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动词不定式动名词用法要点讲解

  "
  一、作主语
  ⒈不定式作主语
  动词不定式作主语时,句子的谓语动词常用单数,其位置有以下两种:
  (1)把不定式置于句首。如:
  To get there by bike will take us half an hour.
  (2)用it作形式主语,把真正的主语不定式置于句后,常用于下列句式中。如:
  ①It be 名词 to do
  It"s our duty to take good care of the old.
  ②It takes sb+some time+to do
  How long did it take you to finish the work?
  ③It be 形容词 for sb to do
  It is difficult for us to finish writing the compositionin a quarter of an hour.
  ④It be 形容词 of sb to do
  It is stupid of you to write down everything the teachersays.
  ⑤It seems(appears) 形容词 to do
  It seemed impossible to save money.
  在句型③中,常用表示客观情况的形容词,如:difficult,easy,hard,important,impossible,necessary 等;在句型④中,常用careless,clever,good,foolish,honest,kind,lazy,nice,right,silly,stupid,wise等 表示赞扬或批评的词。在不定式前的sb,可看作其逻辑主语。这一句式有时相当于Sb is 形容词 to do句式 ,如:It"skind of you to help me with my English.=You are kind to helpme with my English.
  ⒉动名词作主语
  Learning without practice is no good.
  动名词作主语时,也常用It句式。如:
  ①It"s +no good(no use,fun,a pleasure,a waste of time)+doing…
  It"s no good reading in dim light.
  It"s no use sitting here waiting.
  ②It"s 形容词 doing
  It"s dangerous swimming in the sea in windy days.
  这样用的形容词有expensive,nice,tiring等,但important,necessary则不适用于这种结构,应用不定式 代替,如:It"simportant for you to keep fit.
  ③There is no+doing
  There is no saying what will happen next.
  在这一结构中,动名词后常带宾语,相当于"It"s impossible to…"结构。
  ⒊动词不定式和动名词作主语的区别
  ①不定式作主语经常表示具体动作,常与特定的动作执行者联系在一起;而动名词作主语经常表示抽象动 作,经常不与特定的动作执行者联系在一起。如:
  It"s no good eating too much fat.
  It"s no good for you to eat so much fat.
  ②动名词结构作主语,可以用名词或代词属格形式作逻辑主语。如:
  It"s no use your pretending that you didn"t know the rules.
  二、作宾语
  ⒈不定式作宾语
  ①以下动词后,只能跟不定式作宾语。如:agree,ask,aim,arrange,choose,decide,demand,expect,fail ,help,hope,lean,long,
  manage,offer,plan,prepare,pretend,promise,refuse,wish等,这些词大部分可接th at引导的从句。如:
  I decided to ask for my money back.
  I decided that I would ask for my money back.
  When our visit to the farm was over,we expected to startback on foot.
  When our visit to the farm was over, we expected that wewould start back on foot.
  ②当复合宾语中的宾语是不定式时,先用形式宾语it代替不定式,把不定式置于补语之后,即:主语 动 词 it 补语 to do句式。如:
  We think it quite important for us to learn a foreignlanguage well.
  He feels it his duty to help the poor.
  ③介词but,except,besides+to do(do)
  在这种句型中,如介词前有动词do,后面应接不带to的不定式;如无do,则接to不定式,即带do不带to, 带to不带do。如:
  The enemy soldiers had no choice but to give in.
  On Sunday afternoon I had nothing to do but watch TV.
  ⒉动名词作宾语
  ①以下动词后,只能接动名词作宾语,如:admit,appreciate,consider,delay,enjoy,finish,keep,imag ine,mind,miss,practise,resist,risk,save,suggest,don"t mind,give up,insist,on, put off等。如:
  I suggest spending our summer vacation in a seaside town.
  You must give up smoking, for it does too much harm toyour health.
  ②动名词作介词的宾语
  I should go to attend the birthday celebration instead of staying at home.
