英语语法教案模板全英文（精选多篇）

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推荐第1篇：全英文教案

Unit 5 Do you like candies? Warming up: 1.Sing a song 《Apple Tree》.2.Look and say.(Review the words about food and drinks).Presentation and practice: 1.Present the new words and sentences: banana, grape Do you like …？ Yes, I do./ No, I don’t.T: I like apples.I like oranges.They are fruits.Now, I will give you two riddles.Let’s gue what fruits they are.a.They are yellow.They are sweet.The monkeys like them very much.What are they? b.They are purple.They are nice.We eat them in summer.What are they? (Teach the new words: banana, grape) T: I like grapes.Do you like grapes? 2.Teach the new words: candy, candies.T: (在黑板上画简笔画) Look, what’s this? Ss: It’s a candy.T: Look, what are these? Ss: They’re candies.3.Teach the new words: bread, cookie, cake.T: Look, what’s this? S1: It’s bread.T: What’s this? S2: It’s a cookie.…

4.Present the new word: tea.T: I’m thirsty.I want to drink something.I like water.Do you like water? Do you like tea? 5.Game: a.Bomb.T: Look, it’s a bomb.When there is a bomb near the word, don’t read it.b.Yes or No.T: There are some word cards in my hand.If I say correctly, you should say “ Yes”.If I’m wrong, you should say “No”.6.Chant.a.Read the chant together.b.Make a new chant.Work in pairs.c.Show themselves.7.Practice the sentences:

Does…like…? Yes, she/he does.

No, she/he doesn’t.Teaching Proce: 1.Listen and answer the questions: a.Does Wu Chen like candies? b.Does the monkey like bananas? c.Does it like ice-creams? 2.Listen and repeat.3.Try to read together.4.Read in roles.5.Make a new dialogue.Development: Happy Big Wheel.

推荐第2篇：全英文教案

We have new friends

08英本7班谢芷静 04b10740841 Cla Type:New Teaching Context:PEP Grade:Five

1、Preparation 1) Analysis of the context It’s the final cla of the unit,designed to consolidate what they learned before.That’s why I lay much emphasis on practicing sentence patterns.The content is about other people’s appearances and characteristics.

2) Anlysis of the students The five-grade pupil have approached to English and accumulated certain amount of knowledge towards it.

2、Teaching objectives 1) Knowledge to enable students’s abilities to speak,read and listen to the words and phrases: “clever,quiet,pretty,Carl,Cathy,Carla” “…hiar,…eyes,a…nose,a…mouth” “She’s cute./He’s clever./….”

to let them be able to listen to,speak,read and write the following words and senteces: “her,his,eyes,nose,mmouth”

“What’s her name?Her name is Zhou Pei.What’s his name?His name is Peter” .2) Emotion to further stimulate students’s paion towards English learning and encourage them to take part in the course activities energetically,creating situations and speaking to their partners actively with the words and patterns they learned.

3) Learning strategy to strengthen their focus on the cla and improve their capability of observing people’s appearances and characteristics.

4) Culture

to get to know the expreion of foreign descriptions of people appearances and characteristics.

3、Teaching Strategy On the premise of task-based approach,I combine various teaching methods together,such as Happy Teaching ,Situation Teaching and TPR.I take advantage of multimedia like PPT to help me illustrate the language point and get myself understood.In addition to that,the adopt of multimedia can also make the cla more vividly so that students won’t be bored but excited during the learning proce.

4、Teaching Procedure 1) Warm up a、Sing the song Head and shoulders knees and toes together.the teacher leads students to touch correct body parts with the music to review the expreion of that part to prepare students for the next study of human charcteristics.

b、Play a touching game.Choose one student from each group,ask them to stand in a line in front of the cla.First,the teacher gives the order,”touch your…”,the students do as the teacher says.Who is wrong will be out.Then the order students can give the order too.The pupil who stands through the game could win his group and himself a ★ as the price.Because of the competion,the whole cla’s attention could be drawed to the game.During the game,I’ll write the key words on the blackboard and practice them vocally in the game.They are”eyes,nose,mouth.

2）Presentation a、Do the dialogue with the students.T: What’s your name? S: My name is…

T: What’s his/her name

S2: His/Her name is…(Board writing: ”What’s her name? Her name is…What’s his name?His name is…”)

b、The students practice in groups of four.

c、The students act out the dialogues in groups.The teacher gives them proper aement,and give the best three groups ★.Then teaches the new words(clever,quiet,pretty) in chant:Clever,clever,he is clever.Quiet,quiet,she is quiet.Pretty,pretty,she is pretty.Through T-S and S-S practices,the new words and patterns could be reinforced with the fomer learned words and sentences.The form of Chant can help students remember the words.

d、Ask a student to come to the front. T：What’s her/his name? Ss:Her/His name is…

T:Look,she/he has…hair…eyes,a…nose,and a…mouth.She/He is…

e、Play a gueing game.Use the computer to show the features of the famous athletes of the 29th Olympic Games,and ask the students to gue what’s her/his name? By relating the newly learned knowledge to the Olympic winners,the teacher could rouse students study interests and patriotism at the same time.

3) Practice a、Books open.The students listen to the tape and repeat.

b、Describe yourself: My name is…I have… hair…eyes, a…nose, and a…mouth.I ’m clever….I can…I’m interested in…

Picturing themselves help them to apply the knowledge into reality.

4) Play a gueing game.a、Describe your friend and let your clamates find hin or her.E g: I have a good friend.She is quiet.She has short hair.She has a moon face.Her eyes are big and her mouth is small.She’s very tall.What’s her name? Her name is…

b、Describe a famous people or a cartoon character(an actor, an actre, a singer, an athlete etc.)and let your clamates to gue what her or his name is.

c、Let’s chant.Look at the screen and chant with the tape to consolidate the pronunciation/k/.

5) Aement a、The teacher makes a short summary to go over the cla and make comments on students performance. b、Praise the winner groups and encourage the other groups to motivate the students to join in the activities and increase their interests in English.

推荐第3篇：全英文教案

牛津英语8A unit4全英文教案

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Warm-up activities 1 Create an interest in the iue of sharing the limited natural resources.Depending on therest of the cla, choose one of the following situations: * A group of students are stranded on an island.There is not enough food available for urvive.* Astronauts are stranded in space.They do not have enough oxygen for everyone to sur2 Make a list of people involved in the situation, a list of the resources available (e.g., fwater, etc.) and a list of how long everyone is able to survive.Ss have to decide whether thtogether sharing what they have or they are going to occupy all the resources for their own s3 Ss study the pictures and read the conversation first on their own, then in pairs.Ask tw students to role-play the conversation.Presentation 1 Ss complete Part A.Encourage them to do the task without any pre-teaching of keywoswers orally with the whole cla.2 Divide Ss into pairs and ask them to do the survey in Part B1 3 Encourage them to discu in pairs why they like or do not like the animals.Ask themwn their ideas.Language points Look delicious, If you eat my food, I won‟t talk to you., no one, in danger, a report on Homework 1 Learn the language points by heart.2 一课三练 P.43 3 Preview the Reading Part.Revision 1 Review key vocabulary according to the general ability of the cla.Presentation (Readi1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the cla into three groups and allocate one part to each group.While students on their own, ask them to underline the words they do not know.Then go through the worave underlined.Ask students to explain briefly how they know that the sentences on the Bb entifying and listing key facts in the text.Presentation (Reading B& C) 1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human bhey know what happens to people while they grow up.Write the following words/phrases on Adult old person teenager baby middle-aged person Young adult child toddler Draw a timeline and encourage Ss to come forward and write each word at the correct pmeline.Ask them to draw a more creative growth chart.2 Ask students to do a birth chart of themselves.Tell them to add their photos to the chPresentation (Reading D) 1 Revise the words listed in the box in Part D.2 Ask students to complete Part D.Then ask some Ss to read the sentences aloud to chece of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation (Reading E) 1 Ask Ss to read the conversation in Part E in pairs to check if there are any words thew.Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the cla check their answers.Language points (Part A) The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, as, for the first time, eight months later, not…any more, grow into, at the very beginning, up a day, bamboo shoots, have to look after herself, have another baby, It is adj.(for sb.) to doe problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the fons to do, protect giant pandas, make giant panda reserves bigger, encourage sb.to do, there Language points (Part B& C) Keep sb./sth.Safe from danger, large areas of land with trees, special areas for wild anime Homework 1 Learn the language points by heart.2 一课三练 P.44-45 3 Preview the Vocabulary Part.Presentation (Vocabulary) 1 Creat an interest in animals.Try to extend the context by asking Ss if they would likeanimal and , if they do, which one they would choose.2Use the task to check Ss‟ knowledge of name of animals.Ask Ss to gue the names inst and then compare with a partner.3 Check answers with the whole cla.Read all the words under the pictures and ask Ss itions.Language points Polar bear---North Pole, wolf----wolves Homework 1 Learn the language points by heart.2 一课三练 P.46 3 Preview the Grammar Part.Presentation (Grammar Part A) 1 Try to elicit the conditional structure by asking questions such as What will happen if school lats? What will happen if you break your favourite toy? Try to think of sentences whs‟ own experience.Write the most interesting answers on the Bb.Ask Ss to include the “If”-l.Read all the sentences again and ask more able Ss to elicit the rule.2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with as.Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner.e able student to read the sentences aloud for the rest of the cla to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answerner.Check answers with the whole cla.5 Ask Ss to complete “Work out the rule” at the bottom of page 61.Presentation (Grammar Part B) 1 Ask Ss to read through the rules and the sample sentences on their own.Then check uby asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with theirRemind them to write about repeated and predictable situations instead of poible results.3 Explain the context of Part B1.Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences answers with the cla.Presentation (Grammar Part B2) 1 Try to creat interest in learning interesting things about wild animals.Tell them that Antroduces new information about tigers and wolves.2 Explain the context of writing a report.Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar wordomplete the sentences individually and compare them with a partner.Check answers with the Language points Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, leut wild animals, arrive at noon, see the feeding of animals, get enough information for my clack people, spit poison, step on them, male wolves Homework 1 Learn the language points by heart.2 一课三练 P.47-48 3 Preview the Integrated skills Part.Presentation (Integrated skills A) 1 Invite students to talk about what they like about tigers and wolves.Brainstorm any inf general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs.Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to listening for the first time.Write them on the Bb: * What is the name of the largest living cat? * What is Millie‟s favourite animal?

Play the recording.Students listen carefully for keywords to answer the questions.4 Play the recording for again and ask students to find out the miing facts in the fact he tape for the third time for Ss to check the answers.5 Ask Ss to read the letter in pairs and discu any words they do not understand.Comp without looking at the fact sheetson page 64.Then ask them to look at the fact sheets to chers and make corrections if neceary.6 Ask more able Ss to read aloud the letter.Presentation (Integrated skills B) 1 Ask students to practice the conversation in pairs and then change roles.Identify any wses they do not know.2 Ask students to create their own conversation using information from the fact sheets.Language points Live as a family, good at hunting other animals, make medicine, friendly towards each otiving areas, make medicine from their bones, buy clothes made of animal fur, look lovely one‟s life, someone else,

Homework 1 Learn the language points by heart.2 一课三练 P.49 3 Preview the Pronunciation, Main task & Check out Part.Presentation (Pronunciation) 1 Remind Ss of communicative purpose of conditional sentences.2 Play the recording for Part A and ask Ss to listen carefully.Ss imitating the rising and patterns.3 Ask students to read Simon‟s presentation with correct the rising and falling voices.4 Ask students to read Millie‟s presentation in Part B quietly on their own.Play the recoSs to listen carefully and mark where Millie‟s voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the „Wh-„questions.Students work in pairLanguage points (Pronunciation) Peaceful animals, live in family groups, continue to build roads, have suitable homes, makand, make a lot of money, sell elephants‟ tusks, train them,

Presentation(Main task) 1 Talk to Ss about the purpose of writing reports.Elicit from the different reports.Explaorts, we do not normally say „I feel…‟ or „I like…‟ and do not include personal comments.2 Read the title of the report in Part A.Create an interest in the topic by asking what thnt about giant panda in this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon‟s report in Part C on their own.Ask more able Ss to read it aloud answers.Language points (Main task) Spend a lot of time drinking their mums‟ milk, at a time, get smaller and smaller, becomkeep taking the land, what action can the club take? Sharp paws, walk upright Presentation (Checkout) 1 Set a time limit for reading the sentences in Part A and for filling the blanks.Ask Ss the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.Language points (Checkout) Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework 1 Learn the language points by heart.2 一课三练 P.50-52 3 Preview the Unit 5

推荐第4篇：全英文教案

I.Teaching Aims And Demands The teaching aim is established建立，确定 according to the New Curriculum of Primary School English.1.Knowledge objects (1)To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dre, skirt.He’s wearing a… She’s wearing a… (2)To be able to describe someone else more freely.(3)To enlarge the Ss’ vocabulary. 2.Ability objects (1)To develop the Ss’ speaking strategy.

(2)To develop the Ss’ vocabulary strategy.(word gueing etc.) (3)To encourage the students cooperation amongst处于。。。中 in their studies.3.Moral objects To arouse唤醒 the students’ interest of learning English and to have them participate actively in language communication.To stimulate刺激 the students’ creativity .II.Teaching Key And Difficult Points The teaching key and difficult points are based on the aims and demands.Teaching Key Points : To grasp领悟 the five new words and two sentence patterns. Teaching Difficulties: 1.Improve Ss’s speaking ability to describe others more freely 2.Develop their lateral侧面的 thinking through games .III.Teaching Aids A Computer IV .Teaching Methods 1.Student-centered teaching 2.Task-based learning任务型教学方法

3.Communication through learning

4.Situational teaching method情境教学法 V.Studying Ways

Activity-based learning(individual 个别的work; pair work; group work; cla work) VI.Teaching Procedure Step 1 warm up

to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”

Step 2 Lead-in To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county.What will they buy?

(purpose: To present the new words and increase students geographical knowledge at the same time) Step 3 practice After presentating the new words, the students need some activities to practice them.Students greatly welcome games.They can create a cheerful and light-hearted environment and arouse students’ interest in learning English.Games are considered one of the most effective ways to improve efficiency in language learning.So in this part, I will use a power point I prepared to play some games with the students: 1.Let them try to memorize how many models are wearing a T- shirt/ shirt/ dre/skirt?

2.How many models they can introduce by using the sentence in a limit time: He’s /She’s wearing a … 3.And the third game is to try to answer some questions according to the shadow pictures. 阴影图片 Step 4 extension

(to develop their creativity and speaking ability) Organize Ss into groups of four and discu “ how can you help them to find “the miing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent） Step 5 Homework Design a T-shirt , or some other clothes that you like.Blackboard Design Topic sentences and key words are written to help Ss know the main content of this cla.

推荐第5篇：英语语法教案

教

案

课程名称

英语语法

Lecture 1 Sentence Structure

教学重点及难点：

The claification of bound morpheme and the frequently applied bound morphemes;

The basic clause types and their transformation and expansion

教学基本内容

Basic Concepts of morphemes, words, phrases, clauses, and sentences; 2.

Ways of word-formation: affixation, derivation and composition; 3.

Ways of sentence analysis: one ways is to divide the predicate into predicate verb, object, complement and adverbial.The other way is to divide the predicate into two parts: the operator and the predication.4.

Basic clause types include SVC, SV, SVA, SVO, SVOA, SVOC, and SvoO.An affirmative clause can be transformed into a negative; a statement into a question, and a active clause into a paive.All these add varieties to the basic clause types.

Lecture 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 divided into two parts: the subject and the predicate.The subject is the topic or theme of the sentence, which tell of what the sentence is about.The predicate says something about the subject and bear the new information which the speaker or writer wants to transmit to the listener or reader.The 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 ways.One way is to divide the predicate into predicate verb, object, complement and adverbial.These elements together with the subject make the five clause elements.The other ways of sentence analysis is to divide the predicate into two parts: the operator and the predication.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 types.Innumerable 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 SVoO.These seven combinations of clause elements are wholly or largely determined by the main verb in the clause.The main verb in an SVC pattern is a linking or copula verb which must be followed by a subject complement.The 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 SVA.The 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 SVOA.The main verb in an SVOC pattern is a complex transitive verb which must be followed by an object+ object complement.The 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 voice.An affirmative clause can be transformed into a negative; s statement into a question; and an active clause into a paive.All these add varieties to the basic clause types.The 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 sentences.

Lectures 2&3 Subject-verb Concord

教学重点及难点： 1.

The appliance of grammatical, notional and proximity concords in some special conditions;

Problems of subject-verb concord.

教学基本内容

The concepts of three principles guiding subject-verb concord: grammatical concord, notional concord and proximity concord.

Problems of concord with a coordinate subject: concord with ―and‖ or ―both…and‖, concord with ―or‖/ ―either…or‖, ―nor‖/ ―neither…nor‖, ―not only…but also‖;

Problems of concord with expreions of quality as subject: concord with expreion of definite quality as subject, concord with expreion of indefinite quality as subject;

Other 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 sentences.

Lecture 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 plural.Subject 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 names. Geographical 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 plural.

Measles, mumps, rickets, shingles, diabetes, arthritis, phlebitis, AIDS, etc.

Subject 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 names.

Acoustics, claics, electronics, informatics, linguistics, mechanics, optics, plastics, thermodynamics, etc.

