章振邦《英语语法教程》教学大纲
章振邦英语语法教程--Lecture6NounsandNounPhrases
章振邦英语语法教程--Lecture6NounsandNounPhrasesLecture 6 Noun and Noun Phrase6.1 Classification of the nounThe noun is a class of word that denotes the name of a person, an animal, a plant, a thing, a place or an abstract idea. Notionally, nouns are divided into two major categories: proper nouns and common nouns.1) Proper nounsA proper noun is one that refers to a particular or unique person, place, animal, thing, or abstract idea, e.g.:Adam Smith, Africa, the European Union, WTO, The New York Times, the Great Wall, Marxism2) Common nounsA common noun does not refer to a particular person, place or thing; and so it is opposed to a proper noun. Notionally, common nouns can be further divided into individual nouns (an artist, several artists), collective nouns (police, machinery), mass/material nouns (bread, coffee), and abstract nouns (beauty, bravery).Grammatically, common nouns fall into two types: count nouns and non-count nouns. Proper nouns, mass nouns, and abstract nouns are non-count nouns, while all the individual nouns and some of the collective nouns (such as family and government) are count nouns.6.2 Noun phrase analyzed1) Formation of noun phraseA noun phrase is a noun or a group of words organized with a noun or a noun equivalent as its headword. A noun phrase (abbreviated as NP) may be a noun or a pronoun alone, e.g.:Money often unmakes the man who makes it.Children learn to creep before they can walk.But most frequently it is a noun or pronoun with determiner and pre- and/or post- modification, e.g.:the name the name of the gamean old name the name he gave2) Head/Headword of noun phraseAll kinds of nouns can function as head of noun phrase, e.g.:A Midsummer Night’s Dream is a play by Shakespeare.A lot of new buildings have sprung up in the suburban town.A friend in need is a friend indeed.Fools learn nothing from wise men; but wise men learn much from fools.The child is father of the man.Beauty lies in lover’s e yes.Business is the salt of life.When a noun phrase takes a pronoun as its headword, it is called a pronoun-headed noun phrase, e.g.:He who hesitates is lost.There is something interesting on the front page.3) Determiner and premodifier in the noun phraseBoth determiner and premodifier are elements appearing before the headword, but they play different roles in their relation to the head. Determiners are concerned with the referential meaning of the head. The choice of a determiner is strictly linked with the grammatical form of the head word, e.g.: The/This/My/Albert’s pet is very valuabl e.All these pets are not for sale.Much money was wasted on the project.Many a famous pop star has been ruined by drugs.Premodifiers talk about the internal characteristics of the entity expressed by the headword. They are not structurally linked with the head, e.g.:an intelligent girlmany intelligent girlsan empty handempty promises4) Complex noun phraseThe headword of noun phrase is often followed by a long and complicated postmodifier, thus forming a complex noun phrase, which expresses very complicated ideas. For example: Luckily, at this time he caught a liver complaint, for the cure of which he returned to Europe, and which was the source of great comfort and amusement to him in his native country.。
Lectureingparticiple语法教程章振邦上外学习教案
(b) need, want, require, deserve ★ need doing = need to be done eg. This letter needs ___ (sign) by the manager.
The boy wants watching. The boy wants to watch. He deserves shooting first.
第二十三页，编辑于星期六：十八点 一分。
1. Agriculture is the country’s chief source of wealth, wheat ______ by far the biggest cereal crop. (TEM-4, 2003)
eg. Try ___ (put) in some more vinegar ---- that might make it taste a bit better.
I keep trying ___ (make) a tasty cheese cake but I never succeed.
Revolution means ___ (liberate) the productive force.
In the end she decided to buy / on buying a new car. (e) encourage, permit, allow, recommend, advise,
authorize
+ doing / sb. to do eg. She doesn’t allow ___(talk) here.
第十七页，编辑于星期六：十八点 一分。
(b) stop, leave off, go on eg. They stopped watching TV at 9:30.
英语语法第一讲语法层次和句子结构课程教案
黑板板书
个别发言
14分钟
理论讲授
4. 分句， 按其不同句法功能可以分为：独立分句和从属分句，简单分句和复杂分句，主句和从句
5. 句子是最高一级的语法单位，（完全句和不完全句，简单句、并列句、复杂句、并列复杂句）
6.主谓结构和句子分析
分句通常由主语和谓语两大部分组成，补充例句进行讲解
句子分析，把句子分成主，动，宾，状，补等5个主要的成分，补充例句进行分析
讲解
黑板板书
做题
28分钟
归纳总结
语法层次和句子结构
提问
课件演示
集体回答
2分钟
作业
每位学生找一段200词左右的段落，并划分每一句的句子结构
讲解要求
讲解演示பைடு நூலகம்
记录
1分钟
后记
教学重点/难点
教学重点：词（简单词、派生词、复合词，封闭词类、开放词类）；分句（独立分句和从属分句，简单分句和复杂分句，主句和从句）；主谓结构和句子分析；5种基本句型及其转换与扩大
教学难点：主谓结构和句子分析；5种基本句型及其转换与扩大
教材/教参
教材：章振邦. 新编英语语法教程. 上海：上海外语教育出版社 ， 第四版.
