作为一位不辞辛劳的人民教师,常常要根据教学需要编写教案,教案有利于教学水平的提高,有助于教研活动的开展。写教案的时候需要注意什么呢？有哪些格式需要注意呢？下面是小编为大家带来的优秀教案范文，希望大家可以喜欢。
高中英语语法教案篇一
teaching goals:
enable ss to know about the way to expre poibility and enable ss to master the usage of “may”, “might”, and “likely”. help ss learn how to use modal verbs “may” and “might” to expre ng procedures: step on
check the answers to the vocabulary exercises in the on ss to do activity 1 on page 54 and call back the give them the correct ss to identify the creatures in the pictures in activity 4 on page 55, by using “may” or “might”.arouse their interest in talking about ss to do activity 2 on page 54 check their r
g-in
ask ss to work in groups and discu the question in activity 1 of grammar on page give them the right ation
explain how to use modal verbs to talk about something which happened in the past—perhaps.(1)对过去的事情进行猜测，但把握较小时，肯定形式一般用may have done，否定形式一般用may not have done。如：
he may have gone back home, because he didn’t say he would take part in her birthday may not have paid for the bill, because he had lost his job.(2)对过去的事情进行猜测，但把握更小时，肯定形式一般用might have done，否定形式用might not have done。如：
they helped send her bat to the hospital;otherwise, she thought, the baby might have might not have left home when i got to school.(3)对过去的事情进行猜测，并且可能性较大时，肯定形式一般用must have done，否定形式一般用can’t have done。如：
your score is the highest;you must have studied very can’t have seen her in her office last friday;she’s been out of town for two ce ask ss to do activity 2 on page call back the answers and correct ments
explain how to use modal verbs to talk about something which happened at present—perhaps.用来表猜测的情态动词有：must, can, may等，但它们所表示可能性是不同的。(1)对现在的事情进行猜测，并且可能性较大时，肯定形式一般用must加动词原形，此时，must不再表示“必须”，而是表示“肯定”；否定形式一般用can’t加动词原形，此时，can不再表示“能够”，而是表示“肯定不„„”。如：
i saw him go out just can’t be in his own must be linda in the claroom, because she is on duty today.(2)对现在的事情进行猜测，但把握较小时，肯定形式一般用may加动词原形，此时，may不再表示“可以”，而是表示“可能”；否定形式一般用may not加动词原形。如：
he may tell the truth to his may not angry because she is good-tempered.(3)对现在的事情进行猜测，但把握更小时，肯定形式一般用might加动词原形；否定形式一般用might not加动词原形。如：
she might not be angry because she usually is very might be at home now, but i’m not sure.(4)情态动词+动词现在进行时，表示对现在或将来正在进行的情况进行推测。如： at this moment, our teacher must be correcting our exam wang isn’t might be giving a lecture in the hall.(5)情态动词+动词的现在完成进行时，表示对过去正在发生事情的推测。如： your mother must have been looking for light was on the whole may have been doing his homework all the idation
ask ss to translate the following sentences.(1)他们也许错过了那班飞机。
(2)快点！他们正在机场等我们。
(3)tom是个诚实的孩子。他今晚可能会把真相告诉他父亲。
(4)他五年前来看过我，他也许不费劲就能找到我的住处。step rk
ss to review ss to finish grammar exercises in the workbook pages 97~98.
高中英语语法教案篇二
高中英语语法“虚拟语气”的
教学
设计一、教材分析：
本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：
在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、
教学重点:1.复习的重点---语法虚拟语气的句型结构.2.语法虚拟语气的运用
四、教学难点:
1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2.虚拟语气在真实的生活语境中的使用。
五、教学目标: 1.知识目标:
引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。2.能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。3.德育目标：
用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。
六、教学策略: 通过活动课、小组讨论等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。
七、学习策略:
非测试性评价体现新课程标准的实施效果，评价体系“正确反映外语学习的本质和过程，满足学生发展的需要。” 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。
八、教学用具：
黑板、录音机、多媒体辅助（将本课所需要的图片、文字、音乐等制成ppt课件）
九、教学过程
step1 warming up（5 minutes）discu about the pictures together , and expre their ideas as, what would you do now, if you lost your vision or other valuable things ? you wish„„ 设计说明：
1.教师首先展示美国聋哑女作家 海伦·凯勒的影片图片和主要作品，然后请学生阅读以下片段：假如给我三天光明（节选）请学生思考一下这个问题：假如你只有三天的光明，你会怎么做？教师通过多媒体呈现图片，目的吸引学生的注意力，并激发起好奇心。
2.利用新颖和形象的图片导入，有利于学生参与教学活动，进行讨论和对话活动。帮助学生学会珍惜拥有，学会生活。step2 presentation（8 minutes）
hold an english poem recital 1：spanide the whole cla into a number of group asks one student to act as the competitor with music
living life over
if i had my life live over i would have talked le and listened more
i would have invited my friend over to dinner even if the carpet was strained and the sofa faded
„„ task2：choose the best group that read the poem with their deepest feeling.评价工具（选票）：选出朗读最好的学生。设计说明：
1.用配乐英文诗歌朗诵的方式导入语法---虚拟语气的学习。该诗歌几乎每句都使用虚拟语气来表达思想，传递情感。
2.任务型活动：课题的引入采用诗歌朗诵竞赛的形式，学生小组活动，对英文诗歌进行翻译，激发参与学习过程的热情和竞争意识。最后由全体同学对各组参与代表投票进行非测试性评价。step3 revision（7 minutes）
firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar. there _______(be)no computer, the students _______(learn)much there _______(not be)the war, people ______(live)a happier life in the future. you ________(come)yesterday, you _______(see)jackie you______(attend)the concert, your oral english _______(become)better now.设计说明：
1.教师在进行语法教学的过程中把握好教学内容和教学范围的度, 适应高三复习的需要，加强语法教学的交际性，科学性和可操作性。
2.合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组竞答游戏活动，激发学生的参与意识。step4 consolidation(5minutes)
newton lived today, he would be surprised by what ______ in science and discovered been discovered discovered been discovered
printer is of good it ____ break down within the first year, we would repair it at our 3.---john went to the hospital alone.---if he ____ me about it, i would have gone with tell told 设计说明： 以选择题的形式，降低学习学习的难度。通过课堂测试进行反馈，进而了解学生的掌握情况，以学生的为本，注意个体差异，因材施教。step5 writing（20 minutes）
task1: summarize the grammar with the students and write down what they said on the …did/were , …would/could/should/might do… …had done , …would/could/should/might have done… …did/ were to/should do ,…would/could/should/might do…
task 2: discu the sentences in groups and encourage the students to expre their feelings in english as follows
1.i regret wasting the time which i should have spent on my studies playing computer games.2.i could have been good at english, but i devoted too little time and energy to it. i had worked two years ago as hard as i do now, my grades would be much more satisfactory 3: ask the students to translate the sentences into english.1.我的老师建议我制定学习计划并认真的执行。
(1)my teacher suggests that i should make a study plan and carry it out very seriously.(2)it is suggested that i should make…
(3)my teacher’s suggestion is that i should make…
2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。
at present, i am learning as if i were never tired.i believe that my perseverance and determination will lead to my succe.设计说明：
1.让学生围绕该话题展开讨论，以确认可以使用虚拟语气的地方。课堂教学过程中，注重 “精讲精练，以练为主；点到为止，注重运用”。
2.在学生找到可使用的句子之后，鼓励学生灵活运用多种虚拟语气的表达方式对语言进行深层次的句法处理.调动学生参与课堂学习活动的热情，增强面对高考的自信。 step5 aignment
ask the students to finish the composition we have talked about or write a composition about your dream that can hardly be realized in your daily life, such as walking in the space , living under the sea, making a journey, and so te the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(写作训练)设计说明：
任务型活动：课外作业是课堂教学活动的延伸，学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作的练习，使学生逐步学会运用语法知识，讨论自己感兴趣的话题，表达自己的思想，达到形成和提高写作能力与技巧的目的，完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性，从而使学生的语法知识内化成语言能力。
blackboard design(板书设计)
revision---the subjunctive mood
1„did/were , „would/could/should/might do„ 2„had done , „would/could/should/might have done„ 3„did/ were to/should do ,„would/could/should/might do„
if
but for
reflection after teaching（教学反思）
本节课通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求将语言的形式与其意义、交际功能有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。学生在有限的课堂中学到的知识毕竟有限，让他们掌握语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。
高中英语语法教案篇三
语法试讲教案
grade level: first grade of high school leon type: reading duration: 45min teaching objectives 1)help students to learn the usage of ….2)help students to grasp the sentence pattern of…..teaching aids multimedia devices, blackboard teaching important and difficult points 1)the sentence pattern of… 2)some special cases 3)enable students to use … in real life teaching procedures step 1 lead-in(5min)show some pictures to the students and ask them to describe the picture.引导学生运用语法项目
step 2 explanation(18min)explain the usage of ….present several examples of the grammar 4 practice(15min)ask the students to do the 3 summary(4min)invite students to summarize the usage of … make some supplements and stre the important point 5 homework(3min)ask students to finish related exercise on the the students to write a paage about ….(you have all done a really good job today.i believe you already have a good knowledge of /master the knowledge of…..for homework, you are required to complete exercises on page 201 and to write a paage about ….[i’d rather you search more information about… and some of you will be invited to share your findings with us in the next cla.] clear? you next cla.)写作试讲教案
grade level: first grade of high school leon type: reading duration: 45min teaching objectives 1)enable students master the procedure of writing this kind of composition 2)improve students’ writing skills
3)help students to get more knowledge of … teaching aids multimedia devices, blackboard teaching important &difficult points 1)help students to expre their ideas in proper english 2)help students to learn the structure in english writing teaching procedures step 1 warming-up(5min)show some pictures of … to the students and ask what do they know about … then lead the students to the topic of writing.(good morning, boys & are you doing? fine? let’s start our new i have some pictures for you know what’s in the picture?)step 2 pre-writing(10min)activity 1: e ss some questions about the topic and ask them to discu the questions in group and write down every idea that comes to their discuion, invite representatives of each group to present their ideas to the whole ty 2: age ss to work on their own to repot ideas that they think are valuable and think about how to organize their 3 while-writing(20min)ask the students to write down their own 4 post-writing(7min)ss will work in group and read each other’s should choose the best composition of the group and read it in front of the 5 writing aement(2min)ask ss: what’s you most difficult thing during the whole proce?
(difficult to organize the ideas in a logical way;you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea)step 6 homework(1min)1)here are some handouts i prepared for it after cla, i believe you can find answers towards your questions.2)improve your composition according to the handout.听力课试讲教案
grade level: first grade of high school leon type: listening duration: 45 min teaching objectives 1)enable students to master different listening skills 2)help students to learn more about …..teaching aids: multimedia devices;blackboard teaching important and difficult points 1)help students to understand the listening material 2)encourage students to apply listening skills when listening to the material teaching procedures step 1 warming-up(2min)show some pictures to the students and have a free talk with the 2 pre-listening(5min)organize the students to have a brief discuion about the some students to share their ideas with the t the main idea of the that, present new words and expreions to the 3 while-listening(25min)1)listen for main idea ask ss to listen to the paage but do not look at the questions, ask them to get the main idea of the students to share their ideas.2)listen for answers to the exercises/detailed information ask ss to listen to the paage time ask them to try their best to get answers to the listening, check whether ss get the correct answer, and ask why.3)play the tape again, focus on the part where they did not get the right you have any questions? step 4 post-listening(10min)show them the listening text and ask them to read it aloud 5 summary(2min)in this period, we mainly focus on the listening ’s very your listening is poor, you’d better practice more you listen to english, the better your listening er: practice makes 6 homework(1min)1)read the listening texts again and try to retell the paage in your own words 2)search more information about ….口语课试讲教案
grade level: first grade of high school leon type: speaking duration: 45 min teaching objectives 1)students will be able to use some important words and expreions 2)students will be able to expre their ideas or thoughts ng aids multimedia devices;blackboard teaching important and difficult points 1)help ss to master the expreions of giving advice: 2)talk about … by using … teaching procedures step 1 warming-up show ss some pictures of … and ask students to describe what they are 2 lead-in play the tape and ask ss to listen to the ss to predict what we will learn 3 provide key sentence patterns & expreions provide ss useful sentence patterns and expreions to expre …..step 4 role-play/ discuion give the ss a situation, and ask the ss to work in pairs and make up a the ss to discu the topic with their that, invite ss to present their ideas in front of the 5 summary in this period, we mainly focus on how to….it’s very should know how to … in real life after this should memorize the useful expreions we learned today.i hope you can practice more after er: practice makes 6 homework 1)collect more expreions and sentence patterns that can be used to expre …..2)find a partner to practice how to … in different situations.词汇课试讲教案
grade level: first grade of high school leon type: vocabulary duration: 45 min teaching objectives 1)enable students to know the meaning of new words and grasp the usages of such important new words 2)enable ss to use such new words in their own writing or speaking teaching aids multimedia devices;blackboard teaching important and difficult points 1)explain the meaning and usage of the words to the students 2)enable ss to use the new words when they expre themselves teaching procedures step 1 lead-in period, we have finished the reading of the we will learn the new words in the ’s look at the underlined/italic/bold word 2 gue ask ss to gue the meaning of the words in the give students some examples and ask ss to gue the meaning of the word 3 explanation explain the meaning of the words to the explanation, present the usage of the words to the students and provide examples to help them understand how to use 4 practice ask the students to make sentences with new words by ss to share their sentences with the whole 5 summary this, period, we have learnt several new words:...we have learnt the usage of these new words.i hope you will memorize these words, as well as the usage of these words.i suggest you use the new words as often as this way, you will know how to use the words, instead of only knowing the meaning of the word 6 homework 1)look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.2)finish exercise 2 on page ([wkcommon:widget/ui/lib/sio/]，function(sio)
{
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= https:///cpro/ui/;browser(url, function(){ baidu_clb_fillslotasync(u2845605,cpro_u2845605);});});
new words: new phrases: step5: summary ss summarize what we have learnt and key an aement on each 6: homework write a diary with simple past oard design： title: questions: new words : 文章线索（便于复述）
口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果 teaching objectives: able to master the following words and sentence learn the expreion of giving able to talk about one‟s health problems and give advice fluently e the cooperative spirit and care more about yourself and your family members‟ ng aids: pictures, a tape recorder and teaching focus: the following words and sentence the expreions of giving advice the teaching difficulties: ts may find it difficult to remember all the target new words in the cla;ts may find it difficult to give appropriate advice to the certain disease because of their limited life ng procedure: step1：warming up greet ss by asking them: how are you today? then i‟ll tell ss that i‟m not feeling well today(write the sentence on the blackboard and guide ss to read it.)and get ss to gue the reason ss can‟t get the answer, i‟ll tell them that i didn‟t have a good sleep last i have a headache.(i say this by doing a gesture)step2: presentation of words and sentence patterns one student imitate he has a kind of disease and ask the cla gue what „s the matter with the following sentence:”what‟s the matter with him?” “i have a stomache.”
ss pictures of diseases.(write the words on the black board.)step3: pair work ask ss to work in pairs and talk about health problems by using the bandage given and using the target language: what‟s the matter? i‟m not feeling well.i have a … step4: presentation of expreions of giving advice tell ss that i have a cold/cough, ask them: what should i do? ss may give different answers, collect their answers and help them to use: you should/shouldn‟t do… during this activity, some phrases will be learned:...step5: role play the sample dialogue and ask ss to complete it according to the picture students to make a four-people group, one of them is a doctor, the other three are the ss to role play a dialogue.a: what‟s the matter with you? b: i‟m not feeling well.i have a _______.a: when did it start? b: about______ ago.a: oh, that‟s too bad./ i‟m sorry to hear should/shouldn‟t ________ and you should/shouldn‟t ________...b: yes, i think so.a: _________________.b: thank you, 5: summary ss summarize what we have an aement on each 6: homework try to make a story according to the oard design： title: new words and phrases : sentence pattern : 语法课：复习导入，查找标记相关句子，
规律，练习（造句，讨论）teaching objectives: the ss to know the uses of adjectives ending in-ing /-ed and the differences between the following words and sentence word and expreion: amazed, amazing, interested, interesting, bored, structure: the claroom was amazing.i was completely amazed by the ng aids: pictures, a tape recorder and ng important points: get the ss to know the differences between the adjectives ending in-ing and-ed and learn the uses of them in the ng difficult points: understand the differences between the adjectives ending in –ing and –ed and apply them in the ng procedure: step 1 lead in greet the students and say some words which includes the language tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and – students to think about the question below and try to figure out the right answer.---can you make a distinguish between the two sentences? i am bored.i am 2 discovering and the students to read the text and try to find out the sentences which have the adjectives ending in-ing and – to find the differences and understand the meaning of these 3 group work let students work in groups and have a to find the differences of these adjectives and explain the meaning of these sentences according to the 4 conclusion and exercise invite students to make a report about their group discuion and teacher will make a conclusion according to their the grammar rules: 1: the –ing form describes the people or things that cause the feeling;（令人„）2: the –ed form tells us how people feel.（感到„）give some examples to show what they have learned and ask students to do exercise and check the in the blank with the correct forms of is a ____(bore)party and i feel__(bore).step 5 homework out more adjectives ending in-ing and-ed and the-ed and-ing form of the words “bore” “interest” “amaze” and “embarra” to make oard design： title:
teaching procedures:
step 1: greetings
t: good morning, everyone.s: good morning, mr 2: lead-in
t: my lovely ss, please look at the is the topic of our cla?
ss: unforgettable experiences.t: use one word to describe it, such as “happy”.s1:…
s2:…
… …
t: perfect, all of you are knowledgeable.(ask ss one by one, and choose some words write down on the blackboard.)
t: see, all of you used many different words to describe, like…(write down on the blackboard.)
step 3: activities
ity1: telling story
(make a short conclusion)
t: different people have different understanding of our , look at the screen, i’ll show you some aspects of our , unforgettable experience sometimes means something leaves deep impreion on as……(the words of ss’)it also can means events, some are good, and some are bad.(olympic games, natural disasters, etc.)or, it may be means something very , it also can means your unforgettable trip;you went to some famous example, went to , i have gone to linyi wild zoos last week.i saw many different kinds of animals ’s so enjoyable and can see the pictures….do you want to know more information about my “zoo’s trip”?
ss: yes.t: ’s see it together.(present the route of my tour on the blackboard or ppt, use first—next—then—finally to describe.)
t: look at my route on the blackboard:
(my own experience:
it was a fun day.i went to linyi wild zoos with my , we took on the bus at bus e we would see many dangerous and ferocious animals such as lions, tigers, wolves , about half an hour, we backed to the , we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so , we went to see the animals’ are so lovely, interesting and y, we went to the restaurant to have gh all of us were very tired, we were happy and enjoyable.)
t: how do you think of my experience?
ss:…
t:but i believe yours must be better than , working in pairs, share your own unforgettable experiences with your partner.t:i can see all of you are eager to tell your stories...., who do you think has the most interesting story in our cla?
s1:**.t: , please share your unforgettable experience.s2:…
t:you say that… whose story are you interested in , you can call his or her name.…
…
of you did a very good i am very proud of you a big you want to know more, you can communicate with your clamates after ty2: making story
t: next, let’s play a g at the blackboard, there are two faces, one is… the other is…
i will ask two students to write down some relevant words or phrases.… …
t: now, i have several envelopes in my you want to know what is it in it?
ss:yes.t:okay.i will spanide you into several group chose one you will know the secret in it.(making the short dialogue according to the paper in they finished, ask one student of each group to stand on the stage to tell their story.)
step4: summary
t: we have learned many useful words, phrases, and sentences to describe our own next days, you can use them to talk about things, people and events in your own daily 5: homework
t: after cla, each group prepare a play according your next cla, you will have a role you clear?
teaching objectives(教学目标)
ge objectives(知识目标)
y objectives(能力目标)
(1)enable students to …
(2)…
objectives(情感、态度及价值观目标)
(1)help students to learn that…
(2)…
注：
ng objectives的三个目标可以根据授课内容不同加以取舍。
2.语言目标主要包括本课将讲授的重点单词，短语或句型结构。
3.能力目标指对学生听说读写能力的培养。
important points(教学重点)
two important reading skills
2.…
difficult points(教学难点)
to analyze the text and grasp the main idea of the text;
2.…
teaching methods(教学方法)
icative approach.........ng aids: a tape recorder, a projector and a computer …
1.注：教学方法根据教学内容选择。
teaching procedures(教学过程)
step i lead-in(1 mins)导入
1.…
2.…
注：lead-in部分是通过复习、图片、问问题、提问、讨论相关话题等教学手段引入本节课的授课内容。
step ii fast reading(3 mins)新课学习
注：reading是通过 skimming 或scanning等教学手段使学生对课文大意，或课文结构等有所了解。
step iii important words and phrases:(3 mins)新课学习
for …(顶多讲两个!)
2.…
注：词汇课是通过对单词或短语的讲解使学生对具体知识等有详细了解，并通过小题练习，或者互相提问相关问题理解并掌握运用知识。
step iv careful reading(5 mins)(顶多讲两个!)
注：careful reading主要是处理课文中较难的单词，短语，句子结构，或课文篇章理解。如：
teacher is a very enthusiastic woman called 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关
系，相当于定语从句who/that was called 。如：
---we visited the new library built three weeks ago.---the first textbooks written for teaching english as a foreign language came out in the 18th century.---most of the artists invited to the party were from south africa.注：短语一般放在被修饰词之后，单个过去分词放在被修饰词之前.2.…
step v summary(1 mins)(小结)
注：summary 是总结讨论本节课的学习内容。如：
we have known the likang’s life at senior high, is your english claroom like likang’s? is your cla the same size as his? is the number of boys and girls the same? are you looking forward to doing your english homework? now please discu with your partner and compare your school life with likang’ vi homework aignment(1 mins)(作业布置)
高中英语语法教案篇四
定语从句在句中做定语，修饰一个名词或代词，被修饰的名词词组或代词即先行词。定语从句通常 出现在先行词之后，由关系词（关系代词或关系副词）引出。
关系代词有：who, whom, whose, that, which等。
关系副词有：when, where, why等。
18.1 关系代词引导的定语从句
关系代词所代替的先行词是充当人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。
1）who, whom, that 代替的先行词是人的名词或代词，在从句中作主语和宾语。
例如：is he the man who/that wants to see you? 他就是你想见的人吗？（who/that在从句中作主语）
he is the man whom/ that i saw yesterday.他就是我昨天见的那个人。（whom/that在从句中作宾语）
2）whose 用来指人或物，（只用作定语, 若指物，等同于of which）。例如：they rushed over to help the man whose car had broken down.那人车坏了，大家都跑过去帮忙。
please pa me the book whose（of which）cover is green.请递给我那本绿皮的书。
3）which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。
例如：a prosperity which / that had never been seen before appears in the countryside.-1
（对）this is the mountain village（which）i visited last year.（对）ill never forget the days（which）i spent in the countryside.习惯上总把表地点或时间的名词与关系副词 where, when联系在一起。此两题错在关系词的误用上。
方法二： 准确判断先行词在定语从句中的成分（主、谓、宾、定、状），也能正确选择出关系代词/关系副词。
this museum ___ you visited a few days age?
which
one this the museum ____ the exhibition was held.
