(32) Subordination
高考英语文学类阅读理解
完型填空精选A(2009福建卷)Children find meanings in their old family tales.When Stephen Guy er’s three children were growing up, he told them stories about bow his grandfather, a banker, 36 all in the 1930s, but did not lose sight of what he valued most. In one of the darkest times 37 his strong-minded grandfather was nearly 38 , he loaded his family into the car and 39 them to see family members in Canada with a 40 ,“There are more important things in life than money. ”The 41 took on a new meaning recently when Mr. Guyer downsized to a 42 house from a more expensive and comfortable one. He was43 that his children,a daughter, 15, and twins, 22, would be upset. To his surprise, they weren’t 44 , their reaction echoed（共鸣）their great-grandfather’s. What they 45 was how warm the people were in the house and how 46 of their heart was accessible.Many parents are finding family stories have surprising power to help children 47 hard times. Storytelling expects say the phenomenon reflects a growing 48 in telling tales, evidenced by a rise in a storytelling events and festivals.A university 49 of 65 families with children aged from 14 to 16 found kids’ ability to50 parents’ stories was linked to a lower rate of anger and anxiety.The 51 is telling the stories in a way children can 52 . We’re not talking here about the kind of story that 53 , “When I was a kid, I walked to school every day uphill both ways, barefoot in the snow. ” Instead, w e should choose a story suited to the child’s 54 , and make eye contact（接触）to create “a personal experience”,We don’t have to tell children55 they should take from the story and what the moral is . ”36. A. missed B. lost C. forgot D. ignored37. A. when B. while C. how D. why38. A. friendless B. worthless C. penniless D. homeless39. A fetched B. allowed C. expected D. took40. A. hope B. promise C. suggestion D. belief41. A. tale B. agreement C. arrangement D. report42. A. large B. small C. new D. grand43. A. surprised B. annoyed C. disappointed D. worried44. A. Therefore B. Besides C. Instead D. Otherwise45. A. talked about B. cared about C. wrote about D. heard about46. A. much B. many C. little D. few47. A. beyond B. over C. behind D. through48. A. argument B. skill C. interest D. anxiety49. A. study B. design C. committee D. staff50. A. provide B. retell C. support D. refuse51. A. trouble B. gift C. fact D. trick52. A. perform B. write C. hear D. question53. A. means B. ends C. begins D. proves54. A. needs B. activities C. judgments D. habits55. A. that B. what C. which D. whomB（2011年全国卷）In our discussion with people on how education can help them succeed in life,a woman remembered the first meeting of an introductory 36course about 20 years ago.The professor 37 the lecture hall,placed upon his desk a large jar filled with dried beans, and invited the students to 38 how many beans the jar contained.After39 shouts of wildly wrong guesses the professor smiled a thin, dry smile, announced the 40 answer,and went on saying,“you have just 41 an important lesson about science. That is:Never42 your own senses.”Twenty years later, the 43 could guess what the professor had in mind. He 44 himself, perhaps, as inviting his students to start an exciting 45 into an unknown world invisibleto the 46, which can be discovered only through scientific 47. But the seventeen-year-old girl could not accept or even 48 the invitation. She was just 49 to understand the world. And she 50 that her firsthand experience could be the 51. The professor, however, said that it was 52. He was taking away her only 53 for knowing and was providing her with no substitute（替代）. “I remember feeling small and 54,”the woman says, “and I did the only thing I could do. I 55 the course that afternoon, and I haven’t gone near science since”36．A.art B.history C.science D.math37．A.searched for B.looked at C.got through D.marched into38．A.count B.guess C.report D.watch39．A.warning B.giving C.turning away D.listening to40．A.ready B.possible C.correct D.difficult41．A.learned B.prepared C.taught D.taken42．A.lose B.trust C.sharpen D.show43．A.lecturer B.scientist C.speaker D.woman44．A.described B.respected C.saw D.served45．A.voyage B.movement C.change D.rush46．A.professor B.eye C.knowledge D.light47．A.model B.senses C.spirit D.methods48．A.hear B.make C.present D.refuse49．A.suggesting B.beginning C.pretending D.waiting50．A.believed B.doubted C.proved D.explained51．A.growth B.strength C.faith D.truth52．A. firm B.interesting C.wrong D.acceptable53．A.task B.tool C.success D.connection54．A.cruel B.proud C.frightened D.brave55．A.dropped B.started C.passed D.missedC（2008年福建英语卷）The position of children in American family and society is no longer what it used to be. The 36 family in colonial （殖民时期的）North America was mainly concerned with survival and 37 that, its own economic prosperity. Thus, children were 38 in terms of their productivity （生产能力）, and they played the role of producer quite early. 39 they fulfilled this role, their position in the family was one of subordination（附属）。
Chapter 32 Subordination(2)
PRACTICE:用so that / so…that改写句子 1. This coffee is too hot for me to drink. → This coffee is so hot that I can’t drink it. 2. He plays the violin well enough to perform at a concert. → He plays the violin so well that he can perform at a concert.
(2) –ing分词分句的句法功能 PRACTICE: Indicate the syntactic function of the italicized parts. 1. Beating a child will do more harm than good. S 2. One of my bad habits is biting nails. C 3. I heard him singing in the next room. C 4. It is no use your pretending to be deaf. S 5. He denied having been there. S 6. It rained heavily, causing severe flooding in that area. S 7. I have a friend living in London. 后置修饰语
3. His work was so good as to make him wellknown in the city. → His work was so good that it made him well-known in the city. 4. His indifference(漠然，n.) was such as to make all of us despair(绝望，v.). → He was so indifferent that it made all of us despair.
