[Programmers learn English] English Sentence Structure

I. Basic Structure Analysis of English statements:

(1) subject-object structure:
1. Subject: The subject can contain nouns (such as boy), subject pronouns (such as you), number words, verb infinitus, and dynamic nouns. General subject
At the beginning of the sentence. Note that the singular form of nouns is often different from the title!
Eg: The boy comes from America.
He made a speech.
Tow and tow is four.
To be a teacher is my dream.
Doing a research is a necessary step of covering a story.
2. predicates: a verb is the main character of English Tense and voice changes. It is generally after the subject. The predicate can be an inactive verb (vi .).
Object, forming a subject-and-verb structure,
Eg: We come.
Many changes took place in my home town.
Note (the following words are inactive verbs: tables occur and appear, such as take place, appear, happen, and break out; tables come and go, such as com.
E, go, etc)
3. Object: After the object is a thing verb, it is generally the same as the subject. The difference is that the pronoun that forms the object must be a 'pronoun binge', for example: me,
He, them, etc. In addition to the pronoun subject, nouns, dynamic nouns, and infinitus can be used as objects.
Eg: I will do it tomorrow.
The boy needs a pen.
I like semi Ming.
I like to swim this afternoon.

(2) primary table structure:
1. Subject: The same as the 'subject-object 'structure.
2. predicate: Link verb: be verb (am, is, are, was, were, have been); other contact verbs, such as become, turn
Complete, go change and sensory verbs such as feel, touch, hear, and see. It is characteristic that the contact verb has no relationship with the following table language, and the table language is mostly an adjective.
Or adverbs, neither. It cannot be an object.
3. Table language: describes the status, nature, and so on of the subject. Can be adjectives, adverbs, nouns, pronouns, infinitus, word segmentation. (1) When the contact verb is not
"Be", followed by the meaning of "changing to" in terms of nouns and pronouns. Pay attention to the difference between "be" and "Dynamic Object.
Eg: He became a teacher at last.
His face turned red.
(2) sensory verbs can be used as contact verbs.
Eg: He looks well. He looks good.
It sounds nice. It sounds good.
I feel good. I feel good.
The egg smells bad. The egg is bad.
For example, Tom is a boy. (Tom is a boy) the subject is Tom. The system is the third person singular number of "be", and the table is a boy.

(3) There be structure:
There be indicates 'exist exist '. There here has no practical significance and cannot be confused with the adverbs 'there there.
This structure is followed by a noun, indicating that '(exist) has something'
Comparison: There is a boy there. (There is a boy there .) /The First there has no real intention, and the last there is the adverbs 'where '.

2. attribute: an attribute is a word, phrase, or sentence that modifies or limits a noun or pronoun. It is commonly used in Chinese '...... .
The attribute is usually located before the modified component. If some, any, every, and no composite indefinite pronouns are modified, such as something and nothing );
When an infinitus or word segmentation phrase is used as an attribute or a clause as an attribute, the attribute is usually left behind. The adverbs must be placed after the noun when used as the attribute.
(1) adjective as attribute:
The little boy needs a blue pen. The little boy needs a blue pen.
(2) number words are equivalent to adjectives:
Two boys need two pens. Two boys need two pens.
(3) The main pronoun or noun of an adjective as an attribute:
His boy needs Tom's pen. His boy needs Tom's pen.
There are two boys of Toms there. There are two boys from Tom's house.
(4) prepositional phrases as attributions:
The boy in the classroom needs a pen of yours. The boy in the classroom needs your pen.
The boy in blue is Tom. The boy in blue is Tom.
There are two boys of 9, and three of 10. There are two 9-year-olds, three 10-year-olds.
(5) nouns as attributions:
The boy needs a ball pen. The boy needs a ball pen.
Adverbs as attributions:
The boy there needs a pen. The boy there needs a pen.
Infinitus as an attribute:
The boy to write this letter needs a pen. The boy writing this letter needs a pen.
(6) word segmentation (phrase) as an attribute:
The smiling boy needs a pen bought by his mother. The smiling boy needs a pen his mother bought.
(7) Attribute Clause:
The boy who is reading needs a pen. The boy who is reading needs a pen.

