中学英语语法教案模板（精选多篇）

发布时间：2020-10-14 08:33:12 来源：教案模板收藏本文下载本文手机版

推荐第1篇：中学英语语法

中学英语语法网络图全集中学英语语法网络图一．名词

I.名词的种类：专有名词普通名词

国名.地名.人名，

团体.机构名称可数名词不可数名词

个体名词集体名词抽象名词物质名词 II.名词的数：

1.规则名词的复数形式：

名词的复数形式，一般在单数形式后面加-s或-es。现将构成方法与读音规则列表如下：规则例词

1 一般情况在词尾加-s map-maps, sea-seas, girl-girls, day-days

2 以s, x, ch, sh结尾的名词后加-es cla-claes, box-boxes, watch-watches, dish-dishes

3 以-f或-fe结尾的词变-f和-fe为v再加-es leaf-leaves, thief-thieves, knife-knives, loaf-loaves, wife-wives

加-s belief-beliefs, chief-chiefs, proof-proofs, roof-roofs, gulf-gulfs

4 以辅音字母加y结尾的名词，变y为i加-es party-parties, family-families, story-stories, city-cities

5 以元音字母加y结尾的名词，或专有名词以y结尾的，加-s toy-toys, boy-boys, day-days, ray-rays, Henry-Henrys

6 以辅音字母加-o结尾的名词一般加-es hero-heroes, Negro-Negroes, potato-potatoes, tomato-tomatoes

不少外来词加-s piano-pianos, photo-photos, auto-autos, kilo-kilos, solo-solos 两者皆可 zero-zeros/zeroes, volcano-volcanoes/ volcanos

7 以元音字母加-o结尾的名词加-s radio-radios, bamboo-bamboos, zoo-zoos 8 以-th结尾的名词加-s truth-truths, mouth-mouths, month-months, path-paths, 2.不规则名词复数：

英语里有些名词的复数形式是不规则的，现归纳如下：规则例词

1 改变名词中的元音字母或其他形式 man-men, woman-women, foot-feet, goose-geese, mouse-mice

2 单复数相同 sheep, deer, series, means, works, fish, species li, yuan, jin, 3 只有复数形式 ashes, trousers, clothes, thanks, goods, glaes, compaes, contents

4 一些集体名词总是用作复数 people, police, cattle, staff

5 部分集体名词既可以作单数（整体）也可以作复数（成员） audience, cla, family, crowd, couple, group, committee, government, population, crew, team, public, enemy, party 6 复数形式表示特别含义 customs(海关), forces(军队), times(时代), spirits(情绪), drinks(饮料), sands(沙滩), papers(文件报纸), manners(礼貌), looks(外表), brains(头脑智力), greens(青菜), ruins(废墟)

7 表示“某国人” 加-s Americans, Australians, Germans, Greeks, Swedes, Europeans

单复数同形 Swi, Portuguese, Chinese, Japanese

以-man或-woman结尾的改为-men,-women Englishmen, Frenchwomen 8 合成名词将主体名词变为复数 sons-in-law, lookers-on, paers-by, story-tellers, boy friends

无主体名词时将最后一部分变为复数 grown-ups, housewives, stopwatches 将两部分变为复数 women singers, men servants III.名词的所有格：

名词在句中表示所有关系的语法形式叫做名词所有格。所有格分两种：一是名词词尾加’s构成，二是由介词of加名词构成。前者多表示有生命的东西，后者多表示无生命的东西。 1.’s所有格的构成：

单数名词在末尾加’s the boy’s father, Jack’s book, her son-in-law’s photo, 复数名词一般在末尾加’ the teachers’ room, the twins’ mother, 不规则复数名词后加’s the children’s toys, women’s rights,

以s结尾的人名所有格加’s或者’ Dickens’ novels, Charles’s job, the Smiths’ house

表示各自的所有关系时,各名词末尾均须加’s Japan’s and America’s problems, Jane’s and Mary’s bikes

表示共有的所有关系时在最后一词末加’s Japan and America’s problems, Jane and Mary’s father

表示”某人家””店铺”，所有格后名词省略 the doctor’s, the barber’s, the tailor’s, my uncle’s

2.’s所有格的用法：

1 表示时间 today’s newspaper, five weeks’ holiday

2 表示自然现象 the earth’s atmosphere, the tree’s branches

3 表示国家城市等地方的名词 the country’s plan, the world’s population, China’s industry

4 表示工作群体 the ship’s crew, majority’s view, the team’s victory 5 表示度量衡及价值 a mile’s journey, five dollars’ worth of apples 6 与人类活动有特殊关系的名词 the life’s time, the play’s plot

7 某些固定词组 a bird’s eye view, a stone’s throw, at one’s wit’s end(不知所措) 3.of所有格的用法：

用于无生命的东西：the legs of the chair, the cover of the book 用于有生命的东西，尤其是有较长定语时：the clarooms of the first-year students 用于名词化的词：the struggle of the oppreed

二．冠词

冠词分为不定冠词（a, an），定冠词（the），和零冠词。 I.不定冠词的用法：

1 指一类人或事，相当于a kind of A plane is a machine that can fly. 2 第一次提及某人某物，非特指 A boy is waiting for you. 3 表示“每一”相当于every，one We study eight hours a day. 4 表示“相同”相当于the same We are nearly of an age.

5 用于人名前，表示不认识此人或与某名人有类似性质的人或事 A Mr.Smith came to visit you when you were out That boy is rather a Lei Feng.

6 用于固定词组中 A couple of, a bit, once upon a time, in a hurry, have a walk, many a time

7 用于quite, rather, many, half, what, such之后 This room is rather a big one. 8 用于so(as, too, how)+形容词之后 She is as clever a girl as you can wish to meet.II.定冠词的用法：

1 表示某一类人或物 The horse is a useful animal.

2 用于世上独一无二的事物名词前 the universe, the moon, the Pacific Ocean 3 表示说话双方都了解的或上文提到过的人或事 Would you mind opening the door?

4 用于乐器前面 play the violin, play the guitar

5 用于形容词和分词前表示一类人 the reach, the living, the wounded 6 表示“一家人”或“夫妇” the Greens, the Wangs

7 用于序数词和形容词副词比较级最高级前 He is the taller of the two children. 8 用于国家党派等以及江河湖海，山川群岛的名词前 the United States, the Communist Party of China, the French

9 用于表示发明物的单数名词前 The compa was invented in China. 10 在逢十的复数数词之前，指世纪的某个年代 in the 1990’s 11 用于表示单位的名词前 I hired the car by the hour.

12 用于方位名词，身体部位名词，及表示时间的词组前 He patted me on the shoulder.III.零冠词的用法：

1 专有名词，物质名词，抽象名词，人名地名等名词前 Beijing University, Jack, China, love, air

2 名词前有this, my, whose, some, no, each, every等限制 I want this book, not that one./ Whose purse is this? 3 季节，月份，星期，节假日，一日三餐前 March, Sunday, National Day, spring 4 表示职位，身份，头衔的名词前 Lincoln was made President of America. 5 学科，语言，球类，棋类名词前 He likes playing football/che. 6 与by连用表示交通工具的名词前 by train, by air, by land 7 以and连接的两个相对的名词并用时 husband and wife, knife and fork, day and night

8 表示泛指的复数名词前 Horses are useful animals.

三．代词：

I.代词可以分为以下七大类：

1 人称代词主格 I, you, he, she, it, we, you, they 宾格 me, you, him, her, it, us, you, them

2 物主代词形容词性 my, your, his, her, its, our, their 名词性 mine, yours, his, hers, its, ours, theirs

3 反身代词 myself, yourself, himself, herself, itself, ourselves, yourselves, themselves

4 指示代词 this, that, these, those, such, some

5 疑问代词 who, whom, whose, which, what, whoever, whichever, whatever 6 关系代词 that, which, who, whom, whose, as

7 不定代词 one/ some/ any, each/ every, none/ no, many/ much, few/ little/ a few/ a little,

other/ another, all/ both, neither/ either II.不定代词用法注意点： 1.one, some与any: 1) one可以泛指任何人，也可特指，复数为ones。some多用于肯定句，any多用于疑问句和否定句。

One should learn to think of others.Have you any bookmarks? No, I don’t have any bookmarks.I have some questions to ask.

2) some可用于疑问句中，表示盼望得到肯定的答复，或者表示建议，请求等。

Would you like some bananas? Could you give me some money? 3) some 和any修饰可数名词单数时，some表示某个，any表示任何一个。 I have read this article in some magazine.Please correct the mistakes, if any.4) some和数词连用表示“大约”，any可与比较级连用表示程度。

There are some 3,000 students in this school.Do you feel any better today? 2.each和every: each强调个别，代表的数可以是两个或两个以上，而every强调整体，所指的数必须是三个或三个以上。

Each student has a pocket dictionary./ Each (of us) has a dictionary./ We each have a dictionary.Every student has strong and weak points./ Every one of us has strong and weak points.3.none和no：

no等于not any，作定语。none作主语或宾语，代替不可数名词，谓语用单数，代替可数名词，谓语单复数皆可以。 There is no water in the bottle.How much water is there in the bottle? None.None of the students are (is) afraid of difficulties.4.other和another: 1) other泛指“另外的，别的”常与其他词连用，如：the other day, every other week, some other reason, no other way,

the other特指两者中的另外一个，复数为the others。如： He held a book in one hand and his notes in the other.Two students in our cla failed, but all the others paed the exam.2) another指“又一个，另一个”无所指，复数形式是others，泛指“别的人或事”如：

I don’t like this shirt, please show me another (one).

