大學(xué)英語(yǔ)重點(diǎn)grammar2

EnglishGrammarWelcometothiscourseCourseassessmentA.平時(shí)成績(jī)

在總評(píng)成績(jī)中所占比例為40%。一般為上課的出勤情況、學(xué)習(xí)的態(tài)度，課堂表現(xiàn)、平時(shí)作業(yè)和/或合（協(xié)）作精神等。B.期末考試:60%Requirements

Lecture1IntroductiontoEnglishGrammarStudy

I.學(xué)習(xí)英語(yǔ)語(yǔ)法的必要性1.英語(yǔ)語(yǔ)法的內(nèi)涵

2.語(yǔ)法與語(yǔ)言學(xué)習(xí)和運(yùn)用的關(guān)系以寫(xiě)作來(lái)說(shuō)，同一個(gè)意思可以借助多種多樣的語(yǔ)言形式來(lái)表達(dá)。如果寫(xiě)作者善于捕捉變體的機(jī)會(huì)，他就能最大限度地利用語(yǔ)言的表達(dá)潛力而不局限于陳規(guī)俗套和呆板句式，深刻體會(huì)到英語(yǔ)語(yǔ)法中五彩繽紛的選擇余地（見(jiàn)下例），就意味著具備在寫(xiě)作中交替利用這些機(jī)會(huì)以達(dá)到不同修辭效果的強(qiáng)烈意識(shí)。1.ItisthefeelingofthePresidentthatthereareenormousresponsibilitieswhicharetobeassumedwithanofficeofpublictrust.←→ThePresidentfeelsthatagovernmenthasgreatresponsibilities…2.Doctorsofmedicineareofthesameopinionthatexcessiveconsumptionoffoodwillcausethedeteriorationofman’sphysicalconstitution.←→Overeating,thedoctorsagree,isharmfultohealth.3.Itwasn’tthatdifficult.Thetruthisthatwehadaball(slang).4.Itwon’tcostyouanarmandaleg.5.這一決策對(duì)增強(qiáng)信心、克服困難、穩(wěn)定經(jīng)濟(jì)正發(fā)揮著積極重要的作用。3.外語(yǔ)學(xué)習(xí)4.現(xiàn)狀I(lǐng)I．語(yǔ)法教學(xué)的過(guò)程1.語(yǔ)法學(xué)習(xí)方法介紹

