grammar

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用grammar造句

用grammar造句

grammar造句1、Maybe, I should throw out my grammar books and start from scratch.也许我应该扔掉我的语法书,重新开始。

2、The learnability of OT grammar is one of the important fields of OT theoretical researches. OT语法的可学性是OT理论研究中的一个重要课题。

3、VXMLTerms outputs a field block with an embedded prompt block and a freeform terms grammar output.VXMLTerms输出field块,内嵌prompt块和自由术语文法输出。

4、Usage of quotation mark in ASP grammar form.ASP语法格式中引号的使用。

5、The grammar of music.音乐的基本原理6、I am at a grammar school.我身于一中学就读。

7、Secondary education comprises grammar schools, vocational schools and art schools.中等教育包括文法学校,职校以及艺术类学校。

8、We can master a foreign language by the aid of a grammar and dictionary.我们可以借助语法书和词典来掌握一门外语。

9、Both logic and grammar are questionable when we read a literary text当我们阅读文学文本的时候,逻辑和语法都是可疑的。

10、A Pali grammar was published in 1826 by Burnouf and Lassen伯讷夫和拉森在1826年出版了《巴利语语法》。

外研《Grammar》课教案

外研《Grammar》课教案

外研《Grammar》优质课教案一、教学背景1. 教材分析:本课选自外研版《Grammar》教材,主要讲述了情态动词can的用法。

情态动词can表示能力、允许和请求,是英语学习的基础内容。

2. 学生情况:本课适用于初中一年级学生,学生已掌握基本的英语语法知识,具备一定的听说读写能力,但对情态动词can的用法尚未深入学习。

3. 教学目标:通过本课的学习,使学生掌握情态动词can的用法,能够正确运用can表示能力、允许和请求,提高学生的英语交际能力。

二、教学内容1. 情态动词can的用法(1)表示能力:I can swim.(我会游泳。

)(2)表示允许:You can e in.(你可以进来。

)(3)表示请求:Can you help me?(你能帮我吗?)2. 情景交际(1)A: Can you help me with this?B: Yes, I can. / No, I can't.(2)A: Can I borrow your book?B: Yes, you can. / No, you can't.三、教学过程1. 导入:教师通过提问引导学生思考生活中可以用到情态动词can 的场景,激发学生学习兴趣。

