Part Ⅱ Using language——动词-ed形式作定语
必修五 unit2 using language知识点
1. To her great surprise, Zhang Pingyu found the Queen's jewels guarded by special royal soldiers who, on special occasions, still wore the four-hundred-year-old uniform of the time of Queen Elizabeth I.
2. It looked splendid when first bulit!
3. The second day the girl visited Greenwich and saw its old ships and famous clock that sets the world time.
5. It passes through Greenwich, so Pingyu had a photo taken standing on either side of the line.
பைடு நூலகம்
It seemed strange that the man who had developed communism shoud have lived and died in London.
主动语态
一般现在时：主语+am/is/are/do/does+其他 一般过去时：主语+was/were/did+其他 现在进行时：主语+am/is/are doing+其他 过去进行时：主语+was/were doing+其他 一般将来时：主语+will do+其他 主语+be going to+其他（表打算 做某事） 主语+be to+其他 现在完成时：主语+have/has done+其他 过去完成时：主语+had done+其他 过去将来时：主语+would do+其他
高考英语语法：动词的-ed形式作定语
2019高考英语语法：动词的-ed形式作定语动词的-ed形式作定语动词的-ed形式作定语修饰名词分为前置和后置两类。
1.前置定语单个的动词的-ed形式作定语一般放在被修饰的名词之前，作前置定语。
A watched pot never boils. 心急锅不开。
All the broken doors and windows have been repaired. 所有的坏门窗都修好了。
When we arrived, we each were given a printed question paper. 我们到达的时候，每人被发给了一份印制好的试卷。
提示：如要表示强调，单个动词-ed形式也可作后置定语。
Money spent is more than money earned. 入不敷出。
2.后置定语作后置定语的-ed形式一般都带有修饰语或其他成分，在语法上相当于一个定语从句。
We have read many novels written by this author. 我们读过这个作家写的许多小说。
(= that are written by this author)Half of the honoured guests invited to the reception were foreign ambassadors. 被邀请到招待会上的贵宾有一半都是外国大使。
(= who had been invited to the reception)The meeting, attended by one thousand students, was a success. 这次会议获得很大的成功，共有一千名学生出席了。
(= which was attended by one thousand students)A woman, dressed like a lawyer, came in and took her seat as judge. 一个律师装扮的女人走了进来，并作为法官就座。
外研版高一英语必修第二册(2019版)_Unit5_Using_language_知识点梳理
Unit 5 On the roadPeriod 2 Using language 知识点梳理单元语法精讲精练－-ing形式作定语I.语法感知感知以下课文原句，完成方框下的小题1．以上句子中，句2,4和句5中为单个的现在分词放于被修饰名词的前面作定语，被称为前置定语；句1,3和句6中为现在分词短语放于被修饰名词的后面作定语，被称为后置定语。
2．现在分词短语作后置定语时，其作用相当于一个定语从句。
II.语法精析动词的-ing形式既包括动名词又包括现在分词，在英语中使用极其广泛，同时也是高考中的重要考点。
下面就动词的-ing形式在句中作定语总结如下：动词的-ing形式作定语在句中通常有两个位置，如果是单个的动词的-ing形式作定语，常放在被修饰词前作前置定语；如果是动词的-ing形式的短语作定语，常放在被修饰词后作后置定语。
如：1．He is an attacking player.他是一个攻击型的运动员。
2．He asked an embarrassing question.他提了一个令人难堪的问题。
3．A little child learning to walk often falls.学走路的小孩常常跌跤。
4．Do you know the number of people coming to the party？你知道来参加晚会的人数吗？名师点津：当v.-ing形式作后置定语时，可以相当于相应的定语从句。
如：1．A young man writing novels came to speak to us yesterday.→A young man who writes novels came to speak to us yesterday.一位写小说的青年昨天来向我们作报告。
2．The girl sitting next to me was my cousin.→The girl who was sitting next to me was my cousin.坐在我旁边的姑娘是我表妹。
动词-ed形式作定语
一、动词-ed形式作定语过去分词作定语往往与被修饰的词靠得很紧, 渐渐地成为一个复合词。
这种分词叫分词形容词, 实际上相当于一个单纯的形容词, 除表示“完成”的动作之外, 还表示“被动”的意义。
如：spoken English (英语口语)；iced beer (冰冻啤酒)；cooked food (熟食); fried chips (炸土豆条);但要注意不及物动词的过去分词常表示“完成”的动作, 而不表示“被动”意义。