語(yǔ)法課旨在幫助學(xué)生喚起語(yǔ)法意識(shí)、梳理原有的知識(shí)，進(jìn)一步介紹知識(shí)，指導(dǎo)學(xué)生進(jìn)行歸納總結(jié)，進(jìn)而對(duì)英語(yǔ)語(yǔ)法有一個(gè)系統(tǒng)的掌握，提高其語(yǔ)法運(yùn)用的能力。2.呈現(xiàn)語(yǔ)言點(diǎn)這一方法旨在有意識(shí)地引導(dǎo)學(xué)生認(rèn)識(shí)英語(yǔ)的某些特征。一般從學(xué)生熟悉的、可理解的材料入手，并逐漸過(guò)渡到不熟悉的形式。語(yǔ)法教學(xué)可用如下幾個(gè)步驟進(jìn)行。填充法(2)轉(zhuǎn)換法主動(dòng)→被動(dòng)；限定句→非限定句；陳述句→倒裝句→存在句(3)造句法(4)辨識(shí)法：找出特定的語(yǔ)言現(xiàn)象(5)討論分析法本步驟旨在把潛意識(shí)的、零星的語(yǔ)法信息提升為有意識(shí)的、系統(tǒng)的能力。采用以老師為主導(dǎo)、以學(xué)生為中心的方法。(6)練習(xí)運(yùn)用法1)口頭方式2)綜合方式綜合方式包括轉(zhuǎn)換練習(xí)、情景會(huì)話（roleplay）、合句練習(xí)（見(jiàn)下）等。WaldenPondisnowthesiteofmanytouriststands./Almosteverysummernightthecoolingnortheastwindsweptthroughourbedroomwindows.Itmadeairconditioningunnecessary.Itmadealightblanketwelcome.→WaldenPond,oncepraisedbyThoreauforitsnaturalbeauty,isnowthesiteofmanytouriststands./Almosteverysummernightthecoolingnortheastwindsweptthroughourbedroomwindows,makingairconditioningunnecessaryandalightblanketwelcome.(Sweepingthroughourbedroomsalmosteverysummernight,thecoolingnortheastwindmade…3.英漢比較呂叔湘先生曾經(jīng)指出：“一種事物的特點(diǎn)，要跟別的事物比較才能顯現(xiàn)出來(lái)。拿漢語(yǔ)和英語(yǔ)比較，漢語(yǔ)的特點(diǎn)和英語(yǔ)的特點(diǎn)就都顯現(xiàn)出來(lái)了。這種比較，對(duì)于教學(xué)很有用。”通過(guò)比較，學(xué)習(xí)者知道在那些方面容易受到干擾，容易出錯(cuò)，從而幫助學(xué)習(xí)者使用英語(yǔ)，如翻譯、寫(xiě)作等。例如：①Lookingoutofthewindow,thegrasslandstretchesasfarastheeyecanreach.②Onenteringtheclassroom,thestudentsstoodupandsaid,“Goodmorning,Sir.”③Shewasacceptednotbecausebutinspiteofherbirth.她不是因?yàn)樗某錾矶唤邮?，也非因?yàn)樗某錾矶痪芙^。④Itserveshimright.⑤Mr.Priestleyisgivinghisstudentsalesson.⑥JohnisnowwithhisparentsinNewYork;itisalreadythreeyearssincehewasabandmaster.(since從句中的過(guò)去式was是指一種狀態(tài)的結(jié)束。)。。。他不再任樂(lè)隊(duì)指揮已經(jīng)三年了。（1）英漢相異之處請(qǐng)看下面一篇無(wú)多少生詞的短文：DianeDisneyMillerrecallsasurprisingdiscoveryshemadeasachild:Ididn’trealizewhatmyfatherdidforalivinguntilIwassix.Thenaplaymateatschooltoldme.ThatnightwhenFathercamehome,hefloppeddownintohiseasychair.Iapproachedhimwithawe.Hedidn’tlookfamoustome.Iasked,“AreyouWaltDisney?”“YouknowIam,”hesaid.“TheWaltDisney?”Iinsisted.Helookedstartled;thenhegrinnedandnodded.WhereuponIsaidthefivewordshemusthavethoughthewassafefrominthebosomofhisfamily:“Pleasegivemeyourautograph.”再看名定實(shí)狀之例：Youmustexcuseus,doctor,wehaveherinthekitchenwhereitiswarm.（2）語(yǔ)言意識(shí)：ANewPerspectiveonGrammarTeaching

Theroleofgrammariscontroversialinlanguagepedagogy.DifferentELTpractitionershavedifferentviewsonit.Grammarusedtobethemainfocusinthegrammar-translationmethodandtheaudio-lingualmethod.TheriseofCommunicativeLanguageTeachinghasreduceditsrolesincethe1970.Formanyyears,grammarhasbeenneglectedintheEnglishclassroom.

