章振邦英语语法第五版L2

章振邦语法英语句⼦汉译：层次简单句并列句复杂句并列复杂句简单句并列句复杂句并列复杂句的理解与翻译使⽤基于信息流翻译观的⽅法于⼿段就不会那么难，因为这是⼈际交流的基本规律：信息的获取与传递！完全句，按其结构形式，⼜可分为简单句（simple sentence) 、并列句(Compound Sentence) 、复杂句(complex sentence) 和并列复杂句 (compound-complex senlence) 。

这是形式层次的结构，不影响从信息结构层次思考信息传递的⽅法和⼿段。

简单句：包含⼀个主谓结构。

例如：[1] The students have made better grades in the past few weeks.这些学⽣已经取得了更好的成绩，就在这过去的⼏周。

[2] The boy can stay in the room only for a few minutes.这男孩可以待在房间的时间只有⼏分钟。

构成分句成分的词组本⾝带有从属分句，那么这个句⼦仍然是简单句。

[3] The students I teach have made better grades in the past few weeks.这些学⽣是我教的，已经取得了更好的成绩，就在这过去的⼏周。

某个句⼦成分直接由从属分句表⽰，那么这句⼦成为了复杂句。

[4] The students would have made better gra des if they had studied hard.这些学⽣本来可以取得更好的成绩，如果他们当时学得更认真些。

[5] The boy can stay in the room so long as he keeps quiet.这男孩可以待在房间⾥⾯，但他必须保持安静。

[6] What he said is not true.所有他说的都不是真的。

[7] I didn't understand what he meant.我不懂他的意思。

《新编英语语法教程》（章振邦版）答案《新编英语语法教程》答案新编英语语法教程第29讲练习参考答案Ex. 29A1. It is possible that the Joneses will come to the party as well.2. It doesn’t matter very much whether they will come or not.3. It is quite likely that he will let you down.4. It seems that you have taken a dislike to him.5. It happens that I have had some nasty experiences in dealing with him.6. It was rather complicated getting the car on the boat.7. It would be a good idea to get up a petition. / I think it a good idea to get up a petition.8. It is a great pleasure to be here with you this morning.9. It was so kind of you to invite us. 10. It doesn’t matter in the least what you say. 11. It is / remains a mystery how he came to have such a valuable painting. 12. It is regretted that you should feel obliged to resign at this point. 13. It would be pity to spoil such a fine drawing. 14. It makes me feel sad seeing you sitting here all alone. 15. Is it very dull living here?/ do you find it very dull living here? 16. It is impossible for me to forgive him.17. It was not known whether there was gold left in the mine. 18. It looks as if the park is very small. 19. It seems as though our plan is perfect. 20. It was clearly indicated that he didn’t want to speak to me.Ex. 29B1. It gets dark early in winter.2. Its no use asking her. She doesn’tknow anything. 3. Its two miles to the station from here.4. Have you seen it hail?5. We leave it to you to decide what must be done.6. It is said that the spy slipped arsenic into his tea.7. It’s a pity (that) you missed that concert. 8. It looks as if he were very afraid. 9. It is no use crying over spilt milk.10. It was several months before we met again.Ex. 29C1. 迟早我要跟他说个明白。