如: boiled water(开水); fallen leaves(落叶) ; the risen sun(升起的太阳)等。
1. The tall man is a returned student．高个子的那个人是个归国留学生。
2. My parents are both retired teachers．我的父母都是退休教师。
(1)前置定语单个的动词-ed形式,一般放在被修饰的名词的前面, 作前置定语。
The excited people rushed into building. 激动的人们冲进大楼。
Lost time can never be found again．虚度的时光, 无法挽回。
(2)后置定语①少数单个动词的-ed形式, 如left等, 只能作后置定语。
1. Everything used should be marked．所有用过的东西应该做好标记。
2. The books left are for my students．剩下的书是给我的学生的。
②动词-ed形式短语作定语时，通常要放在被修饰的名词的后面，在意思上相当于一个定语从句。
1. Is there anything planned for tonight? 今晚有什么活动吗?(=That has been planned for tonight)2. The meeting, attended by a lot of people, was a success．这次会议有很多人出席, 开得很成功。
Unit2MakingaDifferenceUsinglanguage过去分词作定语教学设计高中英语
高中英语（外研版）必修三UNIT2 Making a differenceUsing Language教学设计教材分析教材中本课主要内容分为三个部分，即语法、表达和听力。
语法部分主要是动词ed，即过去分词作定语。
通过观察课文句子、改写句子练习帮助学生更好地理解该知识点，使印象更加深刻，从而在日后学习中能灵活使用。
表达部分是学会如何向他人介绍自己，包括基本情况、个性、优势等。
此外，通过该练习还可帮助学生提高听力技巧，使学生在实际文本中提高语言的理解能力。
教学目标与核心素养1.语言技能目标（1）Students can master the usage of the past participle as attributive.（2）Students can transform the phrases of the past participle as attributive to attributive clause.（3）Students can distinguish the past participle as attributive and the present participle as attributive.2.语言知识目标能够理解文章中长难句并准确翻译。
3.文化意识目标（1）了解国际公益组织、志愿者等相关话题；（2）了解人们对国际公益组织和志愿者理解和态度。
4.情感态度目标正确认识国际公益组织的意义和重要性，以及思考如何能够积极地为社会、人类做贡献。
教学重难点1.理解文章逻辑关系及架构，理解文章写作意图；2.引导学生谈论成为志愿者的收获与感想。
教学过程Step1:The usage of the past participle as attributiveLook at the sentences from the reading passage and answer the questions.Q1. What was spoken in sentence (a)?What was finished in sentence (b)?Q2. Why does the author use ed instead of ing?Q3. What is the difference between the two groups of sentences?Q4. Why does the author choose to use ed instead ofan attributive clause in the reading passage?Step2: Past participle as attributive and attributive clauseRead the discussion and rewrite the underlined sentences using the ed form.Step3: Past participle and present participle as attributiveStep4:Practice1.Inspired by the Belt and Road Forum for International Cooperation( hold ) in Beijing, Cao decided to cover the route by hiking as a tribute to the ancient Silk Road.2. It can help to build a munity with ( share ) future for mankind ," he said .3. Earth Day, ( mark ) on 22 April , is an annual event aiming to raise public awareness about environmental First protection.4. I like eating ( fry ) tomatoes with eggs, and I thought it must to be easy to cook.。
外研版高中英语必修第三册Unit2 Section Ⅱ Using language讲义
Section ⅡUsing language1．sensitive adj．敏感的，容易生气的(1)be sensitive to对……敏感(2)sense n．感觉；感官；意义v．感觉到senseless adj．失去知觉；无意义的sensible adj．合理的；明智的①The elderly need special care in winter，as they are very sensitive __ the sudden change in the weather．②This seems to be a ________(sense) way of dealing with the problem．③不要提她的体重增加了，因为她对此很敏感。
