grammar
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。
人教版高中英语必修一unit1grammar
Whenyouchangeasentencefromdirects peechtoindirectspeech,yousometimes needtochangetheverbtense.Youmayal soneedtochangepronouns,timeinorder
tokeepthesamemeaning.
“Idon’tlikecomputers,”Sarahsaidtoherfriends.
Sarahsaidtoherfriends that Idon’tlike
computers. Sarah said
she
didn’t
Sarahsaidtoherfriendsthatshedidn’tlikecomput ers.
he
harvested Theyaskedhimwhenheharvestedthewheat.
选择疑问句
•用whether…or…表达，而不用if…or…，也 不用either…or… • Heasked,“DoyouspeakEnglishorFrench?”
• HeaskedmewhetherIspokeEnglishorFrenc h.
3.Tomsaid“Iwillseeyounextweek.” Tomsaidthathewouldseemethenextweek.
4.“Whywereyoulateagain?”Theteachersaidtome. TheteacheraskedmewhyIwaslateagain.
5.“Idon’tlikeswimming,”saidSarah. Sarahsaidshedidn’tlikeswimming.
一般疑问句
•间接引语用连词whether或if引导，原主句中 谓语动词said要改为asked(me/him/us等)， 语序是陈述句的语序
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。
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
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.
外研《Grammar》课教案
外研《Grammar》优质课教案一、教学目标1. 知识目标：（1）学生能够理解并掌握本课所学的语法知识点。
（2）学生能够运用所学的语法知识进行口头和书面表达。
2. 能力目标：（1）学生能够提高英语听说读写能力。
（2）学生能够运用所学的语法知识解决问题。
3. 情感目标：（1）激发学生学习英语的兴趣。
（2）培养学生的团队合作精神。
二、教学重难点1. 教学重点：本课所学的语法知识点。
2. 教学难点：语法知识点的运用。
三、教学方法1. 情境教学法：通过设定情境，让学生在实际语境中学习和运用语法知识。
2. 任务型教学法：通过完成任务，让学生在实践中运用语法知识。
3. 合作学习法：学生分组合作，共同完成任务，培养团队合作精神。
四、教学准备1. 教材：《外研Grammar》教材。
2. 多媒体设备：电脑、投影仪、音响等。
3. 教学辅助材料：课件、图片、卡片等。
五、教学过程1. 导入：通过歌曲、游戏等方式导入本课主题，激发学生兴趣。
2. 呈现：利用课件、图片等展示本课所学的语法知识点，引导学生观察和发现。
3. 讲解：对语法知识点进行详细讲解，并通过例句让学生理解其用法。
4. 练习：设计不同类型的练习题，让学生进行口头和书面练习。
5. 任务：布置实际任务，让学生在实践中运用所学语法知识。
6. 反馈：对学生的练习和任务完成情况进行点评，及时纠正错误。
7. 总结：对本课所学语法知识点进行总结，提醒学生重点注意。
8. 作业：布置作业，巩固所学知识。
六、教学评价1. 课堂表现评价：观察学生在课堂上的参与程度、听说读写能力的运用以及团队合作精神。
2. 练习完成情况评价：评估学生在口头和书面练习中的表现，及时给予反馈和指导。
3. 任务完成情况评价：评价学生在实际任务中的语法知识运用能力和解决问题的能力。
七、教学拓展1. 开展英语角活动：让学生在真实的交流环境中运用所学语法知识，提高口语表达能力。
2. 组织英语写作比赛：鼓励学生运用所学语法知识进行写作，培养书面表达能力。
Grammar语法
表示现阶段一直在进行的动作
这种动作在说话时不一定正在进行 I teach English at the college but now I’m teaching in a
middle school. Jane is studying law while her sis is doing physics. 这种用法也表示一种暂时性 现阶段正在做的事 常与always，continually，constantly，for ever等频度 状语连用，对现阶段经常发生的动作表示某种感情色 彩 She’s always borrowing money and forgetting to pay me back.
