章振邦英语语法第五版L5

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章振邦《新编英语语法教程》教学大纲

1、课程编码：GXB/ GXB2、课程名称：英语语法3、英文名称：English Grammar4、推荐教材和教学参考书：5、教材：《新编英语语法教程》(学生用书)，章振邦主编，2003年12月第4版，上海外语教育出版社出版。

5、教学参考书：⑴《新编英语语法教程》(教师用书)，章振邦主编，2004年1月第4版，上海外语教育出版社出版。

⑵《牛津实用英语语法》，A. J. 汤普森, A. V. 马蒂内特著，陈则源、夏定雄译，1986年3月第一版，牛津大学出版社，外语教学与研究出版社出版。

⑶《实用英语语法》，张道真主编，商务印书馆出版。

⑷《高级英语语法》（上下册），薄冰主编，高等教育出版社出版。

⑸《大学英语语法》（第三版），徐广联主编，2005年10月第三版，华东理工大学出版社出版。

⑹《英语语法大全》，（英）伦道夫.夸克等著，苏州大学《英语语法大全》翻译组译，1989年9月第一版，华东师范大学出版社出版。

6、课程类型：专业基础课7、总学时：72 学时8、学分：49、适用专业：各种英语专业10、先修课程：综合英语，英语阅读二、课程性质与设置目的：《英语语法》是英语专业技能必修课，其目的是培养学生掌握系统的英语语法知识，养成良好的语言运用习惯，保证他们使用英语语言时的正确性和准确性。

作为英语专业的主要必修课程之一，《英语语法》应该和其他专业各门课程一起，力争保证学生能够通过英语专业全国统考TEM4和TEM8。

三、课程教学基本目标：英语语法课旨在通过该课程的学习，帮助学生重点掌握英语语法的核心项目，提高学生在上下文中恰当运用英语语法的能力和运用英语的准确性，使学生对英语语法有一个比较系统的了解并能借助英语语法知识解决英语学习过程中的有关问题。

学生有计划地阅读英语语法教材，探讨英语语言的结构，通过各种练习，牢固地掌握英语语法，提高运用英语的能力。

四、考核方式：1、本课程为考查课，采用闭卷开卷结合的考试方式，要求学生在一定的时间内完成教师所设计的考题。

章振邦语法英语句子汉译：被动结构和被动意义

章振邦语法英语句⼦汉译：被动结构和被动意义被动结构和被动意义1)英汉被动意义表达法在被动意义表⽰法⽅⾯，英语和汉语有类似的情况。

"据估计”、”据报道”、“众所周知”、“必须指出”等。

It is said that the workers all regarded him with sympathy.据说⼯⼈们待他都很有同情⼼。

It is reported that the Federal Government refused to provide the funds.据报道联邦政府不肯提供资⾦。

It is known to all that these islands have always been under Chinese j urisdiction.(众所周知，这些岛屿向来归中国管辖。

It must be pointed out that China is a developing country and will always take sides with the Third Worl d.必须指出，中国是个发展中国家，将永远靠紧第三世界。

）Pan is said to be a smuggler.姓潘的据说是个⾛私者。

The losses caused by the flood are estimated to have exceeded$5,000,000,000.谈到损失，归咎于洪⽔的，估计已超过50亿美元。

汉语有⼀种不出现主语的句⼦，英语通常都可⽤被动结构来表达。

城⾥⼜办起了⼀所⼤学。

In the city is a nother newly extablished university.昨天抓到了⼀个特务。

Yesterday a spy was caught.c.f. Yesterday they caught a spy.汉语有⼀些以主动结构表⽰被动意义的句⼦，英语也有类似的情况。

章振邦英语语法第五版L2

1)objects consisting of two parts: plural; or: according to the quantity meaning of the unitword 2)archives, arms, clothes, contents, eaves, fireworks, goods, minutes, morals, remains, stairs, suburbs, thanks, wages, shears: plural 3) whereabouts, dramatics: pl. & single. 4)-ings: plural(usu.) – clippings, diggings, surroundings, sweepings, filings, lodgings, earnings pl. & single – tidings 5) when a word’s plural form is same to its single form, notional concord works.: headquarters, barracks, means, series, species, works 6) “odds”- “机会，赔率”（pl.）; what’s the odds? 7) “remains”- “遗体”（pl.）; “遗迹、剩余物”（pl./sing.）
Problems of concord with words

Problems of concord with collective nouns as subject
1 Characteristics of collective noun: collective nouns are singular in form, but plural in meaning. 2 The choice between grammatical concord and notional concord is mostly dictated by usage.

