章振邦《新编英语语法》课件Lecture 3
Lecture –ED Participle 语法教程 章振邦 上外
(b) vi. + -ed, 仅表示完成,很少单独用
eg. a retired worker
= a worker who has retired
Exe. a ___ (成年的) man a ___ (枯萎的) flower
an ___ (期满的) lease
the ___ (升起的) sun
副词 + -ed分词
The managers discussed the plan that they would like to see ___ (carry out) the next year.
(2) 使役动词:make, get, have, keep, leave… eg. When are you going to have the car ____ (repair)?
____ (punish). Cleaning women in big cities usually get ____ (pay) by the
hour.
KEY: exhausted, depressed, specialized, unpunished, paid.
• 古英语遗留下来的几个-ed分词用法问题 (P394)
Lecture 22 –ED 分词 –ED Participle
Contents
Grammatical function of -ED Participle Compare –ING & -ED Participle
• Functions of –ED Participle -ed participle can be used as: vs. –ing participle
lighted
新编英语语法教程 教案 章振邦(上)精编版
教案新编英语语法教程章振邦2016——2017学年度第二学期本课程教学总体安排课程名称:商务英语语法与词汇课程性质与类型:限选课总学时28、学分:2教学目的与要求:1)开设此课,旨在让学生系统学习和掌握各类语法现象,并且学以致用,活学活用,力求避免在使用英语词汇的过程中出现语法错误。
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。
教材及参考书目:《新编英语语法教程》章振邦《实用英语语法详解》薄冰《高级英语语法详解》全建强考核方式及成绩计算方法:笔试总成绩=平时成绩X30% + 考试成绩X70%课程教学日历课程名称:商务英语语法与词汇授课学期:2016—2017学年第一学期第1讲教学安排的说明章节题目:句子结构学时分配:2本章教学目的与要求:谓结构和句子分析基本句型课堂教学方案课题名称、句子结构授课时数:2 授课类型:理论课教学方法与手段:讲授、讨论、指导教学目的的要求:1谓结构和句子分析 2基本句型教学重点、难点:1谓结构和句子分析 2基本句型教学内容及组织安排:1主谓结构和句子分析(1)主语和谓语分句按其逻辑意义,通常分为主语和谓语两大部分。
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。
8-Infinitive新编英语语法教程第五版章振邦PPT回顾.ppt
❖ Used in some fixed combinations: let go/fly/slip/fall, make do, make believe…, e.g.
❖ He did all that just to make believe.
❖ We don’t have time for lunch, but we made do with
(to).
演示课件
Notes on the use of “to”
❖ Ellipsis of the infinitive “to” ——
❖ The second “to” can be omitted when two infinitives are
coordinated by and or or, e.g.
演示课件
Grammatical forms of infinitive
❖ Bare infinitive following modal idioms such as: would rather, would rather… than, would sooner, would as soon, may/might as well, cannot but…, e.g.
演示课件
The forms of infinitive
Past action/event
Active
passive
to do
to be done
Perfective
Progressive Perfective Progressive
to have done to have been done
to be doing
❖ He was seen to walk out the room.
Lectureingparticiple语法教程章振邦上外学习教案
(b) need, want, require, deserve ★ need doing = need to be done eg. This letter needs ___ (sign) by the manager.
The boy wants watching. The boy wants to watch. He deserves shooting first.
第二十三页,编辑于星期六:十八点 一分。
1. Agriculture is the country’s chief source of wealth, wheat ______ by far the biggest cereal crop. (TEM-4, 2003)
eg. Try ___ (put) in some more vinegar ---- that might make it taste a bit better.
I keep trying ___ (make) a tasty cheese cake but I never succeed.
Revolution means ___ (liberate) the productive force.
In the end she decided to buy / on buying a new car. (e) encourage, permit, allow, recommend, advise,
authorize
+ doing / sb. to do eg. She doesn’t allow ___(talk) here.
