语法5
现代汉语 语法5

受到”等。例如:
第 五
感到很舒服
章 语
感觉很好
法
以为他走了
第 五
认为你不行
节
句
承认错了
子 成
忍受痛苦
分
觉得不好
主张承包这个项目
遭受迫害
遭到打击
受到批评
SYU Chinese Department LYX
单击此处编辑母版标题样式
现
代 汉
C.少数用附加式构成的合成词“予以、加以、
语 下
给以、敢于、善于、勇于、显得”等。例如
语 法
大会 进行 讨论。 表动作始终的动词
第 大会 结束讨论。
五
节 句
他 这[ 才][ 发] 现 衣服已经完全湿透了。 表感知的动词
子
成
分 学校的中心工作是培养学生成才。 判断动词“是”
予以 奖励。
加以 表扬。
值得 认真学习。
SYU Chinese Department LYX
主语和谓语4
现 代
(三)宾语的意义类型
子 成
美丽的校园 伟大的祖国 弯弯曲曲的小河 风平浪静的港湾
分
限制性定语一般由名词性词语、动词性词语和区别词充当。
春天的阳光 石头房子 戴眼镜的老汉 野生动物
限制性定语里有一种是表同一性的。
为谁服务的问题是一个原则性的问题。
如果把其中“的”换成“这个”,偏正短语就转化为同位短语。
SYU Chinese Department LYX
动词性偏正短语 主
状
]
中
介词短语
中〈
补
|| 谓
状] 中 状] 中
定 )中
量词短语
动词性偏正短语作主语
语法 第五章 连词

A. or
B. and
C. yet
D. but
5._____I know, he had been here for half a year.
A. As long as B. As well as
C. As soon as
D. As far as
6. Li Lei likes western food _____his parents prefer Chinese food.
She likes neither butter nor cheese.
她既不喜欢黄油也不喜欢奶酪。
判断正误:
你和我都不知道真相。
Neither you nor I don’t know the truth. ×
Neither you nor I know the truth.
√
neither nor本身就表示全部否定,所以不再用否定词,即不加not。
4.因果关系 The leaves of the trees are falling, for it’s already autumn.
树叶在落,因为秋天已经到了。
4.因果关系 It was still painful so I went to see a doctor.
那个地方还疼,因此我去看了医生。
尽管她有时可能很烦人,我还是喜欢她。
从属连词
11.as if/though:仿佛,好像 He bent the iron bar as if/though it had been made of rubber.
他将铁棍折弯,仿佛那是用橡皮做成的。
注意
汉语习惯上说“因为……所以……”,但英语却不 能将because 与so同时用在一个句子中;
乔姆斯基 普遍语法 5阶段

Chapter Three Major Developmental Phases of Chomsky's Linguistic TheorySince the turning out of his first book Syntactic Structure in which he formulated his transformational grammar, Chomsky has updated his extensively-applied linguistic notions with more lectures given and books issued. It is commonly recognized to be five phases.Phase One: Transformational GrammarIt is impossible to understand Chomsky’s linguistic notions without understanding his transformational grammar which is undoubtedly a milestone in the history of modern linguistics. Prior to the publication of Syntactic Structure in 1957, the linguistic study was mainly concerned with structuralism. Structural linguistics, with its insistence on objective methods of verification and precisely specified techniques of discovery, derives from the "behavioral sciences" approach to the study of man, and is also largely a consequence of the philosophical assumptions of logical positivism.During that period, most American linguists, according to Chomsky,defined the task of linguistics as “collecting language elements and classifying them”(Chomsky 1970:100). The approach was the mechanic procedure to find the language truth and discipline. Linguistics was a kind of verbal botany. Linguists at that time were just giving a description of a language by colleting data, colleting a large number of utterances of language. These utterances were always recorded on a tape recorder or in a phonetic script. The second step was to classify these elements of language at different linguistic levels, from the units of sounds, the phonemes, to the morphemes, then to the sequences of word classes. The study target was the rich language elements and structuralism was inductive with a word-grammar.However, with the language ability as the study target, TG aims to establish some theories, by means of which we can make sure which rules form the basis of language structure. The aim of linguistic theory was to provide the linguist with a set of rigorous methods, a set of discovery procedures which he would use to extract from the "corpus" the phonemes, the morphemes, and so on. Its approach is puttingforward hypothesis which is to be tested by native language speakers. Therefore, TG is a deductive language-category grammar which can explain infinite sentences with limited analyses.John R. Searle concludes that:Chomsky argued that since any language contains an infinite number of sentences, any "corpus," even if it contained as many sentences as there are in all the books of the Library of Congress, would still be trivially small. Instead of the appropriate subject matter of linguistics being a randomly or arbitrarily selected set of sentences, the proper object of study was the speaker's underlying knowledge of the language, his "linguistic competence" that enables him to produce and understand sentences he has never heard before.