章振邦《新编英语语法教程》教学大纲

1、课程编码：GX009121B/ GX009122B2、课程名称：英语语法3、英文名称：English Grammar4、推荐教材和教学参考书：5、教材：《新编英语语法教程》(学生用书)，章振邦主编，2003年12月第4版，上海外语教育出版社出版。

5、教学参考书：⑴《新编英语语法教程》(教师用书)，章振邦主编，2004年1月第4版，上海外语教育出版社出版。

⑵《牛津实用英语语法》，A. J. 汤普森, A. V. 马蒂内特著，陈则源、夏定雄译，1986年3月第一版，牛津大学出版社，外语教学与研究出版社出版。

⑶《实用英语语法》，张道真主编，商务印书馆出版。

⑷《高级英语语法》（上下册），薄冰主编，高等教育出版社出版。

⑸《大学英语语法》（第三版），徐广联主编，2005年10月第三版，华东理工大学出版社出版。

⑹《英语语法大全》，（英）伦道夫.夸克等著，苏州大学《英语语法大全》翻译组译，1989年9月第一版，华东师范大学出版社出版。

作为英语专业的主要必修课程之一，《英语语法》应该和其他专业各门课程一起，力争保证学生能够通过英语专业全国统考TEM4和TEM8。

学生有计划地阅读英语语法教材，探讨英语语言的结构，通过各种练习，牢固地掌握英语语法，提高运用英语的能力。

四、考核方式：1、本课程为考查课，采用闭卷开卷结合的考试方式，要求学生在一定的时间内完成教师所设计的考题。

浅谈《新编英语语法教程》第五版中的几个问题

浅谈《新编英语语法教程》第五版中的几个问题作者：张逸萱张国来源：《文教资料》2017年第17期摘要：本文在参阅《新编英语语法教程》前四版的基础上，结合第五版及当代英语语法的发展，指出了该教程中存在的一些问题，以利于教师的教学和学生的自学。

关键词：语法《新编英语语法教程》问题章振邦教授主编的《新编英语语法教程》（以下简称《教程》）自1983年初版问世以来，在我国英语教学界引起巨大的反响，并被推荐为高等学校教材，受到全国高校和广大英语自学者的好评。

《教程》的初版于1990年10月荣获“华东区大学出版社首届优秀图书一等奖”，第二版（1995）于1998年3月荣获“1997年上海市高校优秀教材一等奖”。

2000年该书推出了第三版，2003年12月推出了第四版，2013年4月又隆重推出了第五版并被列入“十二五”普通高等教育本科国家级规划教材。

教材的每一版都继承了前一版的优点，并对不足之处做了“调整、修正、充实、补齐”，“因而在编排上更加合理，在体系上更加周密，在内容上更加充实，更有利于教学和自学”（《教程》第二、三版前言）。

《教程》第五版基本上代表了我国目前英语语法研究的最高水平。

当然，正如任何一部著作不可能十全十美一样，《教程》第五版也存在一些问题。

本文不过多地纠缠于理论问题，只想就教授和学习该书过程中遇到的几个具体使用方面的问题提出来与广大读者及同仁讨论。

一、“既可作单数也可作复数的集体名词”的用法模糊《教程》第27页对于“既可作单数又可作复数的集体名词”的用法讲得不很清楚。

尽管《教程》提到将audience，family，public等名词所表示的集体视为一个整体，动词用单数；将侧重点放在组成集体的成员上，动词用复数，但英语中还有些常用的集体名词如audience，enemy，jury，panel，profession，public，staff等用单数动词或复数动词均可，区别不大，书中并未提及。