  What about inviting Li Jun to make a speech?
  动名词前的介词有时可以省略,如:have difficulty(in)doing,have no trouble(in)doing,lose no ti me(in)doing,prevent/stop…(from)doing,there is no use(in)doing等。
  ⒊部分动词后面,既可接动词不定式,也可接动名词作宾语,意义不变。如:begin,continue,start,hat e,like,love,need,require,want等。
  在need,require,want后接-ing形式,表示被动意义,也可接不定式,但要用被动形式,如:Your handwr iting needs improving(tobe improved). hate,love,like接不定式表示特定的未来事件,接动名词表示目前 正在进行的活动或一般的行为。
  在下列情况下,一般要用不定式:
  ①hate,like,love前有would(should)时,如:I"d like to have a cup of coffee.
  ②当谓语动词begin,continue,start等是进行式时,如:Thestudents are starting to work on the di fficult maths problem.
  ③begin,continue,start与know,understand等状态动词连用时,如:I soon began to understand what
  was happening.
  ⒋advise,allow,encourage,forbid,permit等动词后接动名词作宾语,或带不定式作宾语补足语。如:
  Our teachers don"t permit our swimming in the lake.
  Our teachers don"t permit us to swim in the lake.
  ⒌部分动词后接不定式或动名词时,意义差别较大,应根据句子语境选择使用。
  ①forget,remember,regret后接不定式,表示现在或未来的动作,接动名词表示动作已经发生。如:
  Don"t forget fo post the letter for me.
  Have you forgotten meeting her in Beijing Airport?
  Remember to close the windows before you leave.
  I remember writing him a letter a year ago.
  We regret to tell you that all of you are not invited toattend the meeting.
  They regretted ordering these books from abroad.
  ②mean to do 打算做某事
  doing 意味着……
  I meant to catch up with the early bus.
  This means wasting a lot of money.
  ③try to do 设法尽力做某事
  doing 试着做某事
  You should try to overcome your shortcomings.
  Try working out the physics problem in another way.
  ④stop to do 停下一件事去做另一件事(不定式作目的状语)
  doing 停止做某事
  On the way to the airport,I stopped to buy a paper.
  You"d better stop arguing and do as you are told.
  ⑤can"t help doing 禁不住……
  to do不能帮助干……
  They couldn"t help jumping up at the news.
  Sorry I have lots of work to do.So I can"t help to make up the room for you.
  ⑥go on to do 做不同的事或不同内容的事
  doing 继续不停地做某事,指同一动作的继续
  He went on to talk about world situation.他接着又谈了世界形势。
  We"ll go on fighting so long as there is oppression inthe world.
  ⑦leave off to do 离开某地去干什么(目的状语)
  doing停下某事
  It"s time to leave off talking and to start acting.
  They left off to go fishing.
  三、做表语
  不定式作表语表示具体动作或将来动作;动名词作表语表示抽象的一般行为。 "
  ①To be kind to the enemy is to be cruel to the people.
  ②My chief purpose is to point out the difficulties ofthe matter.
  ③What I would suggest is to put off the meeting.
  当主语和表语都是不定式时,其含义一是条件,一是结果(例①)。当主语是aim,duty,hope,idea,mista ke,plan,purpose,suggestion等为中心词的名词词组(例②)时,或以what引导的名词性分句(例③),不定 式说明主语的内容。
  ④Our work is serving the people.
  ⑤What he likes is taking a walk after supper.
  ⑥The story told by Mr.Wang is interesting.
  ④⑤句动名词作表语,与主语部分可以转换,如Serving thepeople is out work,而⑥句中是现在分词作 表语,说明主语的性质、状态,现在分词具有形容词的各种特征,另外,动名词作表语还应与进行时态区别开 来。
  四、作定语
  ⒈不定式作定语
  不定式在句中作定语,置于被修饰的名词或代词之后。如:
  ①The next train to arrive is from Washington.