The trousers are too long, please give me another pair / some others.Some like football, while others like basketball.5.all和both, neither和either all表示不可数名词时，其谓语动词用单数。both和all加否定词表示部分否定，全部否定用neither和none.All of the books are not written in English./ Not all of the books are written in English.Both of us are not teachers./ Not both of us are teachers./ Either of us is a teacher.

四．形容词和副词 I.形容词：

1.形容词的位置：

1) 形容词作定语通常前置，但在下列情况后置：

1 修饰some, any, every, no和body, thing, one等构成的复合不定代词时 nobody absent, everything poible

2 以-able, -ible结尾的形容词可置于有最高级或only修饰的名词之后 the best book available, the only solution poible

3 alive, alike, awake, aware, asleep等可以后置 the only person awake 4 和空间、时间、单位连用时 a bridge 50 meters long

5 成对的形容词可以后置 a huge room simple and beautiful 6 形容词短语一般后置 a man difficult to get on with 2) 多个形容词修饰同一个名词的顺序：代词数词性状形容词

冠词前的形容词冠词指示代词不定代词

代词所有格序数词基数词性质状态大小长短

形状新旧

温度颜色国籍产地材料质地名词

all both such the a this another your second next one four beautiful good poor large short square new cool black yellow Chinese London silk stone 3) 复合形容词的构成：

1 形容词+名词+ed kind-hearted 6 名词+形容词 world-famous 2 形容词+形容词 dark-blue 7 名词+现在分词 peace-loving

3 形容词+现在分词 ordinary-looking 8 名词+过去分词 snow-covered 4 副词+现在分词 hard-working 9 数词+名词+ed three-egged 5 副词+过去分词 newly-built 10 数词+名词 twenty-year II.副词

副词的分类：

1 时间副词 soon, now, early, finally, once, recently 5 频度副词 always, often, frequently, seldom, never

2 地点副词 here, nearby, outside, upwards, above 6 疑问副词 how, where, when, why

3 方式副词 hard, well, fast, slowly, excitedly, really 7 连接副词 how, when, where, why, whether, however, meanwhile

4 程度副词 almost, nearly, very, fairly, quite, rather 8 关系副词 when, where, why III.形容词和副词比较等级：

形容词和副词的比较等级分为原级，比较级和最高级。比较级和最高级的构成一般是在形容词和副词后加-er和-est，多音节和一些双音节词前加more 和most。 1.同级比较时常常用 as…as…以及not so(as)…as…如：I am not so good a player as you are.2.可以修饰比较级的词有：much, many, a lot, even, far, a bit, a little, still, yet, by far, any, a great deal。

3.表示一方随另一方变化时用“the more…the more…”句型。如：The harder you work, the more progre you will make.4.用比较级来表达最高级的意思。如：I have never spent a more worrying day.5.表示倍数的比较级有如下几种句型：

Our school is three times larger than yours./Our school is four times as large as yours./Our school is four times the size of yours.

6.表示“最高程度“的形容词没有最高级和比较级。如：favourite, excellent, extreme, perfect。

五．介词

I.介词分类：

1 简单介词 about, acro, after, against, among, around, at, below, beyond, during, in, on

2 合成介词 inside, into, onto, out of, outside, throughout, upon, within, without 3 短语介词 according to, because of, instead of, up to, due to, owing to, thanks to

4 双重介词 from among, from behind, from under, till after, in between 5 分词转化成的介词 considering(就而论), including 6 形容词转化成的介词 like, unlike, near, next, opposite II.常用介词区别：

1 表示时间的in, on, at at表示片刻的时间，in表示一段的时间，on总是与日子有关

2 表示时间的since, from since 指从过去到现在的一段时间，和完成时连用，from指从时间的某一点开始

3 表示时间的in, after in指在一段时间之后，after表示某一具体时间点之后或用在过去时的一段时间中

4 表示地理位置的in, on, to in表示在某范围内，on指与什么毗邻，to指在某环境范围之外

5 表示“在…上”的on, in on只表示在某物的表面上，in表示占去某物一部分

6 表示“穿过”的through, acro through表示从内部通过，与in有关，acro表示在表面上通过，与on有关

7 表示“关于”的about, on about指涉及到，on指专门论述

8 between与among的区别 between表示在两者之间，among用于三者或三者以上的中间

9 besides与except的区别 besides指“除了…还有再加上”，except指“除了，减去什么”，不放在句首 10 表示“用”的in, with with表示具体的工具，in表示材料，方式，方法，度量，单位，语言，声音

11 as与like的区别 as意为“作为，以…地位或身份”，like为“象…一样”，指情形相似

12 in与into区别 in通常表示位置（静态），into表示动向，不表示目的地或位置

推荐第2篇：中学英语语法教学方法

一、引言

随着以“任务型教学”为代表的交际教学法思想被推崇，以及对新课标中“此次英语课程改革的重点就是要改变英语课程过分重视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的培养的倾向，……”理解的偏颇。有教师认为中学英语教学的重点主要是培养学生的口语表达和交际能力，而误以为语法教学可有可无。于是“淡化语法”的教学现象普遍存在，直接导致了学生“双基”的薄弱，因此阻碍着学生综合语言能力的形成。为此，本文提出重新审视中学英语语法教学。

二、语法教学的必要性

语法作为形式语言的要素，是对语言存在的规则所做出的概括描述。其形式是一套规则，其作用是将负载语音的词汇组合成语言（language）并生成言语（words）。这样，语法就成了学习者掌握语言的完善而有价值的工具，学习者不可不学。

对于中国的中学生来说，语法教学更具有必要性。因为中国学生英语综合能力的获得更多的是靠“学得”（learning）而不是“习得”（acquisition）（张正东，2001）。这是由我国中学英语教学具有的特点所决定的（崔刚，2007）：

第一，英语学习主要围绕课堂教学进行，而课堂教学的学时有限。

第二，英语使用的环境差。在中国没有二语国家（如新加坡、印度）的使用环境，学生接触英语的机会相对较少。

第三，学生学习英语是学业课程的需要，并不是生活的必需，多数没有直接的学习动机。

第四，汉语与英语的差异大。汉语属于汉藏语系、象形文字，而英语属于印欧语系、拼音文字。受汉语“负迁移”影响，中国学生学习英语时要比其它拼音文字国家学生面临更多的困难。

这些特点决定了英语教学是作为一门外语，不能象第二语言那样习得语言。虽然外语相对于第一语言是第二语言，但作为目的语，并非在目的语国家（如英、美）为移民者开设的二语（英语），外语主要通过有意学习（学得）而掌握。在学校学得外语又有以下主要特点：（1）主要遵循知识（主要为语法）→技能→运用能力的线路发展；（2）输入之后在吸收之前都得经过理解，这种理解或采用归纳方式、类似“熟而生巧”，或采用演绎方式、类似“画龙点睛”，都离不了语法（戴淑静，2005）。

三、优化语法教学的方法

两千多年前孔子就提出“学而不思则罔，思而不学则殆”，说明学习是一个接受知识与完全消化并贮存知识的动态过程。英语学习也是这样一个输入与输出的过程。因此，不能用语言“习得”模式去硬套我们的英语教学活动，而应根据教与学的实情，在教材与教学设计上多下功夫，创新语法教学方法（杨金昌，2005）。

1、归纳法。归纳法即教师向学生逐步渗透具体的语言现象，然后让学生观察、分析并找出规律，总结出语法规则，这样能使学生容易接受语法。例如，在学习情态动词结构“should have done”时，教师可呈现例句：The driver’s carelene cost many paengers’ lives.接着启发学生：Do you think the driver should have been careful ?学生会立刻理解句中“should have been careful”的含义。此时教师不要急于点明语言点的规则，而是应呈现更多的句子，以检验学生的对新语法项目的理解。教师呈现每个例句都要留出一定的时间让学生思考讨论，待他们领会句意后再引导用“should have done”改写句子。(1)This morning Mary was late for school .→ She should have got up a little earlier .(2)I didn’t pa the exam because I had wasted lots of time .→I should have made full use of time to work on my leons .…… 在上述语法教学过程中，学生通过分析和练习若干句子，既能很快理解“should have done”的意义，又能较好地掌握其用法，即：“should＋现在完成式”表示“本来应该做某事而实际上并未做”，常常含有责备、不满的语气。这样的归纳教学能让学生理解和活化语法规则。

2、对比法。学生学习了一些语法规则后，在一段时间内会产生“越学越糊涂”的困惑。针对这种现象，教师应组织学生将所学的语法知识进行思维加工，引导学生对类似的语法现象进行对比，找出关键点，发现差异点。例如，学生学习了定语从句与同位语从句后，对that引导的从句究竟是定语从句还是同位语从句深感迷惑。此时，教师可出示以下两个例句：(1)The news that he paed the entrance college examination made his parents very happy .(2)The news that he told me made me very surprised .接着让学生仔细观察that引导的两个从句，然后让学生分析that在两个从句中的语法成分，很快学生发现that在句（1）从句不作任何成分，而在句（2）从句中作动词的宾语，最后与学生共同总结出that在同位语从句中不作语法成分，在定语从句中作语法成分。经过对比，看似复杂的语法知识很快“化难为易”。

3、情景法。情景是指运用目的语的环境。学习语言只有在一定的情境中才能正确理解和运用。教师如能为学生知觉和理解教材创设情境和构架，制作生动形象的语境，启发引导学生对所学的内容加以清楚而又合逻辑的知觉组织，定能提高学习质量（万云英，1991）。如，―ing分词与―ed分词是中学语法的重点和难点，许多学生对其之间的差异分辨不清。教师可以采用实验演示手段创设情境让学生观察其差异。课堂上，教师演示水被烧开的过程，当水沸腾时，教师介绍短语boiling water；待水降温不沸腾时，呈现短语boiled water，并作喝水状。在这种生动的语境中，学生不知不觉地掌握了现在分词与过去分词的区别：现在分词一般表示主动进行的动作而过去分词一般表示被动完成的动作。

四、结束语

综上所述，在中国国情制约下的中学英语教学是离不开语法的，应给予语法教学一片天地。在进行语法教学时，方法是人为多样的，正所谓“教无定法”，但“贵在得法”，其核心应是结合英语教学活动，体现“优化而不淡化，重视而不死抠”的原则。

推荐第3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4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。

推荐第5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.

