超级龙宠全集txt下载:用“加减法”巧讲非谓语动词1

内蒙古兴安盟乌兰浩特一中137400

非谓语动词主要包括to do 、doing 和done这三种形式, 它们属于语法教学中的难点，尤其是当它们在句子中作定语或状语的时候。此时如果我们把句子中遇到的非谓语动词利用“加法”技巧变成我们非常熟悉的定语从句或状语从句，然后利用英语中的省略现象对这些从句进行“删减”，就会使对非谓语动词的理解简单化，现在我们就着重谈一谈用“加减法”巧讲非谓语动词。

一、作定语时的加减法原则

1. to do

从功能上看，动词不定式做定语表示将来，相当于一个以动词不定式为表语的定语从句。试看下面的加减法原则：

Many buildings in the city need repairing, but the one to be repaired first is the library.

→Many buildings in the city need repairing, but the one that is to be repaired first is the library.

    这个城市的许多建筑物需要维修，但是首先要维修的是图书馆。

2. done

从功能上看，过去分词做定语表示1）被动（及物）；2）完成（不及物）。做定语时相当于一个定语从句（被动），有时侯也表示完成。

I'm calling to enquire about the position advertised in yesterday's China Daily.

    → I'm calling to enquire about the position that was advertised in yesterday's China Daily.

我打电话来咨询下昨天中国日报上刊登职位的信息。

The Town Hall completed in the 1800’s was the most distinguished building at that time.

→The Town Hall which had been completed in the 1800’s was the most distinguished building at that time.

 这在十九世纪建成的市政大厅是那个时代最杰出的建筑。

It is one of the funniest things found on the Internet so far this year.
     →It is one of the funniest things that have been found on the Internet so far this year.
    这是今年到目前为止在网上发现的最有趣的事情之一。

以上句子都是由不定式或过去分词做定语的句子，我们把这些动词不定式或过去分词前面分别加上相关时态的which  be / that be / who be ，就把它们变成了以这些动词不定式作表语或者以这些过去分词构成的被动语态为句子主干的定语从句，这样我们就很容易理解了。然后再把加上的这些成分去掉，上述情况自然会一目了然。

3．doing 

从功能上看，现在分词做定语表示 1）主动（及物）；2）进行（不及物）。做定语时相当于一个定语从句 (主动)。    

The man standing over there is my father．

→The man who is standing over there is my father．

站在那儿的男人是我爸爸。

与to do 和done 作定语时的不同，doing 作定语表进行的时侯，可以通过加上which + be /that + be / who + be变成定语从句，但是只单纯地表主动的时侯，我们就得根据人称和时态进行相应的调整了。如下面的句子：

There is a great deal of evidence indicating that music activities engage different parts of the brain.

→There is a great deal of evidence which indicates that music activities engage different parts of the brain.

 （这里which indicates变成了indicating）

有大量的证据表明，音乐可以使大脑不同部分都参与到活动中。

二、作状语时的加减法原则

由于非谓语动词作状语时，这些非谓语动词逻辑上的主语，与句子的主语应该一致，所以在增减主语时也有相应的加减法，但是能够整体进行加减的例子还应以done作状语时较为明显,而doing则次之。

1. doing 作状语

（1）doing短语作时间状语，相当于一个时间状语从句。

While reading the book, he nodded from time to time.       

→While he was reading the book ,he nodded from time to

time .

他一边看书，一边不时地点头。

Seeing that she was going off to sleep，I asked if she’d like that little doll on her bed.

→When I saw that she was going off to sleep， I asked if she’d like that little doll on her bed.

    ( 在这里When I saw变成了Seeing)

看到她要离去睡觉，我问她是否想要她床上的那个小娃娃。

    Having Waited in the queen for half an hour the old man suddenly realized be had left the cheque in the car.

→After he had waited in the queen for half an hour, the old man suddenly realized be had left the cheque in the car.

（在这里After he had waited变成了Having Waited）

那个老头在排了半小时队伍后，突然意识到他把支票落在车里了。

（2）doing分词短语作原因状语，相当于一个原因状语从句。

Not knowing his address, I can’t send this book to him.      

→Because I don’t know his address , I can’t send this book to him. 

（这里because I don’t know变成了Not knowing）

因为不知道他的地址，我不能把这本书送给他。  

Having failed to reach them on the phone，we sent an email instead .

→Because we had failed to reach them on the phone，we sent an email instead .

（这里because we had failed 变成了Having failed）

通过电话没有找到他们，于是我们给他们发了一封电子邮件。

（3）doing分词间或也可作让步状语，相当于一个状语从句。如：
Working so hard, he failed again.

→Although he worked so hard , he failed again .

(这里Although he worked so hard变成了Working so hard )

尽管他努力工作，但是他还是失败了。

（4）doing分词短语作条件状语，相当于一个状语从句。如：

Turning to the left, you will find the path leading to the site.

→If you turn to the left , you will find the path leading to the site.

（这里if you turn to the left变成Turning to the left）

如果你向右拐弯，你会发现通往营地的小路的。

（5）doing作伴随状语，一般转换为并列结构:

He is a student at Oxford University, studying for a degree in computer science.

→He is a student at Oxford University, and he is studying for a degree in computer science.

他是牛津大学的一名学生，在计算机系攻读学位。

2. done 作状语

（1）作条件状语，可转换为if, once或unless等引导的状语从句。如：

Given the right kind of training , these teenage soccer players may one day grew the international stars.

→If they are given the right kind of training , these teenage soccer players may one day grew the international stars.

接受合适的训练，这些少年足球运动员将来可能会成为国际明星。

（2）作原因状语，可转换为as, since或because等引导的状语从句。如：

Bitten twice, the postman refused to deliver our letters unless we chained our dog.

→Because he had been bitten twice, the postman refused to deliver our letters unless we chained our dog.

被咬了两次，那个邮递员拒绝为我们送信，除非我们拴住我们的狗。

Driven by a greater demand of vegetables, farmers have built more green houses.

→Because they are driven by a greater demand of vegetables, farmers have built more green houses.

由于蔬菜的大量需求，农民建造了更多温室

（3）过去分词短语作时间状语，可转换为when, while或after等引导的状语从句。如：

Seen from the top of the tower, the south foot of the mountain is a sea of trees. 

→When it is seen from the top of the tower, the south foot of the mountain is a sea of trees.   

从塔的上面看去，南面的山脚是一片树的海洋。

（4）作让步状语，可转换为although, though或even if等引导的状语从句。如：

Although exhausted by the climb, they continued our journey.

→Although they were exhausted by the climb, they continued our journey.

虽然爬得很累，但他们仍然继续我们的旅程。

（5）作方式或伴随状语。相当于方式状语从句或并列结构。如：

The teacher came in, followed by her students.

→The teacher came in, and she was followed by her students.

老师走进来，（她）后面跟着她的学生们。 

– Who should be responsible for the accident?
– The boss not the workers. They just carried out the order

as told .

→– Who should be responsible for the accident?
– The boss not the workers. They just carried out the

order as they had been told .

-谁应该为此次事故承担责任？

-是老板而不是工人们。工人们只是执行老板发出的命令而已。

综上所述，巧用加减法会使我们在语法教学中化难为易，化陌生为熟悉，尤其是在非谓语动词的教学中，更能使我们把这个令人头疼的知识转化为学生耳熟能详的状语从句和定语从句，从而一举攻克这个知识难点。