新编英语语法教程lecture31-32_Subordination(I-II)
Lecture 31-32 Subordination
Lecture 31 Subordination （I）
Subordination means putting a grammatical unit in a lower rank or position. A grammatical unit that functions as a constituent of another unit of equal or lower rank of structure is called a subordinate construction, which might be a finite clauses, a nonfinite clause, a verb less, or a phrase.
2) Syntactic functions of infinitive clauses a) As an adverbial of purpose, the infinitive is usually with to. b) To denote result , we normally use the simple form of to infinitive c）As an adverbial of cause，Infinitive clauses generally collocate with adjectives or verbs denoting emotion or fortune
从属结构英语句子精品讲解(2014年7月4日)
12
Prepositional Phrases 介词短语 for showing minor ideas
• If the speaker wants to further minimize the importance of the minor idea, he can even put it in a phrase, chiefly a prepositional phrase, eg: With curiosity, the Johnsons went and visited their new neighbors at the first opportunity.
10
Non-finite clauses for showing minor ideas 非限定从属分句
• 当你横过马路时，一定要小心。 • While crossing the street, you must be careful. • 在显微镜下观察，刚飘下来的雪花呈精巧的六 角形。 • Seen under a microscope, a fresh snowflake has a delicate six-pointed shape. • 我据顶不打电话而是写信。 • I decide to write rather than (to) telephone.
15
Simple subordinator 简单从属连词
Also known as one-word subordinators
• • • • • • • after although because before directly for if • • • • • • • immediately lest like since that though till • • • • • • • unless until when(ever) where(ver) whereupon while whilst,etc
CoordinationandSubordination
Coordination and Subordination概念coordination1)equal importance2)coordinating conjunction (and, but, or, yet, so, for). 说明：①，for 可表示原因，但引起的不是从句，而是分句，对前面的谈到的情况加以解释。
(He shook his head, forhe thought differently) So 作为并列连词，表示结果，可译为“因此”，“所以”，“于是”。
(Y ou aren’t listening, so I’ll shut up)②，so, but 是连词，therefore , however是副词。
however, therefore, nevertheless, moreover and besides are conjunctiveadverbs; they are used after a conjunction or a semicolon (not a comma) to joinsentencessubordination1)important idea in the main clause; less important ideas/ideas in the subordinate clauses2)subordinate conjunction并列句的三种连接方法1）She enjoys listening to pop music, but her sister doesn’t. (逗号+连词)2）She enjoys listening to pop music; her sister likes classical music better. (分号)3）She enjoys listening to pop music; however, her sister doesn’t like it. (分号+连接副词)连接句子练习Human nature is seldom as simple as it appears, hasty judgments are therefore often wrong.(错误)1）Human nature is seldom as simple as it appears. Hasty judgments are therefore often wrong.2）Human nature is seldom as simple as it appears; hasty judgments are therefore often wrong.3）Human nature is seldom as simple as it appears, and hasty judgments are therefore often wrong.4）Because human nature is seldom as simple as it appears, hasty judgments are therefore often wrong.表达效果比较A)This rich man went to church every Sunday, and he never donated a cent for thebenefit of his neighborhood.B)This rich man went to church every Sunday, but he never donated a cent for thebenefit of his neighborhood.C)Although he was rich and went to church every Sunday, he never donated a cent forthe benefit of his neighborhood.Parallel predicate verbs, participial and infinitive phrases being used in place of sentences Original version:I waked up at 6: 30. I thought I was late. I washed quickly. Then I went into thekitchen. I found something to eat. I finished eating in a few minutes. I took my book and hurried out. I rode very fast along the street. Soon I was at the school gate. But it was closed. Then I realized it was Saturday.New version:It was 6:30 when I waked up. Thinking that I would be late for school, I washed and ate something in a hurry, got on my bike and set out for school. On the streets I rode as fast as I could, and in no time I was at the school gate, only to find it closed. Then I remembered that it was Saturday.Practice 1)Improve the following sentences by using subordination skills.1. Computers calculate rapidly, and they do more work than man in the same time, and they threaten many jobs, but we must use them.2. This mountain is six thousand feet high, and it is only four miles from the airport, and the field is not a very large one, but no plane has ever crashed on it.3. Benjamin Franklin was an American, but he was at home wherever he went, and so he gained wide popularity in France, and he was also well known in England.4. The Senator was a Liberal, and so he was in favor of the welfare program, and the new tax bill seemed to him inadequate, and so he voted against it.5. Women have been discriminated against, and they have been patient, but now they are complaining, and their cause is just.Practice 2)Improve the sentences and at the same time make important ideas prominent.1. A lifetime is short, but much can be accomplished.2. In spite of the fact he became a great preacher, Cotton Mather had a speech defect.3. When most drivers apply the brakes, they are in doubt.4. Corruption in high places became wide spread; the Roman Empire was considerably weakened.5. Archimedes took a bath, and he formulated one of the most important principles in the physics.6. Mr. Levin left the meeting early. Nobody knows why he did.7. The examination was difficult, but she passed with a high grade.8. My history teacher has written a book, it has a bright-blue cover.9. Darwin studied medicine and theology before deciding on science. He wrote On the Origin of Species by Means of Natural Selection. It was published in 1859.10. A one-hour swim in the lake does not exhaust Zhang Jian. He is a good swimmer.。
Lecture 32