Don't mention that she has put on weight，for she ____________________ it．2．hesitate v．迟疑，犹豫(1)hesitate about/over对……犹豫不决not/never hesitate to do sth．毫不犹豫做某事(2)hesitation n．迟疑，犹豫without hesitation毫不犹豫地①I hesitated a lot __________ whether to tell him the bad news．②The firefighters ran into the burning house to save the employees without __________(hesitate)．③如有任何疑问请尽管和我联系。
Please____________________________ if you have any questions．3．assistance n．帮助，援助(1)with the assistance of在……的帮助下come to one's assistance帮助某人(2)assist v．帮助，协助assist sb．with sth．/in doing sth．帮助某人(做)某事(3)assistant n．助手，助理[即学即练]片段语法填空/词汇升级①Mary，a shop _________(assist) in a clothes shop，is a nice person and usually _______(assist) her neighbours ____ a lot of things．So they like her very much．Several years ago，Mary fell off a ladder and injured her right leg badly．Fortunately，her neighbour Lucy，who is a nurse，came to her __________(assist) when she heard the bad news．____ the assistance of Lucy，Mary is recovering quickly now．②Teddy came to help me immediately I told him my wallet had been stolen．→Teddy _____________________ immediately I told him my wallet had been stolen．(assistance)P221．_________ 挖井2．______________ 缺水3．______________ 同意某人的观点4．__________________________________ 再利用水的新技术P231．_____________ 总部设在……2．__________________ 为某人提供某物3．_______ 开始从事4．________________ 被……影响5．___________________ 做出英明决定6．_________________________ 毫不犹豫做某事7．__________________ 把某物托付给某人；放心地把某物交给某人8．__________________ 对……有信心9．_________________ 幽默感10．___________ 使某人高兴/振作起来P241．_____________ 做慈善2．___________ 偶遇3．___________ 筹钱4．____________________________ 在……中扮演重要角色5．__________________________ 残疾儿童6．_______________ 适合7．__________________ 一周三次8．____________ 照管，照顾P251．_______________________ 打算做志愿者工作2．___________ 尽管，虽然3．__________ 做笔记4．______________ 参与，参加过去分词作定语一、过去分词作定语的位置1．单个的过去分词作定语时，通常将其放在被修饰的名词之前。
Part Ⅱ Using language——动词-ing形式和动词-ed形式作宾语补足语
Part ⅡUsing language——动词-ing形式和动词-ed形式作宾语补足语【思维导图】英语中，有些动词若只带一个宾语，句子的意义还很不完整，须另带一个成分来说明宾语的情况或状态，这个成分叫作宾语补足语，简称宾补。
作宾补的一般有：名词、形容词、动词不定式及动词-ing形式和动词-ed形式等。
一、基本特征感悟【感悟用法】①I could feel the wind blowing on my face.②I saw the little boy beaten by Bob.③She has me repairing his computer all the morning.④She had/got her computer stolen the other day.⑤The woman found her necklace stolen after she got home.⑥The father left the seven-month-old baby crying in the bed.⑦With everything well arranged，the manager left the office.【自我总结】1.句①为“感官动词＋宾语＋doing”，动词-ing形式作宾补强调动作的延续性，表示动作正在进行。
2.句②为“感官动词＋宾语＋done”(动词-ed形式作宾补，表示被动)3.句③为使役动词“have/has＋宾语＋doing”(动词-ing形式作宾补，表示主动)4.句④为使役动词“have/got＋宾语＋done”(动词-ed形式作宾补，表示被动)5.句⑤为“find＋宾语＋done”，“发现……被……”，动词-ed形式表被动。
6.句⑥为“leave＋宾语＋doing”，“让、听任……保持”，动词-ing形式表主动。
7.句⑦为“with/without＋宾语＋done”，“随着……被……”动词-ed形式表被动。
Part Ⅱ Using language——动词-ed形式作状语 (2)
Part ⅡUsing language——动词－ed形式作状语【思维导图】名师提醒动词－ed形式属于非谓语动词的一种。
所谓非谓语动词，就是指在句子中不作谓语的动词。