推荐第6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.

推荐第7篇：中学英语语法教学的导入

中学英语语法教学的导入

摘要：新课标的目的是要改变传统教学中过分强调语法知识的讲解和传授的状况，让学生在运用语言的过程中领悟语法知识要点。高质量的导入对枯燥的语法学习具有重要作用。关键词：英语教学；导入；语法教学

在新课程理念的指导下，教师应将语法教学置于具体的教学情境中，创设适合学生交际的语言环境。单纯的语法讲解和操练枯燥乏味，不能激发学生的学习兴趣，并且由于我们生活中英语语言环境的缺乏，学生只能在课堂中死记硬背语法，久而久之，学生的英语兴趣就下降了，英语语法的学习也就成了一种负担。但这也不是说没有好的办法来激发学生学习英语语法的兴趣，笔者认为精心构思，巧妙设计语法教学导入，为语法教学设置情境就能提高语法教学的效率。笔者根据多年的教学实践主要从以下几个方面设计语法教学的导入：

一、温故知新导入语法教学

“温故而知新，可以为师矣”，温故知新式的导入能有效地帮助学生复习旧知识，并且能牵引出新知识，具有承上启下的作用。

例如：讲现在完成时，笔者课前和学生进行了以下的对话。 T: You looked tired.What did you do yesterday evening？ S1: I watched TV. S2: I did my homework. S3: I played computer games. 面向另一个学生一边问一边在黑板上出示一下句型： T: Did you watch TV yesterday？S4:Yes ,I did. T: Have you watched TV before？S4:Yes ,I have. T: Have you finished your homework yet？S4:Yes ,I have/ No, I haven’t. T: Have you played computer games before？S4: Yes,I have. T: My son has ever played computer games .It’s very intersting ,but it has influnced his study .He has stopped it already. 利用学过的单词和句型与学生进行交流，可以增加他们的自信心，继而贯穿新的语法点，使学生在不知不觉中接受了新的语法。然后让学生通过观察划线部分词语，找出现在完成时与一般过去式的不同与构成，总结现在完成时的定义和常用的副词。

二、利用做游戏导入语法教学

教师可利用身边的一些人或事进行游戏语法教学，这样可以使学生更加真实的去体会语言情境，灵活的掌握所学内容。如果教师的教学能够使学生对知识理解的比较透彻，那么学生对知识的掌握也就比较容易，记忆起来也就牢固得多。如在讲定语从句时，笔者设计了这样一个游戏进行语法教学。

T：let’s play a game,shall we?（拿出事先准备好的道具：一男一女两个布娃娃、一顶红帽子） T：Can you tell me which doll is a girl？ S1：The doll with long hair is a girl. T:（把帽子戴到女娃娃头上）What is the girl wearing now？ Ss：The girl is wearing a red hat.①

T：How do you like the girl who is wearing the red hat？ ②

S2：The girl who is wearing the red hat becomes more beautiful.③

T:(把帽子戴到男孩头上)What do you think of the boy who is wearing the red hat now？ S3:The boy who is wearing the red hat looks funny.④

接下来，笔者将句①、句②、句③、句④呈现在幻灯片上，开始引导学生认识定语从句。这样学生在玩耍和乐趣中不知不觉地运用了所要讲的语法结构，然后教师再讲解这些语法结构的用法和构成时，学生们就会很容易的接受，而不会觉得枯燥和单调。

三、利用讲故事导入语法教学针对学生爱听故事的心理特征，笔者在讲过去完成时引用与教学内容相关的故事，使学生思路开阔，兴趣盎然。抓住学生的这个心理特点，变学生的好奇心为浓厚的学习兴趣，就能收到意想不到的教学效果。如，笔者在上课前故意卖关子问学生：

T: Do you want to listen to a story？ Ss: Yes. 于是笔者就给学生讲述了昨天发生在自己身上的故事。

T: Yesterday I had an accident.I felt very terrible .Do you want to know what happened to me？

Ss: Yes. Yesterday I was invited to a clamates’ party at ten in Luo Yang .But my clock went out.When I woke up, it had been half past eight.When I got to the bus station,the early bus had left.I had to wait for the next bus .Just then I realized I had left my purse at home.I hurried to my home to get my purse.Lukily I caught the next bus.However, something was wrong with the bus.I waited and waited.Finally I had to change another bus, when I reached the party,the party had begun.My clamates punished me to sing and drink.How I was embarraed. 故事导入法吸引了学生的注意力，为学生的交流提供了空间。

四、利用实物创设导入语法教学

实物是最常见的直观教具。实物的运用打破了时间和空间的限制，使学生坐在教室里就可以认识客观事物。例如：借助破杯子、坏了的玩具来介绍形容词broken；用一杯水来体现a cup of；把几样东西放在不同的位置来体现in, on, under,behind等一些介词的含义! 再如，在讲解被动语态或情态动词之前，都可以利用实物让学生做这个游戏。首先，把准备好的各种物品放在一个布兜里面，然后攥住布兜的袋口让学生触摸并猜出里面是什么，再进一步猜出是用什么做成的。教学生用一下句型进行回答。

T: What’s this？

S1: I think it may be „S2: I think it must be„

T: What’s it made of ? S3: It’s made of„

通过实物这个直观教学手段，加上自己的语言表述和学生的角色扮演，形成交际的模拟情境和气氛，能让学生在轻松、愉快、和谐的气氛中掌握所学语法知识。

除了以上几种方法，有条件的学校还可利用投影仪、录音机、简笔画、实物、模型、小表演等多种直观手段导入语法教学，为语法教学创设情境，化静为动，化无声为有声，化难为易，调动学生多种感官，将其引入特定的情境，在具有游戏性、趣味性、故事性、探索性、竞争性等各种活动中获得乐趣，增长知识。使枯燥的语法教学变得生动有趣，使学生能够在“动中学”、“静中思”。总之，语法教学的合理导入，既能使学生语言运用能力得到提高，又能使学生掌握一定的语法功能，使学生对英语学习发生兴趣。

推荐第8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：

推荐第9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：

推荐第10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11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12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

第13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。

第14篇：初中英语语法教案：句子成分

初中英语教案之语法：句子成分

主语：是一个句子所叙述的主体。主语一般位于句首，但在there be 结构疑问句和初中语法倒装句中，主语位于谓语助动词后面。

谓语：说明主语所做的词作或具有的特征和状态。动词在句中作谓语，一般做在主语之后。

表语：用以说明主语的身份，特征和状态。它一般位于系动词之后。

宾语：表示动作的对象和承受者，一般位于及物动词后面。但英语介词后也要求用宾语。

状语：修饰动词，形容词，副词或整个句子。说明动作或状态特征的句子成分，叫做状语。

时间状语：How about meeting again at six? 原因状语：Last night she didn\'t go to the dance party because of the rain.条件状语：I shall go there if it doesn\'t rain.地点状语：Mr.Smith lives on the third floor.方式状语：He has greatly improved his spoken English by his means.伴随状语：He came in with a dictionary in her hand.目的状语：I went there to see a friend of mine.结果状语：He was so tired that he fell asleep immediately.程度状语：They were greatly moved to hear the hero\'s story.

第15篇：初中英语语法代词教案

第2单元

代词

（一）人称代词

1、主格作主语，当两个以上人称代词并用时，单数顺序为第二，第三，第一人称；复数为第一，第二，第三人称。

『例』

有表示承认过失或有不好的意思时，单数按第一，第三，第二人称排列；复数按第三，第二，第一人称排列。

『例』 It was I and Tom that broke the windo

注意：it用法较灵活，可指天气、季节、时间、明暗、距离、状况、形式主语及形式宾语等。

2、宾格用在及物动词或介词后面作宾语

『例』

3、形容词性物主代词只能作定语，后面要跟名词，名词性物主代词单独使用，作主语、表语或宾语。

『例』His school is not so large as

Their team is stronger than ours.

（二）指示代词

1、that, those指前面提到过的名词，但不可用

『例』

2、打电话时用

『例』This is Bruce speaking, who is that?

3、刚才提到的事情，在英文中用that

『例』He was ill yesterday.I’m sorry to hear that.

4、this,these指在方位上较近的人或物 that,those指在方位上较远的人或物

有关词组及应用

『例』This is my shirt, that’s yours.

『例』These TVs are made in China, those are made in Japan.

（三）反身代词：主要用于加强语气单数myself yourself himself herself itself 复数ourselves yourselves themselves 反身代词有以下常见搭配

enjoy oneself = have a good time by oneself = alone help oneself to…

learn sth.by oneself = teach oneself sth. help yourselves to… 『例』：

（四）不定代词：不是指明代替特定名词（或形容词）的代词

如：all, each, every, both, either, neither none, one, little, few, many, much,other, another, some, any, no以及由some, any, no, every 等构成的合成代词

1、it与one的区别『例』

I have a nice watch.Would you like to

2、every与each 的区别

every＋单数名词,表示“每一个”,强调共性、整体,只作定语,形式上为单数.不与of 连用; each 表示“每一个”, 强调个性,作定语主语、宾语和同位语,常与of 连用。『例』Every one of us is fond of English. (全体) Every child likes playing games.(全体) We each have a bike.(个别

Each of them has a nice skirt.(个别

3、everyone, no one与

everyone，no one,只能指人，不能指物，不能和of短语连用，every one,none,既可指人，也可指物，可与of短语连用。『例』

None of you watched carefully enough.