参考资料：
1. 薄冰. 薄冰英语语法指南. 北京：外语教学与研究出版社 ， 第一版
2. 张道真. 实用英语语法. 北京：外语教学与研究出版社， 最新版
二、教学设计
步骤
教学活动
教学方法
教学手段
学生活动
时间分配
介绍
1.本门课程的课程性质，地位和作用
2.本门课程的主要内容和学时分配
3.课堂要求和考核形式
讲授（口述）
课件演示
章振邦英语语法教程--Chapter 2 Clause structure and basic clause patterns
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.。
章振邦英语语法教程--Lecture 4 Subject-verb Concord(1)
Lecture 4 Subject-verb Concord (1) Subject-verb concord refers to agreement in number between the subject and the predicate verb.4.1 Guiding principlesThere are three principles guiding subject-verb concord of grammatical concord, principle of notional concord and principle of proximity.1) Grammatical concordThe principle of grammatical concord refers to the rule that the verb must match its subject in number. If the subject plural, the verb should take the plural form; if, on the other hand, the subject is singular or is a mass noun, the verb should take the singular form, e.g.:Both boys have their own merits.Every girl comes on time.Much effort is wasted.Difficulties arise when this principle comes into conflict with the other twoprinciples: principle of notional concord and principle of proximity.2) Notional concordThe principle of notional concord refers to the rule that the verb can sometimes agree with the subject accoridng to the notion of number rather than to the actual presence of the grammatical marker for that notion, e.g.: The government have asked the country to decide by a vote.Fifteen miles seems like a long walk to me.3) ProximityThe principle of proximity denotes agreement of the verb with a closely preceding noun phrase in preference to agreement with the head of the noun phrase that functions as subject, e.g.:Either my brothers or my father is coming.Neither Julia nor I am going.Note that grammatical concord is the basic principle, but when the subject is realized by acollective noun, a coordinate form or an expression of quantity, the other two principles will have to be considered.4.2 Problems of concord with nouns ending in –sThere are quite a few nouns that end in –s but which are not countable. Some of these nouns are treated as singular, some as plural, and some either as singualr or as plural. All this can be dealt with as illustrated in the following.1) Disease and game names ending in –sNames of diseases ending in –s are mostly treated as singular, but there are a few such names (as measles and rickets) which can be used either as singular or as plural.Game names ending in –s are generally used as singular with the exception of cards which is usually treated as plural.2) Subject names ending in –icsNames of subjects ending in –ics are generally singular nouns, but some such nounsare treated as plural when used not as subject names. Compare:Acoustics is the science of sound.The acoustics in the new concert hall are faultless.Economics is a required course for all the students.The economics of the project are still being considered.3) Geographical names ending in –sGeographical names such as the names of archipelagos, mountain ranges, straits and falls are generally plural, except for a few that are treated as singular when used as the names of countries, e.g.:The Himalayas have a magnificent variety of plant and animal life.The straits of Gibraltar have not lost their strategic importance.In early January 1976, the Netherlands was hit by its worst storm since 1953.4) Other nouns ending in –sNames of things made of two parts such as scissors, pincers, etc. are usually used as plural. But when they are preceded by such unit nouns as a pair of and two pairs of, the number form of the following verb is generally determined by the number marker of the unit noun.Nouns usually taking plural endings such as archives, arms and clothes are generally used as plural with the exception of whereabouts, dramatics, etc. which may be treated either as plural or as singular.Nouns ending in –ings such as clippings, diggings, etc. are generally used as plural with the exception of tidings which can be used both ways.There are also nouns such as barracks and headquarters whose singular and plural number share the same form. These nouns are treated as plural when used in the plural sense, or vice versa.4.3 Problems of concord with collective nounsas subjectCollective nouns are singular in form but plural in meaning. The choice between the grammatical concord and the notional concord is mostly dictated by usage.1) Collective nouns usually used as pluralThese include people, police, cattle, militia, poultry, vermin, etc.The Chinese people are a great people.Domestic cattle provide us with milk, beef and hides.2) Collective nouns usually used as singularThese include foliage, machinery, equipment, furniture, merchandise, etc.:All the merchandise has arrived undamaged.All the machinery in the factory is made in China.3) Collective nouns