与主句主语不一致, 所以只能使用连接词来表达前后两部分的逻辑关系. 答案: C

五.现在分词和过去分词作独立成分

英语中一些特殊的分词可用作独立成分，不需要逻辑主语。这种无依着动词形式结构已经成为固定用法。

常见的不需要逻辑主语的动词-ing/-ed形式结构:

Considering (that)…考虑到

supposing (that)… 如果……

generally speaking 一般说来

frankly speaking 坦白说

Judging from… 从…判断

talking of… 说到……

Concerning… 关于

setting aside... 除开……

Coming to…谈到 ……

allowing for... 考虑到……

Proving/provided (that)…假定 supposing/suppose (that)…假如……

Seeing (that)… 既然 ……

given (that)… 假设;如果;考虑到

put frankly 坦白地说

taken as a whole 总的说来

例：1. Put frankly, I don’t agree with what he said.

坦白地说，我不同意他说的话。

2. Given the general state of his health, it may take him a while to recover from the operation.

考虑到他的一般身体状况，他手术后恢复过来可能需要一段时间。

3. Supposing he is ill, who will do the work?

假如他病了，谁来做这工作呢?

专项练习：

1._______with the size of the whole earth, the biggest ocean does not seem big at all.

A. Compare

B. When comparing

C. Comparing

D. When compared

2. When first ______to the market, these products enjoyed great success.

A. introducing B. introduced

C. introduce D. being introduced

3. “We can’t go out in this weather,” said Bob, _____ out of the window.

A. looking B. to look

C. looked D. having looked

4. _____ the interview, the manage went to his office, _____ by the interviewer.

A. Having finished, followed

B. Finished, followed

C. Finishing, following

D. Being finished, being following

5. Finding her car stolen, _____.

A. a policeman was asked to help

B. the area was searched thoroughly

C. It was looked for everywhere

D. she hurried to a policeman for help

Key: 1-5 DBAAD

篇2：分词作状语

单项填空

1.Generally speaking, _____ according to the directions, the drug has no side effect.A.when taking

B.when taken C.when to take

D.when to be taken 2.In order to make our city green, ______.A.it is necessary to have planted more trees

B.many more trees need to plant

C.our city needs more trees

D.we must plant more trees 3.He sent me an e-mail, ______ to get further information.A.hoped

B.hoping

C.to hope

D.hope 4.____Will you go to the ball?

____No.Even if ______, I won’t.A.invited

B.inviting

C.not invited

D.not inviting 6.And there, almost ______ in the big chair, sat her little brother, who never had to be told to keep quiet.A.having lost

B.losing

C.to be lost

D.lost 7.In order not to be disturbed(打扰), I spent three days ______ in my study.A.locking

B.locked

C.to lock

D.lock 8.She’s writing a letter to a fried of hers, ______ him to attend the party.A.having invited

B.inviting

C.to invite

D.invited 9.Oil prices have risen by 32 percent since the start of the year, ______ a record US $57.65 a barrel on April 4.A.reached

B.reaching

C.to reach

D.to be reaching 10.He glanced over at her, ______ that though she was tiny, she seemed very well put together.A.noting

B.noted

C.to note

D.having noted 11.He hurried to the station only ______ that the train had left.A.to find

B.finding

C.found

D.to have found 12.______ into use in April 2000, the hotline was meant for residents reporting water and heating supply breakdowns.A.Put

B.Putting

C.Having put

D.Being put 13._______ in a while uniform, he looks more like a cook than a doctor.A.Dressed

B.To dress

C.Dressing

D.Having dressed 14.______ in the mountains for a week, the two students were finally saved by the local police.A.Having lost

B.Lost

C.Being lost

D.Losing 15.______ to train his daughter in English, he put an ad like this in the paper, ______, an English teacher for a ten-year-girl.A.Determined;wanted

B.Determined;wanting

C.Determine;wanted

D.Determining;wanting 16.______ in 1963, and ______ in Philadelphia, Charles Pettigrew so impressed his teachers that he was sent to Bark lee School to study Jazz.A.Being born;having raised

B.Born;raised

A.to prepare

B.preparing

C.prepared

D.was preparing 35._____ down the radio.The baby’s asleep in the next room.A.Turning

B.To turn

C.Turned

D.Turn 36.When _____ the letter, tears came to her eyes.A.read

B.reading

C.she reading

D.she was reading 37._____ another chance and we’ll do it better than before.A.Give