4、another 与other的区别

Another：泛指三个或三个以上中的另一个『例』

I don’t want this coat.Please show me another.other：后面接名词，泛指别的、其他的『例』 Do you have any other questions? the other：

1.特指两个中的另一个

『例』He has two sons.One is a worker, the other is a doctor.2.修饰名词，特指另一个、另一些

『例』Tom likes swimming, and the other boys in his cla like swimming, too.Others：泛指其他的人或物

『例』1)He often helps others.

2)Some are playing basketball, others are playing football.the others：特指确定范围内剩下的全部人或物

『例』1) There are fifty students in our cla.

2) Twenty of them are girls, the others are boys.one...the other… ：一个…，另一个…，表示两个当中另一个『例』

『例』I have two daughters, one is married and the other is a college student.

5、some一般用于肯定句中，any用于疑问句，否定句和条件句中，但有些问句表示请求、建议或希望得到肯定答复时，仍用some，any还可表示“任何的”意思。

some用于肯定句中的情况

『例』There are some flowers in front of the house. any用于疑问句和否定句中的情况『例』Do you have any picture-books? She is younger than any other student in her cla.注意：some有时也可用于表示请求、征求意见的疑问句中

『例』1) Would you like some meat? 你想要些肉吗？

2) May I ask some questions? 我可以问问题吗？ 3) Could I have some apples? 我可以吃苹果吗？

4) Why didn\'t you buy some bananas? 为什么你不买些香蕉呢？

6、both表示两者都，而all表示三者或三者以上，both和all用于助动词之后，实义动词之前：

『例』My parents are both teachers.=Both of my parents are teachers.

Both Jim and Tom are students.

We are all from Canada.= All of us are from Canada.

7、either(两者任一) 与neither (两者无一), either of, neither of后谓语动词常用单数形式

either “两者中任何一个”,作主语时谓语用第三人称单数; 作定语时后跟名词单数『例』There are trees on either side of the street.= There are trees on both sides of the street.

neither “(两者)都不”,含有否定意义，作主语时谓语用第三人称单数; 作定语时后跟名词单数

『例』Neither answer is right.

-Are the two answers correct?

8、any(三者以上任一) 与none (三者以上无一)，相当于

『例』 As we were asleep, none of us heard the sound.

9、many, few, a few修饰可数名词

much，little，a little修饰不可数名词 a few与a little表示肯定 few与little表示否定

『例』

Hurry up, there is little

They went on with their work after a little rest.

（五）物主代词：形容词性物主代词和名词性物主代词的关系 1.形容词性物主代词+名词=名词性物主代词

注意：名词性物主代词在句中所指代的关系是单数还是复数。

『例』1) These books aren\'t ours.Ours are new.(our books = ours)

2) This is not our room.Ours is over there.(our room = ours) 2.“of +名词性物主代词”表示所属

『例』Tom is a friend of mine 汤姆是我的一个朋友

第16篇：高中英语语法试讲教案

语法试讲教案

Grade level: First grade of High school Leon type: Reading Duration: 45min Teaching objectives 1) Help students to learn the usage of ….

2) Help students to grasp the sentence pattern of…..Teaching aids Multimedia devices, blackboard Teaching important and difficult points 1) the sentence pattern of… 2) some special cases 3) enable students to use … in real life Teaching procedures Step 1 Lead-in (5min) Show some pictures to the students and ask them to describe the picture.引导学生运用语法项目

Step 2 Explanation (18min) Explain the usage of ….Present several examples of the grammar item.Step 4 Practice (15min) Ask the students to do the exercises.Step 3 Summary(4min) Invite students to summarize the usage of … Make some supplements and stre the important points.Step 5 Homework (3min) Ask students to finish related exercise on the textbook.Ask the students to write a paage about ….

(You have all done a really good job today.I believe you already have a good knowledge of /master the knowledge of…..For homework, you are required to complete exercises on page 201 and to write a paage about ….[I’d rather you search more information about… and some of you will be invited to share your findings with us in the next cla.] Clear? Ok.See you next cla.) 写作试讲教案

Grade level: First grade of High school Leon type: Reading Duration: 45min Teaching objectives 1) enable students master the procedure of writing this kind of composition 2) improve students’ writing skills

3) help students to get more knowledge of … Teaching aids Multimedia devices, blackboard Teaching important &difficult points 1) Help students to expre their ideas in proper English 2) Help students to learn the structure in English writing Teaching procedures Step 1 Warming-up (5min) Show some pictures of … to the students and ask what do they know about … Then lead the students to the topic of writing.(Good morning, boys & girls.How are you doing? Fine? Good.Now let’s start our new leon.Here I have some pictures for you.Do you know what’s in the picture?) Step 2 Pre-writing(10min) Activity 1: brainstorming.Provide Ss some questions about the topic and ask them to discu the questions in group and write down every idea that comes to their mind.After discuion, invite representatives of each group to present their ideas to the whole cla.Activity 2: planning.Encourage Ss to work on their own to repot ideas that they think are valuable and think about how to organize their ideas.Step 3 While-writing (20min) Ask the students to write down their own articles.Step 4 Post-writing (7min) Ss will work in group and read each other’s composition.They should choose the best composition of the group and read it in front of the cla.Step 5 Writing aement (2min) Ask Ss: What’s you most difficult thing during the whole proce?

(difficult to organize the ideas in a logical way; you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea) Step 6 Homework (1min) 1) Here are some handouts I prepared for you.Read it after cla, I believe you can find answers towards your questions.2) Improve your composition according to the handout.听力课试讲教案

Grade level: First grade of high school Leon type: Listening Duration: 45 min Teaching objectives 1) Enable students to master different listening skills 2) Help students to learn more about …..Teaching aids: Multimedia devices; blackboard Teaching important and difficult points 1) Help students to understand the listening material 2) Encourage students to apply listening skills when listening to the material Teaching procedures Step 1 Warming-up (2min) Show some pictures to the students and have a free talk with the students.Step 2 Pre-listening (5min) Organize the students to have a brief discuion about the topic.Invite some students to share their ideas with the cla.Predict the main idea of the paage.After that, present new words and expreions to the students.Step 3 While-listening (25min) 1) Listen for main idea Ask Ss to listen to the paage but do not look at the questions, ask them to get the main idea of the paage.Invite students to share their ideas.2) Listen for answers to the exercises/detailed information Ask Ss to listen to the paage again.This time ask them to try their best to get answers to the questions.After listening, check whether Ss get the correct answer, and ask why.3) Play the tape again, focus on the part where they did not get the right information.Do you have any questions? Step 4 Post-listening (10min) Show them the listening text and ask them to read it aloud together.Step 5 Summary (2min) In this period, we mainly focus on the listening ability.It’s very important.If your listening is poor, you’d better practice more.The more you listen to English, the better your listening is.Remember: Practice makes perfect.Step 6 Homework (1min) 1) Read the listening texts again and try to retell the paage in your own words 2) Search more information about ….口语课试讲教案

Grade level: First grade of high school Leon type: Speaking Duration: 45 min Teaching objectives 1) Students will be able to use some important words and expreions 2) Students will be able to expre their ideas or thoughts clearly.Teaching aids Multimedia devices; blackboard Teaching important and difficult points 1) Help Ss to master the expreions of giving advice: 2) Talk about … by using … Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play the tape and ask Ss to listen to the dialogue.Ask Ss to predict what we will learn today.Step 3 Provide key sentence patterns & expreions Provide Ss useful sentence patterns and expreions to expre …..Step 4 Role-play/ Discuion Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation.Ask the Ss to discu the topic with their partners.After that, invite Ss to present their ideas in front of the cla.Step 5 Summary In this period, we mainly focus on how to….It’s very important.You should know how to … in real life after this period.You should memorize the useful expreions we learned today.I hope you can practice more after cla.Remember: practice makes perfect.Step 6 Homework 1) Collect more expreions and sentence patterns that can be used to expre …..2) Find a partner to practice how to … in different situations.词汇课试讲教案

Grade level: First grade of high school Leon type: Vocabulary Duration: 45 min Teaching objectives 1) Enable students to know the meaning of new words and grasp the usages of such important new words 2) Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices; blackboard Teaching important and difficult points 1) Explain the meaning and usage of the words to the students 2) Enable Ss to use the new words when they expre themselves Teaching procedures Step 1 Lead-in Revision.Last period, we have finished the reading of the paage.Now we will learn the new words in the paage.Let’s look at the underlined/italic/bold words.Step 2 Gue Ask Ss to gue the meaning of the words in the context.Or give students some examples and ask Ss to gue the meaning of the words.Step 3 Explanation Explain the meaning of the words to the Ss.After explanation, present the usage of the words to the students and provide examples to help them understand how to use them.Step 4 Practice Ask the students to make sentences with new words by themselves.Invite Ss to share their sentences with the whole cla.Step 5 Summary This, period, we have learnt several new words:...we have learnt the usage of these new words.I hope you will memorize these words, as well as the usage of these words.I suggest you use the new words as often as poible.In this way, you will know how to use the words, instead of only knowing the meaning of the words.Step 6 Homework 1) Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.2) Finish Exercise 2 on page 11.

