初中英语中的后置定语
初中后置定语知识点总结
初中后置定语知识点总结在学习英语的过程中，定语是一个非常重要的语法项目。
在句子中，定语通常是用来修饰名词或代词，限定或说明它们的。
在英语中，定语通常放在被修饰的名词或代词之前，这被称为前置定语。
但是也有一些情况，定语出现在被修饰的名词或代词之后，这被称为后置定语。
今天我们就来总结一些初中后置定语的知识点。
一、后置定语的基本概念后置定语是指放在被修饰名词或代词之后的定语。
后置定语可以是限制性定语，也可以是非限制性定语。
限制性定语是不可省略的，非限制性定语是可以省略的。
1. 限制性定语：这种定语对被修饰的名词或代词起限制性作用，是不可缺少的。
例如：The man sitting over there is a teacher.那个坐在那儿的人是一名老师。
2. 非限制性定语：这种定语对被修饰的名词或代词起补充说明的作用，可以省略。
例如：My father, born in 1960, is a doctor.我的父亲，生于1960年，是一名医生。
二、后置定语的形式后置定语的形式多种多样，可以是一个单词，也可以是一个短语，还可以是一个从句。
在后置定语中，我们常见的形式有形容词、过去分词、现在分词、不定式、介词短语、副词短语和定语从句等。
下面我们逐一来看一下。
1. 形容词：由形容词构成的后置定语通常放在被修饰的名词或代词之后，起限制性或非限制性作用。
例如：The girl wearing a red dress is my sister.（限制性）穿着红色礼服的女孩是我的妹妹。
My friend, rich and generous, often helps others.（非限制性）我的朋友，富有和慷慨，经常帮助别人。
2. 过去分词：由过去分词构成的后置定语通常放在被修饰的名词或代词之后，表示被动或完成。
例如：The book translated into Chinese is very popular.（被动）被翻译成中文的书非常受欢迎。
初中英语中的后置定语
初中英语中的后置定语在英汉两种语言中,定语的作用大致相同，但值得注意的是，汉语里的定语都是放在它所修饰词之前,而在英语里,定语的位置既有在被修饰的词之前,也有在被修饰的词之后，本课主要就初中英语教学中常见的后置定语作一探讨。
一、所有的短语作定语要后置（介短、形短、不短、分短）1.介词短语作后置定语of the Roman Empire罗马帝国的灭亡the fallunder ten 10岁以下的孩子childrenfor knowledge求知欲a thirstin teaching phonetics他教授语音学的经验his experienceThen the man in the shop understood what the Frenchman meant.（介词短语）I see you've made some drawings of our defence works.2. 不定式短语作后置定语He had no time to think about rest.3.分词短语作后置定语，在意思上相当于一个定语从句covering (=which covers ) the cold, China stretches across a vast areatemperate and tropical zones.中国幅员辽阔，包括寒带、温带和热带。
sharing (=who share) weal and woe.We are brothers我们是患难与共的兄弟。
facing (=that faces) the sea.They live in a room他们住在一间朝南的房子里。
left(=which have been left) over by history.They are problems这些是历史遗留下来的问题。
(that was) discussed has been solved.The problem(that was) done can be measured in this way.The amount of workword编辑版．(that has been)gained will be of great value to us.The experienceThere were very few people living here.(现在分词短语)Mr.Smith, the boss of a small factory, once hired a young worker called John Hill.(过去分词短语)4. 形容词短语作后置定语，相当于一个定语从句He cast it a second time and drew in an old basket full of sand.He saw a magazine on the table next to him.suitable to the occasion适合这样场合的言辞wordremote from the madding crowd远离喧嚣尘世的村庄a village difficult to understand难于理解的句子sentencesready to lend a hand at any time a man一个随时乐于帮助他人的人二、所有的定语从句一律自然后置Then there is only one thing I can do.三、甚至许多单个单词也可作后置定语：1.形容词作后置定语①四one、四thing、四body、四where的修饰语（如something, somewhere, anyone, anybody），定语只能后置。
英语后置定语的详细用法 1 ppt课件
（3）表示修饰关系 动词不定式对其修饰的成分起一种描绘阐述作用。
He had no chance to go school in those years
我的句子：他是第一个登顶的人。 家长们应该给青少年们自己做决定的机会。
2.英语中有些以a为词首的形容词做定语时，均放在被修饰语后 面。如：alone, alike, afraid, , ashamed, awake 等 The girl asleep is my younger sister. He is the greatest writer alive. He looked at the street full of cars(形容词短语)
I don’t have a house to live in .