morpheme词素free morpheme自由词素（用法use alone as simple word简单词充当root词根＋affix词缀（为derivational affix）＝derivative派生词free morpheme＋other free morpheme＝compound word复合词）bound morpheme粘附词素（分类＝词缀affix＋组合形式combining form）（①用法inflectional affix屈折词缀；derivational affix派生词缀（prefix前缀suffix 后缀）＋root＝derivative②充当root即bound root粘附词根＋affix＝primitive derivative原始派生词；＋word＝compound word；＋combining form＝neo-classical compound新古典复合词）Δallomorph词素变体word单词（构词法simple word、derivation、compound word（compound noun/adjective/verb/adverb/pronoun/conjun ction连词/preposition介词）（语法功能closed class封闭词类→function word功能词（preposition、pronoun、determiner限定词、conjunction、auxiliary 助动词）、open class开放词类→content word 实义词（noun、adjective、adverb、main verb 主动词、cardinal numeral基数词、ordinal numeral序数词）interjection感叹词介于两者之间transitional word过渡词phrase词组（head或headword中心词）noun/adjective/adverb/verb/prepositional phraseclause分句independent clause独立分句dependent/subordinate clause从属分句（从句）main clause主句simple clause简单分句simple sentence简单句complex clause复杂分句complex sentence复杂句finite clause限定分句non-finite clause非限定分句（infinitive clause 不定式分句、-ing participle clause-ing分词分句、-ed participle clause-ed分词分句）verbless clause无动词分句nominal clause名词性分句clause element分句成分（central element中心成分→subject、predicate verb/predicator 谓语动词、object、complement（subject complement＋object complement）、adverbial（adjunct/depictive adverbial））peripheral element外围成分→stance adverbial/disjunct评注性状语、linking adverbial/conjunct连接性状语……parenthesis插入语）basic clause type分句基本类型subject主语predicate谓语double predicate双重谓语complementation补足成分Δnotional subject实义主语（real subject真主语）logical subject逻辑主语sentence句子full sentence完全句（simple sentence、compound sentence并列句、complex sentence、compound-complex sentence并列复杂句）minor sentence不完全句主谓一致（主-动-致subject-verb concord）concord/agreement一致grammatical concord语法一致notional concord意义一致principle of proximity就近原则coordinate subject并列结构做主语noun phrase of amount or quantity表示数量概念的名词词组noun→noun phrase→complex noun phrase 词汇意义proper noun专有名词、commonnoun（individual noun、collective noun、mass noun/material noun、abstract noun）语法特征count/countable noun、non-count/uncountable nounnumber数→语法范畴singular number单数plural number复数（regular plural、irregular plural）partitive单位词（unit noun单位名词）case格→语法术语nominative case主格、genitive/possessive case属格/所有格、dative case与格、accusation case宾格→old English古英语genitive/possessive case、common case通格→modern English现代英语independent genitive独立属格double genitive双重属格determinerreferential meaning所指意义→specific reference特指、generic reference类指definite quantity确定数量indefinite quantity非确定数量分类：predeterminer前位限定词、central determiner、postdeterminerarticle冠词definite article定冠词indefinite article不定冠词zero article 零冠词definite specific reference确定特指（anaphoric specific reference后照应特指、cataphoric specific reference前照应特指、situational reference语境特指）indefinite specific reference非确定特指adjective形容词（open class）词的构成→one-word adjective单词形容词、compound adjective复合形容词句法功能→central adjective中心形容词、peripheral adjective外围形容词词汇意义→dynamic adjective动态形容词、stative adjective静态形容词词汇意义→gradable adjective等级形容词、non-gradable adjective非等级形容词modifier修饰语premodifier前置修饰语postmodifier后置修饰语subject complement、object complementΔcausative construction使役结构adverb→adverb phrase词的构成→simple adverb简单副词、derivative adverb派生副词词汇意义→adverb of mannar方式副词、adverb of degree程度副词、adverb of frequency频度副词、adverb of time时间副词、conjunctive adverb连接副词（the head/headword