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New words: New phrases: Step5: Summary Ss summarize what we have learnt and key points.Make an aement on each group.Step6: Homework Write a diary with simple past tense.Blackboard design： Title: Questions: New words : 文章线索（便于复述）

口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果 Teaching Objectives: 1.Be able to master the following words and sentence pattern.And learn the expreion of giving advice .2.Be able to talk about one‟s health problems and give advice fluently 3.Improve the cooperative spirit and care more about yourself and your family members‟ health.Teaching Aids: Pictures, a tape recorder and ppt.The teaching Focus: 1.Master the following words and sentence pattern.2.Master the expreions of giving advice The Teaching Difficulties: 1.Students may find it difficult to remember all the target new words in the cla; 2.Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.Teaching procedure: Step1：Warming up Greet Ss by asking them: How are you today? Then I‟ll tell Ss that I‟m not feeling well today (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to gue the reason freely.If Ss can‟t get the answer, I‟ll tell them that I didn‟t have a good sleep last night.So I have a headache.(I say this by doing a gesture) Step2: Presentation of words and sentence patterns 1.Let one student imitate he has a kind of disease and ask the cla gue what „s the matter with him.Use the following sentence:”what‟s the matter with him?” “I have a stomache.”

2.Show Ss pictures of diseases.( Write the words on the black board.) Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What‟s the matter? I‟m not feeling well.I have a … Step4: Presentation of expreions of giving advice Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn‟t do… During this activity, some phrases will be learned: ...Step5: Role play 1.Show the sample dialogue and ask Ss to complete it according to the picture orally.Ask Students to make a four -people group, one of them is a doctor, the other three are patients.Ask the Ss to role play a dialogue .A: What‟s the matter with you? B: I‟m not feeling well.I have a _______.A: When did it start? B: About______ ago.A: Oh, that‟s too bad./ I‟m sorry to hear that.You should/shouldn‟t ________ and you should/shouldn‟t ________...B: Yes, I think so.A: _________________.B: Thank you, doctor.Step5: Summary Ss summarize what we have learnt.Make an aement on each group.Step6: Homework Try to make a story according to the dialogue.Blackboard design： Title: New words and phrases : Sentence pattern : 语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论） Teaching objectives: 1.Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences between them.2.Master the following words and sentence pattern.Main word and Expreion: amazed, amazing, interested, interesting, bored, boring.Main structure: The claroom was amazing.I was completely amazed by the claroom.Teaching aids: Pictures, a tape recorder and ppt.Teaching important points: Get the Ss to know the differences between the adjectives ending in -ing and -ed and learn the uses of them in the sentences.Teaching difficult points: Understand the differences between the adjectives ending in –ing and –ed and apply them in the sentences .Teaching procedure: Step 1 Lead in Greet the students and say some words which includes the language points.Then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed .Ask students to think about the question below and try to figure out the right answer.---Can you make a distinguish between the two sentences? I am bored.I am boring .Step 2 discovering and explaining.Ask the students to read the text and try to find out the sentences which have the adjectives ending in -ING and –ED.Try to find the differences and understand the meaning of these adjectives.Step 3 Group work Let students work in groups and have a discuion.Try to find the differences of these adjectives and explain the meaning of these sentences according to the context.Step 4 Conclusion and exercise Invite students to make a report about their group discuion and teacher will make a conclusion according to their report.Find the grammar rules: 1: The –ing form describes the people or things that cause the feeling;（令人„）2: The –ed form tells us how people feel.（感到„）

Give some examples to show what they have learned and ask students to do exercise and check the answers.Fill in the blank with the correct forms of words.It is a ____ (bore)party and I feel__(bore).Step 5 Homework 1.Find out more adjectives ending in -ing and -ed and sentences.2.Use the -ED and -ING form of the words “bore” “interest” “amaze” and “embarra” to make sentences.Blackboard design： Title:

Teaching procedures:

Step 1: Greetings

T: Good morning, everyone.

S: Good morning, Mr Dai.

Step 2: Lead-in

T: My lovely Ss, please look at the screen.What is the topic of our cla?

Ss: Unforgettable experiences.

T:Yes.Please use one word to describe it, such as “happy”.S1:…

S2:…

… …

T: perfect, all of you are knowledgeable.

(Ask Ss one by one, and choose some words write down on the blackboard.)

T:Okay.You see, all of you used many different words to describe, like…(write down on the blackboard.)

Step 3: Activities

1.Acitivity1: Telling story

(Make a short conclusion)

T: Different people have different understanding of our topic.Now, look at the screen, I’ll show you some aspects of our topic.First, unforgettable experience sometimes means something leaves deep impreion on you.Such as……(the words of Ss’) It also can means events, some are good, and some are bad.(Olympic Games, natural disasters, etc.) Or, it may be means something very meaningful.And, it also can means your unforgettable trip; you went to some famous places.For example, went to zoos.Yes, I have gone to Linyi Wild Zoos last week.I saw many different kinds of animals there.It’s so enjoyable and meaningful.You can see the pictures….Do you want to know more information about my “Zoo’s trip”?

Ss: Yes.

T: OK.Let’s see it together. (Present the route of my tour on the blackboard or ppt, use First—Next—Then—Finally to describe.)

T: Look at my route on the Blackboard:

(My own experience:

It was a fun day.I went to Linyi Wild Zoos with my friends.First, we took on the bus at bus station.Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc.After about half an hour, we backed to the station.Next, we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so on.Then, we went to see the animals’ shows.They are so lovely, interesting and smart.Finally, we went to the restaurant to have dinner.Although all of us were very tired, we were happy and enjoyable.)

T: How do you think of my experience?

Ss:…

T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.

T:I can see all of you are eager to tell your stories...., who do you think has the most interesting story in our cla?

S1:**.

T:OK.Thank you.

Jack, please share your unforgettable experience.

S2:…

T:You say that… Whose story are you interested in , you can call his or her name.

…

T.All of you did a very good job.And I am very proud of you.Give you a big hand.If you want to know more, you can communicate with your clamates after cla.

2.Activity2: Making story

T: Next, let’s play a mini-game.

Looking at the blackboard, there are two faces, one is… the other is…

I will ask two students to write down some relevant words or phrases.

… …

T: Now, I have several envelopes in my hands.Do you want to know what is it in it?

Ss:Yes.

T:Okay.I will divide you into several groups.Each group chose one envelope.And you will know the secret in it.

(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)

Step4: Summary

T: We have learned many useful words, phrases, and sentences to describe our own experience.In next days, you can use them to talk about things, people and events in your own daily life.

Step5: Homework

T: After cla, each group prepare a play according your story.At next cla, you will have a role play.Are you clear?

高中英语教师资格证面试教案模板二

Teaching Objectives(教学目标)

1.Language Objectives (知识目标)

2.Ability Objectives(能力目标)

(1)Enable students to …

(2)…

3.Moral Objectives (情感、态度及价值观目标)

(1) Help students to learn that…

(2) …

注：

1.Teaching Objectives的三个目标可以根据授课内容不同加以取舍。

2.语言目标主要包括本课将讲授的重点单词，短语或句型结构。

3.能力目标指对学生听说读写能力的培养。

Important Points(教学重点)

1.Master two important reading skills

2.…

Difficult Points(教学难点)

1.How to analyze the text and grasp the main idea of the text;

2.…

Teaching Methods(教学方法)

1.Communicative Approach .........

2.Teaching Aids: a tape recorder, a projector and a computer …

1.注：教学方法根据教学内容选择。

Teaching Procedures(教学过程)

Step I Lead-in (1 mins) 导入

1.…

2.…

注：Lead-in部分是通过复习、图片、问问题、提问、讨论相关话题等教学手段引入本节课的授课内容。

Step II Fast Reading (3 mins) 新课学习

注：Reading是通过 skimming 或scanning等教学手段使学生对课文大意，或课文结构等有所了解。

Step III Important words and phrases: (3 mins) 新课学习

Eg.1.apply for …(顶多讲两个!)

2.…

注：词汇课是通过对单词或短语的讲解使学生对具体知识等有详细了解，并通过小题练习，或者互相提问相关问题理解并掌握运用知识。

Step IV Careful Reading (5 mins) (顶多讲两个!)

注：Careful Reading主要是处理课文中较难的单词，短语，句子结构，或课文篇章理解。如：

Eg.1.The teacher is a very enthusiastic woman called Ms.Shen.

called Ms.Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关

系，相当于定语从句who/that was called Ms.Shen。如：

---We visited the new library built three weeks ago.

---The first textbooks written for teaching English as a foreign language came out in the 18th century.

---Most of the artists invited to the party were from South Africa.

注：短语一般放在被修饰词之后，单个过去分词放在被修饰词之前.

2.…

Step V Summary (1 mins) (小结)

注：Summary 是总结讨论本节课的学习内容。如：

We have known the Likang’s life at Senior High, is your English claroom like Likang’s? Is your cla the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discu with your partner and compare your school life with Likang’s.