比如：The school’s teaching staff is（are）excellent./ The teaching profession claim （s） to be badly paid./ The jury is （are） about to announce the winner./ What does （do） the panel think？书中第28页的练习第8题和19题仅给出用复数动词一个答案，这是不完整的。

语法大家章振邦谈中学英语中的语法问题

语法大家章振邦谈中学英语中的语法问题近年来，在我国中学英语教材编写者中流传着一种说法，说什么要“淡化”语法，甚至还有人认为中学英语可以不教语法了。

这些论调提出了一个问题：中学生学英语，到底要不要学点语法？对于这个问题，我的看法是，应该学点语法，而且要学好。

怎样学？我提出几点个人的体会。

一、要在接触大量语言材料的基础上学语法外语的习得是一个从感性到理性的过程，中学生学英语首先应当通过听说和阅读的实践，接触大量的地道英语，初步树立语感，然后在大量语言材料的基础上归纳出一些规律性的东西，这就是语法。

语法是语言的组织规律和结构框架，它规范着人们的语言活动。

不管你承认不承认，自觉不自觉，你只要在运用语言，便无时无刻不受语法规律的支配。

你如果不理它，它就给你颜色看：句子看不懂，言语不地道，表达不准确，翻译不达意，总而言之，弄得你寸步难行。

那么，这么重要的规律和法则是否都要靠我们自己去归纳出来呢？那也不是的，前人早已为我们归纳出来了，这就是我们平时所谓的教学语法，也就是可以买到的语法书。

语法书是语言学家对客观存在的语言组织规律的认识和描写，其中虽带有一定的主观性，但它描写的基本法则还是长期起作用的。

我们学习了这些基本法则，就可以加深对所学语言的认知，加深语感，加快英语习得的进度。

中学生在英语学习中学点语法，就好像在一个陌生的领域找到了向导，它会带领你顺利地入门，升堂入室，渐入佳境。

有些人多年学英语，却老是在原地踏步不前，像是一锅“夹生饭”，怎样也“煮不熟”，这就是因为学习方法不对头，还没有入门，无法前进，这里也显示出学点语法的重要性。

二、要联系词汇来学习语法任何一种活的语言都是音、义结合的语法和词汇的体系：语法赋予语言以结构形式，而词汇则通过语法结构赋予语言以意义内容，因此，语法和词汇是紧密地联系在一起的。

比如特定的语法结构往往要求某种类别的词与之匹配，如果用错了词，尽管语法结构没有错，仍然是个病句。

比如可以说：○Be patient. 请耐心点。

章振邦英语语法第五版Tense and Aspect

Tense and Aspect
Past, present, future
[now] PAST TIME
[preceding now]
FUTURE TIME
[following now]
PRESENT TIME
[including now]
On this semantic level of interpretation, ‘present’ is the most general and unmarked category. Albatrosses were large birds.<marked> The speaker does not commit himself to the continuation of the past state of affairs it describes into the present, while it does not exclude the possibility of such a continuation. It is possible to assert: Albatrosses were, are, and always will be large birds.
Eternal present Habitual behavior Temporary habit Momentary behavior Instantaneous behavior Behavior of the present moment
Eternal truths
• Using the simple present to the stative verbs to express eternal truths or proverbs, as well as in scientific, mathematical, geographical and other statements made for all time. • E.g. • Honesty is the best policy. A rolling stone gathers no moss.

8-Infinitive新编英语语法教程第五版章振邦PPT

Grammatical forms of infinitive

See more examples of bare infinitive: They can do nothing but/except wait for rescue. Cf: There’s no choice but/except to wait for rescue. Why ask me? Why not ask him? But: What to do? How to do? When to do? Why to do? Go post a letter for me. Try eat a little. Try help him.

