廣德中學/章治安
在中學英語教學中,動詞的地位舉足輕重,其形式活潑,用途廣泛。除動詞時態、語態外,動詞的非謂語 形式可謂另一重要內容,它具有多種功能與用法。正因為如此,非謂語動詞在聯考中的比重相當突出。以下是 近幾年非謂語動詞在聯考中的統計分析表:
分類 非謂語動詞(可統計題)分布狀況
單項題 完形題 拼寫題 改錯題 四題所點總分 權重值 年份 "93MET 4 3 65 10.9% "94MET 4 3 65 10.9% "95NMET 4 3 2 85 10.6% "96NMET 2 4 2 1 70 12.8% "97NMET 2 3 2 3 70 14.3%
上表顯示,非謂語動詞在可統計的題中所佔比重已接近時態題,且較前些年有所增加。然而,中學生對這 一文法項目多心存畏懼或略知一二,缺乏全面、系統的認識,學習中處于被動應付的局面。實際教學中,筆者 三年來對我校(地區重點中學)剛進入高三年級的畢業生進行過連續問卷調查,發現能準確說出非謂語動詞概 念的同學寥寥無幾,僅佔5%左右。這說明絕大多數同學對非謂語動詞掌握得不好,對其概念、用法、變化含混 不清、模棱兩可。同時也反映了非謂語動詞在教學中的難度,它不僅抽象深奧,而且對其他文法知識有很大的 依賴。
本文以非謂語動詞聯考考點作引導,分析其難點,摸索其特點與教學方法。
一、最新聯考題析。1993—1997年的聯考題,非謂語動詞在考點設計上,呈現出以下的特色。現作簡要分 析(題後註原題號及標準答案):
1.How about the two of us______a walk down the garden? ("93MET17, Key:C)
A、to take B、take
C、taking D、to be taking
簡析:空白處所填詞語taking與the two of us 一起構成復合結構,作about的賓語。
2.The computer centre,______ last year, is very popularamong the students in this school. ("93MET31, Key:D)
A、open B、opening
C、having opened D、opened
簡析:這裏應填入一非限製性定語成份,其意義相當于which wasopened。open為動詞,此處使用過去分 詞,表示被動動作。
3.Charles Bahhase is generally considered ____the firstcomputer.(’93MET34,Key:C)
A、to invent B、inventing
C、to have invented
D、having invented
簡析:consider表示“認為”的意義時,可跟不定式的復合結構。若不定式表示的動作在前,則使用其完 成形式,本題中invent表示的動作早已過去。
4.The visiting minister expressed his satisfaction withthe talks, ——that he had enjoyed
his stay here. (’94MET20,Key:C)
A、having added B、to add
C、adding D、added
簡析:此處所填的詞與其後的賓語從句構成狀語,表示伴隨情景。add是及物動詞(有自己的賓語從句), 此處adding表示主動意義, 所表示的動作與謂語動作同時發生。
5.The missing boys were last seen______near the river.( ’94MET30, Key:A)
A、playing B、played
C、play D、to play
簡析:所填的詞為主語補足語,因其後有明確的地點,補足語表示動作當時正在進行中,所以隻能使用pl aying。
6. The first textbooks _____ for teaching English as aforeign language were produced in t he sixteenth century. (’94MET32, Key:A)
A、written B、to be written
C、being written D、having written
簡析:所填的詞與隨後的介詞短語一起構成後置定語,write 為及物動詞,與前面所修飾的詞有動賓關系 ,此處填過去分詞,表示被動動作。
7.Paul doesn"t have to be made_______.He always works hard.(’95NMET11, Key:B)
A、learn B、to learn
C、learned D、learning
簡析:使役動詞是被動結構時,其後的不定式應保留to.
8. We agreed_______here but so far she doesn"t turn up yet.(’95NMET19, Key:C)
A、having met B、meeting
C、to meet D、to have met
簡析:動詞agree後應接不定式。根據後一句的內容, 可知該不定式動作尚未發生,表示將來意義,所以 填C項。而D項“to have met ”卻表示動作已過去。
9.—You were brave enough to raise objections at themeeting.