(Searle 1972: 29)Once the conception of the "corpus" as the subject matter is rejected, then the notion of mechanical procedures for discovering linguistic truths goes as well. Chomsky argues that no science has a mechanical procedure for discovering the truth anyway. Rather, what happens is that the scientist formulates hypotheses and tests them against evidence. Linguistics is no different: the linguist makes conjectures about linguistic facts and tests them against the evidence provided by native speakers of the language. He has in short a procedure for evaluating rival hypotheses, but no procedure for discovering true theories by mechanically processing evidence.The Transformational Grammar can be expressed in the following way:1 .Two levels of representation of the structure of sentences: an underlying, more abstract form, termed 'deep structure', and the actual form of the sentence produced, called 'surface structure'. Deep structure is represented in the form of a hierarchical tree diagram, or "phrase structure tree," depicting the abstract grammatical relationships between the words and phrases within a sentence.2. A system of formal rules specifying how deep structures are to be transformed into surface structures.Like a revolution, the transformational grammar established the basis for other subsequent theories of human grammatical knowledge. Since Chomsky's original presentation, many different theories have emerged. With the notion of a transformation remaining a central element in most models, concepts like deep structure and surface structure, phrase structure tree, phrase structure rules, verb phrase, noun phrase, creativity/ productivity became the grammatical elements in language study.Phase Two: Language Competence and Performance; Standard TheoryIn Aspects of the Theory of Syntax in 1965, Chomsky put forward two sets of concepts, which are now widely known. One is competence and performance and the other deep structure and surface structure. Chomsky defines competence as the ideal user's knowledge of the rules of his or her language, and performance the actual realization of this knowledge in linguistic communication.According to Chomsky,speakers have internalized a set of rules about their language. This rule system enables them to produce and understand an infinitely large number of sentences and recognize sentences that are ungrammatical and ambiguous. Chomsky holds that linguists should study the ideal speaker's competence, because the speaker's performance is too haphazard to be studied. Thus, the task of the linguists is to discover the speaker's internalized rules. Competence is independent from performance. The difference between them is like that between knowledge of language and use of that language. Although the investigation of competence is challenging because of the complexity of our knowledge of language, performance is observable. From this point, Chomsky began to look at language from a psychological point of view and consider linguistic competence as a property of the mind of a speaker.In order to explain the difference between "performance" (all sentences that an individual will ever use) and "competence" (all sentences that an individual can utter,but will not necessarily utter), Chomsky emphasizes the existence of some innate knowledge. Chomsky proves that the grammar of a natural language cannot be reduced to a finite-state automaton. He then argues for the existence of two levels of language: an underlying deep structure, which accounts for the fundamental syntactic relationships among language components, and a surface structure, which accounts for the sentences that are actually uttered, and which is generated by transformations of elements in the deep structure. Transformational analysis does overcome the limitations of phrase structure.Chomsky divides the knowledge of language into two components: a universal grammar, which is the knowledge of language possessed by every human, and a set of parameter values and a lexicon, which together constitute the knowledge of a particular language. On the whole, the various components of the grammar as articulated in Chomsky's Aspects of the Theory of Syntax (1965) are: the base component, transformational rules, the lexicon (the set of lexical items with syntactic, semantic, and phonological information), semantic interpretation rules, and the phonological component. Then comes the other distinctive feature of the second phase is the establishment of the Standard Theory, which defines a grammar as made of a syntactic component (phrase structure rules, lexicon and transformational component), a semantic component and a phonological component. The deep structure of a sentence is a tree (the phrase marker) that contains all the words that will appear in its surface structure.By including an account of the relation between sound and meaning in the construction of a grammar, Chomsky started coupling syntax and semantics. In this sense the "standard theory" syntax provides the mechanisms for transforming a meaning (a deep structure) into a phonetic representation (a surface structure).Phase Three: Extended Standard TheoryIn early transformational generative grammar, it was assumed that all semantic interpretation would be done off deep structure, but with the proposals for the extended standard theory (EST) of Chomsky came the realization that certain aspects of semantic interpretation, such as focus and presupposition and scope of quantifiers,must be done off surface structure. More recent developments suggest that EST did not go far enough. In Reflections on Language 1975, Chomsky made a good non-technical review of the EST and various philosophical issues related to generative grammar.In fact, the label 'Extended Standard Theory' was used for a while during the 1970's to describe a particular stage in the evolution of the framework. Over the next 15 years, the framework experienced great revision and changes.Phase Four: REST, GBBy the early 1980's a framework of syntactic theory had been developed, which became different enough to require a completely new presentation and a distinctive period.In 1980 Chomsky delivered a series of lectures at Pisa which were published in the subsequent year under the title 'Lectures on Government and Binding'. These lectures essentially presented the new framework for the first time in an organized, relatively coherent form. As a result, the title of the book was very swiftly given to the framework, which consequently is referred to by many as 'Government & Binding' or 'GB'. GB theory develops directly and without a radical break from earlier work in transformational generative grammar, in particular, from research that falls within the framework of the Extended Standard Theory.Government theory deals with the relationship between a syntactic head (e.g., a verb or preposition) and its dependents and binding theory, the relations among anaphors, pronominals, referring expressions, and their possible antecedents in sentences. 