13.2 一般现在时
表示过去时间。在句子中，动词tell,
say ,hear ,learn ,gather等能用一般现在时表示过去时 间。
在叙事文体或新闻报道中，一般现在时作为一种修辞
手法有增进表述的生动性和真实感的作用。
13.3 一般过去时的用法
表示过去的时间 表示过去习惯的动作和一度存在的状态
式既可以是usedn’t to也可以是didn’t use to 在肯定疑问句中既可以把助动词提前，也可以把used 看做助动词提前
13.3 一般过去时的用法
表示婉转的口气（这一用法只局限于want、wonder、
think、hope等少数动词）
表示与现在事实相反的主观设想或对将来的主观设想，
e.g.
I hope you (will) like my gift. ② see (to it )/make sure/make certain + that-clause e.g. I will see that nobody disturbs you(will disturb) ③ If/when引导的条件状语分局或时间状语分句 注：1、2中的分句可以换成表示将来时间的动词形式，3 不能
grammar知识点总结
grammar知识点总结Grammar is a set of rules and principles that govern the use of language. It includes the structure of words, phrases, clauses, and sentences, as well as the rules for using punctuation and capitalization. Understanding grammar is essential for effective communication, as it helps to ensure that our messages are clear, concise, and accurate. In this summary, we will cover the key aspects of grammar, including parts of speech, sentence structure, and common grammatical errors.Parts of SpeechOne of the fundamental concepts in grammar is the classification of words into parts of speech. This classification helps us to understand how words function in sentences and how they relate to one another. There are eight main parts of speech:1. Noun: A noun is a word that represents a person, place, thing, or idea. Examples include "dog," "city," "book," and "happiness."2. Pronoun: A pronoun is a word that can take the place of a noun. Examples include "he," "she," "it," and "they."3. Verb: A verb is a word that expresses an action or a state of being. Examples include "run," "eat," "sleep," and "is."4. Adjective: An adjective is a word that describes or modifies a noun or pronoun. Examples include "red," "tall," "beautiful," and "smart."5. Adverb: An adverb is a word that modifies a verb, adjective, or other adverb. It usually answers the questions "how," "when," "where," or "to what extent." Examples include "quickly," "often," "here," and "very."6. Preposition: A preposition is a word that shows the relationship between a noun or pronoun and another word in the sentence. Examples include "in," "on," "under," and "between."7. Conjunction: A conjunction is a word that connects words, phrases, or clauses. Examples include "and," "but," "or," and "because."8. Interjection: An interjection is a word or phrase that expresses strong emotion or surprise. Examples include "wow," "oh," "ouch," and "bravo."Understanding the parts of speech is important for building and analyzing sentences. For example, identifying the verb in a sentence can help us understand the action being performed, while recognizing the adjectives and adverbs can paint a clearer picture of the noun they are describing.Sentence StructureIn addition to understanding the parts of speech, it is essential to grasp the basic structure of a sentence. Sentences are made up of clauses, and each clause contains a subject and a predicate. The subject is the person, place, thing, or idea that the sentence is about, and the predicate is the action or state of being that the subject is performing or undergoing.There are four main types of sentences based on their structure:1. Simple Sentence: A simple sentence consists of one independent clause. It has a subject and a predicate, and it expresses a complete thought. For example, "She sings beautifully."2. Compound Sentence: A compound sentence consists of two or more independent clauses joined by a coordinating conjunction (and, but, or, nor, for, so, yet) or a semicolon. For example, "She sings beautifully, and she plays the guitar."3. Complex Sentence: A complex sentence consists of one independent clause and at least one dependent clause. The dependent clause cannot stand alone as a complete sentence. For example, "Although she sings beautifully, she is nervous on stage."4. Compound-Complex Sentence: A compound-complex sentence consists of two or more independent clauses and at least one dependent clause. For example, "She sings beautifully, and she plays the guitar, but she gets nervous when people watch her."Understanding sentence structure is crucial for constructing clear and coherent sentences. It helps us to ensure that our writing is grammatically correct and easy to understand. Common Grammatical ErrorsDespite our best efforts, it is easy to make grammatical mistakes when writing or speaking. Some common grammatical errors include:1. Subject-Verb Agreement: This error occurs when the subject and the verb do not agree in number. For example, "The team are playing" should be "The team is playing" because "team" is a singular noun.2. Misplaced or Dangling Modifier: A misplaced modifier is a word or phrase that is not placed near the word it is modifying, which can cause confusion or ambiguity. A dangling modifier is a word or phrase that does not