2. 新课呈现:教师通过图片和例句展示情态动词can的用法,引导学生理解并模仿。

3. 课堂活动:教师组织学生进行小组活动,运用情态动词can进行情景交际,提高学生的实际应用能力。

4. 巩固练习:教师设计练习题,让学生运用情态动词can进行句子编写,检查学生掌握情况。

5. 课堂小结:教师总结本节课所学内容,强调情态动词can的用法和情景交际的重要性。

四、作业布置1. 抄写情态动词can的用法例句,每人至少5个。

2. 运用情态动词can编写一个短对话,描述自己或朋友的能力、允许和请求。

五、教学反思教师在课后对本节课的教学进行反思,分析学生的学习情况,针对存在的问题调整教学策略,为下一节课的教学做好准备。

Grammar英语语法

Grammar英语语法

人称代词:指人、物be动词:我用am,你用are,is连着他她它。

单数用is,复数用are疑问提前be,否定+not可数名词复数:一般直接加s,以s,x,ch,sh结尾+eso结尾,有生命+es,无生命+s辅音+y结尾,y变i+esf,fe结尾,f,fe变v+esf,fe结尾,直接加s:giraffe,roof,handkerchief,scarf,golf可数名词有单复数,单数用a/an修饰,不可数名词无复数,常与a+量词+of+u.n. 两者都可用some修饰指示代词:this(这个),that(那个),these (这些),those(那些)所有格:表人:sb+’s表物:of(前后倒置)there be:有地点介词:里面in,上面on,over,under 上下方;between…and两者间,among用于3者间,紧挨next to,附近near,before 后面,in front of在外部前方,in the front of空间内部前方来自from,朝前to,里面穿过是through,表面穿过across,到里面into,到上面onto 一般现在时:表示经常反复、现在状态、客观真理助动词:do,does否定分别don’t,doesn’t 动词单三:一般+s,以s,x,ch,sh,o结尾,词尾+es,辅音+y结尾,y变i+es,have单三是has 一般疑问句把be、情态动词、助动词提前,谓语动词还原特殊疑问句=特殊疑问词+一般疑问句how many提问可数名词复数how much提问不可数名词年月季节前用in,日期前面可不行,具体几号要用on,上午下午又是in,具体某天上下午,要用on来不用inat用法真不少,正午午夜到黎明频度副词:always(100%),usually(90%),often(80%),sometimes(40%),seldom(30%) never(0%)现在进行时:表现在正在进行的动作结构:be+doing现在分词变化规则:一般直接+ing不发音e结尾,去e+ing重读闭音节结尾,双写词尾辅音字母+ing ie结尾,ie变y+ing形容词:系动词后,名词前;译为:…的方式副词:用在动词后,译为:…地形容词变副词规则:一般直接+ly,个别e结尾去e+ly,y结尾,y变i+ly情态动词:can,should,shall,would,could+v原;否定+not,疑问直接提前have to,would like to,+v原;否定前+don’t 疑问前+do一般过去时:表过去发生的事动词过去式变化规则:一般直接+ed,e结尾+d,辅音字母+y结尾,y变i+ed重读闭音节,双写辅音字母+ed过去时中,助动词用did,be的过去式为was(am,is),were(are)其他结构和现在时相同祈使句:表命令、警告、指示、建议肯定:v原+其他否定:don’t+v原+其他and表并列,多个成分用and连接,在最后两个成分之间,其余用逗号隔开or表选择,用法与and相同but表转折,连接相反意义的词some用于肯定句中,接可数名词复数或不可数名词any用于否定句和疑问句中,用法和some一样表委婉语气时,some在疑问句中不变any 形容词、副词的比较级和最高级变化规则:一般+er/est,e结尾,+r/st重读闭音节结尾,双写辅音字母+er/est 辅音字母+y结尾,y变i+er/est多音节词在前面+more/most一般将来时:表将要发生,或对未来打算三种表达方式:will/shall+v原be going to+v原be doing表将来过去进行时:表过去某一时间正在进行的动作构成:was/were+doing现在完成时:表发生在过去已经完成的动作对现在造成的影响或后果结构:have/has+done一般动词过去分词与过去式变化相同一般疑问句把have/has提前其他不变,否定在have/has后+nothave been to曾经去过某地(已回)have gone to曾经去过某地(未回)already(已经)用在have/has和过去分词之间,用在句末表强调,常用于肯定句中yet用法和汉译与already相同,常用于否定或疑问句中since+时间点,译为自从…以来for+段时间,现在完成进行时:表开始于过去,现在仍进行或刚刚结束的动作现在完成进行时构成:have/has been doing 时间状语从句:1.when引导:表时间段或时间点,译为当…时候用法:主从同现/过,或主将从现2.while引导:表主、从动作同时进行用法:主从同现/过3.as soon as引导:译为一…就…4.not…until…引导:译为直到…才…条件状语从句:1.if引导:译为如果用法:主将从现2.unless引导:译为如果不/除非用法和if相同unless引导否定从句,与if…not不可互换,否则意思相反结果状语从句:so…that…引导:译为如此…以致于…原因状语从句:because引导:译为因为because和so不能连用because引导原因状语从句,从句一般在主句之后让步状语从句:although/though引导:译为虽然although/though不能和but/however连用直接引语:直接用别人原话,用引号标出间接引语:用自己的话转述别人的话,不用引号直接引语变间接引语要把现在时变为过去时,一人称变三人称,三人称一般不变附加疑问句:在陈述句之后,表对陈述内容提出质疑或通过反问以确定陈述句的一种疑问句构成:前肯后否,前否后肯陈述部分是I’m,附加部分用aren’t I答语用yes,肯定陈述部分;no否定陈述部分陈述句带有否定词,附加用肯定不定代词(表人)在正式语体中用he,非正式语体中用they不定代词(表物)用it。

20-21版:Grammar——动词-ing形式作主语和宾语(创新设计)