'Government & Binding' has been taken for the label 'Revised, Extended Standard Theory', often abbreviated 'REST'. Chomsky (1985) published Knowledge of Language: Its Nature, Origin and Use, in which the concepts of principles and parameters approach, typically abbreviated `P&P' or `PPA', took the place of former rules.The principle advantage of the Principle and Parameters framework lies in its potential for solving "Plato's Problem": how children can acquire their first language with such remarkable speed and efficiency. The principles do not generalize but the approach might be suggestive both in its achievements and apparent boundaries. Along with developments in other fields, especially immunology, it is regarded as a task of selection rather than that of instruction. The idea can be expressed like: everything is already laid out in the child's mind and the acquisition of knowledge lies in selecting particular choices from what has been laid out.Phase Five: Minimalist ProgramIn the 1990s Chomsky formulated a "Minimalist Program" in an attempt to simplify the symbolic representations of the language facility. The MP remains a version of the P&P model and thus enjoys the benefit of reducing the tension between descriptive and explanatory adequacy. Specific rules and constructions were being abstracted and subsumed under parameterised principles, which were then attributed to the initial state of the language faculty. In general, there are two aspects of this program: first, the minimisation of linguistic levels; second, the economy principles of derivation and representation.Although Chomsky's core ideas and their psychological implications have already formed during the first half of the 20th century, he never stops his revision of his own inventions. Minimalism is a manifestation of Chomsky's intellectual vigor in revision and regarded as the most radical of the periodic upheavals in his thinking.Although this paper have divided the development of Chomsky's language notions into the above five phases, it is no doubt that he has never stopped his devotion to language study and we also see the Post-Chomsky Linguistics which included three major tendencies. The first tendency is generative semantics, which motivates syntactic rules by means of semantic evidence. The second one is the upholding of the viewpoint like "Deep structures are universal" and "All languages have the same deep structure."A third tendency is the constantly increasing employment of the conceptual and terminological apparatus of modern formal logic and formal semantics.Chomsky Noam. Knowledge of Language: Its Nature, Origin, and Use. Westport: Greenwood Publishing Group, 1985.Searle John. Chomsky's Revolution in Linguistics. The New York Review of Books, 1972.Chomsky Noam, Syntactic Structure . Paris: Mouton & Co. N.V., Publishers, 1970.Chomsky Noam. Aspects of the Theory of Syntax. Massachusetts: The M.I.T. Press, 1965.。
语法研究5语义特征

(二)语义特征和语义特征分析 1 语义特征 一组或一类词共有的、同特定的句法结构 的语义具有语义兼容关系的语义成分叫做语 义特征。语义特征具有如下性质: (1)语义特征包含在词语的词汇意义之中, 为一组词或一类词所共有,是共同的词汇意 义的概括和抽象。
(2)语义特征不仅具有范畴意义,而且具 有关系意义。 (3)语义特征同特定的句法结构的语义相 一致,是句法结构的语义结构的一个组成部 分。
第五节
语义特征分析
5 1 关于语义特征 (一)狭义同构的句法结构语义有别的原因 狭义同构的句法结构在语义上仍然可以有 别,这通过变换分析可以证明。 台上坐着主席团 台上唱着梆子戏 主要原因是:句法结构的成分的语义性质不同。
什么成分的语义性质是其中最主要的影响因素呢? (1)台上坐着主席团→主席团坐在台上 台上唱着梆子戏→*梆子戏唱在台上 (2)门外站着人→ 人站在门外 门外敲着锣鼓→* 锣鼓敲在门外 (3)厨房里堆着菜→ 菜堆在厨房里 厨房里炒着菜→*菜炒在厨房里 (4)嘴里含着口香糖→ 口香糖含在嘴里 嘴里嚼着口香糖→ *口香糖嚼在嘴里
B 在食堂里吃饭→ *饭吃在食堂里 在盆子里洗手→ *手洗在盆子里 在邮局里寄信→ *信寄在邮局里 在教室里唱歌→ *歌唱在教室里
A的动词表示作用于受事名词,并且使之达到 “在+NP”的结果或状态,而B的动词不能这样致使。 写:用笔在纸上或其他东西上做字。 挂:借助于绳子、钩子、钉子等使物体附着于某 处的一点或几点。 插:长形或片状的东西放进、挤进、刺进或穿入 别的东西里。 漂:停留在液体表面不动。