of the verb phrase when used as a linking adverbial/conjunct）usage①modifier②adverbial （adjunct/depictive adverbial修饰性状语、disjunct/stance adverbial评注性状语、conjunct/linking adverbial连接性状语）比较等级和比较结构比较等级：当adjective和adverb用于比较结构时采取的特殊的语法形式比较结构：形容词和副词比较等级用于句子当中便形成了比较结构gradable可等级的positive/absolute degree原级comparative degree比较级superlative degree最高级comparative degree and superlative degree both have two forms→regular form and irregular formregular form has two expressions①synthetic form综合形式（add suffixes-er or-est to the positive/absolute degree）②analytic form分析形式（add more or most before positive/absolute degree）comparative construction比较结构gradable noun可等级名词Δnucleus调核代词pronoun（closed class封闭词类）personal pronoun人称代词（person人称形式→first/second/third第一/二/三人称）possessive pronoun物主代词＝genitivepronoun属格代词（按语法功能分类→nominal genitive pronoun名词性属格代词、determiner genitive pronoun限定词性属格代词词）possessive determiner物主限定词（my、your 等）reflexive form反身形式reflexive pronoun反身代词（9个）（用法→emphatic use强调性用法、unemphatic use 非强调性用法）reciprocal pronoun相互代词demonstrative pronoun指示代词demonstrative determiner指示限定词demonstrative指示词interrogative pronoun疑问代词relative pronoun关系代词indefinite pronoun不定代词（分类→numeral 数次和quantifier量词、compound pronoun 复合代词）referent对象＝antecedent先行项pronoun reference代词照应（anaphoric reference前照应、cataphoric reference后照应、situational reference情景照应；personal reference人称照应、demonstrative reference 指示照应）Δnoun of common gender通性名词、pro-verb代动词介词prepositionsimple/complex preposition简单/复杂介词、two-word/three-word/four-word preposition 双词/三词/四词介词Δanalytic language分析性语言、word order 词序（nomal order正常词序＝natural order 自然词序）动词与动词词组verb动词（main verb主动词、auxiliary助动词→primary auxiliary基本主动词、modal auxiliary情态助动词、semi-auxiliary半助动词＝semi-modal半情态助动词）Δmarginal modal auxiliary边际情态助动词（need、dare 等）verb phrase动词词组（simple verb phrase简单动词词组、complex verb phrase复杂动词词组、finite verb phrase限定动词词组、non-finite verb phrase非限定动词词组）notional verb实义动词contracted form缩略形式transitive verb及物动词（monotransitive verb 单宾语及物动词、ditransitive verb双宾语及物动词、complex-transitive verb复杂及物动词）intransitive verb不及物动词、linking verb 连系动词dynamic verb动态动词、stative verb静态动词single-word verb单词动词、phrasal verb词组动词（verbal idiom成语动词）regular verb规则动词、irregular verb不规则动词finite verb限定动词、non-finite verb非限定动词finite form限定形式、non-finite form非限定形式base form原形grammatical form语法形式（5种）Δmodal idiom情态成语时tense、体aspectpresent tense现在时、past tense过去时progressive aspect进行体、perfective aspect 完成体simple present/past一般现在时/过去时present/past progressive现在/过去进行体present/past perfective现在/过去完成体present/past perfective progressive现在/过去完成进行体future tense将来时pure future单纯将来语态voiceactive/passive voice主动/被动态active/passive sentence主动/被动句BE-passive be-型被动态GET-passive get-型被动态mood式（语气）subjunctive mood虚拟语气、indicative mood 陈述语气、imperative mood祈使语气hypothetical meaning假设意义＝non-factual meaning非事实意义BE-subjunctive be-型虚拟、were-subjunctive were-型虚拟情态意义表示法ability能力、possibility可能、permission许可、obligation义务、necessity必然、prediction 预见、assumption推测、willingness意愿、intention意图、determination决心epistemic推测性、non-epistemic非推测性Δparaphrase意译非限定形式non-finite form①infinitive不定式to-infinitive带to不定式、bare infinitive不带to不定式Δsplit infinitive分裂不定式②-ing participle-ing分词（present participle 现在分词、gerund动名词）③-ed participle-ed分词（past participle过去分词）dangling participle悬垂分词（unattached participle无依着分词）attachment rule依着法则Δabsolute construction独立结构relative clause关系分句（restrictive relative clause限制性关系分句、non-restrictive