Lecture 32Subordination （Ⅱ）In this lecture we shall talk about non-finite clauses and verb less clauses. A non-finite clause is a clause with a non-finite verb phrase as predicator. A verb less clause is a clause without any form of verb element. Non-finite clauses include infinitive clause, -ing participle clause, and –ed participle clause.32.1 Infinitive clausesAn infinitive clause is a “subject + predicate” construction with an infinitive as predicator.1) Types of infinitive clausesInfinitive clause fall into three types: those without an expressed subject, those with an expressed subject, and those introduced by a wh-word or subordinator.a) Infinitive clause without expressed subjectThis is the type of infinitive clause whose logical subject is only implied but can be inferred form the context. Generally speaking, the logical subject of an infinitive clause is just the subject of the main clause, eg:I hope to be able to come.In the case if attitudinal infinitive clause, the logical subject may be understood to be the speaking himself, eg:To be frank, you need a great deal of courage.b) Infinitive clause with expressed subjectThe expressed subject of an infinitive clause is generally introduced by for, eg: The best thing would be for you to tell everybody.Occasionally, the subject can also be introduced by with or rather that, eg:He knew that with him to help, she could and would succeed.Rather than you do the job, I prefer to finish it myself.Here, rather than is a “quasi-coordinator” which, when occurring at the initial position, is normally followed by a bare infinitive.This kind of logical subject may also appear without any introductory word, that is, the clause becomes what is traditionally called an “absolute construction”, eg:We shall assemble at 10:45, the procession to start moving at precisely eleven.c) Infinitive clause introduced by wh-word or, usually by what, how,where, et c, eg:Infinitive clauses can also be introduced by a wh-word, usually by what, how, where, etc, eg:I don’t know what to do / how to do it / where to go.They can also go with a subordinator, eg:He opened his lips as if to say something.2) Syntactic functions of infinitive clausesInfinitive clauses can function as adverbial of purpose, result, and cause.a) As an adverbial of purpose, the infinitive is usually with to. The logical subject need not be expressed if it is identical with the subject of the main clause; if not, the logical subject will have to be expressed and be introduced by for, eg:She stood up to be seen better.He moved aside for her to be seen better.If we want to strengthen or negate an infinitive clause, we can use in order to or so as to, eg:He opened the window in order to / so as to get some fresh air.He left early in order not to / so as not to miss the train.b) To denote result, we normally use the simple form of to-infinitive, eg:In 1935 he left home never to return.He got to the station only to be told that the train had left.Similar constructions include so … as to, such … as to, … enou gh to, and too … to, eg:His work was so good as to make him well-known in the city.His indifference was such as to make us all despair.It was cold enough to freeze our fingers.This coffee is too hot ( for us ) to drink.c) As an adverbial of cause, infinitive clauses generally collocate with adjectives or verbs denoting emotion or fortune, eg:I am delighted to know that you have got a job.She wept to see him in such a terrible state.32.2 –ing participle clausesAn –ing participle clause is a “subject + predicate” construction with an –ing participle as predicator.1) Types of –ing participle clause-Ing participle clauses may be with an expressed subject, some with asubordinator, and some with neither a subject nor a subordinator. These are the three types of –ing participle clause.a) – Ing participle clause without expressed subject or subordinatorAn –ing participle clause is mostly without an expressed subject or a subordinator. Its logical subject can be inferred form the context or form the situation in which the clause occurs, eg:He denied having been there.I have a friend living in London.Beating a child will do more harm than good.Attitudinal –ing participle clauses have become set expressions, whose logical subject may be identified as the speaker himself or people in general, eg: Judging from what you say, he has done his best.Generally speaking, this book is not very difficult.b) – Ing participle clause with subordinatorAn –ing participle clause may sometimes be introduced by a subordinator. The logical subject of this type of –ing participle clause is generally identical with the subject of the main clause, eg:When sleeping, I never hear a thing.c) – Ing participle clause with subordinatorAn –ing participle clause may be with an expressed subject. This type of –ing participle clause commonly functions as object or prepositional complementation, eg:Do you mind my / me making a suggestion?My parents object to my / me going out alone.It may also be used as subject or “absolute construction”, eg:It is no use your pretending to be deaf.The last bus having gone, we had to walk home.2) Syntactic functions of – ing participle clausesThe use of –ing participle clause as object has been fully treated in Lecture 21. In the present lecture we are going to talk about some other uses of –ing participle clauses.a) Both –ing participle and infinitive clause can be used as subject, object, and subject / object complement. In many cases these two forms are interchangeable without difference in meaning, eg:I like getting up early in the morning.I like to get up early in the morning.There are cases, however, in which the choice between an –ing participle and an infinitive gives different meanings, eg:This is a box for holding chessmen.I’m looking for a box to hold chessmen.I noticed an old man crossing the road.I noticed an old man cross the road.b) As adverbials, -ing participle clauses can be used in various senses. They may act as adverbials of time, cause, or condition, eg:Climbing to the top of the tower, we saw a magnificent view.Being a hard-working young man, he was praised by his teachers.You will make yourself more tired keeping on your feet ( =if you keep on you feet ).They may also act as adverbials of concession, result, and accompanying circumstances, eg:Knowing all this, he still insisted on my paying for the damage.It rained heavily, causing severe flooding in that area.The old man was asleep, holding a book in his hand.32.3 –ed participle clausesAn –ed participle clause is a “subject + predicate” construction with an –ed participle as predicator.1) Types of –ed participle clausesThere are three types of –ed participle clause: some are without an expressed subject or a subordinator, some with a subordinator, and some with an expressed subject.a)–Ed participle clause without expressed subject or subordinatorThe logical subject of this type of –ed participle clause can generally be inferred from the context. In many cases the logical subject is identical with the subject of the main clause, eg:Covered