Geographical names ending in –s

Plural except for a few treated as singular when used as country names.

Other 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 thing.e.g. Baseball and swimming are usually summer sports. Your friend and adviser has agreed to lend me his money.After \"each… and each…\" or \"every… and every…\", the verb is also in the singular form: e.g. Each man and each woman is asked to help.Every flower and every bush is to be cut down.

The 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 do.Nobody has their fridges repaired any more, they can‘t afford it.

each/every… he/she/they

e.g.At the moment each of the girls was too busy thinking about her own personal safety to care much about the luggage.But ―each/every+ singular n.… they/their‖ is right as well. e.g.Each of the students should have his/their own books.

Every member brings their own lunch.In 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/their.However, as English learners it must be known that ―everyone…they‖ is used more often than ―everyone…he‖.e.g.Everyone warned you, didn‘t they?

Has anybody brought their camera? No one could have blamed themselves for that.

Every 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.e.g. My sisters or my brother is likely to be at home.

Either my father or my brothers are coming.

Informally we can have the following use: e.g.Neither he nor his wife have arrived.

In formal cases, especially in exams, ―neither‖ is used with singular verb.e.g.Neither of them is bright.When used with plural nouns in informal cases, ―neither‖ can also be used with plural verb.e.g.Neither of the books are/is very interesting.

---I can‘t swim.

----Neither can I.

--- He didn‘t like the play. ---Nor did we.Neither 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 e.g. Some of the workers, as well as the manager, were working during the holidays.No 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 individuals that constitute the quantity, the verb takes plural form.e.g. Twenty years in prison was the penalty he had to pay. b) a fraction/percentage + of-phrase+ (

d) one in/out of + Plural noun + Verb (fml.Singular; infml.plural) e.g.One 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 divided between singular and plural concord with none of: e.g.None of us has been aboard except Vinck.None 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 concord.

None 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。‖ e.g.None of the books has/have been placed on the shelves.None 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。

e.g.No 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。 e.g.No one of you could lift it.I reach three books on this subject, no one of which was helpful.None 既可指人也可指物。

e.g.How many elephants did you see? None.No one of them really understands the problems.

No 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。

e.g.The 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 e.g.That 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。 e.g.There is a lot of beer in those bottles there.

lots of 与amounts of , quantities of 不同，后两者是中心词而非修饰语。

e.g.Large amounts of money were spent on the bridge.Quantities 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。

e.g.There is a set of rules that you must follow if you are going mountain-climbing.There are set of unscrupulous scoundrels.

d) determiner + species nouns (kind/type/sort) of + noun phrase (singular countable noun/uncountable noun) +verb (singular) e.g.This kind of apples is highly priced.

With countable nouns there tends to be agreement in number between the species noun and the following noun (e.g.that kind of thing v.all kinds of things).But we also find: Singular species noun + pl.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?

Pl.species noun + singular noun e.g.Thieves tended to target certain types of car he said.e) many a + noun phrase + verb (singular)

more than one + singular noun + singular verb

more pl.noun + than one + pl.verb e.g.Many a man has sacrificed his life. More than one member has protested against the proposal.More persons than one have been involved.

f) In \"an average of/a majority of + noun phrase (pl.) + verb\", when noun is regarded as the individuals that constitute the quantity, the verb takes plural form; otherwise, it is singular.e.g.A majority of the town\'s 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 form.

But when two or more such clauses are coordinated by and or both…and, a plural verb is used.

e.g.What I saw was a car.

What I saw and think are no busine of yours.In 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 plural.e.g.What they want are promises.2) Subject-verb concord with a non-finite clause as subject Generally speaking, the verb is singular.But 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 things.e.g.To 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 e.g. It is I who am to blame.It is me that is to blame.

5) Subject-verb concord in existential sentences Generally the verb is determined by the notional subject.When the notional subject is a coordinate construction, the verb form goes with the first coordinate element of the notional subject.But in informal style, esp.in spoken language, the verb is often singular.e.g. There is a book on the desk.

There is many people in the street.

There is more grace and le carelene.

American and Dutch beer are much lighter than British.

The 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。

e.g.Beer from America and Holland is much lighter than British beer.

majority

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。T.Wood 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 not.Similarly, we cannot speak of the majority of the land/time/one‘s wealth.We must use most, or the greater part‖.

但是，Practical English Usage (1980)有一例： e.g.The majority of the damage is easy to repair.建议按照T.Wood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。e.g.The majority of children like sweets.

The 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。 e.g.The rest are to wait for us. The rest needs no telling.

the + adjective 做主语：

1）当表示一类人的整体时，e.g.the young, the old, the poor, the rich, the blind, the dead, 谓语动词用复数。

e.g.The 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。 e.g.The 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。 e.g.The best is yet to come.The unknown is always something to be feared.

Worth + of + pl.noun , 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。

e.g.Nearly 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

Claification of nouns: simple, compound and derivative nouns, proper and common nouns, count and noncount nouns.

Number forms of nouns: regular and irregular plural forms of nouns;

Number 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;

Partitives: 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, flocks.

Lecture 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 countable.Regarding 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.e.g.They elected him chairman of the board.

He 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 adj.or 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 e.g.table 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

a.There is ambiguity here.

foreign 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 b.different meanings

e.g.an 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 English.Now 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 meaning.e.g.Scientists(‘) Institute for Public Information But the singular noun is seldom used.e.g.Yibin 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 noun.

Irregular plurals also include some words of foreign origin, borrowed from Greek, Latin or French.Their plural forms are known as ―foreign plurals‖, e.g.basis—bases, criterion—criteria.Some borrowed words have two plural forms: a foreign plural and an English one.e.g.medium—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） e.g.He caught several fish/three little fishes.

They 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） e.g.The farmer raises many quail/quails and chickens.c) Singular form is always used: cod, deer, mackerel, trout, sheep.（鳕，鹿，鲐鱼，真鳟）e.g.This is a deer.

Those 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 Chinese.

There are four Chinese in the training cla.C) Quantitative nouns (hundred/thousand/million/billion) a) Cardinal numeral + hundred/thousand/million/billion +n.e.g.two hundred / *two hundred of years ago That‘s going to take hundreds of/*hundreds years.

Cardinal numeral + million + n.Cardinal numeral + millions of + n.e.g.three 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.e.g.The population rose to four million / millions.

The firm had to pay three millions.

b) several/many/a few + singular / plural (of)+ n.e.g.He has played the part several hundred times / several hundreds of times.some + regular plural + n.e.g.He has played the piano some hundreds of times / many, many times.(some hundred times = about a hundred times) c) dozen, score e.g.She bought three score (of) eggs.

I have been there dozens of times.

He 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 not.Countable nouns behave like individual nouns.An uncountable one has no plural form; if we want to count the number, we will use a kind of individual noun related semantically to the collective, e.g.poetry—poem.

Some collective nouns can be used in either singular or plural sense.The 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 form.However, some items can be used either uncountably or countably.

Some material nouns can take plural endings to convey the large quantity or scope , e.g.sand/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 tea.

We hardly bought wine at lunch time. We like wines and liquors.Some material nouns become [C] to expre ―packet of ‖, ―cups of‖.e.g.How 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], e.g.stone, 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], e.g.victory—victories.

Some are not [C], although they have plural endings, e.g.*several difficulties.The addition of a plural ending to some can change the meaning of the base, e.g.experience—experiences.

Some can only use singular form with ―a‖, some only plural form, some both.e.g.He has a dislike/dread/hatred/horror/love of cats.He had a good knowledge of mathematics.Give my best regards to your parents.He refused with much regret / many regrets.I have a suspicion / suspicions that he‘s right.

Some 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 exists.e.g.They are doing *a busine / a brisk busine.

I attach an exaggerated importance/importance to regular exercise.b) If modifier is implied, ―a/an‖ can appear.

e.g.She 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 Netherlands.When one takes a plural ending, it takes on some characteristics of a common noun, e.g.the 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, shoal.

Leon 5 Genitive noun

教学重点及难点：

The differences between ‗s genitive and of genitive;

The use of independent genitive and double genitive

教学基本内容

Formation of genitive nouns, meanings of genitive nouns as poeive genitive, subjective genitive, objective genitive, genitive of origin, time, distance, etc, descriptive genitive;

Use of genitive nouns: genitive nouns are mostly used as central determiners and therefore perform the same function as ―poeive determiners‖;

Independent 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 buildings.The formation of double genitive and the difference between double genitive and of genitive.

Lecture 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 sentence.As modern English is basically an analytic language, English nouns have not a complicated case system like that of Latin, German, or modern Ruian.The different grammatical functions of English nouns in a sentence are mostly determined by the word order, not by case form.It is in this sense that the genitive case may be viewed as a relic of the old case system.The genitive was traditionally labelled as the poeive case.

Two 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） e.g.the 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 , e.g.my mother‘s arrival, women‘s clothes

b) adding an apostrophe to plural nouns ending in –s, e.g.the teachers‘ college, the workers‘ achievements

c) adding ‘s to the compound nouns or to the end of a postmodified noun phrase, e.g.my 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, e.g.America‘s and England‘s problems (respective);

America and England‘s problems (in common)

Coordinated genitive

1.The 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.) 2.The 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.)

3.John‘s and Mary‘s children:

A.the children who are offspring of John and Mary B.John‘s child and Mary‘s child C.John‘s children and Mary‘s child D.John‘s child and Mary‘s children E.John‘s children and Mary‘s children Coordinated genitives are formal.Tom and his brother‘s children F

4.How to avoid ambiguity? a.I‘m interested in Henry and Herbert‘s book(s) / the book(s) of Henry and Herbert.b.Henry‘s house and Mr.Jones‘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, e.g.Where 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,

e.g.Burns‘ / 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,

e.g.my son‘s wife, Mrs.Johnson‘s paport

b) Subjective genitive, e.g.the student‘s application

c) Objective genitive e.g.the family‘s support d) Genitive of origin e.g.the 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), e.g.the 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 premodifier.e.g.Mary‘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 measure.These 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 determiners.In 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 book.This 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 children.Compare again constructions with noun premodifier like baby clothes.These 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 characteristics.The of- genitive is chiefly used with nouns denoting lower animals and with inanimate nouns.

The main factor governing the choice of the one or the other genitive form is the animate or rather the personal quality of the noun.But there is considerable overlap in the use of the two forms.The animate nouns normally take the –s genitive, but the of- genitive is also poible in most cases.Inanimate nouns regularly take the of-genitive, but a great many occur with the –s genitive.

The 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 money.

We 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

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, i.e.with 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:

St.Paul‘s (Cathedral), Queen‘s (College) St.James‘s (Palace) The noun: church, school, public buildings --- He lives near St.Paul‘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-genitive.The 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 …)

b.indefinite, 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) e.g.that 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 Mr.Black‘s --- This is a portrait of Mr.Black 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: 1.Where‘s the dictionary of Cathy‘s?

2.I don‘t know whether this is a lady or a gentleman‘s wrist-watch.3.Her love of a child took the fancy of all of us.4.The poem of Shelly‘s he recited a hundred times was Ode to the West Wind. 5.Andrew and Horatia‘s eyes met.

1.that 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：

1.collocations 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

Collocations between determiners and nouns: determiners with all three claes of nouns, with singular count nouns, plural count nouns, noncount nouns, etc;

Collocations between three kind of determiners: the category of predeterminer ,central determiner and postdeterminer, word order of three subclaes of determiners: predeterminer + central determiner + postdeterminer;

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, neither.

Determiners, 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 6.1.Collocations 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 nouns. These tree claes of nouns demand appropriate determiners to collocate with.Determiners 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 holidays.Political programs on TV attract the least viewers.This 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 determiner.Central determiners, predeterminers and postdeterminers According to their potential, determiners fall into three subclaes: central determiners, predeterminers and postdeterminers.Central determiners included: the article; demonstrative determiner; poeive determiners; genitive nouns; some, any, no, every, each, either, neither, enough; what(ever),which(ever),whose, etc.Note that central determiners are mutually exclusive and that no two members of the above-cited items ever occur together in a noun phrase.

Predeterminers are those hat precede central determiners. Predeterminers are also mutually exclusive. They include: all, both, half, double, twice, three times, etc.one-third, two-fifths, etc; what, such (a/an).Postdeterminers refer to those that follow central or predeterminers. Postdeterminers are not mutually exclusive, that is to say, two or more such items can co=occur in a noun phrase. This 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 ,such.Word 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：

Articles in use with different claes of nouns;

Some phrases applied with definite, indefinite and zero articles

教学基本内容

Generic and specific reference: generic reference, specific reference, anaphoric, cataphoric and situational reference.

Articles 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;

Some 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, etc.

Lecture 7 Determiners (ii) --- articles In the previous lecture we touched upon the fact that articles are the most typical of determiners.Now we will concentrate on this topic.English has two articles: the definite and the indefinite article.As 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 article.It 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 reference.generic reference When we say the reference is generic, we are talking about any membe4r representative of a cla of people of things. All the three forms of article can be used generically to refer to members of a cla as a whole.

In certain contexts, the definite article followed by a singular count noun often performs a generic function.The same function can also be performed by the definite article combining with certain adjectives or adjectival participles.Generic reference can also be denoted by the indefinite article followed by a singular count noun. This is especially common in giving definitions. In so doing, we can also use plural and noncount nouns without the presence of any determiner. This may be referred to as the generic use of the zero article.specific 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 cla.Specific reference falls into two kinds: definite specific reference and indefinite specific reference.

Definite 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 hearer.The definite article is most frequently used in this sense.In the case of indefinite specific reference the person or thing referred to is also a specific object, but is not definitely identified.This kind of referential meaning is most commonly expreed by the indefinite article.In certain contexts and situations the zero article can perform the same function.anaphoric, anaphoric and situational reference Definite specific reference can be anaphoric, anaphoric, or situational.The 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 reference.The 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 reference. Situational 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 clear.Situational reference is most commonly denoted by the definite article, but in certain situations the same function can also be performed by zero.

Leon 8 & 9 Pronouns (I, II)

教学重点及难点：

1.Pronouns concord in number, gender and case; 2.The usage of personal pronouns, reflexive pronouns, and demonstrative pronouns.

教学基本内容

Pronouns concord in number, gender and case.In 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 antecedent.In gender, Pronoun concord with male/female noun as antecedent, with common gender noun as antecedent, and with neutral gender noun as antecedent, etc;

Choice of pronoun forms: choice between subjective and objective case, choice between adjective and genitive case;

Poeive pronoun, reflexive pronoun, and generic use of personal pronouns;

Pronoun reference: anaphoric, cataphoric, situational reference, personal reference, and demonstrative reference.

Teaching 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 function. English has a developed pronoun system, comprising:

1.personal pronouns 2.poeive pronouns 3.reflexive pronouns 4.reciprocal pronouns 5.demonstrative pronouns 6.interrogative pronouns 7.relative pronouns 8.indefinite pronouns 8.1 Pronoun concord in number Personal pronouns, poeive pronouns, reflexive pronouns, and corresponding determiners have their singular and plural forms.

The 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/boys.The 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, esp.everyone or everybody: ---Everybody knows what they have to do.everything, 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 category.It is a set of grammatical forms of nouns, determiners and adjectives that tell of the distinctions of sex.English 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 female.When 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 non-personal.When 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 cot.But 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 petrol.Let‘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 contexts.If 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 there.This 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 neutral.When used as geographical units, they are treated as inanimate and therefore neutral: ---China is in East Asia.It is one of the largest countries in the world.If 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 years.She 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 car.

If 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 manuscript.We‘ll be through in half an hour.---You and the accountant are familiar with him.You can both see him.

2) Pronoun concord in person on textual level In a text pronouns should be consistent in person from beginning to end.This 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 writing.

Teaching 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 pronouns.When a pronoun is used it must refer to somebody or something.What is referred to is called antecedent.It is the antecedent that indicates the referential meaning of the pronoun.anaphoric, cataphoric and situational reference According to the relative position of the antecedent, pronoun reference can be anaphoric or cataphoric.

When 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 house.He had it built last year.If 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 office.

If 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 English.When a pronoun is used, it can only refer to one antecedent.If 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 determiners.Personal reference is generally anaphoric.It 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 house.He had it built last year.

Personal reference can also be cataphoric, but under limited conditions.Generally 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 determiners.All 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 bears.These are my favorites.B: Those are my favorites too.--- Our daughter got a bad sun-burn yesterday.That‘s why we couldn‘t come.

As 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 cataphorically.When 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 friend.

Leon 10 Verb and verb phrase

教学重点及难点：

1.The difference between finite and non-finite verb;

2.The claifications and usage of some phrasal verbs

教学基本内容

Claification of verbs.According 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;

A survey of tense, aspect, voice and mood: tense and aspect, active and paive voice, finite and non-finite phrases.

The claifications and usage of some phrasal verbs: V.+ Prep, V.+ adverb particle, V.+ adverb particle + prep.The usage of phrasal verbs as pride oneself on, take pride in and be proud of, etc.

Lecture 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 divided into two claes: main verbs and auxiliaries.As 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 phrase.Main verbs are also called notional verbs functioning as the head and indicating the basic meaning of a verb phrase.

Auxiliaries fall into three categories: primary auxiliaries, modal auxiliaries and semi-auxiliaries.a) Primary auxiliaries: be, do, have.Without lexical meanings of their own, these auxiliaries have only grammatical functions or grammatical meanings.