used either as plural or as singularThere are collective nouns that can be used either as plural or as singular. The choiceof the verb form following such nouns depends on the exact meaning of the noun in a specific context. When the noun is used in the sense of a collective as a whole, the verb takes the singular form. If, on the other hand, the noun is used in the sense of the individuals that make the collective, the verb takes the plural form. Compare:The anti-crime committee is to make its report tomorrow.The committee are divided in opinion about this problem.That group of soldiers is a top-notch fighting unit.That group of soldiers have the best ratings of individual performance.4) A committee of, etc. + plural nounWhen a plural noun is preceded by a committee of/a board of/a panel of, the verb usually takes the singular form, e.g.:A committee of five men and three women is to consider the matter.The board of directors is responsible for the management of the company.。
章振邦英语语法教程--Lecture 7 Number and Genitive
Lecture 7 Number and Genitive7.1 NumberIn the broadest sense of the word, NUMBER refers to a grammatical classification used in the analysis of word classes which have contrasts between singular and plural. Number contrasts in English are seen in nouns (boy, boys), pronouns (she, they, this, these), determiners (this, these, each, all), and verbs (say, says, was, were). But in the present lecture, the sense of NUMBER is restricted only to the number forms in nouns.1) Regular and irregular pluralIndividual nouns are all countable and therefore have singular and plural forms. The singular form of an individual noun, which shares the same form as the base of the word, can take such determiners as a(n) and one (e.g.: a/one desk, an/one article). The plural form of an individual noun can be regular or irregular. The regular plural is formed by adding –s or –es to the base (e.g.: days, houses, donkeys, tomatoes, boxes, churches, brushes, classes, babies, countries, loaves, wives, etc/), while the irregular plural is not formed in the same way but by other means such as by changing the internal vowels or by changing the ending of the noun (e.g.: tooth—teeth, man—men, mouse—mice, child—children, ox—oxen).Irregular plurals also include some words of foreign origin,borrowed from Greek, Latin or French. The plural forms of these borrowed words are known as “foreign plurals”, e.g.:basis—bases criterion—criteriastratum—strata alumnus—alumniSome borrowed words have two plurals—a foreign plural and an English plural, e.g.:medium—media—mediumsindex—indices—indexesformula—formulae—formulascurriculum—curricula—curriculumsFor some nouns, their singular and plural numbers share the same form, e.g.:a deer—ten deerone fish—several fisha Japanese—a group of Japanesean aircraft—a hundred aircraft2) Number forms of the collective, material, abstract and proper nouna) Number forms of the collective nounSome collective nouns are countable, some are not. Countable collective nouns behave just like individual nouns. An uncountable collective noun has no plural form. If we want to count the number, we still have to use a kind of individual noun related semantically to thecollective (e.g.: a piece of furniture, two articles of equipment). There is also a kind of collective noun which can be used either in the singular or in the plural sense. When viewed as a single unit, the collective is singular in meaning and is to be followed by a singular verb. When, on the other hand, the noun is used to refer to the individuals that form the collective, it is plural in meaning and should be followed by a plural verb.b) Number forms of the material nounMaterial nouns are generally uncountable and have no plural forms. But there are some such items that can be used either uncountably or countably. When used to mean the material itself, they are uncountable, but when used in other senses, for example, two coffees in the sense of “two cupfuls of coffee”, they are countable, behaving just like individual nouns. There are also material nouns that can take plural endings, for example, sands/waters in the sense of “large expanse of sand or water” and foods/fruits in the sense of “a variety of food or fruit”; these nouns, though ending in-s, remain uncountable.c) Number forms of the abstract nounAbstract nouns are mostly uncountable. They cannot take such determiners as a(n)/one or plural forms. But there are a few abstract nouns (e.g.: “a victory”, “two victories”) that are countable like individual nouns. There are also abstract nouns that have plural endings but which are uncountable. We can say, for instance, “He is in financialdifficulties”, but not “He is in several difficulties.” In the case of some abstract nouns, the mere addition of a plural ending has the effect of changing the meaning of the base. For