英语语法课教案模板（精选多篇）

发布时间：2020-04-18 14:21:13 来源：教案模板收藏本文下载本文手机版

推荐第1篇：高中英语语法课教案

高中英语语法“虚拟语气”的教学设计

一、教材分析：

本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学重点:

1.复习的重点---语法虚拟语气的句型结构.2.语法虚拟语气的运用

四、教学难点:

1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2.虚拟语气在真实的生活语境中的使用。

五、教学目标: 1.知识目标:

引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 2.能力目标：

利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 3.德育目标：

用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。

六、教学策略: 通过活动课、小组讨论等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略:

非测试性评价体现新课程标准的实施效果，评价体系“正确反映外语学习的本质和过程，满足学生发展的需要。” 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

八、教学用具：

黑板、录音机、多媒体辅助（将本课所需要的图片、文字、音乐等制成PPT课件）

九、教学过程

Step1 Warming up（5 minutes）Discu about the pictures together , and expre their ideas freely .Such as, What would you do now, if you lost your vision or other valuable things ? You wish„„ 设计说明：

1.教师首先展示美国聋哑女作家海伦·凯勒的影片图片和主要作品，然后请学生阅读以下片段：假如给我三天光明（节选）请学生思考一下这个问题：假如你只有三天的光明，你会怎么做？教师通过多媒体呈现图片，目的吸引学生的注意力，并激发起好奇心。

2.利用新颖和形象的图片导入，有利于学生参与教学活动，进行讨论和对话活动。帮助学生学会珍惜拥有，学会生活。 Step2 Presentation （8 minutes）

Hold an English poem recital competition.

Task1：Divide the whole cla into a number of groups.Each group asks one student to act as the competitor with music

Living life over

If I had my life live over I would have talked le and listened more

I would have invited my friend over to dinner even if the carpet was strained and the sofa faded

„„ Task2：Choose the best group that read the poem with their deepest feeling.

评价工具（选票）：选出朗读最好的学生。设计说明：

1.用配乐英文诗歌朗诵的方式导入语法---虚拟语气的学习。该诗歌几乎每句都使用虚拟语气来表达思想，传递情感。

2.任务型活动：课题的引入采用诗歌朗诵竞赛的形式，学生小组活动，对英文诗歌进行翻译，激发参与学习过程的热情和竞争意识。最后由全体同学对各组参与代表投票进行非测试性评价。 Step3 Revision（7 minutes）

Firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar.

1.If there _______ (be) no computer, the students _______(learn) much now.2.If there _______ (not be) the war, people ______(live) a happier life in the future.3.If you ________ (come) yesterday, you _______ (see) Jackie Chen.

4.If you______ (attend) the concert, your oral English _______(become) better now.设计说明：

1.教师在进行语法教学的过程中把握好教学内容和教学范围的度, 适应高三复习的需要，加强语法教学的交际性，科学性和可操作性。

2.合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组竞答游戏活动，激发学生的参与意识。 Step4 Consolidation (5minutes)

1.If Newton lived today, he would be surprised by what ______ in science and technology.

A.had discovered B.had been discovered C.has discovered D.has been discovered

2.This printer is of good quality.If it ____ break down within the first year, we would repair it at our expense.

A.would B.should C.could D.might 3.--- John went to the hospital alone.

--- If he ____ me about it, I would have gone with him. A.should tell B.tells C.told D.had told 设计说明：以选择题的形式，降低学习学习的难度。通过课堂测试进行反馈，进而了解学生的掌握情况，以学生的为本，注意个体差异，因材施教。 Step5 Writing （20 minutes）

Task1: Summarize the grammar with the students and write down what they said on the blackboard.1.If…did/were , …would/could/should/might do… 2.If …had done , …would/could/should/might have done… 3.If…did/ were to/should do ,…would/could/should/might do…

Task 2: Discu the sentences in groups and encourage the students to expre their feelings in English as follows

1.I regret wasting the time which I should have spent on my studies playing computer games.

2.I could have been good at English, but I devoted too little time and energy to it.

3.If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.

Task3: Ask the students to translate the sentences into English.

1.我的老师建议我制定学习计划并认真的执行。

(1) My teacher suggests that I should make a study plan and carry it out very seriously.

(2)It is suggested that I should make…

(3)My teacher’s suggestion is that I should make…

2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。

At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my succe.设计说明：

1.让学生围绕该话题展开讨论，以确认可以使用虚拟语气的地方。课堂教学过程中，注重 “精讲精练，以练为主；点到为止，注重运用”。

2.在学生找到可使用的句子之后，鼓励学生灵活运用多种虚拟语气的表达方式对语言进行深层次的句法处理.调动学生参与课堂学习活动的热情，增强面对高考的自信。Step5 Aignment

Ask the students to finish the composition we have talked about or write a composition about your dream that can hardly be realized in your daily life, such as walking in the space , living under the sea, making a journey, and so on.Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(写作训练) 设计说明：

任务型活动：课外作业是课堂教学活动的延伸，学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作的练习，使学生逐步学会运用语法知识，讨论自己感兴趣的话题，表达自己的思想，达到形成和提高写作能力与技巧的目的，完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性，从而使学生的语法知识内化成语言能力。

Blackboard design (板书设计)

Revision--- the subjunctive mood

1„did/were , „would/could/should/might do„ 2„had done , „would/could/should/might have done„ 3„did/ were to/should do ,„would/could/should/might do„

but for

Reflection after teaching（教学反思）

本节课通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求将语言的形式与其意义、交际功能有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。学生在有限的课堂中学到的知识毕竟有限，让他们掌握语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。

推荐第2篇：英语语法课说课稿

教师招聘英语语法课说课稿

Good afternoon, My dear judges!I am the third competitor.My topic is Unit 5 attributive clause (prep+which/whom).It’s my pleasure to stand here sharing my teaching plan with you.My plan is composed of several parts.First of all, I’ll talk about analysis of teaching material.

Part 1 Teaching Material:

My leon is from New Senior English for China Book_2 Unit5 Grammar part.The main topic is friends and Friend ship, while the grammar is attributive clause(prep+which/whom).By studying this cla, Students will understand the grammar points clearly and use them to in daily life.

Secondly, I’d like to state the analysis of students.

Part 2 Students

Students of this period have learned English for a long time,hence they acquire basic grammar knowledge.However,they think grammar learning is abstract and difficult.then I will take special activities to help them.

According to the new curriculum standard,I set aims as follows .

Part 3 Teaching Aim

1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)

The Ss can master attributive clause(prep+which/whom)in prep which or prep whom form.

2.Ability objects (技能目标：听，说，读，写)

SS can apply the grammars into their daily life.

3.Emotional objects (情感目标：兴趣，自信，合作，爱国，国际视野)

SS will be more interesting in grammar learning

Part 4 the Key and Difficult Points

Next,I put forward the key points and difficult points.The key points is to master the usage of attributive clause(prep+which/whom).The difficult points is how to use grammars correctly.

Part 5 Teaching and Studying methods

In this cla, I will use inductive method and cooperative method.

Part 7 Teaching Procedure

Now Let’s come into the most important part -Teaching procedure.it consists of six parts.

Step 1.Warming up

The first step is warming up.Boys and girls.In last cla,we learned about Monkees band,- Do you know what was their first music? Any volunteers? Tony,please.wonderful.He said They played music,most of which was based on the Beatles.In grammar ,It’s a attributive clause.we have learned it before.Let’s change it:They played music which was based on the Beatles.Is there and differences? Today we will learn about attributive clause in preposition which and preposition whom form.

Through this free talk,I can attract SS’ attentions and interest in grammar learning .(3)it can lay a foundation for the next step.

Step 2.Presentation

After warming up ,SS will find out the different places among these.I will ask a SS to underline the difference.Then I will explain the literal meaning ofattributive clause(prep+which/whom).SS will have a clear understanding of the grammar points.Next,I will give them more examples to deepen their comprehension.For example,

The singer in whom we have great interest was in America.

The show by which we were to become famous is in a music museun.

This step can help SS have a basic understanding of the grammar structure and improve their learning skills.

Step 3.Practice

Next, Let’s come to the practice step.I will ask SS to find out all the attributive clause in prep.which or prep.Whom form.as many as poible.After 2 minutes individual work ,they can exchange ideas with partners and analyze the meaning of which or whom in the sentence.1 minute later,I will ask some students to have a presentation .Other can evaluate their performance.

The activity designed here is to consolidate grammar learning .

Step 4.Production

Task 1.Introduce friends.

After this step , I will ask students to introduce their favorite singer.They will finish it in group works.For example: Deng Ziqi has special voice,with which Chinese people are very familiar.She took part in I’m singer competition ,in which she made a miracle.5 minutes later,some groups will share their ideas.During the

that time, other students will be judges to find out some mistakes and give them points.

My purpose here is to help SS apply the grammar points in daily life .

Step 5.Summary and Homework

After the task,I will ask students to conclude what we have learned today.then I will set homework.

SS will finish the grammar exercises .and write a composition to introduce your favorite singer using attributive clauses.They will share their ideas in the next English cla.

Homework is neceary to consolidate their knowledge and improve their oral speaking.

At last ,I will talk about blackboard design.Restrictive and non restrictive attibutive clauses.

They played music ,most of which was based on the Beatles.

They played music which was based on the Beatles.

推荐第3篇：小学新标准英语语法课——介词教案

小学英语介词总结

介词（Preposition）

一、概述

介词是英语中很活跃的词，一般置于名词之前。它常和名词或名词性词语构成介词短语。同一个介词常和不同的词语搭配形成固定搭配，表示不同意义。

二、常用介词的基本用法 at

①表示时间： I go to school at seven every day 我每天早上7点去上学。 ②表示在某一具体地点： He is standing at the bus stop 他站在公共汽车站。 ③表示动作的方向、目标： Let me have a look at the picture 让我看看这幅图。 ④用于某些固定搭配： at once 立刻、马上

at last 最后

at the same time 同时

at first 开始时

not at all 一点也不

about

①表示大约时间： I's about six o'clock now.现在大约6点钟了。

②表示地点；在……周围： Everthing about me is so beautiful 我周围的一切都那么美好。

③关于，对于： We are talking about the news.我们正在谈论新闻。

after

①在……之后： After dinner I watch TV.晚饭后我看电视。

②在……后面： He came into the room after me.他在我后面进了房间。

behind

①在……之后： There is a bike behind the tree.树后有一辆自行车 ②比……晚，迟于： The train is behind time.火车晚点了

①在……旁： He is sitting by the bed.他正坐在床边。

②到……时候： We have learned three English songs by now.到现在为止，我们已经学会了三首英文歌曲。

③以……方式： I go to school by bus.我乘公共汽车去上学。

④用于某些固定搭配： one by one 一个接一个 by the way 顺便说一句

for

①为，给，替： I'll make a card for my teacher.我要给老师做张卡片。 ②由于： Thank you for helping me.谢谢你帮我。

③表示给（某人）用的： There is letter for you.这儿有你一封信。

①在……里面： The pencil is in the desk.铅笔在课桌里。

②在一段时间里： We have four claes in the morning.我们上午有四节课。 ③用，以： What's this in English? 这用英语怎么说？

④在某一年份，季节，月份： in 2002, in spring, in January ⑤表示状态，服饰： Helen is in yellow.海伦身穿黄色衣服。 ⑥在……方面： He is weak in English.他的英语不行。 ⑦用于某些固定搭配： in front of

在……前面

in the end

最后

in time

及时

①像……样： He looks like his father.他像他的父亲。 ②这样，那样： Don't look at me like that.别那样看着我。 ③怎样： What's the weather like? 天气怎样。

near

靠近，在……附近： My bed is near the window.我的床在窗户旁。

①的（表示所属关系）： This is a photo of my family.这是一张我家的照片。 ②……的（用于所有格）： He is a friend of mine.他是我的一个朋友。

③表示数量（与连词连用）： One of us is from Beijing.我们中有一个来自北京 ④想到，谈到： I often think of them.我常常想到他们。 ⑤用于某些固定搭配： of course