  ②Have you anything to be taken to your sister?
  ③Do you have anything to say on the question?
  ④Would you please give me some paper to write on?
  ⑤My wish to visit France has come true at last.
  不定式短语作定语和被修饰词之间表示以下关系:
  (1)表示将来的动作(例①)。
  (2)与被修饰词之间有动宾关系,如是不及物动词,则需加介词(例④)。
  (3)与被修饰词之间有动宾关系,同时与句中其它词之间又有逻辑上的主谓关系时,尽管有被动含义,却仍 用主动语态(例③);如只有动宾关系,而无逻辑上的主谓关系,则需用被动语态(例②)。
  (4)不定式作定语时,一般可转换为定语从句,例①to arrive=that will arrive。
  ⒉动名词作定语
  ①This passage can be used as listening materials.
  ②The reading room of our school library can hold 800people.
  ③All moving bodies have energy.
  ①②句动名词作定语说明一种性能,即:用来……的;第③句为现在分词作定语,单个分词作定语常置于 被修饰词之前,与被修饰词之间,可构成逻辑上的主谓关系,分词短语作定语常置于被修饰词之后。如:The man standing at the school gate is Professor Hua.
  五、不定式作补足语
  ⒈作宾语补足语
  一些及物动词除要求按宾语外,有时还需要有宾语补足语,说明宾语的行为、状态、特征,这时意思才相 对完整。
  (1)常要求不定式作宾补的动词有:allow,ask,advise,beg,cause,drive(强迫),encourage,expect,fo rbid,force,get,would like(love,hate),order,permit,persuade,teach,tell,want,warn,wish等。如:
  ①Would you like me to give your regards to Mary?
  ②I want you to understand the whole passage clearly.
  (2)部分动词后常接to be 形容词、名词短语等形式,有时to be可省略,如:believe,consider,discov er,find(=consider),feel(=think),imagine,judge,know,prove,think,suppose,see(=understand),understa nd等。
  ①We all believe John(to be)honest.
  ②I consider him(to be)one of the best biology teachers of No. 1 Middle School.
  但当不定式是完成式时,to不能省略,如:We consider him tohave been foolish.
  (3)感觉动词和使役动词后用作宾补的不定式须省略to。
  ①I didn"t hear anyone say anything about it.
  ②They make the students do too much homework every day.
  这种句式在变为被动语态时,to不能省略,如第②句:Thestudents are made to do too much homework
  every day.
  (4)help,know后面的"to"可有可无。如:
  Would you please help me(to) fill in the taxform?
  I"ve never known her(to)be late before.但:He was known to have been to France before.
  (5)部分短语动词后,常接不定式作宾补,如:
  You may depend on them to be there early.
  The Party calls on us to increase production and practise economy.
  常这样用的短语动词有:ask for,care for,call on,count on,depend on,wait for,long for(渴望), prepare for,wish for等。
  ⒉作主语补足语
  不定式作主语补足语,和主语构成一种逻辑上的主谓关系。如:
  ①He was not allowed to enter the classroom for being late.
  ②The young university student is considered to have great promise.
  六、不定式作状语
  ⒈作目的状语
  (1) ①I stayed there to see what would happen.
  ②Henry has decided to go to the hospital to be examinedby the doctor.
  (2)有时为了强调,不定式前可加in order或so as。如:
  Bob took down my telephone number so as(in order)not toforget it.
  有时为强调目的状语可把in order to或不定式置于句首,但so as to不能这样用。在这种句式中不定式部 分可转换为so that,in order that,成为目的状语从句,如:
  I stayed there so that (in order that)I could see whatwould happen.
  (3)在部分表示感情色彩的形容词、过去分词或动词之后可接不定式,如:astonished,glad,happy,laugh ,pleased, sad,smile,sorry,surprised等。
  ①We are glad to hear the news.
  ②I was surprised to see that a three-year-old baby could write so well.