have a clear subject to modify. For example, "Running quickly, the finish line was crossed" should be "Running quickly, she crossed the finish line."3. Pronoun-Antecedent Agreement: This error occurs when the pronoun does not agree with its antecedent in number, gender, or person. For example, "Everyone should do their best" should be "Everyone should do his or her best" to ensure agreement.4. Double Negative: Using two negatives in a sentence can create confusion and ambiguity. For example, "I don't know nothing" should be "I don't know anything."5. Comma Splice: A comma splice occurs when two independent clauses are joined with a comma but no coordinating conjunction. For example, "I like to read, I also enjoy writing" should be "I like to read, and I also enjoy writing."Avoiding these common grammatical errors can greatly improve the clarity and effectiveness of our communication.ConclusionIn summary, grammar is a set of rules and principles that govern the use of language. Understanding grammar is essential for effective communication, as it helps to ensure that our messages are clear, concise, and accurate. Key aspects of grammar include the classification of words into parts of speech, the basic structure of sentences, and common grammatical errors. By mastering these aspects of grammar, we can improve our writing and speaking skills and become more effective communicators.。
Grammar语法
Jane: Yes. I think a good scientist should be careful, curious and creative and 10. ____ that he or she should like to ask a lot of questions and solve problems.
Tom: I like physics, but I don’t know 8. ___________ whether / if my parents will allow me to major in it. Jane: That's unbelievable. My first advice is 9. ____ that you should make your own decision. Tom: I think so. Do you have any other advice for me?
I’m not sure if the train will arrive on time or not.
5. 在第一人称I, we与动词think, expect, believe, guess, suppose等连用，后接 宾语从句时，通常将从句的否定转移 到主句谓语动Байду номын сангаас，形成否定前移。 如： I don’t suppose you’re used to this diet.
1. 引导表语从句 的连词有that, whether, as if。 that引导表语从句， 只起连接作用，不作句子成分。 2. 引导表语从句的连接代词有what, who, which。 3. 引导表语从句的连接副词有 when, where, how, why。
Grammar英语五大基本句型
英语五大基本句型1.你应当努力学习________________________________________________________________________________2.她昨天回家很晚________________________________________________________________________________3.会议将持续(last)两个小时________________________________________________________________________4.五年前我住在北京______________________________________________________________________________常见系动词：be, become, get（变得）, turn（变得）, feel, taste, smell, sound, look ,keep,stay1.Smith先生对中国很感兴趣(be interested in)________________________________________________________2.这个报告听起来很有意思interesting______________________________________________________________3.这个老人感到很孤独___________________________________________________________________________4.他变得很胖___________________________________________________________________________________主谓宾结构(1)主语+及物动词+名词/代词我昨天丢了我的自行车，但是我没有找到它_________________________________________________________________________________________________ (2)主语+及物动词+doing( 此类及物动词有：advise，consider,enjoy, finish, practise, imagine,give up，feel like)我的朋友建议多喝水____________________________________________________________________________你不应该放弃学习英语__________________________________________________________________________ (3)主语+及物动词+to do( 此类及物动词有：agree /want /hope/ wish/ decide/learn /offer /plan /refuse)我希望上大学_________________________________________________________________________________他拒绝说英语_________________________________________________________________________________ (4)主语+及物动词+句子我认为英语很重要_____________________________________________________________________________我听说张老师要去北京_________________________________________________________________________我相信你们会实现你们的梦想___________________________________________________________________主谓双宾（1）用to变换的：give, show, send, sell, tell, sell,pass我的爷爷昨天给我讲了一个有趣的故事____________________________________________________________ （2）用for变换的:buy, make, draw我为我的爸爸买了一个大大的生日蛋糕_____________________________________________________________主谓宾补结构（这样的及物动词call,name, find,think consider keep make )（1）主语+及物动词+宾语+名词/形容词我们叫他王老师____________________________________________________________________________________ 他发现生活很难____________________________________________________________________________________ 我会让你幸福的____________________________________________________________________________________ （2）主语+及物动词+宾语+to do sth(tell /encourage/ advise/ teach/ ask/ wish sb to do)我的英语老师建议我们早晨读英语____________________________________________________________________ 我的哥哥鼓励我要努力学习__________________________________________________________________________。
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I am active and energetic, and I love
working with people.