(2)词义系联。 同一意义的词语有相同的语义特征,构成 这些词的同义的成词语素在单独成词时一定 有共同的语义成分。 不同义系联包括上下位系联、类义系联, 系联的结果得到上下位词。
【走向高考】2021高考英语 语法专题温习5 情态动词与虚拟语气试题精解(1)

语法专项(五) 情态动词与虚拟语气一、情态动词考点一can和could的用法1.表示惊讶,经常使用在否定句和疑问句中。
How could you do such a silly thing?你怎么能做那样的蠢事呢?2.表示可能性,意为“可能,有时会”。
can和could没有时态的不同,只是could不太确信。
Jogging can be harmful to the health.慢跑可能会对健康有害。
Accidents can/could h appen on such rainy days.如此的多雨天气可能会发生交通事故。
(客观的可能性)3.can用于否定句,意为“应该不是,不可能”。
I think it's all right. She can't make a mistake.我想应该没事,她不可能犯错误。
The story can't be true.那个故事不可能是真的。
4.cannot...too/enough表示“不管……也只是分”;“越……越好”。
You can't be too careful while driving.开车时越警惕越好。
You cannot remember enough English words.你记的英语单词越多越好。
5.cannot but+do sth.表示“不能不,只好”。
I couldn't but choose to go.我只好去。
[考题印证1](2021·安徽改编)It ________ be the vocabulary that caused you the problem in the exercise because you know a lot of words.不可能是辞汇致使了你练习中的问题,因为你明白很多的词。
解析:此题考查强调句和情态动词。
依照后半句“because you know a lot of words”,可知此处要用否定词,couldn't“不可能”。
语 法(句子常见的语法错误)5

• 五、歧义及歧义的消除 • 造成歧义的原因 • 1、由同音词造成。(在口语中出现) • 生产的产品全部(全不)合格。 • 我在(再)写一篇文章。 • 2、由兼类词或多义词造成。 • 我的门没生,在上课时,一般来说,大家都
能遵守课堂纪律。 • 他每天读报,注意关心国内外大事。 • 今年高考还有三天就要开始考试了。 • 她是一位漂亮、美丽、聪明、好看的刚满 二十岁的年轻姑娘。 • 曾经没有人听到那件事。
• 四、句式杂糅 • 1、不同结构相套 • 要想真正学点东西,一定要下苦功夫不可。 • 我一定要做好一个受学生欢迎的辅导员工
• 3、由多义短语造成 • (1)句法关系两可 • 学习文件 出口商品 改良品种 表演节目 • (2)施受关系模糊 • 鸡不吃了 谁都不认识 找一个人去 • (3)层次关系不明 • 我们小组讨论 • 我和他的朋友 • 车上睡不好
• 消除歧义的办法 • 1、更换词语 • 2、更换句式 • 3、利用上下文的联系 • (这件事是官僚主义造成的,)有关领导
国“四化”建设的罪恶阴谋。 • 3、述语、补语搭配不当 • 我们对他照顾得实在不周全。 • 它将把我们的家乡打扮得更加美丽富饶。 • 他的字写得稀里糊涂一大片。 • 她每天把屋子打扫得整整齐齐。
• 4、定语、中心语搭配不当 • 一切有志气的青年,应为光辉灿烂、美丽
富饶的共产主义事业而努力奋斗。 • 在茫茫九派流中国的封建社会里,广大人 民群众生活在水深火热之中。 • 5、状语、中心语搭配不当 • 建华的心很细,做作业总是精打细算地演 算数学题。 • 有的人在生活作风上拖拖拉拉,得过且过。
• 9、苏联电影周的上映,受到了广大观众的
语法5(限定词1)

• 2. each, every的用法 • each用作限定词,后面接单数(可数)名词,但当出现另外一 个限定词时(如冠词,物主代词,指示代词),要用each of, 后面接复数名词,each of也可以用在人称代词前。 • e.g. I) Each day is better than the one before. • II) I’ve invited each of my colleagues in turn. 我一一邀 请了我的每一位同事。 • III) She phoned each of us. 她给我们每人都打了电话。
• each和every都可以表示全体中的“每个”,但它们的意思 并不完全一样,区别在于:
• 1) each可以用来指两个或两个以上的人或物,而every却总是指三个或 三个以上的人或物。 • e.g. I) Every student in the class took part in the performance. 班里 每个同学都参加了演出。 • II) Each side of the street was crowded with people. 街道的两边 都挤满了人。 • 2) every和each的区别还在于every指许多人或物中的“每一个”,侧 重于总体概念,意思类似于all。而each则指许多人或物中的“各个”, 侧重于个别。 • e.g. I) Every pupil failed the test. = All the pupils failed the test. 所有 小学生都没有通过考试。 • II) We want every student to succeed. = We want all the students to succeed. 我们想要每个学生都成功。 • III) Each child will find his or her own personal road to success. 每个孩子都将会找到他或她自己的成功之路。 • IV) The president shook hands with each player in turn after the game. 赛后,总统和每一位选手都握了手。
语法知识(5)—句子的成分和基本句型

1句子的成分和基本句型一、句子的概念The Definition of the Sentence句子是由词按照一定的语法结构组成的,是能表达一个完整概念的语言单位。
二、句子成分The Components of the Sentence概念:组成句子的各个部分。
主要包括:主语、谓语、表语、宾语、宾语补足语、定语和状语。
主语和谓语是句子的主体部分(在英文中一般的句子必须有主语和谓语,祈使句除外)。
1. 主语:是在句子中说明全句中心主题的部分。
一般由名词、名词短语、代词、不定式或动名词来充当。
一般置于主句及从句的句首。
The classroom is very clean.Seeing a film is pleasure while making one is hard work.We study in No. 1 Middle School.To teach them English is my job.注:不定式做主语时,常可用形式主语it句型进行转换,例如上句To teach them English is my job. = It is my job to teach them English.(真正的主语是to teach them English)。
2. 谓语:主要说明主语“做什么”、“是什么”或“怎么样”,即主要描述主语的行为动作,是由动词及动词短语构成。
一般置于主语后。
His parents are doctors.She looks well.We study hard.I have done the job.He can speak English.3. 表语:说明主语“是什么”或者“怎么样”,即主要描述主语的属性及状态。
由名词、形容词、副词、介词短语、不定式及短语来担任。
表语的位置一般在系动词的后面。
2You look younger than before.I am a teacher.Everybody is here.They are at home now.My job is to teach them English.4. 宾语:是动作、行为的对象,由名词、名词短语、代词、不定式或动名词来充当,它和及物动词一起说明主语做什么,通常置于谓语动词之后。