relative clause非限制性关系分句）double relative clause双重关系分句embedded relative clause/pushdown relative clause嵌入式关系分句relative word关系词（relative pronoun关系代词、relative adverb关系副词、relative determiner关系限定词）attributive clause定语从句antecedent先行项、old information旧信息、given/known information已知信息register语域style语体statement陈述句（declarative sentence）emphasizer强调词、reinforcement tag强调附加结构、double negative双重否定、rhetorical question修辞疑问句、operator操作词、intonation pattern调型（low fall低降调、high fall高降调、low rise低升调、fall rise 降升调）question疑问句（interrogative sentence）（分类→general/special/alternative/tag一般＝yes-no question是非问句/特殊＝wh-question wh问句/选择/附加疑问句）command祈使句（imperative sentence）、exclamation感叹句（exclamatory sentence）interrogative exclamation问句型感叹句、echo exclamation重复感叹句existential sentence存在句complex existential sentence复杂存在句finite existential sentence限定存在句non-finite existential sentence非限定存在句locative adverbial地点状语temporal adverbial时间状语Δrheme述位IT-句型和否定结构non-referring it非指代性itassertive word肯定词non-assertive word非肯定词negative word否定词semi-negative半否定词scope of negation否定范围focus of negation否定焦点transferred negation转移否定double negation双重否定local negation局部否定pleonastic/superfluous negation多余否定并列结构coordinate structure coordinator并列连词correlative coordinator关联并列连词quasi-coordinator近似并列连词compound sentence并列句asyndetic coordination不带连词的并列结构syndetic coordinate带连词的并列结构predication述谓成分parallelism排比（作为修辞手法的并列结构）、parallel construction排比结构climax高潮从属结构subordinate construction subordination从属subordinator从属连词simple subordinator简单从属连词（one-word subordinator单词从属连词）complex subordinator复杂从属连词correlative subordinator关联从属连词marginal subordinator边际从属连词same time同时性earlier time先时性later time后时性nominal relative clause名词性关系分句nominal that-clause名词性that分句nominal wh-clause名词性wh-分句adverbial clause of time/place/manner/cause/result/purpose/co ndition/concession/accompanying circumstances时间/地点/方式/原因/结果/目的/条件/让步/伴随状语分句条件句conditionalreal conditional真实条件句unreal conditional非真实条件句implied conditional含蓄条件句basic form基本形式variant form变体形式alternative form替换形式直接引语和间接引语direct speech直接引语indirect speech间接引语reporting word引述动词free direct speech自由直接引语free indirect speech自由间接引语修饰modificationsquinting modification偏斜修饰、discontinuous modification分隔修饰、transferred modification转移修饰、partial modification局部修饰、multiple modification 多重修饰premodifier前置修饰语、postmodifier后置修饰语、restrictive modifier限制性修饰语、non-restrictive modifier非限制性修饰语、transferred modifier/epithet转移修饰语、squinting modifier偏斜修饰语contrastive meaning对比意义替代substitutionnominal/verbal/clausal名词性/动词性/分句性替代substitute替代词（nominal/verbal/clausal substitute名词/动词/分句替代词）省略ellipsis、situational ellipsis情景省略强调emphasis、rhetorical repetition修辞重复postponement后置、end focus句尾焦点、end weight句尾重心、periodic sentence尾重句、loose sentence松散句、trailing sentence 拖沓句fronting前置、inversion倒装（full inversion 完全倒装、partial inversion部分倒装cleft sentence分裂句、pseudo-cleft sentence 假分裂句focus element中心成分morphology词法、syntax句法、text语篇（＝discourse口语中）、sentence group句群（语段）、paragraph段落、correctness正确性、appropriacy适合性、unity统一性、coherence连贯性、cohesion 粘着性、mobility流动性、clearness清晰性logical connector逻辑纽带、grammatical connector语法纽带、lexical connector词汇纽带literary language文学语言、textual rhetoric 语篇修辞标点符号punctuationperiod/full stop/stop句号、question mark问号、exclamation mark感叹号、comma逗号、semicolon分号、colon冒号、ellipsis省略号、dash破折号、brackets/parentheses括号、quotation mark引号、hyphen连字号、apostrophe撇号、slant斜线、italics斜体、underlining下划线、。

