非谓语动词的格式化结构总结

　　非谓语动词的教学是我们高中英语语法教学的重点和难点之一，既涉及到时态、语态知识，又涉及到句子成分等问题，还牵涉到谓语和非谓语的区别等。在平时的教学过程中，学生解答这类题目时常采用找非谓语动词与句子相关成分的逻辑关系和非谓语动作先后的方法来解决的，逻辑关系确定非谓语的语态形式，动作发生的先后确定非谓语的时态形式。例：1.peter received a letter just now saying his grandma would come to see him soon.(saying的分词短语作a letter的定语，两者之间是主谓的逻辑关系。)2.it took a long time for the connection between body temperature and illness to be made.(it took…to do 为固定句式，不定式作主语，make a connection中make与connection之间是动宾的逻辑关系， it took a long time for us to make the connection between body temperature and illness.)但在我们教学的过程中，不难发现有些题目学生用找逻辑关系的方法很难解决问题或者说有些题目中非谓语动词与句子的相关成分根本就不存在逻辑关系。例：1. a and guilty, he put the book back on the shelf she had secretly placed in her schoolbag.a. frightened b. frightening c. being frightened d. to be frightening(学生在a、b、c中难以取舍，片面地认为＂他害怕＂是主动的逻辑关系而选b或者认为这里的frighten还是一种行为而选c) 2.technologinally a , china’s chang-e project does better than anyearlier project of the same kind. a. speaking b. spoken c. speak d. to speak(这里的主语china’s chang-e project与speaking之间没有逻辑关系，而学生则因思维定势习惯地认为＂工程被说＂是被动，很可能选b.)针对上述情况，笔者把一些与非谓语动词有关的固定结构归纳在一起，形成了一些固定格式——非谓语动词格式化结构：一.＂get  过去分词＂结构在这一结构中，get与be一样表被动，就是该过去分词的被动意义，但表示的是动作，而并非状态。 1.having been caught cheating in the exam, he got punished. 2.there is no time for you to b for the ball. a. be dressed b. get dressed c. get dressing d. dress 3.be careful when you cross this very busy street. if not, you may b runover by a car. a. have b. get c. become d. turn常见用在这一结构的过去分词有：get lost/paid/separated/damaged/run/punished/caught/changed/charged/dressed/hurt/burnt/killed等等。运用这一结构要训练学生把get sth. doing /get sth. done/get sth. to do等区分开来。例：4.you know he is not going to let us leave early if the work can’t b done.
　　a. got b. be got c. have got d. be getting(本题是get sth. done结构，即if we can’t get the work done)5.let me try now, the car will be got c . a. started b. to start c. starting d. start(本题是get sth. doing结构，即i’ll get the car starting.)6.in a time of social reform, people’s state of mind should be got b pace with the rapid changes of society. a. kept b. to keep c. to be kept d. keeping(本题是get sb. to do结构，即people should get their state of mind to keep pace with the changes of society.)总结：get done(与句子主语是被动关系) get sb./sth. doing(doing作宾补，与宾语是主动关系) get sb./sth. done（done作宾补，与宾语是被动关系） get sb. to do（＂叫…去做＂，未发生动作）二.在＂be 状态动词的过去分词 介词＂在这一结构中，过去分词往往形容词化，没有动作意义，说明主语存在的状态，只有done形式，如：be buried in/be lost in/be known as/be covered with/be crowded with等等，碰到这类短语作状语好或定语时，去掉动词be就用。 1.she has a face marked with worries.(她满脸愁容)2.he spent the whole day c in his study.  a. locking b. being locked c. locked d. to lock（不可与spend sb. time in doing sth.混淆。）3. a with so much trouble, we failed to complete the task on time.
　　a. faced b. face c. facing d. having faced总结：但在这些词组中，要区分分词是表状态还是表动作，不可混为一谈。例：4.① c to her son all these years, she has no moment to rest for.