Step VI Homework Aignment (1 mins)(作业布置)

第17篇：英语语法

2010年1~12月政治时事

1月1日—中华人民共和国担任本年度1月联合国安全理事会轮值主席。

1月1日—本年度第一个天文现象，月偏食，此次称“蓝月”。(下一次将等到2028年) 1月1日—西班牙接任瑞典成为新一届欧洲联盟轮值主席国。

1月1日—世界上最大的自由贸易区中国－东盟自由贸易区正式建成，总人口达十九亿。

1月4日—阿拉伯联合酋长国首都迪拜，地球地表上最高的人造建筑物，高达828米的“哈利法塔”正式开幕启用。

1月5日—台湾通过食品卫生管理法修正案，明文禁止美国牛绞肉、内脏等六项高风险部位进口。

1月5日—北半球因大气循环系统遭到破坏和太阳黑子活动减少以及北极震荡，导致暴雪不断，欧洲大陆几近冰封，温度创新低。

1月5日—沙特阿拉伯宣布拟建造高达1000米的王国塔(Kingdom Tower)，预计2020年完工启用。

1月7日—日本捕鲸船与反捕鲸抗议船只在怒涛中发生碰撞之后，澳大利亚政府今天面临派遣巡逻船到南极海域的压力。这起事件造成一名保育人士受伤。

1月9日—美国加利福尼亚州发生芮氏6.5级地震，造成市政厅损毁。

1月12日—加勒比岛国海地首都太子港发生芮氏7.0级地震，造成海地总统府、医院损坏，当地估计有高达二十万人死亡。

1月15日—日环食。21世纪持续时间最长的日环食。（下一次要等到3043年）

1月16日—立法会经过长达15轮近170多次提问，财务委员会以21比31正式通过对广深港高速铁路香港段拨款申请。这笔款项中，500多亿元为建造工程、118亿元为非建造工程，8600万元为对菜园村居民的补偿。

1月17日—第67届金球奖颁奖典礼在美国贝弗利山希尔顿酒店举行，詹姆斯·卡麦隆执导的影片《阿凡达》获得剧情类最佳影片和最佳导演奖项。

1月19日－日本最大的航空公司日本航空公司正式向东京地方法院申请破产。

足协反赌，南勇、杨一民被抓。

胡锦涛2月24-26来陕西访问。

国家能源委员会成立，温家宝任主任，李克强任副主任

2010年5月1日至10月31日（总共184天）——2010年世界博览会（Expo 2010）是一个筹备中的世界博览会，2010年在中国上海市举行，也是历来首次由中国举办的世界博览会。博览会的主题是“城市，让生活更美好”。主办机构预计吸引世界各地7000万人次参观者前往，总投资达300亿人民币，是世界博览会史上最大规模。

2010年5月12日——中国第二个防灾减灾日，以纪念汶川大地震2周年。

国内部分：

1：1月1日，中国—东盟自由贸易区正式启动。这是世界上人口最多的自由贸易区，是全球第三大自由贸易区，也是由发展中国家组成的最大自由贸易区。

2：1月6日，《国务院关于推进海南国际旅游岛建设发展的若干意见》日前发布，标志着海南国际旅游岛建设正式上升为国家战略。

3：1月10日晚，2010沈阳国际冰雪节暨盛京灯会、关东庙会在沈阳棋盘山开幕。

4：1月11日，2009年度国家科学技术奖励大会在北京人民大会堂隆重举行。

5：1月13日，沈浩先进事迹报告会在北京人民大会堂举行。 6：1月21日，国家统计局局长马建堂在国务院新闻办发布会上宣布，据初步测算，2009年我国国内生产总值335353亿元，按可比价格计算，比上年增长8.7%，增速比上年回落0.9个百分点。

7：1月22日，上海世博会最大的单体工程、世博会“一轴四馆”永久场馆之

一、上海世博会地标性建筑的世博轴工程，正式竣工。

8：1月27日，中国政府网发布的《国务院办公厅关于成立国家能源委员会的通知》说，根据第十一届全国人民代表大会第一次会议审议批准的国务院机构改革方案和《国务院关于议事协调机构设置的通知》精神，为加强能源战略决策和统筹协调，国务院决定成立国家能源委员会。

9：1月28日，全国档案战线的时代楷模、解放军档案馆原馆员刘义权，19时20分在北京病逝，走完了他近60年忠诚而执着、平凡而伟大的人生。国际部分：

1：1月6日，美国宇航局公开了哈勃望远镜拍摄到的132亿年前的宇宙照片，距离宇宙大爆炸之后仅6亿年，这是迄今为止最早的宇宙照片。

2：1月8日，西班牙和欧盟领导人晚在马德里的皇家剧院举行欧盟轮值主席国交接仪式。

3：1月12日，海地当地时间下午，一场里氏7.3级地震突袭海地，首都太子港受损严重，此次地震震级太高，震中距太子港仅16公里，震源距地表不过10公里，造成重大伤亡。

4：1月14日，东南亚国家联盟（东盟）外长非正式会议、第三次东盟政治安全共同体理事会会议和东盟协调理事会会议在越南岘港举行。

5：1月18日，为期4天的第三届世界未来能源峰会在阿拉伯联合酋长国首都阿布扎比开幕。

6：1月19日，日美两国外长和防长就《日美安全保障条约》修订50周年纪念日发表联合声明说，两国将进一步深化在广泛领域的安保合作。

7：1月21日，英国著名的科学杂志《自然》发表封面文章，介绍中国科学家有关“大熊猫基因组”研究取得的成果，并配有两头嬉戏的中国大熊猫的图片。

8：1月27日晚，为期5天的2010年世界经济论坛年会在瑞士山城达沃斯开幕，全球90多个国家的2500多位来自商业、政治、教育、文化等各界人士济济一堂，着重探讨金融危机之后的全球治理问题，力求提出解决问题的行动方案。

二月

国内部分：

1：2月2日，纪念姬鹏飞同志诞辰100周年座谈会在北京人民大会堂举行。

2：根据《中华人民共和国食品安全法》规定，国务院近日决定设立国务院食品安全委员会。

3：2月12日至13日，在中华民族传统节日春节到来之际，中共中央总书记胡锦涛来到福建省漳州市，亲切看望在这里创业发展的台商，并向广大台湾同胞致以新春的祝福。

4：2月15日晚，申雪/赵宏博在温哥华冬奥会花样滑冰双人滑比赛中夺得金牌，这是中国选手第一次夺得花样滑冰项目的奥运金牌。另一对中国选手庞清/佟健获得银牌。

5：2月19日，社会各界人士怀着悲痛的心情来到北京八宝山革命公墓，送别我国当代著名教育家、首批特级教师、北京第二实验小学原副校长霍懋征。

6：2月25日，中共中央政治局常委、中央书记处书记、国家副主席习近平上午在人民大会堂出席“2010’经济全球化与工会”国际论坛开幕式并致辞。

国际部分：

1：2月7日，哥斯达黎加最高选举法院晚宣布，执政党民族解放党总统候选人劳拉•钦奇利亚在当日举行的总统大选中以46.8%的得票率获胜，击败了反对党公民行动党候选人奥顿•索利斯和自由运动党总统候选人奥托•格瓦拉，成为哥斯达黎加历史上首位女总统。

2： 2月12日，第二十一届冬季奥林匹克运动会开幕式在加拿大温哥华哥伦比亚体育馆举行。

3：2月12日上午，在国际奥委会第122届全会上，中国前短道速滑名将杨扬以89票赞成5票反对的绝对优势当选为国际奥委会委员。

4：2月27日凌晨，智利发生里氏8.8级强烈地震，已至少有122人死亡，遇难人数还在继续上升。三月

国内部分：

1：3月1日，以“展现时代巾帼风采、讴歌女性光荣使命”为主题的纪念三八国际劳动妇女节100周年专题文艺晚会在京举行。

2：3月2日，中共中央总书记、国家主席、中央军委主席胡锦涛在解放军歌剧院观看反映解放军档案馆原馆员、全国档案战线时代楷模刘义权先进事迹的大型话剧《生命档案》。

3：3月5日上午，第十一届全国人民代表大会第三次会议在人民大会堂开幕。

4：3月5日，是第十一个中国青年志愿者服务日，各级共青团组织围绕迎世博、迎亚运开展青年志愿者行动。

5：3月7日上午，纪念“三八”国际劳动妇女节100周年大会在人民大会堂举行。

6：3月13日，中国人民政治协商会议第十一届全国委员会第三次会议在北京人民大会堂闭幕。

7：3月14日，“打通拦门沙，治理长江口”这个几代仁人志士的梦想今天终于实现，长江口深水航道治理三期工程顺利通过交工验收。

9：3月18日，我国首架大型民用直升机AC313，在江西景德镇首飞成功，该直升机由中航工业集团自主研制。

10：3月19日，上海城市文明志愿服务行动“集结号”全面吹响——为迎接世博会的到来，上海组建了一支由近200万名志愿者组成的城市文明志愿者队伍，人数将近上海总人口数的1/10。

11：3月22日，是第十八届世界水日，也是第二十三届中国水周的第一天。

12：3月28日晚，大型音乐舞蹈史诗《复兴之路》在国家大剧院举行闭幕演出。。国际部分：

1：3月15日下午，曾担任过安倍内阁法相和麻生内阁总务相的自民党政要鸠山邦夫以希望组建新党为由，向自民党高层提出离党申请。

2：3月20日中午，尼泊尔前首相、尼泊尔大会党主席吉里贾•普拉萨德•柯伊拉腊在加德满都病逝。

3：3月21日晚，在长达近11个小时的辩论和投票之后，美国国会众议院通过了最终版本的医改法案。

4：3月30日，欧洲核子研究中心的大型强子对撞机实施总能量达7万亿电子伏特的质子束流对撞，首次对撞取得成功。四月

国内部分：

1：4月8日，股指期货启动仪式在上海举行，中共中央政治局委员、上海市委书记俞正声和中国证监会主席尚福林共同启动了股指期货。

2：4月8日，我国首辆高速磁浮国产化样车在成都实现交付。

3：4月11日傍晚，经过3天的高层对话与讨论之后，博鳌亚洲论坛2010年年会完成了全部既定议程，于在海南博鳌落下帷幕。

4：4月13日，核安全峰会在美国首都华盛顿举行，国家主席胡锦涛出席会议并发表重要讲话。

5：4月12日，国家主席胡锦涛在华盛顿会见日本首相鸠山由纪夫，就中日关系和其他共同关心的问题坦诚深入交换意见。

6：4月14日7时49分，青海省玉树藏族自治州玉树县发生7．1级地震，给当地人民群众生命财产造成严重损失。

7：4月22日，国土资源部、辽宁省人民政府、中国地质调查局、中国地质学会以“珍惜地球资源转变发展方式倡导低碳生活”为主题在全国各地举办了丰富多彩的活动，隆重纪念第四十一个世界地球日。