which
one 答案：例1 d，例2 a
例1变为肯定句： this museum is ___ you visited a few days ago.例2变为肯定句： this is the museum ___ the exhibition was held.在句1中，所缺部分为宾语，而where, that, on which都不能起到宾语的作用，而the one既做了主句的表语，又可做从句的宾语，可以省略关系代词，所以应选d。
而句2中, 主、谓、宾俱全，从句部分为句子的状语表地点，既可用副词where，又因 in the museum词组，可用介词in + which 引导地点状语。而此题中，介词on 用的不对，所以选a。
关系词的选择依据在从句中所做的成分，先行词在从句中做主、定、宾语时，选择关系代词（who, whom, that, which, whose）；先行词在从句中做状语时，应选择关系副词（where 地点状语，when 时间状语，why 原因状语）。
18.4 限制性和非限制性定语从句
1）介词后面的关系词不能省略。
2）that前不能有介词。
3）某些在从句中充当时间，地点或原因状语的"介词+关系词"结构可以同关系副词when 和where 互换。例如：
this is the house in which i lived two years is the house where i lived two years ago.这是我两年前住过的房子。
do you remember the day on which you joined our club? 还记得你加入我们俱乐部的那一天吗？
do you remember the day when you joined our club? 18.6 as, which 非限定性定语从句
由as, which 引导的非限定性定语从句，as和which可代整个主句，相当于and this或and that。as一般放在句首，which在句中。例如：as we know, smoking is harmful to ones health.如我们所知，吸烟有害健康。
the sun heats the earth, which is very important to us.太阳使地球暖起来，这对我们人类很重要。
典型例题
1）alice received an invitation from her bo, ___came as a
答案c.此为非限定性从句，不能用 that修饰，而用which.，it 和he 都使后句成为句子，两个独立的句子不能单以逗号连接。况且选he句意不通。
2）the weather turned out to be very good, ___ was more than we could
主语，谓语动词know要用被动式。
18.8 what/whatever;that/what;who/whoever
1）what = the thing which；whatever = anything。例如：
what you want has been sent here.你要的动词都送来了。
whatever you want makes no difference to me.不管你要什么，跟我没什么关系。
2）who= the person that
whoever= anyone who。例如：
（错）who breaks the law will be punished.（错）whoever robbed the bank is not clear.（对）whoever breaks the law will be punished.王子犯法，与庶民同罪。
（对）who robbed the bank is not clear.谁抢了银行还不清楚。
3）that 和 what
当that引导定语从句时，通常用作关系代词，而引导名词性从句时，是个不充当任何成分的连接词。宾语从句和表语从句中的that常可省略。what只能引导名词性从句，用作连接代词，作从句的具体成分，且不能省略。例如：
i think（that）you will like the stamps.我想你会喜欢这些邮票的。
what we need is more practice.我们需要的是更多的实践。
18.9 关系代词that 的用法
1）只能用that作为定语从句的关系代词的情况
1、先行词被序数词、形容词的最高级修饰时
is the first job that i have taken is the most interesting novel that i have ever read.-7
4、当关系代词后面有插入语时。
例如：here is the english grammar which, as i have told you, will help improve your english.这就是我跟你说过的会有助于你学好英语的那本英语语法书。
5、先行词为that时
例如：the clock is that which can tell us the time.钟是报时的装置。
高中英语语法教案篇五
高中英语语法总结
组成句子的各个部分叫句子成分。英语句子成分有主语，谓语，表语，宾语，宾语补足语，定语，状语等。
顺序一般是主语，谓语，宾语，宾语补足语，而表语，定语，状语的位置要根据情况而定。
1、主语
主语表示句子主要说明的人或事物，一般由名词，代词，数词，不定式等充当。
helikeswatchingtv.他喜欢看电视。
2、谓语
谓语说明主语的动作，状态或特征。一般可分为两类： 1)，简单谓语
由动词(或短语动词)构成。
可以有不同的时态，语态和语气。
westudyforthepeople.我们为人民学习。2)，复合谓语：情态动词+不定式
icanspeakalittleenglish.我可以说一点英语。
3、表语
表语是谓语的一部分，它位于系动词如be之后，说明主语身份，特征，属性或状态。一般由名词，代词，形容词，副词，不定式，介词短语等充当。
mysisterisanurse.我姐姐是护士。
4、宾语
宾语表示动作行为的对象，跟在及物动词之后，能作宾语的有名词，代词，数词，动词不定式等。
welikeenglish.我们喜欢英语。
有些及物动词可以带两个宾语，往往一个指人，一个指物，指人的叫间接宾语，指物的叫直接宾语。
hegavemesomeink.他给了我一点墨水。
有些及物动词的宾语后面还需要有一个补足语，意思才完整，宾语和它的补足语构成复合宾语。如：
wemakehimourmonitor.我们选他当班长。
5、定语
在句中修饰名词或代词的成分叫定语。
用作定语的主要是形容词，代词，数词，名词，副词，动词不定式，介词短语等。形容词，代词，数词，名词等作定语时，通常放在被修饰的词前面。
heisanewstudent.他是个新生。
但副词，动词不定式，介词短语等作定语时，则放在被修饰的词之后。thebikeintheroomismine.房间里的自行车是我的。
6、状语
修饰动词，形容词，副词以及全句的句子成分，叫做状语。用作状语的通常是副词，介词短语，不定式和从句等。状语一般放在被修饰的词之后或放在句尾。副词作状语时可放在被修饰的词前或句首。
helivesinlondon.他住在伦敦。7.补语用来说明宾语或主语所处的状态或正在进行的动作，因为英语中有些动词加宾语后意思仍然不完整，如：make(使...),ask(请)等等。如果我们说：我们使我们的祖国。这不是一句完整的话。应该说：我们使我们的祖国更美丽。这是的“美丽的(beautiful)”为形容词做补语，说明祖国的状态。英语句子为:we will make our country more beautiful.作补语的词或词组为：形容词，副词，名词，不定式，ing形式，数词等。
句子的类型： 1.主语+谓语
2.主语+谓语+状语 3.主语+谓语+宾语 4.主语+系动词+表语
5.主语+谓语+间接宾语+直接宾语 6.主语+谓语+直接宾语+间接宾语 7.主语+谓语+宾语+宾语补足语
高中英语语法项目表
说明：
（1）标*号的项目，七级要求理解，8级要求掌握。
（2）高中阶段的语法教学，应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。
1.名词
（1）可数名词及其单复数（2）不可数名词（3）专有名词（4）名词所有格 2.代词（1）人称代词（2）物主代词（3）反身代词（4）指示代词（5）不定代词（6）疑问代词 3.数词（1）基数词（2）序数词 4.介词和介词短语 5.连词
6.形容词（比较级和最高级）7.副词（比较级和最高级）8.冠词 9.动词
（1）动词的基本形式（2）系动词
（3）及物动词和不及物动词（4）助动词（5）情态动词 10.时态（1）一般现在时（2）一般过去时（3）一般将来时（4）过去将来时（5）现在进行时（6）过去进行时（7）将来进行时*（8）现在完成时（9）过去完成时*（10）现在完成进行时* 11.被动语态 12.非谓语动词（1）动词不定式（2）动词的-ing形式（3）动词的-ed形式 13.构词法（1）合成法（2）派生法（3）转化法（4）缩写和简写 14.句子种类（1）陈述句（2）疑问句（3）祈使句（4）感叹句 15.句子成分（1）主语（2）谓语（3）表语（4）宾语（5）定语（6）状语（7）补语*
16.简单句的基本句型 17.主谓一致* 18.并列复合句 19.主从复合句（1）宾语从句（2）状语从句（3）定语从句（4）主语从句*（5）同位语从句*（6）表语从句* 20.间接引语* 21.省略* 22.倒装* 23.强调* 24.虚拟语气*
8.特殊词精讲
8.1 stop doing/to do
stop to do 停止，中断做某事后去做另一件事。stop doing 停止做某事。
they stop to smoke a cigarette.他们停下来，抽了根烟。
i must stop smoking..我必须戒烟了。
典型例题
she reached the top of the hill and stopped ___ on a big rock by the side of the have rested g
rest 答案：c。由题意可知，她到了山顶，停下来在一个路边的大石头上休息。因此，应选择"stop to do sth.停下来去做另一件事"。而不仅仅是爬山动作的终止，所以stop doing sth.不正确。
高中英语语法口诀
（一）
作者: 提供人:管理员
阅读:7760 时间:2008-9-1 9:44:36 高中阶段的语法知识在现行的教材中分布得较分散、零碎，学生学起来颇感吃力，难以记牢。一般说来，学习语法知识的途径很多，但教学中常用的主要有如下二种：一是通过教师的讲解，对所学语法规则的概念、结构，用法有个确切的了解；二是通过大量的练习，在英语实践中正确、熟练地掌握语法规则的用法。仔细惦量这两种方法，其实都强调了同一个极其重要的东西，即是―记忆‖。记忆的方式、方法很多，诸如分类记忆法，直观形象记忆法、奇持联想记忆法，特征记忆法等等。这里，笔者主要从词法与句法两大块对巧记英语语法作些阐述。
一、词法
（1）巧记名词变复数的规则：
单数变为复数式，一般词尾加-s；
下列句词词尾后，要加-s先加-e。
发音[f]、[ t ]、[s]和[z]，或是某些辅音加-o时。
有些名词变复数，词尾变化要注意。
y前字母是辅音，一律变y为-ies.遇到f和fe，有时需要变-ves.少数名词不规则，特殊情况要强记。
说明：
1．名词变复数形式， bag-bags banana-bananas bird-birds pen-pens,....2．词尾发音为[f , t s, z]的名词（即以字母sh, ch, s, x结尾者）在变复数时，要在词尾加-es，eg watch-watches, box-boxes, bus-buses,etc)
3．若词尾字母o的前面是辅音字母，变为复数时，有些加-es，eg hero-heroes, negro-negroes, patato-patatoes, tomato-tomatoes.这四个词可组成一句话来记忆：heroes and negroes eat potatoes and tomatoes（英雄和黑人吃马铃薯和西红柿。简为二人吃二菜。）
但有些以o结尾的名词则加-s，eg photo – photoes, piano –pianos等。
4．若词尾字母y前加的是辅音字母时，变为复数，首先把y变为i，再加-es, eg family – families, city-cities, baby – babies等，但若词尾y前为元音字母时，则可直接加-s, eg day-days, boy-boys等。
5．以f和fe结尾的名词变复数时，首先将f和fe变为v, 再加-es，我们也可用一句话来记，―狼（wolf）和小偷（thief）的妻子（wife）用小刀（knife）威胁书架(shelf)上的半片（half）叶子（leaf）的生命（life）。另外记住一些常见特殊词，eg roof—roofs.6.有些名词的复数变化是不规则的，eg man-men, woman-women, child-children, chinese-chinese, sheep-sheep等，平时多留心，稍微加以归纳，是不难发现其的特征的。
（2）定冠词
冠词是nmet试题中出现较频繁的词性，近五年复出率高达83.3%。因而掌握冠词，尤其是定冠词的用法也尤其必要。
请看下面的顺口溜，它可以帮助我们记忆定冠词的一些用法：
特指、重提和唯一，岛屿，海峡和海湾；
海洋，党派最高级，沙漠，河流与群山；
方位、顺序和乐器，年代，团体与机关；
船名，建筑和组织，会议，条约与报刊；
姓氏复数，国全名，请你记住用定冠。
下面让我们再来―验证‖这顺口溜吧。请仔细观察下面各句中定冠词的用法，不难发现它的―功效‖与―真伪‖了。
girl in red has just come back from will give us a talk will begin at 800 sun gives us heat and pacific ocean is the largest of communist party of china was founded in you know when the great wall came into being ’s on the people’s einsteins could not pay for the advanced education that young albert was the first to come
10.i heard somebody playing the piano in the next changes have taken place in the 1990’s
1864, lincoln was elected president of the united states for the second time.（3）非谓语动词
非谓语动词包括动词不定式，动词的过去分词和动词的-ing形式三种。这是高考中的热点，其考查量多、面广，几乎是必考的一个知识点。近六年高考复现率达百分之百。纵观试题，其考查重点为动词非谓语形式的作用及功能相同的非谓语动词之间的区别。学生对此知识也―知之半解‖，深感头疼。请看下面的方法，将有助于记住不定式及动名词。
1、动词的不定式
①不定式有标记，to与动词连一起。
②没有人称数变化，动词特点它具备。
③主宾定状表补语，唯独作谓不可以。
④not 加上不定式，否定结构要牢记。
⑤疑问词与不定式，构成短语有意义。
⑥仔细推敲多思考，准确判断有依据。
解析：①―to+动词原形‖是它的基本构成形式，即不定式的标记。
②它没有人称和数的变化，不管主语是任何人称，单数还是复数，动词不定式都没有变化。但它仍保留动词的特点，可以有自己的宾语或状语。③它具有名词、形容词和副词三大特点，所以，它在句中可以作主语、宾语、定语、表语、状语和宾补。
④―not +动词不定式‖是它的否定形式，不要受其他否定式的影响，要记住规律。
⑤疑问代词what, who, whom, which和疑问副词where, when, why , how加上不定式在句中可以做主语，宾语、表语、状语。
⑥通过以上分析，只要仔细研究，把不定式的功能用法搞清楚，在应用时就能作出准确的判断。
2、动名词：
哪些动词后面只能接动名词，下面的顺口溜有助于记忆。
喜欢、考虑不可免（enjoy, consider, escape, avoid）
停止，放弃太冒险（stop, give up , risk）
反对想象莫推延（mine, imagine, delay, put off）
要求完成是期望（require, finish, look forward to.）
建议继续勤练（suggest, go on, practise）
不禁原谅要坚持（can’t help, excuse , insist on）
继续注意使成功（keep on, mind, succeed in）
（4）多个形容词并开修饰一个名词的问题
有两三个形容词修饰一个名词时，与被修饰名词关系较密切的形容词靠近名词。若有多个形容词修饰，可用下面这句话来判断、排列它们的顺序：县官行令杀国材。
其意思是：县（限）代表限定词，包括冠词、指示代词、形容词性物主代词，所有格，数字等。
官（观）代表表示观点的描绘性形容词，eg fine beautiful interesting等。
行（形）代表表示大小、长短、高低及形状的形容词：eg small tall, high, little, round等。
令代表表示年龄、新旧的形容词：eg old, young等。杀色（近似音）代表表示颜色的形容词：eg white, black等。
国代表国籍、地区、出处的形容词：eg englsih, american, moun tain等。
材代表形成中心名词的材料的形容词，eg wooden, silk, plastic, stone等。
请看下面的例子： a fine old stone bridge;two big round new chinese wooden tables;his large new black foreign car.（5）序数词中的特殊词：
记忆序数词中的特殊词时，可用顺口溜来记：
八去t，九减e, f来把ve替，若是遇上几十几，ie就把y来替。
即：eighth, ninth, fifth, twelfth, twentieth, thirtieth...（6）一些动词
的变化
记忆lie 的变化时，可用顺口溜来帮助记忆：
规则的说谎，不规则的躺，躺过就下蛋，下蛋不规则。
即：lie—lied—lied—lying(说谎)lie—lay—lain—lying(躺，位于)lay—laid—laid—laying(产卵，下蛋)2．感官动词和使役动词：
记忆此项动词，可归纳于―五三二一‖，即：
―五看‖—see, watch, notice, observe, look at;―二使‖—let, make, have;―三听‖—hear, listen to;―一觉‖—feel.3．―否定转移‖的5个常用词： 我认为（think）猜想（suppose）与想象（imagine）都不可相信（believe），我期待（expect）等着你的回答。eg i don’t think he’ll come tomorrow.4．―同源宾语‖的七个常用词
微笔（smile）着生话（live）歌唱（sing）着战斗（fight）死(die)也像睡觉（sleep）做梦（dream）一样甜蜜。
eg now we’re living a happy life and often dream good dreams.5．巧记常用于―主语没有生命胜似有‖之类句子谓语的七个动词：
如果看见(see)或发现(discover)turn(音译：特恩)，一定要找到(find)他，并带（bring）他到这儿给（give）大伙展示（show）一下。
eg tomorrow’ll see the opening of the found a little boy crying in the street.
高中英语语法教案篇六
冠词的定义：
冠词是虚词,本身不能单独使用,也没有词义,它用在名词的前面,帮助指明名词的含义。
冠词的分类：
冠词分为不定冠词、定冠词和零冠词三种。
不定冠词：泛指、类指
定冠词：特指、专指、类指
零冠词：泛指人或事物、类指
不定冠词的用法：
"a"用在以辅音音素开头的词前，而不是辅音字母前；"an"用在以元音音素开头的词前，而不是元音字母前，（当字母单独出现时 a e i o r s f h l x 也要使用不定冠词"an"，※ u 这个字母单独出现发的并不是元音）。
1.用于可数名词的单数形式之前，表示"一"
there is a tiger in the zoo.a hundred and more people attended this meeting.2.表示一类人或事物
a tiger can be dangerous.※定冠词the+形容词（也代表一类人）(eg: the poor)
3.表示"某一个"或者是指想要成为“像...样的人物”的意思
a mr smith wants to see wants to be a max in the future.4.表示"同一"；"每一"的意思
they are nearly of an two shirts are much of a go swimming four times a week.5.用在作表语的［c］前，表示身份、职业
my mother is a teacher.6.第一次提到的人或事物，但不特别指明是哪一个
long long ago there was an old king who had a very beautiful daughter.1
用在某些表示数量的词组中：
a lot of 许多a couple of 一对
a dozen 一打（但也可以用 one dozen）
※用于习惯用语中※
all of a sudden 突然in fact=as a matter of fact 事实上
as a result 结果a little 一点；一些a bit 一点
a great many=a very large number of许多；大量a great deal(of...)许多a lot(of...)许多
have a good(nice/wonderful/great)time 玩得高兴
定冠词用法：
1.用以特指某（些）人或某（些）事物
this is the house where luxun once lived.2.用于指谈话双方都明确所指的人或事物
open the door, please.3.用以复述上文提过的人或事物（第一次提到用“a或an”，以后再次提到用“the”）once there lived a lion in the day the lion asked small animals to look for food for him.4.用在序数词和形容词最高级前
he is always the first to come and the last to ai is the biggest city in china.5.表示世界上独一无二的事物
the sun 太阳the moon 月亮 the earth 地球 the sky 天空
※a red sun：一轮红日；a bright moon:一轮明月
6.指由普通名词构成的专有名词
the west lake 西湖the great wall 长城
the united states 美国the united nations 联合国
the summer palace颐和园
7.用于表示地点、方位，具体的时间或某天的一部分等。
in the east 在东方 in the west 在西方
in the front 在前面 at the back 在后面
on the right 在右边 on the left 在左边
8.在海洋、江河、湖泊、山脉、海峡、海湾等地理名词前要用the
the pacific ocean 太平洋the huanghe river 黄河
the tianshan mountains 天山山脉the taiwan straits 台湾海峡
9.在姓氏复数前，表示一家人
the smiths came to see me 和某些形容词连用，使形容词名词化，代表一类人或物
the poor 穷人the rich 富人the wounded 伤员
the old 老人the disabled 残疾人the deaf聋哑人
11.用在由普通名词构成的国家名称、机关团体、阶级、政党的名词前
the peoples republic of china中华人民共和国
the working cla 工人阶级
12.用在the very强调句中表示“恰恰是，正是”
this is the very book i want.这就是我想要的那本书。
13.在the more, the more比较级的句式中
the more, the better.越多越好
14.用于西洋乐器前
play the piano 弹钢琴play the violin 拉小提琴
*中国乐器名词前不与冠词连用:play erhu(二胡)]
加单数可数名词可以表示一类人或事物
the horse is a useful animal.16.在句型“动词+sb.+介词+the+身体某一部位”中要用 the，而不
用人称代词。[口诀：敲（knock）打（strike/beat/hit）拍（pat）牵（draw）拉（pull）拽（drag）全部不用他|她|它，而是选择the]
knock at the door：敲门
hit the face 打某人的脸
take sb by the arm 抓住某人的手臂
draw sb by the collar:抓住某人的领带
17.用在世纪或逢时{1990}的复数名词前
in the 18th century 在18世纪in the 1960s 在20世纪60年代
18、用于报刊 杂志 会议 条义 历史 时期 朝代的名词前
the xian incident 西安事变the tang dynasty 唐朝
固定搭配
in the morning 在早上go to the cinema 去看电影
all the year round 一年到头
on the way to 前往...去的路上
零冠词的用法：
1.专有名词、物质名词、抽象名词前一般不加冠词（在特指时加冠词）europe 欧洲money 金钱music 音乐
william shakespeare 威廉·莎士比亚
failure is the mother of succe.2、月份、星期、节假日 前一般不加冠词（在特指时加冠词）
january 一月份sunday 星期日
thanksgiving day 感恩节national day 国庆节
※...on a sunday morning.在一个星期天的早晨...（表示某一个。）
※民族节日前要加theeg:the spring festival 春节
3.三餐、四季前一般不加冠词，三餐前加［adj］时要用冠词，i have lunch at school.※ 比较:i had a big lunch dinner given by mr smith was very nice.4.进行球类运动 交通工具 学科名称前不加冠词
play volleyball 打排球by air坐飞机french 法语
5.没有特指的物质名词、不可数抽象名词、可数名词复数、专有名词前一般
不用冠词。
this desk is made of wood.※ 比较：the wood outside was all wet.6、在街道名称以及专有名词命名的公共场所的名词前一般不用冠词
buckingham palace：白金汉宫downing street唐宁街
7.独立结构中的名词以及在普通名词+as引导的让步状语从句中不加冠词 ：a boy came in, book in as he is,he knows a great deal.8.指唯一的职位、头衔时，如king，captain，president，chairman 不用冠词。he is captain of the team.他是球队的队长。
we elected him manager of our company.我们选他为公司的经理。
冠词位置：
1)不定冠词位置
不定冠词常位于名词或名词修饰语前。注意：
a.位于下列形容词之后： such，what，many，half，i have never seen such an a man is fit for the job.b.当名词前的形容词被副词as, so, too, how, however, enough修饰时，不定冠
词应放在形容词之后：
it is as pleasant a day as i have ever short a long a ，rather与单数名词连用，冠词放在其后。但当rather，quite 前仍有形容词，不定冠词放其前后均可。如：quite a lot
d.在as，though 引导的让步状语从句中，当标语为形容词修饰的名词时，不定冠词放形容词后：
brave a man though he is，he trembles at the sight of snakes.2)定冠词位置
定冠词通常位于名词或名词修饰语前，但放在all，both，double，half，twice，three times等词之后，名词之前。
all the students in the cla went out.班里的所有学生都出去了。
高中英语语法教案篇七
高中英语语法整理总结
组成句子的各个部分叫句子成分。英语句子成分有主语，谓语，表语，宾语，宾语补足语，定语，状语等。
顺序一般是主语，谓语，宾语，宾语补足语，而表语，定语，状语的位置要根据情况而定。
1、主语
主语表示句子主要说明的人或事物，一般由名词，代词，数词，不定式等充当。
helikeswatchingtv.他喜欢看电视。
2、谓语
谓语说明主语的动作，状态或特征。
一般可分为两类：
1)，简单谓语
由动词(或短语动词)构成。
可以有不同的时态，语态和语气。
westudyforthepeople.我们为人民学习。2)，复合谓语：情态动词+不定式
icanspeakalittleenglish.我可以说一点英语。
3、表语
表语是谓语的一部分，它位于系动词如be之后，说明主语身份，特征，属性或状态。一般由名词，代词，形容词，副词，不定式，介词短语等充当。
mysisterisanurse.我姐姐是护士。
4、宾语
宾语表示动作行为的对象，跟在及物动词之后，能作宾语的有名词，代词，数词，动词不定式等。
welikeenglish.我们喜欢英语。
有些及物动词可以带两个宾语，往往一个指人，一个指物，指人的叫间接宾语，指物的叫直接宾语。
hegavemesomeink.他给了我一点墨水。
有些及物动词的宾语后面还需要有一个补足语，意思才完整，宾语和它的补足语构成复合宾语。如：
wemakehimourmonitor.我们选他当班长。
5、定语 在句中修饰名词或代词的成分叫定语。
用作定语的主要是形容词，代词，数词，名词，副词，动词不定式，介词短语等。形容词，代词，数词，名词等作定语时，通常放在被修饰的词前面。
heisanewstudent.他是个新生。
但副词，动词不定式，介词短语等作定语时，则放在被修饰的词之后。
thebikeintheroomismine.房间里的自行车是我的。
6、状语
修饰动词，形容词，副词以及全句的句子成分，叫做状语。用作状语的通常是副词，介词短语，不定式和从句等。状语一般放在被修饰的词之后或放在句尾。副词作状语时可放在被修饰的词前或句首。
helivesinlondon.他住在伦敦。
7.补语用来说明宾语或主语所处的状态或正在进行的动作，因为英语中有些动词加宾语后意思仍然不完整，如：make(使...),ask(请)等等。如果我们说：我们使我们的祖国。这不是一句完整的话。应该说：我们使我们的祖国更美丽。这是的“美丽的(beautiful)”为形容词做补语，说明祖国的状态。英语句子为:we will make our country more beautiful.作补语的词或词组为：形容词，副词，名词，不定式，ing形式，数词等。
句子的类型：
1.主语+谓语 2.主语+谓语+状语
3.主语+谓语+宾语
4.主语+系动词+表语
5.主语+谓语+间接宾语+直接宾语
6.主语+谓语+直接宾语+间接宾语
7.主语+谓语+宾语+宾语补足语
高中英语常见语法错误列举分析
[导读] 本文将对高中英语常见语法错误进行列举分析，近年来，随着课程新标准的颁布，高中英语的改革不断深化，系统的语法学习显得越来越重要。一个好的语法基础无疑会高效率地帮助学生清楚地了解句子结构，规范语言的实际运用并使之富有逻辑性，同时提高语言功底以及融会贯通和理解能力。
本文将对高中英语常见语法错误进行列举分析，近年来，随着课程新标准的颁布，高中英语的改革不断深化，系统的语法学习显得越来越重要。一个好的语法基础无疑会高效率地帮助学生清楚地了解句子结构，规范语言的实际运用并使之富有逻辑性，同时提高语言功底以及融会贯通和理解能力。同时，高考中对语法的考查也呈现出新特点：单纯的语法规则测试题减少，而代之以语法加语境，语法加上下文，语法加比较辨析等三个方面的题目。我们的语法学习也应该顺应这个潮流。从易犯错误的地方入手，无疑是系统学习语法，应对高考新特点的最好切入点。
下面笔者依据近年的高考试题，总结了英语学习中易犯的一些错误：
一.词法方面
词法方面，词语的辨析成为现今高考命题的重点，对考生来说也是一大难点。其综合性越来越强，很多题目要根据上下文，反复比较才能做出正确判断。这也提醒我们学习词语时，要关注它的多个意思，同时不要死记硬背，要在具体的语言环境里灵活地学习和掌握。
1.____ two exams to worry about, i have to work really hard this weekend.(2004 北京) s for e of 本题说的是：因为担心两门考试，这个周末我不得不拼命学习。句意很简单明了，besides“除了”，as for“至于”两个选项很容易排除，因此许多同学根据字面意思选择了错误选项d。错误的原因是because of后边不能接复合宾语，而正确答案a项构成的with独立结构也可表原因。所谓with独立结构是指with+名词(或代词)+分词/不定式/形容词/副词/介词短语
2.----do you like____ here?----oh , air, the weather, the way of hing is so nice.(2004 全国一) 很多同学看到the air, the weather, the way of life，以为这么多东西，当然应该是these了，从而误选了b。此处it指代这些东西，同时对应了everything。正确答案是d 二.动词的时态
动词的时态依然是亘古不变的重点。时态的考查也不再局限于过去时，过去完成进行时等也开始出现在考卷上。这一类题目中，理解其所给的语境成为答对题目的关键。另外，试题中还故意设计出了一些陷阱：如经常出现在某一种时态中的时间状语放在另一种时态里。考生极易犯思维定式的错误，所以，务必认真审题也变得非常重要。
crazy fans____ patiently for two hours, and they would wait till the movie star arrived.(2004重庆)a were waiting been waiting waited wait 这道时态题难度不小，从题目中的场景可知，空格处的“等待”动作应发生在“arrived”之前，即过去的过去，所以应用过去完成时;同时“for two hours”这个时间状语告诉我们该句强调的是动作在过去一直持续进行。综合二者，我们选择一个最佳答案：过去完成进行时。答案为：b is said in the book that thomas edison(1847-1931)____the world leading inventor for sixty years.(2004辽宁) be been been 此题难度较大，无数考生拜倒在其脚下。错误的原因是：看到for sixty years，再加上前面用了一般现在时的动词is，便以为是现在完成时，所以选择b。殊不知题目中给出的是一段过去的时间(1847-1931)，而一般过去时也可以用以描述过去的一段时间的事实。所以答案是d：爱迪生过去曾经连续60年是世界上发明创造界的领袖。
三.三大类从句
对于从句的把握，不仅对语法题目意义重大，对写作也大有裨益。要弄明白名词性从句、状语从句、定语从句三者的区别和联系，要了解各自的引导词以及引导的句子种类，从本质上把握它们。
1.a modern city has been set up in____ was a wasteland ten years ago.(2004 天津) 此题解答时，易把汉语的习惯移植进去：十年前曾是一片废墟的地方，从而误选d。本题中，空格及空格后面的部分共同做介词in的宾语。而在这个宾语从句中，空格部分又要做主语。毫无疑问，where是副词的性质，从来只能做状语，决不可能做主语。同时本题有没有给定一个供选择的范围，所以排除了which。正确答案是a 四.分词
分词使我们中国学生最头疼的语法点知识。很多学生读了研究生后依然搞不清楚现在分词和过去分词。其实，只要适当的加以分类和记忆，便能迅速地理情头绪，并彻底掌握它。1.-----such a good chance, he planed to learn be given been given given 该题有三个关键点：主语he，谓语动作plan，非谓语动作give;he与give之间很显然是被动关系，所以排除表主动的现在分词c和d;give这个动作明显在谓语动作plan之前，所以选择完成式b 2.-----time, he will make a first-cla tennis given give 该题的三个关键点：主语he，谓语动作make，非谓语动作give：he与give之间同样是被动关系，而abc均为主动，所以选d。该题如果增加难度，可以加入一个迷惑选项：被动完成式having been given，此项也不可选，因为完成式必须表示动作已发生过;本题中动作只是一种假设，尚未发生。
高中英语语法专项复习之情态动词
[导读] 本文将对高中英语语法专项复习之情态动词进行详细介绍，希望对大家的英语学习有所帮助：
本文将对高中英语语法专项复习之情态动词进行详细介绍，希望对大家的英语学习有所帮助：
情态动词的语法特征 1)情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。
2)情态动词 除ought 和have 外，后面只能接不带to 的不定式。
3)情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。
4)情态动词没有非谓语形式，即没有不定式，分词，等形式。
比较can 和be able to 1)cancould 表示能高考资源网力;可能(过去时用could), 只用于现在式和过去式(could)。be able to可以用于各种时态。
they will be able to tell you the news soon.他很快就能告诉你消息了。
2)只用be able to a.位于助动词后。
b.情态动词后。
c.表示过去某时刻动作时。
d.用于句首表示条件。
e.表示成功地做了某事时，只能用was/were able to，不能用could。
he was able to flee europe before the war broke out.= he managed to flee europe before the war broke out.注意：could不表示时态
1)提出委婉的请求，(注意在回答中不可用could)。
---could i have the television on?---yes, you can./ no, you cant.2)在否定，疑问句中表示推测或怀疑。
he couldnt be a bad man.他不大可能是坏人。
比较may和might 1)表示允许或请求;表示没有把握的推测;may 放在句首，表示祝愿。
may god ble you!he might be at home.注意： might 表示推测时，不表示时态。只是可能性比may 小。
2)成语： may/might as well，后面接不带to 的不定式，意为"不妨"。
if that is the case, we may as well try.典型例题
peter ___come with us tonight, but he isnt very sure 答案b.表可能性只能用may.此句意可从后半句推出。
比较have to和must 1)两词都是必须的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。
my brother was very ill, so i had to call the doctor in the middle of the night.我弟弟病得很厉害，我只得半夜里把医生请来。(客观上需要做这件事)he said that they must work hard.他说他们必须努力工作。(主观上要做这件事)2)have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。
he had to look after his sister yesterday.3)在否定结构中： dont have to表示"不必" mustnt表示"禁止"，you dont have to tell him about it.你不一定要把此事告诉他。you mustnt tell him about it.你一定不要把这件事告诉他。
must表示推测
1)must用在肯定句中表示较有把握的推测，意为"一定"。
2)must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。
you have worked hard all must be tired.你辛苦干一整天，一定累了。(对现在情况的推测判断)he must be working in his office.他一定在办公室工作呢。
比较：
he must be staying there.他现在肯定呆在那里。
he must stay there.他必须呆在那。
3)must 表示对已发生的事情的推测时，must 要接完成式。
i didnt hear the phone.i must have been asleep.我刚才没有听到电话，我想必是睡着了。
4)must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。---why didnt you answer my phone call?---well, i must have been sleeping, so i didnt hear it.5)否定推测用cant。
if tom didnt leave here until five oclock, he cant be home yet.如果汤姆五点才离开这儿，他此时一定还未到家。
表示推测的用法
can, could, may, might, must 皆可表示推测，其用法如下：
1)情态动词+动词原形。
表示对现在或将来的情况的推测，此时动词通常为系动词。
i dont know where she is, she may be in wuhan.2)情态动词+动词现在进行时。
表示对现在或将来正在进行的情况进行推测。
at this moment, our teacher must be correcting our exam papers.这时，我们老师想必在批改试卷。
3)情态动词+动词完成时。
表示对过去情况的推测。we would have finished this work by the end of next december.明年十二月底前我们很可能已完成这项工作了。
the road is must have rained last night.地是湿的，昨天晚上一定下雨了。
4)情态动词+动词的现在完成进行时。
表示对过去正在发生事情的推测。
your mother must have been looking for you.你妈妈一定一直在找你。
5)推测的否定形式，疑问形式用cant, couldnt表示。
mike cant have found his car, for he came to work by bus this morning.迈克一定还没有找回他的车，因为早上他是坐公共汽车来上班的。
注意：could, might表示推测时不表示时态，其推测的程度不如can, may。
情态动词+have+过去分词
1)may(might)have + done sth, can(could)have + done sth表示过去，推测过去时间里可能发生的事情。
philip may(might)have been hurt seriously in the car can(could)have been hurt seriously in the car accident.2)must have +done sth，对过去时间里可能发生的事情的推测，语气较强，具有"肯定"，"谅必"的意思。