Note: help to do and help do are both acceptable.
A test item in TEM 4

"It seems that she was there at the conference." The sentence means that ____. A. she seems to be there at the conference. B. she seemed to be there at the conference. C. she seems to have been there at the conference. D. she seemed to being there at the conference. (2009)
forms of infinitive

2) To-infinitive & bare infinitive----infinitive is usually accompanied by ―to‖, but sometimes without ―to‖ (bare infinitive): Question: Under what circumstances should we use bare infinitive? When following modals, bare infinitive is used. But need & dare may be used in to-infinitive form. Does she dare to go there alone? Do we need to pay for the meal? Following semi-auxiliaries, bare infinitive is used, e.g. You’d better not go out. I happened to meet Mary on the way to the library.

新编英语语法教程教案章振邦(上)

2）帮助学生理解和掌握各类语法现象所使用的规则，以便他们在以后的专业四级考试和工作中恰当地运用英语语法。

3）扩大学生的商务英语词汇量。

英语在其长期发展中形成一种相对固定的句子结构：“主语+谓语”的结构。

主语是句子的话题，是信息传递的出发点；谓语是对话题所作的说明，是说话人所要传递的信息。

试观察下列诸句：主语谓语China is a great socialist country．中国是一个伟大的社会主义国家。

Marxism-Leninism is a universally applicable truth．马克思列宁主义是放之四海而皆准的真理。

The students have English lessons twice a week．学生们每星期上两堂英语课。

Hans doesn't seem to be taller than Peter．汉斯似乎并不比彼得高。

章振邦英语语法教程--Lecture1GrammaticalHierarchy

章振邦英语语法教程--Lecture1GrammaticalHierarchyLecture 1 Grammatical HierarchyHierarchy is one of the basic properties of a language. On the grammatical level, the structure of the English language can be divided into five ranks: morpheme, word, phrase, clause, and sentence, while on the textual level, into three ranks: sentence, sentence group, and text. Sentence is the highest rank in grammatical hierarchy, and the lowest rank on the textual level. The following is a brief description of the grammatical hierarchy of the English language.1.1 MorphemesA morpheme is the smallest meaning-carrying grammatical unit. It falls into two categories: free morphemes and bound morphemes.1) Free morphemesA free morpheme has a complete meaning and can stand by itself as a simple word. It can sometimes act as a complete utterance in connected speech. Chair, boy, desk, and cruel are free morphemes. A free morpheme can be the root of a derivative, such as kindly, friendliness.2) Bound morphemesBound morphemes are mostly affixes. They are also meaningful, but the meaning is not complete in itself unless it is attached to some other form. Therefore, a bound morpheme cannot stand by itself: it only exists as an affix or a combining form.The affix can be divided into two types: inflectional and derivational. Inflectional affixes include: plural –s/-es, possessive –’s, third person singular-s/-es, past –ed, participle –ing,participle –ed, comparative –er, and superlative –est. Derivational affixes can be further divided into prefixes and suffixes, such as anti-war, co-exist, movement, and careless. The use of an inflectional affix does not change the identity of a word, but that of a derivational affix usually results in a new lexeme.Bound morphemes can also be combining forms, which can act as bound root to form primitive derivatives, such as receive, conceive, and perceive. They can also be used together with other combining forms or words to form compound words or neo-classical compounds, such as minibus, miniskirt, biology, telescope, and electrocardiogram.1.2 WordsThe word is composed of one or more than one morpheme. Words can be classified in two ways:1) Simple words, derivatives & compoundsWords that are composed of one morpheme only are called simple words. art, joy, kind, up, down, hand, foot and able, for example, are simple words.Words that are formed by adding an affix to an existing word are called derivatives. For example, interference, unhelpful, driver, management, unfair, disloyal, and nonviolent are derivatives.A word formed by combining two or more bases is called a compound. For example, whichever, snowfall, downfall, bookcase, home-made, tax-free and babysitting.2) Closed-class words & open-class wordsIn terms of syntactic function, words can be classified into closed-class words and open-class words. Closed-class words refer to those sets of words whose items are “closed” or limited in number and are only exceptionally extended by the creation of additional numbers. In English, function words such asauxiliaries, conjunctions and prepositions are closed-class words.Open-class words refer to those sets of words whose items are indefinitely extendable. New items are constantly being created and old items are giving place to new ones. Nouns, verbs, adjectives, and adverbs form open-class words.1.3 PhrasesThe phrase is composed of one or morethan one word. Generally, the phrase is a group of words organized in a specific way with a key word as its head. The head determines the class of the phrase and the way in which the words are organized.1) The noun phraseThe noun phrase is a phrase with a noun as its head. The general pattern of a noun phrase is :(determiner+) (premodifier+) noun (+ postmodifier)a pretty little girl standing at the doorall the wooden cottages that have survived the earthquake2) The verb phraseThe verb phrase which is a phrase with a main verb as its head can be simple or complex. A simple verb phrase is just a