8：4月24日上午，国家金融信息大厦在北京市丽泽金融商务区奠基。

9：4月26日，时速250公里的福（州）厦（门）铁路正式开通运营，两地铁路运行时间从原来中转绕行所需的11个小时缩短到目前的1.5个小时。

10：4月26日上午9时，我国内地首条海底隧道、全长8.695公里的厦门翔安隧道正式通车，标志着我国海底隧道自主设计、自行施工的能力跃入世界先进行列。

11：4月28日，国家主席胡锦涛下午在人民大会堂同法国总统萨科齐举行会谈。

12：4月28日，晚第六届中国国际动漫节在浙江杭州开幕。

13：4月30日，晚展示中国发展新貌，荟萃世界文明精华。举世瞩目的中国2010年上海世界博览会开幕式在上海世博文化中心隆重举行，国际部分：

1：4月8日，国际航空运输协会（简称国际航协）理事长乔瓦尼•比西尼亚尼在北京出席该机构北亚区办公室乔迁庆典时表示，去年底以来，全球航空业状况有所好转，不过全行业仍处于亏损状态。

2：4月15日，“金砖四国”领导人第二次正式会晤在巴西首都巴西利亚举行，中国国家主席胡锦涛、俄罗斯总统梅德韦杰夫、巴西总统卢拉、印度总理辛格出席。

3：4月25日，在华盛顿举行的世界银行发展委员会春季会议通过了发达国家向发展中国家转移投票权的改革方案，在提高发展中国家在世行投票权问题上“迈出历史性一步”。

4：4月29日下午，为期两天的第十六届南亚区域合作联盟（简称南盟）首脑会议在不丹首都廷布落下帷幕。五月国内部分

1：5月1日，上午中国2010年上海世界博览会开园仪式在上海世博中心举行。

2：5月5日，国务院召开全国节能减排工作电视电话会议，动员和部署加强节能减排工作。 3：5月5日，国务院总理温家宝主持召开国务院常务会议，审议并通过《国家中长期教育改革和发展规划纲要（2010—2020年）》。

4：5月3日至7日，应中共中央总书记、国家主席胡锦涛的邀请，朝鲜劳动党总书记、国防委员会委员长金正日对中国进行非正式访问，并在北京、天津、辽宁等省市参观考察。 5：5月12日，成都至都江堰的快速铁路——成灌快铁正式开通运营。是全国首条市域城际铁路。

6：5月13日上午，河南省高级人民法院与商丘市中级人民法院联合召开新闻发布会宣布：给予因错案冤枉服刑10多年的赵作海国家赔偿金及生活困难补助费共计65万元。 7：5月14日，第六届中国（深圳）国际文化产业博览交易会在深圳隆重开幕。

8：5月15日，上午以“携手建设创新型国家”为主题的第十届科技活动周开幕式在北京首都博物馆举行。

9：5月15日，中国房山世界地质公园开园，地质公园博物馆迎来首批游客。国际部分

1：5月2日，第十三届东盟与中日韩（10＋3）财长会在乌兹别克斯坦首都塔什干举行。 2：5月3日，第八次《不扩散核武器条约》缔约国审议大会在纽约联合国总部开幕，来自189个缔约国的代表参加了此次会议，会议主要围绕《不扩散核武器条约》的“三大支柱”，即核不扩散、核裁军及和平利用核能等方面的议题，以大会和小组讨论的形式进行。 3：5月4日，日美两国政府代表在东京首次围绕美军普天间机场搬迁问题举行正式工作磋商。

4：5月6日，第六十四届联合国大会召开特别会议，纪念第二次世界大战结束65周年。 5：5月8日，应俄罗斯总统梅德韦杰夫邀请，国家主席胡锦涛抵达莫斯科，出席俄罗斯纪念卫国战争胜利65周年庆典。

6：5月11日晚，英国保守党和自由民主党（自民党）宣布组成最近70年来首个联合政府，保守党领袖卡梅伦成为1974年以来首个“无多数议会”下联合政府的首相。

7：5月11日晚，英国保守党和自由民主党（自民党）宣布组成最近70年来首个联合政府，保守党领袖卡梅伦成为1974年以来首个“无多数议会”下联合政府的首相。2010年7月-12月重大时政

1、7月10日是“中国2010年上海世博会志愿者主题日”，也是世博历史上首次设立的“志愿者主题日”。

2、国家统计局新闻发言人盛来运7月15日在国新办的新闻发布会上宣布，据初步测算，上半年国内生产总值172840亿元，按可比价格计算，同比增长11.1%，比上年同期加快3.7个百分点。

3、今年是深圳经济特区建立30周年。温家宝强调，改革开放是决定当代中国命运的关键抉择，是实现国家强盛、人民幸福的必由之路。过去 30多年中国的发展变化，靠的是改革开放，未来要实现中华民族的伟大复兴，仍然要靠改革开放。

4、8月26日，我国第一台自行设计、自主集成研制的“蛟龙号”载人潜水器3000米级海上试验取得成功，最大下潜深度达到3759米，标志着我国继美、法、俄、日之后成为第五个掌握3500米以上大深度载人深潜技术的国家。

5、9月3日是中国人民抗日战争胜利65周年纪念日

6、9月29日，总高达600米的世界第一高的电视观光塔——广州塔落成。

7、2010年上海世界博览会中华人民共和国国家馆日仪式10月1日上午在上海世博中心隆重举行。

8、10月31日晚，2010年上海世界博览会闭幕式在上海世博文化中心隆重举行。上海世博会是继北京奥运会后我国举办的又一国际盛会，也是第一次在发展中国家举办的注册类世界博览会。本届世博会的主题是“城市，让生活更美好”。理念是“理解、沟通、欢聚、合作”。

9、10月1日18时59分57秒，嫦娥二号卫星成功发射。这标志着探月工程二期任务迈出了成功的第一步。

11月8日，探月工程嫦娥二号月面虹湾局部影像图揭幕仪式上午在北京举行。影像图的传回，标志着嫦娥二号任务所确定的工程目标全部实现，科学目标也正在陆续实现，探月工程二期嫦娥二号任务取得圆满成功。

中国载人航天工程新闻发言人8月17日表示，我国载人航天工程第一个空间交会对接目标——天宫一号目标飞行器，已于近日完成总装。该飞行器将于2011年发射进入预定轨道，之后，发射神舟八号飞船与之交会对接。

10、郭明义同志先进事迹首场报告会10月11日在北京人民大会堂举行。郭明义同志是助人为乐的道德模范，是新时期学习实践雷锋精神的优秀代表。

此前，香港义工黄福荣在青海玉树地震中舍己救人的义举得到了国家的肯定和表彰。被授予 “抗震救灾舍己救人杰出义工”称号，

11、10月17日是联合国确定的第十八个“国际消除贫困日”，今年的活动主题为“缩小贫穷与体面工作之间的差距”，

12、第六次全国人口普查工作2010年11月1日在全国展开。我国的人口普查每10年开展一次。

13、11月12，第十六届亚洲运动会在广州隆重开幕，中国体育代表团取得了199枚金牌、416枚奖牌的优异成绩，连续八届名列亚运会金牌榜首位。

14、亚太经合组织第十八次领导人非正式会议11月13日在日本横滨举行，国家主席胡锦涛出席当天举行的第一阶段会议并发表重要讲话。

15、我国超级计算机跨入世界领先行列：国家超级计算天津中心的“天河一号”以峰值速度4700万亿次、持续速度2566万亿次每秒浮点运算的优异性能位居世界第一，国家超级计算深圳中心的“曙光星云”位居第三。

16、韩国和朝鲜11月23日下午在西部海域存在争议的“北方界线”附近发生交火，半岛局势日趋紧张。

17、12月3日，京沪高铁跑出时速486.1公里，再次刷新世界铁路运营试验最高速。

7月1日上午8时，我国乃至世界上标准最高、里程最长、运营速度最快的沪宁城际高速铁路正式投入运营

18、12月24日，位于安徽合肥的我国新一代“人造太阳”、世界首个全超导托卡马克（EAST）核聚变实验装置2010年度实验圆满结束，目前已获得1兆安等离子体电流、100秒1500万度偏滤器长脉冲等离子体、大于30倍能量约束时间高约束模式等离子体、3兆瓦离子回旋加热等多项重要实验成果。

19、中国共产党第十七届中央委员会第五次全体会议，于2010年10月15日至18日在北京举行。全会听取和讨论了胡锦涛受中央政治局委托作的工作报告，审议通过了《中共中央关于制定国民经济和社会发展第十二个五年规划的建议》。

20、9月7日，中国渔船在钓鱼岛海域被日本海上保安厅巡逻船冲撞。而后又与追踪的另两艘日本巡逻船中的一艘发生碰撞。随后日方扣押了中国籍渔船和船员，9月25日，被日方非法抓扣的中国船长詹其雄乘中国政府包机安全返抵福州。

21、今年，国家大力推进新型农村社会养老保险。

新型农村社会养老保险，称为“新农保”，是继取消农业税、农业直补、新型农村合作医疗等政策之后的又一项重大惠农政策。采取个人缴费、集体补助和政府补贴相结合，其中中央财政将对地方进行补助，并且会直接补贴到农民头上。从2011年元月起，年满60周岁、未享受城镇职工基本养老保险待遇的农村居民，不用缴费，可以按月领取基础养老金55元。

第18篇：英语语法

各位领导，各位姐妹：

大家好！在这个春光灿烂的日子里，我们迎来了第101个国际劳

动妇女节，一个专属于我们女性的节日。它体现了社会对女性的关爱，对女性的尊重，对女性的理解。充满了体贴和爱心，带给我们的是自尊自信，乐观向上的精神。在这个特殊的日子里，我要向各位姐妹以及我自己说一声“节日快乐”。

