A Dialogue System with Contextually Appropriate Spoken Output Intonation

A Dialogue System with Contextually Appropriate Spoken Output Intonation
A Dialogue System with Contextually Appropriate Spoken Output Intonation

A Dialogue System

with Contextually Appropriate Spoken Output Intonation

Ivana Kruijff-Korbayov′a Elena Karagjosova University of the Saarland,Germany korbay,kepa,elka@coli.uni-sb.de Kepa J.Rodr′?guez Stina Ericsson University of Gothenburg,Sweden stinae@ling.gu.se

Abstract

We demonstrate the production of spo-

ken output with contextually appropri-

ate intonation in the information-state

based dialogue system GoDiS.We ex-

ploit the context representation in the in-

formation state to determine the infor-

mation structure of system utterances,

which we use to control the intonation

of synthesized spoken output.

1Introduction

Producing spoken output with contextually ap-propriate intonation is one of the challenges for ?exible dialogue systems with dynamically con-structed output and synthesized speech.It is a well known fact that intonation re?ects the relation of an utterance to the context,and that contextually inappropriate intonation may have negative effect on intelligibility or lead to confusion.

We demonstrate improvements of contextual appropriateness of English and German intonation in the GoDiS system.Intonation is controlled by information structure,which is determined from the context representation in the information state of the system using the information-state update approach to dialogue.

This note is structured as follows.In2we give an overview of GoDiS and its information-state update approach.In3we introduce the infor-mation structure partitioning we employ,and the rules we use to determine it from the information state.In4we describe the generation of spo-ken output with contextually varied intonation in GoDiS using the F ESTIVAL and M ARY text-to-speech synthesis systems.In5we summarize and indicate our further research plans.

2GoDiS

GoDiS(Gothenburg Dialogue System)is an ex-perimental dialogue system implemented using the TrindiKit,a toolkit for implementing dialogue move engines and dialogue systems based on the information-state update approach(TRINDI, 2001;Larsson and Traum,to appear).

One of the goals of the information-state update approach is to encourage modularity,reusability and plug-and-play;to demonstrate this,GoDiS has been adapted to several different dialogue types(information-seeking,action-oriented),do-mains(travel agency,autoroute,mobile phone, VCR)and languages(English,Swedish,German) (Larsson,2002).Speech input and output are also supported in GoDiS.

The GoDiS architecture is shown in Fig.1.It is an instantiation of the general TrindiKit architec-ture(Larsson and Ericsson,2002).

The information state in GoDiS represented as a record(Fig.2)is a modi?ed version of the di-alogue game board(Ginzburg,1996).The main division is between information which is PRIVATE to an agent and that which is SHARED between agents.In PRIVATE,the PLAN?eld contains a list of long-term goals;AGENDA contains more im-mediate dialogue actions;BEL is a set of assumed propositions;TMP keeps track of information that

input inter-

pret

Information State

data-

base

control

update select

gene-

rate

output

lexicon domain

knowledge

DME

Figure1:GoDiS architecture

has not yet been grounded.The SHARED part con-tains information about the latest utterance,a set of established shared commitments and a stack of questions raised in the dialogue that are currently under discussion.

What we concentrate on in this demonstration is our extension of GoDiS,enabling it to dynami-cally produce contextually appropriate intonation by assigning the system utterances information structure partitioning according to the information state,and controlling the output intonation accord-ingly.

3Information Structure

Information structure(IS)refers to the organiza-tion speakers impose on their utterances to relate them to the context(what they believe is shared) and the intended context change(corresponding to their communicative intentions).

The approach to IS we employ follows(Steed-man,2000).This choice is motivated by the in-sights that Steedman incorporates and the degree of their explicit formalization.We thus use two di-mensions of IS:(i)a partitioning into Theme and Rheme,corresponding to a semantic aboutness re-lation;and(ii)a further partitioning of both Theme and Rheme into Background and Focus,re?ect-ing a contrast between alternatives in the context against which the actual Theme and Rheme are cast.E.g.,the IS-partitioning suitable in the con-text of The heater in the hall is out.But what is the status of the light in the hall?:1

1We print words bearing pitch accents in SMALL CAPI-

PRIVATE:

AGENDA:Stack(Action)

PLAN:StackSet(Action)

BEL:Set(Proposition)

SHARED:

COM:Set(Proposition)

QUD:Stack(Question)

LU:...

Figure2:GoDiS Information State Record Type

The LIGHT

L+H*

in the hall

LH%

is ON.

H*LL%

3.1Information structure and Intonation Intonation is one of the means by which IS can be realized.For English,Steedman has argued that IS is homomorphic to intonation structure:

The Theme/Rheme partitioning determines the overall intonation pattern:different accents are used within the Theme(L+H*,L*+H)and within the Rheme(H*,L*,H*+L,H+L*).

The Focus/Background partitioning determines the placement of pitch accents:they are assigned to the words realizing the Focus within Theme and Rheme.A Rheme must always contain a Focus, while Themes can be unmarked(without Focus) or marked(with Focus).

