第8讲 动词-ed的用法-【暑假辅导班】2021年新高二英语暑假精品课程（北师大2019版）

动词-ed形式的意义和用法 1. 观察分析下面的句子并总结动词--ed的意义和用法 1. Supported by his research, Professor Salovey suggests that when predicting someone’s future success, their character as measured by EQ tests, might actually matter more than their IQ. （在其研究的基础上，沙洛维教授建议，在预测某人未来的成功时，由情商测定的性格实际上可能比智商更重要。supported与句子的主语Professor Salovey 构成了逻辑关系的被动关系，measured与从句中的character构成逻辑的被动关系，都作条件状语） 2. Compared to students who had not been involved in the study, they also showed a better understanding of the disabled students’ feelings. （与未参与这一项研究的学生对比，他们更好地理解残障学生的感受。Compared 与句子的主语 they构成了逻辑关系的被动关系，作时间状语。） 总结：: 动词-ed 功能: a.作状语 （used as adverbial）-条件状语、时间状语 b. 与句子的主语是逻辑的被动关系 扩展： 动词-ed形式相当于形容词或副词，因此它可以在句中作表语、定语、宾补和状语。 ★及物动词的-ed形式作定语时通常既表示完成，又表示被动。 ★不及物动词的-ed形式作定语在意义上只表示完成不表示被动。 ★从位置上看，单个动词的-ed形式作定语时通常放在被修饰的名词之前；动词-ed形式短语作定语通常放在被修饰的名词之后。 1. 动词-ed形式短语作定语时，在意义上相当于一个定语从句。 e.g. I like books written by Lu Xun. = I like books that are written by Lu Xun. 2. 动词-ed形式修饰不定代词或指示代词时，要放在这些词之后。 e.g. There has been nothing changed here since I left this town. 3. excite, surprise, satisfy等动词的-ed形式通常修饰人，它们的动词-ing形式通常修饰物，但是有时前者也可以修饰物。 e.g. surprised laughter 惊讶地大笑 surprising laughter 使人惊奇的笑声 练习： 一． 用动词-ed形式改写句子并分析其用法。 1. Jane was scared of the lightning. She refused to go outside. 2. The man was arrested by the police. He felt hopeless. 3. The two lions were sent to a local zoo. They are reported to have settled down well. 4.The medicine is taken in time. It will be quite effective. 二．补全句子 1. _________________(从山上看), the town looks magnificent. 2. _________________ (给足够的时间)，you can do much better next time. - 3. _________________________________(和另外一组相比), we were quite quick. 4. ________________________________(受Gandhi’s 观点的影响), King organized a bus protested in 1965. 5. ____________________________(受父母的鼓舞), Jim decided to take part in the English Speaking Contest. 6. The old man walked in the park, ______________________(由他的妻子搀扶). ） 7.__________