with confusion, she hurriedly left the room.b) –Ed participle clause with subordinatorAn –ed participle clause may be introduced by a subordinator. The subordinators commonly used to introduce –ed participle clauses include when, though / although, as if / as though, if, even if, once, unless, until, etc. This type of –ed participle clause may be viewed as an elliptical clause, eg:Once published, the book caused a remarkable stir.c) –Ed participle clause with expressed subjectThis type of –ed participle clause id traditionally known as an “absoluteconstruction”, which is sometimes introduced by with, eg:The job finished, we went home straight away.With the tree grown tall, we will get more shade.Finished, we went home straight away.With the tree grown tall, we will get more shade.2) syntactic functions of –ed participle clausesThe use of –ed participle as premodifier and subject / object complement has been dealt with in Lecture 22. here we shall concentrate on the use of –ed participle clauses as postmodifiers and adverbials.a) A postmodifying –ed participle clause corresponds to an elliptical relative clause. The elements ellipted are usually the subject relative pronoun and the operator, eg:The men, (who were) soaked with sweat from an all-right march, immediately went into action.b) As an adverbial, -ed participle clauses can denote time, cause, condition, concession as well as accompanying circumstances, eg:Heated, the metal expands.Deeply moved, he thanked her again and again.Left to his own devices, Charles did not relax his efforts.He went to Beijing that winter, disguised as a merchant.32.4 Verbless clausesA verbless clauses is a clause without any form of verb element as predicator.A verbless clause is just an SVC construction with its subject and predicator ellipted.1) Types of verbless clausesVerbless clauses fall into three types: those without a subordinator, those with a sbuhordinator, and those with an expressed subject.a) Werbless clause without subordinatorThis type of verbless clause may be realized by an adjective phrase or a noun phrase, eg:Right or wrong, I have given him a piece of mind.An excellent speaker, he was never at a loss for a word.b) Verbless clause with subordinatorThis type of verbless clause can again be divided into:“subordinator + noun phrase”, eg:Whatever the reason, his cordiality has won him a friend.“subordinator + adjective phrase”, eg:Although very helpful, he was not much liked by perple.“subordinator + prepositional phrase”, eg:When in Rome, do as the Romans do.“subordinator + adverb phrase”, eg:He spoke ungraciously, if not rudely.c) Verbless clause with expressed subjectThis type of verbless clause, which is another kind of “absolute construction”, many take the following forms:“noun phrase + noun phrase”, eg:Two hundred people died in the accident, many of them children.“noun phrase + prepositional phrase”, eg:There he stood, a tray in hand.“noun phrase + adverb phrase”, eg:Breakfast over, he went to his counting house.“noun phrase + adjective phrase”, eg:Miriam looked at Harry, his eyes full of doubt and discomfort.2) Syntactic functions of verbless clausesVerbless clauses can be used as postmodifiers in a noun phrase and as adverbials. As adverbials, verbless clauses can denote time, place, cause, condition, concession, manner, and accompanying circumstances, eg:You must eat when fresh.The cardboard is light-proof where thick.As postmodicifier in a noun phrase, a verbless clause functions like a non-restrictive relative clause, eg:His hands, numb from the cold, could not find the key.32.5 “Absolute constructions”In the preceding sections, we have time an again mentioned “absolute construction”. Now it is time we had a summing-up of their types and meanings.1) Types of “absolute constructions”What is traditionally called “absolute construction” is essentially a non-finite or verbless clause with an expressed subject of its own. Structurally, “absolute construction” fall into four types: those with an i nfinitive as verb element, those with an –ing participle as verb element, those with an –ed participle as verb element, and those without any form of verb element.2) Uses of “absolute constructions”An “absolute constructions” is commonly separated from t he main clause by a comma, or occasionally by a dash, and the determiner in the subject noun phrase may sometimes be ellipted, eg:The manager sat quietly in the office, (his) eyes closed.The position of an “absolute constructions” is mobile; it may take an initial, medium or end position. When two or more “absolute constructions” co-occur in sequence, the more concrete description normally appears first, while the The professor was slammed against the wall, his body frisked, his wrists handcuffed, his dignity lost.Like the ordinary non-finite and verb less clauses, “absolute constructions” can be used as adverbials of time, cause, condition, manner, as well as accompanying circumstances, eg:His homework done, Jim decided to go and seen the play.Her shirt caught on a nail, she could not move.Weather permitting, the cricket match will take place on Wednesday.He put on his socks wrong side out.“absolute constructions” are commonly used in formal literary language as a sort of rhetorical which helps to achieve concision in wording and vividness in description.。
L31 Subordination
I. Find out the subject clause in each of the following sentences. 1. It is surprising that he knows nothing about that. 2. What I want to do is this. 3. Whether he will join us won’t make too much difference.
3) Adverbial clauses of cause because, as, since, now (that), seeing (that), for(?)…
4) Adverbial clause of condition if, unless, in case, so/as long as, so far as, supposing (that)… a. unless 相当于if…not Don’t come unless I telephone you. 除非我打电话给你，否则你不要来。 I won’t go unless you want me to. 除非你要我去，否则我是不会去的。 b. in case(假如，如果）: 从句中: should + v 原形 或+ 限定形式 In case he should come/comes, let me know. Send us a message in case you have any difficulty.
as: 常译为“边……边”, 两动作并列发生
②as soon as/dir作一发生，主句动作随之发生，一般用于相同时态。 ③hardly/scarcely…when/no sooner…than：刚一……就…… 主句用过去完成时，从句用一般过去时。 b. Earlier/ later time (先时性和后时性) before, after, till, until, when, since… Note: till/until ①肯定句中，主动词通常用延续性动词 Let’s wait till/until the rain stops. She stood there until/till they had passed out of sight. ② 否定形式not…until，非延续性动词 I did not leave until he came.