当然

because of

因为，由于

①在……上面： There are some apple on the tree.树上有些苹果。

②在（星期）天，在某天的上午（下午，晚上）： They go to English cla on Sunday.星期天他们去上英语课。

I left Beijing on the morning of May 1.我在5月1日早上离开北京。 ③用于某些固定搭配： on duty

值日

on time 准时

over

①在……正上方： There is a lamp over the table.桌子上方有一盏灯。 ②遍及，穿过： There is a bridge over the river.有座桥横跨那条河。 ③超过，不止： She is a little over 2.她两岁多了。

①到，往，向： He walks to the window.他走向窗户。 ②表示时间、数量，

到……为止 Please count from ten to thirty.请从10数到30.③向，对，给： Happy New Year to you all.大家新年好。

under

What's under your desk? 你书桌底下是什么？

with

①和，写： Could you go home with me? 你能和我一起回家吗？

②表示伴随状态，带有： Who's that girl with glaes? 那位戴眼睛的女孩是谁？

三、介词的固定搭配 1)介词和名词的连用 2)动词和介词的连用 at arrive at/in 到达

at first 起初；开始 get off 下车

at last 最后 help sb.With sth.帮组某人做某事 at school 在上课，在上学 ask for 请求 at the moment 此刻 get up 起床

at home 在家；无拘束 laugh at 嘲笑 at present 现在 learn from 向……学习at work 上班，在工作 look after 照顾 at the same time 同时 look for 寻找

think for 想到

on worry about 担心 on duty 值日 listen to 听

on holiday 度假 look at 看；注视 on time 准时 talk about 交谈；谈

on the left/right 在左/右边 wait for 等候；等 on the radio 在广播中 thank for 为……而感谢 on foot 步行

on sale 出售；降价出售 3)形容词和介词连用 on TV 在电视上播放 be afraid of 害怕

on the phone 在电话中 be careful with 小心；关心 on the way 在路上 be interested in 对……感兴趣

be good at 善于

in be proud of 感到自豪

in all 总体 be crazy about 酷爱

in cla 在课堂上 be late for 干某事迟到 in English 用英语 be good for 对……有利 in short 总之 4）其他

in a hurry 匆忙地 by+交通工具

in the end 最后 by bus/train/plane/air/ship/bike/sea/land… in bed 躺在床上 lots of/a lot of 许多，大量 in danger 在危险中 at most 至多 in fact 事实上 at least 至少

in time 及时地 at once 立刻；马上 in a minute 立刻 in order to 为了

介词用法

1、小学英语介词at，in与on在时间方面的用法

at表示时间的一点；in表示一个时期；on表示特殊日子。如：

He goes to school at seven o’clock in the morning.他早晨七点上学。

Can you finish the work in two days.你能在两天内完成这个工作吗？

Linda was born on the second of May.琳达五月二日出生。

1>.at后常接几点几分，天明，中午，日出，日落，开始等。如： at five o’clock （五点），at down （黎明），at daybreak （天亮），at sunrise （日出），at noon （中午），at sunset （日落），at midnight （半夜），at the beginning of the month （月初）， at that time （那时），at that moment （那会儿），at this time of day （在一天的这个时候）。

2>.in后常接年，月，日期，上午，下午，晚上，白天，季节，世纪等。如：

in 2006（2006年），in May，2004 （2004年五月），in the morning （早晨/上午），in the afternoon （下午），in the evening （晚上），in the night （夜晚），in the daytime （白天），in the 21st century （21世纪），in three days （weeks/month）三天（周/个月），in a week （一周），in spring （春季）。

3>.on后常接某日，星期几，某日或某周日的朝夕，节日等。如：

on Sunday （星期日），on a warm morning in April （四月的一个温暖的上午），on a December night （12月的一个夜晚），on that afternoon （那天下午），on the following night （下一个晚上），on Christmas afternoon （圣诞节下午），on October 1，1949 （1949年10月1日），on New Year’s Day （新年），on New Year’s Eve （除夕），on the morning of the 15th （15日的早上）等。

介词 for 的用法小结

1.表示“当作、作为”。如:

I like some bread and milk for breakfast.我喜欢把面包和牛奶作为早餐。

What will we have for supper? 我们晚餐吃什么?

2.表示理由或原因,意为“因为、由于”。如:

Thank you for helping me with my English.谢谢你帮我学习英语。

Thank you for your last letter.谢谢你上次的来信。

Thank you for teaching us so well.感谢你如此尽心地教我们。

3.表示动作的对象或接受者,意为“给……”、“对…… (而言)”。如:

Let me pick it up for you.让我为你捡起来。

Watching TV too much is bad for your health.看电视太多有害于你的健康。

4.表示时间、距离,意为“计、达”。如:

I usually do the running for an hour in the morning.我早晨通常跑步一小时。

We will stay there for two days.我们将在那里逗留两天。

5.表示去向、目的,意为“向、往、取、买”等。如:

Let’s go for a walk.我们出去散步吧。

I came here for my schoolbag.我来这儿取书包。

I paid twenty yuan for the dictionary.我花了20元买这本词典。

6.表示所属关系或用途,意为“为、适于……的”。如:

It’s time for school.到上学的时间了。

Here is a letter for you.这儿有你的一封信。

7.表示“支持、赞成”。如:

Are you for this plan or against it? 你是支持还是反对这个计划?

8.用于一些固定搭配中。如:

Who are you waiting for? 你在等谁?

For example, Mr Green is a kind teacher.比如,格林先生是一位心地善良的老师。

推荐第4篇：小学新标准英语语法课——代词教案

代词

代词是代替名词的一种词类。大多数代词具有名词和形容词的功能。英语中的代词，按其意义、特征及在句中的作用分为：人称代词、物主代词、指示代词、自身代词、相互代词、疑问代词、关系代词和不定代词八种。

一、人称代词是表示\"我\"、\"你\"、\"他\"、\"她\"、\"它\"、

\"我们\"、\"你们\"、\"他们\"的词。人称代词有人称、数和格的变化，见下表：

数单数复数

格

主格宾格

主格

宾格

第一人称 I

me we

第二人称 you

you

him they them

第三人称 she

her they them

they them

如：He is my friend.他是我的朋友。

It’s me.是我。

二、物主代词表示所有关系的代词，也可叫做代词所有格。物主代词分形容性物主代词和名词性物主代词二种，其人物和数的变化见下表。

数

单数

复数

人称第一第二第三

第一第二第三

形容词性 my your his/her its

our your/their

物主代词

名词性 mine yours his/hers its

ours yours/theirs

物主代词

如：Ilikehiscar.

我喜欢他的小汽车。

Ourschoolishere，andtheirsisthere.

我们的学校在这儿，他们的在那儿。

三、指示代词表示\"那个\"、\"这个\"、\"这些\"、\"那些\"等指示概念的代词。指示代词有this，that，these，those等。

如：Thatisagoodidea.那是个好主意。

四、表示\"我自己\"、\"你自己\"、\"他自己\"、\"我们自己\"、\"你们自己\"和\"他们自己\"等的代词，叫做自身代词，也称为\"反身代词\"。

如：Shewastalkingtoherself.她自言自语。

五、表示相互关系的代词叫相互代词，有eachother和oneanother两组，但在运用中，这两组词没什么区别。

如：Theyloveeachother.他们彼此相爱。

六、不是指明代替任何特定名词的代词叫做不定代词。常见的不定代词有a11，both，each，every等，以及含有some-，any-，no-等的合成代词，如anybody，something，noone。这些不定代词大都可以代替名词和形容词，在句中作主语、宾语、表语和定语，但none和由some，any，no等构成的复合不定代词只能作主语、宾语或表语；every和no只能作定语。如：

---Doyouhaveacar? --你有一辆小汽车吗？

---Yes，Ihaveone.--是的，我有一辆。

---Idon’tknowanyofthem.他们，我一个也不认识。

七、疑问代词有who，whom，whose，what和which等。在句子中用来构成特殊疑问句。疑问代词都可用作连接代词，引导名词性从句（主语从句、宾语从句和表语从句）

如：Tellmewhoheis.告诉我他是谁。

八、关系代词有who，whom，whose，that，which，as等，可用作引导从句的关联词。它们在定语从句中可作主语、表语、宾语、定语等；另一方面它们又代表主句中为定语从句所修饰的那个名词或代词（通称为先行词）。

如：Heisthemanwhomyouhavebeenlookingfor.他就是你要找的那个人. ===============================

人称代词的用法:1,主格作主语或表语: She and Tom are good friends. It\'s she who wants it.

2.宾格作及物动词和介词的宾语,还可作表语. Aunt Li took care of us.

Who is knocking at the door It\'s me. 物主代词的用法:

形容词性物主代词只能做定语,修饰名词,相当于形容词. My mother is a nurse in a hospital. Their teacher is coming here.

名词性物主代词可以做主语,宾语和表语,相当于名词. This is my pen, yours is lost.(yours=your pen)

The best composition is hers.(hers= her composition) I can\'t find my ruler, I have to use hers.(hers = her ruler) 反身代词的用法:

反身代词表示主语发生的动作落在主语自己身上,或用来加强名词或代词的语气. 作主语:I hope he didn\'t hurt herself.She taught herself English. 同位语: You yourself said so.You can do it yourself. 常与以下动词连用:

hurt, dre, enjoy, say to, talk to, teach, wash, help

还可以与介词连用:by oneself [自己(不需要别人帮忙)] for oneself (替自己,为自己) to oneself(供自己用) 不定代词及用法:

(一)可分为普通不定代词,个体不定代词和数量不定代词:

通不定代词:some, any, no, somebody, nobody, anybody, someone, anyone, no one, something,

anything, nothing, one

个体不定代词:all, every, each, other, another, either, neither, both, everybody, everyone, everything 数量不定代词:many, much, few, a few, little, a little, a lot of, lots of (二) 普通不定代词的用法(部分):

some一般用于肯定句, 当预期对方作肯定回答时也用于疑问句: Could you please give me some information about ir 还用于表示要求和提供某物的句子: Would you like some tea

2.any 的用法: (1)用于否定句及含有否定意义词(hardly, never, no)的句子中: I have hardly any time.

(2)用于疑问句中和条件句中: Do you see any birds in the tree

(3) some, any, no, 与 one, thing, body 构成的合成词的用法:这些代词都表示单数的概念,some, any与one, thing, body构成的合成词的区别与和的用法基本相同. There is someone looking for you outside. If you want anything, call me, please.

这些代词如被定语修饰, 应放在定语前,如被else修饰,也放在else前: Is there anything new in the newspaper

I\'m afraid I can\'t help you, you\'d better ask someone else. 3.other, another 的用法:

两者均可指人,也可指物,other 意为 \"另外\",不确指,需要确指时前加定冠词the, the other,,意为 another\"另一个\":

other: (1)后跟名词(单,复),泛指 \"别的,其他的\"

The Great Wall is longer than any other wall in the world. I\'ll go swimming with other friends tomorrow.

the other后跟名词单或数,或后不跟名词, 特指两者中的另一个: At last we got the other side of the river.

Thirty are girls and the other students are boys in our cla. I have two pens, one is blue and the other is red.

(3) others 后不加名词,泛指另外一些别的人或事物;the others 特指其余所有的人或事物: Some of us like playing table-tennis, and others like playing basketball. Thirty in our cla are girls, and the others are boys.

(4) 泛指三者以上的 \"一些\"不用加the, 用 \"some….others\"的形式: Some people like it, others not. another:

泛指另一个,不与the连用,只能跟可数名词单数: I don\'t like this one, will you please show me another We asked him to sing us another song.

4.both, either, neither的用法:他们均用于两者之间,neither, either用做单数,both用做复数, both:肯定句中表示\"两者都\",用于否定句中表示 \"两者不都\",即部分否定: Both of the sisters are good at English.]