NowthependulumhasswungbackagainbecauseoftherecognitionoftheweaknessintheCommunicativeLanguageTeaching.Acallforgrammarasthe“theFacilitator”hasbeensuggested.Inotherwords,anewgrammarteachingapproachisneededtomakegrammarameanstolanguageacquisition.Inrecentyears,theAwareness-raisingapproachhasbeensuggestedasaninnovationonlanguageteaching.LanguageAwareness(LA)aimstodevelopaperson’ssensitivitytoandawarenessoflanguage,tounderstandhowlanguagerelatestothemostcentralactivitiesinourlifefromlearningtothinkingandtosocialrelationship,andtobuilduptheabilitytoviewalanguageobjectivelyasaphenomenon.LAmayactasabridgetobetterlanguagelearningandasaprerequisiteforefficientlanguagestudy.Inotherwords,LAisabletoserveasaprincipledprocessormechanismthatwillallowstudentstocapitalizeontheirknowledgeofEnglishforcommunicatingandlearningpurposes.Studentsareexpectedtodevelop:1)explicitandconsciousattentiontothesystematicorganizationoflanguage;2)explicitandconsciousknowledgeandskillsofthesourceoftheirexperienceoflanguage;3)powerfulobservationandanalysisoflanguage.CartersuggeststhatLAteachingneedstoinvolveatleast:1)awarenessofpropertiesoflanguageincludingitscreativityanddoublemeanings;2)awarenessoftheembeddingoflanguagewithinculture,thatis,tolearnaboutthelanguage,forexampleidiomsandmetaphorscanrevealalotabouttheculture;3)awarenessofthecloserelationshipbetweenlanguageandideology,thatis,toseehowdifferentlanguagechoicesencodedifferentideologies;4)agreaterself-consciousnessabouttheformsofthelanguageinuse,andtorecognizetherelationsbetweentheformsandmeaningofalanguage.TheAwareness-raisingapproachisdesignedtomakestudentsmoresensitivetogrammarinuse,moreactiveingrammarlearning;moreattentivetogrammaticalfeaturesinlanguageuse.（3）錯(cuò)誤例示1）InspiteofthefrequentinterruptionImanagedtosticktotheprogram./Thelivelychatwaspunctuatedbyshoutsandlaughters.---burstsoflaughter/ItisonlyinrecentyearsthatChinalags--laggedbehind.2）Theteacherwouldbehappyifyoumadeprogress,whileyouwouldbecriticizedifyoudidn’t.3）Wehavealottocomplainandregret./Thisisagoodplacetoliveinandstudy.4）Thishopeofminewasnotrealizedatmygraduationfromtheuniversity.5）Ihopetomakesomeperceptibleprogressinthenextfiveyears,eachyearreachinganewgoal.1）對(duì)象錯(cuò)誤：Wehavealargepopulationtorear.2）內(nèi)涵錯(cuò)誤：IhavegrownallergictousageofEnglish./ThenecessitywillcompelmetoraisetheChineselevel/Owingtomyfather,Ihadagoodpre-schooleducation.(4)語(yǔ)法教學(xué)的任務(wù)型設(shè)計(jì)1）語(yǔ)法化任務(wù)(grammaticalization)選取新聞標(biāo)題，讓學(xué)生理解并用一兩句符合英語(yǔ)語(yǔ)法規(guī)則的完整句概括新聞內(nèi)容作為新聞導(dǎo)語(yǔ)，然后讓他們對(duì)照原新聞導(dǎo)語(yǔ)，分析比較兩種版本的語(yǔ)法結(jié)構(gòu)的異同。Good-lookingDoBetterinExams---TheSundayTimes,July9,2006→2）短文聽(tīng)寫(xiě)與重建3）句子組合改寫(xiě)任務(wù)：將一篇或一段簡(jiǎn)單句文字組合成復(fù)雜句，不改變?cè)狻Ｈ纭队⒄Z(yǔ)學(xué)習(xí)》2003.7一輕松讀物名為T(mén)heUnfortunateThief。老師可先將其改為簡(jiǎn)單句：①Carllosthisjob.Hetriedtofindanotherone.Itwasn’teasy.Thepoorfellowcouldn’tpayhisbills.Hehadsolittlemoney.Hecouldn’taskanybodytolendhim.②Carlspenthisdaysathome.Helookedoutofthewindow.Hewatchedhisneighour’shouse.Anoldprofessorlivedtherealone.Henevertalkedtohisneighbours.Carlcouldseeintotheprofessor’shouse.Theprofessorneverdrewthecurtain.Theprofessor’sroomswerefullofantiquefurnitureandvases.4）短文改寫(xiě)5)發(fā)現(xiàn)法(5)任務(wù)式英語(yǔ)語(yǔ)法教學(xué)I.意義：Widdowson在AspectsofLanguageTeaching（1990）中指出，語(yǔ)法是協(xié)調(diào)詞匯和語(yǔ)境的一種工具。Cullen在TeachingEnglishasaLiberatingForce一文中指出：語(yǔ)法可被視為一種交際資源。語(yǔ)言使用者采掘語(yǔ)法資源以表達(dá)其觀念和態(tài)度，語(yǔ)言使用者對(duì)某種語(yǔ)法結(jié)構(gòu)的使用屬于個(gè)人選擇。如：Carrdrewadistinctionbetweentwoquitedifferentandwarringphilosophicaltraditionswhichdominatededucationresearch.Pring,however,arguesthatsuchdichotomiesbetweenquantitativeandqualitativeresearchareafalsedualism.(6)總的原則：1）實(shí)用性2)規(guī)范性與發(fā)展性3)理論性與應(yīng)用性4）專題性（解決陌生或疑難）我們認(rèn)為，正確的做法是應(yīng)該把對(duì)語(yǔ)法規(guī)則的講解和培養(yǎng)學(xué)生的交際能力有機(jī)地結(jié)合起來(lái)，不能只停留在對(duì)語(yǔ)法規(guī)則的講解上或只進(jìn)行語(yǔ)言輸入，不講規(guī)則。Lecture2SentenceStructure