instance, the word experience in “We meet once a year to exchange our teaching experience” is used in the sense of “经验”, while the plural form experiences means “经历” in “We told each other our experiences in foreign countries”. Some abstract noncount nouns have semantically related individual nouns as their countable equivalents. This is clear when we use photos or photographs instead of photography to express the idea of “taking a lot of pictures”. d) Number forms of the proper nounProper nouns are unique in reference and therefore have no plural forms, except for such proper names as the United States, the Philippines, the Netherlands, etc. which are themselves plural in form. When a proper noun takes a plural ending, it takes on some characteristics of a common noun, e.g.:Have you invited the Browns?There are two Miss Smiths/Misses Smith in our class.3) PartitivesPartitives, also called unit nouns, are commonly used to denote a part of a whole or the quantity of an undifferentiated mass. Both count and noncount nouns can enter partitive constructions. With plural count nouns, partitive construction can denote t he idea of “a group”, “a pack”, etc.With noncount nouns, such constructions can achieve countability. Partitives fall into the following categories:a) General partitivesWith noncount nouns the expression of quantity can be achieved by means of certain general partitives, particularly piece, bit, article, and item, followed by an of-phrase, e.g.:a piece of advicea bit of troublean item of newsan article of furnitureseveral pieces of breadthree items of newsb) Partitives related to the shape of thingsThere are partitives that semantically related to the shape of things but their power of collocation is quite limited, e.g.:a cake of soapa bar of chocolatetwo ears of cornten head of cattle/cabbage (head can be treated as plural)c) Partitives related to volumeA third class of pertitives are those that semantically related to volume, all of which are common nouns. They can freely collocate with relatednoncount nouns, e.g.:a bottle of ink/oiltwo bowls of riceseveral pails of watera glass of beerd) Partitives related to the state of actionThe use of these partitives is limited to certain set phrases, e.g.: a fit of anger/coughing/laughter/fevera peal of applause/laughter/thundera flash of hope/light/lightninga display of courage/force/power/skill/fireworkse) Partitives denoting pairs, groups, flocks, etc.These partitives commonly occur with plural count nouns, e.g.: a pair of shoes/scissors/trousersa flock of birds/chickens/sheep/goatsa herd of elephants/cattlea swarm of bees/flies/animals/peoplea troupe of actorsa gang of hooligans/criminalsa pack of hounds/cards/thievesa bench of judges7.2 GenitivesGenitive is the only case form in itself of nouns and pronouns that indicates possession. As “possession” is just one of the m eanings expressed by the genitive, we prefer to use “genitive case” instead of the traditional term “possessive case”.Case is a grammatical term that shows the functional role of a noun, a noun phrase, or a pronoun in relation to other words in the clause or sentence. Modern English does not have a complicated case system. The genitive, therefore, may be viewed as a relic passed down from old English.1) Formation of the genitiveRules of formation are as follows:a) The genitive is formed in writing by adding ’s to singular nouns and to those plural nouns that do not end in –s, e.g.:my mother’s arrivalwomen’s clothesb) Plural nouns ending in –s take an apostrophe as genitive marker, e.g.: the girls’ dormitorya teachers’ collegec) In compound nouns or a postmodified noun phrase, the genitive ending is added to the end of the compound or to the end of the noun phrase, eg: my mother-in-law’s deathan hour and a half’s talksomebody else’s opinionthe University of Minnesota’s presidentd) In coordinate nouns, the genitive ending is added to each of the coordinate elements when denoting respective possesion, and only to the last coordinate element when denoting common possession. Compare: Mary’s and Bob’s booksMary and Bob’s bookse) In the construction of “noun phrase + appositive”, the genitive ending is added to the end of the appositive, or both to the end of the noun phrase and to the appositive, eg:Basel the bookseller’sBasel’s, the bookseller’sf) In personal names ending in sibilant /z/, the genitive ending can either be ’s or an apostrophe only, but it can only be ’s when personal names end in other sibilant sounds, eg:Dickens’/Dickens’s novelsJones’/Jones’s poemsMarx’s doctrineRoss’s discoveries2) Meanings of the genitivesThe genitive i s chiefly used to denote “possession”, and therefore, is traditionally called “possessive case”. But genitive meanings are by nomeans restricted to possession. They can be summed up as follows: a) Possessive