由于非谓语动词不能单独用作谓语，所以从理论上说，它也就没有实际意义上的主语。
1．动词－ed形式是分词的一种。
规则动词的过去分词一般是由动词加－ed构成(规则见后)，不规则动词的过去分词见不规则动词表。
2．动词－ed形式作状语，相当于状语从句或并列句；通常情况下，其逻辑主语就是句子的主语，与主语间为被动关系；该动作表示被动、完成；分词可位于句首和句后；动词－ed形式与动词－ing形式在句中都可作状语，但有很大区别。
一、基础特征感悟【感悟用法】1．Satisfied with what he did，the teacher praised him in class.2．Some medicines，wrongly taken，can kill a person.3．Compared with you，I still have a long way to go.4．Encouraged by his parents，he still has no confidence in overcoming the difficulties.5．The patient got off the bed，supported by the nurse.6．The cup fell down to the ground，broken.【自我总结】1．所有句子中动词－ed形式都作状语，其逻辑主语都是句子的主语，与主语间为被动含义。
2．动词－ed形式的位置可以在句子开头、中间和末尾。
3．以上句子中的动词－ed形式分别作原因、时间、条件、让步、方式、结果状语。
二、主要用法精讲【重点归纳】1．动词－ed形式作状语的意义动词－ed形式作状语来源于状语从句或并列句。
可以表示时间、原因、条件、让步、方式或伴随情况等。
Unit2UsingLanguage语法课件高中英语选择性
to write to tell
Practice
doing
to water watering/ to be watered
to make arguing
that
Complete the passage with the correct form of the verbs in brackets.
remember, forget, regret, stop, try, mean, go on, can’t help
注意 need, want, require, deserve等动词后面跟动名词的主动 形式和动词不定式的被动式都表示被动意义。如：
你的房子需要修理。
Your house needs repairing. = Your house needs to be
prefer, hate, begin, start, continue, like, love
• 他不愿意想这件事。 • He hated thinking\ to think about it. • 乐队开始演奏。 • The band began playing\ to play.
+ doing\to do, 意思差别很大
① 我们可以在下个月底之前建好这座桥。
We can finish building the bridge before the end of next month.
② 每天练习说英语对我们来说很重要。
It’s important for us to pratice speaking English every day.
At the age of ten, Liu Wei lost both his arms in an accident. Despite this, he wanted 1 __t_o_l_iv_e__ (live) life to the full. He learnt 2 __t_o_u_s_e (use) his feet for everyday, such as eating and brushing his teeth. He also started 3 _t_o_s_w__im__/_s_w__im__m_i_n_g__ (swim) and won two gold medals at the National Games for People with Disabilities.
动词ed形式作定语表语宾语补足语和状语
动词-ed形式作定语，表语，宾语补足语和状语一、动词-ed形式作定语过去分词作定语往往与被修饰的词靠得很紧, 渐渐地成为一个复合词。
这种分词叫分词形容词(the Participle Adjective), 实际上相当于一个单纯的形容词, 除表示“完成”的动作之外, 还表示“被动”的意义。
如：spoken English (英语口语)；iced beer (冰冻啤酒)；cooked food (熟食); fried chips (炸土豆条);但要注意不及物动词的过去分词常表示“完成”的动作, 而不表示“被动”意义。
如: boiled water(开水); fallen leaves(落叶) ; the risen sun(升起的太阳)等。
(1)前置定语单个的动词-ed形式,一般放在被修饰的名词的前面, 作前置定语。
The excited people rushed into building. 激动的人们冲进大楼。
(=the people who were excited)Lost time can never be found again．虚度的时光, 无法挽回。
(=time which is lost)(2)后置定语①少数单个动词的-ed形式, 如left等, 只能作后置定语。
1. Everything used should be marked．所有用过的东西应该做好标记。
2. Among the invited were some ladies．被邀请的人中, 有些是女士。
3. The books left are for my students．剩下的书是给我的学生的。
②动词-ed形式短语作定语时, 通常要放在被修饰的名词的后面, 在意思上相当于一个定语从句。
及物动词的过去分词作定语用来表示被动,可改为带被动语态的定语从句;不及物动词的过去分词(仅限于单个过去分词,且不能后置)则表示完成,可改为带有完成时态的定语从句。
Using Language
4.“only+动词不定式”常表示令人意外的结果。 Tom took a taxi to the airport, only to find his plane high up in the sky. George returned home after the war, only to be told that his wife had left him.