Tunes are obtained by combining accents with appropriate boundaries and boundary tones. Steedman has argued that the contour H*LL%is one of the“rheme tunes”in assertions in English, and L+H*LH%is a(marked)Theme-tune.For German,we adopt H+L*LL%as a default rheme tune,and L+H*H-%for a marked theme(these accents are the ones implemented as defaults in the Mary system we use to synthesise German;cf. (Kruijff-Korbayov′a et al.,2003)for more discus-sion).2

3.2Information Structure Determination We have implemented IS-assignment to system moves in GoDiS as a module invoked from the se-lection algorithm(cf.Fig.1).The module takes as input the propositional content of a dialogue move, and returns this content IS-partitioned.The pro-cess of IS assignment has several phases shown schematically in Fig.3.

TALS and use the ToBI(“Tones,Breaks and Indices”)nota-tion for intonation,cf.https://www.360docs.net/doc/dd2707214.html,/?tobi/.

2For German ToBI cf.(Grice et al.,to appear).

Figure3:IS-Assignment in GoDiS First,the QudTR rule partitions the content into Rheme and Theme,according to the ques-tion topmost on QUD.Next,the determination of the Background/Focus partitioning within each Theme and Rheme is done using a notion of(se-mantic)parallelism,by two complementary rules which differ in what the source of alternatives is taken to be:The ComFB rule tries to assign Fo-cus on the basis of the previous dialogue context, looking for alternatives in the https://www.360docs.net/doc/dd2707214.html,?eld of the information state.If this fails to assign any Focus,the rule DomFB assigns Focus by looking for alternatives in the domain representation.(See (Prevost,1995)for a similar algorithm.)

The IS partitioning of a dialogue move content is encoded by the operators rh for Rheme,foc for Rheme-Focus and foc for Theme-Focus. Finally,the IS-partitioned content is sent to the generation module,which produces a string of words with an annotation of the IS partitioning using an internal set of labels,and ,respectively.

4Producing Speech Output with

Intonation Variation

In order to produce contextually varied synthe-sized speech output we use the F ESTIVAL TTS for English and the M ARY TTS for German which are publicly available.We chose these systems be-cause they support not only the SABLE intonation mark up standard,3but also a more abstract ToBI-based intonation annotation.

F ESTIVAL is a multi-lingual TTS system de-veloped at CSTR,University of Edinburgh.We 3https://www.360docs.net/doc/dd2707214.html,/project/tts/sable.html

Figure4:GoDiS-TTS Interfaces

use an experimental set of patches(APML)de-veloped by Robert Clark at the University of Ed-inburgh,that allows to annotate F ESTIVAL in-put with higher levels of information including speech-act type and turn-talking information,as well as a ToBI-based intonation markup.

M ARY(Schr¨o der and Trouvain,2001)is a TTS System developed by the DFKI language technol-ogy lab and the Institute of Phonetics at Saarland University.M ARY supports the full inventory of tones de?ned in GToBI,and allows partial annota-tion at any level in its input.

The integration of F ESTIVAL and M ARY into GoDiS is shown in Fig. 4.The interface be-tween GoDiS and M ARY/F ESTIVAL works as follows:The output module of GoDiS takes a string annotated with IS partitioning and calls a Linux/Unix shell.A program written in PERL converts the string into the correspond-ing SABLE/MaryXML/APML tags.The result is saved into a SABLE/MaryXML/APML out-put?le.The mapping of tags for German using MaryXML is shown in Table1,for English using APML in F ESTIVAL in Table2.

Both M ARY and F ESTIVAL can be run locally or as servers.The output mod-ule of GoDiS calls a Linux/Unix shell and sends the SABLE/MaryXML/APML?le to M ARY/F ESTIVAL.

More detailed information about the system can be found in(Kruijff-Korbayov′a et al.,2002).

5Summary and Future Work

Our goal is to explore the use of the information state in GoDiS to control the intonation of system

IS-partitioning GToBI

Focus within Theme L+H*

Focus within Rheme H+L* Unmarked-Theme boundary(before Rheme)none

Marked-Theme boundary(before Rheme)H-Rheme boundary(before Theme)none Table1:Mapping of IS partitioning tags to MaryXML intonation annotation for German

output.We demonstrate an experimental imple-mentation using the F ESTIVAL and M ARY TTS systems which support the S ABLE standard as well as a ToBI-based intonation markup.

Our implementation allows us to test hypothe-ses concerning contextually appropriate intonation in dialogue.A pilot evaluation of the German out-put produced with M ARY yielded encouraging re-sults suggesting that in general users?nd the con-trolled contextually appropriate intonation better (Kruijff-Korbayov′a et al.,2003).

Although we have so far only exploited intona-tion,one goal for the future is to let various infor-mation structure realization means interplay.4 References

[Ginzburg1996]Jonathan Ginzburg.1996.Interroga-tives:Questions,Facts and Dialogue.In Shalom Lappin,editor,The Handbook of Contemporary Se-mantic Theory.Blackwell Publishers.

[Grice et al.to appear]Martine Grice,Stefan Baumann, and Ralf Benzm¨u ller.to appear.German Intona-tion in Autosegmental-Metrical Phonology.In Jun Sun-Ah,editor,Prosodic Typology.Oxford Univer-sity Press.

[Kruijff-Korbayov′a et al.2002]Ivana Kruijff-Korbayov′a,Stina Ericsson,Carlos Garcia′,Rebecca Jonson,Elena Karagjosova,Pilar Manch′o n,Kepa J.

Rodriguez,and Jos′e Quesada.2002.Improv-ing System Output Using the Information State.

Deliverable D5.1,SIRIDUS.