genitive, eg:Mr. Brown’s suitcase has been tak en upstairs.Taiwan is part of China’s territory.b)Suubjective genitive, eg:The Prime minister’s arrival was reported in the morning paper. Everybody was pleased at David’s quick recovery from illness.c)Objective genitive, eg:The enemy’s defeat brought the war to an end.The criminals punishment will be ten years in prison.d) Genitive of origin, eg:I haven’t received my sister’s letter yet.Newton’s law was developed in the 17th century.e) Descriptive genitive, eg:I first met her on a summer’s dayT his workshop makes men’s shoes.f)Genitive of time, distance, measure, value, etc, eg:two hours’delay300 kilometres’ distancefive dollars’ worth of stamps50 kilograms’ weight3)Uses of the genitiveGenitive nouns are mostly used as central determiners and therefore perform the sameFunction as “possessive determiners” (traditionally called “possessive pronouns”), eg:the boy’s father= his fatherthe woman’s husband=her husbandthe students’ essays=their essaysthe prime minister’s arrival= his/ her arri valthe criminal’s punishment=his/her punishmentmary's letter=her letterthe stranger’s story=his storyAs central determiner, genitive nouns can’t collocate with other central determiners, nor can they be preceded by a premodifier. For instance, we can say “Mary’s letter”, but not“a Mary’s letter”; we can say “Mary’s interesting letter” instead of “interesting Mary’s letter”.This, however, does not apply to some other genitive nouns such as the descriptive genitiveand the genitive that denotes time, distance, value or measure. These genitive nouns are not used as determiners but as premodifiers in the noun phrase, eg:a children’s bookthese children’s booksan interesting children’s booksome other new chidren’s booksthe newly published children’s boo ka/another three days’ journeya pleasant three days’ journeyanother very boring three days’ journeyAs central determiner, genitive nouns are sometimes interchangeable with of-phrases,eg:China’s foreign policy=the foreign policy of Chinaan elephant’s trunk=the trunk of an elephantthe prime minister’s arrival= the arrival of the prime ministerthe criminal’s punishment=the punishment of the criminalNewton’s law=the law of NewtonShakespeare’s tragedies= the tragedies of ShakespeareBut in some cases, we can only use genitive nouns instead of of-phrases, eg:at one’s wit’s endat swords’ pointsa hair’s breadtha wolf in sheep’s clothinga bird’s-eye viewat a stone’s throwIn some other cases, however, we can only use of-phrases instead of genitive nouns, eg:the opinion of the chairman appointed a month agothe suggestions of those present at the meetingthe income of the richthe struggle of the exploitedthe city of Rome4) Independent genitiveAs has been mentioned in the previous section, a genitive noun can sometimes be used independently, that is, without a following noun. This use of the genitive may be termed as independent genitive. Independent genitive is used:a) when the missing noun has occurred somewhere in the context and can be easily retrieved:Her memory is like an elephant's.M ary’s is the largest apartment in the building.b) when the missing noun refers to somebody's house or residence:I’m going to dine at my brother’s.The doctor’s is on the other side of the streetc) when the missing noun refers to church, school, or other public buildings:Joe lives near St. Paul's( Cathedral) in London.He was educated at Merchant T aylor’s( school).d) when the missing noun refers to a commercial firm:Pickled vegetables are available at the gro cer’s.Chinese toys are sold both at S mith's and at Brown’s.5) Double genitiveAn independent genitive can sometimes be used as prepositional complementation (traditionally known as prepositional “object”). The prepositional phrase (usually an of-phrase) that takes an independent genitive as complementation is called a “double genitive” , eg:He is a friend of my father’s.=He is one of my father’s friends.This is a painting of my roommate’s.=This is one of the paintings owned by my roommate.She is a business client of Sir R oger’s. =She is one of Sir Roger's business clientsFrom the above examples, we can see that the independent genitive in the of-phrase mustbe definite specific personal reference. Thus, we can say “a patient of the doctor’s”, but not“X a patient of a doctor’s”; nor can we say “X an engine of the plane’s”. In the first example “a doctor's" is not definite specific reference, while in the second, the reference of “the p lane’s” is not personal.From the above examples, we can also see that the noun phrase with adouble genitive as postmoditier usually takes an indefinite determiner such as a(n), some, any, etc, or a demonstrative determiner such as this, that to convey emotional feelings, eg:a daughter of Mrs Green’sany/ some daughters of Mrs Green’st wo daughters of Mrs Green’swhich daughter of Mrs Green’sthat daughter of Mrs Green’sBut we cannot say “X the daughter of Mrs G reen’s.”Semantically, a double genitive is different from an ordinary of-phrase. Compare:He is a friend of m y father’s. =He is one of my father’s friends.He is a friend of my father. Implies “He is friendly to my father”.a portrait of Mr B rown’s =one of the portraits owned or collected by Mr Browna portrait of Mr Brown =a picture of Mr Brown himselfa criticism of Mr H amilton’s =one of the criticisms made by Mr Hamilton a criticism of Mr Hamilton =Mr Hamilton is criticized。