(2) 不定式与其所修饰的词构成逻辑上的动宾关系， 而该不定式为不及物动词时， 其后须加上适当 的介词，构成及物动词短语。 I am looking for a room to live in. I need a piece of paper to write on. There is nothing to worry about.
不定式作定语且所修饰的名词是time,place 或way时，不定式后的介词一般要省去。
He had no money and no place to live.
(3)当不定式修饰的名词或代词为不定式动作的承受者时， 不定式主动形式与被动形式的含义有所不同。试对比：
There is nothing to do.无事可做。（有“无聊感”）
I'm glad to have the opportunity to talk/of talking to you about biology.
• ②在ability,failure,promise,wish,tendency等名 词后，通常用动词不定式作定语。
Part Ⅱ Using language——动词ed形式作状语
2.动词-ed形式与主语间的关系 通常情况下，其逻辑主语必须与句子主语保持一致，也就是说，动词-ed形式与句 子的主语之间是动宾关系，主语与动词间是被动含义。 Encouraged by their teacher，the students worked even harder. 受老师的鼓励，学生们学习更努力了。 由句子含义可看出，句子主语the students是动词encourage的宾语，即动作的承受者， encourage the students鼓励学生，故主语the students与encourage之间为被动含义。 Given another hour，I can also work out this problem. 再给我一个小时，我也能解这道题。 同样，句子主语I和分词动作give间为被动关系。
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(2)动词-ed形式作状语时，动词-ed形式所表示的动作与句子主语之间构成逻辑上的 被动关系。 Given more encouragement，the boy could have behaved better. 如果多给这个男孩一些鼓励，他可能会表现得更好。 Asked why he did it，the monitor said it was his duty. 当被问及为什么做这件事时，班长说这是他的职责。
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名师提醒 部分动词－ed形式来源于系表结构，作状语时不表示“被动关系”，其前不用being。 这 类 动 词 － ed 形 式 及 短 语 常 见 的 有 ： lost in( 陷 入 某 种 状 态 ) ， seated( 坐 着 的 ) ， hidden(躲着)，stationed(驻扎)，lost/absorbed in(沉溺于，专心于)，born in(出身于)， dressed in(穿着)，tired of(厌烦了)，faced with(面对……)等。 Lost/Absorbed in deep thought，he didn’t hear the sound. 因为专心于思考，所以他没有听到那个声音。 Born in this beautiful town，he hates to leave it. 出生于这个美丽的小镇，他不愿离开它。
Part Ⅱ Using language——动词不定式、动词-ing形式和动词-ed形式作表语
@《创新设计》
即学即练2 单句语法填空 ①Mr.Smith is very ___in_t_e_re_s_t_in_g__ and we are __i_n_t_er_e_s_te_d___ in his lessons.(interest) ②As we joined the big crowd，I got ____s_e_p_a_ra_t_e_d______ (separate) from my friends. ③I feel a little __em__b_a_r_ra_s_s_e_d_ (embarrass) but I’d really like to meet you. ④Her exam results were ___d_is_a_p_p_o_i_n_ti_n_g___ (disappoint) but she tried to put a brave face on it. ⑤Jack was so _____f_r_ig_h_t_e_n_e_d_______ (frighten) that his knees knocked together. ⑥According to the artist，the painting is ___e_x_p_e_ct_e_d___ (expect) to go for at least a million dollars.