Be is usually used to help the main verb to form the progreive aspect or the expreive voice.

Auxiliary do is used to help the main verb to expre negative meanings or to form question, and sometimes to help expre the emphatic affirmative.The 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 to.

They expre modal meanings.In 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 to.They 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 divided 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 object.Some are followed by two objects, i.e.indirect 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 actions.They can be subclaified into three categories:

durative verbs, transitional verbs and momentary verbs.

b) Stative verbs refer to present or past states, i.e.to a relatively stable state of affairs.They are normally incompatible with the progreive except in certain cases where there is a transfer of meaning.They can be claified into four categories.

The 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, measure.The third includes verbs that refer to a sense perception, such as hear, see, feel, taste, smell.

The fourth subcla includes verbs that refer to a feeling, a state of mind or an opinion, such as aume, believe, consider, detest, wish.

Stative verbs are not used in progreive aspect, otherwise, they will be changed into dynamic verbs, such as be, have.

e.g.He 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 progreive.e.g.He resembles his father.

He is resembling his father (= is becoming more and more like his father) as the years go by.

Perception 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 soup.

Attitudinal verbs such as think, imagine, understand are stative verbs, but they can occasionally be used dynamically to expre different meanings, e.g. Be 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, wonder.e.g.Were you wanting to see me? 10.2 Claification of verbs (II) According to word formation and grammatical form, English verb may be divided 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 words.They can be claified into three categories: a) Verb + preposition e.g.The police are looking into the case.b) Verb + adverb particle e.g.The meeting has been called off.c) Verb + adverb particle + preposition e.g.I don‘t want to come down with the flu again.

Phrasal verbs are verbal idioms which are equivalent to single-word verbs, transitive or intransitive, and which are different from simple verbal combination where the meanings are easily gueed from the parts.Some constructions such as verb + noun + preposition and verb + noun are also grouped under the category of phrasal verbs e.g.She soon realized that she was being made fun of .

5) Finite and non-finite verbs Finite main verbs have tow finite forms and three non-finite forms.The two are the present tense and the past tense; the three are the infinitive, the –ing participle and the –ed participle.Finite verbs are marked for tense, and non-finite verbs have no tense distinctions.

Most auxiliaries have the present and past tense forms but not all the three non-finite forms except for the primary auxiliary be.The modals do not have the non-finite forms or the base.6) Regular and irregular verbs Verbs whose past tense and –ed participle forms are derived by adding –ed are regular verbs, and otherwise they are irregular verbs.10.3 A survey of tense, aspect, voice and mood 1) Tense and aspect

Tense is a grammatical form aociated with verbs that tells of the distinctions of time; that is, tense and time are related and different.Time is a universal concept with three divisions: past, present and future times.

The notion of time is common to all mankind, when expreed linguistically, it is tense.Chinese is not an inflectional language and has its own ways to expre tense. Aspect is also a kind of verb form which represents the action or the proce expreed by the verb as something going on or completed at a given time.English has two aspects: the progreive and the perfective aspects.

The uses of tense and aspect Tense:

present

past Aspect: progreive

perfective 1.A tense can be used independently:

1) simple present, 2) simple past 2.A tense can be combined with an aspect:

3) present progreive, 4) past progreive

5) present perfective, 6) past perfective 3.A tense can be combined with two aspects:

7) Present perfective progreive

8) Past perfective progreive

2) Active voice and paive voice

Voice is a grammatical category, showing whether the subject of a sentence acts or is acted on.English has two voices: the active and paive voices.When the subject is the agent or doer of an action, the verb takes the active voice; if the subject is the recipient of the action, the verb takes the paive voice and the sentence is called paive sentence.

The paive voice is formed by the auxiliary be + -ed participle of the transitive verb.Since be can take different forms of tense and aspect, we have six paive forms: the simple present, the simple past, the present progreive, the past progreive, the present perfective and the past perfective.Of the three non-finite form, the infinitive and the –ing participle can occur in the paive, simple and perfective.

―Modal auxiliary / semi-auxiliary + infinitive‖ are made paive by using a paive infinitive, which may occur in the simple or in the perfective form.When the paive is formed by get + -ed participle, it is called get-paive, distinguished from be-paive.But get isn‘t an auxiliary and cannot be used as operator in a negative statement or in a question.

Get-paive usually used to denote sudden and unexpected happenings in contexts initiated by such expreions as ―in the end, eventually, at last‖. 3) Indicative, imperative and subjunctive mood Mood, as a grammatical category, is a finite verb form that indicates whether an utterance exprees a fact (indicative mood), a command or request (imperative mood), or a non-fact and hypothesis (subjunctive mood)

4) Finite and non-finite verb phrases Depending on whether the first element in a verb phrase is finite or non-finite, a distinction is made between finite verb phrases and non-finite verb phrases.

Leon 11 Tense and aspect (I) 教学重点及难点：

The difference between the present perfect and the present perfect progreive;

The use of simple present, the present progreive, and present perfect

教学基本内容

Use of simple present.The simple present can be used to denote: timele present, habitual present, momentary and instantaneous present, simple present referring to the future, simple present referring to the past;

Use of present Progreive.The present progreive has the following uses: to denote an action in progre at the moment of speaking, an action in progre at a period of time including the present, a future happening according to a definite plan or arrangement and other meanings;

The two chief uses of the present perfective/progreive and how the present perfective/progreive distinguished in meaning from the simple past.

Lecture 11 Tense and Aspect (I) In this and the next five lectures we are going to deal with features of tense, aspect, voice and mood expreed by the verb phrase.We will start with uses of the simple present, the simple past, the present progreive and the past progreive.11.1 Uses of simple present The simple present is the present tense form which is not accompanied by the category of aspect, that is , which is not marked for the progreive or the perfective aspect.The simple present can be used to denote the following meanings with greater restrictions on verbs:

Timele present

The most common use of the simple present is found in the expreion of eternal truths and proverbs, as well as in scientific, mathematical, geographical and other statements made for all time.

This use of the simple present mostly applies to stative verbs, eg:

Honesty is the best policy.A rolling stone gathers no mo.London stands on the River Thames.

Habitual present

A second use of the simple present, that of habitual or recurrent use, is typically aociated with dynamic verbs, eg:

Percy often goes to his office by underground.Father doesn‘t smoke.

Momentary and instantaneous present

The simple present can also be used to denote a momentary phenomenon that exists at the time of speaking.This phenomenon usually has some duration and therefore is mostly aociated with stative verbs, eg:

What‘s the matter with you? What do you think, Jane?

A le common use. The simple present can be used to imply that the event takes place singly and once-for-all within the moment of speaking. Unlike momentary present, this kind of happening has little or no duration and therefore is confined to dynamic verbs denoting short actions.The use of the instantaneous present is rather restricted, occurring normally in certain speech situations such as radio and television commentaries of fast-moving sports, the running commentary of conjurors and demonstrators, and some formal declarations, eg: (page184)

Simple present referring to the future

The simple present can also be used to denote future time.

This use is limited to future events conceived of as ―certain‖, either because they are determined in advance by calendar of timetable, or because they are part of a plan or an arrangement thought of as unalterable.

This kind of future expreion will be elaborated on in lecture 13.

In the present lecture, we will just mention some subclauses in which the simple present is commonly used in the future sense.

These subclauses include the that-clause following ―I hope‖, ―I bet‖, etc; the that-clause following such constructions as ―see to it‖, ―make sure‖, ―make certain‖; and the conditional / temporal clauses introduced by if /when, eg: I hope you have a good time.I bet it rains tomorrow.I‘ll see (to it)/ make sure/ make certain (that) you don‘t get lost.

Simple present referring to the past

In addition to the meanings discued above, the simple present can occasionally be used to denote past time.

This use of the simple present is usually found with ―communication verbs‖ such as tell, say, hear, learn, and write to expre the present effect of information received in the past, eg:

Alice tells me you‘re entering college next year.I hear poor old Mrs.Smith has lost her son.

Simple present is also used as a device of story-telling and news reporting to add vividne to the description.

This use of the simple present to refer to the past is what we call ―historic present‖, eg:

…I was just dozing off in front of the television when my wife rushes in shouting that the kitchen is on fire.

11.2 Uses of simple past

The simple past is the past tense form which is not marked for the progreive or the perfective aspect.

This tense form can be used to denote the following meanings:

Past event and past habit

The basic use of the simple past is to denote a simple event or state that happened or existed at a definite point or period of time in the past.

This is what we call the event/state past, eg:

He left ten minutes ago.This town was once a beauty spot.

The simple past can also be used to denote a habitual or recurrent action in the past, known as the habitual past, eg: In those days they sowed wheat by hand.He worked in a bank all his life.

Neither the event/state pas nor the habitual past has any connection with the present moment, so what is denoted by the simple past must be something no longer existent at the moment of speaking.Compare: His father was an English teacher all his life.(―He is now dead.‖) His father has been an English teacher all his life.(―He is still alive.‖)

Attitudinal and hypothetical past

In specific contexts, the simple past can also denote the present or the future time.

There are two uses. One is known as the attitudinal past, that is , the past tense is aociated with the present time in independent clauses expreing a question, request or suggestion. Its effect is to make the question / request/suggestion le direct, implying a polite, somewhat tentative attitude on the part of the speaker, eg:

A: Did you want me? B: Yes, I wondered if you could give me some help.

The other is what we call the hypothetical past. In this use, the simple past refers not to a fact but to a non-fact, and is typically found in that-clause following such constructions as ―It‘s time…‖, ―I wish…‖, ― I‘d rather…‖, etc., and in adverbial clauses of rejected condition, i.e.a condition which is not likely to be fulfilled, eg:

It‘s time you had a holiday.I wish you lived closer to us.I‘d rather you went now.

If I had the money now, I‘d buy a car.

11.3 Uses of present progreive

The present progreive (am/is/are+-ing participle) has the following uses:

To denote an action in progre at the moment of speaking

To denote what is going on at the present moment, we commonly use the present progreive, generally aociated with durative dynamic verbs, eg:

A: What are you doing? B: I‘m writing a letter.

The difference between the simple present and the present progreive referring to present time is that the former carries a permanent meaning and the latter a temporary meaning.Compare:

He lives in shanghai (permanent residence) He is now living in Shanghai.(temporary residence)

To denote an action in progre at a period of time including the present

The present progreive can also expre an action that is gong on over a period of time including the present but not necearily at the moment of speaking, that is, a temporary habit as distinguished from the permanent habit denoted by the simple present.

Compare:

He works in a chemical factory.He is working in a chemical factory these days.

Note that the present progreive when accompanied by an adverbial of frequency such as always, continually, constantly, or forever often imparts an emotional coloring, often of annoyance or disapproval.

By contrast, the simple present lacks the subjective, emotional tone of the present progreive and states a fact objectively.

Compare: She complains about the house.She is constantly complaining about the house .To denote a future happening according to a definite plan or arrangement

The present progreive used to refer to the future, more often than not the near rather than distant future, in connection with a definite plan, arrangement of program, usually occurs in situations with obvious future reference, eg:

Mr.Cameron is leaving China in a few weeks.I‘m going to Qingdao for the summer holiday.

The present progreive denoting futurity also occurs in temporal and conditional clauses, on condition that there is future reference in the main clause, eg.:

I‘ll think about it while you‘re writing the report.If you are standing at the corner, I‘ll give you a lift.

To denote other meanings

Apart from the above-mentioned meanings, the present progreive may also be used to denote an action in the immediate past which is generally expreed by communication verbs such as tell, talk, say, exaggerate, etc, eg: You don‘t believe it? You know I‘m telling the truth.

I don‘t know what you are talking about.

The present progreive may also be used to make even politer requests than does the attitudinal past with such few verbs as hope, wonder dealt with in 11,2.2, eg:

I‘m hoping you‘ll give us some advice.

I‘m wondering if I may have a word with you.

As mentioned before, the present progreive is commonly aociated with durative dynamic verbs.

With momentary verbs, i.e.verbs denoting actions of very short duration, the use of the present progreive will be understood to expre repetition or a series of momentary actions, rather than just a single action.

11.4 Uses of past progreive

The use of the past progreive (was/were+ -ing participle)has much in common with that of the present progreive, only the time reference being pushed back to the past, often overtly expreed by a time-when adverbial.

The following are the uses of the past progreive.

To denote an action in progre at a definite point or period of past time

This is the most common use of the past progreive.

In this use, the past time reference is usually indicated by a temporal adverbial or implied by the context.

In the past progreive, the notion of incompletene is more clearly indicated than in the present progreive, eg:

What were you doing yesterday at seven p.m.? They were building a dam last winter.

It is based on this use that the past progreive may have the effect of surrounding a particular event by a temporal frame, or serve, at the beginning of a text, as the background in past time narrative, eg:

The students were still laughing when the teacher stepped in.

To denote a past habitual action

The habitual action denoted by the past progreive is most clearly characterized by its temporarine, in contrast with the past habit denoted by the simple past, eg:

George was getting up at five every day that week.

As in the case of the present progreive, the past progreive can also collocate with such adverbials of frequency as always, constantly, continually, forever, to expre emotional feelings, especially feelings of annoyance or disapproval on the part of the speaker, eg:

My brother was always losing his keys.

To denote futurity in the past

In specific contexts, the past progreive can be used to denote a future action in the past according to a definite plan or arrangement.

This use is also found in some adverbial clauses of time or condition, eg:

They were leaving a few days later.He told me to wake him up if he was sleeping.

To make polite requests and expre hypothetical meanings

The past progreive has a similar function to that of the simple past and of the present progreive as described in 11.2.2 and 11.3.4.

Of the three forms, the past progreive is the most tentative in making polite requests.Compare: I hope you can send me some books.I hoped that you could send me some books.I am hoping you can send me some books.I was hoping you could send me some books.

To expre hypothetical meanings, the past progreive only occurs in certain conditional clauses and in subclauses after ―I wish‖, ―I‘d rather‖, ―it‘s time‖, etc:

I wish they were not talking so loudly.I‘d rather you were going at once.

Would you stay a little longer, if you were enjoying yourself? If they were leaving tonight, I‘d like to go with them.It is time we were leaving.

Contrast between past progreive and simple past

In the previous sections we have touched upon notional differences between the simple past and the past progreive.

There are a few more points to note.

To denote an action in completion, we use the simple past; to denote an action in progre, we use the past progreive.To state a mere past fact, we use the simple past; to lay emphasis on the duration of the action, we use the past progreive.When two actions co-occur in a sentence, the action of shorter duration is to be denoted by the simple past, while that of longer duration by the past progreive.In colloquial speech, the past progreive is sometimes used to show what one says is casual, unimportant and aimle, whereas the use of the simple past means differently.Compare: I was talking to Margaret the other day.I talked to Margaret the other day.

Compare the time sequence of the two actions in the following sentences:

When we arrived, she was making some fresh coffee.When we arrived, she made some fresh coffee.

In the first sentence, the action of making coffee was already in progre when we arrived, whereas in the second sentence, the action of making coffee followed our arrival in time sequence.

Leon 12 Tense and aspect (II)

教学重点及难点：

Differences between present/past perfective and present/past perfective progreive.

Perfective aspect and since-clause, perfective aspect vs.have got/have got to.

教学基本内容

Present perfective has two chief uses: ―finished‖ use and ―unfinished‖ use.The former refers to the present result of a past event still operative at the present moment, while the latter one denotes that an action or state extends over a period lasting up to the present moment.

Past perfective progreive also has ―finished‖ and ―unfinished‖ use, only with time reference back-shifted to a specified past moment.

There are a few more points that merit our attention concerning the use of the perfective aspect: perfective aspect and since-clause, perfective aspect vs.have got/have got to and perfective aspect in ―It is/will be the first time + that-clause‖.

Lecture 12 Tense and Aspect (II) The perfective aspect can combine with the two tenses, forming present perfective and past perfective, which can again combine with the progreive aspect, resulting in present perfective progreive and past perfective progreive.

12.1 uses of present perfective (progreive)

This section deals with the two chief uses of the present perfective (progreive) and how the present perfective (progreive) is distinguished in meaning from the simple past.

Present perfective

Present perfective, a combination of the perfective aspect with the present tense (have / has+-ed participle), has two chief uses: ―finished‖ use and ―unfinished‖ use.

This ―finished‖ use refers to the present result of a past event still operative at the present moment.

The ―unfinished‖ use of the present perfective denotes that an action or state extends over a period lasting up to the present moment, poibly extending into the future as well.

The difference between these two uses manifests itself in the fact that in the ―unfinished‖ use, the present perfective is commonly accompanied by an adverbial expreing duration, but no such accompanying adverbial is present in the ―finished‖ use.

Compare:

He‘s turned off the light.(―The light is still off now.‖)

He‘s lived here since 1960.(―The period of residence extends either to the present—the usual interpretation—or to some specified date in the past.‖)

Present perfective progreive

The use of the present perfective progreive (have/has been + -ing participle) has much in common with the ―unfinished‖ use of the present perfective.

Compare:

I‘ve been writing letters for an hour (and I‘ve still got some more to do).I‘ve been sitting in the garden (and have just come indoors).

There are cases, however, where these two forms are not interchangeable in that the present perfective progreive has also the meanings of continuousne, temporarine and incompletene.