I don’t have a pen to write with.
I don’t have a piece of paper to write on
我的句子：我没有同伴练习英语。
（2）表示主谓关系 被修饰的名词表示逻辑主语 修饰它的动词不定式结构表示逻辑谓语。 例如： He’s always the first to come.
3.动词不定式做后置定语：
与被修饰成分之间表示不同的语义关系：
（1）表示动宾关系（2）表示主谓关系 （3）表示修饰关系 （4）表示同位关系 （1）表示动宾关系 被修饰的名词为动词不定式to do的直接宾语。 I have a lot of work to do today.
He had a big family to support.
初中英语 后置定语
初中英语后置定语Here is an essay on the topic of "Postpositive Modifiers in Middle School English" with a word count exceeding 1000 words, written entirely in English without any additional titles or unnecessary punctuation.The role of postpositive modifiers in middle school English instruction is a significant aspect of language development that deserves careful consideration. Postpositive modifiers, also known as trailing modifiers, are grammatical structures that follow the noun or pronoun they modify, providing additional information or specification. These structures can take various forms, including prepositional phrases, participial phrases, and relative clauses, and their effective use can greatly enhance students' understanding and proficiency in the English language.One of the primary benefits of incorporating postpositive modifiers into middle school English curriculum is the opportunity it presents for students to develop more sophisticated sentence structures. Traditional subject-verb-object sentence patterns can often feel limited or monotonous, particularly for more advanced learners. By introducing postpositive modifiers, students can learn to expand anddiversify their sentence structures, adding depth and complexity to their written and oral expression.For example, a simple sentence such as "The girl played in the park" can be transformed into a more nuanced and informative statement by adding a postpositive modifier: "The girl, wearing a blue dress, played in the park." The additional information provided by the participial phrase "wearing a blue dress" gives the reader a more vivid and detailed understanding of the scene, without disrupting the flow of the sentence.Similarly, postpositive modifiers can be used to provide essential contextual information or to differentiate between similar entities. Consider the sentence "The book on the table is mine." The prepositional phrase "on the table" serves as a postpositive modifier, specifying which book is being referred to and distinguishing it from other books that may be present. This level of specificity is particularly valuable in academic and informational writing, where clarity and precision are paramount.Beyond their structural benefits, postpositive modifiers also play a crucial role in developing students' critical thinking and analytical skills. By encouraging students to recognize and utilize these grammatical structures, teachers can foster an understanding of how language can be used to convey nuanced meaning and to shape thereader's perception of a subject or event.For instance, the use of a relative clause as a postpositive modifier can reveal the speaker's or writer's perspective on a particular topic. Consider the sentence "The politician, who was widely criticized for his controversial policies, announced his resignation." The relative clause "who was widely criticized for his controversial policies" provides additional context about the politician, potentially shaping the reader's opinion of the individual and the circumstances surrounding their resignation.Similarly, the strategic placement of postpositive modifiers can be used to emphasize or de-emphasize certain aspects of a sentence. A sentence like "The student, exhausted from studying all night, turned in her assignment" places the