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@《创新设计》
即学即练1 对比翻译 ①他的工作是粉刷墙。 ____H_i_s_j_o_b_i_s_p_a_i_n_ti_n_g_w__a_ll_s._________________________________________________ ②他的工作是粉刷这面墙。 ____H_i_s_j_o_b_i_s _to__p_a_in_t_t_h_e_w__a_ll_. _______________________________________________
Part Ⅱ Using language——动词-ing形式作定语
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11、一个好的教师，是一个懂得心理 学和教 育学的 人。21. 4.2211: 51:2911 :51Apr-2122-A pr-21
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12、要记住，你不仅是教课的教师， 也是学 生的教 育者， 生活的 导师和 道德的 引路人 。11:51: 2911:5 1:2911: 51Thurs day, April 22, 2021
Unit 5 On the road
Part Ⅱ Using language——动词-ing形式作定语
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【思维导图】
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一、基本特征感悟 动词-ing形式作定语分为前置定语和后置定语。 【感悟用法】 ①They talked in a low voice in order not to wake up the sleeping girl. 他们低声说话，以免吵醒那个睡着的女孩。 ②The student making the experiment in the lab is our monitor. 在实验室里做实验的学生是我们的班长。 ③She found herself in an embarrassing position.她发现自己处于尴尬的地位。 ④They built a highway leading into the mountains.他们修建了一条通往山里的公路。
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15、一年之计，莫如树谷；十年之计 ，莫如 树木； 终身之 计，莫 如树人 。2021 年4月上 午11时 51分21 .4.2211 :51Apri l 22, 2021
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16、提出一个问题往往比解决一个更 重要。 因为解 决问题 也许仅 是一个 数学上 或实验 上的技 能而已 ，而提 出新的 问题， 却需要 有创造 性的想 像力， 而且标 志着科 学的真 正进步 。2021 年4月22 日星期 四11时 51分29 秒11:5 1:2922 April 2021
Unit 2 Using Language学案 高中英语外研版(2019)必修第三册
Unit 2 Make a differenceUsing Language【学习目标】1. To master the usage of verb-ed as attributive and use the past participle properly.2. To use proper adjectives to describe personal qualities .3. To learn about voluntary work and strengthen the sense of social responsibilityHome work checking课文语法填空Ryan had trouble 1.__________(believe) the words spoken by his teacher that many people in developing African countries couldn’t get enough clean water. The water they drink is so dirty 2._______ it makes them sick.So Ryan decided to help. By 3.__________(clean) windows and doing gardening,Ryan wanted 4._____(earn) money to build a single well. Although he was told it cost $2,000 to build a well, he didn’t give up. Ryan started to ask for help from his classmates and neighbours and persuaded them 5.________(donate) money. After several months, he 6.______(raise) enough money and a well was built in Uganda. Ryan at last saw the finished well with his own eyes. The children turned 7.______ to welcome him warmly. He really made 8.______ difference for them. Later, Ryan’s experience led him to set 9._____ a foundation to encourage more people to help.Today, the life-changing gift of clean water has benefited them a lot. Ryan with the 10.________(determine) attitude made his dream a reality.预习案【学习过程】Step 1: 自主学习1 .Learn the new words on Page 17-19,pay attention to the pronunciation and know the usageof them.探究案【合作探究】Step 1 Grammar--ed as attributive1.Identify the part of speech of the verb-ed form in the following sentences.①In Uganda, Ryan at last saw the finished well with his own eyes.②Many inspired people gave him their support.③Ryan had troubled believing the words spoken by his teacher.④A well built near a primary school in Uganda cost $2000.【名师精析】一、过去分词(短语)作定语的位置1.一般情况下,单个过去分词作定语通常放在被修饰词之前。
