內蒙古興安盟烏蘭浩特一中137400

非謂語動詞主要包括to do 、doing 和done這三種形式, 它們屬于語法教學中的難點，尤其是當它們在句子中作定語或狀語的時候。此時如果我們把句子中遇到的非謂語動詞利用“加法”技巧變成我們非常熟悉的定語從句或狀語從句，然后利用英語中的省略現象對這些從句進行“刪減”，就會使對非謂語動詞的理解簡單化，現在我們就著重談一談用“加減法”巧講非謂語動詞。

一、作定語時的加減法原則

1. to do

從功能上看，動詞不定式做定語表示將來，相當于一個以動詞不定式為表語的定語從句。試看下面的加減法原則：

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.

    這個城市的許多建筑物需要維修，但是首先要維修的是圖書館。

2. done

從功能上看，過去分詞做定語表示1）被動（及物）；2）完成（不及物）。做定語時相當于一個定語從句（被動），有時侯也表示完成。

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.

我打電話來咨詢下昨天中國日報上刊登職位的信息。

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.

 這在十九世紀建成的市政大廳是那個時代最杰出的建筑。

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.
    這是今年到目前為止在網上發(fā)現的最有趣的事情之一。

以上句子都是由不定式或過去分詞做定語的句子，我們把這些動詞不定式或過去分詞前面分別加上相關時態(tài)的which  be / that be / who be ，就把它們變成了以這些動詞不定式作表語或者以這些過去分詞構成的被動語態(tài)為句子主干的定語從句，這樣我們就很容易理解了。然后再把加上的這些成分去掉，上述情況自然會一目了然。

3．doing 

從功能上看，現在分詞做定語表示 1）主動（及物）；2）進行（不及物）。做定語時相當于一個定語從句 (主動)。    

The man standing over there is my father．

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

站在那兒的男人是我爸爸。

與to do 和done 作定語時的不同，doing 作定語表進行的時侯，可以通過加上which + be /that + be / who + be變成定語從句，但是只單純地表主動的時侯，我們就得根據人稱和時態(tài)進行相應的調整了。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.

 （這里which indicates變成了indicating）

有大量的證據表明，音樂可以使大腦不同部分都參與到活動中。

二、作狀語時的加減法原則

由于非謂語動詞作狀語時，這些非謂語動詞邏輯上的主語，與句子的主語應該一致，所以在增減主語時也有相應的加減法，但是能夠整體進行加減的例子還應以done作狀語時較為明顯,而doing則次之。

1. doing 作狀語

（1）doing短語作時間狀語，相當于一個時間狀語從句。

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

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

time .

他一邊看書，一邊不時地點頭。

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.

    ( 在這里When I saw變成了Seeing)

看到她要離去睡覺，我問她是否想要她床上的那個小娃娃。

    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.

（在這里After he had waited變成了Having Waited）

那個老頭在排了半小時隊伍后，突然意識到他把支票落在車里了。

（2）doing分詞短語作原因狀語，相當于一個原因狀語從句。

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. 

（這里because I don’t know變成了Not knowing）

因為不知道他的地址，我不能把這本書送給他。  

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 .

（這里because we had failed 變成了Having failed）

通過電話沒有找到他們，于是我們給他們發(fā)了一封電子郵件。

（3）doing分詞間或也可作讓步狀語，相當于一個狀語從句。如：
Working so hard, he failed again.

→Although he worked so hard , he failed again .

(這里Although he worked so hard變成了Working so hard )

盡管他努力工作，但是他還是失敗了。

（4）doing分詞短語作條件狀語，相當于一個狀語從句。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.

（這里if you turn to the left變成Turning to the left）

如果你向右拐彎，你會發(fā)現通往營地的小路的。

（5）doing作伴隨狀語，一般轉換為并列結構:

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.

他是牛津大學的一名學生，在計算機系攻讀學位。

2. done 作狀語

（1）作條件狀語，可轉換為if, once或unless等引導的狀語從句。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.

接受合適的訓練，這些少年足球運動員將來可能會成為國際明星。

（2）作原因狀語，可轉換為as, since或because等引導的狀語從句。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.

被咬了兩次，那個郵遞員拒絕為我們送信，除非我們拴住我們的狗。

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，農民建造了更多溫室

（3）過去分詞短語作時間狀語，可轉換為when, while或after等引導的狀語從句。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.   

從塔的上面看去，南面的山腳是一片樹的海洋。

（4）作讓步狀語，可轉換為although, though或even if等引導的狀語從句。如：

Although exhausted by the climb, they continued our journey.

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

雖然爬得很累，但他們仍然繼續(xù)我們的旅程。

（5）作方式或伴隨狀語。相當于方式狀語從句或并列結構。如：

The teacher came in, followed by her students.

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

老師走進來，（她）后面跟著她的學生們。 

– 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 .

-誰應該為此次事故承擔責任？

-是老板而不是工人們。工人們只是執(zhí)行老板發(fā)出的命令而已。

綜上所述，巧用加減法會使我們在語法教學中化難為易，化陌生為熟悉，尤其是在非謂語動詞的教學中，更能使我們把這個令人頭疼的知識轉化為學生耳熟能詳的狀語從句和定語從句，從而一舉攻克這個知識難點。