Not both of them are good at English.(One is good at English, the other isn\'t.) I don\'t know both his brothers.(I only know one of them.) Both,,,and,,,, 连接两个主语时谓语动词用复数: Both my bothers and I are teachers.

(2) neither: 表示\"两个都不\", either表示\"两个中的任何一个\", neither是 either的否定形式,两者均表示单数形式,做主语时谓语动词用单数形式:

Either you or he is right. Neither he nor you is right.

neither是both的反义词,做形容词时与单数名词连用,不用the: Neither pen writes good.= Neither of the pens writes good. Neither…nor…, either…or…. Eihter you or I am right.

Nether you nor I am right.=Both you and I are right. 5.(a) little, much, (a) few, many 的用法:

little \"很少\"表否定, a little \"少许\"表肯定, much= not a little: I know little about him.我不了解他. I know much about him.我对他很了解. There is little to be done, is there There is a little to be done, isn\'t there 在对不可数名词提问时要用how much:

I spent a lot of money on books.How much did you spend on books

as little as \"尽可能少的\" as much as \" 尽可能多的\" as… as…结构中不用 a little

Few 表示 \"很少\" 表否定含义, a few \"有一些\"表肯定含义, many= not a few \"\"许多,不少, 这三个词用于修饰可数名词:

Few of us understand our teacher. A few of us understand our teacher. His book has few readers, does it His book has a few readers, doesn\'t it

as few as \"尽可能少\" as many as \"和……一样多\" as…as….结构中不用a few

物主代词实际上是人称代词的所有格形式。根据其句法作用，物主代词可以分为形容词性和名词性两种。形容词性物主代词一定要后接名词（如：This is my book.这是我的书。），名词性物主代词可以独立使用，无需后接名词（如：This book is mine.这本书是我的。）。

5.3.1 形容词性物主代词的基本用法

形容词性物主代词一般位于名词前，用作定语，限定该名词的意义。例如：

My name is John Green.我叫约翰·格林。

Excuse me, is this your car? 对不起，这是您的车吗？

His parents are in England.他的父母在英国。

They wash their faces every day.他们每天都洗脸。（本句中的their无须译出）

5.3.2 名词性物主代词的基本用法

⑴ 名词性物主代词在句中独立使用，即不后接名词，其句法作用相当于一个名词。例如：

Ours is a great country.我们的国家是一个伟大的国家。（用作主语，一般用于正式文体）

I forgot to bring my dictionary.Could I use yours? 我忘了带词典，我可以用一下你的吗？（用作动词的宾语）

He wasn’t in my room.He might be in his.他（刚才）不在我的房间。他可能在自己的房间。（用作介词的宾语）

Whose book is this? — It’s hers.这是谁的书？——是她的。（用作表语）

Jack is a friend of mine.杰克是我的一个朋友。（用于双重所有格）

⑵ 名词性物主代词用作主语时，谓语动词的数应随所指者的数而定。例如：

Is this pencil yours or hers? — It’s mine.Hers is in her bag.(Hers = Her pencil) 这支铅笔是你的还是她的？——是我的。她的铅笔在她包里。

Whose books are these? — They are his.Yours are over there.(Yours =Your books) 这些是谁的书？——是他的。你的书在那边。

1）疑问代词在句中起名词词组的作用，用来构成疑问句。疑问代词有下列几个：

指人：who，whom，whose

指物：what

既可指人又可指物：which

2）疑问代词在句中应位于谓语动词之前，没有性和数的变化，除who之外也没有格的变化。what，which，whose还可作限定词。试比较：

疑问代词：Whose are these books on the desk？

桌上的书是谁的？

What was the directional flow of U.S.territorial expansion？

美国的领土扩张是朝哪个方向的？

限定词：Whose books are these on the desk？

桌上的书是谁的？

What events led to most of the east of the Miiippi River becoming part of the United States？哪些事件使密西西比河以东的大部分土地归属于美国？

说明1：

无论是做疑问代词还是限定词，which 和what 所指的范围不同。what所指的范围是无限的，而which则指在一定的范围内，例如：

Which girls do you like best？

你喜欢哪几个姑娘？

What girls do you like best？

你喜欢什么样的姑娘？

说明2：

Whom是who的宾格，在书面语中，它作动词宾语或介词宾语，在口语中作宾语时，可用who代替，但在介词后只能用whom，例如：

Who（m）did you meet on the street？

你在街上遇到了谁？（作动词宾语）

Who（m）are you taking the book to？

你要把这书带给谁？（作介词宾语，置句首）

To whom did you speak on the campus？

你在校园里和谁讲话了？（作介词宾语，置介词后，不能用who取代。）

说明3：

疑问代词用于对介词宾语提问时，过去的文体中介词和疑问代词通常一起放在句首，现代英语中，疑问代词在句首，介词在句未，例如：

For what do most people live and work？

大部分人生活和工作的目的是什么？（旧文体）

What are you looking for？

你在找什么？（现代英语）

说明4：

疑问代词还可引导名词性从句，例如：

I can’t make out what he is driving at.

我不知道他用意何在。

Can you tell me whose is the blue shirt on the bed？

你能告诉我床上的蓝衬衣是谁的吗？

Much of what you say I agree with，but I cannot go all the way with you.

你说的我大部分同意，但并不完全赞同。

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：英语语法填空说课

高考英语语法填空

——说课稿

济宁高新区高级中学李凤建尊敬的各位老师们：

大家好！今天我说课的主题是《高考英语语法填空》。下面我将从以下几方面作具体的分析。

一、题型分析

语法填空题的设臵将语法知识的考查臵于一篇英语短文中，通过设臵纯空格题填空和给词填空两种形式来表现，突出考查了学生通过语境运用语法知识的能力，更能客观、准确地考量学生的语法知识水平。此题虽然只有15分，占英语全卷分数的十分之一，但也是英语考卷的重要组成部分，不容忽视。要想此题有好的发挥，学好语法，注重运用必不可少，这是基础；了解考点，掌握解题技巧才是确保得分的关键。

二、考点和命题特点分析：

语法填空题主要考查的是语法和上下文的连贯性，而语法是重点。它主要考查的内容为高中英语大纲要求的基本语法知识、词汇、习语和较为简单的英语表达方式的掌握情况。具体考点和命题特点如下：

1．每一个空格的设臵都必定涉及到某一条或某几条语法规则，不会单纯考查单词的拼写和词组的用法。

2.考虑语境。既然采用短文形式来考查语法，其目的就是要利用短文以较强的语境特点来命题，否则，就不如用单句来考查语法了，考生要想填出正确答案，至少要理解整个句子的意思或各分句之间的逻辑关系，或者需要理解前后几个句子，甚至整个段落或篇章。

三、目标分析：

结合题型分析、考点分析及学情制定本节课教学目标

通过本节课的学习：

学生能够了解语法填空题型的特点及考点范围；

学生能够初步运用理解语篇和分析语法的解题技巧解决实际问题；

培养学生良好的学习策略，大胆地进行科学探究、合作创新的精神

本课按照“例题解析-真题演练-总结提升-自主运用”的教学思路，对本节课的教学进行设计，确立了五个教学环节：问题导入、整体理解、讲练结合、总结提升和拓展运用。

下面我简单地把这堂课的设计思路向大家汇报一下。

四、教学过程

Step1.Free talk Give Ss several minutes to have a free talk about “How do you deal with the preure of the entrance exam?” Then have them speak out.

1 设计意图：问题设臵贴合学生生活实际，容易引起学生共鸣，吸引学生的注意力，以便提高课堂效率，能够训练学生的口头表达能力及快速组织语言的能力，同时引导学生就如何缓解升学压力进行思考，从而铺垫课堂。

Step2.Fast reading 阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。

Get the main idea through fast reading.1.Find the topic sentence of each paragraph 2.Write down the main idea: 设计意图：通过设臵任务，一方面引导学生通读全文，正确理解文章主旨大意，把握作者的思路，以便联系上下文语义，分析归纳，填入符合词义、句意和上下文情景的正确答案。另一方面渗透学法---找段落主题句。

Step3.Fill in blanks Task1 无提示词考点一：冠词或代词

Give your body and brain a rest by stepping outside for68 while, exercising, or dong something you enjoy. 【解析】此处所涉及的短语 for a while为英语中的固定搭配，其中的不定冠词a不可或缺。

真题演练：

The one is being bottle-fed, other is with mum–she never suspects. [2016全国Ⅰ卷] 2.But the train itself may be more important than the goods was carrying.[2017 济宁一模] 3.Raise your leg and let stay in the air for seconds.[2014 辽宁卷] 考点二：连词或从句引导词 So, get an early start and try to be as productive 65 poible before lunch.【解析】短语as...as....和...一样；正是因为人们早晨的注意力更为集中，所以我们要早起，要和午饭之前一样的高效率。

真题演练：

1.We were told that our rooms hadn’t been reserved for that week, for the week after.[2014 广东卷] 2.But my connection with pandas goes back to my days on the TV show in the mid—1980s, I was the first Western TV reporter......[2016全国卷Ⅰ] 考点分析：

2 解题技巧：考点三：介词

Most of us are more focused 64 our tasks in the morning than we are later in the day.【解析】考查固定搭配。

短语be focused on集中于....；

很多人早晨对任务的注意力要比晚些时候的注意力更集中。真题演练：

1.The new boy looked at the teacher ____ a few seconds.[2012 广东卷] 2.Don’t laugh ____ me.[2014 辽宁卷] 3.But my connection with pandas goes back my days on the TV show …… [2016全国Ⅰ卷] 设计意图:通过例题分析、真题演练，使学生把握无提示题型的考点分布。在讲练结合的基础上，引导学生分析考点，总结解题技巧，达到学以致用的目的。同时引导学生重视理解文章主旨大意，关注文章微观语境中词汇、句子与篇章结构的联系。

Task2有提示词考点四：谓语动词

1.Leaving the le important things until tomorrow 63 (be) often acceptable.【解析】考查主谓一致动名词短语在句中做主语，谓语动词用单数。 2.But whatever it is, 70 (make) sure it’s a relief from daily stre rather than another thing to worry about.【解析】考查祈使句，动词短语make sure放句首，构成祈使句。真题演练：

1.In 1969,the pollution was terrible along the Cuyahoga River Cleveland, Ohio.It_（be）unimaginable that it could ever be cleaned up.[2014 全国卷Ⅰ] 2.I (allow) to get up close to these cute animals at the 600-acre center. [2016 全国卷Ⅰ] 考点五：非谓语动词

If you find something you love doing outside of the office, you’ll be le likely 69 (bring) your work home.【解析】考查考生在一定语境中正确使用动词不定式的能力和熟练程度，此处的不定式是be likely to do sth.结构的一部分。

真题演练：

1.It took years of work __(reduce ) the industrial pollution and clean the water.[2014 全国卷Ⅰ] 2.I was the first Western TV reporter (permit) to film a special unit

3 caring for pandas rescued from starvation in the wild.[2016 全国卷Ⅰ] 考点六：词性转换

You should take a step back and identify (识别)those of 61 (great)and le importance.【解析】形容词的比较级

Then, handle the most important tasks first so you’ll feel a real sense of 62 (achieve).【解析】考名词，横线前有介词of 3.Recent 66 (study) show that we are far more productive at work if we take short breaks 67 (regular).【解析】考查名词单复数。本句的谓语动词是show，说明主语是复数名词studies。【解析】考查副词。在英语这个副词通常做状语修饰形容词、副词或动词。所以本句中使用副词regularly做状语修饰动词take short breaks。

真题演练：

1.We had an__ (amaze) conversation.[2011 广东卷] 2.The river was so polluted that it_ ( actual) caught fire and burned. [2014 全国卷Ⅰ] 3.The title will be (official) given to me at a ceremony in London. [2016 全国卷Ⅰ] 设计意图：运用同样的方法，培养学生对词汇、语法规则和构词法知识在特定语境中的应用能力。

