章振邦英语语法第五版L5
章振邦《新编英语语法教程》教学大纲
1、课程编码：GXB/ GXB2、课程名称：英语语法3、英文名称：English Grammar4、推荐教材和教学参考书：5、教材：《新编英语语法教程》(学生用书)，章振邦主编，2003年12月第4版，上海外语教育出版社出版。
5、教学参考书：⑴《新编英语语法教程》(教师用书)，章振邦主编，2004年1月第4版，上海外语教育出版社出版。
⑵《牛津实用英语语法》，A. J. 汤普森, A. V. 马蒂内特著，陈则源、夏定雄译，1986年3月第一版，牛津大学出版社，外语教学与研究出版社出版。
⑶《实用英语语法》，张道真主编，商务印书馆出版。
⑷《高级英语语法》（上下册），薄冰主编，高等教育出版社出版。
⑸《大学英语语法》（第三版），徐广联主编，2005年10月第三版，华东理工大学出版社出版。
⑹《英语语法大全》，（英）伦道夫.夸克等著，苏州大学《英语语法大全》翻译组译，1989年9月第一版，华东师范大学出版社出版。
6、课程类型：专业基础课7、总学时：72 学时8、学分：49、适用专业：各种英语专业10、先修课程：综合英语，英语阅读二、课程性质与设置目的：《英语语法》是英语专业技能必修课，其目的是培养学生掌握系统的英语语法知识，养成良好的语言运用习惯，保证他们使用英语语言时的正确性和准确性。
作为英语专业的主要必修课程之一，《英语语法》应该和其他专业各门课程一起，力争保证学生能够通过英语专业全国统考TEM4和TEM8。
三、课程教学基本目标：英语语法课旨在通过该课程的学习，帮助学生重点掌握英语语法的核心项目，提高学生在上下文中恰当运用英语语法的能力和运用英语的准确性，使学生对英语语法有一个比较系统的了解并能借助英语语法知识解决英语学习过程中的有关问题。
学生有计划地阅读英语语法教材，探讨英语语言的结构，通过各种练习，牢固地掌握英语语法，提高运用英语的能力。
四、考核方式：1、本课程为考查课，采用闭卷开卷结合的考试方式，要求学生在一定的时间内完成教师所设计的考题。
章振邦语法英语句子汉译：被动结构和被动意义
章振邦语法英语句⼦汉译：被动结构和被动意义被动结构和被动意义1)英汉被动意义表达法在被动意义表⽰法⽅⾯，英语和汉语有类似的情况。
"据估计”、”据报道”、“众所周知”、“必须指出”等。
It is said that the workers all regarded him with sympathy.据说⼯⼈们待他都很有同情⼼。
It is reported that the Federal Government refused to provide the funds.据报道联邦政府不肯提供资⾦。
It is known to all that these islands have always been under Chinese j urisdiction.(众所周知，这些岛屿向来归中国管辖。
It must be pointed out that China is a developing country and will always take sides with the Third Worl d.必须指出，中国是个发展中国家，将永远靠紧第三世界。
）Pan is said to be a smuggler.姓潘的据说是个⾛私者。
The losses caused by the flood are estimated to have exceeded$5,000,000,000.谈到损失，归咎于洪⽔的，估计已超过50亿美元。
汉语有⼀种不出现主语的句⼦，英语通常都可⽤被动结构来表达。
城⾥⼜办起了⼀所⼤学。
In the city is a nother newly extablished university.昨天抓到了⼀个特务。
Yesterday a spy was caught.c.f. Yesterday they caught a spy.汉语有⼀些以主动结构表⽰被动意义的句⼦，英语也有类似的情况。
章振邦英语语法第五版L2
1)objects consisting of two parts: plural; or: according to the quantity meaning of the unitword 2)archives, arms, clothes, contents, eaves, fireworks, goods, minutes, morals, remains, stairs, suburbs, thanks, wages, shears: plural 3) whereabouts, dramatics: pl. & single. 4)-ings: plural(usu.) – clippings, diggings, surroundings, sweepings, filings, lodgings, earnings pl. & single – tidings 5) when a word’s plural form is same to its single form, notional concord works.: headquarters, barracks, means, series, species, works 6) “odds”- “机会，赔率”（pl.）; what’s the odds? 7) “remains”- “遗体”（pl.）; “遗迹、剩余物”（pl./sing.）
Problems of concord with words
Problems of concord with collective nouns as subject
1 Characteristics of collective noun: collective nouns are singular in form, but plural in meaning. 2 The choice between grammatical concord and notional concord is mostly dictated by usage.