We use but to join ideas that are different.
• He does not like to talk much. His
1. 表并列关系： and, not only…but also, neither…nor 2. 表选择关系：or, otherwise, or else, either 3. 表转折关系：but, yet, still , however
4. 说明原因：
5. 表示结果：
for
so
1. 表并列 用来连接两个并列概念的连接词有and , not only…but also…, neither…nor…等, and所连 接的前后分句往往表示先后关系、递进关系。 前后分句的时态往往保持一致关系。若第一 个分句是祈使句,那么第二个分句用将来时。 • and He gave her a painting as a present, and she liked it so much. 他给了她一幅画作为礼物，她非常喜欢。
B Using both ... and…, not only ... but (also)…, either ... or ... and neither ... nor ...
We use conjunctions like both ... and…, not only ... but (also) …, either… or …， and neither ... nor ... to connect the same part of two sentences to avoid repetition.
other, this or that, he or she, etc. • You take the lead. You fall behind.
You either take the lead or fall behind.
neither... nor... We use neither ... nor ... to mean not this one and not the other, not this and not that, not he and not she, etc. •My parents do not think I can make a good accountant. •I do not think I can make a good accountant. Neither my parents nor I think I can make a good accountant.
We use so to express the result of something. • I want to share the best art with people. • I am always searching for something better or different. I want to share the best art with people, so I am searching for something better or different.
3. Judy is gentle. Judy never gets angry
with others.
Judy is gentle and she never gets angry __________________________________
___________ with others. 4. Suzy worries too much. She cannot sleep well sometimes. __________________________________ Suzy worries too much, so she cannot ___________________ sleep well sometimes.
考点一： and (“和，并且”)
1）判断改错：
They sat down and talk about something. F talked They started to dance and sang. F sing
I saw two men sitting behind and ate there. F eating
从属连词— that, whether, if, unless, while / when, until, because, so that, so…that, though/ although, even if, as…as 等
三、用法
并列连词 --- 连接具有并列关系的词，短语 或句子。常见并列连词：
Millie's classmates
Millie wants to write about her classmates. Help her join her ideas with and, but, or or so. 1. Kitty is kind. Sometimes she is impatient. _____________________________________ Kitty is kind, but sometimes she is impatient. 2. Billy would not accept others' advice. Billy would not think twice. ___________________________________ Billy would not accept others' advice or think twice __________
“and” 连接平行结构。
考点二
--- 连词词组 ： “或者A或者B” “既不A也不B”
•not only…but also
She not only plays well, but also writes
music.
她不仅很会演奏，而且还会作曲。
Not only did he make a promise, but also
he kept it.
他不仅作出了许诺, 而且履行了诺言.
• neither...nor... Neither has she changed her mind, nor will she do so. 她既没有改变主意，也不打算这样做。 He neither likes fiction, nor does he like poetry 他既不喜欢小说，也不喜欢诗歌。 neither...nor...连接两个分句，并且neither位于 句首时，两个分句的主、谓语都要部分倒装。
work shouts!
He does not like to talk much, but his work shouts!
We use or to introduce another possibility. • I can be a good teacher. I can be a good doctor. I can be a good teacher or a good doctor. In negative sentences, we use or to join two or more ideas. • He does not like singing. He does not like dancing. He does not like singing or dancing.
Careless will be a disaster to patients.
Careless will be a disaster not only to
ourselves but also to patients.
either... or...
We use either ... or ... to mean one or the
Unit 1 Know yourself
Grammar
Objectives
To learn to use conjunctions: and, but, or and so To learn to use conjunctions: both ... and ..., not only ... but (also) ..., either ... or ... and neither ... nor ...
A Using and, but, or and so
We use conjunctions like and, but, or and
so to join ideas together.
We use and to join ideas that are similar.
• I am active and energetic. I love
When we use the conjunctions to connect two subjects, the verb form after both ... and ... is always plural, but the verb form
after not only ...
on new challenges.
• Neither Millie nor her friends know
about types of personality.
连 词 (Conjunction) 一、连词定义: 用来连接词、短语或句子 的词。
e.g. I study English and Chinese.
and neither ... nor ... can be plural or