I.SubjectandpredicateGenerally,afull-fledgedsentence/clausefallsintotwoparts:thesubjectandthepredicate.1.Basicclausetypes:SVC,SV,SVA,SVO,SVOA,SVOC,SVoO.a.Thecarismine./Sheisingoodcondition./Theseflowerssmellfragrant.b.Ironrusts./Theguestshavearrived./Thepricesaregoingdown.c.Thetrainleavesatsix./HelivesinChongqing.d.HespeaksGermanquitewell.e.Icouldanswerthatquestion.f.Wemadehimourspokesman./Theyelectedhimpresident./Thedirectorsappointedhimsalesmanager.g.Marylentmeabook./Imademyselfacupoftea.II.Typesofsentences1.TheperiodicsentencesInmanyways,thehistoryofEnglishwordsisthehistoryofourcivilization.Accordingtonewspaperreports,afterwinningtheOlympicgoldmedalforfigureskating,shewasofferedaprofessionalcontract.2.Simple,Compound,ComplexandCompound-ComplexSentences1)Thesimplesentence---single-verbcombinationThemotherisdressingherbaby.Thepartyendedearly.Helosthiswalletlastweek.Thecitywasdestroyedbytheearthquake.RalphandLindaaresittingunderthetree.Heisreadingandwritingatthesametime.Mary,Luwella,andMikelubricatedmycar,replacedtheoilfilter,andcleanedthesparkplugs.2)Thecompoundsentence-----MADEupoftwoormoresimplesentences,usuallyconnectedbyacommaplusajoiningword(and,but,for,or,nor,so,yet)Theheavyrainstartedsuddenly,sowestoppedplantingourtrees.Frankwantedtogoswimming,butMarydecidedtogoshopping.JaneworksintheFamilyPlanningClinicandherhusbandSmithdoesresearchworkforthesameunit.3)Thecomplexsentence---MADEupofasimplesentenceandastatementthatbeginswithadependentword.Oneideaistoputmoreemphasisononethanonanother.BecauseIforgotthetime,Imissedtheplay.WhileSuzanwaseatingthefish,shebegantofeelsick.Icheckedmypaperagainbefore…WhenCindylosthertemper,shealsolosthermanner.Although…4)Thecompound-complexsentence---MADEupoftwoormoresimplesentencesandone(ormore)dependentstatements.Inthefollowingexamples,asolidlineisunderthedependentstatement.Whenthepowerlinesnapped,Jackwaslisteningtothestereo,andLindawasreadinginbed.AfterIreturnedtoschoolfollowingalongillness,themathteachermademedrophercourse.Pre-studyExercise:Itseemsthecattleonthesidesofthedykes(was,were)theonlylivingcreaturesinthesedesolatesurroundings.Themilitia(was,were)calledouttoguardtheborderland.Theaudience(is,are)listeningtoaBeethovensymphony.TheBoardofDirectors(is,are)shaking(its,their)headsattheChairman’sspeech.Thepoultry(was,were)imported.Alotofmachinery(was,were)madebythemselves.Thepoultry(is,were)keptinthebackyard.Thepublic(was,were)convincedofhisinnocence.Lecture3Subject-verbConcordI.Guidingprinciples:Therearethreeprinciplesguidingsubject-verbconcord,whichareprinciplesofgrammaticalconcord,notionalconcordandproximity.1.Grammaticalconcord:It,asamajorprinciple,referstotherulethattheverbmustmatchitssubjectinnumber,eg:Bothboyshavetheirownmerits./Everygirlcomesontime./Mucheffortiswasted.2.Notionalconcord:Itreferstotherulethattheverbcansometimesagreewiththesubjectaccordingtothenotionofnumberratherthantotheactualpresenceofthegrammaticalmarkerforthatnotion,eg:Thegovernmenthaveaskedthecountrytodecidebyavote./Fifteenmilesseemslikealongwalktome.3.Proximity:Itdenotesagreementoftheverbwithaclose-lyprecedingnounphraseinpreferencetoagreementwiththeheadofthenounphrasethatfunctionsassubject,eg:Eithermybrothersormyfatheriscoming./Nooneexcepthisownsupportersagreewithhim./NeitherJulianorIamgoing.4.Troublemakers4.1.1Diseaseandgamenamesendingin–s:Namesofdiseasesendingin–saremostlytreatedassingular,butthereareafewsuchnamessuchasmeasles,arthritis,mumps,bronchitis,diabetesandrickets

thatcanbeusedeitherassingular(moreoften)orasplural.Gamenamesendingin–saregenerallyusedassingularwiththeexceptionofcardswhichareusuallytreatedasplural.4.1.2Subjectnamesendingin–ics:Namesofsubjectsendingin–icsaregenerallysingularnouns,butsomeofwhicharetreatedaspluralwhenusedinothersensesthansubjectnames,eg:

Acousticsisthescienceofsound.←→Theacousticsinthenewconcerthallarefaultless./Theeconomicsisarequiredcourseforallthestudents.←→Theeconomicsoftheprojectarestillbeingconsidered.4.1.3Geographicalnamesendingin–s:Geographicalnamessuchasthenamesofcountries,mountainranges,straitsandfallsaregenerallyusedasaplural,exceptforafewtreatedassingularwhenusedascountrynames,eg:TheHimalayashaveamagnificentvarietyofplantandanimallife./TheTaiwanStraightsarepeaceful,whichisablessingforthepeopleacrossthethem./InearlyJanuary1976,theNetherlandswashitbyitsworststormsince19Othernounsendingin–s:Namesforthingsmadeoftwopartssuchasscissors,pincers鉗子,shorts,etcareusuallyusedasplural.Butwhentheyareprecededbysuchunitnounsasapairofandtwopairsof,thenumberformofthefollowingverbisgenerallydeterminedbythenumbermarkeroftheunitnoun.Nounsusuallytakingpluralendingssuchasarchives,arms,clothesandfireworksaregenerallyusedaspluralwiththeexceptionofwhereabouts,dramatics,etcwhichmaybetreatedeitheraspluralorassingular.Nounsendingin–ingssuchasclippings,diggings,etc,aregenerallyusedaspluralwiththeexceptionoftidingswhichcanbeusedbothways.Therearealsonounssuchasbarracks,headquartersandmeanswhosesingularandpluralnumbersharethesameform.Thesenounsaretreatedaspluralwhenusedinthepluralsense,orviceversa.4.2Collectivenounsassubject4.2.1Collectivenounsusedasplurallikepeople,police,cattle,militia,poultry,vermin,etc.Domesticcattleprovideuswithmilk,beefandhides.4.2.4Inspecialslikeacommitteeof/aboardof/apanelof,theverbusuallytakesthesingularform,eg:Theboardofdirectorsisresponsibleforthemanagementofthecompany.4.2.2Collectivenounsusuallyusedassingularlikemachinery,equipment,furniture,merchandise,etc.4.2.3Collectivenounsusedeitheraspluralorassingularlikeaudience,class,family,etc.Theanti-crimecommitteeistomakeareporttomorrow.←→Thecommitteearedividedinopinionaboutthisproblem.4.2.4Inspecialslikeacommitteeof/aboardof/apanelof,theverbusuallytakesthesingularform,eg:Theboardofdirectorsisresponsibleforthemanagementofthecompany.