Empirical processes of dependent random variables
2
Preliminaries
n i=1
from R to R. The centered G -indexed empirical process is given by (P n − P )g = 1 n
n
the marginal and empirical distribution functions. Let G be a class of measurabrocesses that have been discussed include linear processes and Gaussian processes; see Dehling and Taqqu (1989) and Cs¨ org˝ o and Mielniczuk (1996) for long and short-range dependent subordinated Gaussian processes and Ho and Hsing (1996) and Wu (2003a) for long-range dependent linear processes. A collection of recent results is presented in Dehling, Mikosch and Sorensen (2002). In that collection Dedecker and Louhichi (2002) made an important generalization of Ossiander’s (1987) result. Here we investigate the empirical central limit problem for dependent random variables from another angle that avoids strong mixing conditions. In particular, we apply a martingale method and establish a weak convergence theory for stationary, causal processes. Our results are comparable with the theory for independent random variables in that the imposed moment conditions are optimal or almost optimal. We show that, if the process is short-range dependent in a certain sense, then the limiting behavior is similar to that of iid random variables in that the limiting distribution is a Gaussian process and the norming √ sequence is n. For long-range dependent linear processes, one needs to apply asymptotic √ expansions to obtain n-norming limit theorems (Section 6.2.2). The paper is structured as follows. In Section 2 we introduce some mathematical preliminaries necessary for the weak convergence theory and illustrate the essence of our approach. Two types of empirical central limit theorems are established. Empirical processes indexed by indicators of left half lines, absolutely continuous functions, and piecewise differentiable functions are discussed in Sections 3, 4 and 5 respectively. Applications to linear processes and iterated random functions are made in Section 6. Section 7 presents some integral and maximal inequalities that may be of independent interest. Some proofs are given in Sections 8 and 9.
Subordination (II)Lecture32
Lecture 32 Subordination (II)
32.1 Infinitive clauses 1) Types of infinitive clauses A) Infinitive clause without expressed subject Eg. I hope to be able to come. B) Infinitive clause with expressed subject Eg. The best thing would be for you to tell everybody. C) Infinitive clause introduced by whword or subordinator Eg. I don’t know what to do / how to do it/ where to go .
2) syntactic functions of infinitive clauses 32.2 –ing participle clauses 1) Types of –ing participle clauses A) –Ing participle clause without expressed subject or subordinator Eg. He denied having been there. B) –ing participle clause with subordinator Eg. When sleeping, I never hear a thing. C) –ing participle clause with expressed subject Eg. Do you mind my/ me making a suggestion ?
现代大学英语基础写作(下)笔记
WritingUnit 1 (1)1. Narration (Personal Narratives) (P1-2) (1)2. Coordination & Subordination (P12) (1)Coordination (1)Subordination (2)Unit 2 (2)1. Decription (Places)(P21-22) (2)2. Parallelism (P31-32) (3)Unit 3 (3)1. Narration (Objective Reports) (P42) (3)2. Action verbs &Active verbs (P52) (3)Circumstances of using passive voice (3)Unit 4 (4)1. Description: objects (P64) (4)2. Variety(多样性 )（P76） (4)Unit 5 (5)1. Narration: chain of action (P82) (5)Showing &telling in narration (5)2.Task 未教（ P93） (6)Unit 6 (6)1. Description: People (P102) (6)2. Effective Sentences: Conciseness 简明，简洁(打印 ) (6)Unit 7 (7)1. Narration: Historical Narratives (P126) (7)Unit 8 (8)1. Personal Letters (P150) (8)Unit 11.Narration (Personal Narratives) (P1-2)1)Types :personal experience/imaginative fiction/historical narrative2)How to write :①A topic sentence②F irst person point of view③I n chronological order④Using transitions⑤V ivid details2.Coordination & Subordination (P12)Coordination1)Definition :combine ideas/create equal emphasis2)How to coordinateWords &phases :①A coordinating conjunction②A pair of correlative conjunction③I n the same kind of grammatical constructionClauses ①“,”+”fan boys ”②“;”+”conjunctive adverbs ”(however)3)CoordinationSubordination1)Definition :combine ideas/create unequal emphasis2)How to subordinatesubordinate clauses : ①Subordinating conjunction②Relative pronouns◆Phrase or single wordsUnit 21.Decription (Places)(P21-22)1)Definition : a word picture2)Types :◆objective: no any personal comment◆S ubjective: free to interpret details3)Methods of organization:①Using the sense (look ,smells ,sounds)②Using the spatial order(空间顺序)③U sing chronological order4) Tips :On a dominant impression (主要印象)Don ’tuse too many adjectives and adverbsPrecise nouns and vivid verbsDon ’tqualify every noun with adjective2. Parallelism (P31-32)1)Definition :Express equally important ideas in the same grammatical