Step4 Group work Designing blanks by yourselves: 假如你是高考命题专家，根据所学语法填空解题技巧，完成下面5处考点的设臵。也欢迎你大胆地设臵其他考点, 并“show off”出题意图。要求：1个空白及4个所给词（包含“1处形容词”，“1处谓语动词”，“1处非谓语动词”的考点设臵，剩余1处可自由发挥。）

When sharing your creative blanks, please tell us: 1.Why you set this blank? 2.Which skill is needed? 3.What kind of mistake students may make? If poible, please give some suggestions! Have Ss show off their creative blanks.设计意图：本环节使自主学习和合作学习相结合，任务的设臵层层递进，有简到难，逐步突破难点。旨在培养学生学以致用，大胆创新，逆向思维的能力，把本节课学习的重点内容全部融入到任务中，使学生在完成任务的同时全面复习巩固本课重点知识，以便提高学生分析问题、解决问题的能力。

4 Step5 Summary What have we learned today？

设计意图：通过小结再一次引导学生对本节课的重点知识作进一步巩固 Step6 Homework 1.Finish the paage on your paper-sheet. 2.Summarize what we have learned in a table.设计意图：训练学生正确运用所学的学习策略，解决实际问题，加深对本节课内容和语言知识的理解，培养学生的归纳概括能力。

总之，在语法专项训练中，引导学生把握好语法填空题的命题动向，熟悉考查内容,理清做题的思路，掌握做题的技巧，就可以做到：有的放矢、有章可循、事半功倍，从而提高做题的效率和准确性。

推荐第7篇：初中英语语法课教学策略

初中英语语法课教学策略

上好一节英语课有很多的教学策略，听、说、读、写都要贯穿于英语课堂之中。英

语教学法在所有的英语教师头脑里已经再清楚不过了，

所以在这里主要介绍新课程理念下的几种语法教学策略。

新课程理念下的语法教学的方法

1. 直观式——利用实物直观教学方法

交际法——通过情景交际、角色扮演等活动教学语法

趣味式——利用游戏、绕口令和谚语等符合学生年龄和心理特征的活动教学语

法

4. 图解式——利用图式或图画法教学语法

任务式——利用任务教学语法

探究式——利用探究活动教学语法

直观式——利用实物直观教学方法

可以利用直观手段

（如实物和图片等）教学语法

[ 案例

形容词的比较级和最高级

拿出三个大小不同的实物，如网球、足球和篮球，一个比一个大；或用多媒体呈现

先关图片。

T: （依次呈现网球、足球、篮球） What ’

s this?

Ss: It ’ s a tennis ball/soccer ball/basketball.

T: （只呈现网球和篮球）

Which is bigger? Ss: The soccer ball is bigger. T: （只呈现足球和篮球）

Which is bigger ？

Ss: The basketball is bigger.

T: （同时呈现三个球）

Which is the biggest?

Ss: The basketball is the biggest. 可以让学生自问自答，多重复几遍，知道他们能够独立表演为止；然后，教师把这

些句子写在黑板上，或在屏幕上呈现出来，以加深学生的理解；最后，可以再让学

生举一些例子，

创设新的语言运用情景让学生去交流和体验。

通过在真实情景中的反复练习，学生会对形容比较等级的用非法有比较深刻的了解和认识。

采用直观法进行语法教学避免了繁杂的语法分析和讲解，

可以使学生在简短的情景

对话（或叙述）中理解和掌握语法规则。

交际法——通过情景交际、角色扮演等活动教学语法

可以根据所教语法项目的交际功能创设运用该语法项目的情景，将语法教学与听、说、读、写各项技能的训练结合起来。

[ 案例

2] 教学过去进行时

教学过去进行时这一语法项目时，

应该把握该语法项目最主要的功能，

即 “表示过

去某一时刻或某一段时间正在进行的动作”

。教师应围绕“过去正在进行”这一概

念创设使用该语法项目的语境，设计使用该语法项目的听、说、读、写活动，让学

生依据语境，通过听、说、读、写活动去熟悉、巩固和掌握该语法知识。例如，老师可以先让学生听、读下面一段语言材料，明确活动要求。

(An

old

man was

hit

car at

seven

o ’

clock yesterday evening.The

policeman is asking some people.) Policeman: What were you doing at seven o ’

clock yesterday evening, Mrs

Green>

Mrs Green: I was cooking dinner in the kitchen. Policeman: What were you doing, Mi White?

Mi White: I was working in my office.I was very busy.Mr Brown: (before the policeman asks) I was watching a movie with my wife

at the cinema.

Policeman: What about you, Dr Wang? Dr Wang: I was looking at a patient in the hospital at that moment.

然后，师生按照以下几个步骤进行活动。

第一步：

全班分成若干个五人小组，每个小组共同创编一个微型情景剧，

其中必须

含有五个以上表示“过去正在进行”的句子。在这个过程中，教师要根据学生的需

要进行适时、适当的指导和点拨。

第二步：学生在小组内练习和表演。

第三步：教师请一个小组（可用抽签形式来决定）在全班表演，同时要求其他小组

记录听到的表示“过去正在进行”的句子。

第四步：

记录句子最多、

最准确并最快复述出这些句子的小组将获得机会呈现他们

的作品。

第五步：教师进行讲评。

通过实施以上各步骤，学生的学习积极性得以充分调动。同时，将语法教学与听、

说、读、写技能的培养融为一体，较好地体现了新课程所倡导的语法教学理念。

[ 案例

3] 教学祈使句

教师创设情景，让学生表演动作。

第一步：学生分成若干个小组，每组轮流选派一名代表到讲台，教师说英语，学生

做动作。例如：

Clean the

blackboard.

Open

the door,

please.

me your

pen./ Sing an English song, please.

第二步：

教师提出问题，

启发学生观察以上句子的共同特征，从而归纳祈使句的构

成。

第三步：学生两人一组，一人给出指令（祈使句形式）

，另一人完成相应动作，以进一步理解和体会使用祈使句的场合。

趣味式——利用游戏、绕口令和谚语等符合学生年龄和心理特征的活动教学语

法

教师应将语法教学融入游戏之中，以有效激发学生的学习兴趣，寓教于乐。

[ 案例 4] 教学现在进行时

在教学现在进行时这个语法项目时，教师可以借鉴并模仿“幸运

52 ”的猜词环节

——“你比划我猜”

。具体做法是：

一个学生到讲台前根据教师的指令做动作，同时教师提问全班学生： What ’

/ she doing? 并引导全班学生运用句型

“

He / She is „”

作答。

这个游戏给学生提供了较真实的情景去运用所学语言，让他们在游戏中无意识地运

用了所学的语法知识。

游戏后，

教师把相关的句子写在黑板或呈现在屏幕上，

让学生观察和归纳语法规则，然后再创设情景进行巩固。

教师还可以使用英语谚语来教学某些语法结构，

在教授谚语的同时让学生掌握这些

语法结构，并记忆和运用这些谚语。比如： Actions speak louder than words./

The nore, the merrier./ Rome wasn ’

t built in a day./ Never too old to

learn./T os eei st ob elieve./ S eeing isb elieving./

Neverp uto fft ill tomorrow what can be done today./ Where there

’

s a will, there

’

sa w ay. / He who does not climb the Great Wall is not a true man.

图解式——利用图式或图画法教学语法

利用图、表格或图画等进行语法教学也是一种有效手段。

[ 案例

5] 教学 have been to

与

have gone to 的区别

推荐第8篇：高三英语语法复习课

高三英语语法复习课

广东省兴宁市兴民中学刘飞宇

英语教学是一种动态教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。本人结合区级研究课题“高中英语任务型课堂教学课题”的实施和本班学生的实际，对高三语法复习课---虚拟语气进行了操作性较强的处理。

一、教材分析：

本课是结合外研社高中英语教材选修6中有关虚拟语气的语法内容，进行高三英语语法---虚拟语气的复习，我在教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一和高二两年英语学习的基础上，高三学生已经掌握了基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度，为高考和大学的进一步学习研究打下坚实的基础。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价，求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学重点:

1.把握本课复习的重点---语法虚拟语气的句型结构

2.语法虚拟语气的运用

四、教学难点:

1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2.虚拟语气在真实的生活语境中的使用。

五、教学目标:

1.知识目标:引导学生准确把握情态动词在虚拟语气之中的使用。根据该语法规律解决实际问

题。重语境，探语义，培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，依靠语法但不拘泥于语法，结合语法和题干中的语境解决高考题。在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

2.能力目标：利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，着重提高学生获取信息，处理信息，分析问题和解决问题的能力，培养学生自主学习。

六、教学策略:

本课我主要采用教学方法---任务型教学法：任务型教学法是让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。它应具备以下特点：（1）以任务为中心，而不是以操练语言形式为目的。（2）任务的设计焦点应该是解决某一具体的贴近学生生活的问题。在任务型语言教学中，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标，并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中，学生能够不断地获得知识并得出结论，从注重语言本身转变为注重语言习得。

七、学习策略:

非测试性评价体现新课程标准的实施效果，评价体系“正确反映外语学习的本质和过程，满足学生发展的需要。” 为了达到这一目标，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

八、教学设计:

1.总体思路

将本节课的主要内容分为 Warming up（热身）Presentation（导入）Revision（语法复习） Consolidation （知识巩固）以及Writing（写作应用）。其中热身及导入部分相结合，由欣赏名篇名句入手，再进行英文诗歌朗诵比赛活动，旨在让学生处于兴奋的状态，是学生通过听、说、读等活动熟悉学习的主题。学习的主体环节由复习、巩固和实际应用三个环节构成，所设计的问题精心挑选，学习活动层层深入，着眼于提高学生对语法知识的运用能力。

2.教学过程

Step1 Warming up（5 minutes）Discu about the pictures together , and expre their ideas freely .Such as, What would you do now, if you lost your vision or other valuable things ? You

wish„„

Step2Presentation （8 minutes）

Hold an English poem recital competition.

Task1：Divide the whole cla into a number of groups.Each group asks one student to act as the competitor with music

Living life over

If I had my life live over I would have talked le and listened more

I would have invited my friend over to dinner even if the carpet was strained and the sofa faded I would have taken the time to listen to my grandfather ramble about his youth…

I would never have insisted the car windows be rolled up in the summer day because my hair had just been teased and sprayed.I would have burned the pinked candle sculpted like a rose before it melted into storage

I would have sat on the lawn with my children and not worried about the gra strains

I would have cried and laughed le while watching television---and more while watching life I would have gone to bed when I was sick instead of pretending the earth would go into a holding patter if I were not there for the day.

I would never have bought anything just because it was practical would not show soil or was guaranteed to lastlife time.There would have been more “I love you”…… more “I am sorry”……but mostly ,given another shorts at life ,I would seize every minute…look at it and really see it ……live it ……and never give it back.

（译文:如果时间倒流，我会少说多听。我会请朋友来家里吃饭，即使地毯脏了，沙发褪色了。我会抽时间听祖父唠叨他的青年时代。我不会因为刚刚把头发梳理定型而要求夏天关上车窗。我会点燃那支雕成玫瑰状的蜡烛，而不会让它在尘封中融化。我会与孩子们坐在草地上，不去担心草地上的污渍。我会把泪水和笑声更多得留给观察人生，而不是看电视。如果生病了，我会卧床休息，而不是自认为没有我，地球就不转了。我不会买那些仅仅是实用或者不显脏或者保证能用一生的东西。我会更多地说，“我爱你”„„ “对不起”„„然而，最重要的是，如果有来生，我会抓住每一秒，看人生„„体验人生„„再也不放手。） Task2：Choose the best group that read the poem with their deepest feeling.Step3 Revision（6 minutes）

Firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar .And then find out how to use the grammar correctly.

1.If there _______ (be) no computer, the students _______(learn) much now.

2.If there _______ (not be) the war, people _______(live) a happier life in the future.

3.If you ________ (come) yesterday, you _______ (see) Jackie Chen.

4.If you________ (attend) the concert , your oral English ________(become) better now.

5.But for the PLA, people _______ (suffer) a lot in the earthquake .