PartⅡUsinglanguage——动词不定式作定语和结果状语
PartⅡUsinglanguage——动词不定式作定语和结果状语Part ⅡUsing language——动词不定式作定语和结果状语【思维导图】⼀、基本特征感悟【感悟⽤法】①That football is such a simple game to play is perhaps the basis of its popularity.②He studied hard only to fail.【⾃我总结】句①中的to play是不定式，作game的定语。
句②中的to fail 是不定式，作结果状语。
⼆、主要⽤法精讲1.动词不定式作定语(1)动词不定式作定语常⽤来修饰名词或不定代词，放于所修饰的词后，为后置定语。
There is nothing to worry about.没什么可担⼼的。
The best way to raise money is to sell newspapers.筹集资⾦最好的⽅式是卖报纸。
(2)如果不定式动词与被修饰词之间有逻辑上的动宾关系，并且该动词是不及物动词，则需要加上适当的介词或副词使动宾关系成⽴。
When you move somewhere new，the first thing for you is to find a place to live in.当你搬到⼀个新的地⽅时，⾸先要找⼀个住处。
2.动词不定式作结果状语(1)动词不定式表⽰结果时，其逻辑主语就是句⼦的主语。
结果状语常常只限于learn(得知)，find(发现)，see，hear，to be told(被告知)，make(使得)等具有界限含义的动词。
He returned home to learn his daughter had just been engaged.他回家后得知⼥⼉刚刚订婚了。
Dinosaurs have completely died out on the earth，never to be seen again.恐龙已经从地球上灭绝，将永不再被看到。
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Part ⅡUsing language——动词－ed形式作定语【思维导图】1．动词－ed形式作定语相当于形容词。
2．动词－ed形式作定语，既可以放在被修饰名词的前面也可以放在被修饰名词的后面，即“名词＋动词－ed形式”或者“动词－ed形式＋名词”。
3．作定语的动词－ed形式，绝大多数是及物动词，只有少数几个是不及物动词。
过去分词作定语表被动、完成或两者兼有。
一、基本特征感悟【感悟用法】①The lost time can never be found again.②What’s the language spoken in that area?③I thought I would be punished for the broken glasses but I ended up being praised for my honesty.④Is there anything planned tonight?⑤The movie called Hero was famous for its special techniques.⑥The student dressed in white is my daughter.⑦This will be the best novel of its kind ever written.⑧Who were the so－called guests invited to your party last night?⑨This is the funniest news found on the Internet.⑩We were told we would meet at given time and place.【自我总结】1．过去分词作前置定语的有：①③⑩句，过去分词作后置定语的有：②④⑤⑥⑦⑧⑨句。
2．单个分词作定语的有：①③④⑦⑩句。
3．表被动意义的有：②⑤句；表完成意义的有：①⑩句；表被动完成的有；③④⑦⑧⑨句；表状态的有⑥句。
二、主要用法精讲1．动词－ed形式作定语的位置(1)单个的动词－ed形式作定语，通常置于被修饰词前。
the broken clock坏了的钟表the stolen backpack被偷走的背包(2)动词－ed短语作定语，常置于被修饰词后，相当于一个定语从句。
Most of the people invited to the party didn’t come.＝Most of the people who were invited to the party didn’t come.大部分被邀请参加派对的人没有来。
名师提醒(1)有些单个的动词－ed形式，在习惯上往往置于被修饰词后。
There is little time left.时间不多了。
(2)动词－ed形式修饰something，everything，anything，nothing，nobody等不定代词或those时，常置于这些词的后面。
There will be something changed.有些东西要改变了。
He is one of those invited.他是那些被邀请的人之一。
(3)有些过去分词作定语，前置和后置的意义不同。
the tool used使用过的工具the used tool 旧的工具the concerned expression担忧的表情the student concerned有关的学生名师提醒(1)英语中有很多与感觉有关的及物动词，其动词－ed形式有被动意义，即“使人产生某种感觉”。
moved受感动的amused 感到有意思的pleased 高兴的(2)有些及物动词的动词－ed形式作定语，并不强调被动意义，而表示一种状态或结果。
Dressed in white，she looked very beautiful.穿着白衣服，她看起来很漂亮。
The boy seated at the back of the classroom is clever.坐在教室后面的这男孩很聪明。