[Kruijff-Korbayov′a et al.2003]Ivana Kruijff-Korbayov′a,Stina Ericsson,Kepa Joseba Rodriguez, and Elena Karagjosova.2003.Producing Contextu-ally Appropriate Intonation in an Information-State Based Dialogue System.In Proceedings of the10th 4This work was supported by the EU project SIRIDUS (Speci?cation,Interaction and Recon?guration in Dialogue Understanding Systems,IST-1999-10516).We are grateful to Robin Cooper,Geert-Jan Kruijff and Staffan Larsson for discussions and comments,as well as to the42subjects.

IS-partition APML-label

Begin Rheme rheme

End Rheme/rheme

Theme Focus emphasis x-pitchaccent=”Hstar”

Rheme Focus emphasis x-pitchaccent=”LplusHstar”

Table2:Mapping of IS-partitioning tags into APML-labels in F ESTIVAL for English

Conference of the European Chapter of the ACL.

forthcoming.

[Larsson and Ericsson2002]Staffan Larsson and Stina Ericsson.2002.GoDiS-Issue-Based Dialogue Management in a Multi-Domain,Multi-Language Dialogue System.Demo-abstract.The40th Annual Meeting of the ACL,University of Pennsylvania, Philadelphia.

[Larsson and Traum to appear]Staffan Larsson and R.Traum,David.to https://www.360docs.net/doc/dd2707214.html,rmation State and Dialogue Management in the TRINDI Dia-logue Move Engine Toolkit.Natural Language Engineering.

[Larsson2002]Staffan Larsson.2002.Issue-based Di-alogue Management.Ph.D.thesis,G¨o teborg Uni-versity.

[Prevost1995]Scott Prevost.1995.A Semantics of Contrast and Information Structure for Specifying Intonation in Spoken Language Generation.Ph.D.

dissertation,University of Pennsylvania,Philadel-phia.

[Schr¨o der and Trouvain2001]Marc Schr¨o der and J¨u rgen Trouvain.2001.The German Text-to-Speech Synthesis System MARY:A Tool for Research,Development and Teaching.In The Proceedings of the4th ISCA Workshop on Speech Synthesis,Blair Atholl,Scotland.

[Steedman2000]Mark https://www.360docs.net/doc/dd2707214.html,rmation Structure and The Syntax-Phonology Interface.Lin-guistic Inquiry,31(4):649–689.

[TRINDI2001]TRINDI.2001.The TRINDI Book: Task Oriented Instructional Dialogue.Technical Report LE4-8314,Gothenburg University,Sweden.

http://www.ling.gu.se/projekt/trindi/book.ps.

初中英语代词用法全解及练习含答案

1、人称代词顺口溜:人称代词有两类,一类主格一类宾;主格代词本领大,一切动作由它发;宾格代词不动脑,介动之后跟着跑。 2、物主代词顺口溜:物主代词不示弱,带着‘白勺’来捣乱;形容词性物主代,抓住名词不放松; 1、人称代词的主格在句子中作主语或主语补语。一般在句首,动词前。 例如:John waited a while but eventually he went home. 约翰等了一会儿,最后他回家了。 John hoped the passenger would be Mary and indeed it was she. 约翰希望那位乘客是玛丽,还真是她。 说明:在复合句中,如果主句和从句主语相同,代词主语要用在从句中,名词主语用在主句中。在电话用语中常用主格。 例如:When he arrived, John went straight to the bank. 约翰一到就直接去银行了。 I wish to speak to Mary. This is she. 我想和玛丽通话,我就是玛丽。 2、人称代词的宾格在句中作宾语或表语,在动词或介词后。 例如:Do you know him?(作宾语) 你认识他吗? Who is knocking at the door?It’s me. (作表语) 是谁在敲门?是我。 说明:单独使用的人称代词通常用宾格,即使它代表主语时也是如此。 例如:I like English. Me too. 我喜欢英语。我也喜欢。 3、注意:在动词be 或to be 后的人称代词视其前面的名词或代词而定。 例如:I thought it was she.我以为是她。(主格----主格) I thought it to be her.(宾格----宾格) I was taken to be she.我被当成了她。(主格----主格) They took me to be her.他们把我当成了她。(宾格----宾格) 4、人称代词并列时的排列顺序 1)单数人称代词并列作主语时,其顺序为: 第二人称→第三人称→第一人称 即you and I he/she/it and I you, he/she/it and I 顺口溜:第一人称最谦虚,但若错误责任担,第一人称学当先。 例如:It was I and John that made her angry. 2)复数人称代词作主语时,其顺序为: 第一人称→第二人称→第三人称 即we and you you and they we, you and they

With的用法全解

With的用法全解 with结构是许多英语复合结构中最常用的一种。学好它对学好复合宾语结构、不定式复合结构、动名词复合结构和独立主格结构均能起很重要的作用。本文就此的构成、特点及用法等作一较全面阐述,以帮助同学们掌握这一重要的语法知识。 一、 with结构的构成 它是由介词with或without+复合结构构成,复合结构作介词with或without的复合宾语,复合宾语中第一部分宾语由名词或代词充当,第二部分补足语由形容词、副词、介词短语、动词不定式或分词充当,分词可以是现在分词,也可以是过去分词。With结构构成方式如下: 1. with或without-名词/代词+形容词; 2. with或without-名词/代词+副词; 3. with或without-名词/代词+介词短语; 4. with或without-名词/代词 +动词不定式; 5. with或without-名词/代词 +分词。 下面分别举例: 1、 She came into the room,with her nose red because of cold.(with+名词+形容词,作伴随状语)