emphasis on the student's fatigue, whereas "The student turned in her assignment, exhausted from studying all night" shifts the focus to the act of turning in the assignment itself.In the context of middle school English instruction, the teaching of postpositive modifiers can be particularly valuable in preparing students for the academic demands of higher education. As students transition from the more straightforward sentence structures of elementary school to the more complex and nuanced language of high school and beyond, the ability to effectively use postpositivemodifiers can be a significant asset.Moreover, the mastery of postpositive modifiers can have far-reaching implications for students' overall language proficiency. By developing a strong understanding of these grammatical structures, students can not only improve their writing skills but also enhance their reading comprehension, as they become better equipped to navigate the sophisticated language used in academic texts and literary works.In conclusion, the incorporation of postpositive modifiers into middle school English instruction is a crucial component of language development and academic preparation. By empowering students to recognize, understand, and effectively utilize these grammatical structures, educators can foster a deeper appreciation for the nuances of the English language, while also cultivating critical thinking and analytical skills that will serve students well throughout their educational and professional journeys.。
初中英语过去分词作定语例句
初中英语过去分词作定语例句篇一：过去分词作后置定语例句1. Is this the book recommended by the teacher? 这是老师介绍的书吗？2. Most of the people invited to the conference were my old friends. 大多数被邀请参加会议的人3. The glass broken by my son has been swept away.被我儿子打破的玻璃已经扫走了。
4. Hangzhou, known to the nation for its West Lake, has changed greatly. 以西湖闻名全国的杭州已发生很大变化。
(Hangzhou, which is known to the nation for its West Lake, has changed greatly.)5. This will be the best novel of its kind that have ever been written.6. The book, which was written in 1957, tells the struggle of the miners. 过去分词作后置定语例句7. All the broken windows (=All the windows that were broken) have been repaired. 所有打破的窗子都已被修好。
8. In autumn there are many fallen leaves (=many leavesthat have fallen) on the ground. 秋天地上有许多落叶。
9. The T own Hall completed in the 1800’s was the most distinguished building at that time.10. “Things lost never come again!” I couldn’t help talking to myself.11. Five people won the “Chinas Green Figure” award (“绿色中国年度人物奖”), a title given to ordinary people for their contributions to environmental protection.12. There have been several new events added to the program for the 2008Beijing Olympic Games.13. The repairs cost a lot, but it’s money well spent.14. The speaker answered all the questions raised by the audience.15. Make sentences using the words given.Do you know the boy lying under the big tree?16. The woman selling vegetables has gone 17. Did you attend the meeting held yesterday ?18. The road was covered with fallen leaves. 19. This is a book written by a famous Chinese writer. 20. We must keepa secret of the things being discussed here.21. The telegram sent by my sister brought the news of mydear grandma's22. Let’s try the bookstore opened last month.23. Nine out of ten women interviewed about the product said they liked it.24. The three guns stolen from the police stations were found in the house.25. I don't like going to supermarkets located in the centre of the town.death. 练习：The boys often go there, _______ Mary. They have been there, _________ she. We went there yesterday, ________ they. She hasn’t gone there, __________ they. They are having a meeting, __________ Jack.篇二：Unit 1 Great Scientists Grammar过去分词做定语,表语学生版Book 5 Unit 1 Grammar过去分词做表语、定语课前回顾和预习：1.什么叫做定语和表语？2.上学期，我们学习了v-ing可以在句子中担任什么成分？v-ing和v-ed都属于(谓语，非谓语?)一、过去分词作定语1. 课文回顾并判断V-ed形式在句子中充当的成分。