---linda has gone to work, but her bicycle is still here.---she must have gone by bus.3)ought to have done sth, should have done sth 本应该做某事，而事实上并没有做。否定句表示"不该做某事而做了"。
you ought to(should)have been more careful in this ought not to have thrown the old clothes away.(事实上已扔了。)ought to 在语气上比should 要强。
4)neednt have done sth本没必要做某事
i dreed very warmly for the trip, but ineednt have done weather was hot.5)would like to have done sth本打算做某事
i would like to have read the article, but i was very busy 和ought to should 和ought to 都为"应该"的意思，可用于各种人称。---ought he to go?---yes.i think he ought to.表示要求，命令时，语气由 should(应该)、had better最好)、must(必须)渐强。
had better表示最好
had better 相当于一个助动词，它只有一种形式，它后面要跟动词原形。
had better do sth had better not do sth it is pretty better put on my better not play with the better have done sth表示与事实相反的结果，意为"本来最好"。
you had better have come rather表示"宁愿" would rather do would rather not do would rather… than…宁愿……而不愿。还有would sooner, had rather, had sooner都表示"宁愿"、"宁可"的意思。
if i have a choice, i had sooner not continue my studies at this school.i would rather stay here than go home.= i would stay here rather than go home.高中英语语法专项复习之独立主格
[导读] 本文将对高中英语语法专项复习之独立主格进行详细介绍，希望对大家的英语学习有所帮助：
本文将对高中英语语法专项复习之独立主格进行详细介绍，希望对大家的英语学习有所帮助：
(一)： 独立高考资源网主格结构的构成：
名词(代词)+现在分词、过去分词;名词(代词)+形容词;名词(代词)+副词;名词(代词)+不定式;名词(代词)+介词短语构成。
(二)独立主格结构的特点：
1)独立主格结构的逻辑主语与句子的主语不同，它独立存在。2)名词或代词与后面的分词，形容词，副词，不定式，介词等是主谓关系。
3)独立主格结构一般有逗号与主句分开。
举例：
the test finished, we began our holiday.= when the test was finished, we began our holiday.考试结束了，我们开始放假。
the president aainated, the whole country was in deep sorrow.= after the president was aainated, the whole country was in deep sorrow.总统被谋杀了，举国上下沉浸在悲哀之中。
weather permitting, we are going to visit you tomorrow.如果天气允许，我们明天去看你。
this done, we went home.工作完成后，我们才回家。
the meeting gone over, everyone tired to go home earlier.会议结束后，每个人都想早点回家。he came into the room, his ears red with cold.他回到了房子里，耳朵冻坏了。
he came out of the library, a large book under his arm.他夹着本厚书，走出了图书馆
with的复合结构
表伴随时，既可用分词的独立结构，也可用with的复合结构。
with +名词(代词)+现在分词/过去分词/形容词/副词/不定式/介词短语
举例: he stood there, his hand raised.= he stood there, with his hand raise.典型例题
the murder was brought in, with his hands ___ behind his back。
tied be +名词(代词)+分词+介词短语结构。当分词表示伴随状况时，其主语常常用with来引导。由于本句中名词"手"与分词"绑"是被动关系，因此用过去分词，选d.注意: 1)独立主格结构使用介词的问题： 当介词是in时，其前后的两个名词均不加任何成分(如物主代词或冠词)，也不用复数。但 with 的复合结构不受此限制
a robber burst into the room, knife in hand.(hand前不能加his)。
2)当表人体部位的词做逻辑主语时，及物动词用现在分词，不及物动词用过去分词。
he lay there, his teeth set, his hand clenched, his eyes looking straight up.典型例题：
weather___, well go out for a walk.a permittedb permittingc permitsd for permitting 答案b.本题中没有连词，它不是复合句，也不是并列句。句中使用了逗号，且we 小写，可知其不是两个简单句。能够这样使用的只有独立主格或with的复合结构。据此判断，本句中使用的是独立结构，其结构为：名词+分词。由于permit在这里翻译为天气允许，表主动，应用现在分词，故选b。
如果不会判断独立结构作状语的形式，不妨将句子改为条件句，例如本句改为if weather permits, well go out for a walk.然后将if 去掉，再将谓语动词改为非谓语动词即可
高中英语语法专项复习之主谓一致
[导读] 本文将对高中英语语法专项复习之主谓一致进行详细介绍，希望对大家的英语学习有所帮助，主谓一致是指：
本文将对高中英语语法专项复习之主谓一致进行详细介绍，希望对大家的英语学习有所帮助，主谓一致是指：
1)语法形式上高考资源网要一致，即单复数形式与谓语要一致。
2)意义上要一致，即主语意义上的单复数要与谓语的单复数形式一致。
3)就近原则，即谓语动词的单复形式取决于最靠近它的词语，一般来说，不可数名词用动词单数，可数名词复数用动词复数。
there is much water in the thermos.但当不可数名词前有表示数量的复数名词时，谓语动词用复数形式。
ten thousand tons of coal were produced last year.并列结构作主语谓语用复数
reading and writing are very important.注意： 当主语由and连结时，如果它表示一个单一的概念，即指同一人或同一物时，谓语动词用单数，and 此时连接的两个词前只有一个冠词。
the iron and steel industry is very important to our life.典型例题
the league secretary and monitor ___ asked to make a speech at the 答案b.注： 先从时态上考虑。这是过去发生的事情应用过去时，先排除a.，c.。本题易误选d，因为the league secretary and monitor 好象是两个人，但仔细辨别，monitor 前没有the，在英语中，当一人兼数职时只在第一个职务前加定冠词。后面的职务用and 相连。这样本题主语为一个人，所以应选b。
主谓一致中的靠近原则
1)当there be 句型的主语是一系列事物时，谓语应与最邻近的主语保持一致。
there is a pen, a knife and several books on the desk..there are twenty boy-students and twenty-three girl-students in the cla.2)当either… or… 与neither… nor，连接两个主语时，谓语动词与最邻近的主语保
crowd, cla, company, committee等词后用复数形式时，意为这个集体中的各个成员，用单数时表示该个集体。his family isnt very large.他家不是一个大家庭。
his family are music lovers.他的家人都是音乐爱好者。
但集合名词people, police, cattle, poultry等在任何情况下都用复数形式。
are there any police around? 3)有些名词，如variety, number, population, proportion, majority 等有时看作单数，有时看作复数。
a number of +名词复数+复数动词。
the number of +名词复数+单数动词。
a number of books have lent majority of the students like english.与后接名词或代词保持一致
1)用half of, part of, most of, a portion of 等词引起主语时，动词通常与of后面的名词，代词保持一致。
most of his money is spent on of the students are taking an active part in sports.2)在一些短语，如 many a 或 more than one 所修饰的词作主语时，谓语动词多用单数形式。但由more than… of 作主语时，动词应与其后的名词或代词保持一致。
many a person has read the novel.许多人都读过这本书。
more than 60 percent of the students are from the city.百分之六十多的学生都来自这个城市
地点状语从句
地点状高考资源网语从句通常由where, wherever 引导。
where i live there are plenty of trees.我住的地方树很多。
wherever i am i will be thinking of you.不管我在哪里我都会想到你。
高中英语语法专项复习之形容词及其用法
[导读] 本文将对高中英语语法专项复习之形容词及其用法进行详细介绍，希望对大家的英语学习有所帮助，形容词修饰名词，说明事高考资源网物或人的性质或特征。通常，可将形容词分成性质形容词和叙述形容词两类，其位置不一定都放在名词前面。
本文将对高中英语语法专项复习之形容词及其用法进行详细介绍，希望对大家的英语学习有所帮助，形容词修饰名词，说明事高考资源网物或人的性质或特征。通常，可将形容词分成性质形容词和叙述形容词两类，其位置不一定都放在名词前面。
1)直接说明事物的性质或特征的形容词是性质形容词，它有级的变化，可以用程度副词修饰，在句中可作定语、表语和补语。例如：hot 热的。
2)叙述形容词只能作表语，所以又称为表语形容词。这类形容词没有级的变化，也不可用程度副词修饰。大多数以a开头的形容词都属于这一类。例如：afraid 害怕的。
(错)he is an ill man.(对)the man is ill.(错)she is an afraid girl.(对)the girl is afraid.这类词还有： well，unwell，ill，faint，afraid，alike，alive，alone，asleep，awake 等。
3)形容词作定语修饰名词时，要放在名词的前边。但是如果形容词修饰以-thing为字尾的词语时，要放在这些词之后，例如：
something nice 以-ly结尾的形容词
1)大部分形容词加-ly可构成副词。但 friendly，deadly，lovely，lonely，likely，lively，ugly，brotherly，仍为形容词。
改错：(错)she sang lovely.(错)he spoke to me very friendly.(对)her singing was lovely.(对)he spoke to me in a very friendly way.2)有些以-ly 结尾既为形容词，也为副词。
daily，weekly，monthly，yearly，early the times is a daily times is published daily.用形容词表示类别和整体
1)某些形容词加上定冠词可以泛指一类人，与谓语动词的复数连接。如：the dead，the living，the rich，the poor，the blind，the hungry the poor are losing hope.2)有关国家和民族的形容词加上定冠词指这个民族的整体，与动词的复数连用。the british，the english，the french，the english have wonderful sense of humor.多个形容词修饰名词的顺序
多个形容词修饰名词时，其顺序为：
限定词--数词--描绘词--(大小，长短，形状，新旧，颜色)--出处--材料性质，类别--名词
a small round table a tall gray building a dirty old brown shirt a famous german medical school an expensive japanese sports car 典型例题: 1)tony is going camping with ___ two little other other two 答案：c。由"限定词--数词--描绘词--(大小，长短，形状，新旧，颜色)--性质--名词"的公式可知数词，描绘词，性质依次顺序，只有c符合答案。
2)one day they croed the ____bridge behind the chinese stone e old stone e stone old 答案a.几个形容词修饰一个名词，他们的排列顺序是：年龄，形状，大小+颜色+来源+质地+用途+国家+名词。
3)----how was your recent visit to qingdao?----it was visited some friends，and spent the ___days at the last few sunny sunny last 答案：b。本题考查多个形容词的排序问题。一般与被修饰形容词关系密切的形容词靠
近名词;如果几个形容词的重要性差不多，音节少的形容词在前，音节多的方在后，在不能确定时，可参照下表：
限定词+数量词(序数词在前，基数词在后)+性状形容词+大小、长短、高低等形体+ those + three + beautiful + large + square 新旧+颜色+国籍+材料+名词
old + brown + wood + table
高中英语语法专项复习之形容词及其用法
[导读] 本文将对高中英语语法专项复习之形容词及其用法进行详细介绍，希望对大家的英语学习有所帮助，形容词修饰名词，说明事高考资源网物或人的性质或特征。通常，可将形容词分成性质形容词和叙述形容词两类，其位置不一定都放在名词前面。
本文将对高中英语语法专项复习之形容词及其用法进行详细介绍，希望对大家的英语学习有所帮助，形容词修饰名词，说明事高考资源网物或人的性质或特征。通常，可将形容词分成性质形容词和叙述形容词两类，其位置不一定都放在名词前面。
1)直接说明事物的性质或特征的形容词是性质形容词，它有级的变化，可以用程度副词修饰，在句中可作定语、表语和补语。例如：hot 热的。
2)叙述形容词只能作表语，所以又称为表语形容词。这类形容词没有级的变化，也不可用程度副词修饰。大多数以a开头的形容词都属于这一类。例如：afraid 害怕的。
(错)he is an ill man.(对)the man is ill.(错)she is an afraid girl.(对)the girl is afraid.这类词还有： well，unwell，ill，faint，afraid，alike，alive，alone，asleep，awake 等。3)形容词作定语修饰名词时，要放在名词的前边。但是如果形容词修饰以-thing为字尾的词语时，要放在这些词之后，例如：
something nice 以-ly结尾的形容词
1)大部分形容词加-ly可构成副词。但 friendly，deadly，lovely，lonely，likely，lively，ugly，brotherly，仍为形容词。
改错：(错)she sang lovely.(错)he spoke to me very friendly.(对)her singing was lovely.(对)he spoke to me in a very friendly way.2)有些以-ly 结尾既为形容词，也为副词。
daily，weekly，monthly，yearly，early the times is a daily times is published daily.用形容词表示类别和整体 1)某些形容词加上定冠词可以泛指一类人，与谓语动词的复数连接。如：the dead，the living，the rich，the poor，the blind，the hungry the poor are losing hope.2)有关国家和民族的形容词加上定冠词指这个民族的整体，与动词的复数连用。
the british，the english，the french，the english have wonderful sense of humor.多个形容词修饰名词的顺序
多个形容词修饰名词时，其顺序为：
限定词--数词--描绘词--(大小，长短，形状，新旧，颜色)--出处--材料性质，类别--名词
a small round table a tall gray building a dirty old brown shirt a famous german medical school an expensive japanese sports car 典型例题: 1)tony is going camping with ___ two little other other two 答案：c。由"限定词--数词--描绘词--(大小，长短，形状，新旧，颜色)--性质--名词"的公式可知数词，描绘词，性质依次顺序，只有c符合答案。
2)one day they croed the ____bridge behind the chinese stone e old stone e stone old 答案a.几个形容词修饰一个名词，他们的排列顺序是：年龄，形状，大小+颜色+来源+质地+用途+国家+名词。
3)----how was your recent visit to qingdao?----it was visited some friends，and spent the ___days at the last few sunny sunny last 答案：b。本题考查多个形容词的排序问题。一般与被修饰形容词关系密切的形容词靠
近名词;如果几个形容词的重要性差不多，音节少的形容词在前，音节多的方在后，在不能确定时，可参照下表：
限定词+数量词(序数词在前，基数词在后)+性状形容词+大小、长短、高低等形体+ those + three + beautiful + large + square 新旧+颜色+国籍+材料+名词 old + brown + wood + table
高中英语语法专项复习之情态动词
[导读] 本文将对高中英语语法专项复习之情态动词进行详细介绍，希望对大家的英语学习有所帮助：
本文将对高中英语语法专项复习之情态动词进行详细介绍，希望对大家的英语学习有所帮助：
情态动词的语法特征
1)情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。
2)情态动词 除ought 和have 外，后面只能接不带to 的不定式。
3)情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。
4)情态动词没有非谓语形式，即没有不定式，分词，等形式。
比较can 和be able to 1)cancould 表示能高考资源网力;可能(过去时用could), 只用于现在式和过去式(could)。be able to可以用于各种时态。they will be able to tell you the news soon.他很快就能告诉你消息了。
2)只用be able to a.位于助动词后。
b.情态动词后。
c.表示过去某时刻动作时。
d.用于句首表示条件。
e.表示成功地做了某事时，只能用was/were able to，不能用could。
he was able to flee europe before the war broke out.= he managed to flee europe before the war broke out.注意：could不表示时态
1)提出委婉的请求，(注意在回答中不可用could)。
---could i have the television on?---yes, you can./ no, you cant.2)在否定，疑问句中表示推测或怀疑。
he couldnt be a bad man.他不大可能是坏人。
比较may和might 1)表示允许或请求;表示没有把握的推测;may 放在句首，表示祝愿。
may god ble you!he might be at home.注意： might 表示推测时，不表示时态。只是可能性比may 小。
2)成语： may/might as well，后面接不带to 的不定式，意为"不妨"。
if that is the case, we may as well try.典型例题
peter ___come with us tonight, but he isnt very sure 答案b.表可能性只能用may.此句意可从后半句推出。
比较have to和must 1)两词都是必须的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。my brother was very ill, so i had to call the doctor in the middle of the night.我弟弟病得很厉害，我只得半夜里把医生请来。(客观上需要做这件事)he said that they must work hard.他说他们必须努力工作。(主观上要做这件事)2)have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。
he had to look after his sister yesterday.3)在否定结构中： dont have to表示"不必" mustnt表示"禁止"，you dont have to tell him about it.你不一定要把此事告诉他。
you mustnt tell him about it.你一定不要把这件事告诉他。
must表示推测
1)must用在肯定句中表示较有把握的推测，意为"一定"。
2)must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。
you have worked hard all must be tired.你辛苦干一整天，一定累了。(对现在情况的推测判断)he must be working in his office.他一定在办公室工作呢。比较：
he must be staying there.他现在肯定呆在那里。
he must stay there.他必须呆在那。
3)must 表示对已发生的事情的推测时，must 要接完成式。
i didnt hear the phone.i must have been asleep.我刚才没有听到电话，我想必是睡着了。
4)must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。
---why didnt you answer my phone call?---well, i must have been sleeping, so i didnt hear it.5)否定推测用cant。
if tom didnt leave here until five oclock, he cant be home yet.如果汤姆五点才离开这儿，他此时一定还未到家。
表示推测的用法
can, could, may, might, must 皆可表示推测，其用法如下：
1)情态动词+动词原形。表示对现在或将来的情况的推测，此时动词通常为系动词。
i dont know where she is, she may be in wuhan.2)情态动词+动词现在进行时。
表示对现在或将来正在进行的情况进行推测。
at this moment, our teacher must be correcting our exam papers.这时，我们老师想必在批改试卷。
3)情态动词+动词完成时。
表示对过去情况的推测。
we would have finished this work by the end of next december.明年十二月底前我们很可能已完成这项工作了。
the road is must have rained last night.地是湿的，昨天晚上一定下雨了。
4)情态动词+动词的现在完成进行时。
表示对过去正在发生事情的推测。
your mother must have been looking for you.你妈妈一定一直在找你。
5)推测的否定形式，疑问形式用cant, couldnt表示。
mike cant have found his car, for he came to work by bus this morning.迈克一定还没有找回他的车，因为早上他是坐公共汽车来上班的。
注意：could, might表示推测时不表示时态，其推测的程度不如can, may。
情态动词+have+过去分词
1)may(might)have + done sth, can(could)have + done sth表示过去，推测过去时间里可能发生的事情。
philip may(might)have been hurt seriously in the car can(could)have been hurt seriously in the car accident.2)must have +done sth，对过去时间里可能发生的事情的推测，语气较强，具有"肯定"，"谅必"的意思。
---linda has gone to work, but her bicycle is still here.---she must have gone by bus.3)ought to have done sth, should have done sth 本应该做某事，而事实上并没有做。否定句表示"不该做某事而做了"。you ought to(should)have been more careful in this ought not to have thrown the old clothes away.(事实上已扔了。)ought to 在语气上比should 要强。
4)neednt have done sth本没必要做某事
i dreed very warmly for the trip, but ineednt have done weather was hot.5)would like to have done sth本打算做某事
i would like to have read the article, but i was very busy 和ought to should 和ought to 都为"应该"的意思，可用于各种人称。
---ought he to go?---yes.i think he ought to.表示要求，命令时，语气由 should(应该)、had better最好)、must(必须)渐强。
had better表示最好
had better 相当于一个助动词，它只有一种形式，它后面要跟动词原形。
had better do sth had better not do sth it is pretty better put on my better not play with the better have done sth表示与事实相反的结果，意为"本来最好"。
you had better have come rather表示"宁愿" would rather do would rather not do would rather… than…宁愿……而不愿。
还有would sooner, had rather, had sooner都表示"宁愿"、"宁可"的意思。
if i have a choice, i had sooner not continue my studies at this school.i would rather stay here than go home.= i would stay here rather than go home.高中英语语法专项复习之代词
[导读] 本文将对高中英语语法专项复习之代词进行详细介绍，希望对大家的学习有所帮助：
本文将对高中英语语法专项复习之代词进行详细介绍，希望对大家的学习有所帮助：
人称代词的用法
1)人称代词的主高考资源网格在句子中作主语或主语补语，例如：
john waited a while but eventually he went home.约翰等了一会儿，最后他回家了。
john hoped the paenger would be mary and indeed it was she.约翰希望那位乘客是玛丽，还真是她。
说明：在复合句中，如果主句和从句主语相同，代词主语要用在从句中，名词主语用在主句中，例如：
when he arrived, john went straight to the bank.约翰一到就直接去银行了。
2)人称代词的宾格在句子中作宾语或介词宾语，但在口语中也能作主语补语，第一人称在省略句中，还可以作主语，例如：
i saw her with them, at least, i thought it was her.我看到她和他们在一起，至少我认为是她。(her做宾 语，them做介词宾语，her作主语补语)a.--who broke the vase?--谁打碎了花瓶? b.--me.--我。(me作主语补语= its me.)说明：在上面两例句中，her和me分别作主语补语。现代英语中多用宾格，在正式文体中这里应为she和i。
人称代词之主、宾格的替换
1)宾格代替主格
a.在简短对话中，当人称代词单独使用或在not 后，多用宾语。
----i like english.--我喜欢英语。
----me too.--我也喜欢。
----have more wine?--再来点酒喝吗?----not me.--我可不要了。
b.在表示比较的非正式的文体中，常用宾格代替主格。但如果比较状语的谓语保留，则主语只能用主格。
he is taller than i/ is taller than i am.2)主格代替宾格
a.在介词but，except 后，有时可用主格代替宾格。
b.在电话用语中常用主格。
----i wish to speak to mary.--我想和玛丽通话。
----this is she.--我就是玛丽。
注意：在动词be 或to be 后的人称代词视其前面的名词或代词而定。
i thought it was she.我以为是她。(主格----主格)i thought it to be her.(宾格----宾格)i was taken to be she.我被当成了她。(主格----主格)they took me to be her.他们把我当成了她。(宾格----宾格)代词的指代问题
1)不定代词 anybody，everybody，nobody，anyone，someone，everyone，no one，及whoever和person在正式场合使用时，可用he, his, him代替。
nobody came, did he?谁也没来，是吗? 2)动物名词的指代一般用it或they代替，有时也用he, she，带有亲切的感情色彩。
give the cat some is hungry.给这猫一些吃的。她饿了。3)指代车或国家，船舶的名词，含感情色彩时常用she。
并列人称代词的排列顺序
1)单数人称代词并列作主语时，其顺序为：
第二人称-> 第三人称-> 第一人称
you-> he/she;it-> i you, he and i should return on time.2)复数人称代词作主语时，其顺序为：
第一人称-> 第二人称-> 第三人称
we->you->they 注意： 在下列情况中，第一人称放在前面。
a.在承认错误，承担责任时，it was i and john that made her angry.是我和约翰惹她生气了。
b.在长辈对晚辈，长官对下属说话时，如长官为第一人称，如：i and you try to finish it.c.并列主语只有第一人称和第三人称时，d.当其他人称代词或名词被定语从句修饰时。
物主代词
1)物主代词既有表示所属的作用又有指代作用，例如：
john had cut his finger;apparently there was a broken gla on his desk.约翰割破了手指，显而易见，他桌子上有个破玻璃杯。
物主代词有形容词性(my, your等)和名词性(mine, yours等)两种，形容词性的物主代词属于限定词。
名词性的物主代词在用法上相当于省略了中心名词的--s属格结构，例如：
jacks cap意为 the cap is cap 意为 the cap is his.2)名词性物主代词的句法功能
a.作主语，例如：
may i use your pen? yours works better.我可以用一用你的钢笔吗? 你的比我的好用。
b.作宾语，例如：
i love my motherland as much as you love yours.我爱我的祖国就像你爱你的祖国一样深。
c.作介词宾语，例如：
your should interpret what i said in my sense of the word, not in yours.你应当按我所用的词义去解释我说的话，而不能按你自己的意义去解释。
d.作主语补语，例如：
the life i have is yours.我的生命属于你，属于你，属于你。
双重所有格
物主代词不可与 a, an, this, that, these, those, some, any, several, no, each, every, such, another, which等词一起前置，修饰一个名词，而必须用双重所有格。
公式为：
a, an, this, that +名词+of +名词性物主代词。如：
a friend of brother of his.w.w.w.k.s.5.u.c.o.m 反身代词
1)列表 iyouyoushehe myselfyourselfyourselvesherselfhimself wetheyitone ourselvesthemselvesitselfoneself 2)做宾语
a.有些动词需有反身代词
absent, bathe, amuse, blame, dry, cut, enjoy, hurt, introduce, behave we enjoyed ourselves very much last night.我们昨晚玩得很开心。
please help yourself to some fish.请你随便吃点鱼。
b.用于及物动词+宾语+介词
take pride in, be annoyed with, help oneself to sth.i could not dre(myself)up at that time.那个时候我不能打扮我自己。
注：有些动词后不跟反身代词，get up, sit-down, stand up, wake up等。
please sit down.请坐。
3)作表语;同位语 be oneself: i am not myself today.我今天不舒服。
the thing itself is not important.事情本身并不重要。
4)在不强调的情况下，but, except, for 等介词后宾语用反身代词或人称代词宾格均可。如：
no one but myself(me)is hurt.注意：
a.反身代词本身不能单独作主语。
(错)myself drove the car.(对)i myself drove the car.我自己开车。
b.但在and, or, nor连接的并列主语中，第二个主语可用反身代词，特别是myself 作主语。
charles and myself saw it.5)第二人称作宾语，要用反身代词。
you should be proud of yourself.你应为自己感到骄傲。
w.w.w.k.s.5.u.c.o.m 相互代词
1)相互代词只有each other和one another两个词组。他们表示句中动词所叙述的动作或感觉在涉及的各个对象之间是相互存在的，例如： it is easy to see that the people of different cultures have always copied each other.显而易见，不同文化的人总是相互借鉴的。
2)相互代词的句法功能：
a.作动词宾语;people should love one another.人们应当彼此相爱。
b.可作介词宾语;does bark, cocks crow, frogs croak to each other.吠、鸡鸣、蛙儿对唱。
说明：传统语法认为，相互关系存在于两个人或物之间用each other，存在于两个以上人和物之间用one another。现代英语中，两组词交替使用的实例也很多，例如：
he put all the books beside each other.他把所有书并列摆放起来。
he put all the books beside one another.他把所有书并列摆放起来。
usually these small groups were independent of each other.这些小团体通常是相互独立的。
c.相互代词可加-s构成所有格，例如：
高中英语语法教案篇八
教
案
课程名称
英语语法
lecture 1 sentence structure
教学重点及难点：
claification of bound morpheme and the frequently applied bound morphemes;
basic clause types and their transformation and expansion
教 学 基 本 内 容
concepts of morphemes, words, phrases, clauses, and sentences; of word-formation: affixation, derivation and composition; of sentence analysis: one ways is to spanide the predicate into predicate verb, object, complement and other way is to spanide the predicate into two parts: the operator and the clause types include svc, sv, sva, svo, svoa, svoc, and affirmative clause can be transformed into a negative;a statement into a question, and a active clause into a these add varieties to the basic clause e 1 sentence structure owing to the fact that sentences in authentic language differ structurally in thousands of ways, what is described here as sentence structure, sentence elements, or sentence patterns is only concerned with the simple sentence, or rather with the clause.1.1 clause elements as has been pointed out before, the clause or the simple sentence is structurally a sequence of phrases and logically a construction of ―subject+ predicate‖.that is to say, the clause or the simple sentence is not just an agglomeration of phrases;it is a group of phrases organized into a construction of ―subject+ predicate‖.1)subject and predicate a full-fledged clause can generally be spanided into two parts: the subject and the subject is the topic or theme of the sentence, which tell of what the sentence is predicate says something about the subject and bear the new information which the speaker or writer wants to transmit to the listener or subject is generally realized by a noun phrase or an equivalent of noun phrase, while the construction of the predicate, which is more complicated, generally consists of a verb phrase with or without complementation.2)two ways of sentence analysis to facilitate description of how english language works, sentences can be analyzed in two way is to spanide the predicate into predicate verb, object, complement and elements together with the subject make the five clause other ways of sentence analysis is to spanide the predicate into two parts: the operator and the operator is usually the auxiliary or the first auxiliary in a complex verb phrase, while the predication comprises the main verb with its complementation(object, complement or adverbial).1.2 basic clause types and their transformation and expansion in terms of the different combinations of clause elements, english clauses can be claified into seven basic rable authentic sentences are structured on the basis of these clause types.1)basic clause types the seven basic clause types are svc, sv, sva, svo, svoa, svoc, and seven combinations of clause elements are wholly or largely determined by the main verb in the main verb in an svc pattern is a linking or copula verb which must be followed by a subject main verb in an sv pattern is an intransitive verb which is not to be followed by any obligatory element except for a limited number of intransitive verbs which require an obligatory adverbial, thus constituting the pattern sv main verb in an svo pattern us a monotranstitive which must be followed by an object, and with some monotransitives the object must again be followed by an obligatory adverbial, thus constituting the pattern svo main verb in an svoc pattern is a complex transitive verb which must be followed by an object+ object main verb in an svoo pattern is a ditransitive verb which is to e followed by two objects: indirect and direct object.2)transformation and expansion of basic clause types the basic clause types are all affirmative statements with verbs in the active affirmative clause can be transformed into a negative;s statement into a question;and an active clause into a these add varieties to the basic clause basic clause types and their variants can also be expanded into larger grammatical units through adding modifiers at various levels, and these larger units can again be expanded through coordination and subordination into compound, complex and compound-complex es 2&3 subject-verb concord