第十七页,编辑于星期六:十八点 一分。
(b) stop, leave off, go on eg. They stopped watching TV at 9:30.
章振邦语法精讲-朱磊版
Knowledge is power.
2) 冠词的习惯用法
1.Why is there ___ traffic on the streets in June than in May? A. less B. fewer C. few D. little
2.There are trees on ___ side of the street. A. such a B. both C. some D. each
5. To the dinner party all her ___ were invited. A. relation B. relations C. a relation D. the relations
6. The effort and expense needed for this project bore ___.
first, second, third,
double, twice, three times this, that, these, those,
next, last, other, another,
one-third, two-fifth,
my, your, his, her, their,
one, two, three, several, such
what, such (a/an)
Mike’s, my friend’s
many, much, more, most,
some, any, no, enough,
(a) few, (a) little,
every, each, either, neither, fewer, (the) fewest, less, (the) least,
(完整版)章振邦《新编英语语法》Lecture 2
2.1 Guiding Principles
Note that grammatical concord is the basic principle, but when the subject is realized by a collective noun, a coordinate form or an expression of quantity, the other two principles will have to be considered.
NO.3 Principle of Proximity
It denotes agreement of the verb with a closely preceding noun phrase in preference to agreement with the head of the noun phrase that functions as subject.
LOGO
Lecture 2 Subject-verb Concord (I)
2.1 Guiding Principles
Grammatical concord Notional concord
Principle of Proximity
NO.1 Grammatical concord
The verb must match its subject in number. If the subject is plural, the verb should take the plural form; if, on the other hand, the subject is singular or is a mass noun, the verb should take the singular form.
章振邦新编英语语法Lecture1920不定式教学课件
P223 Ex.19A
19.2 Notes on the use of the infinitive sign
1) The infinitive sign used alone: To avoid repetition, the infinitive sign can sometimes be used alone, i.e. the base in the to-infinitive can be omitted, even together with its complementation, especially in informal style, e.g.:
• Type II – The subject of the main clause is the logical object of the infinitive. The adjectives are generally stative adjectives, e.g.: – That question is difficult to answer. This first subtype can be transformed into: – To answer that question is difficult. – It is difficult to answer that question.
19.1 Forms of the infinitive
1) Grammatical forms – The infinitive has no tense distinctions, nor person or number contrasts. But they can be passive and take the simple (to write), progressive (to be writing), perfective (to have written) and perfective progressive (to have been writing) forms. A negative infinitive is formed by adding not or never immediately before the infinitive sign to. The passive infinitive is formed by to be +ed-participle or to have been + ed-participle.
章振邦英语语法教程--Lecture 3 Clause Element
Lecture 3 Clause ElementsClause elements can be divided into two categories: central elements and peripheral elements.3.1 Central elementsThe central elements of a clause include subject, predicate verb, object, complement, and adverbial.1) Subject semantically classifieda) personal subject and non-personal subject The audience remain silent. (personal subject)My dream has come true. (non-personal subject.)b) agentive subject and recipient subjectHe broke the window out of carelessness. (agentive subject)He broke his leg. (recipient subject)c) temporal subject and locative subjectBy the time you got back, it was nine o’clock.(temporal subject)This bedroom sleeps six students. (locative subject)d) instrumental subject and eventive subject The key opened the door. (instrumental subject)A car knocked them down. (instrumental subject)His marriage is next week. (eventive subject)2) Predicate verb/PredicatorThe predicate verb is the central part of the predication. It is usually expressed by a verb phrase, either a simple VP or a complex VP. For example:He got up early so as to catch the first train. Nobody could make me change my mind. The children might have been playing in the garden.3) Object semantically classifiedSemantically, objects can be divided into recipient object, resultant object, causative object, metonymic object and cognate object.a) Recipient objecte.g. The department has offered me a post.b) Resultant objecte.g. I’m baking a cake.c) Causative objecte.g. The