Step4 Consolidation(5minutes)

Give the students some examples that have been used in the Tianjin College Entrance Examination, which can promote the students to prepare for the examinations from the bottom of their hearts.13.If Newton lived today, he would be surprised by what ______ in science and technology.

A.haddiscoveredB.hadbeendiscovered

C.hasdiscoveredD.hasbeendiscovered

15.This printer is of good quality.If it ______ break down within the first year, we would repair it at our expense.

A.wouldB.shouldC.couldD.might

15.--- John went to the hospital alone.

--- If he ____ me about it, I would have gone with him.

A.should tellB.tellsC.toldD.had told

Step5 Writing （20 minutes）

How to expre true feelings with the help of the grammar.And ask the students to say and write down their ideas in English.

Task1: Summarize the grammar with the students and write down what they said on the blackboard.(3 minutes)

1.If…did/were , …would/could/should/might do…

2.If …had done , …would/could/should/might have done…

3.If…did/ were to/should do ,…would/could/should/might do…

Task 2: Discu the sentences in groups and encourage the students to expre their feelings in English as follows(4 minutes):

1.我现在有些后悔把本该用在学习上的时间浪费在玩电脑游戏上了。

I regret wasting the time which I should have spent on my studies playing computer games.

2.英语本该是我擅长的学科，但我在上面投入的时间和精力都太少了。

I could have been good at English, but I devoted too little time and energy to it.

3.如果我两年前像现在一样用功，现在我的成绩就会令人满意的多。

If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.

Task 3: Broaden their horizon to use the grammar in some other different ways , discu their ideas and write the answers on the blackboard.( 6minutes)

1.我的老师建议我制定学习计划并认真的执行。

(1) My teacher suggests that I should make a study plan and carry it out very seriously.

(2)It is suggested that I should make…

(3)My teacher’s suggestion is that I should make…

(4)My teacher has made the suggestion that I should make…

2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。 At present, I am learning as if I were never tired.

I believe that my perseverance and determination will lead to my succe.

Task 4: Encourage the students to collect the main ideas to form a good composition，the students can cooperate to finish the task, as follows(7 minutes)：

It will be a few months before we take the College Entrance Examination.And I should be devoted to my studies.Now I regret wasting the time which I should have spent on my studies playing computer games.I could have been good at English, but I devoted too little time and energy to it.In my view, if I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.As a result, My teacher suggests that I should make a study plan and carry it out very seriously.Believe it or not, I got a high mark at the exam, which encourage me a lot .At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my succe.

Step5 Aignment（1 minute）

1.Oral practice---summarize the grammar and talk about where and how we can use it.(口语练习)

2.Ask the students to finish the composition we have talked about or write a composition about your dream that can hardly be realized in your daily life , such as walking in the space , living under the sea , making a journeyin 3000 and so on .Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(写作训练)

本节课我通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求教师改变单纯进行语法教学的方式，将语言的形式与其意义、交际功能有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。但是，在农村大多数学生离开课堂之后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止。所以在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。

总之, 学生在有限的课堂中学到的知识毕竟有限，我们要让他们掌握语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。

推荐第9篇：英语语法课评课稿

英语语法课评课稿

周二第二节听了刘老师的一节英语语法专题课，这节课刘老师从非谓语动词角度做切入点，把单纯的非谓语动词专题和高考的新题型语法填空有机的结合起来，这三周外语组老师出的三节课都是和高考新题型有关，如果说第一节王老师的语法课是面，那么孟凡奇老师的语法课是线的话，对于刘艳平老师的课我觉得应该是点。层层深入，就高考语法填空的一方面进行剖析，很有针对性。刘老师这节课有几点值得学习的地方：1.注重基础；简单句的五种基本句型，他写的是六种，初中应该讲的。2.设置问题很有针对性和典型性。非谓语动词是高考重要的考点之一，知识点复杂难懂，很多学生经常犯错，刘老师设计的问题都是学生易出现错误和学生容易做错的题3.解题技巧归纳准确，学生易于理解。

不足：1.题目设计过大

2.对学情考虑不足。

3.设计题目偏多，个别偏南

下午刘艳萍老师在一班从新上了这节课，我也参加了第六节课外语组教研活动，赵老师带领外语组全体老师分析了这节课，大家指出优点同时也谈了自己的看法i，最好大家一致同意，建立一个语法填空的资料包，把这三节课都放在一起，作为将来的参考资料。

周四第一节课参加了高一英语备课组活动，张老师通知大家高一中旬进行月考，月考的考试范围，布置了考试题型，从下次月考开始，删除单项填空，改成高考新题型语法填空，让高一学生更早的接触新题型。同时利用晚自习期间进行语法填空专题讲座。

推荐第10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11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12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13篇：初中英语语法课观课思考题

初中英语语法课观课与思考建议

一、反复观看提供的课例录像。

二、观课前的思考问题

1.你认为语法教学须遵循哪些基本原则？

答：我认为应该遵循循序渐进、精讲多练、归纳总结的原则进行。有利于学生在学习过程中将知识转化成能力。

2.初中英语语法教学的重点是什么？

答：在句子中，在语篇中使用。

3.你通常采用何种课堂教学模式教学语法？

答：我会采用学生先仿照例句进行说得训练，变换不同的形式。其次进行笔头训练，以此达到用的目的，毕竟考试得分是关键，再次会让学生进行归纳总结。

4.你通常采用何种方法向学生呈现新的语法规则？

答：方法很多不同的语法采用不同的方法，例如，时态教学会让学生先进行说得训练，一步步深入，最后教师总结；句子的成分，那就要教师先入为主给学生讲清楚主谓宾再进行各种操练，当然笔头练习最好。

5.为确保语法练习活动的有效性，你在设计和开展语法练习活动时都考虑了哪些因素?

答：学生已有的知识经验，采用的教学方法，教学所使用的辅助手段，以及练习等等。

6.你对自己的语法教学效果满意吗？你认为导致教学效果好（或不好）的主要因素有哪些？

答：还比较满意，因为每次学生能够听懂，但一段时间学生会忘记，学生的练习跟不上，缺乏知识之间的联系。

第14篇：高中英语语法课教学设计

篇1：高中英语语法课教学活动的设计

高中英语语法课教学活动的设计

密云县第二中学季李红

【摘要】本文结合三个课例，探讨了高中英语语法课教学活动设计可遵循

的原则，以实现学生在课堂中的主体地位，发展思维能力，促进

综合语言运用能力的形成。

【主题词】语法教学活动设计主体地位

《英语课程标准》指出：英语语法是语言知识的重要组成部分，是发展语言技能的基础。语法教学是语言教学的重要内容之一。基于高中学生认知能力的发展，课标倡导语法教学应遵循的教学模式为：关注—归纳—操练—运用。相对传统的语法教学方式，学生不再是死记硬背语法规则，做大量的机械练习，而是积极参与课堂，通过观察、体验、实践、合作等方式学习语法，是课堂学习的主体。要实现学生角色的转变，培养学生的英语思维能力，教学活动的精心设计是高效课堂的重要保障。

笔者以课例研究的方式对语法教学进行了大量实践，认为语法课教学活动的设计应注意以下原则。

一、教学活动的设计与教学目标一致

教学活动的设计要与教学目标一致，为教学目标达成服务，因此每个教学活动要有明确的目的。以北师大版第五模块第13单元语法项目---情态动词表推测，

语言鲜活。为了实现教学的第一个目标，笔者对教材设计的教学练习做了如下调

推测的句子，没有足够调动学生的主动性，激发他们的思维活动；事实上，要学生关注目标语法结构前，教师应对语料进行必要的阅读理解处理，这有利于解决教学难点。此外，文中有18个含情态动词的句子；其中4个不是情态动词表推测的句子。若学生能将他们成功挑出，说明他们不但回顾了旧知识，理解了must, may, may not, might, can’t, could 表推测时，在上下文中表达的语气，而且更将注意力关注于目标语法。

本课的教学难点为：use the proper forms of modal verbs to expre guees about what happened and what is happening now.为了在教学中突破难点，笔者将测的深层含义，同时又关注、归纳出了语法规则。

在归纳法语法教学模式中，学生首先接触的是包含语法规则的真实上下文情景，然后根据上下文的信息归纳出使用规则。这种教学法有助于培养学生的语感。通过分析归纳总结语言使用规律课深化学生对用法的理解，培养学生的逻辑思维能力。但教师必须提供充足的，以语境为依托的语料，教学活动的形式适合学生的认知水平，他们的观察、体验、探究、合作等主动学习行为才得以开展。

二、教学活动的设计是形式和意义的结合

高中阶段的语法教学，应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。例如：在强化巩固情态动词对发生了的事情表推测的句型时，笔者认为教材p13 ex-8 的活动设计得很好，例如：a housewife is cheering.针对这个情境，学生的语言产出为： 1) her husband may be cooking. 2) she may have got a surprising gift. 3) her husband may have been promoted. 4) she could be pregnant. 学生的表达多样，富于想象，不是对例句的机械模仿，他们在努力传达内心所想，这使得课堂气氛越来越活跃。

三、教学活动的设计具有层次性和梯度变化是学习的调料，是教学的调节剂。由于学生水平的差异，课堂上活动任务应有一定的梯度，使各层次的学生都能学到东西。另外, 过于单

一、没有挑战性的教学活动会使学生对语法教学产生厌倦情绪。

语法练习一般分为结构认知性练习、控制和指导性练习、交流性练习。教学过程中，教师的指令要简洁明确，做出清晰的示范，以保证练习效果。在本课例中，练习设计的层次和形式如表格所示：

片传达的信息要明确，切忌含有分散学生注意力的动画和声效。

四、教学活动的设计保持话题一致性

运用得当的语法结构表达意思，离不开词汇的支持。为了实现语言的输入与输出的一致，教学活动的设计要保持话题的一致性。笔者认为话题应在贴近学生生活实际的前提下，尽量保持与单元话题一致。例如: 北师大版第二模块，第六单元—定语从句的教学设计。该单元话题为文学与艺术，如果要学生描写一位艺物，又能激发学生的表达欲望，定语从句会被学生自然地运用到文段中，为语言的输出搭建了平台。

五、教学活动的设计与教学资源整合

教材是语言教学的媒介之一，教师应对教材认真分析，对学生的需求和水平进行深入了解，补充和调整教材内容，进行有效的资源整合，使之为教学目标服务。首先，教师可以进行单元内或单元之间的教学材料重组。例如：人教版模块5第四单元语法---v-ing 作定语和状语。在目标语言项目呈现环节，笔者没有采用第四单元的课文，其中含有动词-ing 形式的句子少。本人将三单元的课文a master of nonverbal humor 做了缩写，集中呈现了动词-ing 形式的四种用法，让学生通过观察，依据其成分功能进行分类，复习已学动词-ing 形式作表语、补语、定语，发现新的语法点---动词-ing 形式做状语。笔者呈现的练习如下：教版教材等，其中的练习有权威性，具有很高的参考价值。

结束语

教学活动是实现教学理念的载体，合理的练习设计可以激发学生的学习动机，提高课堂学习的效果。学生的思维能力在活动中得到锻炼与发展。这是师生对课堂教学价值最大化的实现。

参考书目：

1．陈琳王蔷程晓堂《英语课程标准解读》江苏教育出版社2003年 2． diane larsen-freeman 《语言教学：从语法到语言技能》

外语教学与研究出版社2005年

3．北京市基础教育课程改革实验工作领导小组《北京市普通高中新课程英语学

科教学指导意见和模块学习要求》2007年篇2：高中英语语法课教案

高中英语语法“虚拟语气”的教学设计

一、教材分析：

二、学情分析：

三、教学重点: 1.复习的重点---语法虚拟语气的句型结构. 2.语法虚拟语气的运用

四、教学难点: 1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2.虚拟语气在真实的生活语境中的使用。

五、教学目标: 1.知识目标: 引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 2.能力目标：

用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。

七、学习策略: 非测试性评价体现新课程标准的实施效果，评价体系“正确反映外语学习的本质和过程，满足学生发展的需要。” 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