Compare:

Who‘s been eating my dinner?(―Some of it is left.‖) Who‘s eaten my dinner? (―It‘s all gone.‖)

Contrast between present perfective (progreive) and simple past

As has been pointed out, the action or state denoted by the present perfective (progreive), though referring to some indefinite happening in the past, has some connection with the present.

Hence, if an action or state happened in the past and has no connection with the present, it will have to be expreed by the simple past or the past progreive.

Compare:

His sister has been an invalid all her life .(―she is still alive.‖) His sister was an invalid all her life.(she is now dead.)

12.2.Uses of past perfective (progreive)

Let us now turn to the uses of the past perfective (progreive).

Past perfective

The past perfective also has two chief uses: ―finished‖ use and ―unfinished‖ use, only with time reference back –shifted to a specified past moment.

In the ―finished‖ use, the past perfective denotes an action or state already in completion before a specified past,

and in its ―unfinished‖ use, an action or state extending over a period up to a past moment and poibly into the future in the past, e.g.:

I had written the article when he came.By six o‘clock they had worked twelve hours.

Past perfective progreive

The past perfective progreive is basically similar in use to the present perfective progreive, only with time reference back-shifted to a specified past.The chief use of the past perfective progreive has also something in common with the ―unfinished‖ use of the past perfective, and, therefore, in many cases, these two forms can be used interchangeably, though in colloquial speech, the past perfective progreive is more frequently used than the past perfective.

Compare:

I‘d been working for three hours when he called.I‘d worked for three hour when he called

Past perfective in sentences with when-/ before- /after-/ until- clauses

Subordinators such as when, before, after, until can sometimes be used interchangeably when they connect clauses where two actions happen one after another.

The general rule is that the earlier happenings are expreed by the past perfective and the later happening by the simple past.

Compare:

When I reached the station, the train had already left.I reached the station after the train had left.I didn‘t reach the station until after the train had left.The train had left before I reached the station.

推荐第6篇：全英文教案 Unit2

Teaching Plan （45mins） Unit2 English around the world Part 1 ：Analysis of teaching material

The theme of this cla is “English language and its development, different kinds of English”.Researching the topic of the development of the history of English language, which can make students strengthen the understanding of the English language, especially for the understanding of the trend of English development.After finished this cla, the students can comprehend the variety levels and plurality of English language, which can help students develop the consciousne of intercultural.

Part 2: Teaching Aims

1.Knowledge Objects

①Talk about English and its development, different kinds of English.②Talk about the difficulties in language communication.③Learn to make dialogue by using request & command.④Learn to transfer from Direct Speech into Indirect Speech.⑤Learn to organize ideas and give opinions by the way of brainstorming.2.Ability Objects

（1）Important word and phrase Subway, elevator, petrol, gas, official, voyage, conquer, native, come up, apartment, actually, base, at present, gradually, vocabulary, make use of, latter, identity, fluently, frequently, usage, command （2）Grammar and sentence

①English is a language spoken all around the world.②There are more than 42 countries where the majority of the people speak English.③The number of people who learn English as a foreign language is more than 750 million.④In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or a second language.3.Moral Objects

Let the students obtain the knowledge about the development of English language by reading, expand international horizons, aggrandize the culture consciousne, arouse their enthusiasm for English learning.

Part 3: Teaching Key Points and Teaching Difficulties

1.To be able to get the main idea from the text.2.To be able to solve the problem by analyzing.3.To be able to use the different learning strategies for different reading purposes.

Part 4: Teaching method

1.Scenario communication method 2.Task based Language Teaching method 3.The heuristic teaching method

Create the scenarios, lead in the topic, group discuions and exchange, inspire the learning initiative of student with the heuristic teaching method Part 5:

Teaching Procedures Step1： Warming up

Let the students look at the following picture, then ask them some questions like these: Which words in the picture are British English or American English? Which country do you think has the most English learners？ Step2：Lead in

I play a short video about people from England making voyages to conquer other parts of the world, then ask the students: Why is English the most widely used in so many countries? Why has English changed over time？ Step3：Fast reading

1.Let the students read the text as quickly as they can, then decide whether the statements are true or false:

（1）There is no difference between American English and British English. （2）Written English is the same in both American English and British English. （3）Sometimes people from the two countries have difficulty in understanding each other. （4）The English language in the world always stay the same as the language used in Britain.

2.Show the students some important words and expreions.（1）include包括，包含

（2）play an important role / part in 扮演重要角色（3）even if / though 即使，即便（4）a large number of 许多，大量的（5）communicate with 和...交流（6）be based on 建立在......的基础上（7）make use of 利用，使用 Step 4： Careful reading 1.Let the students read the paage carefully and then make a time line of the development of English.2.Let the students read the paage again and fill in the blanks with the words from the text.It is not easy for a Chinese person to speak English as ___ as a ___ English speaker.One reason is that English has a large ___.It also has different usage in different English speaking countries.If you use “flat”instead of “___”, people in America will know you have learned British English.If you use the word “___”instead of “lift”in Britain, people will know you have studied American English.

3.Let the students listen to the text carefully and repeat the sentences. Step 5 ：Group work

Ask and answer the questions like these: When did five to seven million people speak English? Why did English begin to be spoken in many other countries? Which country may have the largest number of English learners? Step 6 ：Practice

Retell the history of English and tell the differences of ancient English and modern English, British English and American English. Step 7：Summary

Answer questions: Tell us what did you learn from this leon? Why do you think people all over the world want to learn English？ Then give “The road to modern English”.

Step 8：Homework

1.Go over the text and try to learn all the useful words and expreions in this part by heart.2.Write a paage about your English learning.

Part 6: After-cla reflection

The eential aim of English teaching is to promote the skills of listening, speaking, reading, writing, and the ability of comprehension, and to strengthen their consciousne of cro cultural communication.The four skills link closely, and they do not exist in isolation, this leon will integrate these four links to the whole teaching proce, which make students basically achieved the knowledge of this leon and enable students to systematically understand the knowledge they have learned.At the same time, we can achieve the teaching aim of this cla.

推荐第7篇：万能全英文教案

一．Teaching aims: 1.Knowledge aim To enable the students to master the key words, phrases and language points, such as....(从文中找两个单词、一个短语和一个语言点就可以了) 2.Ability aim To improve the students reading abilities, such as skimming and scanning.3.Emotional aim 根据文章大体内容编一个情感目标。二．Teaching important and difficult points: 1.Teaching important points To master the key words, phrases and language points, such as....(从文中找两个单词、一个短语和一个语言点就可以了) 2.Teaching difficult points: To improve the students reading abilities, such as skimming and scanning.三．Teaching method: Task-based language teaching method (意思是任务型教学法) Cooperative language learning approach(意思是合作语言学习教学法) 四．Teaching aids: 1.A projector 2.Multimedia 3.A tape recorder 五．Teaching procedures Step 1 Lead-in The teacher will show the students some pictures about the topic of this cla to arouse the students’ interest of this leon.Step 2.Pre-reading The teacher will give the students two questions and ask them to discu.After the discusion, the teacher will ask the students to show their own opinions.Step 3.While-reading

Activity 1: The students will be asked to read the text quickly and answer the questions the teacher shows on the screen.This activity can help to improve the students’ skimming ability.Activity 2: The students will be asked to read the text carefully again and underline what they don’t understand.Then discu in groups.If they still have any difficulty, the teacher will help to explain.Step 4.Post-reading In this part, the teacher will give the studetns another two questions to discu.They can use what they have learned in this cla.Step 5.Consolidation After the students have learned the text, the teacher will ask them to do some relative exercise to consolidate the knowledge they have learned in this cla.Step 6.Summary To ask the students to summarize what they have learned in this cla.It can help the students to have a clear understanding of what they’ve learned.Step 7.Homework The students will be asked to write a short composition about the topic of this cla.They can use the the key word, phrases and language points in this cla.It can help the students to consolidate what they have learned.六.Blackboard design （罗列几个单词、短语、知识点）

推荐第8篇：小学全英文教案

Unit 6

Let\'s eat Teaching Objectives 1.Objectives for Affect Let the students know that they should save food and share food with friends.2.Objectives for Language Knowledge Learn the new sentences “I like …” and “Have some…”.

Learn the new words “tea, cake, coke, chicken, hot dog, hamburger, bread, French fries…”.3.Objectives for Language Skills Be able to pronounce the words and sentences correctly.Be able to know how to share food with friends.Key Points 1.The sentences: “I like …” and “Have some…”

2.Some words: chicken, hot dog, hamburger, bread, French fries… Difficult Points The pronunciation of the words “chicken, bread and French fries”.Teaching Aids CAI ppt, pictures Teaching Approaches Game teaching Teaching Steps 1.Warming-up Sing the song“Let’s have a picnic” together.T：Hello, boys and girls! How are you? Ss: I’m fine, thank you.And you? T: Very well, thank you.Let’s sing a song, OK? Ss: OK! 2.Leading-in Daily talk.T: Do you like cake? S1: Yes, I do.T: Do you like milk? S2: Yes, I do.T: OK.Today, I will show something delicious for you.Do you want to have a look? 3.Presentation

(1)Let students watch the CAI ppt.(2)The teacher show some pictures of food.Students learn the words “tea, cake, coke, chicken, hot dog, hamburger, bread, French fries”.

T：Do you know what it is ? S1：Bread.T：What are these? S2：Hamburger.T: Hamburgers.Ss: Hamburgers.…

(3) The teacher play the recording to students.(4) The teacher teach students know how to use the sentence “I like …”.4.Practice （1）Let students introduce the food they like in groups by using the sentence “I like …”.

（2）Let’s act Let students act about the story in the text book, then ask several students to show in front of the cla.(3) Let’s play

Let students play the paing game by using the words about food.5.Conlidation Review the sentences and words in the text book.Let students reads the text book.Extension Read and color: Give pictures to the students, then let them color it and read the words of the food.Board-writing Unit 6

Let’s eat

I like chicken (hot dog, hamburger, bread, French fries).Homework 1.Do some exercises in the text book.

推荐第9篇：小学英语口语全英文教案

Teaching Plan

2011-5-11

school： Grade： Cla： Teacher：content of courses

Topic11.My Pet Turtle

Teaching aims

Listen to say familiar three sentence patterns and their

answer form——What is your favorite …?\\My favorite … is…

Teaching difficult points

first-person converting and reconverting

teaching media

1.Teacher preparation teaching material matching tapes

2.Prepare relevant part of the courseware

3.Teachers learned patterns card ready

Teaching steps

1.Warming-up/Revision.

（1）Daily conversation display.

（2）play“Let us sing together” songs the recording, the teachers

and students singing and do the action

2.Presentation

（1）The tortoise knowledge introduction

T:Look and think.

（2）Teachers fast.Pictures of animals show series:

daddy turtle,mommy turtle, brother turtle, baby turtle.Accordingto see pictures about students cultivate animal words observationand memory.

(3)Listen to recording ,then practice in pairs.The next lead

“What is your favorite pet?”， First , take out to the whole , then askseveral students answer shows the correct answer form.

“ My favorite pet is…”

3.Practice

（1）Let’s do a game!

I will ask two students to do it.one say “what’s your favorite pet?”,the other do a reply and expre it with your body languag-e.

(2)Exchange.

4.Now read the text quickly and find out other sentence pa-erns ：when and where did you get it?\\how often do you feed it?\\why do you like it?\\Is it a turtle?And so forth.

5.Aignment

You should know “what is his\\her favorite ….?”and their answer form.Next cla teacher will check it ,oh

推荐第10篇：This is my sister全英文教案

外国语12.11 姚玉林 1204021106

Unit3 This is my sister

Period 1(Section A 1a—1c) 45 minutes

Teaching objectives 1.knowledge objectives At the end of this cla,

1) Ss can master the words: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent, these those 2) Ss can expre their idea with these sentence patterns

------This is my …

------ These are my … ------ This is his / her … ------ These are his / her …

------Is this your…? ------ Are these your…? ------ Is this his / her …? ------ Are those his / her…? 2.ability objectives: 1) Train Ss’ listening skill.

2)Train Ss’ communicative competence.3)to introduce family.3.Moral Objectives

A friend in deed is a friend indeed.

Teaching Key Points 1.The names of the various members of a family. 2.How to introduce family.

Teaching Difficult Point Ss can introduce their family members.

Teaching Methods 1.Visual teaching method. 2.Pair work. Teaching Aids Photographs of your family members and friends, cards A tape recorder.

Teaching procedure Step I Warming up (3 minutes) 1.Greetings.

2.Revise the sentences “What’s your name? Are you…? Is she…?”

Step II lead in and presentation(15 minutes) 1.Ask Ss “Do you know a sitcom called Jia You Er Nv”, then let them tell me the names in the sitcom.Show Ss the pictures of each member in the sitcom to present the new words.T: Do you know a sitcom called Jia You Er Nv? Ss: Yes! T:So please tell me their names in this sitcom, Ss: Liu Xin, Liu Mei, Xia Yu….T: Great! Now I will show you some pictures.Look what’s his name?

…

Ss: His name is Liu Xin.T: We all know Liu Xing is Xia Yu’s brother.Follow me “brother” Ss: …

( present rest of the words in this way ) 2.After presenting the new words, lead Ss read the words in an interesting way.3.Role play I will give Ss an example T: Now I am Xiaoyu, look, this is my brother(point Liu Xing) to present the sentence structure: This is my/her/his….These/those are my… 4.Lead Ss to practice the sentence structures.

Step III practice(25 minutes)

1.Role play First I will give Ss an example: If I were xiaoyu, I will introduce my family members one by one, then I will ask some Ss to do this activity.2.Show pictures I will show Ss some pictures on the screen, let them say according to the pictures with the sentence patterns : This is my…, These/Those are my… 3.listening listen to 2a: listen and circle the words you hear

4. game

To practice Ss memorize the miing words.5. pair work: Introduce family members

Every student has a family photo, work in pairs to introduce their family members to each other and then ask some of them to present in front of the cla.Step IV production

task:

Obama and his family come to visit China, and if you are Maria , some Chinese friends want to know about your family members, so please introduce your family members to them.Step V summary and homework(2minutes) 1.lead Ss to summary what we have learnt in the cla.

2.Homework : found a family photo, and introduce your family.

第11篇：小学英语口语全英文教案

Teaching Plan

Topic.My Pet Turtle Teaching aims Listen to say familiar three sentence patterns and their answer form——What is your favorite …?\\My favorite … is…

Teaching difficult points

first-person converting and reconverting teaching media 1.Teacher preparation teaching material matching tapes 2.Prepare relevant part of the courseware

3.Teachers learned patterns card ready Teaching steps 1.Warming-up/Revision.

（1）Daily conversation display.（2）play“Let us sing together” songs the recording, the teachers and students singing and do the action 2.Presentation

（1）The tortoise knowledge introduction T:Look and think.

（2）Teachers fast.Pictures of animals show series: daddy turtle,mommy turtle, brother turtle, baby turtle.

According

to see pictures about students cultivate animal words observation and memory.(3) Listen to recording ,then practice in pairs.The next lead “What is your favorite pet?”， First , take out to the whole , then ask several students answer shows the correct answer form. “ My favorite pet is…” 3.Practice （1）Let’s do a game!

I will ask two students to do it.one say “what’s your favorite pet?”,the other do a reply and expre it with your body languag-e.

(2)Exchange.

4.Now read the text quickly and find out other sentence pa -erns ：when and where did you get it?\\how often do you feed it?\\why do you like it?\\Is it a turtle? And so forth.5.Aignment

You should know “what is his\\her favorite ….?”and their answer form.Next cla teacher will check it ,oh

第12篇：Unit1My school全英文教案

Unit Part Let

1 My school

’s sing This is the way I go to school, go to school, go to school.This is the way I go to school, where I like to learn all day.This is the claroom in my school, in my school, in my school.This is the claroom in my school, where

Welcome library teachers

claroom

computer music art

room room room

’

office

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playground I can Can I can hand Where Can I Where Can I

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can

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homework.

read?

draw.

read?

play.

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computer Free talk( Look Do you

you

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Do you have a…? Yes, we do.Where is … ? It’s on the …floor. Make

T: A: Excuse Excuse me.me.Where’s Where’s the the … ? teachers’ office?

S1: It’s on the … floor.B: It’s on the second floor.T: A:OK.OK.Thanks.Thanks.T: ? A: Hi.Hi.Is Is this this the the … teachers’ S2:office? No, it isn’t.C:

dialogue

first

floor

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do.No, it… isn’t.The is next to the … The teachers’ office is next to the library.S3: Hi, Mi White! A: Hi, Mi White! Here’s my homework.

T: D: Thank Thank you, you, Mike.Mike.Bye, Mi White.T S3: A: Bye, Mi Read and

fill

the

table.White.Computer room Art Room Library Gym Teachers’ Office Claroom 2 Claroom

（1）Do you have a library ? Yes.The library is on the second floor.（2）Do you have an art room ? The art room is next to the gym.（3）Where is the teachers’ office ? The teachers’ office is next to the library.（4）Where is Claroom 1 ? Claroom 1 is under the teachers’ office. Listen 1 3 4

and

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1、离我们近处的单个物体用This is… 离我们远处的单个物体用That is…

2、英语句子书写注意事项：句首字母要大写；单词之间要空一格；句尾要书写标点符号。（别忘了英语句号是实心小圆点喔）

自That

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第13篇：全英文英语阅读课教案

阅读课教案

School__ Number3 Middle School____

Junior or Senior Section _Junior__ Cla ____3____

Grade _1_______ Size ______45__

Time_40_______

Date __2009-12-28____ Materials __Go for it______

Type of leon _reading ____ Contents: 1.Vocabulary: Some nouns about furniture and some daily use things: table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.Some prepositions of place: on, in, under

2.Structure: Where is (Where’s)…?