教学重点及难点： appliance of grammatical, notional and proximity concords in some special conditions;
ms of subject-verb concord.教 学 基 本 内 容
concepts of three principles guiding subject-verb concord: grammatical concord, notional concord and proximity ms of concord with a coordinate subject: concord with ―and‖ or ―both…and‖, concord with ―or‖/ ―either…or‖, ―nor‖/ ―neither…nor‖, ―not only…but also‖;
ms of concord with expreions of quality as subject: concord with expreion of definite quality as subject, concord with expreion of indefinite quality as subject;
problems of subject-verb concord: problems of concord with a nominal clause as subject, subject-verb concord with a non-finite clause or subject, subject-verb concord in relative clauses, cleft-sentences, and existential e 2 subject-verb concord(i)2.1 guiding principles
1)grammatical concord
2)notional concord
3)proximity 2.2 problems of concord with nouns ending in-s disease and game names ending in –s
they are mostly treated as singulars.a few such names can be used either as singular or as t names ending in –ics
such names are generally singular nouns, but some such nouns are treated as plural when used in other senses than subject phical names ending in –s
plural except for a few treated as singular when used as country names.4)
other nouns ending in –s disease and game names ending in –s
they are mostly treated as singulars.a few such names can be used either as singular or as s, mumps, rickets, shingles, diabetes, arthritis, phlebitis, aids, t names ending in –ics
such names are generally singular nouns, but some such nouns are treated as plural when used in other senses than subject ics, claics, electronics, informatics, linguistics, mechanics, optics, plastics, thermodynamics, phical names ending in –s
plural except for a few treated as singular when used as country nouns ending in –s
calipers, compaes, flares, forceps, glaes, jeans, pants, pincers, pliers, scales, sciors, shades, shorts, suspenders, spectacles, etc.2.3 problems of concord with collective nouns as subject 1)collective nouns usually used as plural
people, police, cattle, militia, poultry, vermin, etc.2)collective nouns usually used as singular
foliage, cutlery, poetry, machinery, equipment, furniture, merchandise, etc.3)collective nouns used either as plural or as singular
couple, crew, government, majority, opposition ,etc 4)a committee, etc + plural noun
a committee / board / panel of
lecture 3
subject-verb concord(ii)teaching contents 3.1 problems of concord with a coordinate subject 3.2 problems of concord with expreions of quantity as subject 3.3 other problems of subject-verb concord
3.1 problems of concord with a coordinate subject coordination by "and" or "both …and"
it is usually treated as plural when it refers to two or more than two persons/things, but it is singular when referring to one person or ll and swimming are usually summer friend and adviser has agreed to lend me his "each… and each…" or "every… and every…", the verb is also in the singular form: man and each woman is asked to flower and every bush is to be cut indefinite pronouns anybody/anyone, everybody/everyone, nobody/no one, and somebody/someone combine with singular verb forms, even though co-referent pronouns and determiners may be plural forms.e.g.[everybody]‘s doing what they think they‘re supposed to has their fridges repaired any more, they can‘t afford /every… he/she/they
the moment each of the girls was too busy thinking about her own personal safety to care much about the ―each/every+ singular n.… they/their‖ is right as of the students should have his/their own member brings their own such exams as toefl, the pronoun referring to
―nobody/everybody/everyone/someone/somebody/anybody/anyone/no one‖ can only be he/his instead of they/r, as english learners it must be known that ―everyone…they‖ is used more often than ―everyone…he‖.ne warned you, didn‘t they?
has anybody brought their camera? no one could have blamed themselves for one / each / each one /*every one of the students should have their/his own books.2)coordination by "or" / "either…or", "neither…nor", "not only...but also" here the problem is dealt with according to the principle of proximity. sisters or my brother is likely to be at my father or my brothers are ally we can have the following use: r he nor his wife have formal cases, especially in exams, ―neither‖ is used with singular verb.r of them is used with plural nouns in informal cases, ―neither‖ can also be used with plural verb.r of the books are/is very interesting.---i can‘t swim.----neither can i.---he didn‘t like the play.---nor did r is usually in formal cases, but nor is often used in spoken english.3)subject + as well as, as much as, rather than, more than, no le than;with, along with, together with, in addition to, except + verb(determined by the form of the subject of the workers, as well as the manager, were working during the one except two students was late for the dinner.3.2 problems of concord with expreions of quantity as subject 1)concord with expreion of definite quantity as subject
a)when regarded as a single unit, the verb is singular;when regarded as the inspaniduals that constitute the quantity, the verb takes plural years in prison was the penalty he had to pay.b)a fraction/percentage + of-phrase+(
d)one in/out of + plural noun + verb(ar;) in ten students has/have failed the exam.2)concord with expreion of indefinite quantity as subject.a)all of/some of/ none of /half of/most of + noun phrase of indefinite quantity +(
usage is fairly evenly spanided between singular and plural concord with none of: ne of us has been aboard except of us really believe it‘s ever going to happen not to us, she said at last.[fiction] however, none alone shows a distinct preference for singular concord: e.g.[none] describes him/herself as such in the party‘s official literature.(news)plural concord is the norm in conversation, while in the written registers there is an overall preference for singular of + n.+ v 1)当none与不可数名词连用或指代不可数名词时，其谓语动词总是用单数。e.g.i wanted some more coffee, but there was none left.2)当none与复数名词连用或指代复数名词时，传统语法规定其谓语动词必须用单数。此用法得到英语教材和各类英语实体的肯定和强调。但是，实际应用中人们往往使用―概念一致‖原则，用动词的复数形式。所以，quirk说：―用复数动词较为常见，并且，在正式用法中也为人们普遍接受。‖ ne of the books has/have been placed on the but the brave deserves the fair.唯有勇者才配得上美女。
none are so deaf as those who will not hear.不愿听从的人是最聋的人。
no one 单独使用时只用于指人。
one should pride themselves on this result.但是，no one之后接-of短语时，既可指人也可指物。 one of you could lift it.i reach three books on this subject, no one of which was 既可指人也可指物。
many elephants did you see? one of them really understands the one 与no-one在英语里是并存的，目前尚未统一形式。no-one 为英国英语，而no one是美国英语
b)lots of/heaps of/loads of/scads of/plenty of + noun phrase +(
there is a collection of pictures at the town hall.a great deal / a great many
a great(good)deal之后要加介词of才能与名词连用，而a great(good)many可以直接与名词连用。另外，a great deal of跟不可数名词连用，而a great many则与可数名词连用。
chest contained a great/good deal of money.a great deal还可作形容词或副词比较级的修饰语 job was a great deal easier.a lot of 既可跟不可数名词也可跟可数名词，谓语动词决定于名词的单复数。 is a lot of beer in those bottles of 与amounts of , quantities of 不同，后两者是中心词而非修饰语。
amounts of money were spent on the ties of food were on the table.a variety of + n.做主语时，其谓语动词决定于名词的数，也就是说，此处起作用的是概念一致原则。
e.g.a great variety of books were recently published.a wide range of + pl.n.充当主语时，其谓语动词应用单数；a bouquet of flowers也是用单数。
e.g.a wide range of washing-machines and refrigerators is displayed in our showroom.a bouquet of flowers was presented to the vicar‘s wife.a set of + pl.n.做主语时，人们使用谓语动词的形式并不是很一致。
is a set of rules that you must follow if you are going are set of unscrupulous scoundrels.d)determiner + species nouns(kind/type/sort)of + noun phrase(singular countable noun/uncountable noun)+verb(singular) kind of apples is highly countable nouns there tends to be agreement in number between the species noun and the following noun( kind of thing kinds of things).but we also find: singular species noun + e.g.i don‘t know what kind of dinosaurs they all are.i mean, do we want these kind of people in our team?
s noun + singular noun s tended to target certain types of car he said.e)many a + noun phrase + verb(singular)
more than one + singular noun + singular verb
more + than one + a man has sacrificed his than one member has protested against the persons than one have been involved.f)in "an average of/a majority of + noun phrase(pl.)+ verb", when noun is regarded as the inspaniduals that constitute the quantity, the verb takes plural form;otherwise, it is singular.e.g.a majority of the towns younger men are moving to the city.a majority of three votes to one was recorded.3.3 other problems of subject-verb concord 1)problems of concord with a nominal clause as subject when the subject is a nominal clause introduced
by what, which, how, why, whether, the verb usually takes the singular when two or more such clauses are coordinated by and or both…and, a plural verb is i saw was a i saw and think are no busine of svc construction with a what-clause as subject，when the subject complement is plural, or when the what-clause is plural in meaning, the verb of the main clause can be they want are promises.2)subject-verb concord with a non-finite clause as subject generally speaking, the verb is when two or more such clauses are coordinated by and, the verb of the main clause is singular when the subject refers to one thing, and is plural when the
subject refers to separate eat well is all he asks.3)subject-verb concord in relative clauses one of + plural noun + relative clause(verb)the(only)one of + plural noun + relative clause(singular verb)4)subject-verb concord in cleft-sentences here the verb is determined by the number of the focal element functioning as subject in the clause.i----am;me---third person singular number is i who am to is me that is to blame.5)subject-verb concord in existential sentences generally the verb is determined by the notional the notional subject is a coordinate construction, the verb form goes with the first coordinate element of the notional in informal style, spoken language, the verb is often singular. is a book on the is many people in the is more grace and le an and dutch beer are much lighter than short term and the long term loan are handled differently.按英语惯用法，一个单数名词受前置限定时，如果此名词表示两个或两个以上的事物，根据概念一致的原则，其谓语动词用复数；但是当此类名词受后置限制时，其谓语动词用单数。
er from america and holland is much lighter than british ty
许多英美出版的语法书和惯用法都指出，majority和minority不能与不可数名词连用。 的―current english usage‖(p161)说： ―majority may be used only for number with countable nouns, not for amount or quantity with ma nouns: the majority of the eggs were bad is correct;the majority of the butter was bad is rly, we cannot speak of the majority of the land/time/one‘s must use most, or the greater part‖.但是，practical english usage(1980)有一例： majority of the damage is easy to 的观点来使用the majority of。
majority虽然在语法上是个单数名词，但在概念上却具有复数的意义：most, almost all, many。因此一般与复数动词连用。 majority of children like majority of doctors believe smoking is harmful to health.若后面没有-of短语时，the majority 作主语时。如果泛指多数（与少数相对），谓语单复数均可。eg，the majority is /are doing its/their best。//in favor of the plan。//against him。
1．如果指整体、统一体，majority 常被看作单数。
the majority is always able to impose its will on the minority。// is for him。2.如果指多数中的各个成员, majority 被看成复数。
the majority are of different minds on the matter 3．如果指多出的数目，majority 看成单数。
her majority was 5 vote //his majority was a big(small)one..the rest(+of noun)+verb 遵循概念一致原则，而非语法一致原则。 rest are to wait for rest needs no + adjective 做主语：
1）当表示一类人的整体时， young, the old, the poor, the rich, the blind, the dead, 谓语动词用复数。
wise look to the wiser for advice.2）当表示具体的人，而不是某一类人的整体，谓语动词用单数形式。 deceased is my uncle.3）表示抽象的概念或某种笼统的东西时，谓语动词用单数形式。 best is yet to unknown is always something to be + of + , 其谓语动词形式
取决于上下文和所表达的真正意思。当充当of宾语 的名词具有重要意义时，谓语动词用复数形式，当 所表达的价值具有重要意义时，则谓语动词用单数 形式。
a thousand pounds‘ worth of cigarettes were stolen.（此处重要的是香烟被盗）大约价值1000英镑的香烟被盗。
there is nearly a thousand pounds‘ worth of cigarettes on that shelf.（此处重要的是香烟的价值）在那个架子上的香烟价值大约为1000英镑
leon 4
noun and noun phrase
教学重点及难点：
number forms of the collective, material, abstract and proper noun.教 学 基 本 内 容
cation of nouns: simple, compound and derivative nouns, proper and common nouns, count and noncount forms of nouns: regular and irregular plural forms of nouns;
forms of the collective, material, abstract and proper noun: number forms of the collective noun, number forms of the material nouns, number forms of the abstract noun, number forms of the proper noun;
ives: the definition of partitives, general partitives, partitives related to the shape of things, partitives related to volume, partitives related to the state of action, partitives denoting pairs, groups, e 4 noun and noun phrase
teaching contents 4.1 claification of nouns and function of noun phrases 4.2 number forms of nouns 4.3 partitives 4.1 claification of nouns and function of noun phrases 1)claification of nouns a)simple, compound and derivative nouns: by word-formation b)common and proper nouns: by lexical meaning c)countable noun and uncountable noun this claification is based on the grammatical features of nouns instead of whether they are ing grammatical features, uncountable nouns cannot have numeral before them(*two information), have no plural forms(*informations)and cannot be modified by ―how many‖ but by ―how much‖
2)functions of noun phrases nouns can function as all the elements in a sentence except the predicative verb.y elected him chairman of the returned last night.a photo is taken each time this button is pushed
the general pattern of noun phrase is
(determiner)+(premodifier)+noun+(postmodifier)the premodifier of noun phrase can be noun as well as participle.e.g.a table leg, water supply, the life sciences when noun is used as premodifier, it can be either singular, plural, or both.(1)singular noun as premodifier legs = legs of a table / tables
a shoe store = a store that sells shoes
a car race = a race between cars
a kitchen sink = a sink in a kitchen when the plural noun in the postmodifier is changed into premodifier, it usually becomes singular.e.g.a cloth for dishes = a dish cloth
decay of teeth = tooth decay
a station for buses = a bus station
a pocket for trousers = a trouser pocket
a tray for ashes = an ash tray(2)singular or plural noun as premodifier
re is ambiguity n language(s)department= department of foreign languages
(foreign language department = department of a foreign language)soft drinks manufacturer = manufacturer that produces several kinds of soft drink soft drink manufacturer = manufacturer that produces one kind of soft drink ent meanings
art degree = a degree in fine art an arts degree = a degree in the humanities(3)only plural noun as premodifier e.g.a customs officer, a goods train, clothes hanger, sales technique, contents bill, savings bank
it is more popular to use plural nouns as premodifiers in british english than in american it tends to increase.(4)when the head of the noun phrase is collective noun or name of an organization, the plural noun as the premodifier can have two forms, but the same ists(‘)institute for public information but the singular noun is seldom teachers/ teachers‘/ *teacher‘s college 4.2 number forms of nouns
number is a grammatical distinction which determines whether a noun or determiner is singular or plural.1)regular and irregular plural the regular is formed by adding –s or –es to the base, while the irregular is formed by changing the internal vowel or by changing the ending of the lar plurals also include some words of foreign origin, borrowed from greek, latin or plural forms are known as ―foreign plurals‖, —bases, criterion— borrowed words have two plural forms: a foreign plural and an english —media – mediums for some, their singular and plural number share the same form，a)animal names singular form and regular plural coexist: antelope, elk, fish, flounder, herring, reindeer, shrimp, woodcock（羚羊，麋，鱼，比目鱼，鲱鱼，驯鹿，虾，丘鹬（别名山鹬） caught several fish/three little went catching shrimp/shrimps.i shot two elk/elks.b)singular form is usually used: bison, grouse, quail, salmon, swine（野牛 , 松鸡，鹌鹑，鲑（大麻哈鱼），猪） farmer raises many quail/quails and chickens.c)singular form is always used: cod, deer, mackerel, trout, sheep.（鳕，鹿，鲐鱼，真鳟） is a are deer.b).nationality nouns some words ending in sound /z/ or /s/ use singular form: chinese, japanese, lebanese, portuguese, sinhalese, vietnamese, swi e.g.i am a are four chinese in the training cla.c)quantitative nouns(hundred/thousand/million/billion)a)cardinal numeral + hundred/thousand/million/billion + hundred / *two hundred of years ago that‘s going to take hundreds of/*hundreds al numeral + million + al numeral + millions of + millions of dollars
three million dollars when the noun is omitted, if it is not monetary unit, the singular form is more often used than the plural form;if it is, the regular plural form is used. population rose to four million / firm had to pay three millions.b)several/many/a few + singular / plural(of)+ has played the part several hundred times / several hundreds of + regular plural + has played the piano some hundreds of times / many, many times.(some hundred times = about a hundred times)c)dozen, score bought three score(of)eggs.i have been there dozens of has already asked me several dozens of/ many scores of times.2)number forms of the collective, material, abstract and proper nouns a)number forms of the collective noun some are countable, while some are ble nouns behave like inspanidual uncountable one has no plural form;if we want to count the number, we will use a kind of inspanidual noun related semantically to the collective, — collective nouns can be used in either singular or plural following verb is determined by the singular or plural sense.b)number forms of the material noun generally they are [u] and have no plural r, some items can be used either uncountably or material nouns can take plural endings to convey the large quantity or scope , /sands, snow/snows
sometimes material nouns are [c] to expre ―one type of‖ or ―various types of‖ this material.e.g.i n britain tea is usually drunk with sugar in it.i‘d like to have a famous hardly bought wine at lunch like wines and material nouns become [c] to expre ―packet of ‖, ―cups of‖. many beers were you wanting?