汇编英语语法教育教案教育教案章振邦(上)
教案新编英语语法教程章振邦2016——2017学年度第二学期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：限选课总学时28、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词汇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）扩大学生的商务英语词汇量。
教材及参考书目：《新编英语语法教程》章振邦《实用英语语法详解》薄冰《高级英语语法详解》全建强考核方式及成绩计算方法：笔试总成绩=平时成绩X30％ + 考试成绩X70％课程教学日历课程名称：商务英语语法与词汇授课学期：2016—2017学年第一学期第1讲教学安排的说明章节题目：句子结构学时分配：2本章教学目的与要求：谓结构和句子分析基本句型课堂教学方案课题名称、句子结构授课时数：2 授课类型：理论课教学方法与手段：讲授、讨论、指导教学目的的要求：1谓结构和句子分析 2基本句型教学重点、难点：1谓结构和句子分析 2基本句型教学内容及组织安排：1主谓结构和句子分析（1）主语和谓语分句按其逻辑意义，通常分为主语和谓语两大部分。
英语在其长期发展中形成一种相对固定的句子结构：“主语+谓语”的结构。
主语是句子的话题，是信息传递的出发点；谓语是对话题所作的说明，是说话人所要传递的信息。
试观察下列诸句：主语谓语China is a great socialist country．中国是一个伟大的社会主义国家。
Marxism-Leninism is a universally applicable truth．马克思列宁主义是放之四海而皆准的真理。
The students have English lessons twice a week．学生们每星期上两堂英语课。
Hans doesn't seem to be taller than Peter．汉斯似乎并不比彼得高。
章振邦英语语法教程--Lecture 1 Grammatical Hierarchy
Lecture 1 Grammatical HierarchyHierarchy is one of the basic properties of a language. On the grammatical level, the structure of the English language can be divided into five ranks: morpheme, word, phrase, clause, and sentence, while on the textual level, into three ranks: sentence, sentence group, and text. Sentence is the highest rank in grammatical hierarchy, and the lowest rank on the textual level. The following is a brief description of the grammatical hierarchy of the English language.1.1 MorphemesA morpheme is the smallest meaning-carrying grammatical unit. It falls into two categories: free morphemes and bound morphemes.1) Free morphemesA free morpheme has a complete meaning and can stand by itself as a simple word. It can sometimes act as a complete utterance in connected speech. Chair, boy, desk, and cruelare free morphemes. A free morpheme can be the root of a derivative, such as kindly, friendliness.2) Bound morphemesBound morphemes are mostly affixes. They are also meaningful, but the meaning is not complete in itself unless it is attached to some other form. Therefore, a bound morpheme cannot stand by itself: it only exists as an affix or a combining form.The affix can be divided into two types: inflectional and derivational. Inflectional affixes include: plural –s/-es, possessive –’s, third person singular-s/-es, past –ed, participle –ing, participle –ed, comparative –er, and superlative –est. Derivational affixes can be further divided into prefixes and suffixes, such as anti-war, co-exist, movement, and careless. The use of an inflectional affix does not change the identity of a word, but that of a derivational affix usually results in a new lexeme.Bound morphemes can also be combining forms, which can act as bound root to form primitive derivatives, such as receive, conceive, and perceive. They can also be used together with other combining forms or words to form compound words or neo-classical compounds, such as minibus, miniskirt, biology, telescope, and electrocardiogram.1.2 WordsThe word is composed of one or more than one morpheme. Words can be classified in two ways:1) Simple words, derivatives & compoundsWords that are composed of one morpheme only are called simple words. art, joy, kind, up, down, hand, foot and able, for example, are simple words.Words that are formed by adding an affix to an existing word are called derivatives. For example, interference, unhelpful, driver, management, unfair, disloyal, and nonviolent are derivatives.A word formed by combining two or more bases is called a compound. For example, whichever, snowfall, downfall, bookcase, home-made, tax-free and babysitting.2) Closed-class words & open-class wordsIn terms of syntactic function, words can be classified into closed-class words and open-class words. Closed-class words refer to those sets of words whose items are “closed” or limited in number and are only exceptionally extended by the creation of additional numbers. In English, function words such as auxiliaries, conjunctions and prepositions are closed-class words.Open-class words refer to those sets of words whose items are indefinitely extendable. New items are constantly being created and old items are giving place to new ones. Nouns, verbs, adjectives, and adverbs form open-class words.1.3 PhrasesThe phrase is composed of one or morethan