章振邦《新编英语语法教程》教学大纲
1、课程编码：GX009121B/ GX009122B2、课程名称：英语语法3、英文名称：English Grammar4、推荐教材和教学参考书：5、教材：《新编英语语法教程》(学生用书)，章振邦主编，2003年12月第4版，上海外语教育出版社出版。
5、教学参考书：⑴《新编英语语法教程》(教师用书)，章振邦主编，2004年1月第4版，上海外语教育出版社出版。
⑵《牛津实用英语语法》，A. J. 汤普森, A. V. 马蒂内特著，陈则源、夏定雄译，1986年3月第一版，牛津大学出版社，外语教学与研究出版社出版。
⑶《实用英语语法》，张道真主编，商务印书馆出版。
⑷《高级英语语法》（上下册），薄冰主编，高等教育出版社出版。
⑸《大学英语语法》（第三版），徐广联主编，2005年10月第三版，华东理工大学出版社出版。
⑹《英语语法大全》，（英）伦道夫.夸克等著，苏州大学《英语语法大全》翻译组译，1989年9月第一版，华东师范大学出版社出版。
6、课程类型：专业基础课7、总学时：72 学时8、学分：49、适用专业：各种英语专业10、先修课程：综合英语，英语阅读二、课程性质与设置目的：《英语语法》是英语专业技能必修课，其目的是培养学生掌握系统的英语语法知识，养成良好的语言运用习惯，保证他们使用英语语言时的正确性和准确性。
作为英语专业的主要必修课程之一，《英语语法》应该和其他专业各门课程一起，力争保证学生能够通过英语专业全国统考TEM4和TEM8。
三、课程教学基本目标：英语语法课旨在通过该课程的学习，帮助学生重点掌握英语语法的核心项目，提高学生在上下文中恰当运用英语语法的能力和运用英语的准确性，使学生对英语语法有一个比较系统的了解并能借助英语语法知识解决英语学习过程中的有关问题。
学生有计划地阅读英语语法教材，探讨英语语言的结构，通过各种练习，牢固地掌握英语语法，提高运用英语的能力。
四、考核方式：1、本课程为考查课，采用闭卷开卷结合的考试方式，要求学生在一定的时间内完成教师所设计的考题。
浅谈《新编英语语法教程》第五版中的几个问题
浅谈《新编英语语法教程》第五版中的几个问题作者：张逸萱张国来源：《文教资料》2017年第17期摘要：本文在参阅《新编英语语法教程》前四版的基础上，结合第五版及当代英语语法的发展，指出了该教程中存在的一些问题，以利于教师的教学和学生的自学。
关键词：语法《新编英语语法教程》问题章振邦教授主编的《新编英语语法教程》（以下简称《教程》）自1983年初版问世以来，在我国英语教学界引起巨大的反响，并被推荐为高等学校教材，受到全国高校和广大英语自学者的好评。
《教程》的初版于1990年10月荣获“华东区大学出版社首届优秀图书一等奖”，第二版（1995）于1998年3月荣获“1997年上海市高校优秀教材一等奖”。
2000年该书推出了第三版，2003年12月推出了第四版，2013年4月又隆重推出了第五版并被列入“十二五”普通高等教育本科国家级规划教材。
教材的每一版都继承了前一版的优点，并对不足之处做了“调整、修正、充实、补齐”，“因而在编排上更加合理，在体系上更加周密，在内容上更加充实，更有利于教学和自学”（《教程》第二、三版前言）。
《教程》第五版基本上代表了我国目前英语语法研究的最高水平。
当然，正如任何一部著作不可能十全十美一样，《教程》第五版也存在一些问题。
本文不过多地纠缠于理论问题，只想就教授和学习该书过程中遇到的几个具体使用方面的问题提出来与广大读者及同仁讨论。
一、“既可作单数也可作复数的集体名词”的用法模糊《教程》第27页对于“既可作单数又可作复数的集体名词”的用法讲得不很清楚。
尽管《教程》提到将audience，family，public等名词所表示的集体视为一个整体，动词用单数；将侧重点放在组成集体的成员上，动词用复数，但英语中还有些常用的集体名词如audience，enemy，jury，panel，profession，public，staff等用单数动词或复数动词均可，区别不大，书中并未提及。
比如：The school’s teaching staff is（are）excellent./ The teaching profession claim （s） to be badly paid./ The jury is （are） about to announce the winner./ What does （do） the panel think？书中第28页的练习第8题和19题仅给出用复数动词一个答案，这是不完整的。
语法大家章振邦谈中学英语中的语法问题
语法大家章振邦谈中学英语中的语法问题近年来，在我国中学英语教材编写者中流传着一种说法，说什么要“淡化”语法，甚至还有人认为中学英语可以不教语法了。