初中英语 _ 一文搞定英语中的主语、谓语、宾语、定语、状语、补语和表语
语法是理解英语逻辑的核心。
语法不好的同学，处理简单句尚可；遇到复杂句型时，就晕头转向了。
今天老师给大家整理了：初中英语中的主语、谓语、宾语、定语、状语、补语和表语。
以是整个句子。
所以，在找主语的时候，脑子里一定要有这些认知。
2. 充当主语的有哪些？（1）名词/代词/数词做主语（2）不定式/名词化短语做主语（3）从句做主语（即主语从句）从句做主语的句子，就是我们学过的“主语从句”。
主语从句可以由连词that/whether引导；也可以由关系代词what/who/which引导；还可以由连接副词how/when/why/where引导。
详情如下：（4）有时为了避免头重脚轻，经常会借助“it”充当形式主语，而真正的主语则放在句尾：（5）“There be …”句型“there be…”比较特殊。
在这种句型中，主语的位置在中间。
比如：② 系动词+表语构成③ 情态动词+系动词：3第三：英语中的“宾语”含义：宾语与主语相对，表示动作的承受者。
名词、代词、数词以及句子都可以做宾语（宾语从句）。
（1）直接宾语&间接宾语/代词做宾语/名词做宾语5第五：英语中的“状语”英语中，状语传递的信息包括：时间、地点、原因、目的、结果、方式、程度等，其使用的目的就是使表达更为丰满、具体。
第六：英语中的“表语”表语存在于英语中的“主系表结构”中，主要用来解释说明主语的性质、状态、特性等。
同样，做表语的可以是名词、形容词、副词介词短语、不定式等或者由整个从句充当表语（即表语从句）。
7第七：英语中的“补语”补语，意在补充说明主语or宾语，分别称为“主语补足语”及“宾语补足语”，而后者使用更为频繁。
（1）主语补足语：（2）宾语补足语：经过对以上七种语言成分的逐个分析，我相信你对英语句子的构成已经有了比较基础的了解。
最后，分享一个判断主+谓+宾的顺口溜：主谓宾、定状补，主干枝叶分清楚。
定语必居主宾前，谓前为状谓后补。
状语有时位主前，逗号分开心有数。
定语后置
“定语后置”你了解吗？在英语中，我们常见的“定语后置”共有七种，下面让我们一起来研究理解这七种用法。
一．介词（prep）构成的“介词短语”修饰名词/代词时必后置，且名词/代词之前必用the 。
例如，1.The girl in blue is Ann.(穿一身蓝的那个女孩是安。
)2.The girl with golden hair is Mary.(长着黄金色头发的女孩是安。
)3.Onc e a upon time there was a school without electricity.(从前有一座没电的学校。
)二.to do sth叫动词不定式，其否定式not to do sth.当“动词不定式”修饰名词/ 代词时必后置。
例如，1.I have nothing to do.（我无事可做。
）2.The teacher has something to tell us.(老师有事要告诉我们。
)3.Would you like something to eat?(你想吃些东西吗？)三.“分词短语”修饰名词/ 代词时，必后置。
分词包括“现在分词和过去分词”即V-ing和v-ed(一定是过去分词，也包括不规则动词的过去分词)，V-ing翻译“正在干”；V-ed/不规则过去分词，翻译为“被做…”。
例如，1.The girl learning English is tall and thin.（正在学习英语的那个女孩高而瘦。
）2.The boy called Tom is 13.(名叫汤姆的那个男孩13岁。
)3.The book written by Lu Xun is very exciting.(被鲁迅写的那本书非常动人。
)四．一个“从句”作定语时，必后置即“定语从句后置”。
例如，.1．Some people who lived in the village are very kind.(住在小村庄的一些人很善良。
初中英文句子成分划分
初中英文句子成分划分英语句子是英语学习的基础,通过句子,强化语音语调,通过句子,巩固词汇的运用,通过句子,巩固语法知识,通过句子,达到交际和运用的目的。
下面是店铺带来的初中英文句子成分划分，欢迎阅读!初中英文句子成分划分精选一、句子成分精讲句子成分：主语、谓语、宾语、表语、定语、状语、补语等。
主要成分：主语和谓语1、主语一个句子中需要加以说明或描述的对象。
主语的位置：The school is far from here. 名词做主语She goes to school by bike.Eight is a lucky number.The blind need more help. 代词做主语数词做主语名词化的形容词做主语There is a pen on the desk. 名词做主语Predicting the future is interesting.To be a doctor is my dream.2、谓语表示人或事物(主语)的动作和存在的状态.英语中由动词be、动词have和行为动词来充当谓语动词句子的时态和语态是通过谓语表现出来。
谓语动词往往由一个或一个以上的构成。
分析句子的主语和谓语Mr. Li teaches English.He can play the piano.My parents and I are having dinner.3、表语用来说明主语的身份、特征、性质、状态。
表语的位置用在动词be和系动词的后面。
名词、代词、数词、介词短语、副词等都可以和连系动词一起构成复合谓语。
Your pen is on the desk.He got very angry.My dream is to have a robot.常见的系动词动名词做主语不定式短语做主语1. be动词2. 与感觉有关的动词 look, sound, smell, taste, feel 等3. 表示状态变化的动词，意为“变得” “变成” 如get, grow, turn等上述两类词作连系动词时要用形容词作表语,千万不能用副词。
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初中英语中的后置定语在英汉两种语言中,定语的作用大致相同，但值得注意的是，汉语里的定语都是放在它所修饰词之前,而在英语里,定语的位臵既有在被修饰的词之前,也有在被修饰的词之后，本课主要就初中英语教学中常见的后臵定语作一探讨。
一、所有的短语作定语要后臵（介短、形短、不短、分短）1.介词短语作后臵定语the fall of the Roman Empire罗马帝国的灭亡children under ten 10岁以下的孩子a thirst for knowledge求知欲his experience in teaching phonetics他教授语音学的经验Then the man in the shop understood what the Frenchman meant.（介词短语）I see you’ve made some drawings of our defence works.2. 不定式短语作后臵定语He had no time to think about rest.3.分词短语作后臵定语，在意思上相当于一个定语从句China stretches across a vast area covering (=which covers ) the cold, temperate and tropical zones.中国幅员辽阔，包括寒带、温带和热带。
We are brothers sharing (=who share) weal and woe.我们是患难与共的兄弟。
They live in a room facing (=that faces) the sea.他们住在一间朝南的房子里。
They are problems left(=which have been left) over by history.这些是历史遗留下来的问题。