20-21版:Grammar——动词-ing形式作主语和宾语(创新设计)
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Yesterday being Sunday postponed the match. 昨天是星期天,比赛推迟了。(作主语) She is fond of coffee being served after dinner. 她喜欢饭后喝点咖啡。(作宾语)
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@《创新设计》
本节内容结束
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@《创新设计》
5.有些动词,后接动词-ing形式作宾语,与用动词不定式作宾语,意义大相径庭。
try to do sth尽力做某事
try doing sth
试着做某事
mean to do sth打算/意欲做某事
mean doing sth
意味着某事
forget to do sth忘记去做某事
forget doing sth
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2.置于句末,用it作形式主语,多见于下面几个句型: It is worth doing...做……是值得的 It+be+a waste of time doing...做……是浪费时间的 It is/was no good/use doing...做……是没有好处/用处的 It is a waste of time talking about such useless things. 谈论这些没用的事情是在浪费时间。 It is no use crying over spilt milk. 覆水难收。
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@《创新设计》
③代词宾格+动词-ing Can you imagine him/Jack cooking at home? 你能想象他/杰克在家做饭的样子吗? ④名词+动词-ing The baby was made awake by the door suddenly shutting. 这个婴儿被突然的关门声吵醒了。 [名师点津] (1)动词-ing形式的复合结构可在句中作主语或宾语。作主语时,不能用③④两种形式。 (2)无生命名词无论是作主语还是作宾语都不能用第②种形式。

语法结构grammar重点单词keywords固定搭

语法结构grammar重点单词keywords固定搭

Since my childhood I have found that to me, nothing is more interesting than reading. (没有什么比 念书对我更有吸引力) Have found 提示:后面必然要用一样此刻时。2006. 12. 89: The victim might have survived (本来会有机遇活下来)if he had been taken to hospital in time. Had been 提示句子谈的是过去,人此刻已经死了。2006. 6. 91: Though a skilled worker, he was fired by the company (他被公司辞退了) last week because of the economic crisis. Last week 提示句子要用过去时。 第三步:汉译英。注意,先翻译谓语动词,把它放在前面。动词(动词词组)一确信,你就 成功了一半。如下面那个汉语句子: 我邻居去东京渡假,因为钱不够,回不了家了。 先找谓语动词。这句话中有两个动作,“去渡假”和“回家”。哪个重要?哪个是说话人要 告知你的重要信息?是“回不了家”,因此 return 是谓语动词。
91. Though a skilled worker, he was fired by the company (他被公司辞退了) last week because of the economic crisis.(2006. 6) 强化例句:No matter how busy you are, he always insists on coming with you. (新概念英语) 3) 时刻状语 (adverbial clauses of time):一道。 90. Some psychologists claim that people may feel lonely when they’re away from home. (出门在 外时可能会感到孤独)(2006. 12 ) 强化例句:They feared that the mummy would fall to pieces when they cut it open.(新概念英语) 4) 条件状语 (adverbial clauses of condition):一道。 91. Please come here at ten tomorrow morning if it’s convenient for you. (若是你方便的话) (2007. 6.) 强化例句:If you receive a request like this, you cannot fail to obey it! (新概念英语) 5) 比较状语 (结构) (adverbial clauses of comparison or comparative constructions ):两道。 88. Since my childhood I have found that to me, nothing is more interesting than reading. (没有什么 比念书对我更有吸引力) (2006. 12) 强化例句:Nothing could have been more annoying. (新概念英语) 90. The more you explain, the more confused I am (我愈糊涂)(2006. 6) 强化例句:The older I get, the happier I am. (新编英语语法教程) 预测:2007 年 12 月极可能会考结果状语(adverbial of result)、缘故状语(adverbial of reason)、 方式状语(adverbial of manner)、地址状语(adverbial of place)。 5.定语从句 (attributive clauses):一道。 88. The prevention and treatment of AIDS is the field (where) we can cooperate. (咱们能够合作的 领域 ) 强化例句:It has been used to detect gold which has been buried in the ground. (新概念英语) 预测:会愈来愈多。 二.重点单词 (key words): 六道。 89. The professor required that we (should) hand in the research report (咱们交研究报告) by Wednesday.(2006. 6) 强化例句:He suggested that a double railway tunnel should be built. (新概念英语)