在过去的一年，我们经历了8.12特大洪水灾害，一场百年不遇

的大灾难，它的破坏力和杀伤力对黄渚人民所造成的伤害和损失是难以计量的。但是，在这场灾难面前，我们没有被打倒，而是以坚强乐观的心态抵御灾害，保卫家园。尤其是我们的妇女同胞，更是展现了巾帼不让须眉的风范，她们在精神上和实际行动上都为抗洪救灾做出了巨大贡献，无论家里受灾与否，大家都积极投入到抗洪第一线，不怕苦，不怕累，团结一心，众志成城。这就是我们黄渚的女性同胞，自强不息，永不服输。在此，我要向各位姐妹道一声“大家辛苦了”。

我们作为女性感到骄傲和自豪，在我们的前后，在我们的周围有

这么多伟大的女性。姐妹们，你是否想到要加入这伟大的行列呢？伟大的女性，要付出巨大的牺牲，你是否愿将你的毕生精力投到这伟大的事业中去呢？姐妹们，接下来我们将面临更严峻的考验，因为我们即将要投入到灾后重建的工作中去了。这项工作任重而道远，需要我们的积极参与和大力支持。我相信，大水能冲垮房屋，却冲不垮我们对美好生活的信心，只要我们肯干，一切都会好起来的。

时代在变化，人的观念也要与时俱进，新世纪的宏伟大业，为广

大妇女提供了施展才华的广阔舞台，新时代的广大妇女要进一步树立“自尊、自信、自立、自强”精神，在新形势和新任务面前，坚持解放思想、实事求是，以与时俱进的思想观念和奋发有为的精神状态，勇于创新，开拓进取，在经济和社会发展中大显身手，在实现自身价值的同时创造出无愧于时代的新业绩。

俗话说：根扎的越深，树就长的越高，步踏的越实，路才能走的

越远。我们必须脚踏实地，努力奋斗。时代向我们发出了召唤，十二五的号角已经响起，重建的大旗已经升起，让我们积极行动起来，齐心协力，共创美好明天！

谢谢大家！

第19篇：英语语法

Topic3 Bicycles are popular with people

一、重点词汇：

（一）词形转换：

1.death (动词) die (形容词 )dead 2 slow (副词) slowly

3.croing（动词）cro 介词） acro 4.succe（动词）succeed (形容词succeful

5．Pain (形容词) painful 6.lead (名词) leader

7.final (副词) finally 8impoible (反义词) poible

9 courage （动词） encourage

（二）重点词组:

1．Slow down 减速

2.run into 撞到

3.avoid doing sth 避免防止做某事

4.warn sb to do sth 警告/提醒某人做某事

5.ride into 进入跻身于

6 get used to (doing)习惯于做某事

7.a sharp turn 急转弯

8.be popular with 受……的欢迎

9.get a fine 处以罚金

10.go on doing sth 继续做某事

11.the way to succe 成功之路

12.obey the traffic rules 遵守交通规则 13.break the traffic rules 违反交通规则 14.be afraid of doing sth 害怕做某事 15.be famous for 因……闻名

16.be in danger 处于危险中

17.after a while 一会儿

二．重点句型及重点语言点

1．I think traffic in Beijing is crazy.我认为北京的交通很拥堵。

traffic 是不可数名词

2.If people obey the traffic rules , there will be fewer accidents.如果人们都遵守交通规则，交通事故将会减少。

If we break the traffic rules, it will be dangerous and we will get a fine.如果人们违反交通规则，将很危险，我们会受到处罚的。

这是if 引导条件状语从句，主句用一般将来时，从句用一般现在时。

3．I feel a little more confident.我感到自信多了。

more confident 是比较级

4.It can help us save energy and avoid pollution.这样可以节约能源以及避免空气污染。 avoid sth / doing sth 避免做某事

You should avoid making the mistake like that.

He ran into the wall to avoid hitting the truck.5.Bicycles are popular with people.自行车深受人们欢迎。 Be popular with 受……欢迎 6 It warns us to be more careful.Warn sb (not)to do sth 警告/提醒某人做某

事

He warned her to keep silence.Warn sb about sth 提醒某人某事

7.Most people think bicycles are much safer than any other vehicle.大部分人认为自行车比其他交通工具要安全些。

8．.However, his way to succe didn’t go well.然而，他的成功之路并非一帆风顺。

The way to succe 成功之路 succe in doing sth 在……成功

I didn’t have much succe in finding a job.我找工作没什么结果。

9．Like the other challenges in his life, Lance faced it head-on.像面对生命中其他挑战一样，兰斯迎头面对。

10．It seems impoible to beat him.打败他似乎是不可能的。

beat sb 打败某人 win a game /match/ a gold medal

It seems +adj+to do sth 做某事似乎……

She always seems to be sad.

第20篇：新课标下农村中学英语语法教学

新课标下农村中学英语语法教学

北城二中王翠英

在我们农村中学，由于各方面的因素，英语教学举步维艰，最突出的表现在语法教学上，大部分老师还是“满堂灌”，老师讲，学生听。本文从英语语法教学的理念、原则与方法几个方面阐述一下自己的观点。

一、新课程标准背景下语法教学的理念

语言学习要从单纯的语法讲解和死记硬背单词的桎梏中解脱出来：要通过创设良好的语言环境和提供大量语言实践的机会，使学生通过体验、感知、实践、参与和交流等方式学习语言，形成语感；要让学生在教师的引导下，通过观察、发现和归纳等方式掌握语言的规律，形成有效的学习策略，发展交流与合作的能力。

新课程标准建议教师避免单纯传授语言知识，而应在课堂教学中采用实践性强、具有明确目标的任务型教学方式，使学生带着明确的任务目标，积极主动地学习。在完成任务的过程中，学生通过实践、思考、调查、讨论、交流和合作等方式学习和使用英语。任务型教学在发展学生语言能力的同时，强化其学习动机，提高其学习兴趣，培养其合作精神，使其形成学习策略，并增进其对英语文化的理解。

二、新课程标准背景下语法教学的原则 1．把握语法教学的深度和广度

1 新教材的编写以话题为主线，当某个话题需要运用某些语法项目时，教材中就会出现这些语法项目；但教师一定要把握好语法教学的度，不可延伸过多，否则会加重学生的学习负担。比如，教学话题为形容词的比较级和最高级这一语法项目时，可能会碰到副词的比较级和最高级。教师若此时一股脑的把形容词的比较级和最高级的各种用法灌输给学生，并与副词的比较级和最高级进行对比，不仅费时费力，学生也会越学越糊涂。 2．在实际运用中学习语法

在语法教学中，教师应围绕话题创设与所学语法内容相关的语境，让学生运用所学的语法项目，并在运用中体会所学语法项目的概念和构成。例如，教学“问路与指路”内容时，此话题所涉及的语法知识点是祈使句，教师可以使用手势语，边演示边讲解，再让学生分组轮流操作，如“Walk along thisroad Turn left．”同时，还可以加入“Don’t park here”等表示否定意义的祈使句。待学生通过练习能熟练运用相关句型后，教师再加以拓展。总之，语法教学一定要强调实践和运用。

3．以归纳为主，归纳和演绎并用

教师通过给学生输入大量真实的语言实例，从中归纳出语法规则。但在语法教学中，演绎的方法也不可完全摒弃。对于学生较难理解的语法教学内容，教师可以采用先给学生呈现语法规则，再适当举例或让学生举例的教学方法。例如，教学有关间接引语的内容时，教师可以先向学生简要说明怎样将直接引语转变为间接引语；然后设计

2 活动（比如，“传悄悄话”活动），让学生通过大量的练习，熟练掌握间接引语的句型结构；最后，教师再创设情境让学生巩固所学内容。

三、新课程标准背景下语法教学的方法 1．通过口语活动学习语法知识

在语法教学中，教师可以针对所教语法项目，结合相应的交际功能和话题设计以下口语活动：(l)玩游戏。让学生在游戏活动中运用所学的语言知识，不仅可以复习和巩固所学的语言知识，而且还能提高学生的学习兴趣，调动学生学习的积极性。比如，教学现在进行时的语法内容时，教师可以设计猜测游戏，让一位学生做动作，让全班学生运用句型“What’s he/.she doing? He/She is doing.„”猜测动作。(2)角色扮演。新课程标准话题项目表中列出的许多话题（比如，个人情况、兴趣与爱好、购物、旅游与交通等）都能够让学生根据教师所创设的情景，运用新旧知识自编对话，进行角色扮演。例如，教师可以将教室设计为商店、街道、旅游景点、医院、家庭和聚会场景等，让学生在角色扮演活动中运用所学的语言。(3)调查活动。在语法教学中，教师可以设计有关的调查活动，让学生在完成调查任务的同时学习和掌握语法知识。例如，教学表示未来打算的句型时，教师可以设计如下调查活动：如果你有一百万，你将做什么？如果你是美国总统，你将做什么？如果你是本市的市长，你将做什么？ 2．在阅读中加深对语法的了解

语法教学应与听、说和阅读活动紧密结合。阅读过程是学生发现问题和思考问题的过程。通过分析阅读中遇到的一些语法现象，学

3 生会加深对这些语法现象的理解，这绝非单纯向学生灌输语法知识所能替代的。

教师要利用好教材中与各单元语法项目联系紧密的阅读文章，设计相关问题或图表，引导学生自主阅读；教师也可以根据学生的实际情况，让其根据兴趣自选文章阅读，并做好读书笔记，记录自己遇到的和解决的语言难点。

总之，教师应改变以往以知识传授为特征的语法教学方式，让学生在运用语言的过程中学习语法知识。