  在部分形容词后接不定式,用主动形式表示被动意义,这种句型中的主语是不定式的逻辑宾语。如:The question raised by thestudent is difficult to answer.
  The room is really comfortable to live in.
  常这样用的形容词有:comfortable,easy,dangerous,difficult,expensive,fit,impossible等。
  ⒉作结果状语
  We came home after our holiday to find our garden neat and tidy.
  不定式作结果状语还常用在下列句式中。如:
  ①so…as to;such…as to
  I"m not so stupid(a fool) as to put it in writing.我不至于愚蠢到会把它写下来。
  I"m not such a stupid fool as to put it in writing.
  ②enough…to
  The speed is high enough for us to catch up with thefirst liner.
  ③only to
  Jane hurried back only to find her mother dying inthehospital.
  ④too…to
  I"m too tired to stay up longer.
  但在下列结构中,too…to并非是"太……而不能……"之意。如:
  ①I"m only too glad to have passed the exam.考试及格我太高兴了。(too修饰glad to have…,相当 于very)
  ②We have too much to learn.我们要学的太多了(不定式作定语)。
  ⒊不定式短语还可作独立成分,用于句首、句中或句末。如:
  To tell the truth,the play was a great disappointment tome.
  常见的短语有to be exact(确切地说),to begin with(首先),to do him justice(说句对他公道的 话),to be sure(真的)等等。
  七、动词不定式、动名词的其它用法
  ⒈疑问词 不定式结构
  疑问词who,what,which,when,where,whether,how后可接不定式构成不定式短语,在句中作主语、宾语、表 语等。如:
  ①When to leave for London has not been decided yet.
  ②Mr. Smith didn"t know whether to leave or stay there.
  ③I asked Professor Xu how to learn English well.
  ④The question was where to get the medicine needed.
  以上例句中疑问词 不定式部分,均可转换为相应的从句形式。如:①When we shall leave…" ③…how I
  could learn…
  经常在这种结构中使用的动词有:consider,decide,discover,explain,find out,forget,hear,know,lea rn,observe,understand,wonder等。
  ⒉动词不定式的时态、语态
  (1)时态
  ①一般式:动词不定式一般式表示的动作发生在谓语动词之后,有时表示同时发生。如:
  I hope to become a university student this year.(tobecome发生在hope之后)
  We often hear Dick play the piano in the next room.(play和hear同时发生)
  ②完成式:表示的动作发生在谓语动词所表示的动作之前。如:
  I"m sorry to have kept you waiting.
  We are too young to have seen the old society.
  ③进行式:表示的动作与谓语动词同时发生。如:
  The teacher happened to be correcting our papers when Icame in.
  They seemed to be discussing something important.
  (2)语态
  如果动词不定式的逻辑主语是这个不定式所表示的动作的承受者,不定式一般要用被动语态形式。如:
  It"s a great honour to be invited to Mary"s birthday party.(不定式作主语)
  It was impossible for lost time to be made up.(不定式作主语)
  I wish to be sent to work in the country.(不定式作宾语)
  Can you tell me which is the car to be repaired?(不定式作定语)
  He went to the hospital to be examined.(不定式作状语)
  在There be结构中,修饰主语的不定式可用被动,也可用主动。如:There are still many things to t ake care of (to be taken care of).但有时两种形式表达的意思不同,如:These is nothing to do now.( We have nothing to do now.) There is nothing to be done now.(We can do nothing now.)
  ⒊动名词的时态、语态
  (1)时态
  ①一般式:动名词的一般式所表示的动作可以是泛指,也可与谓语动词同时发生,或发生在谓语动作之前 、之后。如:
  We are interested in collecting stamps.
  I shall never forget seeing the Great Wall for the firsttime.
  We are not afraid of dying.
  ②完成式所表示的动作发生在谓语动词之前。如:
  Lmagine having travelled on the moon.
  We were praised for having finished the work ahead of time.