Grammar---复合不定代词

Grammar---复合不定代词

复合不定代词复合不定代词是由some, any, no, every加-body, -thing, -one构成,列表如下:由于在使用中有比较特殊的习惯用法,是考试中比较常见的考点。

现将常见的考试形式解析如下:I.复合不定代词和部分否定部分否定是考试中的热门考点,常表达的结构有两种:1.not+全部肯定词2.助动词+not+全部肯定词其意都为“并非都,不都”。

前者是一般形态,如:Not everyone likes English. 由于是基本概念,学生比较容易理解。

但后者和一般否定比较相似,容易引起学生判断上的疑惑,是出题的焦点。

1.I agree with most of what you sai d, but I don’t agree with _____.A. everything B: anything C. something D. nothing分析:有同学看到I don’t agree就判断是否定句,选B, anything .这就是对句子理解出现了偏差。

句意是:我同意你所说的大部分,但不是全部。

是一句典型的部分否定形式。

not…everythi ng 的结构表明“并非每件事”。

所以正确答案是A. everything 。

2.----The exam was difficult, wasn’t it?----No, but I don’t think ______ could pass it.A. somebodyB. anybodyC. nobody D everybody分析:同上题一样,不能将I don’t think 简单得看成否定句而选B. anybody。

“not…everybody”构成部分否定,既“并非所有的人都能通过”。

所以应该选D. everybody。

II.复合不定代词的定语位置复合不定代词被定语修饰的时候,定语必须放在不定代词后面。

特别是当修饰的定语比较复杂的情况下要认真分析,弄清词序间的修饰关系。

Grammar(宾补+状语)

Grammar(宾补+状语)

1) 表原因状语(可转化为原因状语 从句)
Because she was worried about the time available,she had made a list of...
=Worried about the time available,she had made a list of...
3. 用在使役动词后,如 keep sth done,leave sth done, make sth done….
They kept _t_h_e _d_oo_r_l_oc_k_e_d_ for a long time.
Don’t leave t_h_e_w_i_n_d_o_w_b_r_o_k_e_n_ all the time.
21.被外面声音吓到,我去看发生了什么。(frighten) Frightened by the loud noise outside, I went to see what was happening. 22.她走出房子,女儿跟着她。(follow) She walked out of the house, followed by her little daughter 23.深深地感动于这个故事,小孩子们开始哭了。(move) Deeply moved by the story, the children began to cry. 24.他坐在床边,陷入沉思。(lose) She sat by the window, lost in thought. 跟你相比,我们仍然有很长的路要走。
Standing at the foot of the mountain ,he had a photo taken. 30.在森林里迷路了,他感到很害怕。(lose)