B.To give

C.Given

D.Give us 38.Though _____ money, his parents managed to send him to university.A.lacked

B.lacking of

C.lacking

D.lacked in 39._____ the general state of his health, it may take him a while to recover from the operation.A.Given

B.To give

C.Giving

D.Having given 40.The gift, _____ as a surprise for her mother, was lost in the mail.A.intended

B.to be intended

C.intending

D.being intended 41._____ what you said you should be punished.A.Judging from

B.Judged from

C.Being judged

D.To judge from 42.The little girl, ____ at the examination results, stood there without saying a word.A.disappointing

B.disappointed

C.disappoint

D.disappointment 43.“We can’t go out in this weather,” said Bob, _____ out of the window.A.looking

B.to look

C.looked

D.having looked 44._____ from a distance, the mountain looks like an elephant.A.Having seen

B.Having been seen

C.Seeing

D.Seen 45._____ in ancient times, the book still appeals to readers today.A.Though it written

B.Tough written

C.It was written

D.Written it was 46._____ to make a speech, he said he would be glad to.A.When asked

B.when asking

C.When he asking

D.When to ask 47.All my aunts and uncles talked it over as if _____ a pre-school for me.A.chose

B.chosen

C.they choose

D.choosing 48.The thief _____, they were happy to shout loudly.A.was caught

B.caught

C.catching

D.having caught 49.The boy came in, _____ by his little dog.A.follow

B.followed

C.following

D.to follow 50._____ on the sofa, the little girl was reading a picture book attentively.A.Sat

B.Sit

C.Seating

D.Seated 51._____ all the guests, he made a short speech.A.Seating

B.Seated

C.Having seated

D.To seat

篇3：分词作状语

《普通高中英语课程标准 (实验) 》指出:英语课程改革的重点是改变英语课程过分重视语法和词汇知识的讲解和传授, 忽视对学生实际语言运用能力的培养倾向, 强调课程从学生的学习兴趣、生活经验和认知水平出发, 倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径, 发展学生的综合语言运用能力。这无疑是正确的, 但在教学实践中, 如一味强调情景教学等活动, 而过于淡化语法教学, 也会走到另一极端, 这样不利于英语教学。非谓语动词是高中英语二年级的一个重要语法项目, 其中, 分词作状语是考查的重中之重。由于非谓语动词的教与学存在巨大的困难, 笔者结合自己教学的实际, 尝试运用“比较法”对分词作状语这项语法进行教学, 结果发现, 通过“比较”的学习, 学生能更直观、更容易理解并能准确地运用这项语法, 教学实践的效果不错。

二、比较法

所谓“比较法”是指通过观察、分析, 找出研究对象的相同点和不同点, 从而认识实物的一种基本方法。比较教学法, 则是指在具体教学过程中, 作为传授者有意识地将不同的知识点放在一起进行比较, 通过纵横、正反等对比找出比较对象类似或是不同之处, 让学生在比较中学习掌握知识的一种教学方法。结合到英语教学中的比较法, 是指教师在英语教学中, 针对学生极易混淆而难以掌握的知识点, 利用教学内容相互联系和区别, 采用“异中求同, 同中求异”的比较教学法加以分析和讲解, 激发学生学习英语的潜能, 使学生能在有限的教学时间里准确掌握知识与技能, 尽快达成教学目标, 打造高效的英语课堂教学。

三、“比较法”在分词作状语教学中的应用

“求同辨异”是比较法教学中最基本、最主要的方法, 也是比较法最主要的功能。比较法教学法包含“求同法”和“求异法”。所谓“求同法”就是带着一定目的和问题去探求不同事物中相同的部分;相反, 所谓“求异法”就是从诸事物、诸要素间探求其不同的部分。以下, 笔者以北师大版高中英语第四模块非谓语动词之分词作状语教学设计为例来进一步说明“比较法”对该语法教学的指导。

【教学案例】

教材:北师大版普通高中高二英语教材第四模块

语法:非谓语动词之分词作状语

教学背景分析:非谓语动词是高中英语二年级的一个重要语法项目, 非谓语动词理论内容抽象、种类多样、结构的建立形式复杂, 习题设置难度大, 于是成了教师难教、学生难学的内容。其中, 分词作状语是考查的重中之重, 也是出题较灵活、较难把握的一项语法项目。