The problem (that was) discussed has been solved.The amount of work (that was) done can be measured in this way.The experience (that has been)gained will be of great value tous.There were very few people living here.(现在分词短语)Mr.Smith, the boss of a small factory, once hired a young worker called John Hill.(过去分词短语)4. 形容词短语作后臵定语，相当于一个定语从句He cast it a second time and drew in an old basket full of sand.He saw a magazine on the table next to him.word suitable to the occasion适合这样场合的言辞a village remote from the madding crowd远离喧嚣尘世的村庄sentences difficult to understand难于理解的句子a man ready to lend a hand at any time一个随时乐于帮助他人的人二、所有的定语从句一律自然后臵Then there is only one thing I can do.三、甚至许多单个单词也可作后臵定语：1.形容词作后臵定语①四one、四thing、四body、四where的修饰语（如something, somewhere, anyone, anybody），定语只能后臵。
Have you read anything interesting?Anyone intelligent can do it. 任何有脑子的都能做这事。
There was somebody else in the room besides us.Let’s go somewhere quiet.He wanted to get someone reliable to help in this work.他想找一个可靠的人帮忙做这工作。
This store carries everything necessary for painting.这家商店卖绘画所需的任何商品。
There is something wrong with my TV. 我的电视出毛病了。
So it’s nothing serious, Doctor?One day while they were working in the fields, some farmer saw something strange in the sky.There is something important in today's newspaper. 今天报纸上有条重要新闻。
He wanted to get someone reliable to help in this work. 他想找个可靠的人帮忙做这项工作。
Can you find anywhere quiet? 你能找个清静的地方吗?He has been sent to somewhere particular. 他已被派到某个特殊的地方去了。
②某些以-able或–ible结尾的形容词若与有限制性较强的定语.如only, all, any, every或形容词最高级连用，表示暂时的特征或现象时，常后臵。
We must save the patient by every means imaginable.It’s the best performance possible.这是再好没有的表演了。
This is the best solution possible.That’s the only star visible now. 那是颗现在唯一可见的星。
There’s only a little money available for the trip.这趟旅行只有少数的钱可供花用。
He was the only actor suitable. 他是唯一合适的演员。
It's the only solution possible. 这是唯一可能采取的解决办法。
Are the re any tickets available? 还有票吗?That's the only star visible now. 那是颗现在唯一可见的星星。
③两个或两个以上的形容词词组作定语、修饰泛指意义的名词时常后臵，以加强语气。
如：I have never seen a film more interesting and instructive.我还从未看过这样有趣又有教育意义的电影。
All villagers, young and old, went out to harvest the crops.老少村民都去收割庄稼了。
We like the teachers both knowledgeable and humorous.我们喜欢知识渊博又有幽默感的老师。
④有少数几个以a- 开头的表语形容词作定语，如alive, alone, ablaze 等和present, absent, concerned, involved等表示短暂性特征时，通常放在它们所修饰的名词之后。
如：They are the happiest children alive.All the members present are from Africa.all the students present所有在场的学生The people involved were not here.the only person awake唯一醒着的人 catch a lion alive活捉狮子There’s only a baby asleep in the room.屋子里只有一个熟睡的婴儿。
He was the only person awake at the moment. 他是那时唯一醒着的人。
He is one of the few workers alive today who took part in the strike.他是参加过这次罢工当今还活着的少数工人之一。
⑤enough作定语修饰的名词前无冠词时，要后臵。
例如：I don’t have wine enough for five persons.我的酒不够给5个人喝。
I was fool enough to accept his offer.我接受他的建议可真够傻的。
I haven't time enough to do the work．我没有足够的时间做那件工作。
He hasn't man enough to admit his mistake．他没有勇于认错的大丈夫气概。
⑥proper作“本身的、严格意义上的”讲时必须放在所修饰的名词之后。
如：After the introduction we started the meeting proper.2.方位副词作后臵定语：here，there，in，out， above，below，home，abroad，before，yesterdayHe is on his way home．他在回家途中。
Can you tell me something about the social system there？你能给我讲讲那里的社会制度吗？It had been fine the day before．前一天的天气很好。
They could see the enemy entering the village in the valley below. This book here is most useful.Could you tell me the situation there? 你能告诉我那儿的情况吗？The pressures above were too great.The clouds above moved fast.头上的云快速移动。
Please explain the sentence below.in the court below在下级法院He told us about the trip abroad.I met an old friend of mine on my way home.在回家的路上我遇到一个老朋友。