main verb or “modifier + main verb”. A complex verb phrase is a main verb preceded by an auxiliary (or auxiliaries) (+modifier). For example:He works hard.He has been working on the project for two weeks.In the first example, “works” is a simple verb phrase; and in the second example, “has been working” is a complex verb phrase.In terms of grammatical form, a verb phrase can be finite or non-finite. A finite verb phrase is initiated by a finite form, that is,a verb that bears tense distinction. A non-finite verb phrase is a phrase initiated by a non-finite form, that is, a verb that does not change its form according to tense or subject.3) The adjective phraseThe adjective phrase is a phrase with an adjective as its head. The general pattern of an adjective phrase is:(modifier+) adjective (+postmodifier/complementation)The course is not very difficult.You are not careful enough.The weather is too hot to be enjoyable.4) The adverb phraseThe adverb phrase is a phrase with an adverb as its head. The general pattern of an adverb phrase is:(modifier+) adverb (+postmodifier)Be a man. Don’t act so slowly.She spoke very clearly indeed.He lives very far from the station.5) The prepositional phraseThe prepositional phrase is a phrase with a preposition as its head. The general pattern of a prepositional phrase is: (modifier+) preposition + complementation That story is based on an incident in his own life.Food had been scarce since before the war.He has been working in the lab all through the night.I could hear their footsteps directly above my head.1.4 ClausesThe clause is composed of one or morethan one phrase. A full-fledged clause is structurally a sequence of phrases and logically a construction of “subject + predicate”.1) Independent and dependent clausesIn terms of grammatical function, a clause can be independent or dependent. An independent clause is a clause that can stand by itself and act as a complete utterance, as distinguished from a dependent clause, which forms only part of another clause or of a phrase.He knows everything about it. (independent)I am sure he knows everything about it. (dependent)2) Simple and complex clausesWhen a clause consists of only one construction of “subject + predicate”, it is a simple claus e. An independent simple clause is at the same time a simple sentence. When a clause comprises another clause or otherclauses as its element or elements, it is a complex clause. An independent complex clause is at the same time a complex sentence.It was not true. (simple)What he said was not true. (complex) 3) Main and subordinate clausesIn a complex clause, the clause that takes another clause as its element is the main clause, while the clause that is embedded in a large clause, either as a clause element or as part of a phrase which realizes a clause element, is a subordinate clause, e.g.: She wouldn’t believe it (m ain) though it was true (subordinate).If winter comes(subordinate), can Spring be far behind (main)?4) Finite, non-finite and verbless clausesA clause can be finite or non-finite. A finite clause is one with a finite verb phrase as its predicate verb or predicator; a non-finite clause is one with a non-finite verb as its predicator. For example:He barely ate or slept that night. (finite clause)He began paging through old newspapers, hoping to find some valuable information. (non-finite clause)When a clause is marked by the absence of any form of verb element, it is a verbless clause. A verbless clause is a “subject + predicate” construction with the verb element omitted, e.g.: When in Rome, do as the Romans do.1.5 SentencesThe sentence is the highest rank of grammatical unit. Based on one or more than one clause, the sentence is also the basic linguistic unit of connected discourse; it can stand alone and perform a function in social communication. Thus, a sentence can be defined as a grammatical unit that can stand by itself and perform a communicative function.1) Full and minor sentencesA full sentence is a sentence with anexpressed subject and predicate. It is mostly used in formal speech and writing. A minor sentence is only a sentence fragment which, in some specific contexts and situations, can stand by itself and perform a communicative function. Minor sentences, which are extensively used in informal discourse, can also be used to emphasize an idea, add force to an emotion or help build up to a climax at the beginning or the end of a paragraph. For example:Charlie Chaplin was the great comedian of silent films. (full) Where does Joan begin a mystery story? On the last page. Always. (minor)2) Simple, compound, complex and compound-complexsentencesA simple sentence is a sentence that comprises only one independent clause. Two or more coordinated independent clauses make a compound sentence. An independent clause that comprises one or more dependent clausesas its element(s) makes a complex sentence. Two or more coordinated independent clauses with at least one complex clause make a compound-complex sentence. For example: The bull charged straight at the man. (simple)She is a funny girl, yet you can’t help liking her. (compound) How it all happened is a mystery to me. (complex)As I had limited time, I didn’t read the last chapter, yet I still enjoy the book. (compound-complex)。