—Well, now I regret_______that. (’95NMET26, Key:D)
A、to do B、to be doing
C、to have done D、having done
簡析:regret後所跟動詞有to do 與doing兩種形式, 不定式表示“為做某事而遺憾”, doing 表示“ 為做過某事而後悔”。“havingdone”則更強調動作已發生而無法挽回。
10.The boy wanted to ride his bicycle in the street, buthis mother told him __________.(’ 95NMET34, Key:A)
A、not to B、not to do
C、not do it D、do not to
簡析:所填短意涵義應為“not to ride his bicycle in thestreet”,因前文出現過ride his bic ycle in the street”,故可省略,避免重復,但不定式標志則予以保留。
11.________in thought, he almost ran into the car infront of him.(’96NMET23, Key:C)
A、Losing B、Having lost
C、Lost D、To lose
簡析:這裏分詞短語的意義應為“As he was lost in thought ”,意為“由于陷入沉思”,這兒填入過 去分詞短語,表示一種狀態,用作原因狀語。
12.I would love______to the party last night but I had towork extra hours to finish a repor t.(’97NMET12, Key:B)
A、to go B、to have gone
C、going D、having gone
簡析:本題考查非謂語動詞與虛擬語氣。would love to do 為一固定搭配形式,其中不定式表示想要做 的動作。但此句中but 連線的句子說明其實動作並沒有發生,所以這裏要用虛擬語氣表示與過去事實相反,選 用B項。
13.The Olympic games, _______in 776BC, did not includewomen players until 1912.(’97NMET 17, Key:C)
A、first playing B、to be first played
C、first played D、to be first playing
簡析:該題與’93MET31題考點完全一致。這裏play 意為“舉行”,及物動詞,過去分詞played與主語構 成邏輯上的動賓關系,表示被動動作,在此用作非限製性定語。
二、非謂語動詞疑難剖析
以上聯考題例顯示,非謂語動詞考點都是就其最基本的內容與用法設計的,例如,非謂語動詞用作補足語 ,用作狀語,分別表示原因、條件、伴隨情景等。但非謂語動詞的形式、用法還遠不止這些,如它們的否定式 、進行式、完成式、多種復合結構等等。掌握這些內容,對于全面把握非謂語動詞,加深對動詞意義的理解, 增強運用能力,並最終提高閱讀能力,都具有重要意義。以下是對幾個難點的探討。
1.非謂語動詞的復合結構
(1)不定式的復合結構:
其基本形式為“for (of)sb. to do sth.”,表達時,常使用it作形式主語,句型為“It is+adj.+for (of)sb.+to do sth.”。 這裏不定式邏輯主語的引導詞是學習中的難點。用for還是of 取決于前面形容詞的 意義,一般情況下用for,但形容詞為品質形容詞時, 形容詞後使用of,如kind,nice,careful,warm-hear ted等等。例如:
①It"s too hard for a baby of 5 to walk so long a way.
②It"s kind of you to help me with my English.
(2)動詞-ing的復合結構:
這種結構的基本形式為“one"s doing”,但所有格one"s 在運用中有變化。規則為:①復合結構置句首 或在正式文體中,使用所有格。②動詞-ing的邏輯主語帶有後置定語、邏輯主語為不定代詞、邏輯主語為名詞 化的形容詞、抽象名詞等,使用普通格。③在非正式文體,尤其在口語中,不置句首時,常可互換。例如:
①Do you mind all of us coming together?
②His not coming in time made the teacher angry.
③I understand you/your refusing his offer.
④We hate the rich robbing the poor of their property.
⑤The noise of the desks being opened and closed could beheard out in the street.(S.B.Ⅱ.L. 8)
(3)與with構成的復合結構:
作狀語,表示原因、伴隨狀態等,基本形式為with sb. to do /doing 以及 with sth. to do/done(be ing done), 分別表示尚未發生、正在進行、已經過去的主動或被動動作。例如:
①With so much work to do, he can"t go out for play.
②With a native leading the way, we had no trouble infinding the village.
③With the lovely dog wounded in the accident, Mrs Cooperstill feels sad.
④We need more people and money with the key projectbeing carried on.
註:這一文法結構在去掉with之後,就可轉化為獨立主格結構,但此結構目前尚不屬聯考範疇。
2.非謂語動詞用作補足語
在感官動詞、使役動詞之後,常用非謂語動詞作補足語,其形式同樣活潑多變。但補足語若為不定式,謂 語部分又為被動結構,則須保留不定式標志to。例如:
①The missing boys. were last seen playing near the river.(’94MET30)
②He rushed in and found something stolen.
③The boy was made to work for 12 hours a day.
④Don"t have the horse running so fast, or it will gethurt.
註:使役動詞後使用動詞-ing結構,表示“驅使…一直做”或“聽任…做”之意。
3.一些動詞後的非謂語動詞視其有無邏輯主語而形式不同:有邏輯主語時用不定式,而無邏輯主語時選擇 動詞-ing形式。請註意對比以下常用詞的結構特征:
┌allow doing
(1)┤
└allow sb. to do
┌permit doing
(2)┤
└permit sb. to do
┌forbid doing
(3)┤
└forbid sb. to do
┌advise doing
(4)┤
└advise sb. to do
例如:
┌They don"t permit smoking in the office.