It is (It’s) in/on/under…

Where are…?

They are (They’re) in/on/under…

Where’s/where’re…?

I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.

3.1) Dialogue: Where’s the bag?

I don’t know.

Is it on the dreer? No, it isn’t.

Where are my books?

I don’t know.Are they on the bed? No, they’re not.2)Writing: ask, gue and write

Objectives:

1.Instructional objectives (language knowledge and language skills)

1) To promote students’ vocabulary development (table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant.…)

2) To promote students’ reading skills

a) prediction

b) skimming

3) To promote students’ oral English

4) To develop students’ writing skill

2.Educational objectives (affect, learning strategy and cultural awarene)

1) To develop students’ ability to communicate with others to get information

2) To build students’ confidence

3) To make students learn to cooperate with others

3.Personal objectives: 1) To develop teacher’s ability of claroom management

Focal points: a: the nouns.b: prepositions of place

c: Where- question and d: answers to “Is the… in/on/under the …?”；

Difficult points: a: use the prepositions to describe position of things b: use the where-question and Is it-/Are they -question to ask things’

position

Aids: PPT, blackboard, chalk … Procedures and Time Allotment 1.Getting students ready for learning

( mins)

1) Greetings: Good morning everyone! 2) Routine task: duty report

2.Revision: Use some pictures to review the vocabulary ( table, bed, dreer, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under) and sentence structure:

Where is (Where’s)…? It is (It’s) in/on/under Where are…? They are (They’re) in/on/under… 3.Pre-reading : Step1: vocabulary and some phrases learning

Task: Look at the conversation between them and gue the meaning of the sentences in red.( using the conversation between Liu Qian and A Xin to show those phrases to the students in order to learn them by the context; because the sentence structure in the conversation is those they have learnt)

(… mins)

此步骤包括词汇、语法教学等 4.While-reading 5.Post-reading

(… mins)

1) Oral work

2) Written work 6.Aigning homework 1) Conclusion: a: vocabulary

b: sentence patterns: Where is (Where’s)…?

It is (It’s) in/on/under… Where are…?

They are (They’re) in/on/under… Where’s/where’re…?

I don’t know.Is it /are they on/in/under… ? No, it isn’t./They aren’t./ Yes, it is./they are.2) Homework: Ask, gue and write Let your partner to ask as well as gue where your things are in your room.Write down your conversation by using the following sentence patterns: A: where’s/where’re your…? B: You can gue.A: I don’t know.Is it /are they on/in/under… ? B: No, it isn’t./They aren’t.Yes, it is./they are.

…

Self-evaluation

第14篇：初四英语语法教案

初四英语语法课教案复习现在完成时

教学目标：

1.复习现在完成时的用法、构成及标志词

2.常见的短暂性动词及其连用的时间段的转换。3.利用现在完成时解决实际问题。

教学重难点：

现在完成时中的非延续性词在何种情况下转化为延续性词及如何转化。

教学步骤：Step 1:Free talk

1.What are you doing now? 2.What did you do last night? 3.How do you like your English? 4.How are you gong to improve your English? 5.Have you ever been to Weihai? Step2: Revision by doing exercises 1.Listen! Who ________(knock) at the door? 2.It is 12 o’clock.The Greens ________(have) lunch.3.Where ________ Tom ________(come) from? 4.Bob _________(go) to school on foot every day.5.I ________(not do) my homework last night.Step3: Presentation Our winter vacation was over, what did you do in your vacation? How many places have you been to? Have you ever traveled to another country? Now this cla we will revise the tense “ the present continue tense”.定义一:表示过去发生的动作对现在造成的影响或结果。

标志词：just是刚刚, before是以前, ever是曾经, never是从不, already是已经，用在肯定中, yet是仍还，用在否定句或疑问句中。例如： Tom has just come back.Tom刚刚回来了。

I have already finished my homework.我已经完成我的作业。

Mary hasn’t finished her homework yet.Mary还没完成她的作业。

In order to help the students understand the tense, and then let them do the following exercises: 1.My father ________(not come) back yet.2.I _______ never ________(be) to Beijing before.3.I _________(not have) my lunch yet.4.________ you _______(see) the film before? 5.Tom ________already ________(finish) his work.:

定义二：表示从过去开始一直延续到现在的动作或状态。在此必须强调动词必须是延续性动词。这一点也是这一用法的重点和难点。常见的非延续动词有come, start/ begin, buy, borrow, leave, die and so on.标志词：for, since.即看到for或since时，动词必须转化成延续性动词，转化关系如下：come 转化为be here 或be in; start/ begin 转化为be on; buy转化为 have; borrow 转化为keep; leave转化为 be away (from); die 转化为be dead。例如：

我买这辆自行车两年了。I have had the bike for two years.他爷爷死了十年了。His grandpa has been dead for ten years.电影上演十分钟了。The film has been on for ten minutes.Let the students understand “for” or “since” by doing exercises.Tom has been in Beijing ______ ten years.Our country has changed a lot ________1980.He has made many friends _________ he came to this school.I have learned English _________ seven years.通过以上练习题，他们会发现后for跟时间段；而since后跟时间点或从句。注意：任何事物都不是一成不变的，通过上下文的理解来判断时态也很重要。 Step 4: Exercises:(一) 用所给词的适当形式填空。 1.______ you ________(read) the book before? 2.Tom _______ just _______( come) back.3.I _______( have) an allergy since I ________( be) six.4.My father ________( be) much healthier since he _______-( give) up smoking.5.where is your father? He ________( go) to work.6.________ you ________( finish) your homework? Yes, I have.When _______ you ________(finish) it? Ten minutes ago.7.How long _______ you ________(collect) stamps?

（二）翻译下列句子1.这位老人死了三年了。2.格林一家来中国十年多了。 3.这部电影上演十分钟了。 4.我买这块手表四年了。 5.我爸爸毕业二十年了。

（三）改错题1.The poor man has died for a long time.2.They have come to China for ten years.3.How long may I borrow the bike? 4.The movie has started for ten years.5.Tom has left school since ten years ago.6.My father has become much healthier since he gave up smoking.大量的练习是理解现在完成时的关键。

Homework:用现在完成时介绍一下你的假期生活。例如你去过哪些城市，参观过哪些名胜古迹等等。

第15篇：七年级英语语法教案

七年级英语语法虽然是从简单的一些日常用语出发的，但语法中常会有一些知识点看起来很细小，容易被忽视，但这些知识点掌握不熟练，往往会造成一些语法应用上的错误。因此在学习七年级英语语法时，要认真、细心，不要觉得一些地方不重要而得过且过。

下面从几个方面，总结出了七年级英语语法，如果要复习英语句法的同学，可以参考一下，

一、七年级英语语法——词法

1、名词

A）、名词的数

我们知道名词可以分为可数名词和不可数名词，而不可数名词它没有复数形式，但可数名词却有单数和复数之分，复数的构成如下：

一）在后面加s。如：fathers, books, Americans, Germans, apples, bananas 二）x, sh, ch, s, tch后加es。如：boxes, glaes, drees, watches, wishes, faxes

三）1）以辅音字母加y结尾的变y为i再加es 如：baby-babies, family-families, duty-duties, comedy-comedies, documentary-documentaries, story-stories 2）以元音字母加y结尾的直接加s。如：day-days, boy-boys, toy-toys, key-keys, ways

四）以o结尾加s（外来词）。如：radios, photos, 但如是辅音加o的加es：如: tomatoes西红柿, potatoes马铃薯

五）以f或fe结尾的变f为v再加es(s)。如：knife-knives, wife-wives, half-halves, shelf-shelves, leaf-leaves, yourself-yourselves

六）单复数相同（不变的）有：fish, sheep, deer鹿子, Chinese, Japanese 七）一般只有复数，没有单数的有：people,pants, shorts, shoes, glaes, gloves, clothes, socks

八）单词形式不变，既可以是单数也可以是复数的有：police警察局，警察, cla班，同学, family家，家庭成员

九）合成的复数一般只加主要名词，多数为后一个单词。如：action movie-action movies, pen pal-pen pals; 但如果是由man或woman所组成的合成词的复数则同时为复数。如：man doctor-men doctors, woman teacher-women teachers

十）有的单复数意思不同。如：fish鱼 fishes鱼的种类, paper纸 papers报纸，卷子，论文, work工作 works作品，工厂, gla玻璃 glaes玻璃杯，眼镜, orange桔子水 oranges橙子, light光线 lights灯, people人 peoples民族, time时间 times时代, 次数, chicken 鸡肉 chickens 小鸡

十一）单个字母的复数可以有两种形式直接加s或’s。如：Is (I’s), Ks (K’s)。但如是缩略词则只加s。如：IDs, VCDs, SARs

十二）特殊形式的有：child-children, man-men, woman-women, foot-feet, mouse-mice, policeman-policemen, Englishman-Englishmen

B）名词的格

当我们要表示某人的什么东西或人时，我们就要使用所有格形式。构成如下：一）单数在后面加’s。如：brother’s, Mike’s, teacher’s 二）复数以s结尾的直接在s后加’，如果不是以s结尾的与单数一样处理。如：Teachers’ Day教师节, clamates’; Children’s Day六一节, Women’s Day三八节

三）由and并列的名词所有时，如果是共同所有同一人或物时，只加最后一个’s，但分别拥有时却分别按单数形式处理。如：Mike and Ben’s room迈克和本的房间（共住一间），Mike’s and Ben’s rooms迈克和本的房间（各自的房间）

2、代词

项目人称代词物主代词指示代词反身代词人称主格宾格形容词名词性第一人称单数 I me my mine myself 复数 we us our ours ourselves

第二人称单数 you you your yours yourself 复数 you you your yours yourselves 第三人称单数 she her her hers herself he him his his himself it it its its this that itself

复数 they them their theirs these those themselves

3、动词

A）第三人称单数

当动词是第三人称单数时，动词应该像名词的单数变动词那样加s，如下：一）一般在词后加s。如：comes, spells, waits, talks, sees, dances, trains 二）在x, sh, ch, s, tch后加es。如：watches, washes, wishes, finishes 三）1）以辅音字母加y结尾的变y为i再加es。如：study-studies, hurry-hurries, try-tries

2）以元音字母加y结尾的直接加s。如：plays, says, stays, enjoys, buys 四）以o结尾加es。如：does, goes 五）特殊的有：are-is, have-has B）现在分词

当我们说某人正在做什么事时，动词要使用分词形式，不能用原形，构成如下：一）一般在后加ing。如：spell-spelling, sing-singing, see-seeing, train-training, play-playing, hurry-hurrying, watch-watching, go-going, do-doing

二）以不发音e的结尾的去掉e再加ing。如：dance-dancing, wake-waking, take-taking, practice-practicing, write-writing, have-having

三）以重读闭音节结尾且一个元音字母＋一个辅音字母（注意除开字母组合如show –showing, draw-drawing）要双写最后的辅音字母再加ing。如：put-putting, run-running, get-getting, let-letting, begin-beginning

四）以ie结尾的变ie为y再加ing。如：tie-tying系 die-dying死 lie-lying 位于

4、形容词的级

我们在对两个或以上的人或物进行对比时，则要使用比较或最高级形式。构成如下：

一）一般在词后加er或est(如果是以e结尾则直接加r或st)。如：greater-greatest, shorter –shortest, taller –tallest, longer –longest, nicer- nicest, larger -largest

二）以重读闭音节结尾且1个元音字母＋1个辅音字母(字母组合除外，如few-fewer fewest)结尾的双写结尾的辅音再加er /est。如：big-bigger biggest, red-redder reddest, hot-hotter hottest

三）以辅音字母＋y结尾的变y为i加er/est。如：happy-happier happiest, sorry-sorrier sorriest, friendly-friendlier friendliest(more friendly most friendly), busy-busier busiest, easy-easier easiest 四）特殊情况：(两好多坏，一少老远)

good/wellmore most bad/ill – worse worst little- le least old- older/elder oldest/eldest far- farther/further farthest/furthest

5、数词 (基变序，有规则；

一、

二、三，自己背；

五、

八、

九、十二；其它后接th；y结尾，变为i, eth跟上去。) first, second, third; fifth, eighth, ninth, twelfth; seventh, tenth, thirteenth, hundredth; twenty-twentieth, forty-fortieth, ninety-ninetieth

二、七年级英语语法——句式 1.陈述句

肯定陈述句 a) This is a book.(be动词)

b) He looks very young.(连系动词) c) I want a sweat like this.(实义动词)

d) I can bring some things to school.(情态动词) e) There’s a computer on my desk.(There be结构)

否定陈述句 a) These aren’t their books.b) They don’t look nice.c) Kate doesn’t go to No.4 Middle School.d) Kate can’t find her doll.

e) There isn’t a cat here.(=There’s no cat here.) 2.祈使句

肯定祈使句 a) Please go and ask the man.b) Let’s learn English! c) Come in, please.

否定祈使句a) Don’t be late.b) Don’t hurry.3.疑问句

1) 一般疑问句 a) Is Jim a student? b) Can I help you? c) Does she like salad?

d) Do they watch TV? e) Is she reading?

肯定回答: a) Yes, he is.b) Yes, you can.c) Yes, she does.d) Yes, they do.e) Yes, she is.

否定回答: a) No, he isn’t.b) No, you can’t.c) No, she doesn’t.d) No, they don’t.e) No, she isn’t.

2) 选择疑问句 Is the table big or small? 回答 It’s big./ It’s small.3) 特殊疑问句

① 问年龄 How old is Lucy? She is twelve.② 问种类 What kind of movies do you like? I like action movies and comedies.

③ 问身体状况 How is your uncle? He is well/fine.④ 问方式 How do/can you spell it? L-double O-K.

How do we contact you? My e-mail addre is cindyjones@163.com.⑤ 问原因 Why do you want to join the club?

⑥ 问时间 What’s the time? (=What time is it?) It’s a quarter to ten a.m..

What time do you usually get up, Rick? At five o’clock.When do you want to go? Let’s go at 7:00.

⑦ 问地方 Where’s my backpack? It’s under the table.⑧ 问颜色 What color are they? They are light blue.What’s your favourite color? It’s black.⑨ 问人物 Who’s that? It’s my sister.Who is the boy in blue? My brother.Who isn’t at school? Peter and Emma.Who are Lisa and Tim talking to?

⑩ 问东西 What’s this/that (in English)? It’s a pencil case.

What else can you see in the picture? I can see some broccoli, strawberries and hamburgers.

11问姓名 What’s your aunt’s name? Her name is Helen./She’s Helen.What’s your first name? My first name’s Ben.What’s your family name? My family name’s Smith.12 问哪一个 Which do you like? I like one in the box.13 问字母 What letter is it? It’s big D/small f.

14 问价格 How much are these pants? They’re 15 dollars.15 问电话号码 What’s your phone number? It’s 576-8349.16 问谓语(动作) What’s he doing? He’s watching TV.17 问职业(身份) What do you do? I’m a teacher.What’s your father? He’s a doctor.

三、七年级英语语法——时态

1、一般现在时表示普遍、经常性的或长期性的动作时使用一般现在时，它有：

Be 动词：She’s a worker.Is she a worker? She isn’t a worker.情态动词：I can play the piano.Can you play the piano? I can’t play the piano.

行为动词：They want to eat some tomatoes.Do they want to eat any tomatoes? They don’t want to eat any tomatoes.

Gina has a nice watch.Does Gina have a nice watch? Gina doesn’t have a watch.

2、现在进行时表示动词在此时正在发生或进行就使用进行时态，结构为sb be v-ing sth + 其它.

I’m playing baseball.Are you playing baseball? I’m not playing baseball.

Nancy is writing a letter.Is Nancy writing a letter? Nancy isn’t writing a letter.

They’re listening to the pop music.Are they listening the pop music? They aren’t listening to the pop music.

第16篇：高中英语语法教案

高中英语语法教案

Teaching Goals:

1.To enable Ss to know about the way to expre poibility and improbability.2.To enable Ss to master the usage of “may”, “might”, and “likely”.3.To help Ss learn how to use modal verbs “may” and “might” to expre conjecture.Teaching Procedures: Step 1.Revision

Check the answers to the Vocabulary exercises in the Workbook.Step 2.Function 1.Ask Ss to do Activity 1 on page 54 and call back the answers.Then give them the correct answers.

2.Ask 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 poibility.

3.Ask Ss to do Activity 2 on page 54 individually.Then check their answers.Step 3.Grammar

1.Leading-in

Ask Ss to work in groups and discu the question in Activity 1 of Grammar on page 57.Then give them the right answer.2.Explanation

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 party.He 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 died.She 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 hard.

You can’t have seen her in her office last Friday; she’s been out of town for two weeks.3.Practice Ask Ss to do Activity 2 on page 57.Then call back the answers and correct them.4.Supplements

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 now.He can’t be in his own room.

It 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 father.She 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 patient.He 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 papers.

Doctor Wang isn’t here.He 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 you.

The light was on the whole night.He may have been doing his homework all the time.5.Consolidation

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 4.Homework

1.Ask Ss to review Grammar.2.Ask Ss to finish Grammar exercises in the Workbook pages 97~98.