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语法。
5动词时态自测题1. Long ago,people didn’t know the earth ______ round the sun.A) moves B) were movedC) moved D) had moved2. Tom will go to school the moment he ______ his work.A) will finish B) finishedC) finishes D) would finish3. I will go there even if it ______ tomorrow.A) will have rained B) will rainC) has rained D) rains4. In case he ______,let me know.A) has come B) comesC) will come D) would come5.It’s hard to tell if it ______ tonight.A) will snow B) snowsC) shall snow D) will have snowed6.Free tickets will be given to whoever ______ first.A) will come B) has comeC) comes D) come7.I ______ John several times during the past month.A) saw B) had seenC) see D) have seen8.It ______ every day so far this week.A) has rained B) rainsC) is raining D) rained9.This is the first time that I ______ to Paris.A) will go B) have beenC) have gone D) came10.It is the third cigarette that I ______ this morning.A) smoke B) smokedC) have smoked D) am smoking11.Anne is one of the brightest pupils who ______ from the school.A) have graduated B) has graduatedC) had graduated D) graduated12.I am to do my homework as soon as I ______ back from school.A) had arrived B) will arriveC) have arrived D) would arrive13.By the time Mrs.Smith left the school,she ______ that course for twenty years. A) taught B) has taughtC) has been teaching D) had taught14.Where ______ when I was in the Atlantic City?A) have you been B) were youC) had you been D) did you15.No sooner had Mr.Green finished explaining the poem than the students questions ______ to pour in.A) begin B) beganC) beginning D) had begun16.Our teacher said the Yellow River ______ the second largest river inChina.A) was B) wereC) has been D) is17.Perhaps I ______ reading the book by this time tomorrow.A) will have finished B) will finishC) have finished D) would have finished18.We ______ nearly a thousand miles when we reach London.A) travel B) have traveledC) shall have traveled D) are traveling19.I’ll ______ my sister at the airport at five o’clock tomorrow afternoon. A) be meeting B) be metC) have met D) have been meeting20.The little girl ______ fine deeds both at and out of school.A) was always done B) is always doingC) had always done D) does always do21.I had intended to ______ you an early reply,but I didn’t know how to get contact with you.A) have given B) would giveC) give D) giving22.I was to ______ to see you yesterday,but I was too busy to get away.A) come B) be comingC) have come D) coming23. It is two years since I ______ you.A) see B) have seenC) had seen D) saw24.It is the third time that Tom ______ late for class.A) has arrived B) arrivesC) arrive D) is arriving25.He will come to call on you the moment he ______ his work.A) will finish B) finishesC) finished D) to finish26.— Let’s hurry.The president is coming.— Oh,I thought that we ______.A) already miss him B) had already missed himC) will miss him already D) have already missed him27.The Smiths told Jack that they ______ a new car the next morning.A) went to buy B) would be going to buyC) were going to buy D) have gone buying28.John and Mary ______ in September.A) are to be married B) will marryC) is to marry D) is married29.I liked to play football when I was at the university,but I broke a legfive years ago and since then I ______.A) haven’t played again B) didn’t play againC) would not play again D) would have played again30.It doesn’t matter who ______ there in his place.A) will go B) go toC) went D) goes31.When he graduates from the university this summer,Tom ______ here for four years.A) will be studying B) will studyC) will have studied D) studies32.The little girl told me her name only after I ______ her mine.A) had told B) toldC) tell D) have told33.I’d like to know when he ______ back.A)is B) will beC) be D) would be34.Whatever ______,you should keep cool-headed.A) happened B) should happenC) will happen D) happens35.I’ll let you have the book when I ______ through.A) will be B) am going to beC) am D) shall be36.