章振邦英语语法教程--Chapt...

章振邦英语语法教程--Chapt...Lecture 2Clause Structure and Basic Clause patterns 2.1 Clause Structure—Subject and Predicate An independent clause or a simple sentence is structurally a sequence of phrases logically organized into a construction of “subject + predicate”. The core of the clause can be divided into two main parts: the subject and the predicate.1) Subject structurally analyzedThe subject is the topic or theme of the clause, which tells of what the clause is about. It is generally realized by a noun phrase or an equivalent of noun phrase, including finite and non-finite subordinate clauses:Actions speak louder than words.An idle brain is the devil’s workshop.Seeing is believing.Whoever says that is a liar.2) Predicate structurally analyzedThe predicate is the part of a clause that tells of something about the subject and bearsthe new information that the speaker or writer wants to transmit to his reader or hearer. The structure of the predicate is usually longer and more complicated than that of the subject. It generally consists of a predicate verb with or without any complementation (i.e. object, complement, adverbial). Thus, the subject (S), verb (V), object (O), complement (C) and adverbial (A) make the five basic clause elements. The different combinations of these elements form 7 basic patterns:Linking verb + complementMonotransitive verb + objectDitransitive verb + indirect object + direct objectComplex-transitive verb + object + complementIntransitive verb + zero complementationIntransitive verb + adverbialTransitive verb + object + adverbial3) Double predicateA double predicate is the combination oftwo predicates into one. For example:He left home a mere child and returned an old man.=He left home when he was a child, and returned when he was an old man.A bird fell dead to the ground.=A bird fell to the ground and was dead.4) Comparison between English and Chinese in clause structureIn both English and Chinese, the clause structure is characterized by the pattern that the subject precedes the predicate. Yet, in English, a sentence must have a subject, while in Chinese, a sentence may sometimes be subjectless. Also, in English, the predicate must have a verb while in Chinese it can be verbless.2.2 Basic clause patterns and their significance in English study1) Basic clause patternsThere are seven basic clause patterns, each of which has a different kind of predicateverb that determines whether a complement should be followed. The seven patterns are described as follows:a) subject + intransitive verb (SV) Everybody laughed.The children are sleeping.b) subject + linking verb + complement (SVC) She is in good health.Those flowers smell good.c) subject + verb + object (SVO)I want a return ticket.Nobody could answer the question.d) subject +ditransitive verb +indirect object + direct object (SV oO)I sent him an invitation to the party.He showed me the way to the railway station.e) subject + complex transitive verb + object + complement (SVOC)They painted the walls creamy white.They elected him president.f) subject + intransitive verb + adverbial(SV A)She lives in Beijing.He will be flying to Shanghai.g) subject + transitive verb + object + adverbial (SVOA)He treated his wife vilely.They put the material evidence in front of him.2) Significance of some knowledge of the basic clause patternsSome knowledge of the basic clause patterns helps in the understanding of long and complicated sentence structures.。

章振邦英语语法第五版L5

பைடு நூலகம்
Generic and specific reference
concepts

The bull terrier(牛头犬与狸杂交而生的狗) makes an excellent watchdog. A bull terrier makes an excellent watchdog. Bull terriers make excellent watchdog. Nora has been studying the medieval mystery play. Nora has been studying a medieval mystery play. Nora has been studying medieval mystery plays. The -- generic function (no difference in subject/nonsubject positions) A --- one, any representative member of the class Zero – a subset of one group, undifferentiated whole
indefinite specific reference – a person or an object cannot be definitely identified. commonly expressed by A/AN or ZERO ARTICLE e.g.
Old Tom owns a dog and a cat. The dog’s name is Boris; the cat’s name is Blackie. I’ve just been back from the market. Here’s a letter for you. The streets are clean and are shared with trees.