主謂不一致現(xiàn)象透視I.正式用法：1.深層同一：Hiswarmestadmirerandseverestcriticwashiswife.→←Hiswifewashiswarmestadmirerandseverestcritic.//Hisagedservantandthesubsequenteditorofhiscollectedpaperswas/werewithhimathisdeath-bed.2.不同成分的混合體：Whiskyandsodaismyfavouritedrink.→←Myfavouritedrinkiswhiskyandsoda.3.復(fù)數(shù)概念：Whatmakeseachdivisiondifferentareafewsimplethings---time,place,traditionandleadership.→←Afewsimplethings---time,place,traditionandleadership,arewhatmakeseachdivisiondifferent./Thegovernmenthavebrokentheirpromises./Thisgroupplaceconsiderableemphasisonthecontextualnatureoflearning,anddonotdrawgeneralizationsfromthephenomenaobservedtothepopulationatlarge.4.整體概念：Fivedollarsistoomuchtopayforabookinthatcondition./Threemonthspassesinnotimeatallonsuchatour./Seniorcitizensmeans,incommonparlance,peopleoversixty./Acarandabicycleisabsolutelynecessary.5.1+1=1：Everysegmentofourpopulationandeveryindividualhasarighttoexpectfromhisgovernmentafairdeal---HarryTruman6.假朋友：Inalmosteverygroup,politicsisacontroversialsubject.→←Radicalpolitics(policies)wereoffensivetotheFederalists./Theauthor’spoliticshavealsobeenresponsibleforhiscurrentexile./TheCedars(thecouple)hasahugegarden.7.Hisfamily,whoaregreatmusicians,haveallreceivedtheireducationinParis.→←Hisfamily,whichisaverydistinguishedone,cantraceitshistorybacktotheMiddleAges.II.非正式用法：1.復(fù)數(shù)概念：Neitherradionortelevisionprovideadequatenewscoverage./JohnandMarywillhavetowalk,neitherofthemhaveboughttheircars./Neitherhenorhiswifehavethefaintestideaofwhatliesbeyondit./Everyone,includingDr.HattahimselfandPravdaandtheNewYorkTimes,agreeonourpoint.2.虛位主語(yǔ)（常由here,there,where等引導(dǎo)）：Here’sJohnandMary./There’ssomechildrenatthedoor./Offtobed,there’sgoodchildren.3.偽就近原則：Thoseboys---oneorotherofthemhaveleftthedooropen./AnoutstandingfeatureofallDepartmentsaremanwell-supportedpostgraduatecourses.4.隨便文體：There’stwopatientsinthewaitingroom.Lecture5NounsandNounPhrasesI.Classificationofnounsandfunctionofnounphrases1.Classification---simple,compoundandderivativenouns;Properandcommonnouns;Countandnoncountnouns2.Functionofnounphrases---subject,subjectcomplement,object,objectcomplement,appositive,prepositionalcomplementation,adverbial(Ireturnedlastnight.),conjunction(Aphotoistakeneachtimethisbuttonispushed.)3.NumberformsofnounsLecture6DeterminersDeterminersincludearticles,possessivedeterminers,genitivenouns,demonstrativedeterminers,relativedeterminers,interrogativedeterminers,indefinitedeterminers,cardinalandordinalnumerals,fractionalandmultiplicativenumerals,andotherquantifiers.2.1Collocationsbetweendeterminersandnouns2.1.1Determinerswithallthreeclasses(singularcountnouns,pluralcountnounsandnon-countnouns)ofnouns:possessive,genitive,definitearticlesaswellassome,any,no,theother,andwhose.2.1.2Determinerswithsingularcountnounsonly—a(n),one,another,each,every,either,neither,manya,sucha2.1.3Determinerssuchascanonlycollocatewithpluralcountnounsonly---both,two,three,etc,anothertwo/three,many,(a)few,several,these,those,a(great)numberof2.1.4Determinerswithnon-countnounsonly---alittle,abit,agreatamountof,agreatdealof,much,less,least2.1.5Determinerswithsingularandpluralcountnounsonly:thefirst,thesecond,thelast,thenext2.1.6Determinerswithsingularandnon-countnounsonly:this,that2.1.7Determinerswithpluralandnoncountnounsonly:alotof,plentyof,enough,most,such,other2.2Collocationsbetweendeterminers2.2.1Centraldeterminers,predeterminersandpostdeterminersArticles,demonstrativedeterminers,possessivedeterminers,genitivenouns;some,any,no,every,each,either,neither,enough;what(ever),which(ever),whose,etc.Theyaremutuallyexclusive.All,both,half,double,twice,threetimes,etc;one-third,two-fifths,etc.what,such.Theyarealsomutuallyexclusive.

Many,much,few,little,fewer,less,more(andtheirsuperlativeform),several,plentyof,alotof,agreat/large/goodnumberof,agreat/gooddealof,alarge/smallamountof;such.2.2.2Wordorderofthreesubclassesofdeterminers:predeterminer+centraldeterminer+postdeterminer:allthefourstudents/alltheselastfewdays/bothhistwosisters/bothhisparents/hislastfewwords/threeothergirls

Multiplechoice:determiners1.Isaw___boysatthecinema.a.thebothb.halfac.boththed.theseveral2.___candidatesaregirls.

a.Halftheb.Thehalfc.Theirhalfd.Halfa3.Hewasonleave___days.a.thefewlastb.fewanotherc.fewotherd.thelastfew4.Pleaseserveme___soup.a.moresomeb.thelessc.morethed.somemore5.___factorsshouldbeconsidered.a.Theseallb.Suchallc.Allsuchd.Somethese6.Theyarenotlikelytoagreeto___propositions.a.otheranyb.otherallc.allotherd.otherthese7.Hehasbeenstayingathome___days.a.thesealllastfewb.theselastfewallc.alltheselastfewd.theselastallfewLecture6Determiners(II)--Articles