how many tins of beer were you wanting? when referring to the material itself, they are [u];otherwise, they are [c], , rubber
c)number forms of the abstract noun mostly they are [u] and cannot take such determiners as a/one or plural forms.a few are [c], y— are not [c], although they have plural endings, e.g.*several addition of a plural ending to some can change the meaning of the base, ence— can only use singular form with ―a‖, some only plural form, some both. has a dislike/dread/hatred/horror/love of had a good knowledge of my best regards to your refused with much regret / many regrets.i have a suspicion / suspicions that he‘s abstract nouns can have indefinite article to expre ―a type of‖ or ―an example of‖.a)some can have an indefinite article only if modifier are doing *a busine / a brisk busine.i attach an exaggerated importance/importance to regular exercise.b)if modifier is implied, ―a/an‖ can has had an education(= a good education).c)some can have ―a/an‖ regardle of modifier.e.g.a knowledge/ a good knowledge of english is eential.d)number forms of the proper noun they have no plural forms, except for such proper name as the united states, the philippines, the one takes a plural ending, it takes on some characteristics of a common noun, browns
4.3 partitives
they are also called unit nouns and used to denote a part of a whole or the quantity of an undifferentiated ma.1)general partitives: piece, bit, item, article 2)partitives related to the shape of things: cake, bar, drop, ear, flight, grain, head, loaf, lump 3)partitives related to volume: bottle, bowl, pail, bucket, handful, spoonful.4)partitives related to the state of action: a fit of anger/coughing/laughter/fever 5)partitives denoting pairs, groups, flocks: pair, herd, litter, swarm, bench, troupe, 5 genitive noun
教学重点及难点：
differences between ‗s genitive and of genitive;
use of independent genitive and double genitive
教 学 基 本 内 容
ion of genitive nouns, meanings of genitive nouns as poeive genitive, subjective genitive, objective genitive, genitive of origin, time, distance, etc, descriptive genitive;
of genitive nouns: genitive nouns are mostly used as central determiners and therefore perform the same function as ―poeive determiners‖;
ndent genitive and double genitive: independent genitive is used when the miing noun ahs occurred somewhere in the context, when the miing noun refers to somebody‘s house or residence, church, school, or other public formation of double genitive and the difference between double genitive and of e 5
genitive noun teaching contents 5.1 formation, meanings and uses of genitive nouns
5.2 independent genitive and double genitive
case is a grammatical category and denotes the changes in the form of a noun or a pronoun showing its relationship with other words in a modern english is basically an analytic language, english nouns have not a complicated case system like that of latin, german, or modern different grammatical functions of english nouns in a sentence are mostly determined by the word order, not by case is in this sense that the genitive case may be viewed as a relic of the old case genitive was traditionally labelled as the poeive case systems: the unmarked common case and the marked genitive case: boy, boy‘s
the genitive case: the inflected genitive(the –s genitive)(屈折所属格）and the periphrastic genitive(the of-genitive)（迂回所属格） children‘s toys，the toys of children 5.1 formation, meanings and uses of genitive nouns 1)rules of formation of the –s genitive a)adding ‘s to singular nouns and to those plural nouns that don‘t end in –s , mother‘s arrival, women‘s clothes
b)adding an apostrophe to plural nouns ending in –s, teachers‘ college, the workers‘ achievements
c)adding ‘s to the compound nouns or to the end of a postmodified noun phrase, brother-in-law‘s friend, a cat and dog‘s life, [the teacher of music]‘s room
d)in coordinate nouns, the genitive ending is added to each of the coordinate elements when denoting respective poeion, and only to the last coordinate element when denoting common poeion, a‘s and england‘s problems(respective);
america and england‘s problems(in common)
coordinated genitive
head of the noun phrase is singular: charles and louise‘s / charles‘s and louise‘s child is really lovely.(the child is a joint offspring of charles and louise.) head of the noun phrase is plural: charles and louise‘s / charles‘s and louise‘s children are really lovely.(the children are joint offspring of charles and louise.)
‘s and mary‘s children:
children who are offspring of john and mary ‘s child and mary‘s child ‘s children and mary‘s child ‘s child and mary‘s children ‘s children and mary‘s children coordinated genitives are and his brother‘s children f
to avoid ambiguity? a.i‘m interested in henry and herbert‘s book(s)/ the book(s)of henry and ‘s house and ‘s are not far from here.5.―or‖ only connects coordinated genitive is that a lady‘s or gentleman‘s wrist-watch? is that a wrist-watch of a lady or gentleman? i wonder whether it is tom‘s or peter‘s house / the house of tom or peter.e)in the construction of ―noun phrase + appositive‖, the genitive ending is added to the end of the appositive, or both to the end of the noun phrase and to the appositive, is my clamate nancy‘s car? tom has gone to basel‘s, the blacksmith‘s shop f)in personal names ending in sibilant /z/, the genitive ending can either be ‘s or an apostrophe only, but it can only be ‘s when personal names end in other sibilant sounds，‘ / burns‘s poem(sibilant /z/);
ro‘s poem
2)meanings of genitive nouns the genitive is chiefly used to denote poeion, and therefore, is traditionally called ―poeive case‖.but genitive meanings are by no means restricted to poeion, as shown in the following: a)poeive genitive， son‘s wife, n‘s paport
b)subjective genitive, student‘s application
c)objective genitive family‘s support d)genitive of origin girl‘s story
e)descriptive(claifying)genitive(not of-genitive)e.g.a women‘s college
(=college for women/*of women)f)genitive of measure e.g.a four days‘ journey, two dollars‘ worth of apples
3)uses of genitive nouns genitive nouns are mostly used as central determiners and therefore perform the same function as ―poeive determiners‖,(traditionally called poeive pronouns), boy‘s father= his father mary‘s letter = her letter
a)as central determiners, genitive nouns can‘t collocate with other central determiner, nor can they be preceded by a ‘s letter, * a mary‘s letter;
mary‘s interesting letter, * interesting mary‘s letter
this, however, does not apply to some other genitive nouns such as the descriptive genitive and the genitive that denotes time, distance, value or se genitive nouns are not used as determiners but as premodifiers in the noun phrases, e.g.a/the children‘s book, a pleasant three day‘s journey
claifying genitive differ in a number of respects from specifying constructions.1)they respond to the question ―what kind of …?‖ rather than ―whose …?‖, which displays their similarity to adjectives and other such noun premodifiers, rather than to fact, they cannot be replaced by poeive determiners.2)they can be preceded by determiners and modifiers of the whole noun phrase, rather than of the genitive noun alone: a new children‘s again is true also for adjective and noun premodifiers of nouns.3)they form an inseparable combination with the following noun and do not usually allow an intervening adjective: *children‘s new book.4)they are frequently paraphrased by a for-phrase rather than an of construction, as in books for e again constructions with noun premodifier like baby characteristics reflect the close bond between a claifying genitive and the following head noun.b)the choice of genitive
the –s genitive is favoured by the animate nouns in particular persons and animals with personal gender of-genitive is chiefly used with nouns denoting lower animals and with inanimate main factor governing the choice of the one or the other genitive form is the animate or rather the personal quality of the there is considerable overlap in the use of the two animate nouns normally take the –s genitive, but the of-genitive is also poible in most ate nouns regularly take the of-genitive, but a great many occur with the –s four claes of animate nouns normally take the –s genitive, but the of-genitive is also poible a)personal names---george washington‘s statue, susan‘s pupils b)personal nouns---the boy‘s new shirt, my sister-in-law‘s hat
c)collective nouns---the government‘s conviction, the majority‘s choice d)higher animals
---the horse‘s neck, the tiger‘s strips
the –s genitive is also used with certain kinds of inanimate nouns a)geographical names---continents: europe‘s future---countries: china‘s development
---states: minnesota‘s immigrants
---cities/towns: hollywood‘s studios, london‘s water supply
---universities: harvard‘s linguistics department b)locative nouns denoting regions, heavenly bodies, institutions:---the world‘s economic organization, the moon‘s interior, the school‘s history c)temporal nouns---a week‘s holiday
d)nouns of special interest to human activity---my life‘s aim, love‘s spirit, the novel‘s structure, the wine‘s character, television‘s future
the use of the –s genitive and of-genitive(1)we must use the –s genitive when…
a)the noun modified is followed by a post-modifier or an appositive.---the monitor‘s brother, an actor was here then.b)it is a claifying genitive.---have you a copy of the teacher‘s book?
c)the –s genitive is used in some set expreions:---a wolf in sheep‘s clothing
people don‘t get their money‘s worth.*people don‘t get the worth of their must use the of-genitive when…
a)the noun in the of-phrase is followed by some modifiers or appositives---some sentences have been changed at the suggestion of the teachers present in the meeting.b)the definite article +-ed participle or adjective denoting a cla of people in the of-phrase structure---the life of the poor c)the prepositional complementation in the of-phrase exprees the origin of the headword modified
---the joy of his return(the joy derives from his return)
d)the genitive is used to expre the poeive relationship between part and whole---the middle of the night---the back of the claroom---the top of the page---the bottom of the ladder e)there are determiners before the two nouns---their knowledge of her feeling---this dog of the country
the difference between the –s genitive and the of-genitive(a)the –s genitive : regularity and continuity
the of-genitive : contingency of things---my last week‘s article(每周一次的连载文章）---my article of last week(偶尔刊登的文章）(b)the –s genitive: informal
the of-genitive: formal---the woman next door‘s husband---the foreign policy of china
(c)the –s genitive: literal sense(字面意义）
the of-genitive: extended meaning(引申意义）and symbolic meaning(象征意义）
---the tree‘s top（树梢）
---the top of the tree(出类拔萃）---the table‘s top(桌面）
---the top of the table（上座，首席）
5.2 independent genitive and double genitive 1)independent genitive when the genitive occurs without a following head, the head of the noun phrase omitted, and functions independently as an element, it is called independent genitive.a)the noun occurring in the context can be retrieved---my car is faster than john‘s(car).b)names and nouns referring to persons which denote residence:
see you at harry‘s tomorrow.---shall we meet at his brother‘s(house).c)proper nouns for certain well-known buildings:
‘s(cathedral), queen‘s(college)‘s(palace)the noun: church, school, public buildings---he lives near ‘s(cathedral)in london.d)words for shops denoted by the type of shopkeeper: the baker‘s/butcher‘s/grocer‘s/greengrocer‘s commercial firms---i buy my meat at johnson‘s(shop).2)double genitive an independent genitive when functioning as prepositional complementation is called post- prepositional phrase with a post-genitive as complementation is called double genitive.---a friend of my father‘s 1)the use of the double genitive a)partitive meaning denoting ―one of…‖---this is a book of my mother‘s.(one of …)
nite, definite, personal---a friend of the doctor‘s(*the cover of a book‘s)attention to some points a)noun head with ―this, these, that, those‖: it has emotional colouring : praise, disapproval, pleasure, displeasure---that child of his sister‘s is very clever.---that son of henry‘s is a rascal.a boy of a girl 一般的of短语用来修饰或限制前面的名词的，但是，在此处：限定词+名词1+of + a/an + 名词2，of短语与前面的名词构成同位关系，而且名词2是概念的中心，of短语是对名词2进行修饰的，就像一个形容词：
an angel of a wife = an angelic wife;the fool of a policeman = the foolish policeman a boy of a girl 一个男孩气的女孩子 *一个女孩气的男孩 a palace of a house 宫殿般的房子
a great elephant of a woman 一个庞大如象的女人
此结构的特点是：名词2前必须使用不定冠词，而名词1前可用任何限定词(a, this, that, her, your) dog of a landlord 狗地主
that great pig of a louis xviii 大肥猪路易十八
this / a / their palace of a house *these palaces of a house
b)difference between double genitive and of phrase---he is a friend of my father‘s.(many, one of them)---he is a friend of my father.(in good terms)a: who told you that? b: a friend of your father‘s.a: if he says such things, he is not a friend of my father.c)the noun head: picture, portrait, printing, photograph, bust, statue the double genitive---the picture that one keeps the of phrase---the picture of one‘s own---this is a portrait of ‘s---this is a portrait of d)the noun head: criticism, opinion, judgment，---a criticism of william‘s = a criticism offered by william---a criticism of william = a criticism about william correct the errors of the genitives if any: ‘s the dictionary of cathy‘s?
2.i don‘t know whether this is a lady or a gentleman‘s love of a child took the fancy of all of poem of shelly‘s he recited a hundred times was ode to the west and horatia‘s eyes dictionary of cathy‘s
2.a lady‘s or(a)gentleman‘s wristwatch 3.t 4.t 5.t
leon 6 determiners(i)
教学重点及难点：
ations between determiners: predeterminers, central determiners and postdeterminers.2.a comparative study of some determiner usage: some, any, every ,much, etc.教 学 基 本 内 容
ations between determiners and nouns: determiners with all three claes of nouns, with singular count nouns, plural count nouns, noncount nouns, etc;
ations between three kind of determiners: the category of predeterminer ,central determiner and postdeterminer, word order of three subclaes of determiners: predeterminer + central determiner + postdeterminer;
3.a comparative study of some determiner usage: many, much, a lot of, lots of, plenty of, a few, a little, some, any, all, both, every, each, either, iners, as a cla of words, include: article(definite article, indefinite article, and zero article), poeive determiners, genitive nouns, demonstrative determiners, relative determiners, interrogative determiners, indefinite determiners, cardinal and ordinal numerals, fractional and multiplicative numerals, and other quantifiers 6.ations between determiners and nouns
the choice of determiners is closely related to what might be called the three claes of nouns: singular count nouns, plural cont nouns and noucount se tree claes of nouns demand appropriate determiners to collocate iners with all three claes of nouns
determiners such as poeive determiners, genitive nouns and the definite article as well as some any, no, the other, and whom can go with all the three claes of nouns, eg: the car the cars the money his car his cars his money some book some books some money no book no books no money whose book whose books whose money determiners with singular count nouns only determiners such as a(n), one, another, each, every, either, neither, many a ,such a can only collocate with singular count nouns, eg: each worker every student either book neither book another book such a book determiners with plural count nouns only determiners such as, two, three, etc, another, two/ three, many,(a)few, several, these, those, a(great)number of can only collocate with plural count nouns, eg: both workers
(a)few words several girls
these / those tourists a number of men
many students determiners with noncount nouns only determiners such as a(little)bit of ,a great amount of ,a great deal of ,(a)little, much, le ,least can only collocate with noncount nouns, eg: much noise(a)little courage a bit of fun
a large amount of money le oil
(the)least oil determiners with singular and plural count nouns only determiners such as the first, the second, the last, the next can go with wither singular or plurals count nouns, eg‖ the first rose/ roses the last man/ men the next meeting/ meetings determiners with singular and noncount nouns only determiners such as this that can collocate with either singular or noncount nouns, eg: this/ that job
this / that work determiners with plural and noncount nouns only determiners such as a lot of , lots of , plenty of, enough, most, such, other can go with plural and noncount nouns, but not with singular nouns,eg: enough copies
enough bread more eays
more time most people
most work this cla of determiners may also include le and least, which, as has been mentioned above, normally occur with noncount nouns, but in present day english, especially in formal style, may occasionally occur with plural nouns,eg: le and le people can afford to go abroad for their cal programs on tv attract the least use of le and least is regarded by some as non-standard.6.2)collocations between determiners
as has been mentioned before, besides the collocations between determiners and nouns, there is the problem of word order between determiners if a noun 0phrase contains more than one l determiners, predeterminers and postdeterminers according to their potential, determiners fall into three subclaes: central determiners, predeterminers and l determiners included: the article;demonstrative determiner;poeive determiners;genitive nouns;some, any, no, every, each, either, neither, enough;what(ever),which(ever),whose, that central determiners are mutually exclusive and that no two members of the above-cited items ever occur together in a noun erminers are those hat precede central erminers are also mutually include: all, both, half, double, twice, three times, -third, two-fifths, etc;what, such(a/an).postdeterminers refer to those that follow central or terminers are not mutually exclusive, that is to say, two or more such items can co=occur in a noun subcla includes: cardinal numerals;ordinal numerals;next, another ,etc;many much,(a_ few,(a)little, fewer,(the)fewest, le(the)least, more, most;several, plenty of , a lot of lots of , a great/large/good number of, a great/good deal of , a large/ small amount of , order of three subclaes of determiners
when a noun phrase contains all three subclaes of determiners, their normal order is ―predetermine + central determiner + post determiner(s)‖: all the four students all these last few days both his two sisters if the noun phrase contains only two of the subclaed, they follow the same order, ie ―predeterminer + central determiner‖:
half his income both his parents all the tourists ―central determiner+postdeterminer‖: the author‘s last books some such alloy his last few words ―predeterminer+postdeterminer‖: all three books all other students half such people
―postdeterminer+postdeterminer‖ several hundred tourists three other girls many more copies 6.3)a comparative study of some determiner usage many, much, a lot of ,lots of, plenty of
leon 7 determiners(ii)--articles
教学重点及难点：
es in use with different claes of nouns;
phrases applied with definite, indefinite and zero articles
教 学 基 本 内 容
c and specific reference: generic reference, specific reference, anaphoric, cataphoric and situational es in use with different claes of noun: articles in use with the proper noun, articles in use with the common noun and other use of articles;
phrases applied with definite, indefinite and zero articles: phrases with zero articles as at anchor, in force, out of hand etc, phrases with definite articles as for the time being, on the spot, in the long run, etc, and examples with indefinite articles as before person‘s names, or before the non-finite element, e 7 determiners(ii)---articles in the previous lecture we touched upon the fact that articles are the most typical of we will concentrate on this h has two articles: the definite and the indefinite we know, all english common nouns have article contrast, so with plural count nouns and noncount nouns, the absence of an article signals the presence of another kind of article---the zero is in this sense that we may also say that english has three articles---the definite, the indefinite, and the zero articles.7.1 generic and specific references in discuing the use of article, we must distinguish between generic and specific c reference when we say the reference is generic, we are talking about any membe4r representative of a cla of people of the three forms of article can be used generically to refer to members of a cla as a certain contexts, the definite article followed by a singular count noun often performs a generic same function can also be performed by the definite article combining with certain adjectives or adjectival c reference can also be denoted by the indefinite article followed by a singular count is especially common in giving so doing, we can also use plural and noncount nouns without the presence of any may be referred to as the generic use of the zero ic reference specific reference is different from generic reference in that it does not refer to a cla of people or things in general but to a particular specimen of the ic reference falls into two kinds: definite specific reference and indefinite specific te specific reference implies that a person or an object can be identified uniquely in the context or according to the common knowledge shared by speaker and definite article is most frequently used in this the case of indefinite specific reference the person or thing referred to is also a specific object, but is not definitely kind of referential meaning is most commonly expreed by the indefinite certain contexts and situations the zero article can perform the same ric, anaphoric and situational reference definite specific reference can be anaphoric, anaphoric, or word anaphoric means ―pointing backward‖.when what is referred to occurs in a previous context and the definite article has to point backward for its meaning, this is known as ―anaphoric reference‖.the anaphoric use of the definite article is called ―anaphoric the‖.anaphoric reference is also a kind of definite specific word means ―pointing forward‖.when the referential meaning of the definite article is determined by what follows the articles and the head, and the article has to point forward for its own interpretation, that is anaphoric ional reference is a kind of definite specific reference that depends not on any referent that has occurred in the context but solely on the common knowledge shred by speaker and hearer on a specific situation in which the reference is made ional reference is most commonly denoted by the definite article, but in certain situations the same function can also be performed by 8 & 9 pronouns(i, ii)
教学重点及难点：
ns concord in number, gender and case; usage of personal pronouns, reflexive pronouns, and demonstrative pronouns.教 学 基 本 内 容
ns concord in number, gender and number: pronoun concord with every-,some-, any-compounds as antecedent, with coordinate construction as antecedent, with collective nouns antecedent, and with ―plural noun/ pronoun +each‖ as gender, pronoun concord with male/female noun as antecedent, with common gender noun as antecedent, and with neutral gender noun as antecedent, etc;
of pronoun forms: choice between subjective and objective case, choice between adjective and genitive case;
pronoun, reflexive pronoun, and generic use of personal pronouns;
n reference: anaphoric, cataphoric, situational reference, personal reference, and demonstrative ng contents 8.1 pronoun concord in number 8.2 pronoun concord in gender 8.3 pronoun concord in person
pronouns are a varied closed-cla words with nominal h has a developed pronoun system, comprising:
al pronouns pronouns ive pronouns ocal pronouns trative pronouns ogative pronouns ve pronouns nite pronouns 8.1 pronoun concord in number personal pronouns, poeive pronouns, reflexive pronouns, and corresponding determiners have their singular and plural number contrast of pronouns differs from that of nouns in that pronoun number contrast is morphologically unrelated, as in i/we, he/they, as opposed to the typical regular formation of noun plurals: boy/ choice of pronoun number forms is generally determined by the number of its antecedent, that is, a pronoun must agree with its antecedent in number.---they haven‘t yet made up their own mind.1)pronoun concord with every-, some-, any-compounds as antecedent:
everyone, everybody, someone, somebody, anyone, anybody, no one, nobody，take the singular form(grammatical)---everybody looked after himself.---nobody wants to go there, does he? in informal style, the plural form, ne or everybody:---everybody knows what they have to hing, something, anything, nothing: singular---everything is ready, isn‘t?