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.。

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作者：章振邦2008-07-11 11:13:38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。

Lecture 5 Subject-verb Concord (2)This lecture deals with problems of concord in a sentence with a coordinate construction, a quantitative expression, or a nominal clause as subject.5.1 Problems of concord with a coordinate subjectThe following rules are to be observed in the case of a coordinate subject.1) Coordination with “and” or “both… and”Coordination by “and” or “both…and” is usually regarded as plural when it refers to two or more than two persons/things, but it is treated as singular when it refers to only one person or thing. Compare:Both Pauline and Bob have gone fishing on Miramar Lake.Rain, hail and wind have caused an estimated $22,000,000 damage to crops and livestock.The secretary and treasurer was absent from the meeting.Ham and eggs is a good breakfast.2) Coordination with “or”/ “either…or”, “not”/ “neither… nor”, “not only…but also”Here the problem of concord is generally dealt with according to the principle of proximity. But in informal style, coordination by “neither…no r” or “not only… but also” can sometimes be regarded as plural, e.g.:My sisters or my brother is likely to be at home.Either my father or my brothers are coming.Neither the players nor the coach was/ (were) overconfident.Not only the switches but also the old wiring has/ (have) been changed.5.2 Problems of concord with expressions of quantity as subjectQuantitative expressions fall into two categories: definite and indefinite.1) Concord with expression of definite quantity as subjectWhen a defintie 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:He thought that 65 dollars was not too much to ask.There were 6 silver dollars in each of the stockings.If the subject is “a fraction/percentage + of-phrase”, the form of the verb is determined by the noun in the of-phrase. A plural noun in the of-phrase requires a plural verb; a singular or a mass noun in the of-phrase is to be followed by a singular verb, e.g.:Over 60% of the city was destroyed in the war.Two-thirds of the swampland has been reclaimed for farming.Nearly 50% of the doctors are women.If the subject is an expression of “A plus/ and B” or “A multiplied by B”, the verb caneither take the singular or the plural verb. If, on the other hand, the subject is one of “A minus B” or “A divided by B”, the verb can only be singular, e.g.:Seven plus/and five makes/make twelve.Forty minus fifteen leaves twenty-five.Five times eight is/are forty.Forty divided by eight is five.If the subject is a noun phrase composed of “one in/out of + plural noun”, the verb takes the singular form in formal style, but in informal style it can be plural, e.g.:One in ten students has/have failed the exam.One out/of twenty was/were badly damaged.2) Concord with expression of indefinite quantity as subjectWhen the subject is a noun phrase composed of “all of…, some of…, none of…, half of…, most of…, etc.”, the number of the verb is determined by the noun in theof-phrase. This is also true of “lots of, heaps of, loads of, scads of, plenty of + noun”, e.g.: All of the cargo was lost.All of the crew were saved.Lots of food is going to waste.Lots of people are waiting outside.When the subejct is a noun preceded by “a portion of, a series of, a pile of, a panel of”, the verb invariably takes the singular form, whatever the form of the noun. Likewise, when the subject is a noun, singular or plural, preceded by “a kind/sort/type of” or by “this kind/sort/type of”, the verb takes the singular form. If “kind/sort/type of” is preceded by “these/those” and followed by a plural form, the verb should be plural, e.g.:A substantial portion of the reports is missing.A series of accidents has been reported.This kind of man