form2)types :①parallel words (gerund动名词， nouns ,verbs)②p arallel phrases (prepositional phrases, verb phrases)③p arallel clausesUnit 31. Narration (Objective Reports) (P42)1) Types ：First person :“I”Third person:“he””she””they”2. Action verbs &Active verbs (P52)1) Tips:①replace the verb ” be ”②D on ’toveruse the pattern ”there be ”③Use the active voice instead of the passive voice(被动) Circumstances of using passive voice①T he performer of an action is unknown or too well-known②Emphasize the recipient (接受者)③You don’t want to mention the performerUnit 41.Description: objects (P64)1)Methods of organization:①U sing the sense (look ,smells ,sounds)②Using the spatial order(空间顺序)③Listing functions④Using chronological order2) Tips on how to describe an objectshow you got the objectBasic factual information(size, shape, texture<质地>) Useful featuresFocus on the most important of the objectWhy it is importantYour feeling (how you like it)2.Variety( 多样性 ) （ P76 ）1)How to use sentence varietyVary sentence openingVary sentence structureInvert sentence( 倒装句 ) occasionally2) TipsPut a adverb before the subjectPut the verb or direct object before the subjectBegin with a prepositional phrase, or an infinitive phrase Unit 51. Narration: chain of action (P82)Showing &telling in narrationTell a story1)Showing:dramatizing a scene and creating a dialogueMake it more vividUsed in a short narrative relating a single event2)Telling :summarizing what happenedInclude a greater number of events and detailsIn longer narratives ,used along with“showing ”2.Task未教（P93）Unit 61. Description: People (P102)1) How to describe a personDominant impression approach (P22)Select details but don’tgive too muchConcrete vivid detailsDon ’toverload adj. adv.More showing than tellingUse anecdotes（趣事)2)Ways of organizing a descriptive essay about a personFocus on one feature or quality/use anecdotesDescribes from appearance and personalityList a few characteristic features/explain briefly2. Effective Sentences: Conciseness简明，简洁(打印 )Reduce long clauses to shorter phrasesReduce phrases to single wordsAvoid there beDon ’toveruse“very, really, totally and other modifiers”Eg. Very tired exhausted/ really hungry famishedReplace redundant(多余的) expressionsEg.in the event that if/oval in shape ovalRemove nominalizationsVerb a/an noun verbEg. Give an analysis of analyzeUnit 71. Narration: Historical Narratives (P126)1) Summary paragraphsA typical paragraph:develop an idea;The topic sentence + supporting sentencesThe summary paragraph:Consist of simple facts or conclusions withoutexplanation or evidence2) Basic structure of a historical narrativeOpen with a brief introduction of the person or organizationProvide a brief account of major phases/events, particularlyturning pointsConclude with a remark to summarize or to emphasizea specific pointUnit 81.Personal Letters (P150)1)Layout/FormatDate / salutation/body/closing/signature 2) LanguageSimple, clear and straightforward sentenceInformal/colloquial wordsContractionsLinking words or phrases3) OrganizationBegin by asking how he/she is getting on/refer tocurrent correspondenceTalked your shared interestsState the purposeEnd your letter with a friendly phrase of some kind。
Incorrect Subordination or Coordination
correct: We must try hard to learn English well,because it
will be very useful in our future work．
Details added independent sentences
e.g. Tom dreamed of the day that he would have lots of
money. And would use it to buy a nice house.
correct: Tom dreamed of the day that he would have lots of
whatever, where, wherever, whether (or not)
Error classification
1.Fragmentary Sentences 2.Details added independent sentences 3.No subject sentences 4.Subject-predicate inconsistent attributive sentences
Sentence Connectors: moreover , however ,
otherwise , therefore
Error classification
1.“And” can connect clauses,but“both…and”can’t
e.g. Both Eric cleaned the windows and Ernest swept the
5.Because
e.g. I decided to stop and have lunch—because I was
语法ppt 从属结构(一)
1) One of my bad habits is biting nails
★ 成为固定用语，其逻辑主语有时是说话人，有时泛指人们:
2) Judging from what you say, he has done his best.
b) –ing Participle Clause with subordinator
c)
–ing Participle Clause with subject
★ -ed 分词本身也能带有自己的主语：
1) The job finished, we went home straightly.
★ 也可视为省略了being 或 having been,如：
2) My work done (= My work being done), I went bed.
4) I advised him to take a taxi, or he might be late.
1) She stood up to be seen better.
(表目的)
= She stood up so that she could be seen better. 2) He got to station only to be told that the train had left. (表结果)
b) 带有从属连词的无动词分句
这类无动词分句又有四种形式，看、即从属连词+名词词组： When still a boy of six ,Bob was sent away from home. 从属连词+形容词词组： Although always helpful ,he was not much liked by people. 从属连词+介词词组： When in Rome ,do as the Romans do. 从属连词+副词词组： He spoke ungraciously, if not rudely.
2016教资统考英语专业知识：词缀记忆法——通过词缀认识单词(五)
