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Keywords: linguistics; terminology; translation; English; terms, traditional Chinese medicine; five elements theory
《WHO西太区传统医学国际标准名词术语》[1]中,一共收录了51条有关五行学说的术语,“世界中医药学会联合会”(以下简称世中联)的标准《中医基本名词术语中英对照国际标准》[2]中则收录了103条。这些术语的翻译与通行译法基本一致,如将木、火、土、金、水译为wood,fire,earth,metal,water。但一些关键词语的翻译却多参照海外译法而行,如将“五行”译为five phases(同时也罗列出了five elements这一通行译法),将“生”译作engender,将“乘”译作overwhelming,将“侮”译作rebellion。将“克”译作restrain,倒与通行译法相近。下面试结合“世中联”的标准,对WHO方案中有关五行学说主要概念的翻译问题加以分析比较。
五行five phases - the five phases: wood, fire, earth, metal and water, and their movements and changes, also known as five elements.
木wood - one of the five phases, with which the season spring, the color blue or green, the taste sourness, and the liver and gallbladder in the body are associated.
火fire - one of the five phases, with which the season summer, the color red, the taste bitterness, and the heart and small intestine in the body are associated.
土earth - one of the five phases, with which the season of late summer, the color yellow, the taste sweetness, and the spleen and stomach in the body are associated.
金metal - one of the five phases, with which the season autumn, the color white, the taste acriditypungent, and the lung and large intestine in the body are associated.
水water - (1) one of the five phases, with which the season winter, the color black, the taste saltiness, and the kidney and bladder in the body are associated; (2) pathologic aspect of body fluid.
“五行”一般有3种译法:five elements, five phases, wuxing。从目前的使用情况来看,five elements 最为流行,且有约定俗成之势,值得采用。“世中联”的标准中就是将five elements作为首选译语,这与WHO的做法刚好相反。
“五行”中的“木、火、土、金、水”一般直译为wood, fire, earth, metal, water。对于“木”的翻译,以前也有过不同的意见。比如有的人认为,wood指木材,意即砍倒的树木;而“五行”的“木”则是指生长中的“树木”,所以建议用tree来翻译“木”。其实wood在英语中并不一定就是指经过加工的木材。
朗文当代高级英语辞典(Longman Dictionary of Contemporary English)给wood下的第一个定义就是“the material of which trunks and branches of trees are made, which is cut and dried in various forms for making material, for burning, for making paper or furniture, etc.”(构成树木主干和枝节的材料,可以用不同的方式砍倒和晾干,用以制作材料、燃料、纸张或家具等)。
五行归类categorization according to the five phases - classification of material things and phenomena into five categories by comparing their structures, properties and actions with the five phases.
在“世中联”的标准中,无“五行归类”一词,但有“别异比类”,译作analogy。所谓“别异比类”,大约指的是中医学中“取象比类”吧。
相生engendering - the relationship in which each phase and its associated phenomena give rise to or promote another sequential phase, also the same as generating.
木生火wood engenders fire - the category of wood generates or promotes the category of fire, also the same as wood generating fire.
火生土fire engenders earth - the category of fire generates or promotes the category of earth, also called fire generating earth.
土生金earth engenders metal - the category of earth generates or promotes the category of metal, also called earth generating metal.
金生水metal engenders water - the category of metal generates or promotes the category of water, also called metal generating water.
水生木water engenders wood - the category of water generates or promotes the category of wood, also called water generating wood.
在五行学说中,“相生”指事物之间具有相互资生、相互促进的一面。常译作mutual promotion, mutual generation或interpromotion, intergeneration。mutual和inter都表示相互的意思,只是mutual可以作为一个独立的词语来使用,而inter则不能作为独立词语使用,只能作为一个构词成分使用。“相生”还有人译作engendering,WHO方案中就采用了这种译法。在“世中联”的标准中,“相生”则一律使用generate,反映了这一概念英语翻译的基本趋向。
相克restraining - the relationship in which each phase and its associated phenomena restrict/check/control another phase.