(一) 教学目标

知识技能目标:学生可以掌握并在相应的语境当中正确使用doing, done, having done及having been done作状语。

过程与方法目标:在本课教学过程中, 将运用“发现法”“比较法”“合作探究”等教学方法, 激活学生原有的知识, 通过观察—发现—归纳—体验—操练等教学环节使学生能循序渐进地掌握新知, 并在活动中运用。

情感态度目标:通过课堂活动与评价使学生保持学习兴趣, 提升学习信心。

(二) 教学重点

1. 分词的形式。

2. 区分使用doing, done, having done, having been done的条件。

(三) 教学难点

1. 观察、比较并归纳doing和done的异同。

2. 观察、比较并归纳doing和having done的异同。

3. 观察、比较并归纳done和having been done的异同。

(四) 教学步骤及说明

板块1:以旧引新, 激活学生已有知识储备, 建立新旧知识的链接点

活动1:观察下面句子中的分词在句子中的成分。

1. Being ill, he couldn’t go to school.

2. Given more time, I could work out the problem.

3. Having finished my homework, she returned to bed.

4. Having been bitten twice, the postman refused to deliver our letters.

活动2:思考并合作探究为什么有的用doing和done, 有的用having done和having been done。

此活动的目的是引导学生关注分词的形式, 以及思考如何区分并正确使用不同形式的分词作状语。

板块2:归纳实践、协作学习, 引导学生观察语法现象并归纳语法规则, 主动构建新的语法认知模式

活动3:给出两组句子, 让学生观察并结合自己原有的知识, 通过小组活动的方式归纳分词doing和done的异同。

1.As soon as we heard the news, we got excited.

改写为Hearing the news, we got excited.

2.If you work hard, you will succeed.

改写为Working hard, you will succeed.

3.If it is seen from the tallest building, the whole city of Beijing looks very beautiful.

改写为Seen from the tallest building, the whole city of Beijing looks very beautiful.

4.Although he was praised by the teacher, he still felt unhappy.

改写为Praisedbyhisteacher, hestillfelthappy.

此活动的目的是通过四个句子的观察和改写发现, 当主句的主语和从句的主语一致时, 若主语和从句的动词是主动关系用doing;若是被动关系用done。并且doing和done都既可以用来描述现在发生的事情, 也可以用来描述过去发生的事情。

活动4:训练学生对新知识的运用。

1.__________ (hear) the good news, we couldn’t help crying.

2.__________ (encourage) by the teacher, they studied harder.

3.__________ (work) from morning till night, he didn’t feel tired.

4.__________ (ask) why he was absent, he hung his head in shame.

此活动的目的是通过这四个句子的练习, 检验学生对doing和done的掌握情况, 运用所学的新知识。

活动5:给出两组句子, 让学生观察并结合自己原有的知识, 通过小组活动的方式归纳分词doing和having done的异同。

1.When she was watching TV, she heard the noise.

改写为Watching TV, she heard the noise.

2.When I studied abroad, I picked up driving.

改写为Studying abroad, I picked up driving.

3.After I had finished my homework, I went out to play basketball.

改写为Having finished my work, I went out to play basketball.

4.After she had eaten at the restaurant before, Tina didn’t want to eat there again.

改写为Having eaten at the restaurant before, Tina didn’t want to eat there again.

此活动的目的是通过对四个句子的观察和改写发现, 当主句的主语和从句的主语一致时, doing和having done都表示的是主语和从句动作之间的主动关系;但doing强调主句的动作和从句的动作同时发生;而having done强调从句的动作在主句的动作之前发生。

活动6:新知识的运用, 改写下面的句子。

1.While he is watching the program, he makes notes.

2.After I had worked hard all day, I went to bed early.

此活动的目的是通过这两个句子的练习, 检验学生对doing和having done的掌握情况, 并学会运用所学的新知识。

活动7:给出两组句子, 让学生观察并结合自己原有的知识, 通过小组活动的方式归纳分词having been done和done的异同。

1.Because she was hit by a car, she had to stay at home.

改写为Hit by a car, she had to stay at home.

2.After we had been shown around the lab, we were taken to the library.

改写为Shown around the lab, we were taken to the library.或Having been shown around the lab, we were taken to the library.