八、教学用具：

黑板、录音机、多媒体辅助（将本课所需要的图片、文字、音乐等制成ppt课件）

九、教学过程 step1 warming up（5 minutes）discu about the pictures together , and expre their ideas freely .such as, what would you do now, if you lost your vision or other valuable things ? you wish?? 设计说明：

2.利用新颖和形象的图片导入，有利于学生参与教学活动，进行讨论和对话活动。帮助学生学会珍惜拥有，学会生活。

step2 presentation （8 minutes） living life over if i had my life live over i would have talked le and listened more i would have invited my friend over to dinner even if the carpet was strained and the sofa faded ?? task2：choose the best group that read the poem with their deepest feeling. 评价工具（选票）：选出朗读最好的学生。

设计说明：

1.用配乐英文诗歌朗诵的方式导入语法---虚拟语气的学习。该诗歌几乎每句都使用虚拟语气来表达思想，传递情感。 2.任务型活动：课题的引入采用诗歌朗诵竞赛的形式，学生小组活动，对英文诗歌进行翻译，激发参与学习过程的热情和竞争意识。最后由全体同学对各组参与代表投票进行非测试性评价。

step3 revision（7 minutes）

firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar. 2.if there _______ (not be) the war, people ______(live) a happier life in the future. 1.教师在进行语法教学的过程中把握好教学内容和教学范围的度, 适应高三复习的需要，加强语法教学的交际性，科学性和可操作性。

2.合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组竞答游戏活动，激发学生的参与意识。 step4 consolidation (5minutes) 1.if newton lived today, he would be surprised by what ______ in science and technology. a.haddiscovered b.hadbeendiscovered c.hasdiscovered d.hasbeendiscovered 2.this printer is of good quality.if it ____ break down within the first year, we would repair it at our expense. a.wouldb.shouldc.couldd.might 3.--- john went to the hospital alone. --- if he ____ me about it, i would have gone with him. a.should tellb.tells c.told d.had told 设计说明：

以选择题的形式，降低学习学习的难度。通过课堂测试进行反馈，进而了解学生的掌握情况，以学生的为本，注意个体差异，因材施教。 step5 writing （20 minutes）

task1: summarize the grammar with the students and write down what they said on the blackboard.1.if„did/were , „would/could/should/might do„ 2.if „had done , „would/could/should/might have done„

3.if„did/ were to/should do ,„would/could/should/might do„ task 2: discu the sentences in grou ps and encourage the students to expre their feelings in english as follows 2.i could have been good at english, but i devoted too little time and energy to it. 3.if i had worked two years ago as hard as i do now, my grades would be much more satisfactory now. task3: ask the students to translate the sentences into english. 1.我的老师建议我制定学习计划并认真的执行。

(1) my teacher suggests that i should make a study plan and carry it out very seriously. (2)it is suggested that i should make„

(3)my teacher’s suggestion is that i should make„

2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。

at present, i am learning as if i were never tired.i believe that my perseverance and determination will lead to my succe. 设计说明：

1.让学生围绕该话题展开讨论，以确认可以使用虚拟语气的地方。课堂教学过程中，注重 “精讲精练，以练为主；点到为止，注重运用”。

2.在学生找到可使用的句子之后，鼓励学生灵活运用多种虚拟语气的表达方式对语言进行深层次的句法处理.调动学生参与课堂学习活动的热情，增强面对高考的自信。 step5 aignment 设计说明：

blackboard design (板书设计) revision--- the subjunctive mood 1?did/were , ?would/could/should/might do? 2?had done , ?would/could/should/might have done? 3?did/ were to/should do ,?would/could/should/might do? if but for reflection after teaching（教学反思）

高中英语语法课的教学设计

—— v-ing form as subject and object

一、教材依据

人教版高一教材模块4第二单元discovering useful structures部分的内容为动词 -ing 形式用作主语和宾语。

二、设计思想

英语新课程标准明确指出：“此次英语课程改革的重点就是要改革英语教学过分强调语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力培养的倾向，??”新课程要求教授语法不是最终目的，而是学习语言的有效手段，其最终目的是让学生将语言的形式与其意义、交际功能有机地结合起来，通过在实际的语言运用中去内化语言规则，从而达到准确运用语言进行有效交际的目的。

语言学家认为，语法是语言发生作用的框架；没有语法，人们公认的交流思想形式就没有一致性，就无法组织语言，人们也就无法进行交流。正如英国语言学家louis alexander 所说，“任何语言的准确性最终来自语法本身。”实践性强的语言知识，特别是语法知识，可使学生越学越明白，越学越容易，越学越轻松，从而能激发学生深层的、持久的学习兴趣。语法教学在任何情况下、任何阶段都不能淡化(胡春洞，2002)。因此，语法教学必定是高中英语教学一个重要的组成部分。

中国学生没有像以英语为母语的学习者那样习得英语的环境，他们不可能在平时、在课外获得充分足够的英语语言刺激并内化其语言规则，很难靠单纯模仿去自然习得英语。因此，设计真实的语法情境，让学生在运用、交际的交互式中学习语法，可促进学生听、说、读、写综合语言运用能力的发展。

三、教学目标

根据《新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，制定相应教学目标：

（一）知识与能力

1、发现、理解、掌握动词-ing形式用作主语和宾语的结构；

2、在真实的语境和任务完成中理解、运用动词-ing形式；

3、培养围绕主题阐述问题的能力；

4、提高学生用英语获取信息、处理信息、分析和解决问题的能力，逐步培

养学生用英语进行思维和表达的能力；

5、培养学生自主学习、合作学习的能力。

（二）过程与方法

1、采用“任务型”语言教学。根据不同的语法内容设计不同的任务，让学生通过完成任务，在语言运用中去学习、掌握语言形式和语言规则，使学生在做中学，在做中练，在做中巩固。

2、利用真实的环境或设计模拟的情境进行语法教学，使语法教学更趋形象化、直观化、真实化和趣味化。情景活动中的学习降低了语法学习的难度，激发了学生学习英语的积极性，使他们学得快，记得牢，用得活。

3、把某些语法教学转化为交际活动，具体设计有：

（1）英文歌式

通过填补英文歌中的 miing words，使教学内容生动形象，不仅调动学生的学习兴趣，而且营造良好的课堂氛围。

（2）游戏式

根据教学内容设计“接龙”游戏及猜谜游戏。在这样的操练活动中，学生既锻炼了思维能力与快速反应能力，又加深了对所学语法现象的理解，同时使语法教学既轻松又有效。

（3）表演、对话式

设计一些使学生感兴趣的、与学生生活密切相关的表演和情景对话，激发学生学习的兴趣，增强学生对英语语言信息的使用和接受能力。

（4）直观式

利用图表、动画、实物等方式直观介绍目标语言结构。

（5）视听法

利用学生感兴趣的图片与影像（如周杰伦、姚明、蜡笔小新）呈现语言情景或话题，引导学生运用目标语言结构进行表达和交际。

4、通过小组竞赛方式实现激励机制。在课堂反馈中教师通过自己的表情、语言、体态等给学生尽可能多的鼓励和赞扬，使学生在愉悦的课堂氛围中发展创新，体验成功。

（三）情感、态度、价值观

1、有稳定和持久的英语学习动机，对课堂内容有较高的兴趣；

2、能根据语言环境得体地使用英语表达自己的情感、态度和价值观；

3、通过谈论名人、谈论朋友，树立奋发向上、努力奋斗和团结友爱的精神。

四、教学重点

引导学生发现、理解、掌握动词-ing形式用作主语和宾语的结构。

五、教学难点

1、引导学生在真实的情景和语境中使用动词-ing形式；

2、带逻辑主语的动词-ing形式的使用以及动词-ing形式的时态和语态。

六、教学准备

多媒体教学课件、学案

七、教学过程

task one：warming up (listening to an english song) 教学思路：听英文歌曲填入所缺歌词引入本节课的目标语言结构动词-ing 形式。学生通过听，写，看的形式，在教师的提示下自我发现并关注目标语言的形式和用法，同时也进行热身，为同学们营造一种轻松和谐的学习环境。 love ── by john lennon love is real; real is love.love is love.love is to be loved. love is touch; touch is love.love is reaching; reaching love.love is asking to be loved. love is you, you and me.love is knowing we can be. love is free; free is love.love is leaving; leaving love.love is needing to be loved.教学过程：首先让学生仔细听歌曲，把空缺的词填上，由于目的在于引入而非训练听力，因而歌词较简单，让学生明确只听一遍；听完请一位同学呈现结果，大家共同验证信息的正确性；最后引导学生观察所填单词，发现共同点，引入本节课的主题：动词 -ing 形式。 task two：discovering structures 教学思路：通过名人名言、俗语及绕口令，引导学生发现v-ing form as subject and object这一目标语言结构，同时对学生进行情感教育。

教学过程：首先，让学生高声朗读下列句子，接着，请学生将它们翻译成汉语并自然习得动词 -ing 形式可作主语和宾语，从而切入课题。 1.is a dangerous thing.经验过多反而危险。

2.makes 善始者善终。 3.reading without reflecting is like eating without digesting.读书不加思考，如同吃东西不经消化。 4.sounding by sound is a sound method of sounding sounds. task three：practice 教学思路：通过叙述式和游戏式，引导学生利用动词 -ing 形式解释所设置的文本信息，开展接龙游戏，并借助小组竞赛，实现生生互动、师生互动，将动词 -ing 形式用作主语和宾语的各种结构进行归纳、运用。

教学过程：

activity 1 学习动词 -ing 形式用作主语要求学生用动词-ing形式解释表格中的文本信息，第一题先给出答案作为例子，引导学生在运用中掌握动词- ing 形式用作主语。

activity 2 学习动词 -ing 和不定式充当宾语的异同

通过下列文字所描绘的情境，使学生在形象化、真实化的语境中明白动词-ing 和不定式充当宾语的异同。

i remember the fact that i gave a gift to tom for his holiday yesterday.(remember giving) i remember the fact that i will give a gift to tom for his holiday tomorrow.(remember to give) activity 3 学习动词 -ing 形式用作宾语

要求学生用动词-ing形式解释表格中的文本信息。通过文字所描绘的语境，引导学生在运用中掌握动词 -ing 形式用作宾语，并共同回顾、归纳只跟动词 -ing 形式用作宾语的动词、短语，引导学生自己发现问题、分析问题、解决问题。 activity4 学习动词 -ing 前面加逻辑主语的结构

让学生继续观察句子：i insist on your seeing him off tomorrow. 教师提问：who will see him off tomorrow? 学生答：you. 教师说：we can add a word like your, his, her before verb-ing to tell others who will do it.now please translate the two sentences：

1、他的迟到使老师很生气。

2、你介意我关窗吗？接着利用动词 -ing 前面加逻辑主语的结构进行“接龙”游戏。

第15篇：英语语法复习课教学设计

课题：九年级语法复习—— 状语从句

南康市麻双中学：刘荣福

一、内容分析

本课是初中九年级的语法复习课，通过复习各种状语从句的用法和考点，使学生学会掌握状语从句的作用和意义，进而掌握各种不同类型的状语从句，并能在课后利用所学的知识，形成写作和造句策略。

二、学情分析

九年级学生已基本了解各种状语从句的作用和意义。但仍有理解不透彻，写作中应用不熟练的现象，各种从句知识缺乏系统化。

三、设计思路

在中考的备考阶段，语法复习课是老师们上的最多的课型，有的学校用半学年，甚至一学年的时间来帮助学生复习语法。可和老师学生投入的时间，精力相对比，复习成效很低。教师上课滔滔不绝，讲得口干舌燥，而学生上课记笔记，死背语法规则，课堂气氛沉闷，感到索然无趣。大量的机械的知识操练，使学生的语言能力和综合能力得不到提高。由此，我想在语法复习课上，在教好英语语法的同时，也应培养学生运用语言能力的问题。学生在上课之前也基本掌握了各种状语从句的知识，本课主要是焕发学生的思维，为后续造句和写作增加有效的输入，激发学生的写作动机和兴趣，提高学生的思维和写作能力。

四、教学目标

1、通过系统复习各式从句的语法功能，全面掌握本节课介绍的状语从句在考点中的基本用法。

2、复习所学的各种状语从句，形成大量的信息，为优秀写作做准备。

五、课前准备

要求学生复习和浏览课本里面的各式状语从句，做到听、说、读、写四会。六教学过程设计第一步：记、读、说

学生预习和记忆了大量的各式状语从句，为跟其他组比赛谁掌握的多，和写作造句做好练笔准备。

[设计说明]

2 这个步骤是学生回顾所学的各式状语从句，教师利用幻灯以及多媒体等教学手段使其呈现，让学生通过多种感官观察其特点并加速记忆，在记忆和理解中进行的机械的操练，对一些状语从句进行模仿造句。这一活动是在教师的控制下开展的。这一步骤的特点是操练以语言形式为中心，操练比较单一。

第二步：教师解析——归纳各种状语从句的用法

一、时间状语从句

1.引导时间状语从句的从属连词很多，常见的有before, after, when, while, as, since, till, until, as soon as等。

2.表示“当…时候”的while, when, as的用法区别是：while从句中的谓语动词必须是延续性动词；表示带有规律性的“每当”或当主、从句谓语动词的动作发生有先后时，只能用when；当表示“一边…一边…”或“随着”时，只能用as。另外，用于此义的as所引导的时间状语从句谓语只能是动作动词，不能是状态动词。如下面一道高考题的答案是B 而不能是A：

“I’m going to the post office.” “______ you’re there, can you get me some stamps?”