  (2)被动语态
  ①如果动名词的逻辑主语为动名词所表示的动作的承受者,动名词要用被动语态,动名词的被动语态有一 般式与完成式之分。如:
  The young man came in without being noticed.
  He prided himself on having never been beaten in class.
  ②有些动词后的动名词用主动形式,但表示被动意义。如:
  The bike needs repairing.
  If a thing is worth doing, it is worth doing well.
  ⒋在口语中,为避免重复,常用"to"代替不定式结构,有时甚至可以把to省略。如:
  ①—Did you go to visit the Great Wall?
  —No,I wanted to,but there wasn"t enough time.
  ②—Would you like to come to a party?
  —I"d love to.
  ③—Don"t make any mistakes in your homework,will you?
  —I"ll try not to.
  ④—Try to be back by 12,won"t you?
  —OK,I"ll try.
  另外,be going to,ought to,used to等也常用于这一结构中。
  ⒌在why引起的问句中,省略"to"。如:
  Why spend such a lot of money?
  Why not wait for a couple of days?
  ⒍当两个或更多作用相同的不定式并列使用时,只在第一个不定式前加"to"。如:
  It"s quite necessary for us to read more and have morepractice.
  ⒎"to"在下列短语中是"介词",后接动名词或名词形式。如:
  devote…to,face up to(勇敢地面对),look forward to(盼望),object to(反对),take to(养 成习惯,对……感兴趣;开始从事某种活动),be used to(习惯于)等。

艺术设计在文化创意产业中的作用研究从一定意义上讲,文化创意产业是艺术设计的产业化。艺术设计在文化创意产业中发挥的作用主要有以下几个方面第一,通过艺术设计表达人的情感思想意念,赋予艺术设计产品真善美的价值,实现艺术创面塑艺术的审美特征及其产业化发展浅析面塑俗称面花礼模捏面人,是在民间做面花食品的基础上发展起来的。它主要是以糯米粉面粉等为原料再添加蜂蜜棉糖调制成各色彩面,然后用手和简单工具塑造出各种动物或人物形象。面塑是中国传统民美术行业经济投资价值美术行业经济投资价值美术行业经济投资价值热点导读透视西方现代绘画中的东方情结尊重孩子的天性素描教学创新的一些思考center美术行业经济投资价值精品源自语文科随着国家政府对环境的重从戏剧冲突和语言特色看雷雨的悲剧意蕴毕业论文摘要雷雨以其丰富的内涵,悲剧性的内蕴,赢得经久不衰的生命力。雷雨不仅是周鲁两个家庭的悲剧,是社会悲剧,同时也是一部人性的悲剧。雷雨再现了当时的社会现实,揭示了当时人的生存困动画片中的小学美术教育影响摘要随着大众文化趋于多样,电子数码等技术不断创新带动起影视行业的快速发展,其中动漫文化也开始繁荣起来。即便中国的动漫行业起步晚发展慢,但是它的影响也不可小觑。动画作为动漫的形式之一美术活动发展幼儿的语言能力摘要幼儿会把自己的喜乐哀怒通过美术作品都流露出来,使之成为幼儿自己天真的语言。本文结合教育实践,阐述了在美术活动中发展幼儿语言能力的几个途径。关键词幼儿美术语言能力纲要指出发展幼儿初中美术课堂如何调控学生的问题行为摘要就初中美术课堂教学来说,存在着纪律混乱以及教学效果不高等问题。