Lecture7VerbsandVerbPhrasesIClassificationofverbs1.Mainverbsandauxiliaries(primary,modalandsemi-auxiliaries)2.Transitive,intransitiveandlinkingverbs3.Dynamicandstativeverbs(be,have,applyto,belongto,differfrom,cost,weigh,measure,fit,hold,lack,resemble;assume,believe,consider,detest,fear,hate,hope,imagine,know,like,love,mean,mind,notice,prefer,regret,remember,suppose,think,understand,want,wish)4.Single-wordverbsandphrasalverbsPhrasalverbsfallintothreecategories：Verb+preposition;Verb+adverbparticle(breakout);Verb+adverbparticle+preposition(comedownwith)5.Finiteverbsandnon-finiteverbs6.RegularandirregularverbsII.Asurveyoftense,aspect,voiceandmood1.Tenseandaspect:Tenseisagrammaticalformassociatedwithverbsthattellsoftime;thatistosay,tenseandtimeareatoncerelatedanddifferent.Timeisauniversalconceptwiththreedivisions:past,presentandfuturetime.Aspectasagrammaticaltermindicateswhetheranactionorstateatagiventimeisviewedascompleteorincomplete.Englishverbshavetwoaspects:theprogressiveandtheperfectiveaspects.漢語(yǔ)語(yǔ)法學(xué)者對(duì)時(shí)態(tài)和時(shí)間的表述時(shí)間是人類共有的概念，分為過(guò)去、現(xiàn)在和將來(lái)三段?！肮灿小币庵赋稣Z(yǔ)言范疇(extra-linguistic)，不依賴任何語(yǔ)言而存在。因此，時(shí)間屬于人類的思維范疇，而時(shí)態(tài)才屬于語(yǔ)法范疇。//（時(shí)態(tài)是語(yǔ)法范疇，不同的語(yǔ)言有不同的時(shí)態(tài)系統(tǒng)；時(shí)間是獨(dú)立于語(yǔ)言的概念，具有普遍性。2.Activevoiceandpassivevoice3.Indicativemood,imperativemoodandsubjunctivemoodIII.Usesoftenseandaspect1.Simplepresent:timelesspresent;habitualpresent;futurepresent(hope,bet,seetoit,makesure,ifclause);2.Simplepast:pasteventandpasthabit;attitudinalandhypotheticalpast3.Presentprogressive:actioninprogress;futurehappening;othermeanings4.Pastprogressive:actioninprogressinthepasttime(includingpasthabitualactionorfuturityinthepast);othermeanings5.Presentperfective6.Pastperfective(includingsentenceswithwhen-/before-/after-until-/since-clauses)Perfectiveaspectisoftenaccompaniedbyasince-phraseorasince-clausetodenoteacontinuousstateoractivityfromapointinthepasttimeuntilnow.Theverbiscommonlythesimplepastofadynamicverbdenotingnon-continuousactivity.Ifthemainverbinthesuperordinateclauseisintheformof“Itbe+complement(denotingatimespan)+since-clause”,theverbbeinthemainclausemayoccurinthesimplepresentinplaceofthepresentperfective,eg:It’sthreemonthssincehewrotetome.Sometimes,however,theverbinthesince-clausemaybethesimplepastofadynamicverbofcontinuousactivityorthatofastativeverb,inwhichcasethetimespandenotedbythesince-clauseisdifferentfromtheordinarycases,generallyreferringtotheendorcompletionofthatcontinuousactivityorstate.Ifweusethiskindofverbinthesince-clauseandmeantosaythatthecontinuousactivityorstateextendsuptothepresentmoment,wewillhavetousethepresentperfectiveinsteadofthesimplepast.Compare:HehaswrittentomefrequentlysinceIwasill.(I’mnotillnow.)HehaswrittentomefrequentlysinceIhavebeenill.(I’mstillillnow.)IV.Sinceclause1.Shehasn’twrittentoherhusbandsinceheleftBeijing./IhavenworkedinthatfactorysinceIcametothiscity./I’vebeenwaitingsincetheplanelanded.2.IhavenotseenhimsincehelivedinShanghai./Theyhaven’tseeneachothersincetheywereinthesamearmyunit.(持續(xù)動(dòng)詞，肯定意義)3.IhavebeenatschoolsinceIhavebeenill.肯定意義（生病以來(lái)）→←IhavebeenatschoolsinceIwasill.（我病愈后）4.IhavelivedinthisoldhouseeversinceIwasborn.(打我出生來(lái))5.Itisfivemonthssinceshecameback.=Shecameback5monthsago.→←Itis5monthssinceshestayedhere.=Shelefthere5monthsago.V.Meansofexpressingfuturetime1.Constructionsdenotingfuturetime:will/shall+infinitive;will/shall+progressive/perfectiveinfinitive;begoingto+infinitive;presentprogressive;beto+infinitive;simplepresent2.Constructionsdenotingpastfuture:would+infinitive;was/weregoingto+infinitive;was/wereto+infinitive;pastprogressiveandsimplepast;was/wereboutto+infinitive