木克土wood restrains earth - the category of wood restricts or checks the category of earth, also called wood controlling earth.
火克金fire restrains metal - the category of fire restricts or checks the category of metal, also called fire controlling metal.
土克水earth restrains water - the category of earth restricts or checks the category of water, also called earth controlling water.
水克火water restrains fire - the category of water restricts or checks the category of fire, also called water controlling fire.
金克木metal restrains wood - the category of metal restricts or checks the category of wood, also called metal controlling wood.
在五行学说中,“相克”指事物间具有相互制约、相互排斥的一面,常译作mutual restraint, mutual restriction, mutual inhibition或interrestraint, interrestriction, interinhibition。从目前的使用情况来看,mutual (inter) restraint和mutual (inter) restriction使用得最为普遍,虽然mutual (inter) inhibition在语义上也有可取之处,但其使用范围远不及前两种译法广泛。在实际应用中,也有人不用mutual和inter,而直接使用restraint或restriction。在“世中联”的标准中,“相克”一概译作restrict。
相乘overwhelming - abnormally severe restraining of the five phases in the same sequence as normal restraining, also known as overacting.
“相乘”指克制太过,超过了正常的制约程度,常见的译法有overrestraint, overrestriction,也有译作subjugation。个别西方译者将“相乘”译作overwhelming。在“世中联”的标准中,“相乘”译为overrestriction,与现行流行译法一致。
相侮 rebellion - restraining opposite to that of the normal restraining sequence of the five phases, also known as insulting.
“相侮”指相反方向的克制,常译作counterrestraint, counterrestriction或reverse restraint, reverse restriction。国外也有译作rebellion,显然是意译了。还有译作interinsult,有点直译太过。在“世中联”的标准中,“相侮”的译文是counterrestriction,与现行译法保持一致。
五常five constants - a collective term referring to wood, fire, earth, metal and water in normal movement.
“五常”指木、火、土、金、水五类物质的正常运动,所以常译作motion of the five elements或normal motion of the five elements。这里译作five constants(五个常数)似乎有些不太恰当。因为在英语中,constant指数学中的常数和物理学中的恒量,很难用以表达五行的正常运动。
制化inhibition and generation - the engendering and restraining for maintaining a relative balance coordination in the five phase theory relationships and normal.
“制化”指五行之间既相互制约,又相互生化的关系,常译作restriction and generation, restraint and promotion, inhibition and generation等,意思基本一致。“世中联”采用了restriction and generation来翻译“制化”。
亢害承制harmful hyperactivity and responding inhibition - one of the principles of the five phase theory indicating that hyperactivity of any phase is harmful, and its restriction will restore the normal balance.
所谓“亢害承制”,指五行有相互促进的一面,也有制约的一面。如只有促进而无制约,就会造成亢盛为害。因此必须抵御亢盛令其克制,才能维持五行的正常运动。所以早期的译者将其译作:Hyperactivity of the five elements causing damages should be suppressed,意思自然是比较准确的。有的词典也将其译作:Because excess brings harm, it should be restrained,语义上略微有点泛。WHO和“世中联”将其译作:Harmful hyperactivity and responding inhibition,含义似乎也不是非常明确。“亢害承制”中的“害”和“制”都是动词,“亢”和“承”则是名词,即《内经·六微旨大论》所说的“亢则害,承则制”。按照《内经》的解释,“亢害承制”的意思是:Hyperactivity among the five elements will bring on harm and therefore has to be inhibited。对于这样的中医经典成语,译作名词短语,有时很难说得清楚。
母气mother qi - qi of the viscus that engenders in the engendering sequential relationship of the five phases.
子气child qi - qi of the viscus that is engendered in the engendering sequential relationship of the five phases.