one word. Generally, the phrase is a group of words organized in a specific way with a key word as its head. The head determines the class of the phrase and the way in which the words are organized.1) The noun phraseThe noun phrase is a phrase with a noun as its head. The general pattern of a noun phrase is :(determiner+) (premodifier+) noun (+ postmodifier)a pretty little girl standing at the doorall the wooden cottages that have survived the earthquake2) The verb phraseThe verb phrase which is a phrase with a main verb as its head can be simple or complex. A simple verb phrase is just a main verb or “modifier + main verb”. A complex verb phrase is a main verb preceded by an auxiliary (or auxiliaries) (+modifier). For example:He works hard.He has been working on the project for two weeks.In the first example, “works” is a simple verb phrase; and in the second example, “has been working” is a complex verb phrase.In terms of grammatical form, a verb phrase can be finite or non-finite. A finite verb phrase is initiated by a finite form, that is, a verb that bears tense distinction. A non-finite verb phrase is a phrase initiated by a non-finite form, that is, a verb that does not change its form according to tense or subject.3) The adjective phraseThe adjective phrase is a phrase with an adjective as its head. The general pattern of an adjective phrase is:(modifier+) adjective (+postmodifier/complementation)The course is not very difficult.You are not careful enough.The weather is too hot to be enjoyable.4) The adverb phraseThe adverb phrase is a phrase with an adverb as its head. The general pattern of an adverb phrase is:(modifier+) adverb (+postmodifier)Be a man. Don’t act so slowly.She spoke very clearly indeed.He lives very far from the station.5) The prepositional phraseThe prepositional phrase is a phrase with a preposition as its head. The general pattern of a prepositional phrase is:(modifier+) preposition + complementation That story is based on an incident in his own life.Food had been scarce since before the war.He has been working in the lab all through the night.I could hear their footsteps directly above my head.1.4 ClausesThe clause is composed of one or morethan one phrase. A full-fledged clause is structurally a sequence of phrases and logically a construction of “subject + predicate”.1) Independent and dependent clausesIn terms of grammatical function, a clause can be independent or dependent. An independent clause is a clause that can stand by itself and act as a complete utterance, as distinguished from a dependent clause, which forms only part of another clause or of a phrase.He knows everything about it. (independent)I am sure he knows everything about it. (dependent)2) Simple and complex clausesWhen a clause consists of only one construction of “subject + predicate”, it is a simple clause. An independent simple clause is at the same time a simple sentence. When a clause comprises another clause or otherclauses as its element or elements, it is a complex clause. An independent complex clause is at the same time a complex sentence.It was not true. (simple)What he said was not true. (complex) 3) Main and subordinate clausesIn a complex clause, the clause that takes another clause as its element is the main clause, while the clause that is embedded in a large clause, either as a clause element or as part of a phrase which realizes a clause element, is a subordinate clause, e.g.:She wouldn’t believe it (m ain) though it was true (subordinate).If winter comes(subordinate), can Spring be far behind (main)?4) Finite, non-finite and verbless clausesA clause can be finite or non-finite. A finite clause is one with a finite verb phrase as its predicate verb or predicator; a non-finite clause is one with a non-finite verb as its predicator. For example:He barely ate or slept that night. (finite clause)He began paging through old newspapers, hoping to find some valuable information. (non-finite clause)When a clause is marked by the absence of any form of verb element, it is a verbless clause. A verbless clause is a “subject + predicate” construction with the verb element omitted, e.g.:When in Rome, do as the Romans do.1.5 SentencesThe sentence is the highest rank of grammatical unit. Based on one or more than one clause, the sentence is also the basic linguistic unit of connected discourse; it can stand alone and perform a function in social communication. Thus, a sentence can be defined as a grammatical unit that can stand by itself and perform a communicative function.1) Full and minor sentencesA full sentence is a sentence with anexpressed subject and predicate. It is mostly used in formal speech and writing. A minor sentence is only a sentence fragment which, in some specific contexts and situations, can stand by itself and perform a communicative function. Minor