2、 With the meal over , we all went home.(with+名词+副词,作时间状语) 3、The master was walking up and down with the ruler under his arm。(with+名词+介词短语,作伴随状语。) The teacher entered the classroom with a book in his hand. 4、He lay in the dark empty house,with not a man ,woman or child to say he was kind to me.(with+名词+不定式,作伴随状语)He could not finish it without me to help him.(without+代词 +不定式,作条件状语) 5、She fell asleep with the light burning.(with+名词+现在分词,作伴随状语) Without anything left in the with结构是许多英 语复合结构中最常用的一种。学好它对学好复合宾语结构、不定式复合结构、动名词复合结构和独立主格结构均能起很重要的作用。本文就此的构成、特点及用法等作一较全面阐述,以帮助同学们掌握这一重要的语法知识。 二、with结构的用法 with是介词,其意义颇多,一时难掌握。为帮助大家理清头绪,以教材中的句子为例,进行分类,并配以简单的解释。在句子中with结构多数充当状语,表示行为方式,伴随情况、时间、原因或条件(详见上述例句)。 1.带着,牵着…… (表动作特征)。如: Run with the kite like this.

with的用法大全

with的用法大全----四级专项训练with结构是许多英语复合结构中最常用的一种。学好它对学好复合宾语结构、不定式复合结构、动名词复合结构和独立主格结构均能起很重要的作用。本文就此的构成、特点及用法等作一较全面阐述,以帮助同学们掌握这一重要的语法知识。 一、 with结构的构成 它是由介词with或without+复合结构构成,复合结构作介词with或without的复合宾语,复合宾语中第一部分宾语由名词或代词充当,第二部分补足语由形容词、副词、介词短语、动词不定式或分词充当,分词可以是现在分词,也可以是过去分词。With结构构成方式如下: 1. with或without-名词/代词+形容词; 2. with或without-名词/代词+副词; 3. with或without-名词/代词+介词短语; 4. with或without-名词/代词+动词不定式; 5. with或without-名词/代词+分词。 下面分别举例:

1、 She came into the room,with her nose red because of cold.(with+名词+形容词,作伴随状语) 2、 With the meal over , we all went home.(with+名词+副词,作时间状语) 3、The master was walking up and down with the ruler under his arm。(with+名词+介词短语,作伴随状语。) The teacher entered the classroom with a book in his hand. 4、He lay in the dark empty house,with not a man ,woman or child to say he was kind to me.(with+名词+不定式,作伴随状语) He could not finish it without me to help him.(without+代词 +不定式,作条件状语) 5、She fell asleep with the light burning.(with+名词+现在分词,作伴随状语) 6、Without anything left in the cupboard, she went out to get something to eat.(without+代词+过去分词,作为原因状语) 二、with结构的用法 在句子中with结构多数充当状语,表示行为方式,伴随情况、时间、原因或条件(详见上述例句)。

with用法归纳

with用法归纳 (1)“用……”表示使用工具,手段等。例如: ①We can walk with our legs and feet. 我们用腿脚行走。 ②He writes with a pencil. 他用铅笔写。 (2)“和……在一起”,表示伴随。例如: ①Can you go to a movie with me? 你能和我一起去看电影'>电影吗? ②He often goes to the library with Jenny. 他常和詹妮一起去图书馆。 (3)“与……”。例如: I’d like to have a talk with you. 我很想和你说句话。 (4)“关于,对于”,表示一种关系或适应范围。例如: What’s wrong with your watch? 你的手表怎么了? (5)“带有,具有”。例如: ①He’s a tall kid with short hair. 他是个长着一头短发的高个子小孩。 ②They have no money with them. 他们没带钱。 (6)“在……方面”。例如: Kate helps me with my English. 凯特帮我学英语。 (7)“随着,与……同时”。例如: With these words, he left the room. 说完这些话,他离开了房间。 [解题过程] with结构也称为with复合结构。是由with+复合宾语组成。常在句中做状语,表示谓语动作发生的伴随情况、时间、原因、方式等。其构成有下列几种情形: 1.with+名词(或代词)+现在分词 此时,现在分词和前面的名词或代词是逻辑上的主谓关系。 例如:1)With prices going up so fast, we can't afford luxuries. 由于物价上涨很快,我们买不起高档商品。(原因状语) 2)With the crowds cheering, they drove to the palace. 在人群的欢呼声中,他们驱车来到皇宫。(伴随情况) 2.with+名词(或代词)+过去分词 此时,过去分词和前面的名词或代词是逻辑上的动宾关系。

独立主格with用法小全

独立主格篇 独立主格,首先它是一个“格”,而不是一个“句子”。在英语中任何一个句子都要有主谓结构,而在这个结构中,没有真正的主语和谓语动词,但又在逻辑上构成主谓或主表关系。独立主格结构主要用于描绘性文字中,其作用相当于一个状语从句,常用来表示时间、原因、条件、行为方式或伴随情况等。除名词/代词+名词、形容词、副词、非谓语动词及介词短语外,另有with或without短语可做独立主格,其中with可省略而without不可以。*注:独立主格结构一般放在句首,表示原因时还可放在句末;表伴随状况或补充说明时,相当于一个并列句,通常放于句末。 一、独立主格结构: 1. 名词/代词+形容词 He sat in the front row, his mouth half open. Close to the bank I saw deep pools, the water blue like the sky. 靠近岸时,我看见几汪深池塘,池水碧似蓝天。 2. 名词/代词+现在分词 Winter coming, it gets colder and colder. The rain having stopped, he went out for a walk.