在“世中联”的标准中,“母气”和“子气”分别译作mother element/phase/qi和child element/phase/qi,似不及WHO的译法简洁。另外,“子气”还有另外一层含义,即孕妇腿部水肿(edema of legs in pregnancy)。
母子相及mother and child affecting each other - influence of one phase exerted on the phase that it engenders or that engenders it sequentially.
“世中联”标准中有关五行学说及其相关概念的翻译,多与通行译法一致(如将“生”译作generating,将“克”译作restricting,将“乘”译作overrestriction,将“侮”译作counterrestriction等),且在数量上多于WHO标准中所罗列的用语。有些概念是WHO方案中所没有收录的,如“木曰曲直”(wood characterized by bending and straightening)、“火曰炎上”(fire characterized by flaring up)、“土爰稼穑”(earth characterized by sowing and reaping)、“土生万物”(earth producing myriads of things)、“金曰从革”(metal characterized by changing)、“金气萧杀”(metal characterized by clearing and downward)、“水曰润下”(water characterized by moistening and descending)
根据笔者对标准化“概念”的分析[3],似乎可以不必将“木曰曲直”这样一些中医常用语作为名词术语去翻译并对其翻译进行标准化。因为这些常用语其实就是一个个陈述句或判断句,一般不会按名词术语的要求去翻译。如“木曰曲直”虽然在“世中联”的标准中被译为wood characterized by bending and straightening,但也完全可以翻译成wood tends to grow freely。另外,“金气萧杀”译作metal characterized by clearing and downward,似乎不是很完整,因为downward可以作形容词或副词,但却不能作名词。
天人相应correspondence between nature and human - one of the basic concepts in traditional Chinese medicine which emphasizes that humans are in adaptive conformity with the natural environment.
“天人相应”指人体组织结构、生理现象以及疾病同自然界的相应关系(the corresponding relation between nature and the physical structure and physiological phenomena of the body and diseases),早期的译文是the relationship between human body and environment,以后逐步简化为correspondence between nature and human。
整体观念holism - one of the philosophical ideas regarding the human body as an organic whole, which is integrated with the external environment.
“整体观念”的译法不是很统一,常见的是organic wholeness或concept of organic wholeness。而holism则是近年来开始使用的一个较为modern的词语,因其简洁,所以逐步为大家所采用。
辨证论治pattern identification/syndrome differentiation and treatment - diagnosis of the pattern/syndrome, through comprehensive analysis of symptoms and signs, which has implications for determining the cause, nature and location of the illness and the patient’s physical condition, and their treatment.
“辨证论治”的翻译曾经很不一致,而且比较繁琐。早期常见的译法有differential diagnosis in accordance with the eight principal syndromes; analyzing and differentiating pathological conditions in accordance with the eight principal syndromes等。与中文原文相比,译文显然过于冗长。目前“辨证论治”已基本简洁为treatment based on syndrome differentiation 或syndrome differentiation and treatment或differentiating syndrome to decide treatment。有人还干脆将其简化为differentiation and treatment。
中西方译者在“辨证论治”的翻译方面,思路与方法已基本趋同,只是在个别词语的使用方面存在一定的差异。如中国译者(包括很多西方译者)多倾向于将“辨”和“证“译作differentiation和syndrome,而一些西方译者则倾向于将其译作identification和pattern。WHO所提供的译文,实际上就反映了这一差异。
本文概要地分析比较了WHO和“世中联”所制定的中医名词术语英译国际标准中有关五行学说术语的翻译问题。从中我们可以看出,两个标准尽管在五行学说相关概念和术语的翻译方面有一定的相同或相近之处,但差异也是显而易见的。“世中联”的标准比较多地采纳了目前较为流行的译法,特别是中国译者的实践。而WHO的标准,则比较多地采用了西方一些译者的习惯做法。
参考文献
1 World Health Organization Western Pacific Region. WHO international standard terminologies on traditional medicine in the Western Pacific Region. 2007.
2 Li ZJ. International standard ChineseEnglish basic nomenclature of Chinese medicine. Beijing: People's Medical Publishing House. 2008. Chinese.