第17篇：英语语法教案.宪宗doc

高中英语语法教案[整理] http://www.daodoc.com 中小学英语

名词

(一)概述

名词是表示人、地方、事物或抽象概念名称的词,可以说名词是万物之名称。它们可以是：

学英语，请看生活英语简易读物，长知识，学英语人的名字 Li Ming, Tom 资料：世界著名大学(Universities & Colleges)大全地方名称 China, London 资料：世界学校(K12 Schools)大全职业称呼 teacher, doctor 少女护肤(Skin Care) 网上最好的几篇文章，白皙清纯，青春无限物品名称 pencil, dictionary 行为名称 study, invention 抽象概念 history, grammar (二)普通名词和专有名词 1．普通名词

凡不属于特定的人名、地名、事物名称或概念名称的名词,都属于普通名词。这类名词在所有的名词中占绝大多数。普通名词大致有以下四种类型：

1)个体名词

个体名词指作为个体而存在的人或物。可以指具体的人或物,例如： He has two aunts.他有两个姑姑。

Most clarooms have computers.多数教室里都有电脑。也可指抽象东西,例如： We’ve lived here for twenty years.我们在这里住了二十年了。 I had a dream last night 我昨晚做了一个梦。

个体名词有复数形式,如：weeks, problems;单数形式可以和a/an连用,如：a week, a problem, an old man.2)集体名词

集体名词表示由个体组成的集体,下面是一些常见的集体名词：

family(家,家庭) army(军队) company(公司；全体船员) enemy(敌人) government(政府) group(小组,团体) public(公众) team(队；组) police(警方) 作单数看待作复数看待 His family isn't large.他家人不多。

The government is planning to build a dam here.政府打算在这里建一座水坝。 The public was unlikely to support it.公众支持它的可能性不大。 His family are all music lovers.他家的人都喜欢音乐。

The government are discuing the plan.政府在讨论这个计划。

The public were deceived by the newspaper.公众受到报纸的蒙骗。

集体名词有时作单数看待,有时作复数看待。一般说来,视为整体时作单数看待,想到它的成员时作复数看待：

例如：

有的集体名词通常用作单数,例如： Our company is sending him to work in Berlin.我们公司将派他去柏林工作。有的集体名词多作复数看待。例如： The police are looking for him.警察正在找他。 3)物质名词

物质名词指无法分为个体的东西,我们学过的常见的物质名词有：

beer, cloth, coal, coffee, coke, cotton, ice, ink, jam, juice, meat, medicine, metal, milk, oil paper, rain, salad, salt, sand, snow, soup, steel, sugar, tea, water, wine, wood, wool等。

一般说来,物质名词是不可数折,因而没有复数形式。但有一些特殊情况： a．有些物质名词可用作可数名词,表示“一份”,“一杯”： Tree beers, please.请来三杯啤酒。

A chocolate ice-cream for me.给我一份巧克力冰淇淋。

b．有此物质名词可作可数名词,表示“一种”： It was a special tea which tasted of orange blooms.这是一种特别的茶,有桔子花叶。 It was a delicious wine.那是一种美味的红酒。

c．个别物质名词可用于复数形式或有特殊意义： It was now the time of the spring rains.现在是春天雨季的时候。 Here are the snows of last year.这是去看的积雪。 d．抽象名词

抽象名词主要表示一些抽象概念,一般不可数,因此没有复形,前面也一般不加不定冠词a/an。常见的抽象名词有：

age, anger, beauty, childhood, death, duty, fear, fun, happine, health, help, history, industry, joy, labour, love, luck, music, nature, peace, pleasure, power, safety, silence, sleep, time, training, travel, trust, truth, waste, weather, work, worth, youth等。

在多数情况下,这种名词常用于单数形式,不加任何冠词。例如： safety first! 安全第一! It’s wonderful weather.天气好极了。

但有时也加定冠词the,或不定冠词a/an.例如：

I shall never forget the beauty of that lake.我永远不会忘记那个湖的美丽。 There’s a beauty in simplicity.朴实之中有一种美。 2．专有名词

专有名词主要指人名、地名及某些类人和事物专有的名称。例如： 1)人名：Mary, Mrs Green, Zhanghua 2)地名：Beijing, West Lake 3)某类人的名称：Americans, Ruians 4)某些抽象事物的名称：English, Chinese 5)月份、周日及节日名称：May, Saturday, Easter 6)书名、电影及诗歌的名称：Cone with the Wind 7)对家人等的称呼：Mum, Dad, Uncle Tom 专有名词的第一个字母要大写。 (三)可数名词和不可数名词

名词按其所表示的事物的性质分为可数与不可数名词两类。可数名词有复数形式,不可数名词一般没有复数形式。

单数复数 a country a cla a sheep a tomato countries claes sheep tomatoes 普通名词中的个体名词和集体名词一般是可数的,所以它们又可称为可数名词。可数名词单数往往要同不定冠词a或an连用,复数则要使用其复数形式。例如：

普通名词中的物质名词和抽象名词及专有名词一般是不可数的,这些名词又可称为不可数名词。不可数名词不能用不定冠词修饰,也不存在复数形式,如ice (冰),water (水), rice (稻子)等。

在英语中个别名词既可以作不可数名词,又可以作可数名词。但由于用法不同,它们的意思往往也不大相同,对这些名词要特别注意。

例如

作不可数名词作可数名词 gla 玻璃 paper 纸张 time 时间

work 消息玻璃杯；镜子；眼镜报纸；文件；考卷次数；时代单词；话语

一般说来,汉语和英语对某一个名词是否可数的看法基本上是一致的。但也有不少名词在汉语中常被用作可数名词,而在英语中却绝对是不可数名词,对这些名词也要特别注意,发如：fun ,work ,advice ,weather ,homework ,news ,money ,information ,bread ,hair ),chalk ,furniture 等。

(四)可数名词复数形式的构成

可数名词的复数形式通常是在单数形式后加-s或-es,现将其复数的一般构成方法及读音列表如下：

情况构成方法例词读音一般情况在词尾加-s desk→desks map→maps -s在请辅音后发[s]音 day→days

girl→girls -s在元音私浊畏音后发[z] 以s, x, ch, sh结尾的词在词尾加-es bus →buses box→boxes watch→watches fish→fishes es发[iz]音

以辅音字母加y结尾的词变y为I再加-es family→families factory→factories party→parties -ies发[iz]音

以元音字母y结尾的词在词尾加-s day→days boy→boys

key→keys -s发[z]音

以f或fe 结尾的词变f或fe为v再加-es knife→knives life→lives wife→wives

half→halves -ves发[vz]音

以辅音字母加o结尾的词在词尾加-es potato→potatoes tomato→tomatoes hero→heroes -es发[z]音

以元音字母加o结尾的词在词尾加-s radio→radios zoo→zoos -s发[z]音少数以辅音字母加o结尾的名词变为复数时只加-s。如：photo→photos, piano→pianos 等。

有些以f结尾的名词变为复数时也只加-s。如：handkerchief→handkerchiefs, roof→roofs等。

英语中还有不少名词的复数形式是不规则的,必须把它们牢记在心。如：man→men, woman→women, Frenchman→Frenchmen, child→children, tooth→teeth, foot→feet, goose→geese, mouse→mice, sheep→sheep, deer→deer, fish→fish等。

(五)名词的所有格

在英语中,有些名词的词尾可以加上’s,用来表示所有关系,这种结构称为名词的所有格。 1．名词所有格的构成

名词所有格的构成一般有以下三种情况： 1)如果名词是单数,只在词尾加’s。例如：

the boy’s schoolbag 这男孩的书包 the worker’s shoes 这个二人的鞋

2)复数名词如果以s结尾,只加’(在s的右上角)即可如：

the teachers’ office 老师们的办公室 the students’ claroom 学生们的教室 3)复数名词如果不以s结尾,则在词尾加’s 如：

Women’s Day 妇女节 the People’s Park 人民公园 2．名词所有格的用法名词的所有格主要有以下五种用法：

1)表示人成动物与其他的人、动物或事物的所有关系。例如：

He is Mary’s younger brother.他是玛丽的弟弟。

They are reading Lei Feng’s Diaries.他们在读雷锋的日记。

2)表示时间、距离、国家、城市等名词与其他事物的所有关系。例如：

Our school is half an hour’s walk from here.我们学校离这儿步行有半小时的距离。 Beijing is China’s capital.北京是中国的首都。

3)表示无生命东西的名词的所有关系,一般使用与of构成的短语结构。例如：

The front door of the house was painted red.那屋子的前门被漆成了红色。

There is a map of the world on the front wall of our claroom.我们教室前面的墙上有一幅世界地图。

4)名词所有格后面跟地点,往往要将地点名词省略。例如：

My sister often goes to my uncle’s.我的妹妹经常到我叔叔家去。

You look ill.You’d better go to the doctor’s.你脸色不好,最好去看看病。

5)被名词所有格所修饰的词,如果前面已经提出到过,一般可以省略。例如：

I am using my dictionary.You can use Tom’s.我们字典我正在用,你可以用汤姆的。

Our bedroom is much larger than John and Dick’s.我们的寝室比约翰私迪克的大得多, (六)可数名词和不可数名词的数量表达

1．两种名词都有能修饰的数量词有：some, any, plenty of, a lot of, lots of等。例如：

Please give me some paper.请给我一些纸。

I don’t want to borrow any magazines.我不想借什么杂志。

2．用来修饰可数名词的数量词有：many, several.hundreds of, a number of, a pair of, a few, few等。

例如：

You have made quite a few spelling mistakes in your composition.你的俄文中有很多拼写错误。

Several days later, a group of students went to help the old man.几天以后,一群学生去帮助了那位老人。 3．用来修饰不可数名词的数量词有：much, a great deal of, a bit of, a drop of, a piece of, quite a little, little,等。

例如：

I want a piece of red chalk.我想要一支红粉笔。 Please give her a bit of bread.请给她一点面包。 (七)名词的用法 1．作主语例如：

The radio says that it may stop raining later.广播说一会儿雨可能会停。 2．作表语例如：

Cla 3 were the winners.三班获胜了。 3．作宾语例如：

I told him a story.我给他讲了个故事。 4．作宾语补足语例如：

He named her Jenny.他给她取名詹妮。 5．作定语例如：

We are discuing the population problem.我们正在讨论人口问题。 6．作状语例如：

He sat here a long time.他坐在这儿很久了。 7．与介词组成词组例如：

I am working hard on my Chinese.我正在努力学习汉语。 8．作介词宾语例如：

Give the money to your sister.把钱给你姐姐。

三、随堂监测A组

I.写出下列名词的复数形式：

1.house _________ 2.village ___________ 3.map __________ 4.orange _________ 5.bag ___________ 6.exercise ___________ 7.brush __________ 8.family ___________ 9.bus ___________ 10.city __________ 11.box ___________ 12.baby __________ 13.cla __________ 14.factory _________ 15.gla __________ 16.dictionary __________ 17.watch _________ 18.woman _________ 19.match __________ 20.man _________ 21.wish __________ 22.German __________ 23.tomato _________ 24.policeman ___________ 25.kilo __________ 26.human _________ 27.potato ___________ 28.Chinese __________ 29.shelf __________ 30.Japanese __________ 31.leaf ___________ 32.American __________33.life ___________ 34.tooth __________ 35.wife ___________ 36.foot ___________ 37.knife __________ 38.sheep __________ 39.half ___________ 40.child __________ II.将下列词组译成英语：

1、一群孩子

2、两箱子苹果

3、三篮子蔬菜

4、九块面包

5、十杯牛奶

6、五块肉

7、多种植物

8、一副眼镜

9、两块冰

10、三张纸

11、四瓶橘汁

12、五杯茶

13、六碗米饭

14、七袋米

15、八块木头

16、九块金属 III.写出下列各词的名词形式：

1.work _________ 2.teach _________ 3.sing ________ 4.ill ___________ 5.fight ___________ 6.invent ________ 7.wait ________ 8.woolen __________ 9.win ____________ 10.thankful ________ 11.foreign _________ 12.cloudy ________ 13.run __________ 14.dirty __________ 15.visit _________ 16.funny __________ 17.wooden ________ 18.medical ________ 19.operate ________ 20.hot __________ 21.invite __________22.worried ________ 23.build __________ 24.please ________ 25.help _________ 26.safe _________ 27.die _________ 28.dangerous _______ 29.draw ________ 30.noisy ________

四、随堂监测B组 Ⅳ.选择填空：

1.I want to buy ________.A.two bottles of ink B.two bottle of ink C.two bottle of inks D.two bottles of inks 2.They don’t have to do _______ today.

A.much homework B.many homeworks C.many homework D.much homeworks 3.The ______ of machine made us feel sick.A.voice B.noise C.sound D.noises 4.The blouse is made of ________.A.a wool B.these wood C.wools D.wool 5.There are three ______ and seven ______ in the picture.A.cows, sheeps B.cows, sheep C.cow, sheep D.cow, sheeps 6.June 1 is _______.A.children’s day B.children’s Day C.Children’s Day D.Children’s day 7.______ room is next to their parents’.A.Kate’s and Joan’s B.Kate’s and Joan C.Kate and Joan’s D.Kate and Joan 8.Mi Green is a friend of _______.A.Mary’s mother’s B.Mary’s mother C.Mary mother’s D.mother’s of Mary 9.Tom is ______.He will come to see me.A.my a friend B.a friend C.mine friend D.a friend of mine 10.Sheep _______ white and milk _______ also white.A.is, are B.are, is C.is, is D.are, are 11.I’d like to have a gla of milk and _______.A.two breads B.two pieces of breads C.two pieces of bread D.two piece of bread 12.It’s a long ______ to Paris.It’s two thousand kilometers.A.street B.road C.way D.end 13.Many ______ are singing over there.A.woman B.women C.girl D.child 14.He bought _______.A.two pairs of shoes B.two pair of shoes C.two pairs of shoe D.two pair of shoe 15.Mr.White has three _______.A.child B.children C.childs D.childrens 16.Beijing is one of the biggest _______ in the world.A.citys B.city C.cityes D.cities 17.--- Where’s Mr.White? --- He’s in _______.A.the room 202 B.Room 202 C.the Room 202 D.room 202 18.Shops, hospitals and schools are all _______.A.places B.homes C.rooms D.buildings 19.Every morning Mr.Smith takes a _______ to his office.A.20 minutes’ walks B.20 minute’s walk C.20-minutes walk D.20-minute walk 20.---Are these ______? --- No, they aren’t.They’re _______.A.sheep, cows B.sheep, cow C.sheeps, cow D.sheeps, cows 21.There are many ______ in the fridge.A.fish B.fruit C.eggs D.bread 22.--- Whose room is this? --- It’s _______.A.Li Ming B.Li Ming’s C.Li Mings D.Li Mings’ 23.Here are ______ for you, Sue.A.potatos B.some potatoes C.three tomatos D.some tomato 24.Here are some birthday cards with our best ______ for her.A.wish B.hope C.wishes D.hopes 25.I always go to that ______ to buy food on Sunday.A.shop B.park C.zoo D.garden 26.What’s the Chinese for “ PRC”? A.中国人民解放军 B.中华人民共和国 C.联合国 D.中国共产党 27.Sam gave Ann some _______ to look after Polly while he was away.A.picture-books B.inventions C.instructions D.meages 28.--- Which of the following animals lives only in China? --- The ________.A.monkey B.elephant C.panda D.cat 29.______ room is on the 5th floor.A.Lucy and Lily B.Lucy and Lily’s C.Lucy’s and Lily D.Lucy’s and Lily’s 30.The third month of the year is _______.A.March B.January C.February D.April 31.Mum, I’m quite thirsty.Please give me ________.A.two orange B.two bottle of oranges C.two bottles of orange D.two bottles of oranges 32.How wonderful! The ______ is made of _______.A.house, gla B.house, glaes C.houses, gla D.houses, glaes 33.I met some ______ in the park and talked with them the other day.A.Janpaneses B.American C.Chineses D.English 34._______ is the best time for planting trees.A.Summer B.Winter C.Spring D.Autumn 35.Tom was badly hurt in the match.They carried him to the ______ as quickly as poible.A.bank B.post office C.shop D.hospital 36.There are two ______ in the room.A.shelf B.shelfs C.shelfes D.shelves 37.There are seven ______ in a week.A.years B.months C.days D.minutes 38.My father is a ______.He works in a hospital.A.teacher B.doctor C.farmer D.writer 39.It’s very cold today.Why don’t you put on your ______? A.watch B.shirt C.sweater D.glaes 40.--- Excuse me, are you ______? --- Yes, I’m from ________.

