内容正文:
identify the form, meaning and function of -ed as attributive according to the context.
learn to use -ed as attributive in contexts.
Learning objectives
In this lesson, we will be able to
1
Activity 1 Revise and answer
How did Ryan feel about the words from his teacher?
What did Ryan at last saw in Uganda?
Answer the following questions.
a. Ryan had trouble believing the words spoken by his teacher.
b. In Uganda, Ryan at last saw the finished well with his own eyes.
What part of speech are the words in red?
In sentence (a), what was spoken?
In sentence (b), what was finished?
They are both used as attribute (定语), which show passive instead of active actions.
Change the two sentences into attribute clasues.
2
Activity 2 Answer and understand
Change the two sentences into attributive clauses.
c. Ryan had troubled believing the words, which was spoken by his teacher.
a. Ryan had trouble believing the words spoken by his teacher.
b. In Uganda, Ryan at last saw the finished well with his own eyes.
d. In Uganda, Ryan at last saw the well, which was finished, with his own eyes.
2. What are the functions of “-ed” form as attributive ?
1. What is the meaning of the words in red?
3. Why does the author choose to use sentences (a) and (b) in the passage?
4. When do we put the “-ed” form before the noun it modifies and when do we put it after?
More examples in the passage
What we need was a well dug near their homes.
He also saw hundreds of delighted students who turned out to welcome him.
Many inspired people gave him their support.
This insight grew from the determined attitude of a six-year-old boy...
Activity 1
Activity 3 Read and rewrite
Ryan is a young man admired by a lot of people. The money raised by his foundation supports schools and communities in Africa.
Activity 3 Read and rewrite
As in the words spoken by Ryan, we need to not only donate money but also get new ideas. I think the needed support includes new technology for recycling water and education on ho