3.Because he had been told many times, he finally understood it.

改写为Having been told many times, he finally understood it.

此活动的目的是通过三个句子的观察和改写发现, 当主句的主语和从句的主语一致时, have been done和done都表示的是主语和从句动作之间的被动关系;但done既强调主句的动作和从句的动作同时发生, 又可表示从句的动作先于主句动作发生;而having been done强调从句的动作在主句的动作之前发生, 并常常与many times, many years, twice等词搭配使用。

活动8:新知识的运用。

1.________________ (catch) in the rain, he was all wet.

2.________________ (discuss) by our leaders for a week, the plan was carried out.

此活动的目的是通过这两个句子的练习, 检验学生对having been done和done的掌握情况, 并学会运用所学的新知识。

板块3:拓展运用, 注重意义建构, 在交际中巩固语法, 强化情感体验

活动9:层层递进式的练习, 在实践中巩固并运用新知。

Task 1:改写句子

1.When they saw their teacher, the students stood up.

2.Because he was moved by her story, he decided to help the poor girl.

3.After she had been told there was no danger, she returned to bed.

4.Since she had stayed with the dog for a long time, she couldn’t stand leaving it alone.

Task 2:看图说话

Picture 1

Play diabolo (空竹) carefully/Li Xiangyi/not notice/his classmates go to the dining hall

Picture 2

Guide/by/our teacher/we/practice wrapping/in our classroom

Picture 3

stand straight/in the sun/for two hours/felt tired and thirsty/the young solider

Picture 4

Follow/our geography teacher/Li Jiaming/felt proud of/a volunteer

Task 3:翻译句子, 情境运用

1.听到这个好消息时, 我们都兴奋地喊起来。

2.在街上走着, 他听到有人叫他。

3.从龙山 (the Dragon Hill) 山顶上看, 我们的学校非常美丽。

4.被问及名字的时候, 这个男孩保持沉默。

5.被记者 (journalists) 跟踪很多天以后, 他突然消失了。

6.被寻找 (search for) 了多年后, 那个小男孩终于回到家里。

板块4:课堂小结

【案例分析】

在上述教学设计中, 以四大板块中的共9项活动为教学组织的流程安排, 各项活动的设计展开都基于学生已有的语言知识基础, 所有活动安排都遵循了“最近发展区”原则, 在学生实际发展水平上, 根据教学内容的需要, 设计了学生通过体验、合作、实践能够达到的新的发展区。教师引导、支持学生感受、理解新知识, 并帮助学生在小组、同伴的协作下, 达到新发展要求。在教学活动开展过程中, “比较法”英语教学法渗透在本节课的许多环节中。

1.求同法:以四个分词作状语的句子作为切入点, 通过观察发现, 四个句子中的分词在句子中的作用都相当于一个状语从句, 从而了解分词作状语相当于一个简单化了的状语从句。在对三组不同形式的分词进行比较时, 总是发现“doing和done”“doing和having done”“having been done和done”这三组分词的使用条件的相同点, 让学生处于一种主动状态, 积极地接受信息, 因而促进了对这一语法现象的正确理解。

2.求异法:从状语从句入手, 通过用不同的分词来改写不同的状语从句的比较, 让学生在具体情境中发现并归纳“doing和done”“doing和having Done”“having been done和done”这三组分词作状语的区别, 并在练习中加以运用。

四、“比较法”对英语语法教学的启示

语法教学一直是语言教学的一个难题, 在把英语作为外语进行教学时这个问题显得尤其突出。英语语法规则较多而且特例也很多, 所以学生在学习英语语法时常常觉得枯燥乏味而且不容易理解。为了提高学生的学习兴趣, 在当前的英语课上, 从交际教学的角度出发, 教师多数只是把英语语法串讲一遍, 很少提及汉语并将两者进行对照讲解。其中的原因大概是:认为汉语在英语学习中起着干扰作用, 在英语课上尽量避免提及汉语, 学生就能够更加集中注意力去记忆英语语法, 从而学到地道的英语。汉语语法和英语语法共性不大, 因而没有进行对比的必要, 而通过游戏或者活动进行语法教学可以提高学生学习兴趣, 从而自觉进行英语语法归纳总结。然而, 根据美国著名教育心理学家加涅的学习层级理论, 学习任何新的知识都需要先前的学习, 而原有的知识必然会对新的语言系统的掌握产生影响。如果学生已经具备相关的前提性知识, 教师要考虑如何激活学生已有的知识, 并把这些知识纳入到新的学习中。大多数中国学生在学习英语时已经掌握了基本的汉语语法, 而不同语言的语法或多或少有相似的地方。所以, 忽视汉语语法在英语语法教学中的积极作用会导致学生在英语语法学习上的困难。如果不能将两者有机地联系起来, 不能使汉语在英语学习中发挥积极作用, 使两者相得益彰, 那就等于失去了语法学习的最佳途径。