A.As B.While C.Because D.If 3

3.until在肯定句中通常只连用延续性动词，表示相应动作结束的时间；在否定句中通常连用非延续性动词，表示相应动作开始的时间，意为“直到…才”。如：

He waited until she was about to leave.他等着一直到她准备离开。

I did not begin to work till he had gone.他走了后我才开始工作。

4.表示“一…就”除用as soon as外，还可用the minute, the second, the instant, immediately, directly, instantly, no sooner…than, hardly…when等。如：

I came immediately you called.你一来电话我就来了。

Hardly had she arrived when it began to snow.她刚到就下起雪来了。

The moment I have finished I'll give you a call.我一干完就给你打电话。

5.every time, each time, (the) next time, (the) last time, by the time, the first time, any time等以time结尾的词语也可用作连词，引导时间状语从句。如：

Next time you come in, please close the door.下次你进来，请关门。

He didn’t tell me anything the last time I saw him.上次我见到他时他什么也没告诉我。

By the time I got home, she had already gone to bed.我到家时她已睡觉了。

二、条件状语从句

1.引导条件状语从句的从属连词主要有if, unle, as [so] long as等。如：

Don’t come unle I telephone.除非我打电话，否则你别来。

If you watch carefully you will see how to do it.如果你仔细瞧你会看出该怎样做。

As long as you do your best, we’ll be happy.只要你尽力，我们就满意了。

2.in case也可引导条件状语从句，其意为“如果”、“万一”。如：

In case I forget, please remind me about it.如果我忘了，请提醒我。

三、让步状语从句

1.引导让步状语从句的从属连词主要有although, though, however (=no matter how), even if(即使), whether…or(不论…还是)等连词。如：

The speech is good, though it could be better.这次演讲不错，虽然还可以再好一点。

He went out even though it was raining.尽管下雨，他还是出去了。

2.as也可引导让步状语从句，但要将名词、形容词或副词等提到as前，若提前的是单数可数名词，要省略a / an。如：

Teacher as he is, he can’t know everything.虽然是老师，他也不可能什么都懂。

3.连词while有时也可表示“尽管”、“虽然”，引导让步状语从句。如：

While we don’t agree we continue to be friends.尽管我们意见不同，我们还是朋友。

4.whatever, whoever, however, whenever, wherever等引导让步状语从句。如：

Don’t lose heart whatever you do.不管你做什么，都不要灰心。

Whoever you are, you can’t pa this way.不管你是谁，你都不能从这里通过。

注：表示“虽然”的though, although不可与but连用，但可与yet, still连用。

四、原因状语从句

1.引导原因状语从句的从属连词主要有because, as, since, seeing (that), now (that)等：

They can’t have gone out because the light’s on.他们不可能出去了，因为灯还亮着。

Since you are going, I will go.既然你去，我也去。

Now that we are alone, we can speak freely.现在我们单独在一起，可以随便谈了。

2.除以上提到的大家比较熟悉的引导原因状语从句的从属连词外，when有时也可引导原因状语从句，其意“既然”。如：

I can’t tell you when you won't listen.既然你不想听，我就不告诉你了。

3.有关原因状语从句还应注意以下几点：

(1) as与 since, now that一样表示双方都知道的原因，通常位于主句前，且均不可用于强调结构被强调。

(2)当表示直接的因果关系，回答why时，或有only, just, all, partly, not, but等副词修饰时，或用在强调结构中都只能用because。

(3) for有时也可引出表示原因的分句，但它只能位于后面，对前一分句加以解释或推断。

(4)不要受汉语意思影响将表示“因为”的连词与表示“所以”的so连用。

五、地点状语从句

引导地点状语从句的从属连词主要有where (在…的地方), wherever(无论什么地方), everywhere(每个…地方), anywhere(任何…地方)。如：

I’m not living where I was.我不在原处住了。

You can’t camp where [wherever, anywhere] you like these days.如今你可不能随便在哪儿宿营。

Everywhere I go, I find the same thing.不管我走到哪里，我都发现同样情况。

2.有的同学认为地点状语从句在平时见得不多，误认为考试不会涉及，但恰恰相反，地点状语从句却是英语考试经常考查的一个知识点。请看以下考题：

(1) When you read the book, you’d better make a mark ______ you have any questions.

A.at which B.at where C.the place where D.where

(2) After the war, a new school building was put up ______ there had once been a theatre.

A.that B.where C.which D.when

(3) You should make it a rule to leave things ______ you can find them again.

A.when B.where C.then D.there

(4) She found her calculator ______ she lost it. 9

A.where B.when C.in which D.that

以上四题均选where，其意为“在…的地方”，用以引导地点状语从句。

六、目的状语从句

1.引导目的状语从句的从属连词主要有in order that, so that, in case, for fear等。如：

I hired a boat so that I could go fishing.我租了一条船去钓鱼。

Take your coat in case it rains (should rain).带着雨衣以防下雨。

He studied hard in order that he could pa the exam.他努力学习，是为了能通过考试。

2.引导目的状语从句的so that有时可省so或 that，即单独用so或 that来引导目的状语从句。如：

Check carefully, so any mistake will be caught.仔细检查，以便任何错误都可检查出。

Bring it closer that I might see it better.拿近些，使我能看得清楚些。

七、结果状语从句

引导结果状语从句的从属连词主要有so that, so…that, such…that等。如：

He was so angry that he couldn't speak.他气得话都说不出来。

He shut the window with such force that the gla broke.他关窗子用力很大，结果玻璃震破了。

注：so…that和such…that中的that有时(尤其在口语中)可省略。

八、比较状语从句

常用引导词：as(同级比较), than(不同程度的比较)

特殊引导词：the more … the more … ; just as …， so…; A is to B what /as X is to Y; no … more than; not A so much as B

She is as bad-tempered as her mother.

The house is three times as big as ours.

The more you exercise, the healthier you will be.Food is to men what oil is to machine.食物之于人，犹如油之于机器。

九、方式状语从句

常用引导词：as, as if, how

特殊引导词：the way

When in Rome, do as the Roman do.

She behaved as if she were the bo.

Sometimes we teach our children the way our parents have

taught us.[设计说明]

这个步骤主要是讲解，老师可运用引入，讲解，示范，模仿和操练来让学生明确复习的语法点的结构或意义，增加语言知识的输入。教师示范后，让学生模范，强化记忆。操练可以是多种形式，如：机械替换，句型转换，师生问答，学生间问答等等。

第三步：中考链接——练中考考点（题型、内容）

一、对时间状语从句的考查分析。

1.It's quite common in Britain to say “Thank you” to the drivers ______ people get off the bus.

A.after

B.since

C.until

D.when (2009年河南省)

2.Tom knew nothing about it ______ his sister told him.

A.since

B.if

C.until D.when (2009年长沙市)

3.--Where was your brother at this time last night?

--He was writing an e-mail ______ I was watching TV at home.

A.as soon as B.after

C.until

D.while

4.He will come here right away ______ he hears the news.

A.so B.as soon as C.because

D.though (2009年恩施自治州)

[点拨平台]1.D。考查由when引导的时间状语从句。句意：在英国，人们下车时对司机说“谢谢”是很常见的。唯有选项D符合题意。2.C。考查由until引导的时间状语从句。not…until…意为“直到……才……”。题干中的nothing相当于not anything。句意：直到汤姆的姐姐告诉他这件事他才知道。根据句意可知应选C。3.D。考查由while引导的时间状语从句。由所提供的语境可知“我在看电视的时间他在写电子邮件”，两个动作同时发生，唯有选项D符合题意。4.B。考查由as soon as引导的时间状语 13 从句。句意：他一听到这个消息就会立刻赶来。as soon as表示“一……就……”，故选D。

二、对条件状语从句的考查分析。

1.You'd better look up the new word in a dictionary ______ you don't know it.

A.if

B.that C.though

D.whether (2009年兰州市)

2.--David, turn off the TV ______ no one is watching it.

--But it ______ off already! The music is from the radio.

A.so that；has been turned B.when；has turned

C.if；has been turned

D.because；has turned (2009年深圳市)

3.The art club is for members only.You can't go in ______ you are a member.

A.unle

B.because C.if

D.though (2009年临沂市)

4.--May I surf the Internet now?

--No, ______ you have finished doing the dishes.

A.unle

B.if

C.because D.when (2009年宁波市)

[点拨平台]1.A。考查由if引导的条件状语从句。句意：如果你不知道生词的话，最好查词典。其余选项B、C和D均不合题意。2.C。考查连词if以及被动语态。从第一个空判断，可以填入连词if或because，但是第二个空则很明显应该使用被动语态，所以只有选项C符合语境。3.A。考查由unle引导的条件状语从句。unle的意思是“除非；如果不”。句意：美术俱乐部只为会员开放，如果你不是会员就不能进去。4.A。考查由unle引导的条件状语从句。答语是个省略句，其完整表述为You may surf the Internet ____ you have finished doing the dishes.根据语境判断，唯有选项A符合语境。

三、对让步状语从句的考查分析。

1.______ they may not succeed, they will try their best.

A.Though

B.When C.Because

D.Unle (2009年河北省)

2.______ hamburgers are junk food, many children like them.

A.If

B.Unle

C.Because

D.Although (2009年山东省)

3.The workers have decided to finish the task on time, ______ it means they would have no weekends these two months.

A.after all B.even though C.as if D.If (2009年成都市)

4.______ well you drive, you must drive carefully.

A.No matter where

B.In order that

C.No matter how

D.As soon as (2009年烟台市)

5.______ Switzerland is very small, ______ it is the land of watch and it is very rich.

A.Though；but

B.Because；so

C.Because；/

D.Though；/

16 (2009年孝感市)

[点拨平台]1.A。考查由though引导的状语从句。句意：虽然他们不会成功，但他们将尽最大的努力。根据句意可知，唯有选项A符合题意。2.D。考查由although引导的状语从句。选项A和B表示“条件”关系，选项C表示“因果”关系，选项D表示“让步”关系。句意：虽然汉堡包是垃圾食品，但许多孩子喜欢。唯有选项D符合句意。3.B。考查由even though引导的状语从句。此处表示让步关系，应使用even though，故选B项。4.C。考查由no matter how引导的状语从句。句意：无论你的驾驶技术多么高明，你都必须小心驾驶。no matter where意为“无论哪里”；in order that意为“为了……”；as soon as意为“一……就……”；no matter how意为“无论多么”。根据题意可知，选项C为正确答案。5.D。考查连词though是否可与but连用。在英语中，though与but，because和so不能同时出现在一个句子之中。由此可排除选项A和B。根据句意可知选项D符合题意。

四、对原因状语从句的考查分析。

1.--Did you call Sara back?