A.Japan, Japanese B.China, Chinese C.England, English D.American, America V.各地中考题选编：

1.--- Where is Tom? --- He’s left a ______ saying that he has something important to do.A.excuse B.meage C.exercise D.news 2.There is no ______ in the bus so we have to wait for another bus.A.room B.a room C.rooms D.seats 3.--- Would you like some ______? --- Oh, yes.Just a little.A.pears B.oranges C.sugar D.apples 4.You can find the following INSTRUCTIONS on _______.KEEP IN A COLD PLACE A.food B.money C.clothes D.books 5.Mr.Green has lived in the _____ hotel since he came to China.A.five-star B.five-stars C.five star’s D.five stars

6.She was born in Wuhan, but Beijing has become her second _______.A.home B.family C.house D.place 7.--- What’s the _____ today? --- It’s June 26.A.day B.date C.time D.hour 8.English is spoken as a first language in ______.A.the USA B.India C.Japan D.China 9.______ comes from cows.A.Wool B.Chicken C.Pork D.Milk 10.Which of the following does paper burn in? A.B.C.D.11.Let the children go away.They’re making too much ______ here.A.noise B.voice C.noisy D.sounds 12.______ comes from sheep and some people like eating it.A.Wool B.Pork C.Mutton D.Milk 13.--- Oh, there isn’t enough ______ for us in the lift.--- It doesn’t matter, let’s wait for the next.A.ground B.floor C.place D.room 14._______ is the biggest city in China.A.Beijing B.Shanghai C.Guangzhou D.Kunming 15.The Englishman Stephenson (史蒂芬孙), invented _______.A.the ship B.the car C.the plane D.the train 冠词

重点知识归纳及讲解 (一)概说

1．冠词是一种虚词,不能独立担任一个成分,只能附着在一个名词上,帮助说明其词义。英语中有两个冠词：

1)定冠词the 2)不定冠词a/an 定冠词the通常读作[],在元音前读作[i],特别强调或单念时读作[i:]。不定冠词在元音音素开始的单词前用an这个形式,读作[n]；在其他情况下则使用a,读作[]。

2．冠词的基本意义

不定冠词a/an与数词one同源,表示“一个”的意思,用在可数名词单数前。例如： She is a nurse.她是个护士。

He is an Englishman, with an Irish wife.他是一位英国人,有一个爱尔兰妻子。

定冠词the,与this同源,有“这(那)个”的意思,但比较弱,表示一(几)个特定的人或东西,有时可译作“这个(些)”或“那个(些)”。

例如：

That’s the book you want.这就是你要的那本书。 Who’s the young man over there? 那边那个年轻人是谁？

但在很多情况下,“这”或“那”这类词在译文中并不出现。例如：

Put it on the table.把它放在桌上。 Shut the door, please.请把门关上。 3．特指和泛指一般来说,名词有特指和泛指两种情况,请比较下面的句子： A gentleman is asking to see you.有位先生要求见你。(泛指) Ask the gentleman to come in.请那位先生进来。(特指) 在特指时一般前面要加定冠词,而泛指时则有三种情况： 1)在可数名词单数前加不定冠词。例如：

She sent me a postcard 她寄给我一张明信片。

2)在可数名词复数前可不加冠词,可使用some, any这类词。例如：

These are new words.这些是生词。

She sent me some flowers.她送给我一些花。

3)在不可数名词前多不加什么,有时也可加some, any等。例如：

It’s lovely weather.天气真好。

Do you want any sugar in your tea? 你茶里要放点糖吗？ Give us some help.给我们一些帮助。 (二)不定冠词的基本用法

1．泛指某一类人或事物中的一个,代表某一类别(不一定译为“一”) 例如：

His father is a doctor.他父亲是医生。

2．代表某一类人或事物,相当于any(+名词)(不必译为“一”,但必须用a,表示类别) 例如：

A horse is a useful animal.马是有用的动物。

3．指某人或某物(不是指某一类),但不具体说明何人或何物(一般译为“一”) 例如：

This book was written by a worker.这本书是一位工人写的。

4．表示数量,有“一”的意思,但数的概念没有one强烈(一般译为“一”) 例如： Wait a moment.等一下。

5．表示单位,相当于“每”的意思例如：

We have three meals a day.我们每日吃三餐。 6．用于某此固定词组中例如：

a few, a little, a bit (of), a lot of等。 (三)定冠词的基本用法 1．特指某(些)人或某(些)事物例如：

Give me the book.把那本书给我。

2．指谈话双方都知道的人或事物例如：

Where is the doctor? 医生在哪儿？

3．再次提到上文提到过的人或事物例如：

I bought a dictionary yesterday.The dictionary is at home.昨天我买了一本词典。词典在家里。

4．用在大家所熟悉的、世界上独一无二的事物例如：

The earth is bigger than the moon, but smaller than the sun.地球比月亮大,但比太阳小。 5．用在序数词和形容词最高级前例如：

Mr Wang teaches the first cla.王先生上第一节课。

Of all the stars the sun is the nearest to the earth.在所有的恒星中,太阳离地球最近。 6．用在单数可数名词,表示某一类人或事物例如：The horse is a useful animal.马是有用的动物。 7．与下列专有名词连用

1)在江、河、湖、海、群岛、山脉的名称前例如：

the Changjiang River, the Great Lake 2)在姓氏的复数名词前,表示夫妇二人或全家人例如：

The Greens are sitting at the breakfast table.格林一家人正围坐在早餐桌旁。 8．和某些形容词连用,表示一类人例如：

the old 老人 the young 年轻人 the rich 富人 the poor 穷人 the sick 病人 the dead 死人 9．在一些习惯说法中 the east (west, south, north) in the morning (afternoon, evening) on the left (right) in the end go to the cinema (四)不用冠词的几种情况

1．在专有名词,抽象名词和物质名词前例如：

Have you ever been to Shanghai? 你到过上海吗？ We love science.我们爱好科学。

2．在表示一类人或事物的复数名词前例如：

Girls can be scientists.女孩子可以当科学家。

3．在季节、月份、星期、一日三餐的名称前例如：

It is hot in summer.夏天天气热。

It’s Tuesday, August the 22nd.今天是八月二十二日,星期三。 Have you had breakfast? 你吃过早饭没有？

4．称呼语或表示头衔,职务的名词前例如：

What’s the matter with you, Mike? 怎么啦,迈克？

He is headmaster of our school.他是我们学校的校长。 5．学科和球类运动的名称前例如：

We study English.我们学习英语。

Do you like to play football? 你喜欢踢足球吗？

6．名词前已有用作定语的this, that my, your, some, any, no, whose, every, each等代词时,不用冠词

例如： That is her bike.那是她的自行车。

Each student in his cla studies hard.这个班的每个学生都努力学习。 7．在某些固定词组的名词前例如： at home, at night, after school, by bus, in bed, in town, in front of, go to school, go to bed等。

三、随堂监测A组

I.在下列句子的空格中填上适当的冠词,不需要的地方用“/”表示： 1.This is ______ old map.It is ______ useful map.2.We have no claes in ______ afternoon on _______ Saturday.3.______ spaceship flies at about eleven kilometers _______second.4.Beijing is ______ capital of ______ China.It is _______ beautiful city.5.Roman was not built in ______ day.6.Chinese is quite ______ difficult language for Mike.7.Many ______ students will take ______ active part in sports meet.8.There is ______ interesting picture on ______ wall.9.Jenny found ______ wallet lying on ______ground.______ wallet was Mr.Black’s.10.Which is ______ biggest, ______ sun, ______ moon, or ______ earth? 11.--- Which picture is more beautiful? --- ______one on ______ left, I think.12.--- Which is _____ way to ______ hospital? --- Go down this road and turn left on ______ second croing.13._______ more, _______ better.14._______ Turners are sitting at breakfast table.15.Joe Hill was _______ fighter for ______ working cla.16.When was ______ People’s Republic of China founded? 17.In China ______ first English textbooks were published in _____late nineteenth century.18.After ______ breakfast he went to ______ school on ______ foot.19.______ Huanghe River lies in ______ north of China.20.He likes playing ______ football.His sister likes playing ______ piano.II.单项选择：

1.上学 A.go to school B.go to the school C.go to a school 2.住院 A, in the hospital B.in a hospital C.in hospital 3.此刻 A.at the moment B.at a moment C.at moment 4.在课堂上 A.in cla B.in a cla C.in the cla 5.在地球上 A.on earth B.on an earth C.on the earth 6.步行 A.on foot B.on the foot C.on feet 7.吃饭 A.at a table B.at the table C.at table 8.乘公共汽车A.take bus B.by bus C.by the bus 9.在家 A.at the home B.at a home C.at home 10.在工作 A.at work B.at the work C.at works 11.跳高 A.jump high B.high jump C.the high jump 12.坐飞机 A.by air B.by the air C.on air 13.乘火车 A.by the train B.by train C.on train 14.在校学习A.in the school B.in school C.in schools 15.睡觉 A.go to bed B.go to the bed C.go to a bed 16.感冒 A.have a cold B.have the cold C.have cold 17.乘船 A.by ship B.on ship C.by a ship 18.玩得痛快A.have good times B.have a good time C.have good times 19.事实上 A.in the fact B.in facts C.in fact 21.从早到晚A.from morning to the evening B.from morning to evening C.from a morning to an evening

四、随堂监测B组 III.选择填空：

1.There is ______ old woman in the car.A./ B.the C.a D.an 2.Shanghai is in _______ east of China.A./ B.an C.the D.a 3.Bill is ______ English teacher.He likes playing ______ football.A.a, the B.an, the C.a, / D./, / 4.The museum is quite far.It will take you half _____ hour to go there by ______ bus.A.an, / B.an, a C.a, / D./, / 5.The story is ______ interesting.That means it is ______ interesting story.A.an, the B.the, a.C./, an D./, a 6.Let’s go for ______ walk, shall we? A.a B.an C.the D./ 7.This is ______ interesting story-book and it is also ______ useful one.A.a, a B.an, an C.an, a D.a, an 8._______ woman over there is ______ popular teacher in our school.A.A, an B.The, a C.The , the D.A, the 9.They paed our school ______ day before yesterday.A.an B.one C.a D.the 10.Australia is ______ English-speaking country.A.a B.an C.the D./ 11.Don’t play ______ basketball here.It’s dangerous.A.a B.an C./ D.the 12.This is ______ apple.It’s _______ big apple.A.an, a B.a, the C.a, an D.an, the 13.--- Have you seen ______ bag? I left it here just now.--- Is it ______ one on the chair near the door? A.a, a B.the, the C.a, the D.the, a 14.I have ______ blue coat.A.a B.an C.the D.some 15.This is _____ orange._______ orange is on the table.A.a, The B.an, The C.an, An D.the, An 16.Have you had ______ breakfast? A.a B.an C.the D./ 17.He wondered when the doctor could finish _____ operation.A.a B.an C.the D.any 18.After ______ supper, he stayed at home and played ______ violin.A.the, the B./, the C./, a D./, / 19.There is ______ apple on the plate.A.a B.an C.the D./ 20.He said that he got ______ “ C” in the test.A.a B.an C.the D./ 21.______ new bridge has been built over ______ Huangpu River.A.The, a B.A, / C.A, the D.An, an 22.English is _______ useful language in ______ world.A.an, the B.a, the C.the, the D.an, an 23.In the word “ cariage” _______ “ r” is lost.A.the B.an C.a D./ 24.With the help of his teacher he studied hard and got ______ “ A” in the test.A.a B.an C.the D.one 25.I have two dogs.______ black one is two years old and ______ yellow one is three years old.A.A, a B.The, a C.The, the D.A.the 26.Li Dan can play ______ piano very well.A./ B.a C.an D.the 27.What ______ interesting film it is! I like ______ film very much.A.a, the B.a, a C.an, the D.The, / 28.______ tall man over there is our ______ English teacher.A.A, the B.The, a C.A, an D.The, / 代词

一、本周内容概述 1．代词的作用

严格地讲,代词是代替名词的,在句子中起名词的作用,可用作： 1)主语例如：

This is our new home.这是我们的新家。 Who is on the phone? 谁在打电话？ 2)宾语例如：

Take good care of yourself.多多保重。

We should help each other.我们应互相帮助。 3)表语例如： That’s not mine.那不是我的。 Who is it? —It’s me.谁呀？ —是我。 4)同位语例如：

We both live in the dormitory.我们两人都住宿舍。 He ate them all.他把它们全吃了。 5)呼语例如：

Be patient, everybody.大家都耐心点。 2．代词的分类

代词通常可分为以下八类： 1)人称代词(I, you, he , we等) 2)物主代词(our, your, their, his等) 3)反身代词(myself, ourselves, yourself, itself等) 4)相互代词(each other, one another) 5)指示代词(this, that, these, those等) 6)疑问代词(who, what, which, whose等) 7)关系代词(who, that, which, whose等) 8)不定代词(both, all, some, any等)

二、重点知识归纳及讲解 (一)人称代词

1．人称代词的单数、复数和主格、宾格数格

人称单数复数主格宾语主格宾格第一人称 I 我 me we 我们 us 第二人称 you 你 you you 你们 you 第三人称 he 他 she 她 it 它 him her it 他们 they 她们它们 them 2．人称代词的用法

1)人称代词的主格在句子中充当主语例如：

I am studying English now.我现在正在学英语。 We love our country.我们热爱我们的国家。

如果有几个人称代词并列充当主语,它们的顺序是：单数形式 you, he and I 复数形式 we, you and they 2)人称代词的宾语在句子中充当宾语、介词宾语或表语。例如： Can you help us? 你能帮助我们吗？ We are waiting for them.我们正在等他们。 Who is there? It’s me.是谁呀？是我。 (二)物主代词

物主代词用来表示人和物之间的所有关系,这类代词有形容词性物主代词和名词性物主代词两种,并有不同的人称和单复数之分。

2．形容词性物主代词与名词性物主代词的主要用法区别

1)形容词性物主代词不能独立使用,只作定语,用来修饰后面的名词。例如：

My parents are both doctors.我的父母都是医生。

We saw a film yesterday.Its name was Speed.我们昨天看了一场电影,片名是《生死时速》。

2)名词性物主代词应独立使用,后面不跟名词,相当于形容词性物主代词+名词,它们在句中可以作主语、宾语或表语。

例如：

Is this her pen? No, hers is red.(主语) 这是她的钢笔吗？不,她的是红色的。

Let’s clean their room first, and then clean ours.(宾语) 咱们先打扫他们的房间,然后再打扫我们的。 These letters are his.(表语) 这些信是他的。 (三)反身代词

反身代词用来表示反射或强调。 1．反身代词的形式人称一二三

单数 myself yourself himself herself itself 复数 ourselves yourselves themselves 2．反身代词的用法

1)在句子中作宾语,表示动作回射到动作的执行者本身。例如：

My grandmother is too old to look after herself.我奶奶年纪太大了,照顾不了她自己。

Lei Feng was always ready to help others, he never thought of himself.雷锋总是乐于帮助别人,从不考虑自己。

2)在句中作名词或代词的同位语,用来加强语气,常可译为“亲自”、“本人”等。在这种情况下,反身代词可以紧跟名词或代词之后,也可以放到句末。

例如：

We ourselves will build the factory.我们将自己建造这个工厂。 He spoke to me myself.他对我本人说话。

3)反身代词在实际运用中可构成许多常用词组。例如：

by oneself 亲自 for oneself 为自己 call oneself 称自己 teach oneself 自学 help oneself to 随意吃 lose oneself 迷路 speak to oneself 自言自语 seat oneself 就座 make oneself understood 让别人懂得自己的意思 (四)指示代词

指示代词是表示“这个”、“那个”、“这些”、“那些”等指示概念的代词,如：this, that, these, those等。英语中指示代词的用法同汉语中的情况相似。this和these一般用来指较近的事物,that和those则指较远的事物。

指示代词可以充当句子中的主语、定语、宾语或表语。例如：

This is a difficult question.这是个难题。

That basketball isn’t ours.那个篮球不是我们的。 Do you like these? 你喜欢这些吗？ (五)不定代词

不定代词是不指明代替任何特定名词的代词。 1．不定代词有以下形式：

some, somebody, someone, something, any, anybody, anyone, anything, nobody, nothing, all, both, neither, none, either, each, everybody, everyone, everything, other, another, much ,one 2．不定代词在句子中的作用： 1)作主语例如：

Everyone has come.Let’s begin.大家都到了,我们开始吧。 Both of his parents are doctors.他的父母都是医生。

One is the teacher, the others are students.一人是老师,其余的是学生。 2)作宾语例如：

This one is too small, please show me another.这个太小,请另外拿一个给我看看。 Please introduce me to the others.请把我介绍给所有其他的人。 3)作表语例如：

That’s all for today.今天就到这儿吧。 It’s too much for me.这件事非我力所能及。 3．常见不定代词的用法讲解 1)some和any a．some常用于肯定句,any多用于否定句,疑问句或条件状语从句,两者都可以代替可数或不可数名词。

例如：

Some say yes and some say no.有的人说是,有的人说不是。 I don’t like any of them.我对他们一个也不喜欢。 Does any of them know this? 他们当中有谁知道吗？

b．如果在提问时期待对方肯定回答,或鼓励别人说yes时,疑问句中的不定代词要用some,不用any。

例如：

Would you like some of the tickets? 你想要些票吗？

c．在强调“任何一个”意思的时候,any也可用于肯定句。例如：

You can take any of the newspapers here.你可以拿这儿任何一份报纸。 2)either和neither either用于肯定,neither用于否定,二者均限于两个个体的情况。例如：

You can see tall trees on either of the river banks.在河的两岸你们能看到高大的树。 Neither of them wants to see the film with me.他们两个谁也不想和我去看电影。 3)one和ones(one的复数形式) one可以指某人,人人或某物,也可以用来代替上文中提及的可数名词,以避免用词的重复。当one指人时,其反身代词为oneself,所有格形式是one’s。

例如：

One should follow the laws.人人应该遵守法律。 The one in red is our monitor.穿红衣服的那位是我们的班长。