五、结束语

通过实践使我深深体会到, 只要能在教学中适时地采用“比较法”这一教学方式, 就一定会大大丰富学生的英语语言知识, 从而培养他们的语感能力和辨别能力, 快速提高学生运用英语语言的准确性和灵活性。教学实践表明, “比较法”教学是行之有效的教学方法, 有利于发散思维, 是一项复杂的系统工程。如果教师在英语教学中能巧妙地运用“比较法”, 就一定可以激发学生们的学习热情和兴趣, 从而打造出高效的英语课堂教学, 获得令人满意的效果。

摘要：高中阶段, 非谓语动词既是学习的重点, 也是学习的难点, 同时又是历年高考必考的语法项目, 也是衡量学生写作水平高低的一个标准。由于其理论内容抽象、种类多样、结构的建立形式复杂、习题设置难度大, 于是成了教师难教、学生难学的内容。其中, 分词作状语是考查的重中之重, 也是出题较灵活、较难把握的一项语法项目。作者在教学实践中发现, 在分词作状语教学中运用“比较法”更容易让学生认识、理解, 并准确运用分词作状语这项语法, 从而提高学生的英语能力。

关键词：非谓语动词,比较法,分词,状语

参考文献

高辉.2010.非谓语动词的逻辑主语初探[J].考试 (教研) , (03)

李世华.2001.非谓语动词的用法区别[J].玉溪师范学院学报, (S1) .

赵世开.1999.汉英对比语法论集[M].上海:上海外语教育出版社.

张微.2009.PRETCO (A级) 历年非谓语动词考点归纳及应对策略[J].英语知识, (12) .

Claire K.2000.语言与文化[M].上海:上海外语教育出版社.

篇4：分词作状语

词结构；另一种是“名词+分词”的独立分词结构。这两种结构都带有名词，这里名词被称为分词的逻辑主语，以区别于句子主语。也就是说此时的分词逻辑主语和句子主语不同。其实，分词作状语还有一种非常多见的结构，即直接把分词短语放在句首、句中或句末来作状语，此时，分词的逻辑主语和句子主语是一致的。本期我们就来讨论这种结构。

垂悬分词

受汉语思维表达的影响，很多英语初学者往往会造出中文通顺但不符合英文逻辑表达的句子，“垂悬分词”就是其中很重要的一种。比如，中文里说“等车的时候，一块砖头砸到我头上了。”这句话非常通顺。但这句话若按中文语序直接译成英语就会出问题。请看译文：

(1)Waiting for a bus, a brick fell on my head. (×)

妙语点睛：

这里用了分词waiting，动词waiting必然有一个动作发出者，或称为分词的逻辑主语。按照英文的思维表达规律要求，后边的句子主语a brick同时要充当分词waiting的逻辑主语。换句话说，分词动作waiting的发出者就是a brick。然而，事实上，这讲不通，因为a brick不可能“等车(waiting for a bus)”。于是，这里分词waiting找不到自己的逻辑主语了，英文里将这种情形的分词结构叫作“垂悬分词(Dangling Participle)”，这是一种典型的分词误用结构。然而，在中文，这里“等”的逻辑主语，是隐含在语境中的，是“我”在等车。但英文不接受这样一种逻辑表达，英文里要求句子主语必须是能够作分词动作的发出者。如果不是，则不要用分词。比如，这句话我们只好改用从句来明确说出waiting动作的执行者，因此可译成“While I was waiting for a bus, a brick fell on my head”。