　　② d his energies to being crazy about going on-line at college, he can’t find a job.
　　a. to be devoted b. devoting c. devoted d. having devoted(②中devote 后有宾语的存在，不可能表状态，只能表动作，找逻辑关系—主动，动作完成，选d)5.① c just an hour’s ride from beijing, the small town is a paradise(乐园) for tourists a home and abroad. ② b the tower in a wild park, they made it a paradise for tourists at home and abroad. a. locating b. having located c. located d. to be located三.状语从句中省略与非谓语形式 在状语从句中，当主句主语与从句主语相同或从句是it is adj.时，常把主语和be动词省略，之后形成以下的固定结构，在平时训练时，告诉学生可以直接在下面的三种形式中做选择。 to do (动作未发性)
　　when/while/unless/if/ though/as if /no mater how…  doing （与主语之间是主动关系）
　　done（与主语之间是被动关系）1.when c different cultures, we often pay attention to the differences without noticing the many similarities. 即：when (we are) comparing different cultures的省略句。
　　a. compared b. being compared c. comparing d. having compared2.when d help, one often says ＂thank you.＂ or ＂it’s kind of you.＂ 即：when (one is)offered help的省略句。 a. offering b. to offer c. to be offered d. offered3.①the man we followed suddenly stopped and looked as if d whetherhe was going to the right direction. 即：as if (he is going ) to see whether he was going to the right direction 的省略句。②contrast may make something more beautiful than it is when c alone. 即：when (something is)seen alone的省略句。a. seeing b. having seen c. seen d. to see 总结：在这一结构中，要注意的是主句的主语与从句的主语一定是一致的，否者只能用状语从句。
　　4.—what’s the trouble with you?
　　— d the heavy suitcase, my waist was hurt unexpectedly.
　　a. while carrying b. carried
　　c. carrying d while i was carrying 5.①the idea for the machine came to mr baker c to his invention recently.②mr. black had an idea for the machine a/b/c to his invention recently.
　　a. while devoted b. while devoting himself
　　c. while he was devoted d. while devoting
　　四.with/without 名词（代词） 非谓语这一结构一般作伴随状语、原因状语和定语成分，在这一结构中，非谓语与with/without后的名词、代词有主动或被动的逻辑关系。1.—come on, please give me some ideas about the project.
　　—sorry. with so much work 　ｂ　 my mind, i almost break down.
　　a. filled 　　　b. filling 　　c. to fill 　　d. being filled
　　总结：
　　to do（表示未发性动作）
　　with/without 名词/代词  doing/being done(表示动作正在进行)
　　done(表示完成被动)２.①john received an invitation to dinner, and with his work 　ａ　, he gladly accepted it.② john received an invitation to dinner, but with his work 　ｄ　, he couldn’t accept it. a. finished b. finishing 　c. having finished d. to finish3.with more trees d , huge quantities of good earth are being washed away each year.
　　a. destroying b. to be destroyed c. having destroyed d. being destroyed五.常见作状语的非谓语独立成分
　　generally/honestly/frankly/strictly/exactly speaking; judging from /by; concerning(关于，有关); considering(就…而论，照…看来); supposing(万一；假定); allowing for(考虑到…); seeing that(由于，因为); speaking of; talking about; taking…into consideration; to tell the　truth, to be frank/honest; to make things/matters worse, to begin with; to be brief, to say nothing of(更不用说)；to conclude(总之，最后) …1.he did poorly in his examination, considering how hard he studied.
　　就他学习的努力程度来看，他这次考得很糟糕。2. he asked me questions concerning my health.他问了我一些问题，是有关我健康方面的。3. c , the more expensive the camera, the better its quality.
　　a. general speaking b. speaking general
　　c. generally speaking d. speaking generally对以上结构归纳总结，强化训练，使学生对这些结构有一种本能的反应，从而对非谓语动词这一语法知识的掌握更加系统化、条理化、结构化、程序化，有利于非谓语教学的拓宽,为教学非谓语独立主格结构打下基础。