sentences, which are extensively used in informal discourse, can also be used to emphasize an idea, add force to an emotion or help build up to a climax at the beginning or the end of a paragraph. For example:Charlie Chaplin was the great comedian of silent films. (full)Where does Joan begin a mystery story? On the last page. Always. (minor)2) Simple, compound, complex and compound-complex sentencesA simple sentence is a sentence that comprises only one independent clause. Two or more coordinated independent clauses make a compound sentence. An independent clause that comprises one or more dependent clausesas its element(s) makes a complex sentence. Two or more coordinated independent clauses with at least one complex clause make a compound-complex sentence. For example: The bull charged straight at the man. (simple)She is a funny girl, yet you can’t help liking her. (compound)How it all happened is a mystery to me. (complex)As I had limited time, I didn’t read the last chapter, yet I still enjoy the book. (compound-complex)。
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. Word 资料 《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 . Word 资料 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 词素：自由词素；粘附词素 理解
（一）基础 2 词：简单词、派生词、复合词；封闭词类和开放词类 理解 3 词组：名词词组、动词词组、形容词词组、副词词组、介词词组 理解
4 分句：独立分句和从属分句；简单分句和复杂分句；主句和从句；限定分句、非限定分句、无动词分句 掌握 5 句子：完全句和不完全句；简单句、并列句、复杂句、并列复杂句 掌握
第1讲：句子结构 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 主谓结构和句子分析 理解 （一）基础 2 基本句型 掌握 3 基本句型的转换与扩大 掌握
第2、3讲：主谓一致 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 主谓一致的指导原则 理解
（一）基础 2 以-s结尾的名词作主语的主谓一致问题 掌握 3 以集体名词作主语的主谓一致问题 掌握 4 以并列结构作主语的主谓一致问题 掌握 5 以表示数量概念的名词词组作主语的主谓一致问题 掌握 6 其他方面的主谓一致问题 掌握
第4、5讲：名词、名词词组和名词属格 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 名词分类 了解
（一）基础 2 名词词组的句法功能 理解 3 名词的数 了解 4 单位词 理解 5 名词属格的构成、意义和用法 掌握 6 独立属格和双重属格 掌握
第6、7讲：限定词 序号 知识点 能力要求 对专业培养目标 的支持（程度）
1 限定词与三类名词的搭配关系 理解
（一）基础 2 限定词与限定词的搭配关系 理解 3 Many、 much/few、little/some、any/all、both等若干限定词用法比较 掌握
4 冠词的类指与特指 理解 5 各类名词前的冠词用法 掌握
第8、9讲：代词 序号 知识点 能力要求 对专业培养目标 的支持（程度） . Word 资料 1 代词及其先行项在数、性、人称方面的一致 掌握 （一）基础 2 代词的格 理解 3 物主代词、反身代词、人称代词的类指用法 掌握
4 代词的照应 理解
第10讲：动词和动词词组 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 动词的分类 理解 （一）基础 2 动词的时、体、态、式概说 掌握
第11、12讲：动词的时和体 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 一般现在时的用法 掌握
（一）基础 2 一般过去时的用法 掌握 3 现在进行体的用法 掌握 4 过去进行体的用法 掌握 5 现在完成体和现在完成进行体的用法 掌握 6 过去完成体和过去完成进行体的用法 掌握 7 关于完成体用法的几点补充说明 掌握
第13讲：将来时间表示法 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 英语中表示将来时间的几种结构 掌握 （一）基础 2 表示将来时间的几种结构的用法 掌握
第14、15讲：被动态 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 被动句的使用场合 理解
（一）基础 2 两种被动句型的转换 掌握 3 英汉被动意义表示法比较 理解 4 主动结构表示被动意义的问题 掌握 5 被动结构和系表结构的比较 理解
第16讲：虚拟式 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 语气的定义和种类、虚拟式的定义 理解
（一）基础 2 虚拟式的两种形式：be-型虚拟式;were-型虚拟式 理解 3 两种虚拟式的意义和用法 掌握 4 其他表达假设意义的形式和用法 掌握
第17、18讲：助动词 序号 知识点 能力要求 对专业培养目标 的支持（程度） . Word 资料 1 助动词的分类、形式和功能 理解 （一）基础 2 助动词的缩略形式 了解 3 情态助动词的推测性用法和非推测性用法 掌握 4 情态意义表示法 掌握 5 基本助动词和半助动词的意义和用法 理解
第19、20讲：不定式 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 非限定动词的定义与分类 理解
（一）基础 2 不定式的形式与功能 掌握 3 不定式符号的问题 理解 4 不定式与形容词的搭配关系 掌握 5 不定式与名词的搭配关系 掌握 6 不定式与动词的搭配关系 掌握
第21、22讲：分词 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 -ing分词以及-ed分词的形式与功能 理解
（一）基础 2 -ing分词与动词的搭配关系 掌握 3 既能直接带不定式有能直接带-ing分词的动词 掌握 4 -ed分词作前置修饰语和补语 掌握 5 不定式、-ing分词和-ed分词的用法和比较 掌握 6 悬垂分词的定义和用法 理解
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 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 形容词、副词的定义、分类和功能 理解
（一）基础 2 形容词和副词的比较等级 理解
3 比较结构的基本形式: as…as结构/ more…than结构/ (the)+形容词/副词最高级+比较范围结构 掌握
4 其他比较结构的形式与用法 ：more…than结构的其他用法 /not so…as 与 not so much…as/not more than与 no more than/ the more…the more与more and more 掌握 第26讲：介词和介词词组 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 介词与形容词、动词、名词的搭配关系 掌握 （一）基础 2 复杂介词 掌握 3 介词词组与某些限定分句的转换关系 掌握
第27讲：陈述句、疑问句、祈使句、感叹句 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 肯定陈述句和否定陈述句 了解 （一）基础 2 疑问句的类型和用法：一般疑问句、特殊疑问句、选择疑问句、附掌握 . Word 资料 加疑问句 3 祈使句的意义和用法 掌握 4 感叹句的意义和用法 掌握
第28、29讲：存在句；IT-句型 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 存在句的结构特征 理解
（一）基础 2 存在句的非限定形式的用法：there to be ;there being结构 了解 3 “虚义” it和先行it 掌握 4 “分裂句引导词” it 掌握
第30、31、32讲：并列结构，从属结构 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 并列结构的各种形式 理解
（一）基础 2 and ,or but 并列连词的意义和用法 理解 3 从属连词和从属句的分类 理解 4 限定从属分句的分类和用法：名词性分句、形容词性分句（关系分句）和福此行分句（状语分句） 掌握 5 非限定从句的结构模式和句法功能：不定式分句、-ing分词分句 -ed分词分句 掌握
6 无动词分句的结构模式和句法功能 掌握 7 简单句、并列句和从属句的转换 掌握 8 独立结构的实质和类型 理解 9 独立结构的意义和用法 掌握
第33讲：关系分句 序号 知识点 能力要求 对专业培养目标 的支持（程度） 1 限制性关系分句和非限制性关系分句 理解
（一）基础 2 关系词的选择 掌握 3 “介词＋关系代词”引导的分句结构 掌握 4 双重关系分句和嵌入式关系分句 了解
第34讲：条件句 序号 知识点 能力要求 对专业培养目标 的支持（程度）
1 条件句的类型 理解 （一）基础 2 条件句四种类型的基本形式和变体形式 掌握
第35讲：直接引语和间接引语 序号 知识点 能力要求 对专业培养目标 的支持（程度）
1 陈述句的间接引语：时间的变化（现在时间推移到过去时间、过去时间推移到过去的过去、将来时间推移到过去将来时间）和人称代词、限定词、实际安装于、地点状语的变化 掌握 （一）基础 2 疑问句的间接引语的引导词选择和交际功能 理解 3 祈使句和感叹句间接引语的转换 掌握