The question having been settled, we wound up the meeting. 也可以The question settled, we wound up the meeting. 但含义稍有差异。前者强调了动作的先后。 We redoubled our efforts, each man working like two. 我们加倍努力,一个人干两个人的活。 3. 名词/代词+过去分词 The job finished, we went home. More time given, we should have done the job much better. *当表人体部位的词做逻辑主语时,不及物动词用现在分词,及物动词用过去分词。 He lay there, his teeth set, his hands clenched, his eyes looking straight up. 他躺在那儿,牙关紧闭,双拳紧握,两眼直视上方。 4. 名词/代词+不定式 We shall assemble at ten forty-five, the procession to start moving at precisely eleven. We divided the work, he to clean the windows and I to sweep the floor.

with用法小结

with用法小结 一、with表拥有某物 Mary married a man with a lot of money . 马莉嫁给了一个有着很多钱的男人。 I often dream of a big house with a nice garden . 我经常梦想有一个带花园的大房子。 The old man lived with a little dog on the lonely island . 这个老人和一条小狗住在荒岛上。 二、with表用某种工具或手段 I cut the apple with a sharp knife . 我用一把锋利的刀削平果。 Tom drew the picture with a pencil . 汤母用铅笔画画。 三、with表人与人之间的协同关系 make friends with sb talk with sb quarrel with sb struggle with sb fight with sb play with sb work with sb cooperate with sb I have been friends with Tom for ten years since we worked with each other, and I have never quarreled with him . 自从我们一起工作以来,我和汤姆已经是十年的朋友了,我们从没有吵过架。 四、with 表原因或理由 John was in bed with high fever . 约翰因发烧卧床。 He jumped up with joy . 他因高兴跳起来。 Father is often excited with wine . 父亲常因白酒变的兴奋。 五、with 表“带来”,或“带有,具有”,在…身上,在…身边之意

comparison的用法解析大全

comparison的用法解析大全 comparison的意思是比较,比喻,下面我把它的相关知识点整理给大家,希望你们会喜欢! 释义 comparison n. 比较;对照;比喻;比较关系 [ 复数 comparisons ] 词组短语 comparison with 与…相比 in comparison adj. 相比之下;与……比较 in comparison with 与…比较,同…比较起来 by comparison 相比之下,比较起来 comparison method 比较法 make a comparison 进行比较 comparison test 比较检验 comparison theorem 比较定理 beyond comparison adv. 无以伦比 comparison table 对照表 comparison shopping 比较购物;采购条件的比较调查 paired comp arison 成对比较 同根词 词根: comparing adj. comparative 比较的;相当的 comparable 可比较的;比得上的 adv. comparatively 比较地;相当地 comparably 同等地;可比较地 n.

comparative 比较级;对手 comparing 比较 comparability 相似性;可比较性 v. comparing 比较;对照(compare的ing形式) 双语例句 He liked the comparison. 他喜欢这个比喻。 There is no comparison between the two. 二者不能相比。 Your conclusion is wrong in comparison with their conclusion. 你们的结论与他们的相比是错误的。 comparison的用法解析大全相关文章: 1.by的用法总结大全

With_复合结构详解

介词With 复合结构讲解及练习 with复合结构的作用:with复合结构在句子中作状语,表示原因、时间、条件、伴随、方式等. 1)We sat on the dry grass with our backs to the wall.(作伴随状语) 2)She could not leave with her painful duty unfulfilled.(作原因状语) 3)He lay in bed with his head covered.(作方式状语) 4)Jack soon fell asleep with the light still burning.(作伴随状语) 5)I won't be able to go on holiday with my mother being ill.(作原因状语) 6)He sat with his arms clasped around his knees.(作方式状语) 注:with复合结构在句子中还可以作定语,阅读下面的句子。 1)There was a letter for Lanny with a Swiss stamp on it.(作定语修饰letter) 2)It was a vast stretch of country with cities in the distance.(作定语修饰a stretch of country)1) with +宾语+ 现在(短分词语) When mother went into the house, she found her baby was sleeping in bed, with his lips moving. 当妈妈走进房子的时候,她发现自己的孩子正睡在床上,嘴唇一直在动。 My aunt lives in the room with the windows facing south. 我姑妈住在那间窗户朝南开的房间。 With winter coming on,it's time to buy warm clothes 2)with +宾语+ 过去分词(短语) With more and more forests damaged ,some animals and plants are facing the danger of dying out. 由于越来越多的森林遭到破坏,一些动植物正面临着灭绝的危险。 With his legs broken, he had to lie in bed for a long time. 他双腿都断了,只得长时间躺在床上。 3) with +宾语+ 不定式(短语) * With so many children to look after, the nurse is busy all the time. 有这么多的孩子需要照顾,保育员一直都很忙。 *With a lot of papers to correct, M r. Li didn’t attend the party. 李老师有许多试卷需要批改,所以没有参加聚会。 4) with +宾语+ 副词 * You should read with the radio off. 在看书的时候应该把收音机关掉。 * With the temperature up, we had to open all the windows. 气温上升,我们不得不打开所有的窗户。 5) with +宾语+形容词 *With the window open, I felt a bit cold. 窗户开着,我感到有点冷。 * It was cold outside , the boy ran into the room with his nose red. 外面天气很冷,那个男孩跑进了屋子时,鼻子红红的。 6) with +宾语+ 介词短语 * The woman with a baby in her arms is getting on the bus. 怀里抱着婴儿的那位妇女正在上车。 * John starts to work very clearly in the morning and goes on working until late in the afternoon with a break at midday . 约翰早上开始工作,中午稍作休息后又接着工作到下午稍晚些时候。