________last year and is now earning his living as an advertising agent. A) He left the school B) He has left schoolC) He had left school D) He left school37.I knew I could not finish the homework________.A) by he had come B) until he has comeC) when he comes D) before he came38.The government________to approve the use of widespread surveillance when the Justice Department took objections.A) is going B) had beenC) was about D) is coming39.I hadn’t expected James to apologize but I had hoped_______.A) him calling me B) that he would call meC) him to call me D) that he call me40.Do not disturb me.I_______letters all morning and have written tenso far.A) write B) have writtenC) was writing D) have been writing41.Mr.Brown_______here for two weeks.A) has already been B) is already beingC) has already been being D) is already42.Hand in your papers when you______ the test.A) are finishing B) will finishC)will have finished D) have finished43.By the time the course ends,______ a lot about Britain.A) we’ll learn B) we are learningC) we have learned D) we’ll have learnt44.My father_______.A) has forever criticized me B) forever criticizes meC) does forever criticize me D) is forever criticizing me45.James has just arrived,but I didn’t know he______until yesterday.A) will come B)was comingC)had been coming D)comes46.Whenever I ______ these days,I always carry my raincoat.A) shall go out B) am going outC) would go out D) go out47.I had hoped_______my letter.A) her to answer B)that she answerC)that she would answer D)her answering48.This is the first time _______really relaxed for months.A) I’ve felt B)I feelC)felt D)I am feeling49.They were quarrelling about the property their father _______ them when he_______.A) left…died B)left…had been deadC)had left…died D)had left…was died50.I______that we would be able to leave tomorrow,but it’s beginnig to look difficult.A) hoped B)had hopedC)was hoping D)would hope51.The company_________a rise in salary for ages,but nothing has happened yet. A) is promised B)has been promisingC)is promising D)promised52.There was a knock at the door.It was the second time someone________me that evening.A) had interrupted B)would have interruptedC)to have interrupted D)to interrupt53.The new one way scheme______for just over six months,and traffichas improved considerably as a result.A) has been operated B)has to be operatedC)has been operating D)had operating54.They were sweating all over because they ______ basketball for more than two hours.A) were playing B)were to playC)were to have played D)had been playing55.Ever since the world began,nations ______ difficulty in keeping peace with their neighbours.A) have had B)haveC)had D)had had56.I would very much like to have gone to see the movie,but I ______ a ticket. A) shall not have B)haven’t hadC)don’t have D)didn’t have57.When Kate came to call on me,I had just finished my washing and _______ to prepare my lunch.A) have started B)would have startedC)had been starting D)was starting58.I ______ work last week,but I changed my mind.A) were to start B)was to startC)was to have started D)had started59.By the middle of the 21st century,the vast majority of the world’s population ________ in cities rather than in the country.A) are living B)will be livingC)have lived D)will have lived60.I’ll come to your office as soon as I ______ the paper.A) obtain B)will obtainC)am to obtain D)have obtained。