captain marched the troops away.d) Metonymic objecte.g. He is not smoking a pipe.e) Cognate objecte.g. John lives a quiet life.He dreamt a terrifying dream.4) ComplementThe complement includes subject complement and object complement. The subject complement, which describes what the subject refers to, is usually used together with the linking verb, forming a “linking verb + complement” construction.She was all smiles when we went in.You can rest assured that we will do our best.The object complement, which describes thecharacteristics of what the object refers to, is usually placed immediately after the direct object. It is preceded by as, or occasionally by for, with some verbs. For example:Police were treating the incident as murder. The anticipatory it is used as the formal object when the object is too long. For example:We consider it very important to use information technology.5) AdverbialAdverbials are generally optional in the clause structure. Adverbials in the form of adverb phrases, prepositional phrases, or clauses are more mobile than the other clause elements. Their positions are determined, to a larger extent, by textual and pragmatic factors rather than by syntactical factors. Adverbials can be divided into three types: depictive adverbial/adjunct, stance adverbial/disjunct, and linking adverbial/conjunct. The depictive adverbial isthe central element of the clause and the stance and linking adverbials are peripheral. Semantically, depictive adverbials can be classified into:a) adverbial of time and placee.g. I’ll be back before you have left. Wherever you go, I’ll go with you.b) adverbial of manner and accompanying circumstancese.g. They treated the child kindly.With all the noise, she was finding it hard to concentrate.c) adverbial of reason, result and purposee.g. He just had to apologize, seeing that he knew he’d made a mistake.The train was so slow that it was almost two hours late.This is good for getting rid of headaches.d) adverbial of condition and concessione.g. You’d be invited to more parties if you smiled more often.Much as I enjoyed the holiday, I was glad tobe home.3.2 Peripheral elementsThe peripheral elements of a clause refer to those that are not structurally integrated with the main structure of the clause. They include stance adverbials, linking adverbials, vocatives, insertions, interjections, parentheses, and initial YES or NO. The following are a few examples of stance and linking adverbials:1) Stance adverbialStance adverbial, also called disjunct, expresses an evaluation of what is being said. It is usually placed at the beginning of (occasionally in the middle or at the end of) a sentence, with a comma to separate it from the rest of the sentence. Stance adverbials are usually realized by adverbs or adverb phrases. They are also realized by prepositional phrases, non-finite clauses, verbless clauses and occasionally by finite clauses.Honestly, I think you are mistaken.Very frankly, I’m tired o f it.In my opinion, you’d better go with us.To be sure, some people may disagree. Curious, the game turned out that way. Even more important, he is in charge of the project.What’s more, this project offers prospects ofa great profit.2) Linking adverbialLinking adverbial, also called conjunct, has the function of conjoining independent units: phrases, clauses or sentences. Linking adverbials are commonly realized by conjunctive and explanatory adverbs and prepositional phrases, etc. semantically, the conjunctive roles can be dintinguished into: a) Linking adverbials denoting listing and enumeration, e.g.This project won’t work: for a start, it’s a bad idea, and secondly, it’ll cost too much. They talked about it for hours. Finally, they decided to go.b) Linking adverbials denoting reinforcement,e.g:The house is not big enough for us, and furthermore, it is too far from town.They ate a seven-course meal; in addition, they drank three bottles of wine.c) Linking adverbials denoting apposition, e.g.:The passenger plane of the 1980s, namely, the supersonic jet, transformed relations between people of the world.He is very fat, that is, he weighs 273 pounds.d) Linking adverbials denoting result, e.g.:It rained three days on end. Consequently, all the land here was