annoys me.This type of car is old-fashioned.These sorts of machines are up to date.If the subject is a noun phrase composed of “many a + noun ” or “more than one + noun”, this kind of noun phrase, though notionally plural, is treated as singular.Many a man had doen his duty.More than one game was lost.If the subject is a plural noun preceded by “am average of/a majority of”, the verb form is determined by the notion of the noun phrase: if the noun head is the word “average/majority”, the verb should be singular; if the head is the plural noun, the verb should be plural. Compare:An average of 25 applications a month is not unusual.An average of 25 persons apply each month.5.3 Other problems of subject-verb concordThere are other problems of subject-verb concord that are worth mentioning.1) Problems of concord with a nominal clause as subjectintroduced by what, who, which, how, why, whether, etc. the verb usually takes the singular form. But when two or more such clauses are coordinated by and or both…and, a plural verb is required, e.g.:What caused the accident is a complete mystery.What caused the accident and who was responsible for it remain a mystery to us.In SVC constructions with a what-clause as subject, the verb usually takes the singular form. But when the subject complement is plural, or when the what-clause is plural in meaning, the verb of the main clause can be plural, e.g.:What was real to him were the details of his life.What are often regarded as poisonous fungi are sometimes safely edible.2) Subject-verb concord with a non-finite clause as subjectthe verb of the main clause usually takes the singular form. But when two or more such clauses are coordinated by and, the verb of the main clause takes the singular form when the subject refers to one thing, and the plural form when the subject refers to separate things, e.g.: To climb mountains requires courage.Playing tennis is a very good exercise. Compare:Reading Ibsen and solving a quadratic equation are entirely different assignments. 3) Subject-verb concord in relative clausesIn the construction of “one of + plural + relative clause”, the principle of grammatical concord is generally observed. Sometimes, especially in British English, in order to lay emphasis on “one”, the verb can also take the singular form. When “one” is preceded by “the” or “the only”, the verb can only be singular. Compare:Joan is one of those people who go out oftheir way to be helpful.Jasper White is one of those rare people who believes in ancient myths.Keves is the only one of the players who has learned all the rules.4) Subject-verb concord in cleft-sentencesIn cleft-sentences, subject-verb concord in that-/who-clauses is generally determined by the number of the focal element functioning assubject in the clause. There is one point that should be noted: when the focal element is “I”, the verb to be in the following who-/that-clause usu ally agrees with “I” in both person and number; if, one the other hand, the focal element is “me” instead of “I”, the verb to be in the following who-/that-clause should take the third person singular number, e.g.:It is I who am to blame.It is me that is to blame.5) Subject-verb concord in existential sentencesIn existential sentences, subject-verb concord is generally determined by the number of the “notional subject”, but in informal style, especially in spoken language, the verb often agrees with the “formal subject” and takes the singular form, even though the notional subject is plural. When the notional subject is a coordinate construction, the verb form goes with the first coordinate element of the notional subject, singular or plural, e.g.: There is a note left on the desk.There are three routes you can take.There’s more grace and less carelessness.There’s a long springboard, and three rafts at varying distances from the shore.。