这些论调提出了一个问题：中学生学英语，到底要不要学点语法？对于这个问题，我的看法是，应该学点语法，而且要学好。
怎样学？我提出几点个人的体会。
一、要在接触大量语言材料的基础上学语法外语的习得是一个从感性到理性的过程，中学生学英语首先应当通过听说和阅读的实践，接触大量的地道英语，初步树立语感，然后在大量语言材料的基础上归纳出一些规律性的东西，这就是语法。
语法是语言的组织规律和结构框架，它规范着人们的语言活动。
不管你承认不承认，自觉不自觉，你只要在运用语言，便无时无刻不受语法规律的支配。
你如果不理它，它就给你颜色看：句子看不懂，言语不地道，表达不准确，翻译不达意，总而言之，弄得你寸步难行。
那么，这么重要的规律和法则是否都要靠我们自己去归纳出来呢？那也不是的，前人早已为我们归纳出来了，这就是我们平时所谓的教学语法，也就是可以买到的语法书。
语法书是语言学家对客观存在的语言组织规律的认识和描写，其中虽带有一定的主观性，但它描写的基本法则还是长期起作用的。
我们学习了这些基本法则，就可以加深对所学语言的认知，加深语感，加快英语习得的进度。
中学生在英语学习中学点语法，就好像在一个陌生的领域找到了向导，它会带领你顺利地入门，升堂入室，渐入佳境。
有些人多年学英语，却老是在原地踏步不前，像是一锅“夹生饭”，怎样也“煮不熟”，这就是因为学习方法不对头，还没有入门，无法前进，这里也显示出学点语法的重要性。
二、要联系词汇来学习语法任何一种活的语言都是音、义结合的语法和词汇的体系：语法赋予语言以结构形式，而词汇则通过语法结构赋予语言以意义内容，因此，语法和词汇是紧密地联系在一起的。
比如特定的语法结构往往要求某种类别的词与之匹配，如果用错了词，尽管语法结构没有错，仍然是个病句。
比如可以说：○Be patient. 请耐心点。
章振邦英语语法第五版Tense and Aspect
Past, present, future
[now] PAST TIME
[preceding now]
FUTURE TIME
[following now]
PRESENT TIME
[including now]
On this semantic level of interpretation, ‘present’ is the most general and unmarked category. Albatrosses were large birds.<marked> The speaker does not commit himself to the continuation of the past state of affairs it describes into the present, while it does not exclude the possibility of such a continuation. It is possible to assert: Albatrosses were, are, and always will be large birds.
Eternal present Habitual behavior Temporary habit Momentary behavior Instantaneous behavior Behavior of the present moment
Eternal truths
• Using the simple present to the stative verbs to express eternal truths or proverbs, as well as in scientific, mathematical, geographical and other statements made for all time. • E.g. • Honesty is the best policy. A rolling stone gathers no moss.
8-Infinitive新编英语语法教程第五版章振邦PPT
Grammatical forms of infinitive
See more examples of bare infinitive: They can do nothing but/except wait for rescue. Cf: There’s no choice but/except to wait for rescue. Why ask me? Why not ask him? But: What to do? How to do? When to do? Why to do? Go post a letter for me. Try eat a little. Try help him.
Note: help to do and help do are both acceptable.