under water.The Rainers refused to pay the higher rent when an increase was announced. As a result, they were evicted from the house.e) Linking adverbials denoting semantic equation, e.g.:You must pack plenty of food for the journey. Likewise, you will need warm clothes, so pack them too.f) Linking adverbials denoting inference, e.g.: I’ve never been to Wales. I, therefore, don’t know much about that place.Do what you are told to; otherwise, you will be punished.g) Linking adverbials denoting replacement, e.g.:They are enjoying themselves. (Or) Rather, they appear to be enjoying themselves.A common saying goes, “Knit the brows and you will hit upon a stratagem.” In other words, much thinking yields wisdom.h) Linking adverbials, denoting antithesis, e.g.: On the one hand, you don’t want to be too aggressive. On the other hand, you shouldn’t be too tired.He takes no interest in studies; instead, he plays tennis all day.i) Linking adverbials denoting concession, e.g.:It was a very complicated test. He, nevertheless, passed it with distinction.The expression is ungrammatical; all the same, it is a part of the common tongue.j) Linking adverbials denoting temporal transition, e.g.:They’ll be here in 10 minutes. Meantime/Mean while we’ll have some coffee. Tom was now undergoing many hardships. His brother in the meantime was having an easy time.k) Linking adverbials denoting change of discoursal topic, e.g.:We shall expect you; by the way, dinner will be at eight.The airlines charge half price for the students; incidentally, I’ve bought my ticket to New York.l) Linking adverbials denoting summation, e.g.:All in all, their financial condition is not bad. In conclusion, I’d like to say how much I’ve enjoyed staying here.。
演示版英语句法讲解(参考新编英语语法教程章振邦).pptx
• All that I want is a mooncake.
• Any boy that worked hard payed off.
• He is the cleverest man that I’ve known.
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• 3. 关系副词when, where, where 的用法 • I shall never forget the day when(=on which) we first
met.
• The reason why (= for which ) he came so early is his own affair.
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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
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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 the attention of the public.
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2、表语从句
• 定义:有that, what, why, how等疑问词引导的分句做句子的表语。
with me. • The chairman, who spoke first, sat on my right.
章振邦《新编英语语法》Lecture 1920不定式教学课件.ppt
You will make it if you try (to).
2) Ellipsis of the infinitive sign:
• When two to-infinitives are coordinated by and or or, the second to is usually omitted, e.g.:
more infinitives occur in a parallel construction, e.g.: Read not to contradict or confute; nor to believe and take for
granted; nor to find talk and discourse; but to weigh and consider. – Francis Bacon
coordinator between the coordinate infinitives, e.g.: Please go to the seaside to swim, to get suntanned. • Nor can any infinitive sign be omitted if a sequence of 3 or
• George says he is going to leave Shanghai, but I don’t think he really wants to.
• We should like Jane to get a good degree, but we don’t really expect her to.
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
《新编英语语法教程》ppt课件
要
特征或所处的状态,即
动词性 “是什么”、“干什么”、 情态动词+原形动词
复合 复合谓语 “怎么样”
成谓
谓语 名词性
系动词+主语的表语(名词、
分语
复合谓语
代词、数词、形容词、副词、 介词短语、非谓语动词、从句)
双重谓语
由不及物动词+主语的 不及物动词come, go, leave,
表语构成,表现主语的 arrive, return, rise, die, live 等
3
Note 1: Single subject/predicate S–V and Compound subject/predicate (p.14)
S1: The boys and the girls are planning a dance.
S V
S
S4: Leah jumped on her bike and rode around the block.
介词+其补足成分
补 宾语补足语 补足直接宾语/主语的意义, 名词、形容词、副词、
要
足 主语补足语 使其完整,宾语/主语与其补 介词短语、不定式、
语
足语之间有逻辑主谓关系
分词、动名词
修饰或限定名词、代词,说 形容词、名词、代词、名
成
定语
明人或物的特性、状态、数 词所有格、数词、副词、
量等
不定式、动名词、分词、
Predicate verb Object (direct object, indirect object, complex object) Complement (subject complement, object complement)
章振邦英语语法第五版Tense and Aspect终版.ppt
At a definite point or period of time in the past
• Using the simple past to denote an event/state happened or existed at a definite point or period of time in the past.
e.g. In those days they sowed wheat by hand. He worked in a bank all his life.