Shanghai has a lot of new buildings, but it also has many old ones.上海有很多新的建筑物,也有不少老的建筑物。 4)复合不定代词

复合不定代词是由some, any, no, every同body,one, thing等词构成的代词。复合不定代词都可看作单数,表示“某人”或“某物”,并在句中作主语、宾语或表语。同some和any在用法上的区别一样,some, someone和something一般用于肯定句,anybody, anyone和anything一般用于否定句、疑问句和条件状语从句中。

例如：

We want somebody to help us.我们想要有人来帮助我们。 Have you found anything here? 你们在这儿发现什么了吗？

If anyone comes to visit us, tell him we have gone to the cinema.如果有人来访,就告诉他我们去电影院了。表示人的复合不定代词后面都可以加’s构成所有格。例如：

Somebody’s wallet has just been stolen.有人的钱包刚刚被偷了。复合不定代词要求后置定语。例如：

We will have something important to do this afternoon.今天下午我们有些重要事情要做。 (六)疑问代词

疑问代词是用来构成特殊疑问句的代词,如who, whom, whose, what和which等。在疑问句中,疑问代词一般都放在句首,并在句中充当主语、宾语、表语或定语。例如：

Who is your maths teacher?(表语) 谁是你们的数学老师？ Whose bag is that?(定语) 那是谁的书包？

Who teaches you English?(主语) 谁教你们英语？

Whom are you talking about?(宾语) 你们在谈论谁？ (七)相互代词

相互代词是表示相互关系的代词,其形式如下表。主格和宾格所有格 each other one another each other’s one another’s

在当代英语中,each other和one another意思上没有区别,它们在句中可以作宾语,其所有格可以作定语。

(互相) (彼此的) 例如：

Do you often help each other? 你们经常互相帮助吗？

We are interested in one another’s work.我们对彼此的工作感兴趣。

三、随堂监测A组 I.选择填空：

1．This dictionary is not hers.It’s _______.A.I B.me C.mine D.my 2.--- Is this ______ magazine? --- No, it isn’t.It’s ________.A.your, her B.hers, mine C.yours, hers D.your, hers 3.There are two books on the desk.One is a maths book, _______ is an English book.A.others B.other C.the other D.another 4._______ of the girls plays tennis well.A.Neither B.Both C.All D.Some 5.Mary speaks very quickly._______ is difficult to understand what she is saying.A.That B.she C.It D.There 6.The school was built by the villagers _______.A.us B.ourselves C.them D.themselves 7.He put a finger into ______ mouth and sucked it.A.his B.he C.him D.his’s 8.He is always ready to help ______.A.another B.others C.the other D.other 9.Let _______ do this exercise myself.A.him B.her C.us D.me 10.Have you _______ to tell us? A.important something B.something important C.important anything D.anything important 11.I met an old friend of ______ on ______ way home.A.mine, my B.my, the C.mine, a D.mine, the 12.______ of the students in our cla has a ticket.A.Every B.Both C.Each D.All 13.There are several books on the desk.._____ of them is English.A.All B.Both C.None D.Neither 14._______ live in Shanghai.A.We B.Our C.Ours D.Ourselves 15.--- Is this ______ jacket? --- Yes, it’s _______.A.her, her B.her, hers C.hers, her D.hers, hers 16.--- _______ is that boy? --- He’s my son.A.Who B.Whom C.What D.Which 17._______ humans ______ animals can live without air.A.Both, and B.Neither, nor C.Either, or D.Not only, but also 18.They have twenty-six desks in the claroom.One is for the teacher, ______ are for the students.A.the other B.other C.the others D.others 19.My dictionary is in my bag.Where is _______? A.yours B.you C.yourself D.your 20.I think you can do the job ______.A.yourself B.myself C.himself D.your 21.--- Which jacket is Mary’s? --- The red one is _______.A.she B.her C.hers D.his 22.My uncle was so angry that he was no ______ when he found I was beating his dog.A.him B.his C.himself D.he 23.There are many trees on ______ side of the street.A.all B.both C.every D.each 24._____ is important for us to keep the balance of nature.A.There B.That C.This D.It 25.She can’t find ______ watch.A.hers B.it C.her D.it’s

26.There is ______ milk in the gla.A.many B.little C.few D.a few 27.Please pa ______ the cap of tea.A.me B.my C.mine D.I 28.Have you heard from ______ recently? A.them B.they C.themselves D.their 29.There is _____water in the bottle.A.not B.some C.any D.many 30.There isn’t ______ food left on the table.A.many B.few C.much D.little 31.Sorry, I can’t answer your question.I know ______ about the news.A.a little B.little C.few D.a few 32.This is his schoolbag, ______ is on the desk.A.my B.yours C.your D.you 33.We made the radio ______.A.us B.ourselves C.myself D.our 34.Would please give me ______ hot tea? A.one B.little C.some D.any 35.--- Would you like some milk in your tea? --- Yes, just _______.A.a little B.little C.a few D.few 36.This question is so difficult that ______ students can answer it.A.few B.a few C.little D.a little 37.They have only _________ homework for Sunday.A.few B.a few C.little D.a little 38.They told us about their school and we told them about_______.A.we B.us C.our D.ours 39.This blue suit looks better than the green ________.A./ B.one C.suits D.ones 40._________ is your father ,a worker or a teacher? A.How B.Which C.What D.Who

四、随堂监测B组 II.中考题集：

1．--- Whose painting is this? It’s really wonderful! --- Oh, it’s not ________ .It’s _________ .

A.hers; your B.mine; Elsa’s C.yours; he’s D.his; my

2．_________ of the twins went to watch Peking Opera last Sunday.They were staying at home all that day.A.Either B.Both C.Neither D.One 3．The English novel is quite easy for you.There are __________ new words in it.A.a little B.little C.a few D.few 4．This ruler is mine.__________ is over there.A.She B.She’s C.Her D.Hers

5．I’ll tell you ________ news about the sports meeting.A.many B.some C.a few 6．All the boys were very tired, but _______ of them would take a rest.A.all B.neither C.any D.none 7．Every day Mr.Hu checks _________ homework and corrects the mistakes we make.A.his B.her C.our D.its 8．--- When shall we meet again, this afternoon or tonight? --- I don’t mind._________ time is OK.A.Either B.Every C.Neither D.Both 9．The old man has two sons.One is a worker ; ________ is a teacher.A.another B.other C.others D.the other 10．Pa _________ the knife, please.My pencil is broken.A.I B.me C.my D.mine 11．--- Which do you prefer, orange juice or coke? --- _________, thanks.I’d like just a cup of tea.A.Either B.Neither C.Both D.None 12．Bob couldn’t buy the dictionary because he had _________ money with him.A.a few B.few C.a little D.little 13．This is not my dictionary.It’s ________.A.her B.his C.your D.their 14．--- Oh! I came n a hurry and forgot to bring food.--- Never mind.You can have _________ .A.us B.ours C.you D.yours 15．--- The watch is so nice! Is it for ________? --- Yes.Happy birthday.Mary! --- Thank you very much.A.his B.me C.my D.hers 16．--- May I use your pen? --- Yes, here are two and you can use ________ of them.A.both B.every C.any D.either 17．--- Whose book is this? --- It’s ________ .A.my B.mine C.me D.I 18．--- How many more oranges can I have ? --- You can have one more.__________ are for Tom.A.The others B.Another C.Others D.The other 19．--- Can I talk to you for a minute, Brain? --- Sure, I have _______ time.A.a few B.little C.few D.a little 20．Their English teacher is from America, but ________ is from England.A.ours B.my C.your D.her 21．Anne has a son._______ name is Edward.A.Her B.His C.Hers D.Him 22．This isn’t my sweater.It’s __________ , I think.A.she B.her C.hers D.mine 23．Hurry up! There’s _________ time left.A.few B.a few C.little D.a little 24．--- Could I have some milk? --- Certainly.There’s ________ in the bottle.A.little B.a little C.a few D.few 25．You can’t see many of the stars in the sky because __________ are too far away.A.they B.their C.them D.theirs 26．Lei Feng asked _________ for return when he helped others.A.everything B.nothing C.anything D.something 27．--- Is it your ticket? --- No, _________ is in my pocket.It’s ________.A.mine; her B.my; his C.mine; hers D.my; hers 28．Can you tell me ________ she is waiting for? A.why B.whose C.whom D.which 29．Mi Brown will teach ________ English next term.A.us B.we C.our D.ours 30．There is _________ in today’s newspaper.A.new anything B.new something C.anything new D.something new 数词

一、本周内容概述

表示数目和顺序的词叫数词。数词可分为基数词和序数词两类。

二、重点知识归纳及讲解 (一)基数词基数词用来表示数目,或者说表示数量的词叫基数词。最基本的基数词如下表所示。 1 one 11 eleven 100 a hundred 2 two 12 twelve 20 twenty 1000 a thousand 3 three 13 thirteen 30 thirty 1,000,000 a million 4 four 14 fourteen 40 forty 10,000,000 ten million 5 five 15 fifteen 50 fifty 100,000,000 a hundred million 6 six 16 sixteen 60 sixty 1,000,000,000 a billion 7 seven 17 seventeen 70 seventy 8 eight 18 eighteen 80 eighty 9 nine 19 nineteen 90 ninety 10 ten 说明：

1．13—19是由个位数加后缀-teen构成。注意其中

13、15的拼写是thirteen和fifteen。2．20—90由个位数加后缀-ty构成,注意其中20—50的拼写分别是twenty, thirty, forty 和fifty;80的拼写是eighty。

3．其它非整十的两位数21—99是由整十位数加连字符“-”,再加个位数构成。如： 81 eighty-one。

4．101—999的基数词先写百位数,后加and再写十位数和个位数。如： 691 six hundred and ninety-one。

5．1000以上的基数词先写千位数,后写百位数,再加and,最后写十位数和个位数。如：5893 five thousand eight hundred and ninety-three。在基数词中只有表示“百”、“千”的单位词,没有单独表示“万”、“亿”的单位词,而是用thousand(千)和million(百万)来表达,其换算关系为：1万=10 thousand;1亿=100 million; 10亿=a thousand million=a billion。

7．多位数的读法：

第18篇：高一下册英语语法教案

Module 1 Europe

一、重点单词

acro

prep.横过，穿过 continental

adj.大陆的，大洲的 face

vt．面向，面对 range

n．山脉

landmark

n.标志性建筑 gallery

n．美术馆；画廊

situated adj．坐落在（某处）的，位于（某处）的 symbol

n．象征，符号 located

adj．位于

architect

n．建筑师

project

n．计划，项目，工程 sculpture

n..雕刻，泥塑 birthplace

n．发源地 civilisation

n．文明

ancient

adj．古代的

opposite

prep．在„„对面 sign

vt．签署

agreement

n．协议：契约 whereabouts

adv．在哪里 govern

vt．统治，治理 representative

n．代表 parliament

n．国会，议会 region

n.地区，区域 geographical

adj．地理的 feature

n．特点

produce

n．产品，农产品

二、词汇拓展

situate---situation（n.） locate---location（n．） architect---architecture（n．） govern---government( n..） continental---continent（n.）

produce---production ( n.）生产、product( n..）产品 civilisation---c ivilise(v．） agreement---agree（v.）

geographical---geography（n．）

三、重点短语

off the coast

离海岸不远的 in the south of

在„„的南部

be famous for

因„„而著名 last for

延续；持续

be known as

以„„闻名

ever since

自此，自从„„一直 refer to

指„„，查阅

in terms of

谈到„„ have control over

对„„加以控制 little by little

逐渐地 compare with/to

与„„比较

because of

因为，由于

on the other hand

另一方面，反过来一说

四、重点句式

sp（someplace）.is situated/located in/on/to＋sp.Whereabouts is that\'? How big is the European Union compared with China? The expanded European Union has a population of more than half a billion people.…

五、语法归纳

（一）被动语态

动词的语态主要分为两种：主动语态与被动语态主动语态指主语是谓语功作的执行者，。者为主动关系。被动语态指主语是谓语动作的承受者，。者为被功关系。

I have done the job.（主动句）

The job has been done.（被动句）

1．被动语态根据时态的不同，可分为以下几种类型：

第19篇：高一英语语法倒装句教案.

倒装

在英语中,主语和谓语的语序通常是主语在前,谓语在后。但有时由于语法或修辞的需要将谓语的部分或全部提到主语前面,这样的语序叫做“倒装“

倒装的种类:部分倒装---- 助动词\\情态动词+主语+谓语的实义动词全部倒装---- 谓语+主语一.在特殊句型中: 1.在疑问句中: eg: Is this your cell phone number? What do you prefer? 2.在感叹句中: eg: How happy they are! What fun it is! 3.在虚拟条件句中: eg: If I were a bird, I could fly freely.=……

Had I known it earlier, I wouldn’t have lent him the money.Long live peace! May our friendship be everlasting! 4.直接引语的一部分或全部放在句首时; eg: “You should have been here earlier,” said the teacher.“You,” said his father, “do the housework.” 二.在以下结构中用全部倒装: 1.在there be句型中;

eg: There are thousands of people gathering on the square.There lived an old fisherman in the village.2.在“here, there, now, thus, then+动词+主语”的句子中,(动词为be, go, come等; eg: Now comes my turn.There goes the bell.Then came the order to leave.3.在“out\\ in, up\\ down, off\\away”以及表示地点的介词词组位于句首时; eg: Away went the crowed one by one.In came a stranger in black.Down fell the leaves.On the floor were piles of old books.注意:若主语是人称代词,则用正常语序---- adv.+主语+谓语; eg: Out she went.Here we are.4.有时为了强调表语,构成“表语+连系动词+主语”结构; eg: Lucky is she who was chosen to be a leader.Gone are the days when women were looked down upon! 在以下结构中用部分倒装: 1.含有否定意义的adv或conj(not, seldom, little, hardly, never, rarely, nowhere, not until, not only, by no means等位于句首时; eg: He cannot speak an English word.----Not an English word can he speak.I have never seen him before.----Never ……

The mother didn’t leave the room until the baby fell asleep.----Not until the baby fell asleep did the mother leave the room.注意:not until引导的句子,主句倒装,从句不用倒装。

2.only位于句首,且修饰状语时,主句倒装;eg: Only in this way can you use the computer well.只有意识到这门课的重要,我们才能学好它。 Only she can settle this problem.(T\\F? 3.so用在句首,表示另一主语“也”时,用“So + be(have,助动词或情态动词+主语”结构(有时也用as替代;若表示另一主语“也不”时,用“Nor\\Neither + be(have,助动词或情态动词+主语”结构; eg: She has been to Heifei.So have we.It is cold today.So it is.(T\\F? She won’t accept that invitation.Neither\\Nor will he.注意:(1“So + 主语+ be(have,助动词或情态动词”表示对前面所说的话加以肯定,译为“的确如此”;

(2若前面所说的既有肯定又有否定,或前后的谓语动词形式不一致, 用“It is the same with + 主语”或“So it is with + 主语”;

eg: He worked hard, but didn’t pa the exam.So it was with his sister.She is a teacher and she enjoys teaching.So it is with him.4.在”as (尽管”引导的让步状语从句中;(可以换成though eg: Shortest though she is, she is the richest.(最高级前不用冠词 Child as he is, he knows a lot.(单数名词前不用a Fail as I did, I would try again.(动词提前,助动词留在原位

Hard as he tried, he couldn’t pa the exam.(副词提前

5.在”so…that…”和”such…that…”句型中的so和such位于句首时,用”so\\such + adj + 主语+谓语”;

eg: So difficult was the exam that more than a half of the students failed.

第20篇：初中英语语法介词教案

第7单元介词



（一）表示时间的介词

1． at表示时间点，at six o\'clock, at noon；

on表示特定日子，如on Children\'s Day；

in表示一段时间，in the morning.

『例』She\'ll be back in an hour.

He came back after a month.in “+”一段时间与动词将来时连用，表示过一段时间之后； after“+”一段时间用于过去时，指一段时间后。 2．During表示期间的某个时期

『例』It rained several times during the night. for表示多长时间

『例』It has rained for two hours. through表示整个期间

『例』It rained all through the night. 

3．till, by, before, after表示时间期限或先后 『例』I\'ll be here till seven. I\'ll be home by six.

I\'ll be here before seven.  4．from, since表示时间起点

『例』They have lived here since 1985. I haven\'t seen her from then on.



（二）at, in, on, under, behind, by, near, between可表示场所，

into, out of, along.acro, through可表示方向，

with, in, by, like, from可表示手段、材料等 『例』She is sitting by the window.

Sam got out of the lift and ran quickly to the man. We smell with our noses. 

（三）介词与动词搭配如：look at, arrive in/at etc. 介词与形容词搭配如：be interested in, be kind to, etc. 介词与名词搭配如：at least, by the way

注意几组介词的区别：on, above, over与below，under, among与between, acro与through， about与on

1．on的同义词是above, over, above是指斜上方，over指正上方，其反义词是below, under; below是指位置低于某物或在某物的下方，但不一定在某物正下方，其反义词是above；under是指在某物的正下方有垂直在下的意思，其反义词是over。



2．among是指三个或三个以上之间，between是指两者之间。



3．acro与through都有“穿过”之意，都可指从一定范围的一边到另一边，acro的含义与on有关，表示动作是在某一物体的表面进行的；through与in有关，表示动作是在某一物体的空间里进行的。



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