2016教资统考英语专业知识：词缀记忆法——通过词缀认识单词（五）云南教师资格考试请访问云南教师考试网，为了更好的协助大家备考云南教师招聘考试，中公云南教师考试网为大家准备了云南教师资格证的相关考试题型，大家可以参考学习，云南教师考试网祝大家早日成功。
1.sub-①表示“在下面，次一等，副手”subdue征服;减轻(sub+due从属→从属在下面→征服)subjugate镇压;征服(sub+jug牛轭+ate→套上牛轭→镇压)subliminal潜意识的(sub+limin门槛+al→在门槛下→在意识之下→潜意识的)submerge沉没，淹没(sub+merge淹没→淹没下去)submissive恭顺的(sub+miss给→ive→在下面给→恭顺的)subordinate附属的(sub+ordin顺序+ate→顺序在下→附属的)suborn收买，贿赂(sub+orn装饰→在下面装饰→贿赂)subscribe捐献，订购(sub+scribe写→在下面写上名字→订购)subside下陷;平息(sub+terr地+anean→地下的)subterranean地下的(sub+terr转→转下去→推翻)subcontinent次大陆(sub+continetn大陆)subtropics亚热带(sub+tropics热带)subtitle副标题(sub+tropics热带)subeditor助理编辑(sub+editor编辑)suboffice分办事处(sub+office办公室)②表示“接近，靠近”subcentral接近中心的(sub+central中心的)subarctic近北极的(sub+arctic北极的)subadult接近成年的(sub+adult成年人)subacid略酸的(sub+acid酸)subarid有点干燥的(sub+arid干燥的)2. suc-, suf-, sup-, sur-等在同辅音词根前表示“在…下面”succeed成功(suc+ceed走→从下走到上面→成功)succinct简洁的，简明的(suc+cinct捆→在下面先捆好→简洁的) succumb屈从;死亡(suc+cumb躺→躺下去→屈从;死亡) sufficient足够的(suf+fici做+ent→在下面先做好，用的时候→足够的) suffer受苦(suf+fer带→带到下面去→受苦)suffix后缀(suf+fix固定→在后面固定→后缀)suffocate窒息(suf+foc喉咙+ate→把〔手〕放喉咙下→窒息) suffuse弥漫，染遍(suf+fuse流→流下去→流遍，染遍)supplant排挤，取代(sup+plant种植→种在下面，把上面的取代) supplicant哀求的恳求的(sup+plic重量+ant→双膝重叠跪下→哀求的) supplicate恳求,乞求(sup+plic重叠+ate→〔膝盖〕重叠跪下→恳求) support支持(sup+port带→带来支持)suppress镇压，压制(sup+press压→压下去)suppose猜想，推测(sup+pose放→放下去想→猜想)surreptitious鬼鬼崇崇的(sur+rept爬+itious→在下面爬→鬼鬼崇崇的) surrogate代替品;代理人(sur+rog要求+ate→要求下面〔有人〕→代理人) surround包围(sur+round圆圈→在下面围一圈)surrounding环境(surround+ing→被围起来的状态→环境)3. sur-表示“超过，在上面”surface表面(sur+face脸面)surpass超过(sur+pass通过→在上面通过→超越)surrealism超现实主义(sur+realism现实主义)surmount登上，超越(sur+mount山→在山上→登上)surplus多余的(sur+plus多余;加→多出很多)surcharge附加费(sur+charge收费→额外的收费→附加费) surveillance临视;监督;监视(sur+veil看+lance→在上面看→临视) survival幸存，生存(sur+viv活+al→经过事故活着→幸存)4. super-①表示“超级，超过，过度”supersized超大型的(super+sized有范围的)supersonic超音速的(super+sonic声音的)supernatural超自然的(super+natural自然的)superfluous多余的(super+flu流+ous→流出太多)supercilious目中无人的(super+cili眉毛+ous→在眉毛上看人→目中无人) supersensitive过度敏感的(super+sensitive敏感的)supercharge负载过重(super+chrage收费，负担→负担过重)②表示“在…上面”supervise临视(super+vise看→在上面看→临视)superstructure上层建筑(super+structure结构)superimpose放…上面，强加(super+impose放上去→在上面放→强加)superficial肤浅的(super+fic做+ial→在表面上做)superintend监督(super+intend关心→在上面关心→监督)更多云南教师资格证考试、云南教师招聘考试信息尽在云南教师考试网，欢迎广考生访问。
Lecture32subordination语法教程章振邦上外
Part 2: 非限定动词的句法功能 (1)不定式分句的句法功能 作主语：
To act like that is childish.
作主语补足语
His intention is to win the game.
作宾语
He promised to stop taking drugs.
作宾补
I advised him to take a taxi, or he might be late.
and would succeed. 我父母反对我独自外出。
My parents object to me / my going out alone.
I’m annoyed about John / John’s forgetting to pay.
★ Absolute Construction 独立结构
When sleeping, I never hear a thing.
Even if invited, I won’t go.
(3)带主语 eg. He opened the door for the children to
come in. He knew that with him to help, she could
作状语
(a) 表示目的
eg. He opened the window to get some fresh air.
→ so as to / in order to (与so that相互转换) (b) 表示结果
eg. He hurried home only to find that his father was dead.
→ so…as to / such…as to / too…to / enough to(与so that/so…that相互转换) (c) 表示原因
Lecture-32-subordination-语法教程-章振邦-上外
PRACTICE: 用“独立结构”改写句子 1. After the job had been finished, we went home
straight away. → The job (having been) finished, we went home
straight away.
作状语
(a) 表示目的
eg. He opened the window to get some fresh air.
→ so as to / in order to (与so that相互转换) (b) 表示结果
eg. He hurried home only to find that his father was dead.
→ Weather permitting, we’ll go for a picnic this
weekend.
4. The manager sat quietly in the office, with his eyes closed.
→ The manager sat quietly in the office, (his) eyes closed.
时间: Climbing to the top of the tower, we saw a magnificent
view.
原因: Being a hard-working man, he is praised by all his fellow
workers.
条件: Weather permitting, we’ll go for a picnic this weekend. 让步: Knowing all this, they still insisted on my paying for the
Subordination
Lecture 4Subordination分清主从●汉语是一种以表“意”为主的语言，也称之为“意合语言”（Topic Language / Parataxis Language）；●而英语是一种以表“形”为主的语言，亦称之为“形合语言”（Subject Language / Hypotaxis Language ）。
汉语-意合T opic Language / Parataxis Language●以“意”来“合”的汉语，指的是汉语依赖于它本身所具有的极强的意象表现能力和形式组合的弹性，在缀词成句、连句成篇的行文当中，不过份拘泥于词句的顺序排列，而是侧重突出所要表达的主题意思。
●Eg. ----“这本书要给你。
--“这本书我给你”、-“我给你这本书”、-“书我给你”、-“给你书，我”、-“给你书”、--“给书”。
●Eg.这次大会充分发扬了民主，大家心情舒畅，生动活泼。
●按照英语语法改写为：“因为这次大会充分发扬了民主，而且开得生动活泼，因此大家感到心情舒畅”。
Eg.“伤筋动骨一百天”这句话只是突出了主题，而完整的语言形式应该是“假如你的筋骨受了伤，通常需要一百天的时间才能治疗愈合”。
English-形合Subject Language / Hypotaxis Language●英语语言是非常重视“形式”的，遵循“主述谓”的基本结构●主语+表语/谓语●行文的时候出现一种严格的线性排列，如果出现哪怕是一个介词、冠词的错位搭配，都有可能不合语法而导致理解的困难。
“这本书要给你”●“I give you this book”●“I give this book to you”。
汉翻英-----汉语句子分析●在很多情况下，几个汉语句子放在一起的时候，会给我们一种“并列句”或“平行结构”的错觉，●例如“工程师把两手放在裤子口袋里，踱来踱去，显得焦虑不安”●T：“The engineer puts his hands in his trousers’ pockets. He paces up and down and he looks worried ”.●工程师把两手放在裤子口袋里，踱来踱去，显得焦虑不安●主干结构（也就是要突出的主题意思）●“工程师踱来踱去”，其余的成分应处理为“从属成分”。
英汉句法对比
superordinates, hyponyms or general words.