Lecture8DisconcordofTenseandAspect

I.英語(yǔ)時(shí)態(tài)不一致現(xiàn)象及其語(yǔ)篇類型1.Icouldn’tbelieveit!Justaswearrived,upcomesBenandslapsmeinthebackasifwe’relife-longfriends.“Comeon,oldpal,”hesays,“Letmebyyouadrink!”I’mtellingyou,Inearlyfaintedonthespot.(historicalpresent)2.IhaveafriendwhowasatschoolwithKissinger.(pastsetting)3.Theyhavedecidedtoclosedownthefactory.Ittookuscompletelybysurprise.4.Therewerenootherapplicants,Ibelieve,forthatjob.5.Therearefewmoderncities,however,thatwerecreatedoutofnothing.Theywerebuiltstrictlybythebookwormsaccordingtodetailedplansthatwillalsocontrolfuturegrowth.6.Well,then,supposemyauto-repairmandevisedquestionsforanintelligencetest.Orsupposeacarpenterdid,orafarmer,or,indeed,almostanyonebutanacademician.Byeveryoneofthosetests,I’dprovemyselfamoron(低能成人).AndI’dbeamoron,too.InaworldwhereIcouldnotusemyacademictrainingandmyverbaltalentsbuthadtodosomethingintricateorhard,workingwithmyhands,Iwoulddopoorly(subjuntive).Myintelligence,thenisnotabsolute.ItsworthisdeterminedbythesocietyIlivein…7.Thesesentenceswould(possibility)alsobeacceptablewiththesimplepastorpresentperfective;buttheimplicationofthepresenttenseseemstobethatalthoughthecommunicationeventtookplaceinthepast,itsresult---theinformationcommunicated---isstilloperative.8.TheLafayettestudentsshooktheirheads.Somebodymustbeplaying(highepistemic)ajokeonthem.9.SamtoldmelastnightthatheisnowanAmerican./Ididn’tknowthatourmeetingisnextTuesday.10.Theirteacherhadtoldthemthattheearthmovesaroundthesun./Shesaidthatpersistencecanovercomeallobstacles.(fact)11.IfonlyIhadmoretime./IfIknewhername,Iwouldtellyou./I’dratheryouhadgivenmeanewone.(wish)II.分析1.英語(yǔ)時(shí)體“化實(shí)為虛”與“化虛為實(shí)”的表意功能在敘事寫(xiě)景和表達(dá)情意時(shí)，人們往往發(fā)生認(rèn)知的遷移，“錯(cuò)位”使用時(shí)態(tài)，以求不同的修辭效果和語(yǔ)用意義。比如在描述往事時(shí)，人們?yōu)橥怀銎洹罢鎸?shí)逼真”性，常打破常規(guī)，將現(xiàn)在時(shí)映射到過(guò)去。RobertSilverburg(1979)在描述Pompeii城的悲慘命運(yùn)時(shí)，一直使用過(guò)去時(shí)。如：TheTragedyStruckon24thofAugust,A.D.79…Centuriespassed,…Pompeiiwasforgotten.”接著，為了再現(xiàn)該城昔日的風(fēng)光，作者突然進(jìn)行時(shí)態(tài)的轉(zhuǎn)換，把“一般現(xiàn)在時(shí)”映射到過(guò)去。如：⑴TogotoPompeiitodayistotakeatripbackwardintime.Theoldcitycomestolifeallarou