with的用法

with[wIT] prep.1.与…(在)一起,带着:Come with me. 跟我一起来吧。/ I went on holiday with my friend. 我跟我朋友一起去度假。/ Do you want to walk home with me? 你愿意和我一道走回家吗 2.(表带有或拥有)有…的,持有,随身带着:I have no money with me. 我没有带钱。/ He is a man with a hot temper. 他是一个脾气暴躁的人。/ We bought a house with a garden. 我们买了一座带花园的房子。/ China is a very large country with a long history. 中国是一个具有历史悠久的大国。3.(表方式、手段或工具)以,用:He caught the ball with his left hand. 他用左手接球。/ She wrote the letter with a pencil. 她用铅笔写那封信。4.(表材料或内容)以,用:Fill the glass with wine. 把杯子装满酒。/ The road is paved with stones. 这条路用石头铺砌。5.(表状态)在…的情况下,…地:He can read French with ease. 他能轻易地读法文。/ I finished my homework though with difficulty. 虽然有困难,我还是做完了功课。6.(表让步)尽管,虽然:With all his money, he is unhappy. 尽管他有钱,他并不快乐。/ With all his efforts, he lost the match. 虽然尽了全力,他还是输了那场比赛。7.(表条件)若是,如果:With your permission, I’ll go. 如蒙你同意我就去。8.(表原因或理由)因为,由于:He is tired with work. 他工作做累了。/ At the news we all jumped with joy. 听到这消息我们都高兴得跳了起来。9.(表时间)当…的时候,在…之后:With that remark, he left. 他说了那话就离开了。/ With daylight I hurried there to see what had happened. 天一亮我就去那儿看发生了什么事。10. (表同时或随同)与…一起,随着:The girl seemed to be growing prettier with each day. 那女孩好像长得一天比一天漂亮。11.(表伴随或附带情况)同时:I slept with the window open. 我开着窗户睡觉。/ Don’t speak with your mouth full. 不要满嘴巴食物说话。12.赞成,同意:I am with you there. 在那点上我同你意见一致。13.由…照看,交…管理,把…放在某处:I left a message for you with your secretary. 我给你留了个信儿交给你的秘书了。/ The keys are with reception. 钥匙放在接待处。14 (表连同或包含)连用,包含:The meal with wine came to £8 each. 那顿饭连酒每人8英镑。/ With preparation and marking a teacher works 12 hours a day. 一位老师连备课带批改作业每天工作12小时。15. (表对象或关系)对,关于,就…而言,对…来说:He is pleased with his new house. 他对他的新房子很满意。/ The teacher was very angry with him. 老师对他很生气。/ It’s the same with us students. 我们学生也是这样。16.(表对立或敌对)跟,以…为对手:The dog was fighting with the cat. 狗在同猫打架。/ He’s always arguing with his brother. 他老是跟他弟弟争论。17.(在祈使句中与副词连用):Away with him! 带他走!/ Off with your clothes! 脱掉衣服!/ Down with your money! 交出钱来! 【用法】1.表示方式、手段或工具等时(=以,用),注意不要受汉语意思的影响而用错搭配,如“用英语”习惯上用in English,而不是with English。2.与某些抽象名词连用时,其作用相当于一个副词:with care=carefully 认真地/ with kindness=kindly 亲切地/ with joy=joyfully 高兴地/ with anger=angrily 生气地/ with sorrow=sorrowfully 悲伤地/ with ease=easily 容易地/ with delight=delightedly 高兴地/ with great fluency =very fluently 很流利地3.表示条件时,根据情况可与虚拟语气连用:With more money I would be able to buy it. 要是钱多一点,我就买得起了。/ With better equipment, we could have finished the job even sooner. 要是设备好些,我们完成这项工作还要快些。4.比较with 和as:两者均可表示“随着”,但前者是介词,后者是连词:He will improve as he grows older. 随着年龄的增长,他会进步的。/ People’s ideas change with the change of the times. 时代变了,人们的观念也会变化。5.介词with和to 均可表示“对”,但各自的搭配不同,注意不要受汉语意思的影响而用错,如在kind, polite, rude, good, married等形容词后通常不接介词with而接to。6.复合结构“with+宾语+宾语补足语”是一个很有用的结构,它在句中主要用作状语,表示伴随、原因、时间、条件、方式等;其中的宾语补足语可以是名词、形容词、副词、现在分词、过去分词、不定式、介词短语等:I went out with the windows open. 我外出时没有关窗户。/ He stood before his teacher with his head down. 他低着头站在老师面前。/ He was lying on the bed with all his clothes on. 他和衣躺在床上。/ He died with his daughter yet a schoolgirl. 他去世时,女儿还是个小学生。/ The old man sat there with a basket beside her. 老人坐在那儿,身边放着一个篮子。/ He fell asleep with the lamp burning. 他没熄灯就睡着了。/ He sat there with his eyes closed. 他闭目坐在那儿。/ I can’t go out with all these clothes to wash. 要洗这些衣服,我无法出去了。这类结构也常用于名词后作定语:The boy with nothing on is her son. 没穿衣服的这个男孩子是她儿子。 (摘自《英语常用词多用途词典》金盾出版社) - 1 -