一、真题呈现
1.(2012年高考湖南卷)Time, correctly,is money in the bank.
A. to use B. used C. using D. use
2.(2012年高考安徽卷)When for his views about his teaching job,Philip said he found it very interesting and rewarding.
A. asking B. asked
C. having asked D. to be asked
3.(2012年高考新课标卷)Film has a much shorter history,especially when such art forms as music and painting.
A. having compared to B. comparing to
C. compare to D. compared to
4.(2012年高考四川卷)Before driving into the city,you are required to get your car .
A. washed B. wash
C. washing D. to wash
5.(2012年高考山东卷)After completing and signing it,please return the form to us in the envelope .
A. providing B. provided
C. having provided D. provide
参考答案:1~5 BBDAB
二、考点分析
过去分词的形式复杂,用法灵活,学习起来的确不容易。同学们应该从以下归纳的几个方面进行掌握。
1.过去分词的形式
过去分词有两种构成形式,即规则变化形式和不规则变化形式。
规则变化形式:在动词词尾后加-ed。如:
playplayed watchwatched plantplanted
不规则变化形式:过去分词的情况复杂,同学们务必在平时的英语学习过程中加以积累。如:
seeseen gogone wearworn singsung
过去分词的否定式由在其前面加否定词not构成。如not interested,not finished等。
2.过去分词的句法作用
在句子中,过去分词一方面与be动词或助动词have/has/had连用,分别构成被动语态和完成时态;另一方面用作形容词或副词,在句子中作定语、表语、状语或宾语补足语。如:
(1)The house built 100 years ago is still very strong.(作定语)
(2)He didn’t feel frightened at all when he saw the big snake,though he was just a boy of eight.(作表语)
(3)Seen on the plane,the city looks like a large map.(作状语)
(4)He told me that he would have his watch fixed in the street this afternoon.(作宾语补足语)
3.过去分词的判断
(1)与逻辑主语的关系
过去分词可分为三种情况:一是及物动词的过去分词,往往含有被动和完成的意义;二是不及物动词的过去分词,只含有完成的意义,没有被动之意;三是有些动词的过去分词作表语时,构成的谓语很接近被动结构。
① (praise)at the school meeting,the boy felt very pleased.
② (fall)on the street,the leaves should be cleaned away.
③ (tire)of reading,Mary turned on TV.
分析:①逻辑主语the boy受到表扬,因此用过去分词praised。②从语境中可以看出,逻辑主语leaves已经落到街上,表示完成,应该用fallen。③从后面打开电视可知,玛丽厌倦了读书,因此用tired。
参考答案:①Praised ②Fallen ③Tired
(2)与谓语动词的时间关系
过去分词的动作没有严格的时间限制,只强调当时的结果。如:
in the street,the little girl began to cry.
A. To be lost
B. Being lost
C. Having been lost
D. Lost
分析:女孩开始哭,并不是将要被丢,也不是正在被丢或原来已经被丢过,而是现在的结果是弄丢了,因此答案选D。
(3)从结构意义出发
have sth. 之后既可接不定式(to do/to be done),也可接动词的过去分词来表示sth.承受非谓语动词的动作,但是意义不相同。
have sth. to do 表示有事情要做,句子的主语就是动作的执行者。
have sth. to be done 表示有要做的事情,不定式动作的执行者往往是问话的人。
have sth. done 表示让别人做某事,或者某事遭到不幸,还可表示主语组织力量把某事完成。如:
Boy students in our school are required to have their hair once a month.
A. cut B. to cut
C. to be cut D. being cut
分析:分析句子的语境可知,指男生让别人给他们理发,应用have sth. done,因此答案选A。
(4)熟记一些固定搭配
英语中,过去分词可接在连词(如when,if,than等)之后。介词后面一般不接过去分词,但是在有些习语的介词后面可接过去分词。如:
You should look into the accident yourself but not take what the driver said for .