15
Temporary habit
• Using the past progressive to denote a temporarily habitual action in the past.
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:
• E.g. ---- What are you doing? ---- I’m writing a letter.
12
Referring to the past
13
• Habitual behavior • Temporary habits • Immediate vs. Historic • At a definite point or period of time
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entitled to a copy. Many a man and woman in this community
finds himself or herself/themselves in need.
His younger brother and the subsequent
When the subject is followed by the subordinate structure such as as much as, rather than, more than, no less than, the number of verb is determined by the subject itself.
Two-thirds of the swampland has been reclaimed for farming. Over sixty percent of the city was destroyed in the war. Thirty-five per cent of the doctors were women.
②Coordination with “or” / “either…or”, “nor” / “neither…nor”, “not only…but also”
Here the problem of concord is generally dealiple of proximity.
Ham and eggs is a good breakfast. Brown bread and butter is usually eaten
with smoked salmon.
The secretary and treasurer is absent.
Law and order (means, mean) different things to people with different political opinions. Fish and chips (is, are) getting very expensive. The sum and substance of this argument (is, are) war and peace. War and peace (is, are) a constant theme in history. War and peace (is, are) alternatives between which men must constantly choose. The Stars and Stripes (is, are) their national emblem.
Mercedes-Benz.
3.2 Problems of concord with expressions of quantity as subject
① Concord with expression of definite quantity as subject
a) When a definite quantity is regarded as a single unit, the verb takes the singular form and when used in the sense of the individuals that constitute the quantity, the verb takes the plural form. Compare:
anxious to go there again.
Man, no less than the lower forms of life, is the
product of the evolutionary process.
④Subject + as well as
When the subject is followed by the phrases such as as well as, in addition to, with, along with, together with, except, the number of verb is determined by the subject itself.
The treasurer thought that sixty-five dollars was not too much to ask.
Six months is too short a time, General Westmoreland warned.
Three miles was too long a distance for Freedman to run.
were) his responsibility. Not only one, but all, of us (is, are) hoping to be there. The vessel, with its entire crew and cargo, (was, were) lost. Neither sleet nor snow (stops, stop) him from driving his new
editor of his collected papers was / were
with him at his death-bed.
Your fairness and impartiality has / have
been much appreciated.
Practice
Every flower and every bush (is, are) to be cut down. Each student (has, have) got a dictionary. The students each
The manager with some workers was working during the holidays. The father, as well as his sons, is going to enroll. Bill, together with his sisters, was hurt in the accident. The truck along with all its contents was destroyed. The barn, in addition to the house, was burned. No one except two girls was late for dinner.
Five hours is needed to complete the outline.
There were six silver dollars in each of the stockings.
Practice
Where (‘s, ‘re) that five pounds I lent you? Two more dollars (is, are) missing from the
The fishing and the hunting in Arizona were good
that year.
Both Pauline and Bob have gone fishing on Miramar
Lake.
Rain, hail and wind have caused an estimated
overconfident.
Neither the coach nor the Kansas players were
confident of victory.
Not only the switches but also the old wiring has
been changed.
③Subject + as much as
Some of the workers as much as the manager were
responsible for the loss.
His brother rather than his parents is to blame. My wife, more than anyone else in the family, is
Practice
Only 25 percent of the capital (is, are) American-owned. Two-thirds of the people present (is, are) against the plan. Three-fourths of the surface of the earth (is, are) sea. Three-quarters of the area (is, are) cultivated. It’s said that of the total population of Bolivia fully 80 per
Practice
① Coordination with “and” or “both…and”
Good [taste] and bad taste are inculcated
by example.
What I say and [what I] think are no
business of yours.
$22,000,000 damage to crops and livestock.
① Coordination with “and” or “both…and”
But it is treated as singular when it refers to only one person or thing:
(has, have) a dictionary. American and Dutch beer (is, are) both much lighter than