动名词使用全解

动名词是一种兼有动词和名词特征的非谓语动词。它可以支配宾语,也能被副词修饰。动名词有时态和语态的变化。 解释:动词的ing形式如果是名词,这个词称动名词。 特征:动词原形+ing构成,具有名词,动词一些特征 一、动名词的作用 动名词具有名词的性质,因此在句中可以作主语、表语、宾语、定语等。 1、作主语 Reading is an art. 读书是一种艺术。 Climbing mountains is really fun. 爬山是真有趣。 Working in these conditions is not a pleasure but a suffer. 在这种工作条件下工作不是愉快而是痛苦。 动名词作主语,有时先用it作形式主语,把动名词置于句末。这种用法在习惯句型中常用。如: It is no use/no good crying over spilt milk. 洒掉的牛奶哭也没用。 It is a waste of time persuading such a person to join us. 劝说这样的人加入真是浪费时间。 It was hard getting on the crowded street car. 上这种拥挤的车真难。 It is fun playing with children. 和孩子们一起玩真好。 There is no joking about such matters. 对这种事情不是开玩笑。 动名词作主语的几种类型 动名词可以在句子中充当名词所能充当的多种句子成分。在这里仅就动名词在句子中作主语的情况进行讨论。 动名词作主语有如下几种常见情况: 1. 直接位于句首做主语。例如: Swimming is a good sport in summer. 2. 用it 作形式主语,把动名词(真实主语)置于句尾作后置主语。 动名词做主语时,不太常用it 作先行主语,多见于某些形容词及名词之后。例如: It is no use telling him not to worry. 常见的能用于这种结构的形容词还有:better,wonderful,enjoyable,interesti ng,foolish,difficult,useless,senseless,worthwhile,等。 注意:important,essential,necessary 等形容词不能用于上述结构。 3. 用于“There be”结构中。例如: There is no saying when he'll come.很难说他何时回来。 4. 用于布告形式的省略结构中。例如: No smoking ( =No smoking is allowed (here) ). (禁止吸烟) No parking. (禁止停车) 5. 动名词的复合结构作主语

介词with的用法大全

介词with的用法大全 With是个介词,基本的意思是“用”,但它也可以协助构成一个极为多采多姿的句型,在句子中起两种作用;副词与形容词。 with在下列结构中起副词作用: 1.“with+宾语+现在分词或短语”,如: (1) This article deals with common social ills, with particular attention being paid to vandalism. 2.“with+宾语+过去分词或短语”,如: (2) With different techniques used, different results can be obtained. (3) The TV mechanic entered the factory with tools carried in both hands. 3.“with+宾语+形容词或短语”,如: (4) With so much water vapour present in the room, some iron-made utensils have become rusty easily. (5) Every night, Helen sleeps with all the windows open. 4.“with+宾语+介词短语”,如: (6) With the school badge on his shirt, he looks all the more serious. (7) With the security guard near the gate no bad character could do any thing illegal. 5.“with+宾语+副词虚词”,如: (8) You cannot leave the machine there with electric power on. (9) How can you lock the door with your guests in? 上面五种“with”结构的副词功能,相当普遍,尤其是在科技英语中。 接着谈“with”结构的形容词功能,有下列五种: 一、“with+宾语+现在分词或短语”,如: (10) The body with a constant force acting on it. moves at constant pace. (11) Can you see the huge box with a long handle attaching to it ? 二、“with+宾语+过去分词或短语” (12) Throw away the container with its cover sealed. (13) Atoms with the outer layer filled with electrons do not form compounds. 三、“with+宾语+形容词或短语”,如: (14) Put the documents in the filing container with all the drawers open.

(完整版)with的复合结构用法及练习

with复合结构 一. with复合结构的常见形式 1.“with+名词/代词+介词短语”。 The man was walking on the street, with a book under his arm. 那人在街上走着,腋下夹着一本书。 2. “with+名词/代词+形容词”。 With the weather so close and stuffy, ten to one it’ll rain presently. 天气这么闷热,十之八九要下雨。 3. “with+名词/代词+副词”。 The square looks more beautiful than even with all the light on. 所有的灯亮起来,广场看起来更美。 4. “with+名词/代词+名词”。 He left home, with his wife a hopeless soul. 他走了,妻子十分伤心。 5. “with+名词/代词+done”。此结构过去分词和宾语是被动关系,表示动作已经完成。 With this problem solved, neomycin 1 is now in regular production. 随着这个问题的解决,新霉素一号现在已经正式产生。 6. “with+名词/代词+-ing分词”。此结构强调名词是-ing分词的动作的发出者或某动作、状态正在进行。 He felt more uneasy with the whole class staring at him. 全班同学看着他,他感到更不自然了。 7. “with+宾语+to do”。此结构中,不定式和宾语是被动关系,表示尚未发生的动作。 So in the afternoon, with nothing to do, I went on a round of the bookshops. 由于下午无事可做,我就去书店转了转。 二. with复合结构的句法功能 1. with 复合结构,在句中表状态或说明背景情况,常做伴随、方式、原因、条件等状语。With machinery to do all the work, they will soon have got in the crops. 由于所有的工作都是由机器进行,他们将很快收完庄稼。(原因状语) The boy always sleeps with his head on the arm. 这个孩子总是头枕着胳膊睡觉。(伴随状语)The soldier had him stand with his back to his father. 士兵要他背对着他父亲站着。(方式状语)With spring coming on, trees turn green. 春天到了,树变绿了。(时间状语) 2. with 复合结构可以作定语 Anyone with its eyes in his head can see it’s exactly like a rope. 任何一个头上长着眼睛的人都能看出它完全像一条绳子。 【高考链接】 1. ___two exams to worry about, I have to work really hard this weekend.(04北京) A. With B. Besides C. As for D. Because of 【解析】A。“with+宾语+不定式”作状语,表示原因。 2. It was a pity that the great writer died, ______his works unfinished. (04福建) A. for B. with C. from D.of 【解析】B。“with+宾语+过去分词”在句中作状语,表示状态。 3._____production up by 60%, the company has had another excellent year. (NMET) A. As B.For C. With D.Through 【解析】C。“with+宾语+副词”在句中作状语,表示程度。