Grammar

Grammar
a. 及物动词的动词 形式,具有被动和完成的意义。 及物动词的动词-ed形式 具有被动和完成的意义。 形式, a broken cup a wounded soldier
the excited crowd an unexpected visitor b. 不及物动词的动词 形式,具有主动和完成意义。 不及物动词的动词-ed形式 具有主动和完成意义。 形式, a grown woman a retired officer
完全形容化了的动词 形式:可以被very 动词-ed形式 very等副词修 (1) 完全形容化了的动词 形式:可以被very等副词修 可以有比较级等级形式。常见的有常见的有 常见的有: 饰,可以有比较级等级形式。常见的有常见的有:bored, disappointed, excited, frightened, interested, pleased, puzzled, satisfied, surprised, tired, worried 等。
3.2. 在表示“希望,愿望,命令,忍受”这一类动 在表示“希望,愿望,命令,忍受” 词后面做宾语补足语,这类动词有:can’ 词后面做宾语补足语,这类动词有:can’t bear, hate, like, love, need, prefer, want, wish 等, 如: He needs his coat mended. Kate would like her room painted white. I prefer eggs boiled. We wish your work finished quickly. I want the suit made to his own measure.
1.2动词 形式作表语时, 1.2动词-ed形式作表语时,其后可以接介词短 动词 形式作表语时 不定式短语及that 语、不定式短语及that 引导的宾语从句 He is very much disappointed at the result. The mother was pleased to hear from her son. I’m satisfied that you didn’t tell me a lie.
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Many exhausted passengers got off the plane which had been delaye for 24 hours.
There were a lot of damaged cars everywhere after the accident.
The amazed passengers travelled from Shanghai Airport to the central station in eight minutes.
表示被动接受动作 V-ed ____________________
What are the differences between v-ing and v-ed? a developing country = a country ___________________ that is developing that is developed a developed country = a country ___________________ that is boiling boiled water= water _________________ that is boiled boiling water = water ________________ Difference: 表示 动作正在进行 2) V-ing _____________________
In autumn, the leaves are falling onto the ground. There are many falling leaves in the sky. falling leaves= the leaves that are/were falling
There are many fallen leaves on the ground. fallen leaves= the leaves that have fallen
What are the differences between v-ing and v-ed? encouraging words = words___________________ that encourage others an encouraged student= an student___________________ who encouraged that moves others moving news= news_________________ who are moved moved athletes= athletes ___ Difference: 表示 主动发出动作 1) V-ing _____________________
Conclusion: V-ed 在句子中做定语,相当于一个形容词,单个 的过去分词通常放在所修饰的名词之前,过去分 词短语放在所修饰的名词之后。
left等 习惯上作后置定语
The family lives on such low income that they usually have little money left near the end of a month. With most of his money spent on the TV set, the money left couldn’t cover the price of the coat.
Upgrade the following sentences: 1. The girl is named Jenny. She is sitting next to me. The girl named Jenny is sitting next to me. The girl sitting next to me is named Jenny. 2 . The maglev train runs between Pudong Airport and Longyang Station. It can travel at a speed of 400 km/ h. The maglev train running between Pudong Airport and Longyang Station can travel at a speed of 400 km/ h. The maglev train traveling at a speed of 400 km/ h runs between Pudong Airport and Longyang Station. 3. Camels carried food and other supplies to central Australia. They were bought from Afghanistan. Camels carrying food and other supplies to central Australia were bought from Afghanistan. Camels bought from Afghanistan carried food and other supplies to central Australia. They were
= which/ that was held in Nanjing
5) The office building destroyed in the earthquake will be = which/ that were destroyed by rebuilt. in the earthquake
1. Trained camels carried food and other supplies. = camels that were trained 2. We saw abandoned farms which were more than a hundred years ago. = farms that were abandoned 3. We ate great meals cooked by experts ! = meals which were cooked by experts Questions: Can you use an attributive clause to replace the v-ed forms in red? What do “ trained”, “abandoned” and “ cooked by experts” function as ? Are the V-ed forms placed before or after the nouns they modify?
• 4. I ate an excellent meal f
• 5. I listened to a story a • 6. I read two books
b
d) trained by an Afghan man
e) directed by seven Spielberg f) cooked by my brother
M3 Grammar 1
The –ed form
broken a ________cup 一个破杯子 a wounded _________soldier 一名伤员 canned ________food 罐装食品 boiled _______water 开水 smoked ________fish 熏鱼
朴素型: The girl was abandoned by her parents. Now she has become a UN ambassador who fights for gender equality. 优雅型: The girl who was abandoned by her parents has become a UN ambassador who fights for gender equality. 华丽型: The girl abandoned by her parents has become a UN ambassador who fights for gender equality.
given等前置后置都可以 You must finished the report within the given time / within the time given.
Find out the v-ed phrases that function as attributes and use an attributive clause to replace it. 1) Chinese is a language spoken by at least 1.3 billion people. = which/ that is spoken by at least 1.3 billion people 2) Emma Watson plays a girl named Hermione in the Harry Potter series. = who is named Hermione 3) “Cent” is an English word borrowed from old French. = which/ that is borrowed from old French 4) The Youth Olympic Games held in Nanjing is highly praised.
There were hundreds of bored drivers in the traffic jam.
There were lots of excited people getting on the plane.
The family used a rented car to travel around Europe during their holiday.
Match the two parts of the sentence.
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