所以在面对学生这种问题行为时,教师要及时更新自身的教学理念,运用好科学的教学方法,同时还要采取有针对性的措施,解决地方资源中的美术教学策略运用摘要苏州东山人杰地灵,有着独特优美的历史人文资源和众多艺术名家,这些得天独厚的地方资源是学生学习美术发展美育的源泉。本文结合义务教育美术课程标准指出的美术课与生活经验的联系,以家园新课标下的初中美术教学策略摘要在新课程标准下初中美术教学的过程其实就是教师激发学生学习的过程。教师要帮助学生激发自己学习就应注重课堂教学中的策略。本文从课堂提问处理学生回答处理学生提问讨论四个方面对美术教学中学美术课程的彩墨画教学创作摘要彩墨画因为本身新颖多变缤纷多彩的特点近年来在美术创作中大放异彩。而在美术课堂上,彩墨画凭借其丰富色彩和极大的可能性带给学生创造想象空间,在传统校本课程教学中,老师应当如何从宋元美术创作与地域性文化的联系新时期,我国艺术发展水平的提升对美术创作产生了积极的影响。在此背景下,为了增强美术创作效果,丰富创作内容的思想内涵,需要考虑其与地域性文化的关系,并将相应的研究工作落实到位,促使地
浅谈运用信息技术,优化数学课堂教学新课程标准指出现代信息技术要改变学生的学习方式,使学生乐意并有更多的精力投入到现实的探索性的数学活动中去。伟大的科学家爱因斯坦认为兴趣是最好的老师,如果我们传授的知识能使学生产生兴浅谈爱因斯坦的伦理思想和道德实践一人生的目的和意义对人生的目的和意义的认识,是爱因斯坦伦理思想的基础。如果要用一句话来概括,那就是反对猪栏理想,追求真善美。他说我从来不把安逸和享乐看作是生活目的本身这种伦理基础,浅谈朱光潜人生艺术化思想对大学德育的启示一人生艺术化的内涵至性真情朱光潜(18971986),安徽桐城人,著名的美学家文艺理论家教育家翻译家,中国现代美学的奠基人和开拓者之一。其教育背景既有着桐城学派的儒雅诗风,又不乏西简析视觉传达专业自考生双轨制教学模式的培养方法艺术教育既包含了技能性与知识性的传授,也包含了对艺术本身的精神理解。从另一个角度来看,文化知识是可以从一定的理论基础上加以认识和了解的,但是艺术教育认识文化的途径不同于其他学科,它探究教育改革与实践相背离的成因一引言教育根本目的关于人全面培养在教育学界已达成共识,按照教育法的规定,我国现阶段的教育目的是培养学生的创新精神和实践能力,造就有理想有道德有文化有纪律的德智体美等全面发展的社会主试谈提高英语课堂教学质量的有效途径在英语新课程改革这样一个大背景下,提高英语教学质量成了校园中一个很流行的话题。英语课程标准明确指出英语课程的主要任务是培养学生学习英语的能力,使学生树立学习信心,并且形成良好的学习以青海省西宁市为例研究城市流动人口子女教育问题建设大美青海,创建文明城市,是西宁市每一个市民的共同理想。而要实现这一美好理想,则需要投入大量的人力和物力,而来自四面八方的流动人口就成为建设新西宁不可小觑的重要力量。但是,伴随以浅谈多媒体教学在智障生中的应用计算机能以文字符号图形图像活动影像和声音等多种媒体信息,有效地重现事物的客观属性,提高了教学效果。例如,可以用多媒体计算机的动画功能模拟教学中出现的一些知识的形象图片,从而解决了教简析教育信息化可持续发展在社会不断发展的过程中,我国教育信息化建设发展已经有二十多年的历史了,在不断发展的过程中,它取得了优异的成绩,目前,已经进入到应用转型的关键阶段,因此,教育信息化就出现了怎么样才能解析如何培养学前儿童健康心理21世纪是关爱人生命的世纪。人多么鲜活的生命,作为自然界的一员,每个人都具有独立性主体性和创造性。而作为教师,我们要用自己的眼睛去关注那些鲜活的生命,用自己的双手去培养出有朝气的幼浅谈孔子有教无类思想及其当代价值一有教无类思想产生背景及其理论基石有教无类主张出自于论语卫灵公。该思想的提出与孔子所处的奴隶制向封建制过渡的时代背景紧密相连。由于奴隶制的深入存在,初期所采用的办学形式依然是学在官