①┤
└They don"t permit us to smoke in the office.
┌Father doesn"t allow going out at night.
②┤
└Father doesn"t allow me to go out at night.
4.一些動詞,後接不定式或動詞-ing時,所表示的時間意義不同,不定式表示動作未發生,動詞-ing形式 表示動作已經過去。例如:
①I told him of the matter again, for I forgot having methim after the accident.
②Don"t forget to lock the door. It is not safe enoughhere.
5.一些動詞,如try,mean,stop,get,send等,後接不定式或動詞-ing形式,表示意義不同,試比較:
┌try to do“努力做”,含“不努力則難以完成”之意
(1)┤
└try doing“嘗試做”,含“摸索方法”之意
┌mean to do“打算做”,含“有某種傾向”之意
(2)┤
└mean doing“意味著”,含“等同于”之意
┌stop to do“停下…去幹…”,表示一動作停止, 另一動
│作開始
(3)┤
└stop doing“停止幹…”,表示動作停止,不再繼續
┌get sb. to do“請求某人做”,“說服某人做”
(4)┤
└get sb. doing“使某人開始做”
┌send. sb to do“指派某人做”
(5)┤send. sb doing “使某人(怎樣)做”,表示
└動作開始後無法改變
還有些動詞,後接不定式或動詞-ing形式,表示語義無多大差別,多半可以互換,這些動詞有begin,sta rt,prefer等,不過當他們自身使用動詞-ing形式時,其後常用不定式形式。
6.一些動詞後隻跟不定式,最常用的有ask,agree , decide ,expect,learn,manage,offer,prete nd,refuse,wish等。 一些動詞後隻跟動詞-ing形式,最常用的有avoid(避免), appreciate ,can"t he lp(禁不住),enjoy,excuse,delay,finish , mind ,miss,pardon,practise,resist,risk,sugge st等。
7. 少數常用動詞使用時有自身的特點, 不可一概而論。 請註意hope,consider,suggest(建議)的用 法特征。
hope後接不定式,不定式邏輯主語即句子主語。當hope後出現與主語不一致的人稱或人物時,使用從句形 式,而不使用hope sb. to do結構。
suggest 後接動詞- ing 形式, 它的邏輯主語為句子主語。 若suggest後跟有人稱或事物,則常使用從 句形式,無suggest sb. todo 的用法。consider使用consider(考慮)doing,consider(認為)…to be /to do 或be considered to be/to do形式,也可使用從句。例如:
①I hope to go swimming this afternoon.
I hope Tom could come here soon.
②He considered trying again.
He considered us all to be wrong.
③They suggested setting out at once.
They suggested that we should set out at once.
8.由非謂語動詞構成的復合詞,常見形式有:
(1)名詞+過去分詞或動詞-ing形式,如:
man-made dog-tired
English-speaking insect-eating
(2)形容詞+動詞-ing形式,如:
good-looking bad-looking
(3)副詞+過去分詞,如:
newly-built well-dressed
well-skilled highly-qualified
9.幾種非謂語動詞主動形式表示被動意義的用法。
(1)主語+系動詞+to do
(2)主語+系動詞+worth+doin
(1)和(2)兩種結構中,主語是不定式或動詞-ing形式的邏輯賓語。
(3)主語+need(want,require )+doing =主語+need +tobe done,但前者更常用。
以上幾種結構中的非謂語動詞均為及物動詞或及物動詞短語。
┌have sth. to do
│get sth. to do
(4)主語+ ┤
│find sth. to do
└give sb sth. to do
這些用法中,句子的主語是不定式的邏輯主語,sth.為邏輯賓語,do為及物動詞或及物動詞短語。例如:
①I"ve got a proposal to make to you.
②We tried to find sth. to eat but couldn"t.
10.幾種固定結構表示特定的意義,它們不可隨意改變:
to tell you the truth “實話告訴你”
generally speaking“通常說來”
judging from“從…來判斷”
talking of ┐
├ “說到(談到)…”
speaking of┘
considering that“考慮到…”
請看以下句子:
①Generally speaking, this book is not very difficult.
②Judging from what you said, he has taken a very good job.
③Considering that he has been in China for only a year, he speaks Chinese well.(《英語語 法手冊》薄冰)
以上非謂語動詞難點分析是筆者近幾年對中學英語教學實踐的總結。非謂語動詞的豐富內容與靈活用法, 還遠不止這些難點,在此,真誠希望廣大同仁能共同探討與交流。