专家之言丨肖兆华：实战应用型英语课堂用语（二）

专家介绍

肖兆华：中国翻译协会专家会员、全国翻译专业资格（水平）考试CATTI英语阅卷组成员，长期从事外交工作，著名翻译家及翻译教育家，全国自主教育联盟专家顾问 。

实战应用型英语课堂用语（二）

(51) 格是指，通过变形，名词及代词和其他词之间的关系。在英语里面，名词及代词有三种格：主格、宾格和所有格。

Case indicates, by means of inflexion, the relation of a noun or pronoun to another word. There are three cases in English: subjective, objective and genitive.

(52) 事实上，除了I, we, he, she, they and who这六个代词外，其他名词和代词形式上都没有区别。

In fact, except six pronouns (i.e. I, we, he, she, they and who), there is no difference in form between the subjective and the objective case of all nouns and pronouns.

(53) 下面这个例子说明同一个字“Party”跟其它字之间的关系，从而出现不同的格。

The following example shows different relations of the same noun “Party” to other words and, therefore, its different cases.

(54) 各级党的领导机构都应该按照党的指示，把党的政策变成群众的行动。

The leading organs of the Party (宾格objective) at all levels should translate the Party’s (所有格genitive) policies into action of the masses as the Party (主格subjective) instructs them to do.

(55) 所有格的中心用途就是表示拥有或占有的意思，所以有时就用占有（possessive）这个词来表达。

The central use of the genitive is to express possession, and it is sometimes called the possessive.

(56) 例如my brother’s book就是指The book belongs to my brother.

For example, my brother’s book就是指这本书是属于我哥哥的，或这本书是我哥哥所拥有的。

(57) 所有格还有一个用途就是可以用作逻辑主语。

Another use of the genitive is to serve as a logical subject.

(58) 例如：the girl’s application就等于The girl applied. The girl就是application这个动作的逻辑主语。

For example, “the girl’s application” is exactly equal to the sentence “The girl applied.” “the girl” serves as a logical subject for the action of “application”.

(59) 所有格也可作逻辑宾语，它在句子里究竟是作逻辑宾语还是作逻辑主语，取决于它在这个句子中的逻辑用途。

The genitive can also serve as a logical object. It all depends on its logical use in the sentence whether it serves as a logical subject or a logical object.

(60) 例如：We came for the teacher’s help. 此句的意思：我们来求老师的帮助。

在这个句子里老师是提供帮助的，所以the teacher是help这个动作的逻辑主语。For example, “We came for the teacher’s help.” Here in this sentence, the teacher is the doer of the action “help”. Therefore, the teacher is the logical subject for the action of “help”.

(61) 再例如：We came to the teacher’s aid. 我们来帮一下老师。在这个句子里，老师是接受帮助的，所以the teacher是逻辑宾语，是the students’ help的接受者。

Another example: We came to the teacher’s aid. Here in this sentence, the teacher is the receiver of the students’ help. Therefore, it serves as the logical object for the action of the students’ help.

(62) 在英语里有一个常见的句型of + possessive，这个句型表示“部分”的意思，例如：He is a friend of my brother’s. （等于He is one of my brother’s friends.）

In English, of + possessive is a common sentence pattern which usually has partitive meaning. For example, He is a friend of my brother’s (他是我哥哥的一个朋友，也可说：他是我哥哥的朋友之一)

(63) 英语里的冠词有两种，不定冠词和定冠词。

There are two articles in English: the indefinite article “a” or “an” and the definite article “the”.

(64) 两种冠词都是跟名词合用，并对名词加以界定的虚词。

Both are form words of the noun and serve to specify it.

(65) 这两种冠词在句子里用法繁多并且变化无穷，确实令人感到困惑。

The use of both articles in the sentence is so variable and so changeable that it is indeed a puzzle to us.

(66) 不管怎样，英语冠词的用法还是有章可循的，只要我们努力学习，一定能很好地加以掌握。

Anyhow, the English articles abide by some rules. So long as we work hard, we are sure to have a good mastery of the English articles.

(67) 定冠词the有三种不同的发音：在辅音前面发[ðə]，在元音前面发[ði]，在强调时发[ði:]。

The definite article [the] has three different pronunciations, it is pronounced [ðə] before a consonant, [ði] before a vowel, and [ði:] when strongly stressed.

(68) 不定冠词有两种拼写形式：在辅音前面用a，在元音前面用an。The indefinite article has two different spelling forms, the letter “a” is used before a consonant while the group of letters “an” is used before a vowel.

(69) 不定冠词通常用于单数可数名词前面，而定冠词可以用在单数可数名词和复数可数名词前面，并既可用于可数名词前，也可用于不可数名词前。

The indefinite article is generally used only before singular countable nouns; the definite article can be used before singular or plural nouns whether countable or uncountable.