2)pronoun concord with coordinate construction as antecedent(notional concord)---i bought bread and butter at the shop, and they cost 50c.---she likes bread and butter, but this is too thick.3)pronoun concord with collective noun as antecedent(notional concord)---the government is doing its best to boost production.---the government have discued the matter for a long time but they have shown no sign of reaching an agreement.4)pronoun concord with ―plural noun / pronoun + each‖ as antecedent
the choice of the number forms of the pronoun and corresponding determiner depends on the position of the appositive ―each‖: before the verb---plural form;
after the verb---singular form---we each are accountable for our own families.---we are each responsible for his own family.8.2 pronoun concord in gender gender is a grammatical is a set of grammatical forms of nouns, determiners and adjectives that tell of the distinctions of h nouns have four genders: masculine(man), feminine(woman), neutral(book)and common(student).but we do not mean any overt grammatical forms that show the distinctions of sex, but the differences of natural sex denoted by the lexical meaning of nouns.1)pronoun concord with male / female noun as antecedent---when paul met mary, he asked her to go to town.2)pronoun concord with common gender noun as antecedent some common gender nouns, such as doctor, teacher, engineer, lawyer, parent, student…… they can either be male or they are used in the singular for generic
reference, these nouns are generally referred to as he, a kind of practice that is opposed by feminists.---if a person breaks the law, he will be punished.---the parent of a teenage child often wonders where he went wrong.---parents of teenage children often wonder where they went wrong.(plural form)---when a customer calls, ask him to leave his phone number.---when a customer calls, be sure to ask for a phone number.(no pronoun or determiner is used.)in formal writing as in legal documents, ―he or she‖, ―his or her‖ can also be used.---the parent of a teenage child often wonders where he or she went wrong.(2)some common gender nouns such as baby, infant, and child are intermediate between personal and the speaker does not know , or is not interested in the sex of the baby or infant, he may use the neutral it:---the baby was sleeping in its if the speaker is the baby‘s mother, she is unlikely to refer to her baby as it:---watch out!the baby is trying to put the toy watch into his mouth.3)pronoun concord with neutral gender noun as antecedent when the antecedent is a singular noun of neutral gender, a noun denoting an inanimate or non-personal object, the neutral pronoun or the corresponding determiner is generally used.(it / itself / its)---that book has lost its cover.i will put a new one on it.(2)just as a baby may be designated it, so a number of nonhuman species may be designated he or she.(car, ship)---the car needs some ‘s fill her / him up at the next garage.(3)when the antecedent is an animal noun, it is generally referred to as it in nonexpert the anima is spoken of with emotion or is personified, it may be referred to as he or she.---the cat is a useful animal because it eats rats.---the cat leaped onto my bed and coiled herself is also true of the names of celestial bodies or abstract ideas: sun, moon, earth, nature, history, war, death---the sun is shining in all his splendid beauty.---nature, the greatest artist, makes her common flowers in the common view.(4)names of countries may be treated either as feminine or used as geographical units, they are treated as inanimate and therefore neutral:---china is in east is one of the largest countries in the used as political or economic units, the names of countries are often feminine, she or her is generally used:---china has a history of over 5000 is proud of her culture.8.3 pronoun concord in person by pronoun concord in person, we mean two things: pronoun concord in person on sentential level in a sentence, the person of a pronoun is determined by the person of its antecedent.---my brother has sold his the antecedent is a coordinate construction containing a first or second person pronoun, the referring pronoun should be first and second person in plural number.---my friend and i are reading the ‘ll be through in half an hour.---you and the accountant are familiar with can both see him.2)pronoun concord in person on textual level in a text pronouns should be consistent in person from beginning to is a matter of speaking or writing from what point of view, from the speaker‘s or writer‘s point of view or from that of a third party.a consistent point of view is a guarantee of clarity in ng contents 9.1 choice of pronoun case forms
9.2 reflexive pronouns
9.3 pronoun reference 9.1 choice of pronoun case forms
9.2 reflexive pronouns
9.3 pronoun reference pronoun reference is a kind of reference realized through the use of a pronoun is used it must refer to somebody or is referred to is called is the antecedent that indicates the referential meaning of the ric, cataphoric and situational reference according to the relative position of the antecedent, pronoun reference can be anaphoric or the antecedent occurs before the pronoun, which has to point backward for its own interpretation, that is anaphoric reference.---john has moved to a new had it built last the antecedent appears after the pronoun, and the pronoun has to point forward for its meaning, that is cataphoric reference.---when she has finished her work, mary left the the antecedent does not occur anywhere in a linguistic context, and the pronoun only refers to somebody or something indicated by an extra linguistic situation in which the utterance is given, that is situational reference.---how hard he studies a pronoun is used, it can only refer to one a pronoun has two or more poible antecedents, that will lead to ambiguity.---he introduced me to the pilot who had looked after him when he was in hospital.---he introduced me to the pilot whom he had looked after in the hospital…
2)personal reference personal reference is established by personal pronouns, poeive pronouns, reflexive pronouns, and corresponding al reference is generally may occur within the sentence boundary or acro sentences.---when mary has finished her work, she left the office.---john has moved to a new had it built last al reference can also be cataphoric, but under limited lly speaking, cataphoric personal pronouns usually occur in subordinate constructions, and where cataphoric reference occurs, anaphoric reference canbe used instead, but not conversely.---when she had finished her work, mary left the office.(cataphoric)---when mary had finished her work, she left the office.(anaphoric)---mary bought a new dre, but she didn‘t like it.---she bought a new dre, but mary didn‘t like it.3)demonstrative reference demonstrative reference is established by demonstrative pronouns and demonstrative the demonstratives can be freely used in anaphoric reference.---the man gad been drinking too much;this explain his unsteady walk.a: i like the polar are my favorites.b: those are my favorites too.---our daughter got a bad sun-burn ‘s why we couldn‘t for cataphoric demonstratives, they are restricted to this and these, which are commonly used to refer to a following clause or sentence or a group of sentences.---―the great difficulty is this,‖ said the psychologist, ―you can move about in all directions of space, but you can‘t move about in time.‖
―that‖ and ―these‖ are rarely used occasionally so used, they often take on sarcastic meanings.---how do you like that? he stabs you in the back and then profees to be your 10 verb and verb phrase
教学重点及难点：
difference between finite and non-finite verb;
claifications and usage of some phrasal verbs
教 学 基 本 内 容
cation of ing to different standards, verbs and verb phrases may falls into six types grammatically, semantically: main verbs and auxiliaries, transitive verbs, intransitive verbs and linking verbs, dynamic verbs and stative verbs, single-word verbs and phrasal verbs, finite and non-finite verbs, regular and irregular verbs;
2.a survey of tense, aspect, voice and mood: tense and aspect, active and paive voice, finite and non-finite phrases. claifications and usage of some phrasal verbs: v.+ prep, v.+ adverb particle, v.+ adverb particle + usage of phrasal verbs as pride oneself on, take pride in and be proud of, e 10 verb and verb phrase teaching contents 10.1 claification of verbs(i)10.2 claification of verbs(ii)10.3 a survey of tense, aspect, voice and mood
10.1 claification of verbs(i)1)main verbs and auxiliaries
according to different roles played in the formation of verb phrases verbs are spanided into two claes: main verbs and we know, a verb phrase may consist of a main verb only;this is called a simple verb phrase.a verb phrase may also take the form of a verb preceded by one or more auxiliaries;this is called a complex verb verbs are also called notional verbs functioning as the head and indicating the basic meaning of a verb aries fall into three categories: primary auxiliaries, modal auxiliaries and semi-auxiliaries.a)primary auxiliaries: be, do, t lexical meanings of their own, these auxiliaries have only grammatical functions or grammatical is usually used to help the main verb to form the progreive aspect or the expreive ary do is used to help the main verb to expre negative meanings or to form question, and sometimes to help expre the emphatic function of auxiliary have is to help the main verb to form the perfective or the perfective progreive aspect.b)modal auxiliaries: can/could, may/might, will/would, shall/should, must, ought to, dare, need, used expre modal a finite verb phrase, we can use only one modal auxiliary which is invariably followed by the bare infinitive or the base form.c)semi-auxiliaries: have to, seem can help the main verb to form the complex verb phrase and expre the modal meaning on the one hand, and can, when preceded by other auxiliaries, function as main verbs on the other.2)transitive verbs, intransitive verbs and linking verbs verbs are spanided in accordance with whether or not they must be followed by obligatory elements functioning as complementation and what kind of elements that must follow.a)transitive verbs must be followed by an are followed by two objects, ct object and direct object;.some by an object and an object complement;some by an object and an obligatory adverbial b)intransitive verbs do not require an object.c)linking verbs are followed by a subject complement.3)dynamic and stative verbs a)dynamic verbs refer to y can be subclaified into three categories:
durative verbs, transitional verbs and momentary verbs.b)stative verbs refer to present or past states, a relatively stable state of are normally incompatible with the progreive except in certain cases where there is a transfer of can be claified into four first includes main verbs ―be‖ and ―have‖.the second includes verbs that include, as part of their meaning, the notion of being and having, such as apply to, belong to, differ from, cost, weigh, third includes verbs that refer to a sense perception, such as hear, see, feel, taste, fourth subcla includes verbs that refer to a feeling, a state of mind or an opinion, such as aume, believe, consider, detest, e verbs are not used in progreive aspect, otherwise, they will be changed into dynamic verbs, such as be, is being foolish(=is acting foolishly).we‘re having a wonderful time(= are enjoying ourselves).the verbs resemble and cost are stative verbs when they are used to mean respectively ―be like‖ and ―be worth‖, but when used in other meanings, these two verbs just like dynamic verbs can occur in the resembles his is resembling his father(= is becoming more and more like his father)as the years go tion verbs when used in a non-volitional sense are stative verb, but when used in a volitional sense are dynamic verbs.e.g.i can taste pepper in it.i‘m tasting this dinal verbs such as think, imagine, understand are stative verbs, but they can occasionally be used dynamically to expre different meanings, quiet.i‘m thinking(= giving thought to a problem).there are also cases of a special polite use of the progreive with verbs like want, hope, you wanting to see me? 10.2 claification of verbs(ii)according to word formation and grammatical form, english verb may be spanided into single-verbs and phrasal verbs, finite verbs and non-finite verb, regular verbs and irregular verbs.4)single-word verbs and phrasal verbs
a phrasal verb is a verb that is composed of two or more can be claified into three categories: a)verb + preposition police are looking into the case.b)verb + adverb particle meeting has been called off.c)verb + adverb particle + preposit
高中英语语法教案篇九
1 高三语法复习9
ng fast-food restaurants frequently has made him_____ overweight.a.a bit of
of
bit
d.a bit exchanged her ski suits ______ billys fashionable
new policy ______ the minds of the british not been impreed by
not impreed itself on
not been impreed itself on
not impreed with farmers earn a large sum of money more than twice _____ rice growers make of
law requires that the location ______ three meet
meet
seemed to have established store of some kind
kind of a chain store
c.a chain store of some kind
me kind of the chain store ic reforms have _____ improved peoples living r
r
far
8.i really appreciate ______ to relax with you on this nice island. have had time
time
have time
having time described ____ the practical joke his colleagues had played on ed
detail
detail
detail 10.____ seems to be strong competition for young people to enter
re 11.--bob has gone to california, i hear.--oh, i wonder when he left
leaving 12.--the problem wasnt difficult for him, was it?
-- should have been given a more difficult , it was
, it was
, it wasnt
, it wasnt 13.--isnt john here yet?
--no, ______ , he is surprising me
to surprise me
to my surprise
my much surprise 14, after several months of training, they were made entirely used _____
underwater. stay
staying
g
was not until the bill was looked through that _____ the money， he pay
he pay
has paid
paid
2 houses are sold at such a low price _____ people
let me repeat his instruction _____ sure that i understand what was
after he went away. make;to be done
;doing
make;doing
;to do -their wages are very small, they will be free _____ income
19.--which do you prefer, chinese food or italian food?
--well, ill have italian food the change
a change
a change
change 20.--youve left the light on.--oh, so i have.______ and turn it go
gone
c.i go
going 21.--what is that building?
--______ the garden equipment is is for
where
is
building is seemed that the young man would rather remain unemployed than ____
a blue-collar
pursue
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d 23._____ adding pleasure to a meal, drinking moderate alcohol can promote for
e
s restaurant will provide a diet that _____ control weight and promote health without denying us the pleasure of
year more new cases of aids arise in south africa than _____
in any other country
all other countries
other countries
other country humans moved in groups from ____ place to ____ place in search of
food.a.a;a
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c./;/
;the other farmers, they had to plant crops in time to harvest ____ before lves
28._____ wooden buildings helps protect them from damage due to the weather.- painting
ng
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3 29._____ as 2500 b.c., the egyptians used mirrors made of highly polished early
early
early 30._____ can be seen from the charts, this year they have built more houses than they did last
is a more efficient worker brother does
his brother
his brother
brother has 3 looks as if ______ call the is seriously ill
were seriously ill
had been seriously ill
will be seriously ill looks as though ______ actually he is a worker in a is a student
were a student
has been a student
had been a student 34.--is my car ready?
--is it the one ______ there ?
be painting
painted
been painted
ng found _____ likely that the visitors had been delayed by the
m 36.a few minutes earlier and we ______ the caught
caught
have caught
to have caught 37.______ of the planets has an atmosphere around all
every one
one
t everyone were surprised to see there _____ such ____ audience at the ;a large
;many
;much
;a large me, would it bother you ____ i talked to you for just a moment?
r the bomb explosion almost nothing remained _____ the
41.______ , the gray wolf nearly disappeared from the wilds. be trapped and shot
trapped and shot
d and shot
ng and shooting scientists blame the earths sudden and violent changes ____
supernatural
4 of his longest _____ dreams was to find the remains of the wrecked g
held hard truth is that ____ tom ____ his twin brother has yet done enough to get a paing grade for the ;and
;or
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t only;but even for him there _____ , after eight months of travelling，it looked as if the whole adventure would end sadly.a.a moment arrived;when
b.a moment arrived;since
d a moment;when
d a moment;since the students expected there _____ more revision before the final
been
be water is so clear that it seems you may without the least difficulty ____
of the fish in the river.uching any one
any one
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s
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f
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21.b 22.a 23.d 24.b 25.b 26.c 27.c 28.b 29.a 30.c
31.c 32.a 33.b 34.b 35.c 36.c 37.b 38.d 39.c 40.c
41.c 42.b
43.c 44.c 45.c 46.d 47.b 48.c 49.a 50.b
高中英语语法教案篇十
高中英语语法
目录: 1名词性从句
2“it”用法及其句型和固定搭配讲解 3 高中英语语法中的省略现象 4主谓一致 5动词不定式 6 倒装结构
7定语从句 8被动语态 9祈使句 10感叹句 11疑问句 12名词
一． 主语从句
主语从句是在复合句中充当主语的从句，通常放在主句谓语动词之前或由形式主语it代替，而本身放在句子末尾。
作形式主语和it引导强调句的比较
it 作形式主语代替主语从句，主要是为了平衡句子结构，主语从句的连接词没有变化。而it引导的强调句则是对句子某一部分进行强调，无论强调的是什么成分，都可用连词that。被强调部分指人时也可用who/whom。例如：
a)it is a pity that you didn’t go to see the film.你不去看那场电影真可惜。
b)it doesn’t interest me whether you succeed or not.我对你成功与否不感兴趣。
c)it is in the morning that the murder took place.谋杀案是在早上发生的。（强调句型）
d)it is john that broke the window.是john打碎的窗户。（强调句型）
2.用it 作形式主语的结构
(1)it is ＋ 名词 ＋ 从句
it is a fact that „
事实是„
it is an honor that
„非常荣幸
it is common knowledge that
„是常识
(2)it is ＋ 形容词 ＋ 从句
it is natural that„
很自然„
it is strange that„
奇怪的是„(3)it is ＋ 不及物动词 ＋ 从句
it seems that„
似乎„
it happened that„
碰巧„
it appears that„
似乎„(4)it ＋ 过去分词 ＋ 从句
it is reported that„
据报道„
it has been proved that„
已证实„
it is said that„
据说„
3.主语从句不可位于句首的五种情况：
（1）if 引导的主语从句不可居于复合句句首。
（2）it is said /reported„结构中的主语从句不可提前。例如：
正确表达：it is said that president jiang will visit our school next week.错误表达：that president jiang will visit our school next week is said.（3）it happens/occurs„结构中的主语从句不可提前。例如：
正确表达：it occurred to him that he failed in the examination.错误表达：that he failed in the examination occurred to him.（4）it doesn’t matter how/whether „结构中的主语从句不可提前。例如：
正确表达：it doesn’t matter whether he is wrong or not.错误表达：whether he is wrong or not doesn’t matter.（5）含主语从句的复合句是疑问句时，主语从句不可提前。例如：
正确表达：is it likely that it will rain in the evening?
错误表达：is that will rain in the evening likely?
与that 在引导主语从句时的区别
what 引导主语从句时在句时在从句中充当句子成分，如主语．宾语．表语，而that 则不然。例如：
a)what you said yesterday is right.b)that she is still alive is a consolation
二．宾语从句
宾语从句就是在复合句中作宾语的名词性从句，通常放在主句谓语动词(及物动词)或介词之后。
1.作动词的宾语
(1)由that引导的宾语从句(that 通常可以省略), 例如：
i heard that be joined the army.我听说他参军了。
(2)由what, whether(if)引导的宾语从句，例如：
a)she did not know what had happened.她不知道发生了什么。
b)i wonder whether you can change this note for me.我想知道你是否能帮我改一下笔记。
(3)动词＋间接宾语＋宾语从句。例如：
she told me that she would accept my invitation.她对我说她会接受我的邀请。
2.作介词的宾语，例如：
our succe depends upon how well we can cooperate with one another.我们的成功取决于我们之间的合作。
3.作形容词的宾语，例如：
i am afraid(that)i’ve made a mistake.我恐怕我已经犯了一个错误。
注意：that 引导的从句常跟在下列形容词后作宾语：anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以将此类词后的that 从句的看作原因状语从句。
可以作为形式宾语
it 不仅可以作为形式主语，还可以作为形式宾语而真正的宾语that 从句则放在句尾，特别是在带复合宾语的句子中。例如：
we heard it that she would get married next month.我听说她下个朋就会结婚了。
5.后边不能直接跟that 从句的动词
这类动词有allow, refuse, let, like, cause, force, admire, condemn, celebrate, dislike, love, help, take, forgive等。这类词后可以用不定式或动名词作宾语，但不可以用that引导的宾语从句。如：
正确表达：i admire their winning the match.错误表达：i admire that they won the match.6.不可用that从句作直接宾语的动词
有些动词不可用于“动词＋间接宾语＋that从句“结构中，常见的有envy, order, accuse, refuse, impre, forgive, blame, denounce, advise, congratulate等。例如：
正确表达：he impreed the manager as an honest man.错误表达：he impreed the manager that he was an honest man.7.否定的转移
若主句谓语动词为think, consider, suppose, believe, expect, fancy, gue, imagine等，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。例如：
i don’t think this dre fits you well.我认为这件衣服不适合你穿。
三.表语从句
表语从句在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。可以接表语从句的连系动词有be, look, remain, seem等。引导表语从句的that常可省略。另外，常用的还有the reason is that„ 和it is because 等结构。例如： 1)the question is whether we can make good preparation in such a short time.2)this is why we can’t get the support of the people.3)but the fact remains that we are behind the other claes.4)the reason he is late for school is that he mied the early bus.四.同位语从句
同位语从句就是在复合句中作名词的同位语的名词性从句。
1.同位语从句的功能
同位语从句对于名词进一步解释，说明名词的具体内容，一般由that引导，例如：
1)the king’s decision that the prisoner would be set free surprised all the people.2)the order that all the soldiers should stay still is given by the general.2.同位语在句子中的位置
同位语从句有时可以不紧跟在它所说明的名词后面，而是被别的词隔开。例如：
he got the news from mary that the sports meeting was put off.3.同位语从句与定语从句的区别
(1)定语从句中的that既代替先行词，同时以在从句中作某个成分（主语或宾语），而同位语从句中的that是连词，只起连接主句与从句的作用，不充当句中任何成分。
(2)定语从句是形容词性的，其功能是修饰先行词，对先行词加以限定，描述定的性质或特征；同位语从句是名词性的，其功能是对名词进行补充说明。例如： 1)the news that he told me is that tom would go abroad next year.（他告诉我的消息是汤姆明年将出国。）（第一个that引导的从句是定语从句，that在从句中作宾语）
2)the news that tom would go abroad is told by him.（汤姆将出国的消息是他讲的。）（同位语从句，that在句中不作任何成分）
高一英语名词性从句专项练习
1．____he does has nothing to do with er matter whatmanager came over and asked the customer how____
the quarrel came about
e quarrel had come about
the quarrel come about
the quarrel come about is ____makes thing work.. ing ng
ation has been put forward ____ more middle school graduates will be admitted into at is ___the shenzhou v spaceship
which
y have no idea at he has gone
did he go
place has he gone
has he gone
doctor did a lot to reduce the patient’s fear ____he would die of the disease.
which
that
order came ___the soldiers ____the small village the next ;had to leave
at;should leave
c./;must leave
;should leave 9.___is no poibility ____bob can win the first prize in the ;that
;that
re;whether ;whether question came up at the meeting_____ we had enough money for our
r
_____he said really true?
r 12.____the meeting should last two days or three days doesn’t r
worried her a bit _____her hair was turning
14.???_____more countries can use natural energy in the future remains to be r
15.____he will go to work in a mountain village surprises all of us. at
r
16.____you don’t like him is none of my at
17.____all the inventions have in common is ____they have ;what at;that
;that ;what 18.____appeared to me that he enjoyed the food very
that
is widely ______that smoking can cause ed
ink
20.____caused the accident is still a complete
at
keys:
1—5 ababc 6—10 aabac 11—15 bbcab 16—20 bcbaa
第二章 “it”用法及其句型和固定搭配讲解
"it" 用法及其句型和固定搭配，是高中英语语法的重点、难点，又是近几年高考的热点，因此应给予充分的重视，现将it用法归纳如下：
一、it用作实词
表达以下概念:指代前文提到的事物，前文中的this, that；替代前文中的内容；指代一位性别不明的小孩或未知的人；指代未指明但谈话双方都知道的那件事；指代时间、天气、气候、距离等自然现象„„
二、it用作形式主语
替代作主语的从句、动词不定式、动名词，而把真正作主语的从句、动词不定式、动名词置于句尾。
it 作形式主语的常见句型：
1.代作主语的动词不定式，其句型为
(1)it be adj.(for sb.)to do sth.此处adj.通常为描述事件的形容词：easy, difficult, hard, neceary, unneceary, poible, impoible, likely, unlikely, right, wrong, important, unimportant, legal, illegal, well-mannered, ill-mannered, polite, impolite, clear, obvious, certain, suitable, proper, fit, useful, usele, dangerous…
例
it is illegal(for a teenager)to drive a car without a license.(2)it be do sth.此处adj.通常为描述人的形容词：kind, unkind, nice, rude, cruel, considerate, thoughtful, thoughtle, careful, carele, silly, foolish, stupid, clever, wise, crazy.例
its kind of you to help me with the problem.(3)it替代作主语的动名词的常见句型
its no good/use doing…
its(well)worth doing…
its(well)worth ones while doing/to do… its(well)worth while doing/ to do
例
its no use crying over spilt 替代作主语的从句常见句型
(1)it is + noun +从句
(2)it is adj.+clause
its surprising that„(should)„„„竟然„„
its a pity/shame that„(should)„„„竟然„„
例
its important that you should apologize to her for your rudene.(=its of much
例
it is no secret that the president wants to have a second term at ance that you should apologize to her for your rudene.)
(3)it verb sb.+ clause= it is v-ing + clause
it+surprise/delight/interest/disappoint/worry/disturb/annoy/amaze
/bother/concern/frighten/please/anger sat…
例
it worried me that she drove so fast.(= it was worrying that she drove so fast.)
(4)it verb(to sb.)that…= sb/sth verb to do
(verb = appear, seem, come about, emerge, follow, chance, happen, occur, transpire, turn out , work out)
例
it(so)happened/chanced that they were out.(= they happened/chanced to be out.)
(5)it is v-ed that…=sb/sth is to do
(verb=say, report, think, believe, hope, expect, agree, accept, decide, determine, intend, plan, understand, know）
例
it is said that the couple have gotten spanorced.(=the couple are said to have gotten spanorced.)
(6)it is v-ed that …(should)…
(verb=demand, request, require, order, suggest, advise, recommend
例
it is suggested that they should begin with the third question.三、it作主语的句型
takes sb.„ to do„(=sb takes„to do„)某人用多长时间做某事
例
it took the men a week to mend our roof.(= the men took a week to mend our roof.)