其实，汉语里有时也有类似“垂悬分词”这样逻辑不搭配的情况。比如我曾经看到某媒体上有一则关于新东方学校的报道，里面有这样一句话，读起来就不是很通顺——“作为中国英语培训界的巨头，新东方的ELLIS英语培训中心将在今年9月推出。”这里句子的主语不是“新东方”，真正主语是“ELLIS英语培训中心”，但它不是“中国英语培训界的巨头”。所以，这个句子宜按照类似于上面讨论的英语思维逻辑改写成“作为中国英语培训界的巨头，新东方将在今年9月推出ELLIS英语培训中心。”

分词逻辑主语与句子主语须一致

我们说“分词逻辑主语与句子主语须一致”，也就是说分词的动作应该是由句子主语发出的。我们先来看下面这个小故事。

(2) There was a mutual attraction between my sister and a trainee working at her office. However, both being shy, they could barely even speak to each other. During an office party, my sister went into the kitchen to get a drink and the trainee followed. Opening the freezer, he took out some ice, placed it on the work surface and began smashing it with a tin of coffee. Smiling, he explained,“I just wanted to break the ice between us.”

妙语点睛：

这里有三个分词作状语，其中“both being shy”是我们上期讨论过的独立分词结构。而“Opening”和“Smiling”则是单独的分词作状语，它们和后边的句子主语“he”都构成逻辑语义搭配。如果改说成“Opening the freezer, some ice was taken out”则为“垂悬分词”，致使句子不通顺。

精品译文：

我姐姐和她办公室新来的实习生彼此都互有好感，但是两人由于都很害羞，几乎没有怎么说过话。在一次公司聚会上，我姐姐一个人进了厨房想弄点饮料喝。这时，那个实习生也跟了进去。他打开冰柜，取出一些冰块，并把它们放在厨房的操作台上，最后就开始用咖啡罐砸这冰块。然后他笑着解释道：“我只是想打破我们之间的‘坚冰’”。

(3)Dressed up as Father Christmas and accompanied by a “guard of honor” of six pretty girls, he set off down the main street of the city riding a baby elephant called Jumbo.

妙语点睛：

这是《新概念英语》第二册第65课里的一个句子。这个句子的主干很短，就是“he set off down the main street of the city”。这里有三个分词短语作状语。前两个是过去分词短语“Dressed up as Father Christmas”和“accompanied by a 詆uard of honor?of six pretty girls”作方式状语。后一个是现在分词短语“riding a baby elephant called Jumbo”作伴随状语，修饰谓语动词set off，表示如何“出发”的。我们看到，这里句子主语he与动作“dress up”、“accompany”构成被动关系，所以要用过去分词“dressed up”和“accompanied”；而he与动作“ride”构成主动关系，所以要用现在分词“riding”。这样一来，分词的逻辑主语和句子主语就一致了。

精品译文：

他打扮成圣诞老人，在由6个漂亮姑娘组成的“仪仗队”的陪同下，骑上一头名叫江伯的小象，沿着城里的主要街道出发了。

最后需要提醒的是，分词作状语和分词作定语不要混淆。分词作定语是分词修饰句中的某个名词。而分词作状语则是修饰句子谓语，比如表示谓语动作的原因、方式等。请看下面的短文：

(4)The natural scientist, Abansit di Ginevra, had spent twenty years collecting data on weather conditions. One day his new maid tidied his study. When he came back he could not find his collection. The maid told him that she had burnt everything thinking it was of no use. Abansit, controlling himself said in despair, “It was the result of my hard work of twenty years. Please don’t touch anything in the room again.”

妙语点睛：

这里“The maid told him that she had burnt everything thinking it was of no use.”，有人误译成“女仆告诉他说，她烧掉了那些自认为没有用的东西”，这样一来就是将分词短语“thinking it was of no use”误译成everything的定语，这显然不妥。其实，这里分词短语“thinking it was of no use”是用作状语，表示原因，用来解释为什么“she had burnt everything”。这里thinking的逻辑主语即是句子主语“The maid”。另外，分词短语“controlling himself”也是作状语，修饰谓语said，表示在“说”的同时，“他在努力控制自己的情绪”，属于伴随状语。

精品译文：

自然科学家Abansit di Ginevra花费了二十年的工夫来收集气候天象资料。一天，有一位新来的女仆给他打扫书房。后来当他回到书房时，发现所有的材料都不见了。女仆告诉他说，她认为那些东西都没有用，所以把它们全部烧掉了。Abansit努力控制自己的情绪，绝望地说道：“那是我二十年来的努力成果啊！以后请不要再碰这房间里任何东西了。”