3. adverbial: Modify the verb, adjective, adverbs, or full sentence, and describe the method, cause and effect, condition, time, place, concession, direction, degree, and goal.
And so on
The place of the adverbial in a sentence is flexible. It is usually placed at the beginning of the sentence after the basic structure of the sentence. When the adjective or adverbs are modified,
It is usually located before the modified word; the time, place, and purpose are usually located at both ends of the sentence, and the emphasis is placed at the beginning of the sentence.
Prior to the time adverbial, some adverbs that indicate uncertain time (for example, often) or degree (for example, almost) are usually located in be verb, assist
Word, modal verb, before verb.
Sometimes a place in a sentence may lead to ambiguity. Note that, for example, The boy callthe girl in the classroom.
Girl in the room (in the classroom is the attribute of girl at this time) can also be understood as 'boy shouting girl in the classroom '(at this time, in the classroom is
You are advised to write 'in the classroom, the boy callthe girl .'
(1) adverbs (phrases) as Adverbial:
The boy needs a pen very much. The boy needs a pen very much. (Degree adverbial)
The boy needs very much the pen bought by his mother. The boy needs the pen his mother bought very much. (Before the long object
Set)
The boy needs a pen now./Now, the boy needs a pen./The boy, now, needs a pen./The boy needs a pen now. (Time-like
Language)
(2) prepositional phrases as Adverbial:
In the classroom, the boy needs a pen. In the classroom, the boy needs a pen. (Place adverbial)
Before his mother, Tom is always a boy. in front of his mother, Tom is always a boy)
On Sundays, there is no student in the classroom. On Sunday, there are no students in the classroom)
(3) word segmentation (phrase) as an adverbial:
He sits there, asking for a pen. He sat there and asked for a pen. (Indicating the adjoint status)
Having to finish his homework, the boy needs a pen. the boy needs a pen because he has to finish his homework. (Cause adverbial)
(4) The infinitus serves as the adverbial:
The boy needs a pen to do his homework. The boy needs a pen to write homework. (Adverbial of purpose)
(5) the noun acts as an adverbial:
Come this way! Take this path! (Direction adverbial)
(6) adverbial clause:
The time, place, reason, result, purpose, comparison, and concession clauses,
Conditional Adverbial Clause

Iv. Direct and indirect objects:
(1) Special Same-source object phenomena: fight a fight, dream a dream, etc.
(2) Some pasters can have two objects, such as give, pass, bring, and show. These two objects are usually referred to
An indirect object. It is a direct object. Indirect objects are generally located before direct objects.
The general sequence is: Verb + indirect object + direct object.
Eg: Give me a cup of tea, please.
The order of indirect objects is: Verb + direct object + to + indirect object. Eg: Show this house to Mr. Smith. Mr.

5. Object complementing: The component behind the object that describes the object. The object has a logical relation with its complement.
Object.
(1) noun/pronoun bin + noun
The war made him a soldier. The war made him a warrior.
(2) noun/pronoun binage + adjective
New methods make the job easy. the New method makes the job easy.
(3) noun/pronoun binage + prepositional phrase
I often find him at work. I often find him at work.
(4) noun/pronoun bin + Verb infinitus
The teacher ask the students to close the windows. The teacher asked the students to close the window.
(5) noun/pronoun binage + Word Segmentation
I saw a cat running ss the road. I saw a cat crossing the road.

6. Slang: slang refers to the composition of the noun or pronoun after which the noun or pronoun is used to describe the former, which is close to the post-attribute.For example:
We students shocould study hard ')
We all are students ')

7. independent components: Sometimes there are some components in the sentence that are not associated with the syntax of the sentence, called the Independent Component of the sentence (Note: different from word segmentation, separate knot
Structure ).
Exclamation point: oh, hello, aha, ah, etc. The positive word yes is the negative word no. It refers to the term of the caller. Insertion: I think, I belie
Ve, etc.
For example, The story, I think, and has never come to the end./I believe this story is far from over.
Modal words, which indicate the speaker's tone (mostly used as the adverbial of the entire sentence): perhaps, maybe, maybe, acturely, actually, certainly, of course,
.

8. Independent word segmentation structure: the logical subject is the same as the subject of the sentence when word segmentation is used as the adverbial! Otherwise, it should have its own logical subject, which constitutes an independent word segmentation.
Structure.
For example, Studying hard, your score will go up.
Correct: (1) Studying hard, you can make your score go up. or (2) If you study hard, your score will go up.
Analysis: if the word segmentation studying in a wrong sentence does not have its own logical subject, the logical subject is the subject of the sentence, which is your score. Obviously study should be
A person, not a your score (score). Correct sentence (1) corrected the subject of the sentence to make it consistent with the logical subject of word segmentation (you); correct sentence (2) makes
Use conditional clause to bring out the subject of study (but it is no longer a word splitting structure ).
Being is often omitted in the independent word splitting structure. having been. However, 'there being... 'cannot be omitted.
For example:
Game (being) over, he went home.
He stands there, book (being) in hand.
The independent structure can also be guided by the with or without command as an adverbial or attribute. This structure can be used not only for word segmentation, but also for infinitus, adjectives, and prepositions.
Phrases, adverbs, or nouns.
For example:
With nothing to do, he fell asleep soon. nothing to do, he soon fell asleep.
The teacher came in, with glasses on his nose. The teacher came in and wore a pair of glasses. (Note: This sentence on his nose cannot be omitted !)