(just)(un)like do„（不）像某人做某事的风格
例
it was(just)like him to think of helping (about/high)time that„ should /v-ed„是该做某事的时候了
例
its(about/high)time that we should take the x-th time(that)„ have v-ed„第几次做某事了
例
its the third time that he has failed the driving test. is/has been„ since „continuous v-ed(延续性动词)某动作已有多长时间不发生了
例
its 10 years that he lived here
was(not)„ before„过(不)了多长时间某动作发生了
例
it was not long before they arrived.四、it 作形式宾语
用来替代作宾语的从句、动词不定式、动名词，而把真正作宾语的从句、动词不定式、动名词置于句尾。
it 作形式宾语的常见句型：
+ it+ adj./noun(for/of)to do/clause(verb=think, believe, suppose, consider, feel, make, keep…)
例
i think it hard for you to do the task on your own./i think it hard that youll do the task on your +it+adj./noun (ones)doing(adj.=usele/worth/worthwhile)(noun=no use/no good/worth ones while/a waste of time/money/energy/words)(verb=think, believe, suppose, consider, feel, make, keep…)
例
ill make it worth your while telling me about his +it+ important/unimportant/neceary/unneceary/natural/eential that …(should)…
verb+it+of much/great/no/little importance that…(should)…
(verb=think, believe, suppose, consider, feel, make, keep…)
例
i think it important that you(should)attendthe + it+ as+ noun/adj.+ clause(verb=accept, regard, take, see, view)
例
the lecturer takes it as encouraging when so many students attend his lecture.5.v.+it + prep.+ that…
owe it to sat„把„归功于„
leave it to sb that„把„留给某人去做
take it for granted that „想当然
keep it in mind that…
例
dont bother to arrange leave it to me to sort out.用在不能直接跟宾语从句的动词后面，尤其是表示好恶的动词后，enjoy, like, love, dislike, resent, hate, dont mind, be fond of, feel like, see to 宾语从句紧跟it之后
例
i hate it you can swim so well and i cant.用在不能直接跟宾语从句的介词后面，宾语从句紧跟it之后（except that例外）
例
im for it that you will follow their advice.五、强调句型
it is/was+被强调部分+ that(who)„ 强调句型用来强调谓语动词以外的任何句子成分。当被强调部分是人时也可以用who。
在使用强调句型时需注意以下几点：
1.请注意强调句型的特殊疑问句
例
when was it that he changed his mind to take part in the activity？
2.在强调原因状语从句时，只能强调由because所引导的从句
例
it was because he was ill that he didnt come to school yesterday.3.在强调not „ until结构时必须把not与until一起放到被强调的位置上
例
it was not until she took off her dark glaes that i realized she was my brother.4.注意强调句型与定语从句的区别
例
it was at 7 oclock that he came here yesterday.(强调句型)
it was 7 oclock when he came here yesterday.(定语从句)
六、it 常用的固定搭配
it
(1).在口语当中相当于succeed,表示：成功、做到、说定、赶上、及时到达
例
its hard to make it to the top in show busine.(2).在口语中相当于fix the date for,表示“约定好时间”
例
—shall we meet next week?
— just make it next it is
(1).相当于in fact, in reality表示“事实上，实际情况是„„”
例
we had planed to finish the task today, but as it is we probably wont finish it until next week.(2).相当于方式状语从句，表示“照原样”
例
leave the table as it it were 相当于as one might say, that is to say, 表示“也就是说，可以说，换句话说”
例
he is, as it were, a modern sherlock it werent for„/if it hadnt been for„用来引导虚拟语气，相当于without, or but for, 表示“如果不是„„，要不是„„”
例
if it werent for tom, i wouldnt be alive today.s it
(1).相当于thats so much.表示“至此为止，没有别的了”
例
you can have one more sweet, and thats it.(2).相当于 thats right.表示“对啦”
例
—i gue the key to the problem is thechoice “a”
—thats it 在口语中，相当于be punished/scolded for doing .表示“因做错事而挨骂，受责备，受批评，受惩罚”
例
well really catch it form our teacher if were late for cla it
(1).相当于say, insist表示“说，主张，表明，硬说”
例
rumour has it that they are getting spanorced.(2).相当于get to know something,表示“了解，知道，获悉”
例
i had it from john that she was going what it takes在口语中，相当于be well qualified for, 表示“具有成功的条件”
例
you can take it from me that your daughter has what it takes to be a it seems / at it!(dont give up!)相当于go on,表示“继续做，不放弃”
例
my teacher asked me to keep at it!(go on!)拼命干, 莽撞
you have done it!(you have done .)
1 youll catch it!(youll be punished.)
it happened, „ 在口语中，相当于its a pity that„, 表示“真不凑巧，真遗憾”
例
as it happened, they were it turned out,„在口语中，相当于it was found to be in the end, 表示“最后被证明是”
例
as it turned out, his statement was as it is(they are)在口语中，相当于although it may not be worth much, 表示“虽然没有多大价值”
例
you can borrow my exam notebook, such as it it/things easy.相当于dont worry or dont hurry.用来劝告别人，表示“不要慌，别担心，存住气”
例
take it easy!he will do it it from me.在口语中，相当于believe me what i say.表示“请相信我的话，我敢担保”
例
you can take it from me that he will make it this what it is worth„在口语中，相当于although im not sure its of value, 表示“不管其价值如何”
例
here is the article i promise you, for what its it 在口语中，相当于useful, 表示“有好处，值得做”
例
dont hesitate about it!its worth e it or not.表示“信不信由你”
例
believe it or not, tom is getting married to mary next it or leave it.v.要么接受要么放弃
例
that is my last can take it or leave all depends/that all depends 在口语中，相当于it hasnt been decided yet, 表示“那得看情况，还没有定下来”
例
—are you going to the countryside for holiday?
—it/that all up to sb.在口语中，相当于its decided by sb.表示“由„„决定，由„„负责，取决于„„”
例
—shall we go out for dinner?
—its up to you.“it”用法及其句型和固定搭配专练
it during the second world war_____ he died?
which
n(88)
____ neceary to complete the design before national day?
at
(89)
3.i dont think ____ poible to master a foreign language without much memory work.
at
(91)
______ matter if he cant finish the job on time? at (91) was not _____ she took off her glaes _____ i realized she was a famous film , that
, that
, that
, then(92)6.i was disappointed with the film.i had expected ______ to be much better.
(93)
was not until 1920 ______ regular radio broadcasts
(94)
8.______is a fact that english is being accepted as an international
(95)
was only when i reread this poems recently _____ i began to appreciate their
at
(97)
10.i hate_____when people talk with their mouths
at
m(98)
is the ability to do the job _____ matters not where you come from or what you
at
(2000)
12.i like ___ in the autumn when the weather is clear and bright.(2004)
at
13.—do you like ___ here?
—oh, air, the weather, the way of hing is so nice.(全国卷)
ese
needed a new cupboard for the peter made ___ from some wood.(全国卷)
f
r
foreign minister said, " _____ our hope that the two sides will work towards peace."(2004北京)
is ere is is
is
16._____ is reported in the newspaper, talks between the two countries are making progre.(2004北京)
17.—how often do you eat out?(2004, 天津)—________, but usually once a no idea
depends
usual
lly speaking wanted to get home before dark, but it didnt quite _____ as planed.(2004浙江卷) out
out
on
up
19.—what do you want to do next? we have half an hour until the basketball game.—er you want to do is fine with me. just depends
s up to you
right
to hear that
was ____ back home after the until midnight did he go midnight that he didnt go until midnight that he went midnight when he didnt go
keys:
1-5 acddb 6-10 dcdba
11-15 acdbd 16-20 bbbbc
第三章 高中英语语法中的省略现象
在英语语言中，为了使语言简洁明了，重点突出或上下文紧密相连，可以省去某些句子成分而保持句子愿意不变，这种语言现象称之为省略。现就英语中的种种省略现象分析如下：
一、并列复合句中的省略
在并列句中后边的分句可以省略与前边分句中相同的成分。如：
a)the boy picked up a coin in the road and(the boy)handed it to a policeman.这个男孩在马路上拾起一枚硬币并把他交给了警察。
b)your advice made me happy but(your advice made)tom angry.你的建议使我高兴但使汤姆生气。
c)tom must have been playing basketball and mary(must have been)doing her homework.汤姆肯定一直在打篮球，玛丽一直在写作业。
d)gao xiumin was born in 1959 and fu biao(was born)in 1963.高秀敏出生于1959年，傅彪出生于1963年。
二、主从复合句中的省略
1．状语从句中的省略
一般说来省略现象多出现在下列五种状语从句中：由 when ,while ,as ,before, after , till, until, once等引导的时间状语从句；由whether ,if , unle 等引导的条件状语从句；由though , although ,even if ,whatever等引导的让步状语从句；由 as ,than 等引导的比较状语从句；由as, as if , as though 等引导的方式状语从句。上述状语从句在省略时应遵循下面原则： 1)当状语从句的主语与主句的主语一致时，可以省略状语从句的主语和系动词be，这时从句中可出现如下结构：(1)连词（as, as if , once）+ 名词;(2)连词（though, whether , when）+形容词；(3)连词(whether, as if ,while)+介词短语；(4)连词(when , while , though)+ 现在分词；(5)连词(when ,if ,even if ,unle ,once ,until, than , as)+ 过去分词；(6)连词(as if ,as though)+ 不定式。如：
a)once(he was)a worker ,pang long now becomes a famous singer.庞龙曾经是个工 人，现在变成一位著名的歌手。
b)work hard when(you are)young ,or youll regret.趁年轻要努力学习，要不然你会后悔的。
c)he looked everywhere as if(he was)in search of something.他到处看似乎在找什么东西。d)while(he was)holding talks with president hu jintao ,us president george thanked china for its important role in the six-party talks.美国总统布什在与胡锦涛主席会谈时，感谢中国在六方会谈中起的重要作用。
e)the exhibition is more interesting than(it was)expected.这次展览比被预料的有趣的多。
f)olympic gold medallist hurdler liu xiang opened his lips as if(he were)to speak。奥林匹克金牌获得者跨栏运动员刘翔张开嘴好像要说什么。注意：
1)当从句的主语和主句的宾语一致时，间或也有这样的省略,如：
her father told her to be careful when(she was)croing the street.当她过马路时父亲告诉她要当心。
2)当从句的主语是 it，谓语动词中又含有系动词be 时，可以把it和系动词be一起省略。此时构成连词(if , unle ,when , whenever)+形容词的结构。如：
unle(it is)neceary ,youd better not refer to the dictionary.如果没有必要，你最好不要查字典。
2．定语从句中的省略
1）一般说来，在限制性定语从句中，作宾语的关系代词 that ,which , whom 可以省略；如：
is this reason(that)he explained at the meeting for his carelene in his work?这就是他在会上解释他工作中粗心的原因吗？（2002上海春季）
而在非限制性定语从句中作宾语的关系代词 which , whom 不可以省略。试比较：
tom(whom)you saw yesterday fell ill.(whom可以省)你昨天见到的汤姆病倒了。
tom , whom you saw yesterday ,fell ill.(whom不可以省)汤姆病倒了，你昨天见到他了。
2）在口语和非正式用语中，关系副词when ,where , 和 why 经常用that 来代替，甚至还可省略。如：
a)this is the first time(when/that)he had trouble with the bo.这是他第一次麻烦老板。
b)he wants to find a good place(where/that)we can have a picnic during the “golden week ”holiday.他想找一个能在黄金周期间野餐的好地方。
c)could you tell us the reason(why/that)he was so unhappy ? 你能告诉我们他为什么如此不高兴吗？
3）当先行词为表示方式的 the way 时，从句不能用 how 来引导，应该用that 或 in which，或将它们全部省略。如：
i dont like the way(that/in which)you laugh at her.我不喜欢你嘲笑他的行为。
3．宾语从句中的省略
1）在及物动词后面所接的宾语从句中，连词that 一般可以省略；但如果及物动词后面是由that引导的两个或两个以上的并列的宾语从句，那么只有第一个that可以省略。如：
a)i think(that)the reform of the renminbis exchange rate is neceary.我认为人民币兑换率的改革是必要的。
b)he said(that)the anti-seceion law had been paed and that president hu jintao had signed a presidential order 他说《 反分裂国家法》已被通过，而且胡锦涛主席已签署了主席令。2）由 which , when ,where , how,和 why 引导的 宾语从句，可以全部或部分省略。如：
a)i know that nba star yao ming will come to our city but i don’t know when(he will come to our city).我知道nba明星要到我们城市来但我不知道他什么时候来。
b)he wants to move abroad but his parents wonders why(he wants to move abroad)他想搬迁到国外但他的父母想知道为什么。
4．在与suggest ,request ,order ,advise 等词相关的名词性从句中，须用虚拟语气形式“should +动词原形”，should可以省略。如：
chirac, president of the republic of france suggested that the china-france culture year(should)last long in various forms.法国总统希拉克建议中法文化年以各种各样的形式长期持续。
5．主句省略多用于句首。如：
(it is a)pity that i didn’t go to marys birthday party yesterday.很遗憾，我昨天没有去参加玛丽的生日聚会。
6．在答语中，主句可全部省略。如：
—why were you absent from school last friday ?—(i was absent from school)because my mother was ill.—上周五你为什么没有上学？—因为我妈妈病了。
三、简单句中的省略
1．省略主语
1）祈使句中的主语通常被省略 如：
(you)open the door, please.请开一下门。
2)其它省略主语多限于现成的说法 如：
a)(i)thank you for your help 谢谢你的帮助。
b)(it)doesn’t matter.没关系。
2．省略主谓语或主谓语的一部分 如：
a)(there is)no smoking.禁止抽烟
b)(is there)anything else ? 还有其他事吗 ？
c)(you come)this way please.请这边走。
d)(will you)have a smoke ? 抽烟吗 ？
3．省略宾语 如：
—do you know ? 你认识李先生吗？—i don’t know(him.)我不认识他 4．省略表语 如：
—are you thirsty ? 你30岁了吗？ yes , i am(thirsty).是的，我是。
5．同时省略几个成分 如：
a)—are you feeling better now? 你觉得好些了吗 ？—(i am feeling)much better(now)好多了。
b)(i wish)good luck(to you).祝你好运/祝你顺利。
四、动词不定式省略，只保留to 的场合1．不定式作某些动词的宾语时，这些动词常见的有：love, like, care, wish, hope, expect, prefer, refuse, mean , try , oblige , advise , persuade , agree , want , afford , forget , remember , try , manage等。如：
a)—you should have thanked her before you left.—i meant to ,but when i was leaving i couldn’t find her anywhere.—你本该在离开前谢谢她。—我本打算这么做，但当我就要离开的时候我却找不到她了。（2000上海春）
b)you can do it this way if you like to.如果你想做，你可以这么做。
2．不定式作某些动词的宾语补足语或主语补足语时，这些动词常见的有：ask , tell ,advise, force, persuade, wish, allow, permit , forbid ,expect, order ,warn 等。如 ：
a)the boy wanted to ride his bicycle in the street ,but his mother told him not to.男孩想在街上骑他的自行车，但他母亲不让。(nmet1995)b)she wants to come but her parents won’t allow her to(come).她想来，可是她父母不让。
3．不定式在句中作某些形容词的状语时，常见的形容词有：happy, glad ,eager , anxious , willing , ready 等。如：
—i will be away on a busine you mind looking after my cat ?
—not at all.i would be happy to(look after your cat).—我要出差，你能帮我照顾一下我的猫吗？—没关系，我很愿意。
4．不定式作某些复合谓语时，常见结构如：be able to, be going to, have to, ought to, used to等。如：
he doesn’t like fish but he used to 他现在不喜欢吃鱼，但过去喜欢。
五、动词不定式to 的省略
1．主语部分有to do ,系动词 is 或 was 时，作表语的不定式通常省去to。如：
the only thing you have to do is pre the button.你必须做的惟一事情是按按钮。
2．作介词but ,expect ,besides 的宾语，前面又有实意动词 do时，不定式通常省去to.如：
he said that chen shuibian had nothing to do except push a pro-“independence” timetable.他说陈水扁除了推进支持“独立”的时间表外，什么也没有做。
3．主语部分暗含to do，表语中的不定式通常省去to。如：
all i want(to do)is go to school and study hard.我想要（做）的就是上学，努力学习。
4．当两个或多个不定式并列时，其后的不定式符号可以省略，但有对比关系时不可省略。如：
it is easier to say than to do.说起来容易，做起来难。
5．在would rather„than„ 等结构中，不定式符号常常要省略.如：
i would rather stay at home than go to see a film.我宁愿呆在家也不愿去看电影。
6．在see ,watch ,notice ,hear, listen to ,look at ,feel ,have, make, let ,observe 等词后作宾语补足语时省略不定式符号to；why(not)do 结构 中, 不定式不带to。如：
a)i saw her enter the room.我看见她进入了房间
b)why not join us ?为什么不加入到我们的行列里来呢？
六．其他一些省略结构
1．名词所有格修饰的名词，若表示住宅、店铺、教堂或上下文已暗示或明确指出过的事物时，常常可以省略。如：
we spent the weekend at the marys.我们在玛丽家过的周末。
2．what和 how引导的感叹句中，常可省略主语 it 和be动词 如：
a)what a wonderful victory(it is)for tom!这对tom来说是个多么大的胜利呀！
b)how beautiful(it is)to be treated like a normal child.被当作一个正常孩子对待对他而言是多么美妙的一件事呀。
第四章 主谓一致
主谓一致(subject-verb agreement)，指”人称”和”数方面的一致关系.如: he is going are playing football.可分为:语法一致, 内容一致, 就近一致.(一)语法一致原则: 即主语为单数,谓语用单数,主语为复数,谓语也用复数.以下为注意事项: 1.单数主语即使后面带有with , along with, together with, like(象), but(除了),except, besides, as well as, no le than, rather than(而不是), including, in addition to 引导的短语, 谓语动词仍用单数.如: air as well as water is one except two servants was late for the dinner.除了两个仆人外, 没有一个人迟来用餐。
2.用and连接的并列主语,如果主语是同一个人,同一事,同一概念, 谓语动词用单数, 否则用复数.如:
the poet and writer has come.那位诗人兼作家来了.(一个人)a hammer and a saw are useful tools.锤子和锯都是有用的工具.(两样物)用and连接的成对名词习惯上被看成是一个整体, 如:bread and butter(黄油抹面包), knife and fork(刀叉)等作主语时, 谓语动词用单数。
3.不定式(短语), 动名词(短语), 或从句作主语时, 谓语动词用单数.如: serving the people is my great we’ll go out for an outing has been decided.我们什么时候出去郊游已决定了。
4.用连接的并列主语被each, every 或no修饰时, boy and every girl likes to go teacher and no student was absent from the man and(each)woman is asked to help.每个男人和每个女人都被请去帮忙。
of + 复数代词, 谓语动词用单数.复数代词+each, 谓语动词用单数.如: each of us has something to say.我们每个人都有话要说。
6.若主语中有more than one 或many a/an , 尽管从意义上看是复数, 但它的谓语动词仍用单数。但more+复数名词+than one做主语时, 谓语动词仍用复数.如: many a boy likes playing than one student was late.不只一个学生迟到
more persons than one come to help us.不止一个人来帮助我们。
做主语时,谓语动词可用单数, 也可用复数;但在代表不可数的东西时总是看作单数,因而谓语动词要用单数.如: none of us are(is)perfect.人无完人。
none of this worries me.这事一点不使我着急。
8.名词如: trousers, sciors, clothes, goods, glaes 等作主语时, 谓语动词必须用复数.如: his clothes are good.但这些名词前若出现 a pair of , 谓语一般用单数.如: a pair of glaes is on the desk.桌上有一副眼镜。9.形复意单名词如:news;以ics 结尾的学科名称如: physics, mathematics, economics;国名如: the united states;报纸名如: the new times;书名如: arabian night;以及the united nations 等作主语时, 谓语动词用单数。
10.“a +名词+and a half “, “one and a half + 名词”, “the number of + 名词” 等作主语时, 谓语动词要用单数.如: only one and a half apples is left on the table.注意: one or two + 复数名词作主语, 谓语动词用复数形式, 如: one or two places have been visited.参观了一两个地点。
(二)内容一致原则:
1.主语中有all, half, most, the rest等, 以及”分数或百分数+名词”做主语时,谓语动词单复数取决于连用的名词.如: the rest of the bikes are on sale today.剩下的自行车，今天出售。
60%of the apple was eaten by little boy.这个苹果的60%都被这个小男孩吃了。most of the apples were rotten.大部分的苹果都是烂的。most of the apple was eaten by a rat.这个苹果的大部分被老鼠吃了。
2.不定数量的词组, 如:part of , a lot of , lots of , one of , a number of , plenty of等作主语时, 谓语动词的单复数取决于量词后面名词的数.如: a part of the textbooks have arrived.一小部分教科书已运到。
a part of the apple has been eaten up by the pig.这个苹果的一部分被猪吃光了。
3.加减乘除用单数.如: fifteen minus five is ten.15减去5等于10。
4.表示时间, 金钱, 距离, 度量等的名词做主语时, 尽管是复数形式, 它们做为一个单一的概念时, 其谓语动词用单数.如: ten miles is a good distance.十英里是一个相当的距离。
5.(1)通常作复数的集体名词.包括police , people, cattle 等, 这些集体名词通常用作复数.如:
the british police have only very limited powers.(2)通常作不可数名词的集体名词.包括equipment, furniture, clothing, luggage 等.(3)可作单数也可作复数的集体名词.包括 audience, committee, government, family, enemy, group, party, team, public 等.如: the committee has/have decided to dismi him.委员会决定解雇他。
+形容词/过去分词形式”表示一类人或事物, 作主语时, 谓语动词用复数.如: the injured were saved after the fire.(三)就近原则
1.由here, there, where 等引导的倒装句中,(有时主语不止一个时)谓语动词与靠近它的主语在数上一致.如: here comes the bus is a pen and some pieces of paper for you.给你一支钢笔和几张纸。where is your wife and children to stay while you are away? 你不在这儿的时候, 你爱人和孩子在哪儿呆呢？
2.用连词or, either....or, neither„.nor, not only„.but also 等连接的并列主语, 谓语动词与靠近它的主语在数上一致。如：
neither the students nor the teacher knows anything about it or you have taken my pen.他或你拿了我的钢笔。
注意: one of +复数名词+who/that/which 引导的定语从句中, 定语从句的动词为复数。如： mary is one of those people who keep pets.玛丽是饲养宠物者之一。
the only one of +复数名词+ who/that./which 引导的定语从句中，定语从句的动词应为单数。mary is the only one of those people who keeps pets.玛丽是唯一一个饲养宠物的人。
主谓一致练习
60 percent of the students _____ from the south, the rest of them _____ from the north and foreign /is
/are
/are
of the workers here _____ under 30 /years
/year old
/years old
/years of age tom with his clamates _____ football on the
playing
s
playing number of pages in this dictionary _____ about two
dollars _____ too
audience _____ so large that no seat was left unoccupied in the great
secretary and principal _____ at the meeting now. speaking
speaking
making a speech a speech 8."if anybody _____, please put down _____ name," said the teacher to the to buy the book/his
to buy the book/their buy the book/ones
to have the book bought/her g but one desk and six chairs _____ in the
stayed
left arrived at the station, was found that the train had left &nb, sp;, e trai, n had left train was found left
found that the train had left n the two roads _____ a tv tower called "skyscraper tower".
ng
stands
of you _____ going there
as well _____ right.a.i are
b.i am
i am
i are but dick _____ in cla three this
15.--shall i wait here for three hours?
-- hours ___, __ t, , , , , o wait for such a not very long for you
not long enough fo, , , , , r you not long enough for you
be too long for you to get the materials and how to get them _____ at the not discued
not been discued not discued
not been discued 17.i took mathematics and physics because i think that _____ very important for me to make further research in this is
ey are
are student and every teacher going to attend the meeting
attended the meeting attended the meeting
attended the meeting fourths of the bread _____ by bob, and the rest of the bread _____ left on the eaten/were
re eaten/was
eaten/were
eaten/was pair of shoes her
hers
hers
her ______ no life on the said to have
said to have
said to be
said to be 22.a group of ______ are eating ______ and ______ at the foot of the hill ;gra;leaves
graes leaves ;gra leaf
gra leafs family raise a lot of _______, including s cows
cattle cows
, cattles 2 he says and what he not agree
not agree not agree with agree boy and the girl each ______ their own their own her own her own is the only one among the ______ writers who ______stories for , writes write writes
write railway station is ______from our hour`s drive
hours` drive hour drive hours drive and john`s ______. is a teacher
s are teachers
are teachers
s are teacher 29.a great deal of talking and listening that ______ under casual circumstance may seem to be occurred
occurred
30._______ the claroom needs to be the offices or
e offices and
the office and
office and -fourths of the homework finished been finished finished been finished than 60 percent of the world’s radio programmes ______in
33.______work has been done to improve the people`s living standard a.a great deal of
b.a great many
c.a large number of
rest of the magazines ______ within half an sold out
sold out
sold out
sold out ______ a lot of sugar in the
36.“all ______present and all ______going on well”, our monitor is
, are
is
are day the league secretary and monitor ______ asked to make a speech at the
.38.mary as well as her sisters ______ chinese in studying
studied
s
rich______ not always happy.