--I didn't need to, ______ we'll have a meeting together tonight.

A.though

B.unle

C.because

D.if

17 (2009年安徽省)

2.--Did you return Helen's call?

--I didn't need to, ______ I'll see her tomorrow.

A.though

B.unle C.when D.because (2009年苏州市)

3.--Did you give Dick a call?

--I didn't need to, ______ I'll see him soon.

A.when

B.though

C.until D.because (2009年无锡市)

4.Now many parents send their children to foreign countries, ______ they want them to get a better education.

A.until

B.though

C.because D.till (2009年太原市)

[点拨平台]1-4小题的答案均为because。而1-3小题所设置的题干基本相同，所考查的内容也完全一样。

五、对地点状语从句的考查分析。

--What should I do here?

--Just put all the things ______ they were.

A.where

B.when

C.whose

D.which (2009年武汉市)

[点拨平台]A。句意：把所有的东西放在它们原来的地方。where表示地点，可用来引导地点状语从句。其余几个选项均不合题意。

六、对结果状语从句的考查分析。

The film Kung Fu Panda is ______ interesting ______ I would like to see it again.A.such；that

B.too；to

C.as；as

D.so；that (2009年广东省)

[点拨平台]1.such修饰名词，而interesting是形容词，故予以排除；在too…to结构中，to是动词不定式符号，后面接动词原形；as…as结构表示同级比较，在此不合题意；so…that意 19 为“如此……以至”，引导结果状语从句。根据句意可知，应选择D项。

七、对时间状语从句和条件状语从句中时态的考查分析。

1.If it ______ tomorrow, we will stay at home.We won't go to the museum.

A.rain B.rains C.will rain D.rained (2009年广东省)

2.If you ______ carefully, you ______ the report well.

A.will listen；will be understand

B.will listen；understand

C.listen；will understand

D.listen；understand (2009年广州市)

3.--Tommy, do you know if Frank ______ to the zoo this Sunday if it ______?

--Sorry, I have no idea.

A.will go；is fine

B.goes；is fine

C.will go；is going to be fine

D.goes；will be fine (2009年孝感市)

4.I will call you as soon as I ______ the ticket to the football match.

A.will get

B.get

C.got

D.am getting (2009年陕西省)

[点拨平台]在英语中，如果主句是一般将来时态，那么，时间状语从句和条件状语从句的谓语动词应用一般现在时态表达，反之亦然。1-4 BCAB。

[设计说明]

从英语新课程标准精神中，要发展学生的综合语言运用能力；同时检查教得怎样和学得怎样（how well it is taught and how well it is learnt) 第四步：学生写作——写各种句子、展示

21 每人看图合理想象说话，写成各种各样的状语从句。然后能在写作中得以运用

[设计说明]

通过实际的写作运用去深化学生写作水平，从而达到准确运用语言进行读写的目的。要达到这一目的，老师们就要完全摒弃以讲解和传授为主，死背语法条文，机械套用句型的教学模式，让语法教学和听说读写等各项技能的培养融为一体，与语篇的理解和写作的运用结合起来，让学生在轻松愉快的氛围中有效的习得系统的语法知识，增强写作能力。

作业布置

一、用when, before, after, as soon as, since, if, because, until, so that, than, as…as, so…that填空.1.I will not leave here ______ you come back.2.______ you are free today, let’s go to town to buy some new books.3.She had the day off yesterday ______ her mother was ill.4.I’ll be very glad ______ you can help me with my work.. 22 5.Li Hong had studied in a middle school in Tianjin for two years ______ she came to Chengdu last year.6. ______ we got there, it began to rain.7.I learned some English words ______ I was a child.8.Is your bike ______ new ______ mine ? 9.Comrade Li came early in the morning ______ he could attend our meeting in time.10.I don’t think there are le books in our school library ______ those in your school library.11.______ the town was liberated, the people there began to live a new life.12.I am ______ hungry ______ I want to get something to eat right now.

二、单项选择: （）1.We were getting ready to go out ______ it began to rain. 23 A.where B.when C.since D.if （）2.We love spring ______ there’re beautiful flowers everywhere.A.but B.if C.though D.because （）3.The work was ______ difficult ______ it took us quite a long time to do it.A.such, that B.so, that C.too, that D.too, to （）4.I’ll tell him to give you a call ______ he comes back.A.because B.since C.as soon as D.but （）5.--- Why did Li Lei use a pencil? --- ______ his pen was broken.A.Because B.When C.Until D.If （）6.I think Chinese is more popular ______ any other subject.

24 A.than B.for C.as D.then （）7.What do I have to do ______ I want to be thinner? A.if B.because C.since D.for （）8.I won’t turn off the light ______ you’ve finished reading.A.when B.after C.as soon as D.until （）9.I’ll study English and other objects ______ I can.A.so hard as B.as hard as C.so hardly as D.as hardly as （）10.Though it rained heavily, ______ were still playing on the playground.A.they B.so they C.but they D.and they （）11.You should finish your exercises ______ you go to bed.A.after B.before C.because D.if （）12.--- Are we going to West Hill Farm by bike? 25 --- No.By bus, ______ it is quite far from here.A.if B.when C.though D.because （）13.Mr.Read has taught in that small town ______ he left Canada in 1988.A.when B.after C.for D.since （）14.I’m ______ busy getting ready for Christmas ______ I have no time to write to you.A.not, until B.too, to C.so, that D.neither, nor （）15.You’ll do better in English ______ you work harder.A.or B.than C.if D.before （）16.Tom didn’t go to school yesterday ______ he was ill.A.but B.until C.if D.because （）17.Li Huaxiang ______ in the factory since she left school ten years ago.

26 A.works B.worked C.has worked D.had worked （）18.--- I’m going to Hangzhou for a holiday this weekend.--- ______ you are there, can you buy me some green tea? A.Because B.If C.While D.After （）19.What shall we do ______ it rains tomorrow? A.so B.if C.but D.because （）20.If you __ him tomorrow, please ask him if he ______ to work on the farm with us.A.see, goes B.will see, goes C.will see, will go D.see, will go （）21.The room is ______ dirty ______ we don’t want to stay here.A.so, that B.such, that C.either, or D.as, as 27 （）22.______ he’s very young, ______ he knows several languages.A.Though, but B.Because, so C.Though, / D.Because, / （）23.They will have a sports meeting if it ______ tomorrow.A.won’t rain B.will rain C.doesn’t rain D.rains （）24.My parents will go out for an outing with me if they ______ free next Sunday.A.will be B.are C.have D.will have （）25.We ______ Xiao Li since she was a little girl.A.know B.had known C.have known D.knew （）26.Could you ring me up as soon as he ______ ? A.arrived B.would arrive C.arrives D.will arrive （）27.We ______ TV when the telephone ______ .A.watched, was ringing B.were watching, rang

28 C.watch, rings D.are watching, rang （）28.Kate ______ to bed until her father returned yesterday evening.A.won’t go B.doesn’t go C.went D.didn’t go （）29.If the child ______ , please telephone the police.A.found B.is found C.was found D.has found （）30.If you ______ here tomorrow, I’ll be delighted.A.comes B.will come C.came D.come （）31,----I’m going to Hangzhou for a holiday this weekend . ----______ you are there ,can you buy me some green tea .A ,Because B ,If C ,while D ,After （）32,She is kind to her friends .She always takes a present with her ______ she visits her friends .

29 A ,because B ,till C ,though D ,when （）33,Look after my little cat ______ I am out .A, that B, while C, where D, when （）34,Mr.Green has taught in that small town ______ he left Canada in 1988.A, when B, after C, for D, since （）35,I have known him ______ he was a little boy .A, when B, since C, before D, after （）36, he was out of the room, he turned back and knocked at the teacher’s door again .A, Before B, Since C, As soon as D, Until 30

第16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17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18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19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。



第20篇：八年级英语语法专题教案

八年级英语语法专题教案

语法专题

dule1

简单句：由一个主语（或并列主语）和一个谓语（或并列谓语）构成。

一五种基本句型：

．

主语＋系动词＋表语（S+V+P）Heishapp

2．

主语＋不及物动词＋（状语）

Heiiing

3．

主语＋及物动词＋宾语＋（状语）

Isahiustn

4．

主语＋及物动词＋间接宾语＋直接宾语

Shelenteabie,

主语＋及物动词＋直接宾语＋间接宾语

Shelentabiete

．

主语＋及物动词＋宾语＋宾语补足语

Thegdnesadeushapp

二练习：写出下列句子的基本成分。

．

Heliesusiveruh

2．

Thesuptastealt

3．

Shersverhard

4．

teaherasedetealittleearliernexttie

．

fatherbughteaputer

dule2

宾语从句：以一个句子作为宾语的复合句。

一宾语从句的时态：

主句

从句

一般现在时

要根据具体情况选择所需要的时态

一般过去时

相应的过去时态

一般过去时

客观真理或自然现象时，从句用一般现在时态

egHesasthatheisgingttheinea

Hesaidthatheuldn’tfinishtherntie

Theteahertldusthattheearthgesarundthesun

二宾语从句的语序：陈述句的语序。

三宾语从句的引导词：

陈述句

that

一般疑问句

if/hether

特殊疑问句

疑问词

egHesasHeliespainting----Hesasheliespainting

IsheAerian?Heased----Heasedif/hetherheasAerian

hereistheinea?Idn’tn----Idn’tnheretheineais

四练习：把下列句子改为宾语从句。

Thestrisverinteresting

hatdidusa?

heredesheefr

Isurfatheradtr?

Haheseenthefil?

HanIgettthehspital

Heisplaingputergaes

Theillhaveaeetingtrr

dule3

动词不定式（td）和动名词（v-ing）

有些动词后面需加td或-ing来把意思补充完整。接td的单词多为“打算”、“计划”、“希望”之类的动词，而这些动词都表示未来。接-ing形式的动词要么表示是正在进行，要么表示一般性或经常性行为。有的动词既可以接td，也可以接-ving。一

接

的

动

词

有

：ant,uldlie,agree,refuse,deide,learn,need,ffer,affrd,ish,hpe,as等。

二接-ing的动词有：feellie,eep,en,finish,pratie等。

三既可以接td，也可以接-ving的动词有：hate,lie,lve,begin,start（意思一样），reeber,frget,ntinue,stp,tr,gn（意思不一样）等。

四练习：用所给词的适当形式填空。

uldulie_____________aupftea?

I’vertired,let’tp_____________arest

Iasedhhesiled,butheuldn

’treeber_________________ate

Heants_____________anebie

uusteep_____________________________Englisheverda

Haveufinished_____________theb?

Ideide______________theGreatallthishlida

sisterens_______________tusi

Helearnt______________allbhiself

fatheragreed____________eaputer

Ifrgt_____________thedresterda

Ihate______________

Theteaherising,estp_____________

etried______________therntie

Sallrefused______________duringthefinalpratie

Heffers____________eithther

Shean’taffrd______________aditinar

Ihpe_____________abrad

Daeiased____________theputergaenfather’sputer

Hestarted_______________hisnradiprgraerattheageffifteen

dule4-

一

由if引导的条状语从句

句子结构

主句+if从句

If从句,主句

时态变化

主句

从句

一般将来时

ill

n’t

一般现在时

dn’t+v

v-s

desn’t+v

启使句

Dn’t+v

eg:

Ifu

tsasething,

up,please

IfLil

thegift,she

verhapp

Ifshe

uplate,she

thebus

=Sheshuld

二

感叹句

hat+a/an/+ad+n!

eg:

leanlarit

hnestidT

terriblenesthis

fantastinertsthe

funnplaeeentesterda!

H+ad+主语+be!

H+adv+主语+v!

H+ad/adv+从句!

eg:改写上面的句子

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