A. grant
B. granting
C. granted D. being granted
分析:take sth. for granted为固定搭配,意为“对某事想当然”,因此答案选C。
三、巩固练习
1.When I got there,I found the classroom .
A. sweep B. swept
C. sweeping D. to sweep
2.Oh,I’d like to have my computer .
A. repair B. to repair
C. repairing D. repaired
3.When about the boy’s missing,the police said they found no clues.
A. asked B. asking
C. to ask D. being asked
4. in the first row,he can see the blackboard clearly.
A. Seating B. Being seated
C. Seated D. To seat
5.Do you know the man in the car accident?
A. hit B. hitting
C. to hit D. having hit
6.Far from ,the work was left there and they went away.
A. finish B. finishing
C. finished D. being finished
【关键词】中专英语 四环节教学
如何深化中专英语教学方法的改革,不断提高教学质量,这是我们英语教师共同关心和思考的问题。笔者在数年的教学实践中,摸索到一套通过“看、讲、练、评”四个环节来进行中专英语教学的方法。这对增强学生的语言能力有一定的积极作用。
一、看
这一环节的要点是:预习阅读要由学生自己完成,老师不能越俎代庖,但必须给予具体指导,不能放任自流。例如财经英语第三册第四课,我提示学生阅读时要掌握以下几点:
1.重点词组及短语:①instant food ②be responsible ③on the run ④avoid having…⑤as well as ⑥take a closer look at the food value ⑦link … with … ⑧diet C related diseases ⑨number one health problem ⑩be free of
2.重点语法:(1)分词的应用如:
作定语:eating habit
processed foods
作表语等:… is disappointed
(2)现在词与过去分词的区别:
freezing foods
frozen foods
(3)动名词:
the styles in living
responsible for deciding which…
(4)定语从句,宾语从句小结。在“看”这一环节中,强调学生以课文为中心兼顾其它,只有这样那些语言点才是有血有肉的。这样的预习作为培养学生自学能力的一种过程,要求学生做到既动脑,又动手。即通过老师的提示,理解全文的基本内容,在此基础上要求学生记下有关难点,并把本课语法现象进行罗列、归类、系统化。这样把学生的注意力引向课文的理解和语言点的掌握,预习的目的落到了实处。
二、讲
1.朗读课文,由老师范读或听课文录音。在预习的基础上,通过听觉和视觉对语文进一步感知,使学生对课文的内容有一个整体概念。
2.回答问题,将该课文用各种问题串起来,用多媒体放出来,一问、一答,这样课文内容及各类语言点又得以在新的形式下重现,使得学生的听、说能力和对课文的理解进一步提高和加深。
3.解释代换,对课文的某些生词、词组尽量用英语进行解释,引新联旧。对某些难点、难句用代换、分解的方式帮助学生进行记忆和理解。
4.听写还原,对本课的常用词、词组、句型等通过听、写与还原翻译,落实到笔头上。
5.归纳小结:对本课重要的语言点如分词的应用;现在分词与过去分词的区别,教师应帮助学生小结。如分词前作定语、表语、宾补、状语、现在分词与过去分词的区别,主要表现在现在分词表主动,而过去分词则表被动,现在分词表示动作还在进行,而过去分词表动作已经完成。
三、练
进行了“看”、“讲”两个环节以后,安排练这一过程既符合学习规律,也符合学生的心理状态。这种“练”要达到两个要求,即巩固所学的语言知识,训练学生的言语技能。练的基本原则是:(1)首先让学生根据每课所学知识,独立完成书中编排的练习。(2)在完成书上练习的前提下,教者再根据本课所涉及的重点和学生的难点,适当编选相关习题,尽量体现多练的原则。(3)要求学生按课文情节、内容缩写或改写课文,每节课前用3-5分钟,请两个学生上讲台,对自己所写的短文(不带文稿)进行演讲,老师和部分同学对演讲者,按其演讲的诸因素来评分。
四、评
评讲练习是激发学生兴趣,深化知识,发展能力的重要环节。笔者认为,不能把评讲过程单纯看作是对答案、定优劣的过程。评讲时不能面面俱到而要重点突出;不能就事论事而要揭示规律。此外,评讲时要注意研究学生所犯错误时的心理状况,尤其在对学生的演讲进行评讲时应格外注意这一点。
通过对练习的批阅和学生的交谈,笔者对学生在口、笔头练习中犯错误的各种根源和心理状况作了初步了解。概括起来有如下几种:基础较差,束手无策;粗枝大叶,望文生义;只知其一,不能全面考虑问题;口头表达过于谨慎,胆小,难以正常发挥;受汉语影响频频出现汉语式英语等。在财经英语第三册,有这样一道选择题:
――by the friendship store, I saw some foreign visitors.