10、Substitutive & Repetitive
7、Static & Dynamic
translation methods:
the English nominal style 变为 the Chinese verbal style 1) English nouns 变为Chinese verbs 2) English adjectives 变为Chinese adverbs 3) English prepositions 变为Chinese verbs
English: synthetic-analytic language (old English was synthetic + modern English is analytic)
Chinese: a typical analytic language
1、 Synthetic & Analytic
connectives
Coordinate or subordinate conjunctions (and, or, but, yet, so, however, as well as, when, while, as, since, until)
Prepositions and others
3、Hypotactic & Paratactic
8、Abstract & Concrete
In English, nominalization often results in abstraction.
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The syntactic functions of verbless clauses: Adverbials: When in doubt about the meaning of a word, consult a dictionary. Correct the mistakes where necessary. If ready, please go. Though well over eighty, he walks faster than I. She hurriedly left the room as though angry. One of the most popular tourist sites in Italy, Pompeii was viewed by nearly two million visitors last year. She came home, disappointed and sad. Modifiers of nouns: The fat woman, full of apologies, approached us. She talked about her friends, all of them TV stars.
The syntactic functions of -ing participle clauses: Seeing is believing. (S) (SC) She dreads getting old. (O) Thank you for calling me. (PC) I feel something crawling up my leg. (OC) The girl standing there is my sister. (Post-modifier) He took out a handkerchief, blowing his nose noisily.(A)
a finite verb phrase; while a non-finite subordinate clause
is one whቤተ መጻሕፍቲ ባይዱse predicator is a non-finite verb phrase.
Non-finite subordinate clauses include: infinitive clauses,
Formations of absolute constructions: (1) 名词(词组)/主格代词 + 现在分词 Time permitting, we will go for an outing tomorrow. She opening the cupboard, a skeleton fell out. (2) 名词(词组)/主格代词 + 过去分词 The problems solved, the quality has been improved. Her glasses broken, she couldn„t see the words on the blackboard. (3) 名词(词组)/主格代词 + 不定式 The manager looks worried, many things to settle. They said good-bye to each other, one to go home, the other to go to the bookstore.
The syntactic functions of infinitive clauses: To be invited to speak here is a great honor for me. (S) The man threatened to kidnap the child. (O) What you need to do is (to) give him a little push. (SC) She doesn‟t allow her husband to smoke in the house. (OC) I‟ve got an e-mail to answer tonight. (Post-modifier)
3) -ed participle clauses (introduced by as if / though, as soon as, even if, while, if, though, unless, once, until, when(ever), where(ver), whether…or, etc.) e.g.: Work hard until told to stop. When heated to 100℃, water begins to boil. As soon as dismissed from his position, he started his own business. Once released from prison, he is likely to engage himself in the same business and commit the same crime. The syntactic functions of -ed participle clauses: She looked depressed. (SC) I heard my nickname called. (OC) No one would know what happened if you could keep your mouth shut. (OC) Caught in a traffic jam, one tends to lose patience. (A)
Adverbials: He went back to China to stay with his parents for the Spring Festival. (Purpose) I‟m sorry to have kept you waiting. (Cause) She is too young to take care of herself. (Result) I hurried to the station only to find the train had already left. (Result)
5) Absolute constructions (独立结构) An absolute construction is essentially a non-finite or verbless clause with an expressed subject of its own. Structurally, absolute constructions fall into four types: 特别注意: 独立主格结构与主句之间不能使用任何连接 those with an infinitive as verb element, those with an -ing 词。 participle as verb element, those with an -ed participle as verb element, and those without any form of verb element.
-ing participle clauses, and -ed participle clauses.
1) Infinitive clauses (introduced by as if / though, so as, in order, rather than, wh-words, etc.) e.g.: I‟m wondering whether to punish him or not. He didn‟t know what to do with his unfaithful wife. She stood up in order to see better. He cleared his throat as if to speak. Rather than / Sooner than work for others, he started his own business. She expects to be flattered. He offered to help (to) repair the car. Would you let him have a try? I saw her enter the classroom. I am eager for you to meet my boyfriend. It was rude of you to point at her.
2) -ing participle clauses (introduced by although, as if / though, though, even if, once, unless, until, while, when / whenever, whether…or, etc.) e.g.: He kept making gestures while speaking. When looking out of the window, I saw a man passing the house. She kept smiling and nodding her head from time to time as though understanding every word of the lecture.
The class over, students left the classroom in turn. An excellent speaker (As he is an excellent speaker), he was never at a loss for a word. (作为一位卓越的演讲家, 他从来不会无话可说。) The fat woman, full of apologies, approached us. She talked about her friends, all of them TV stars.