教案新编英语语法教程章振邦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：专业必修总学时32、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）扩大学生的词汇量，尤其是商务英语方面的词汇。

教材及参考书目：《新编英语语法教程》章振邦《使用英语语法详解》薄冰《高级英语语法详解》全建强考核方式及成绩计算方法：闭卷笔试总成绩=平时成绩*30%+期末成绩*70%课程教学日历课程名称：商务英语词汇与语法授课学期：2016—2017学年第2学期第17讲教学安排的说明章节题目：助动词（一）学时分配：1本章教学目的与要求：1、情态意义表示法2、情态助动词的推测性用法课堂教学方案课题名称、助动词（一）授课时数：1 授课类型：理论课教学方法与手段：讲授、讨论教学目的要求：1、情态意义表示法2、情态助动词的推测性用法教学重点、难点：情态意义表示法教学内容及组织安排：1、情态意义表示法情态动词有can (could), may (might), must, have to, shall (should, will (would), dare (dared), need (needed), ought to等。

情态动词无人称和数的变化；不能单独使用，必须与其后的动词原形构成谓语一、can, could1) 表示能力（体力、知识、技能）。

Can you lift this heavy box?（体力）Mary can speak three languages.（知识）Can you skate?（技能）此时可用be able to代替。

Can只有一般现在时和一般过去式；而be able to则有更多的时态。

I’ll not be able to come this afternoon.当表示“经过努力才得以做成功某事”时应用be able to，不能用Can。

章振邦英语语法English grammar is a complex and nuanced system that has been the subject of extensive study and debate for centuries. One individual who has made significant contributions to the understanding and teaching of English grammar is Zhang Zhenban. Zhang is a renowned linguist and educator who has dedicated his career to exploring the intricacies of the English language and sharing his insights with students and scholars around the world.At the heart of Zhang's approach to English grammar is a deep respect for the language's rich history and a commitment to helping learners develop a comprehensive understanding of its structural and functional elements. He recognizes that English is not a static language but rather a dynamic and ever-evolving means of communication that has been shaped by a multitude of cultural, social, and historical influences.One of the key tenets of Zhang's philosophy is the importance of context in the study of grammar. He argues that grammar cannot be understood in isolation but must be examined within the broaderframework of language use and communication. By considering the ways in which grammar interacts with factors such as register, tone, and audience, Zhang helps students develop a more nuanced and practical understanding of how the language works.Another central aspect of Zhang's approach is his emphasis on the role of syntax in shaping meaning. He believes that a deep understanding of sentence structure is essential for effective communication, as the way in which words are arranged can profoundly impact the message being conveyed. Through his teaching and research, Zhang has helped to elucidate the complex interplay between syntax and semantics, providing learners with the tools they need to navigate the intricacies of English grammar with confidence.In addition to his work on syntax, Zhang has also made significant contributions to the study of morphology, the branch of linguistics that deals with the structure and formation of words. He has explored the ways in which affixes, roots, and stems interact to create the rich tapestry of the English lexicon, and has helped to shed light on the historical and etymological origins of various linguistic elements.One of the hallmarks of Zhang's teaching style is his ability to make complex grammatical concepts accessible and engaging for learnersof all levels. He is known for his use of clear and concise explanations, as well as his incorporation of real-world examples and practical exercises that help students to apply their knowledge in meaningful contexts.In addition to his work in the classroom, Zhang has also been a prolific writer and researcher, authoring numerous books and articles on various aspects of English grammar and linguistics. His publications have been widely acclaimed for their depth of analysis, clarity of presentation, and innovative approaches to language learning and teaching.Despite the complexity and breadth of his work, Zhang remains committed to the idea that the study of grammar should be an enjoyable and rewarding experience. He believes that by fostering a sense of curiosity and wonder about the English language, learners can not only improve their communication skills but also gain a deeper appreciation for the richness and diversity of human expression.In conclusion, Zhang Zhenban's contributions to the field of English grammar have been truly remarkable. Through his tireless efforts as an educator, researcher, and writer, he has helped to shape the way in which the language is understood and taught around the world. His insights and approaches have been instrumental in helpinglearners of all backgrounds to develop a more nuanced and sophisticated understanding of the English language, and his legacy will undoubtedly continue to inspire and influence generations of students and scholars to come.。

新编英语语法教程(第五版)练习答案完整版章振邦主编1. A. his home workB. quickly, to play2. A. The huge black horseB. the race3. A. have thought aboutB. going into space4. A. warms up and crawlsB. out of the bag5. A. one of the most beautiful planets to look at through a telescopeB. because of the many rings that surround it6. A. 165 yearsB. to complete its path, or orbit,around the sun7. A. you and your brotherB. How many pairs of shorts8. A. the most e_pensive meal listed on the menuB. What9. A. an ―Outdoor Code‖B. their members10. A. can blowB. as fast as 180 miles (290 kilometers) an hour11. A. The spiral of heated air and moist airB. to twist and grow and spin12. A. The direction a hurricane‘s spiral movesB. counterclockwise13. A. does not shineB. At the north pole: for half of the year14. A. The cold winds that blow off of the Arctic OceanB. a very cold place15. A. might have beenB. guilty of murderE_. 1B1. SVCWithin the stricken area, not a single soul remained alive, and the city centre looked as if it had been razed by monster steam-roller.2. SVThe bomb e_ploded 1,000 ft. above the groun.3. SVOOn August 6, 1945, an American aircraft dropped a bomb on the Janpanese town of Hiroshima.4. SvoOThree days later, yet another bomb of the same kind gave the town of Nagasaki the same fatal blow.5. SVOCThe e_plosion made one and a half square miles of the city an e_pense of reddish rubble.6. SVAWithin the fraction of a second, the bomb changed from a metal cylinder into an immense mass of enpanding gas, millions of degrees hot.7. SVOA。

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。