A test item in TEM 4
"It seems that she was there at the conference." The sentence means that ____. A. she seems to be there at the conference. B. she seemed to be there at the conference. C. she seems to have been there at the conference. D. she seemed to being there at the conference. (2009)
forms of infinitive
2) To-infinitive & bare infinitive----infinitive is usually accompanied by ―to‖, but sometimes without ―to‖ (bare infinitive): Question: Under what circumstances should we use bare infinitive? When following modals, bare infinitive is used. But need & dare may be used in to-infinitive form. Does she dare to go there alone? Do we need to pay for the meal? Following semi-auxiliaries, bare infinitive is used, e.g. You’d better not go out. I happened to meet Mary on the way to the library.
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Would you like coffee or tea? Would you like some coffee or some tea?
We have just received news from Moscow. We have just received some news from Moscow.
Articles in use with proper nouns
5) Most names of festivals and holidays; e.g. Christmas; St. Valentine’s Day; Mother’s Day 6)When “profession + proper name” is regarded as a permanent link; e.g. Nurse Cavell; Guard Richardson 7) when “a restrictive modifier + proper name” acquires the value of a new proper name. e.g. Roman Britain; Bloody Mary 8) When names of organizations, offices, institutions, buildings, ships, etc. begin with a proper noun. e.g. Cambridge University; Westminster Abbey
Anaphoric, cataphoric and situational reference
Definite specific reference can be anaphoric, cataphoric or situational.
Anaphoric, cataphoric and situational reference
Determiners II
What is known?
Articles are the most typical of determiners.
Three articles
English has three articles:
The definite article: the The indefinite article: a/an The zero article – the absence of an article
Generic and specific reference
concepts
The bull terrier(牛头犬与狸杂交而生的狗) makes an excellent watchdog. A bull terrier makes an excellent watchdog. Bull terriers make excellent watchdog. Nora has been studying the medieval mystery play. Nora has been studying a medieval mystery play. Nora has been studying medieval mystery plays. The -- generic function (no difference in subject/nonsubject positions) A --- one, any representative member of the class Zero – a subset of one group, undifferentiated whole
Anaphoric, cataphoric and situational reference
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Cataphoric reference
When the referential meaning of the definite article is determined by what follows the article and the head, and the article has to point forward for its own interpretation, that is cataphoric reference Cataphoric THE: the cataphoric use of “the”.
An ox is a useful animal. Carrots are my favourite vegetables Knowledge is power.
why ?
Specific reference
What is specific reference?
Specific reference refers to a particular specimen of the class.
-
e.g. He ordered a book some time ago. The book has now arrived.<direct> John bought a bicycle, but when he rode it one of the wheels came off. <indirect> I lent Bill a valuable book, but when he returned it, the cover was filthy, and the pages were torn.
Types of specific reference
definite specific reference indefinite specific reference
Specific reference
definite specific reference – a person or an object can be indentified uniquely in the context or according to the common knowledge shared by speaker and hearer. commonly expressed by THE
How can an article be generic reference?
1)The + a singular count noun 2)The + certain adjectives or adjectival participles e.g. Galileo claimed that he had invented the telescope.
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e.g. Who’s on the radio? How’s the cough today? She asked, “Why is Father out of work”? He was elected chairman of the students’ union.
Articles in use with different classes of noun
-
Situational reference
A kind of definite specific reference that depends not on any referent that has occurred in the context but solely on the common knowledge shared by speaker and hearer or on a specific situation in which the reference is made clear. Most commonly denoted by THE, but in certain situations can also be denoted by ZERO.
indefinite specific reference – a person or an object cannot be definitely identified. commonly expressed by A/AN or ZERO ARTICLE e.g.
Old Tom owns a dog and a cat. The dog’s name is Boris; the cat’s name is Blackie. I’ve just been back from the market. Here’s a letter for you. The streets are clean and are shared with trees.
A matter of focus: Zero – categorial meaning Some – quantitative meaning
Articles in use with proper nouns
1 zero article
1)Mostly, proper names take zero article. e.g. Germany, Abraham Lincoln 2) Most English titles and some foreign in case of “title + propername”; e.g. King Edward; Dr. Johnson; Monsieur Hercule Poirot 3) Most geographical names of regions, lakes, individual mountains or islands e.g. Asia; Lake Taihu; Mount Fuji 4) Most names of streets, squares, stations, airports, parks, bridges, etc. e.g. Regent Street; Times Square; Euston Station; Heathrow airport; Hyde Park; London Bridge