名师提醒人的表情、声音如look，expression，voice，sound，tear等用过去分词修饰。
There was a surprised look on her face seeing what have happened.看到所发生的事情后，她脸上出现了惊讶的表情。
2．动词－ed形式作定语的意义不及物动词的动词－ed形式作定语，只表示动作已完成；而及物动词的动词－ed形式作定语，表示被动意义或已完成，抑或两者兼具。
(1)只表示完成，不表示被动。
boiled water＝water that has boiled开(过的)水the fallen leaves＝the leaves that have fallen落叶a developed country＝a country which has developed发达国家(2)表示被动。
an honoured guest一位受尊敬的客人deeply moved people深受感动的人们(3)表示被动和完成。
the broken glass碎了的杯子the question discussed yesterday昨天讨论的问题3．动词－ing形式与动词－ed形式的区别(1)动词－ing形式表示主动意义，动词－ed形式一般表示被动含意。
(2)动词－ing形式表示正在进行，动词－ed形式表示状态或做完(完成)的事。
He rushed into the burning house.他冲进了正在燃烧着的房子。
The child standing over there is my brother.站在那儿的男孩子是我弟弟。
The room facing south is our classroom.朝南的房间是我们的教室。
Have you got your watch repaired?你拿到那个修好的表了吗？He is an advanced teacher.他是个先进教师。
(3)动词－ing形式和动词－ed形式作定语的区别动词－ed形式作定语时用于描述某人或某物的感受或状态；动词－ing形式作定语时用于描述由什么原因引起某人的感受。
Interested members will meet at two o’clock.感兴趣的会员在两点碰头。
As far as I’m concerned，this is an interesting film.就我而言，这是一部令人感兴趣的影片。
即学即练①The first textbook written(write) for teaching English as a foreign language came out in the 16th century.②Don’t use words，expressions or phrases known(know) only to people with specific knowledge.③The broken(break) glass cup was broken by Jim.④I like eating frozen(freeze) food while he doesn’t.⑤You’d better use the boiled(boil) water to make tea.⑥Have you read the novel written(write) by him?⑦The fallen(fall) leaves will be collected by the cleaners.⑧Tsinghua University，founded(found) in 1911，is home to a great number of outstanding figures.Ⅰ.补全句子1．Jim sold most of his things.He has hardly__anything__left(没剩什么) in the house. 2．The problem discussed__at__the__meeting__yesterday(在昨天会议上讨论的) was very difficult to solve.3．The people exposed__to__sunshine(暴露在阳光下的) got sunburnt.4．The girl dressed__in__blue(穿蓝色衣服的) is my friend who is from Australia. 5．The English today is quite different from the English spoken__300__years__ago(300年前所说的)．6．Most of the artists invited__to__the__party(被邀请去参加聚会的) were from South Africa.7．The students encouraged__by__the__teacher(受到老师鼓舞的)worked harder than ever before.8．People__concerned (有关人员) have been invited here to discuss what to do next. Ⅱ.同义句转换1．The meeting which was held yesterday is of great importance.→The__meeting__held__yesterday__is__of__great__importance.2．The speaker answered all the questions that were raised by the audience.→The__speaker__answered__all__the__questions__raised__by__the__audience. 3．Nine out of ten women who were interviewed about the product said they liked it. →Nine__out__of__ten__women__interviewed__about__the__product__said__they_ _liked__it.4．I don’t like going to the supermarket located in the centre of the town.→I__don’t__like__going__to__the__supermarket__which/that__is__located__in__th e__centre__of__the__town.5．The managers will again discuss the plan which was carried out last week.→The__managers__will__again__discuss__the__plan__carried__out__last__week.。