A. Passed B. Have passed C. Be Passing D. Passing
正确答案为D,而不少学生却选了A,问其原因,说是其谓语动词“saw”是过去时,为了保持时态的一致故选了A。由此看出,这些学生对分词作为非谓语动词的用法没真正理解,考虑问题不全面……
[关键词]“时”和“体” 法语动词语式 法语动词时态对应关系
法语动词的“时”和“体”是两个不同的语法概念。前者表示动作“在时间轴线上的位置”,回答动作是发生在现在、过去还是将来及动作先后的时间问题;后者表示动作进行的情况,回答动作本身是起始、完成还是进行或持续的问题。对于法语的时态而言,“时”不是它们的唯一含义,还包含“体”的意义。法语每一种时态兼具三种性质:式(le mode)、时(le temps) 和体(l’aspect)。
每种语式又含有若干时态,时态中不仅有现在时、过去时和将来时,另外,还分为简单时态和复合时态。复合时态的构成方式均由助动词être或avoir依照各自对应的简单时态变位,加上动词的过去分词。复合时态通常表达比对应简单时态更早发生的动作或状态。这些语式和时态都有各自独特功能。法语动词有六种语式,即直陈式、命令式、条件式、虚拟式、不定式和分词式。后两种没有人称变化,在句中不能作为重要动词(谓语),实际表达语气的时前四种。
1.直陈式(l’indicatif), 是客观叙事的语式,表示动词所表达的确实存在的情况或动作,或者就这类情况或动作提出疑问或加以否定。
直陈式通常包括十种时态(5种简单时态和5种复合时态),每种简单时态都和一种复合时态一一对应。其中5种简单时态比较常用,分别是现在时(le présent)、未完成过去时(l’imparfait)、简单过去时(le passé simple)、简单将来时(le futur)和过去将来时(le futur dans le passé)。它们的对应关系如下表所示:
简单时态 (le temps simple)复合时态(le temps composé)现在时(le présent) 复合过去时(le passé composé)未完成过去时(l’imparfait)愈过去时(le plus-que-parfait) 简单过去时(le passé simple)先过去时(le passé antérieur)简单将来时(le futur simple) 先将来时(le futur antérieur)过去将来时(le futur dans le passé) 过去先将来时(le futur antérieur dans le passé)
2.条件式(le conditionnel),主要表示在一定条件下可能发生的动作,但实际并未发生。条件式有两种时态:现在时(le conditionnel présent)和过去时(le conditionnel passé)。它们的对应关系如下表所示:
简单时态 (le temps simple)复合时态(le temps composé)
现在时(le conditionnel présent)过去时(le conditionnel passé)
3.命令式(l’impératif), 表达请求、劝告、命令的语式。命令式包括两种时态,它们的对应关系如下表所示:
简单时态 (le temps simple)复合时态(le temps composé)
现在时(l’impératif présent)过去时(l’impératif passé)
4.虚拟式(le subjonctif),是表示希望、设想和判断的语式,多指不肯定、非现实的事。常用虚拟式包括两种时态,它们的对应关系如下表所示:
简单时态 (le temps simple)复合时态(le temps composé)
现在时(le subjonctif présent)过去时(le subjonctif passé)
5.不定式(l’infinitif),即原形动词,在句中具有动词的作用,无人称、性数变化。不定式具有动词和名词两种功能。不定式包括两种时态,它们的对应关系如下表所示:
简单时态 (le temps simple)复合时态(le temps composé)
现在时(l’infinitif présent)过去时(l’infinitif passé)
6.分词式(le participe),在句中时而起动词作用,时而起形容词作用。包括现在分词、过去分词、复合过去分词和副动词。它们的对应关系如下表所示:
简单时态 (le temps simple)复合时态(le temps composé)
现在分词(le participe présent)复合过去分词(le participe passé composé)
过去分词(le participe passé)无
副动词(le gérondif)无
从以上分析中可以看出,法语动词存在一一对应的关系的常用时态共24种,笔者认为,在平时的教学及学习过程中,按照一定的顺序和抓住几个关键点来记忆和使用法语时态是很重要的,并且能够起到事半功倍的效果,这个顺序就是:语式——动作发生或存在的“时”——动作发生或存在的“体”;这几个关键点是简单时态、复合时态和对应关系。