章振邦《英语语法教程》教学大纲

章振邦《-英语语法教程》-教学大纲《英语语法》教学大纲课程编号：2152102课程类别：专业课学时：32学分：2.0适用专业：英语专业一年级先修课程：无一、课程性质、目的和任务《英语语法》为英语专业基础课，英语语法根据英语专业人才培养的要求，旨在对学生进行英语语法基本理论和基本技能的教育和培养。

通过本课程的学习，学生应具有基本的理论知识和应用能力，了解英语语法的一些基本知识与概念，了解英语语言的原理、规则与特点，熟练掌握常用的语法知识，语法体系，具备进一步学习英语语言与英语高级语法的基础，并能够在英语口语、阅读、写作、翻译等实际应用中正确使用英语。

课程任务是帮助学生重点掌握英语语法的核心项目，提高学生在上下文中恰当运用英语语法的能力和运用英语的准确性，使学生对英语语法有一个比较系统的了解并借助英语语法知识解决英语学习过程中的有关问题。

二、课程教学内容、要求1．课程教学内容语法层次；句子结构；主谓一致；名词和名词词组及属格；限定词；代词；动词和动词词组；动词的时和体；将来时间表示法；被动态；虚拟式；助动词；不定式；分词；独立结构；比较等级和比较结构；并列结构；从属结构；关系分句；倒装；省略；替代；语篇衔接2. 课程教学要求：1).精讲多练，注重实践2)．以学生为中心组织教学3)．注意培养语篇水平上应用语法知识的能力。

导论：语法层次第1讲：句子结构第2、3讲：主谓一致第4、5讲：名词、名词词组和名词属格第8、9讲：代词第10讲：动词和动词词组第11、12讲：动词的时和体第13讲：将来时间表示法第14、15讲：被动态第16讲：虚拟式第17、18讲：助动词第19、20讲：不定式第21、22讲：分词第23、24、25讲：形容词和形容词词组；副词和副词词组；比较等级和比较结构第26讲：介词和介词词组第27讲：陈述句、疑问句、祈使句、感叹句第28、29讲：存在句；IT-句型第30、31、32讲：并列结构，从属结构第33讲：关系分句第34讲：条件句第35讲：直接引语和间接引语第36讲：修饰第37、38讲替代和省略第39讲：后置、前置、倒装第40讲：从句到篇三、参考学时分配四、课程说明1. 本大纲依据兰州理工大学技术工程学院2014年英语专业本科人才培养方案编写。

英语句法讲解(参考新编英语语法教程章振邦)

时； • 2). 先行词有only, all, any 修饰时； • 3). 先行词有最高级修饰时。 • e.g.
• All that I want is a mooncake.
• Any boy that worked hard payed off.
• He is the cleverest man that I’ve known.
三、从句的分类
1. 主语从句 2. 表语从句 3. 宾语从句 4. 同位语从句 5. 定语从句 6. 状语从句
1. 主语从句
• 定义：有that, what, why, how等疑问词引导的分句做句子的主语。
• e.g. • Whether we will go camping depends on the weather. • Who is to blame is not clear. • That a girl was murdered by a Didi driver has aroused
3、宾语从句
• 定义：有that, what, why, how等疑问词引导的分句做句子的宾语。
• e.g. • I didn’t catch what you said just now.
• Can you tell me where you are going to?
• I wondered how he was deceived into by Monica.
• The book, which was published one month ago, was one of the best – sellers.
• 2. 关系代词只能用that，不能用which的情况： • 1). 先行词为all； anything, something, nothing等不定代词

章振邦英语语法第五版L5

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