高中英语教学热点易混点详解之With的复合结构

高中英语教学热点易混点详解之With的复合结构英语中的with复合结构也叫“with+复合宾语”结构,即with+宾语+宾语补足语。其用法归纳如下:“with+复合宾语结构”按其构成可分为: 1、with+宾语+介词短语 1).English lessons are broadcast every day on the radio with explanations in English and other languages. 广播电台每天播放英语课程,并用英语或其他语言进行解说。 2).BBCEnglish broadcasts programmes for China with explanations in Chinese. BBC英语对中国广播的节目是用汉语进行解释的。 2、with+宾语+现在分词 1).The Yangtze River is very busy with so many boats and ships coming and going every day.每天长江上各种船只来来往往显得格外忙碌。 2).The young woman,with a baby sleeping in her arms,was wandering in the street.那位年轻妇女,怀抱一个熟睡的婴儿,漫步在大街上。 3、with+宾语+过去分词 1).The boy was crying with the toy broken.玩具破了,那男孩在哭。 2).You should go to sleep with the light turned off.你应该把灯熄了再睡。 4、with+宾语+动词不定式 1).With so many essays to write,he won’t have time to go shopping this morning.他有那么多文章要写,今天没有时间去买东西。 2).With the dictionary to help him, he tried to finish reading the story-book. 借助词典,他试着把这本书读完。 5、with+宾语+形容词 1).With the door open,the noise of the machine is almost deafening. 由于门开着,机器的噪音几乎震耳欲聋。 2).With the floor wet,I had to stay outside.由于地板潮湿,我只得呆在屋外。 6、with+宾语+副词 1).With her sister out,she had to stay at home alone. 因为她的姐姐出去了,她只得独自呆在家里。 2).The little boy sat in front of the house,with his shoes off. 这个小男孩站在房子前面,他把鞋子给脱了。 “with+复合宾语结构”按其用法可分为:

【初中英语】with的用法

【With的基本用法与独立主格】 with结构是许多英语复合结构中最常用的一种。学好它对学好复合宾语结构、不定式复合结构、动名词复合结构和独立主格结构均能起很重要的作用。 一、with结构的构成 它是由介词with或without+复合结构构成,复合结构作介词with或without的复合宾语,复合宾语中第一部分宾语由名词或代词充当,第二部分补足语由形容词、副词、介词短语、动词不定式或分词充当,分词可以是现在分词,也可以是过去分词。With结构构成方式如下: 1. with或without-名词/代词+形容词; 2. with或without-名词/代词+副词; 3. with或without-名词/代词+介词短语; 4. with或without-名词/代词+动词不定式; 5. with或without-名词/代词+分词。 下面分别举例: 1、She came into the room,with her nose red because of cold.(with+名词+形容词,作伴随状语) 2、With the meal over, we all went home.(with+名词+副词,作时间状语) 3、The master was walking up and down with the ruler under his arm。(with+名词+介词短语,作伴随状语。) 4、He could not finish it without me to help him.(without+代词+不定式,作条件状语) 5、She fell asleep with the light on.(with+名词+现在分词,作伴随状语) 二、with结构的用法 with是介词,其意义颇多,一时难掌握。为帮助大家理清头绪,以教材中的句子为例,进行分类,并配以简单的解释。在句子中with结构多数充当状语,表示行为方式,伴随情况、时间、原因或条件(详见上述例句)。 1. 带着,牵着……(表动作特征)。如: Run with the kite like this. 2. 附加、附带着……(表事物特征)。如: A glass of apple juice, two glasses of coke, two hamburgers with potato chips, rice and fish. 3. 和……(某人)一起。 a. 跟某人一起(居住、吃、喝、玩、交谈……) 。如: Now I am in China with my parents. Sometimes we go out to eat with our friends. He / She's talking with a friend. b. 跟go, come 连用,有"加入"到某方的意思。如: Do you want to come with me? 4. 和play一起构成短语动词play with 意为"玩耍……,玩弄……" 如: Two boys are playing with their yo-yos. 5. 与help 一起构成help...with...句式,意为"帮助(某人) 做(某事)"。如: On Monday and Wednesday, he helps his friends with their English. 6. 表示面部神情,有“含着……,带着……”如: "I'm late for school," said Sun Y ang, with tears in his eyes. 7. 表示"用……" 如:

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