(70) 不定冠词的基本用法如下：

The basic usage of the indefinite article is as follows:

(71) 不定冠词可以表示“一”的数量概念，例如，她抓起一本书读了起来。

The indefinite article is used with the meaning “one”. For example, She picked up a book and began to read.

(72) 不定冠词可以用来表示某类人或某类东西，例如，他是一个老师/给我一支铅笔。

The indefinite article is used to designate what class one belongs to. For example, “He is a teacher. (not a student)” “Give me a pencil. (not a pen)”

(73) 不定冠词可以和个体名词一起用来表示整体，例如，当老师的需要有耐心。

The indefinite article can be used with an individual noun to represent the whole class. For example, “A teacher should have patience in his work.”

(74) 不定冠词可以用来将抽象概念具体化，例如：（1）他随时准备帮人一把。（2）她对自己的工作很感兴趣。（3）俄罗斯是一个民主国家。

The indefinite article can be used to concretize an abstract noun, For example: (1) He is always ready to do others a favor.(2) She takes an interest in her work.(3) Russia is a democracy.

(75) 不定冠词可以将物质名词变成可数名词，例如：这是一个玻璃杯。

The indefinite article can be used to turn a material noun into a countable noun. For example, This is a glass.

(76) 现在我把下星期要学的内容预先综述一下。

Now, I’ll give you a preview of what we’re going to do next week.

(77) 这节课我们主要学习第三单元的对话。

In this class, most of our time will be devoted to the dialogue in Unit 3.

(78) 今天上午我们要上听力课。

This morning we’re going to have a listening lesson.

(79) 今天早上我们要做的事是学习一些习惯用语。

What we’re going to do this morning is to study some idiomatic expressions.

(80) 今天我们要将本周所学的内容做一个总复习。

Today, we’re going to have a general review of what we have learned this week.

(81) 今天我们要将到目前为止所学的内容做一个总复习。

Today, we’re going to have a general review of what we have learned so far.

(82) 接下来，让我们进行一些别的活动。

Let’s move on to something different.

(83) 让我们转入稍微轻松些的内容。

Let’s turn to something a little less serious for a moment.

(84) 在我们继续下一个单元前，让我们复习一下上周的功课。

Before we go on to the next unit, let’s review last week’s lessons.

(85) 让我们在这里稍停片刻。

Let’s stop here for a while.

(86) 我想我们可以暂时把它放一会儿。

I think we can leave it there for a while.

(87) 现在我们再翻回去看一下上一章的内容。

Now, let’s go back to the last chapter.

(88) 现在听一下这一章的全部内容。

Now, let’s listen to the whole thing of this chapter.

(89) 好，现在咱们听一会儿音乐。

Ok, now let’s have some music.

(90) 好，语法就讲到这里。啊，等一会儿，我还没检查你们回家作业呢。

Ok, so much for grammar. Ah, just a minute, I haven’t checked the exercise you did as homework.

(91) 首先我要让你们背诵第九课中我布置的段落。

I’ll begin by asking you to recite the assigned paragraphs in Lesson Nine.

(92) 现就你们的家庭作业说几句。

Firstly, a few words about your homework.

(93) 首先，我们进行一些发音训练。

To begin with, we’ll do some drills in pronunciation.

(94) 让我们先复习一下生词和句型，接下来转入课文的学习。

Let’s go over new words and sentence patterns first, and then we’ll move on to the text.

(95) 今天我们先做一个听写，要特别注意你们的书写和标点。

We’ll have dictation first today. Pay special attention to your handwriting and punctuation.

(96) 接下来，我想请你们做练习三，但只做前面五道题。

Next, I would like you to do Exercise 3, but only the first five questions.

(97) 你们先自己做，然后双人组队来做。

First you work on your own, then we’ll do it in pairs.

(98) 做完每个部分，你们可以检查答案，在此之后，你们可以交换角色。

After each part, you can check the answers. After that, you can change roles.

(99) 我们可以下次再回来看第三课。现在我们来唱一首歌，先听并看幻灯片上打出的歌词，然后请你们大家一起来唱。

We can come back to Lesson 3 next time. And now let’s have a song. First of all, just listen and follow the words from the transparency. Then, I want you all to join in.

(100) 在结束之前，我们来看一下你们的试卷。首先我们对一下答案，然后我想让你们计算出自己的得分，看看你们能否在五十分里得四十分以上。

To finish with, let’s have a look at your tests. Firstly, we’ll go through the answers, and then I’d like you to count up your points and if you’ve scored over 40 out of 50.