40.______can be done , have been that ,have been
has
that ,has been of the plans ______equally
4 police ______the murderer everywhere when he suddenly appeared in a searching
re searching for
searching
searching for trousers ______dirty, you must have______ it
it
them
them 4 olympic games ______held every four years
years
year
year is the oly one of the students
46.______a good enough price for this book
yuans are yuan are
yuans is
yuan is bird and no beast ______in the lonely island seen
seen
means ______prevent the water from______ used to polluting
used to polluting used to , polluted
used to ,being polluted of the ______in the r has his own room
rs have their own room r have their own room
s has his own room we need ______good
you said just now______to do with the matter we are something
something
something
something your parents or your elder brother ______to attend the meeting
going
r of the novels which ______popular with us ______been translated into has
have
have
has boy and every girl ______to attend the evening
hoping 55._______ has been —nine percents of the work
of what he promised -fifths of the articles
quarter of the busine
答案：
1-5 bdddb
6-10 abacd
11-15 acdab
16-20 dbcdb 21-25 cacba
26-30cbaca
31-35 ccadc
36-40cbcad
41-45 bbcbd
46-50 dbddb
51-55 baabb
第五章
动词不定式
1 不定式作宾语 1)动词+ 不定式
afford, aim, appear, agree, arrange, ask, be, decide, bother, care, choose, come, dare, demand, desire, determine, expect, elect, endeavor, hope, fail, happen, help, hesitate, learn, long, mean, manage, offer, ought, plan, prepare, pretend, promise, refuse, seem, tend, wait, wish, undertake
the driver failed to see the other car in time.司机没能及时看见另一辆车。i happen to know the answer to your question.我碰巧知道你那道问题的答案。
2)动词+不定式；动词+宾语+不定式
ask, beg, choose, expect, hate, help intend like, love, need prefer, prepare, promise, want, wish
i like to keep everything tidy.我喜欢每件东西都保持整洁。i like you to keep everything tidy.我喜欢你使每件东西都保持整洁。i want to speak to tom.我想和汤姆谈话。i want you to speak to tom.我想让你和汤姆谈话。
3)动词+疑问词+ to decide, know, consider forget, learn, remember, show, understand, see, wonder, hear, find out, explain, tell
please show us how to do that.请演示给我们如何去做。
there are so many kinds of tape-recorders on sale that i cant make up my mind which to buy.有这么多的录音机，我都拿不定主意买哪一种。
注意
疑问词带不定式在句中作成分时，谓语动词用单数。如：the question is how to put it into practice.问题是怎样把它付诸实施。
2.不定式作补语
1)动词+宾语+不定式(to do)advise, allow, appoint, believe, cause, challenge, command, compel, consider, declare, drive, enable, encourage, find, forbid, force, gue, hire, imagine, impel, induce, inform, instruct, invite, judge, know, like, order, permit, persuade, remind, report, request, require, select, send, state, suppose, tell, think, train, trust, understand, urge, warn
will not allow us to play on the street.父亲不让我们在街上玩耍。 believe him to be guilty.我们相信他是有罪的。
find 的特殊用法
find 后可用分词做宾补，或先加形式宾语，再加形容词，最后加带to 的动词不定式。find后也可带一个从句。此类动词还有get，have。
i found him lying on the ground.i found it important to learn.i found that to learn english is important.典型例题
the next morning she found the man ___ in bed，
答案：的宾语后面，用分词或分词短语，起宾语补足语作用。现在分词表达主动，也表达正在进行，过去分词表达被动。
2)to + be 的不定式结构，作补语的动词。
acknowledge, believe, consider, think, declare(声称), discover, fancy(设想), feel, find, gue, judge, imagine, know, prove, see(理解), show, suppose, take(以为), understand
we consider tom to be one of the best students in our cla.我们认为汤姆是班上最好的学生之一。
典型例题
charles babbage is generally considered ___ the first computer. invent ing
have invented
invented
答案：a.由consider to do sth.排除b、d。.此句只说明发明这一个事实，不定式后用原形即可。而c为现在完成时，发明为点动词一般不用完成时，且此处也不强调对现在的影响，因此不选c。
3)to be +形容词
seem, appear, be said, be supposed, be believed, be thought, be known, be reported, hope, wish, desire, want, plan, expect, mean
the book is believed to be uninteresting.人们认为这本书没什么意思。
4)there be+不定式
believe, expect, intend, like, love, mean, prefer, want, wish, undrstand
we didnt expect there to be so many people there.我们没料到会有那么多人在哪里。
注意
有些动词需用as 短语做补语，如regard, think believe, take, regard tom as our best teacher.我们认为汤姆是我们最好的老师。mary took him as her father.玛丽把他当作自己的父亲。
3.不定式作主语
1)its easy(for me)to do that.我做这事太容易了。
easy, difficult, hard, important, poible, impoible, comfortable, neceary, better;the first, the next, the last, the best, too much, too little, not enough
its so nice to hear your voice.听到你的声音真高兴。
its neceary for you to lock the car when you do not use it.当你不用车的时候，锁车是有必要的。
2)its very kind of you to help us.他帮助我们，他真好。
kind, nice, stupid, rude, clever, foolish, thoughtful, thoughtle, brave, considerate(考虑周到的), silly, selfish(自私的)
it was silly of us to believe him.我们真愚蠢，竟然相信了他。
it seemed selfish of him not to give them anything.他不给他们任何东西，这显得太自私了。
注意
1)其他系动词如，look，appear等也可用于此句型
2)不定式作为句子成分时，动词用单数形式。
3)当不定式作主语的句子中又有一个不定式作表语时，不能用it is„ to„的句型(对)to see is to believe.百闻不如一见。(错)it is to believe to for sb.和 its of sb.1)for sb.常用于表示事物的特征特点，表示客观形式的形容词，如easy, hard, difficult，interesting, impoible等：
its very hard for him to study two languages.对他来说学两门外语是很难的。
2)of sb的句型一般用表示人物的性格，品德，表示主观感情或态度的形容词，如good, kind, nice, clever, foolish, right。
its very nice of you to help me.你来帮助我，你真是太好了。
for 与of 的辨别方法
用介词后面的代词作主语，用介词前边的形容词作表语，造个句子。如果道理上通顺用of，不通则用for。如：you are nice.(通顺，所以应用of)。he is hard.(人是困难的，不通，因此应用for。)
4.不定式作表语
不定式可放在be动词后面，形成表语。例如： my work is to clean the room every dream is to be a doctor.5.不定式作定语
不定式做定语通常要放在被修饰的词后。例如： i have a lot of work to he made some candles to give light.6.不定式作状语 1)目的状语
to„ only to(仅仅为了), in order to, so as to, so(such)„ as to„(如此„„以便„„)he ran so fast as to catch the first bus.他飞快地跑以便赶上第一班车。i come here only to say good-bye to you.我来仅仅是向你告别。
2)作结果状语，表事先没有预料到的，要放在句子后面。what have i said to make you searched the room only to find nothing.3)表原因 im glad to see you.典型例题
the chair looks rather hard, but in fact it is very comfortable to
on
seat
sat on 答案：b.如果不定式为不及物动词，其后应有必要的介词。当动词与介词连用时，常位于"形容词+动词不定式"结构的末尾。
用作介词的to to 有两种用法：一为不定式+动词原形； 一为介词+名词/动名词, to 在下面的用法中是第二种，即to+ 名词/动名词：admit to承认，confe to承认，be accustomed to习惯于，be used to习惯于，stick to 坚持，turn to开始，着手于，devote oneself to 献身于，be devoted to 致力于，look forward to 盼望，pay attention to
注意
省to 的动词不定式
1)情态动词(除ought 外，ought to)： 2)使役动词 let, have, make：
3)感官动词 see, watch, look at, notice , observe, hear, listen to, smell, feel, find 等后作宾补，省略to。
注意
在被动语态中则to 不能省掉。
i saw him dance.=he was seen to bo made them work the whole night.=they were made to work the whole night.4)would rather，had better： 5)why„ / why not„：
6)help 可带to，也可不带to, help sb(to)do sth：
7)but和except：but前是动词do时，后面出现的动词用不带to的动词不定式。8)由and, or和than连接的两个不定式，第二个to 可以省去：
9)通常在discover, imagine, suppose, think, understand等词后，可以省去to be：he is supposed(to be)nice.他应该是个好人。举例：he wants to move to france and marry the wants to do nothing but go out.比较：he wants to do nothing but go wants to believe anything but to take the medicine.典型例题
1)----i usually go there by train.----why not ___ by boat for a change?
try going
to go
try and go
going
答案： not 后面接不带to 的不定式，因此选d。2)paul doesnt have to be made always works
learn
d
ng
答案：后接不带to 的动词不定式，当其用于被动时，to 不可省略。
动词不定式的否定式
tell him not to shut the window„
she pretended not to see me when i paed by.我走过的时候，她假装没看见。
典型例题
1)tell him ___ the window. shut not
to shut
not shut
shut
答案：b。tell sb to do sth 的否定形式为tell sb not to do sth.2)she pretended ___ me when i paed to see
seeing
not see
not seen
答案：a。pretend 后应接不定式。其否定形式为pretend not to do sth.。
3) warned her daughter ___ after to drive
never driver driving
drive
答案：a。warn sb to do sth.的否定形式为warn sb not to do sth.此处用的是否定词never.4)the boy wanted to ride his bicycle in the street，but his mother told him to
to do
do it
not to
答案：a。not to 为not to do it 的省略形式。可以只用to这个词，而不必重复整个不定式词组。及物动词do后应有名词、代词等，否则不对，因此b，d不对。5)the patient was warned ___ oily food after the operation. eat no
not
to eat eating 答案：c。warn一词要求后用不定式，此处为不定式的被动，否定形式为be warned not to do。
不定式的特殊句型too„to„
1)too„to
太„以至于„
he is too excited to speak.他太激动了，说不出话来。
----can i help you ? 需要我帮忙吗?----well, im afraid the box is too heavy for you to carry it, but thank you all the same.不用了。这箱子太重，恐怕你搬不动。谢谢您。
2)如在too前有否定词，则整个句子用否定词表达肯定，too 后那个词表达一种委婉含义，意 为"不太"。
its never too late to mend.(谚语)改过不嫌晚。
3)当too 前面有only, all, but时，意思是：非常„ 等于very。im only too pleased to be able to help you.我非常高兴能帮助你。he was but too eager to get home.他非常想回家。
不定式的特殊句型so as to 1)表示目的；它的否定式是so as not to do。
tom kept quiet about the accident so as not to lose his job.汤姆对事故保持沉默是为了不丢掉他的工作。
go in quietly so as not to wake the baby.轻点进去，别惊醒了婴儿。2)so kind as to---劳驾
would you be so kind as to tell me the time? 劳驾，现在几点了。
不定式的特殊句型why not "why not +动词原形"表达向某人提出建议，翻译为："为什么不„„?" "干吗不„„?" 例如：why not take a holiday? 干吗不去度假?
不定式的时态和语态
时态语态
主动
被动
一般式
to do to be done
进行式
to be doing
完成式
to have done to have been done 完成进行式
to have been doing
1)现在时：一般现在时表示的动词，有时与谓语动词表示的动作同时发生，有时发生在谓语动词的动作之后。
he seems to know this.i hope to see you again.= i hope that ill see you again.我希望再见到你。2)完成时：表示的动作发生在谓语动词表示的动作之前。im sorry to have given you so much seems to have caught a cold.3)进行时： 表示动作正在进行，与谓语动词表示的动作同时发生。he seems to be eating something.4)完成进行时：
she is known to have been wreaking on the problem for many years.动名词与不定式
1)动名词与不定式的区别：
动名词表达的是： 状态，性质，心境，抽象，经常性，已发生的 不定式表达的是： 目的，结果，原因，具体，一次性，将发生的 2)接不定式或动名词，意义相同。
3)动名词与不定式语义不同的有11 组：
stop to do stop doing
forget to do forget doing
remember to do remember doing
cease to do cease doing
try to do try doing
go on to do go on doing
afraid to do
afraid doing
interested to do interested doing
mean to do mean doing
regret to do regret doing
begin/start to do begin/start doing
特殊词精讲
stop doing/to do stop to do 停止，中断做某事后去做另一件事。stop doing 停止做某事。
they stop to smoke a cigarette.他们停下来，抽了根烟。i must stop smoking.我必须戒烟了。
典型例题 she reached the top of the hill and stopped ___ on a big rock by the side of the path. have rested g
rest 答案：c。由题意可知，她到了山顶，停下来在一个路边的大石头上休息。因此，应选择"stop to do sth.停下来去做另一件事"。而不仅仅是爬山动作的终止，所以stop doing sth.不正确。stop doing/to do
forget doing/to do forget to do 忘记要去做某事。(未做)forget doing 忘记做过某事。
(已做)the light in the office is stil forgot to turn it off.办公室的灯还在亮着，它忘记关了。(没有做关灯的动作)he forgot turning the light off.他忘记他已经关了灯了。(已做过关灯的动作)dont forget to come tomorrow.别忘了明天来。(to come动作未做)
典型例题
----the light in the office is still on.----oh, i g it off
it off
turn it off
turned it off 答案：c。由the light is still on 可知灯亮着，即关灯的动作没有发生，因此用forget to do sth.而forget doing sth表示灯已经关上了，而自己忘记了这一事实。此处不符合题意。
remember doing/to do remember to do 记得去做某事
(未做)remember doing 记得做过某事
(已做)remember to go to the post office after school.记着放学后去趟邮局。dont you remember seeing the man before? 你不记得以前见过那个人吗?
regret doing/to do regret to do
对要做的事遗憾。(未做)regret doing
对做过的事遗憾、后悔。(已做)i regret to have to do this, but i have no choice.我很遗憾必须这样去做，我实在没有办法。i dont regret telling her what i thought.我不为告诉她我的想法而后悔。
典型例题
---you were brave enough to raise objections at the meeting.---well, now i regret ___ that. do
be doing
have done
done 答案：d。regret having done sth.对已发生的事感到遗憾。regret to do sth.对将要做的事感到遗憾。本题为对已说的话感到后悔，因此选d。
cease doing/to do cease to do
长时间，甚至永远停做某事。
cease doing
短时停止做某事，以后还会接着做。
that department has ceased to exist forever.那个部门已不复存在。the girls ceased chatting for a moment when their teacher paed by.姑娘们在老师走过时，停了会聊天。
try doing/to do try to do
努力，企图做某事。
try doing
试验，试着做某事。
you must try to be more careful.你可要多加小心。
i tried gardening but didnt succeed.我试着种果木花卉，但未成功。
go on doing/to do go on to do 做了一件事后，接着做另一件事。go on doing
继续做原来做的事。
after he had finished his maths，he went on to do his physics.做完数学后，他接着去做物理。go on doing the other exercise after you have finished this one.作完这个练习后，接着做其他的练习
be afraid doing/to do be afraid to do 不敢，胆怯去做某事，是主观上的原因不去做，意为"怕"；
be afraid of doing 担心出现doing的状况、结果。doing 是客观上造成的，意为"生怕，恐怕"。
she was afraid to step further in gra because she was afraid of being bitten by a snake.她生怕被蛇咬着，而不敢在草丛中再走一步。
she was afraid to wake her husband.她不敢去叫醒她丈夫。she was afraid of waking her husband.她生怕吵醒她丈夫。
be interested doing/to do interested to do
对做某事感兴趣，想了解某事。
interested in doing
对某种想法感兴趣，doing 通常为想法。
i shall be interested to know what happens.我很想知道发生了什么事。(想了解)im interested in working in switzerlan you have any idea about that? 我对在瑞士工作感兴趣。你想过这事吗?
(一种想法)
mean to doing/to do mean to do
打算、想
mean doing 意味着
i mean to go, but my father would not allow me to.我想去，但是我父亲不肯让我去。to raise wage means increasing purchasing power.赠加工资意味着增加购买力。
begin(start)doing/to do begin / start to do sth
begin / start doing sth.1)谈及一项长期活动或开始一种习惯时， old were you when you first started playing the piano? 你几岁时开始弹钢琴？ 2)begin, start用进行时时，后面动词用不定式to do i was beginning to get angry.我开始生起气来。
3)在attempt, intend, begin, start 后接know, understand, realize这类动词时，常用不定式to do。i begin to understand the truth.我开始明白真相。4)物作主语时
it began to melt.感官动词 + doing/to do 感官动词 see, watch, observe, notice, look at, hear, listen to, smell, taste, feel + do
表示动作的完整性，真实性；+doing 表示动作的连续性，进行性
i saw him work in the garden yesterday.昨天我看见他在花园里干活了。(强调"我看见了"这个事实)i saw him working in the garden yesterday.(强调"我见他正干活"这个动作)昨天我见他正在花园里干活。
典型例题
1)they knew her very had seen her ___ up from
growing
grow 答案：a.因题意为，他们看着她长大，因此强调的是成长的过程，而非正在长的动作，因此用see sb do sth 的句型。
2)the miing boy was last seen ___ near the g
be playing
play 答案：a.本题强调其动作，正在河边玩，应此用see sth句型。
第六章 倒装结构
一 全部倒装
全部倒装是指将句子中的谓语动词全部置于主语之前。此结构通常只用与一般现在时和一般过去时。常见的结构有：
, there, now, then, thus等副词置于句首, 谓语动词常用be, come, go, lie, run。例如：
1)there goes the bell.铃声渐渐消失了。
2)then came the chairman.然后主席就来了
3)here is your letter.这是你的信。
2.表示运动方向的副词或地点状语置于句首，谓语表示运动的动词。例如：
1)out rushed a miile from under the bomber.轰炸机下面发出了一颗导弹。
2)ahead sat an old woman.注意：上述全部倒装的句型结构的主语
高中英语语法教案篇十一
高中英语语法学习顺口溜
来源:4221学习网整理 | 作者:未知 | 本文已影响 731 人
编辑推荐·高中|名师在线视频1对1辅导 高一入口 高二入口 高三入口 ·初中|名师在线视频1对1辅导 初一入口 初二入口 初三入口
动词为纲“滚雪球” 难易编组抓循环 同类归纳印象深 图示介词最直观 混淆多因形音义 反义词语成对念 构词方法不可忘习惯用语集中练 词不离句法最好 课外阅读莫间断
be 的用法口诀
我用am，你用are，is连着他，她，它； 单数名词用is，复数名词全用are。变疑问，往前提，句末问号莫丢弃。变否定，更容易，be后not莫忘记。疑问否定任你变，句首大写莫迟疑。
时间名词前所用介词的速记歌
年月周前要用in，日子前面却不行。遇到几号要用on，上午下午又是in。要说某日上下午，用on换in才能行。午夜黄昏须用at，黎明用它也不错。
at也用在明分前，说“差”可要用上to，说“过”只可使用past，多说多练牢牢记，莫让岁月空蹉跎。
记住f(e)结尾的名词复数
妻子持刀去宰狼，小偷吓得发了慌； 躲在架后保己命，半片树叶遮目光。
巧记48个国际音标
单元音共十二，四二六前中后。双元音也好背，合口集中八个整。辅音共计二十八，八对一清又七浊，四个连对也包括。有气无声清辅音，有声无气浊辅音，发音特点应掌握。
其他
非谓语动词的一些特殊用法 后只接不定式作宾语的一些常用特殊谓语动词 动词后，不定式，want, hope和wish，agree, decide, mean, manage, promise, expect, pretend,且说两位算在此，要记牢，要记住，掌握它们靠自己。
后接动词不定式做宾语补足语省略不定式符号“to”的一些常用特殊动词 一些动词要掌握，have, let和make, 此三动词是使役，“注意”“观察”“听到”see，还有feel和watch，使用它们要仔细，后接“宾补”略去“to”，此点千万要牢记
本篇文章来源于 【42
21学习网】 原文链接地址：http:///除此之外，还可以掌握“八字言”，一感feel,二听hear, listen to, 三让have, let, make,四看see, look at, observe, watch 后只接动名词做宾语的一些常用特殊动词 特殊动词接“动名”，使用它们要记清，“放弃”“享受”可“后悔”，“坚持”“练习”必“完成”，“延期”“避免”非“介意” 掌握它们今必行。
动名词在句中的功能及其它
“动名”语法其功能，名词特征有动、形，主宾表定都可作，“动名”、“现分”要认清，“现分”不作“宾”和“主”，动名作“状”可不行。二词皆可作定语，混为一谈不允许，主谓关系视分词，“动名”一词无此义。
现在分词形式及在句子中的作用（包括过去分词的作用）： 现在分词真好记，动词后面ing。它的作用真不小，可以充当定状表。还有宾语补足语，忘记此项不可以。
分词做定语的位置及其它
“定分”位置有二条，词前词后定分晓。单个分词在词前，有时此规有颠倒。分词短语在词后，“定从”和它互对照。
“现分”动作进行时，“过分”动作完成了。（注：“定分”：做定语的分词；“定从”：定语从句；“现分”：现在分词；“过分”：过去分词。）
分词做状语在句子中所表示的意义 分词做状语，概有七意义。“ 时间”和“原因”，“结果”与“目的”。“方式”加“伴随”，“条件”常出席。且谈其主语，谓语头前的*。欲要记住它，必须常练习。（*指句子的主语）
独立主格结构
独立结构要认清：名、代之后副或形。或是分词或“介短”，with结构不可轻，名代二词是其“主”，句子结构必分明。独立结构好掌握 句中作用只一个：
千变万化皆做“状”，其中意义也不多。“时间”“条件”和“原因”，“方式”“伴随”没别的。“状从”和其前三个，可以互变不难学。
本篇文章来源于 【4221
学习网】 原文链接地址：http:///
高中英语语法教案篇十二
高中英语语法教学反思
黄秀珍
高中英语语法教学，是困扰广大师生的一个难题。语法是一门语言的使用规则，在语言学习中，学习语法是基础，而且使我们增长知识，开阔视野。教师在教授语法知识时，更要充分激发他们的兴趣，提高语言运用的能力。把英语语法的学习变成学生学习的英语的中最有吸引力的部分。
那么，高中教师怎样教授语法知识呢？我们不防就两种教学方法进行一下对比，传统的语法教学采用演绎法。即教师把语法规律按照一定摸式呈现给学生。例如教师在讲授虚拟语气这一语法现象时，首先把语法规则板书：
一、什么是虚拟语气。
二、由if引导的虚拟条件句中，从句谓语用过去时，be动词用were,主句谓语用would （could，should，might）do。随后，教师分别举了几个含有虚拟语气的句子。最后教师让学生进行练习。这种演绎的教学方法受到批判的因素是：
1、教师 “不累”。即教师从备课到教学，几乎少动脑筋。教学方式比较守旧和僵化。
2、学生 “机械”。即学生被动而机械地接受语法知识死记条条框框。这和高中生活跃的思维和年龄特征是格格不入的。
3、课堂 “死水一潭”。因为演绎法以教师的说为主，缺乏师生互动关系，导致课堂气氛不活跃。这会使学生失去学习的兴趣。
与演绎法相对的是归纳法。归纳法与演绎法全然不同，即经过老师的启发，学生自己发现规律，总结规律。同是在讲授虚拟语气，首先教师口头造了一个句子：if i were a bird, i would fly in the sky.（假如我是一只鸟，我就在天空中飞翔。）“此时学生好生奇怪：主语是i，be 动词却用were，通常情况下是用am或was。于是大家疑惑一阵就纷纷发言了：老师，怎么用were，是不是弄错了。这样，教师就把学生的好奇心和学习兴趣调动起来了。课堂气氛也非常活跃。随后老师进行解释：这就是虚拟语气的句式结构要注意谓语动词的变化。教师再举几个例子让学生探究和合作学习。最后，教师对学生进行有意义的练习。于是学生对虚拟语气这一语法现象有了一个全面而深刻的认识。这就是归纳的教学法。这种教学方法符合新教材教学特点，归纳法使教师不得不大大增加自己的知识，而且进行充分的备课。“备课”甚至可以认为是“想课”。思考怎样教好 1 学生，让学生在学习英语语法时，如何做到深入浅出，通俗易懂。思考的过程，是一个花时间和精力过程。一个聪明睿智的教师，会把更多的精力花在备课上。
在注意语法导入的同时，让学生全方位学习英语语法也是更加重要的。结合新课程教育理念，突出一个“新”字，要成功进行高中英语语法教学应做到以下七点：
1、提醒学生预习。预习是课堂教学的前奏，是一种有效的接受知识的手段。是一种让学生把瞬时记忆转变为长时记忆的一种方法。在导入一个新语法之前，把预习当作让学生必做的家庭作业。
2、注意传授语法知识的量度。例如在传授“定语从句”这一语法知识时，它涉及的内容多而杂，教师不可能在一节课全部让学生融会贯通，“填满”为止。在第一课时，教师只需讲定语从句的概念、结构、以及关系代词which, that, who, whom;关系副词where , when, why 至于关系代词和关系副词的具体用法和特殊用法，可在下几节课中去讲解。
3、注意反复。讲完一个语法知识点后，教师要在课堂上让学生反复练习，从而唤起学生的记忆。
4、在语法练习中让学生体验成功感。这体现在作业和测验的设计上。学生掌握什么，教师就让他们做这方面的作业。学生会什么，教师就测验什么。让学生体验了成功感，当然他们就对这种语法现象充满自信，从而为以后更深层次的知识学习打下良好的基础。
5、注意学生的异体性。“异体性”即个体差异。教师对不同层次的学生，要采用不同的传授方法和指导方法。练习难易要适当，要使每一个学生在课堂上都学有所得。
6、注意提问时的辅助与提示。无论是在提问，练习或是表演当中，教师都应给予学生适当的提示，让他们连续正确地把内容表达出来。而不是去中止或是打断或是过早评判学生是否具有回答这个问题的能力。
7、激发学生的兴趣。首先，我们应明白英语是一门语言，只有在应用中才能提高语言能力。教师在课后把刚学过的语法应用到交谈中去。在练习当中巧设问题情境，避免学生机械练习，进行有针对性、实效性的练习。
在英语教学中要达到拓展学生创新思维的目的，我必须把新的教育理念渗透到每一个教学环节中，这样高中语法教学上才会找到新的出路。“没有教不会的学生，只有教不好的老师。”，我深信：只要每位教师在高中语法教学上多动脑筋，大胆创新，一切问题都会迎刃而解的。