英语讲座5 动词-ing形式的双重语法功能

英语讲座5 动词-ing形式的双重语法功能

动词-ing形式可用作动名词和现在分词，动名词由动词+ing构成，具有动词和名词的性质，在句中起名词作用，可作主语、宾语、表语和定语。现在分词有一般时和完成时，在句中可以作定语、表语、状语和补语。

●难点磁场

1.(★★★★)Though________money,his parents managed to send him to university.

cked cking of

cking cked in (NMET2002)

2.(★★★★★)How about the two of us________a walk down the garden?

A.to take B.take

C.taking D.to be taking (MET1993)

3.(★★★★)________is a good form of exercise for both young and old.

A.The walk B.Walking

C.To walk D.Walk (MET1992)

4.(★★★★)—I must apologize for________ahead of time.

—That’s all right.

A.letting you not know B.not letting you know

C.letting you know not D.letting not you know (NMET1994)

●案例探究

1.—You were brave enough to raise objections at the meeting.

—Well,now I regret________that.

A.to do B.to be doing

C.to have done D.having done (NMET1995)

命题意图：考查学生对动词regret的掌握，属于四星级题目。

知识依托：regret doing结构表示后悔做了某件事。

错解分析：C项迷惑性较大。

解题方法与技巧：从对话所表达的内容来看，在会上提反对意见的人对其行为感到后悔。 答案：D

2.________such heavy pollution already，it may now be too late to clean up the river.

A.Having suffered B.Suffering

C.To suffer D.Suffered (NMET2001)

命题意图:考查学生对分词的掌握，属于五星级题目。

知识依托:现在分词的完成时表示分词的动作或状态在谓语动词所表示的动作或状态之前发生。

错解分析:B项迷惑性较大。现在分词的一般时表明分词表示的动作或状态和句子谓语表示的动作或状态同时发生或进行。

解题方法与技巧：分清现在分词的一般时和完成时所表示的含义不同。

答案：A

●锦囊妙计

1.动名词

1）动名词的用法：

①作主语。例如：

Seeing is believing. Collecting information is very important to business man. It is no use sitting here waiting.

注意：动名词和不定式都可以作主语，动名词作主语表示一般或抽象的多次性行为，不定式作主语往往表示具体的或一次性的动作。例如：

Playing with fire is dangerous.（泛指玩火）

To play with fire will be dangerous.(指一具体动作）

但在it is no use/good,not any use /good,uselss等后一般用动名词。

②作表语。例如：

My job is teaching English.

③作宾语。例如：

He is fond of playing football.

He finished reading the book yesterday.

④作定语，a sitting room

2）动名词的复合结构：动名词复合结构的一般规则是：

①逻辑主语是有生命的名词：作主语时，必须用名词或代词所有格，作宾语时（尤其在口语中），也可用名词普通格或人称代词宾格。例如：

Their coming to help us was a great encour agement to us.（主语）

She didn’t mind Jack(him)coming late.（宾语）

They insist on Tom’s(his)staying longer.（介宾）

②逻辑主语是无生命名词时，只用名词普通格。例如：

Is there any hope of our team winning the match?

③逻辑主语是指示代词或不定代词this, that, somebody, someone, nobody, none, anybody, anyone时，只用普通格。例如：

She was disturbed by somebody shouting outside.

3）动名词的时态：动名词的时态分一般时和完成时两种。如果动名词的动作没有明确地表示出时间是与谓语动作同时发生或在谓语动作之前发生，用动名词的一般时。例如： We are interested in collecting stamps.

His coming will be of great help to us.

如果动名词的动作发生在谓语动词所表示的动作之前，通常用动名词的完成时态。例如： We were praised for having finished the work ahead of time.

但是在某些动词或词组后，常用动名词的一般形式，尽管其动作是在谓语所表示的动作之前发生。例如：

On hearing the bad news，she couldn’t help crying.

I shall never forget seeing the Great Wall for the first time。

4）动名词的语态：动名词的被动语态也有一般时与完成时两种。当主语是这个动名词所表示的动作对象时，动名词用被动语态。被动语态由“being+过去分词”或“having been+过去分词”构成。例如：

The young man came in without being noticed. He likes being helped.

He was afraid of being left at home.

The house showed no sign of having been damaged.

有些动名词在句中是主动形式，但有被动的含义。例如：

The house requires/needs/wants repairing.

注：在to be worth doing句型中，动名词doing表示的是被动意义。例如：

If a thing is worth doing，it is worth doing well.

2.分词

1）分词的时态和语态：

①分词分为现在分词和过去分词，现在分词有一般时和完成时。一般时表示和谓语动词所表示的动词同时发生的动作；完成时（having +过去分词）表示在谓语动词所表示的动作之前发生的动作。例如：

Being a student,he was interested in books.

He hurried home,looking behind him as he went.

Having studied in the university for 3 years,he knows the place very well.

②现在分词有一般时和完成时，且有主动语态和被动语态。当句子的主语是分词动作的承受者时，分词用被动语态。如果要强调分词的动作先于谓语动作，就用分词完成时的被动形式。例如：

The question being discussed is of great importance.Having been criticized by the teacher,Li Ming gave up smoking.

过去分词表示在谓语动词之前发生的动作，本身有被动的含义，所以只有一般式，没有完成时。

2)分词的用法：

①作定语。分词短语作定语时，放在被修饰的名词之后；单个分词作定语时，放在被修饰的名词之前。例如：

China is a developing country.The man standing at the window is our teacher.Polluted air and water are harmful to people’s health.

注意：现在分词作定语时，表示动作正在进行或与谓语动词所表示的动作几乎同时发生。 如果两个动作有先有后，一般不能用现在分词作定语，而要用定语从句。例如： The teacher criticized the student who had broken the window.

②作状语：分词或分词短语作状语时，可以表示时间、原因、结果、条件、让步、行为方式、伴随状况等。例如：

Being too old ,he couldn’t walk that far.

While reading the book,he nodded from time to time.(时间）

The teacher stood there surrounded by the students.(方式）

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