参考文献
[1]陈振尧.新编法语语法.外语教学与研究出版社,1992.
一、非谓语动词作主语
当动词作主语时,可以用动名词或动词不定式,但不能用动词原形。不定式作主语有时常放在句尾,但句首要用it 作形式主语,代替它。例如:“跑”这个动词在句子中可以译成: Running every day is good for our health . To run every day is good for our health. 或It’s good for our health to run every day . 解释:在is 前是主语时,可用Running 或 To run 。 例如,1. Eating Dangshen herbs is good. 2. Knowing how to ask for information politely is important. 3. It takes an hour to go to Jilin by bus. 4. To touch it is very dangerous. =It is very dangerous to touch it.
二、非谓语动词作宾语
1. 在下列动词后的动词一般都用不定式 。
例如:want hope need try plan allow decide learn teach seem afford refuse continue offer pretend promise be sure 例如:You can’t wake a person who is pretending to be asleep. I hope to succeed this time. She wants to join the club. The man taught us how to repair the tools. 注意:当need 前的主语是物时,need 后只能用动名词。例如:The flowers need watering .
2. 在下列动词后的,有时用动词不定式 ,有时用动名词。
love prefer like hate forget remember start begin continue regret stop go on 上面这些动词后用不定式和用动名词的句意差不多。用不定式侧重动作。而用动名词侧重于事。注意: stop 后用不定式和用动名词的句意相反。Stop dong 表示停止做 ,stop to do 表示停下来开始做--(另一件事) 。 go on doing 表示继续做同一件事 ,go on to do 表示接着做另一件事。 例如: I remember seeing her once somewhere. I must remember to take my keys with me. He went on working after a while.
3. 在下列动词suggest finish keep mind put off practice avoid enjoy后的, 只用动名词。 can’t help-- , be worth -- ,give up-- 后用动名词。
例如: I have finished reading the novel. Do you mind my opening the door? I can’t help laughing. The idea is well worth considering.
4. 在介词后或含有介词的动词词组后,都用动名词。并作介词的宾语。
①. He left his home without having breakfast. ②. What about going out for a walk? ③. I am good at swimming. ④. Thank you for giving me so much money.
5. 在下面的句型中用不定式。
1) 前有形容词作宾补足语时,用不定式短语作宾语,句中的 it为形式宾语。. They found it impossible to get everything ready in time. Do you consider it better not to go ? She thought it unnecessary to argue with him about it.
2) 前有疑问词时,用不定式。
Do you know how to express the idea in English?
三、非谓语动词作表语时,可用不定式,也可用动名词
1. Her wish is to become a nurse in the future. 2. My hobby is collecting old coins. 3.The question is how to deal with the suggestions. 注意: 前有疑问词时只能用不定式。
四、非谓语动词作定语