高中英语 语法课教案模板（精选多篇）

推荐第1篇：高中英语语法课教案

高中英语语法“虚拟语气”的教学设计

一、教材分析：

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

二、学情分析：

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

三、教学重点:

1.复习的重点---语法虚拟语气的句型结构.2.语法虚拟语气的运用

四、教学难点:

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

2.虚拟语气在真实的生活语境中的使用。

五、教学目标: 1.知识目标:

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

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

用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。

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

七、学习策略:

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

八、教学用具：

黑板、录音机、多媒体辅助（将本课所需要的图片、文字、音乐等制成PPT课件）

九、教学过程

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

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

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

Hold an English poem recital competition.

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

Living life over

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

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

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

评价工具（选票）：选出朗读最好的学生。 设计说明：

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1.我的老师建议我制定学习计划并认真的执行。

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

(2)It is suggested that I should make…

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

2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。

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

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

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

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

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

Blackboard design (板书设计)

Revision--- the subjunctive mood

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

If

but for

Reflection after teaching（教学反思）

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

推荐第2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3篇：高中英语语法课教学设计

篇1：高中英语语法课教学活动的设计

高中英语语法课教学活动的设计

密云县第二中学 季李红

【摘要】本文结合三个课例，探讨了高中英语语法课教学活动设计可遵循

的原则，以实现学生在课堂中的主体地位，发展思维能力，促进

综合语言运用能力的形成。

【主 题 词】语法教学 活动设计 主体地位

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

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

一、教学活动的设计与教学目标一致

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

语言鲜活。为了实现教学的第一个目标，笔者对教材设计的教学练习做了如下调

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

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

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

二、教学活动的设计是形式和意义的结合

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

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

一、没有挑战性的教学活动会使学生对语法教学产生厌倦情绪。

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

片传达的信息要明确，切忌含有分散学生注意力的动画和声效。

四、教学活动的设计保持话题一致性

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

五、教学活动的设计与教学资源整合

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

结束语

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

参考书目：

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

外语教学与研究出版社2005年

3． 北京市基础教育课程改革实验工作领导小组《北京市普通高中新课程英语学

科教学指导意见和模块学习要求》2007年 篇2：高中英语语法课教案

高中英语语法“虚拟语气”的教学设计

一、教材分析：

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：

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

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

设计说明：

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

step3 revision（7 minutes）

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

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

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

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

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

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

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

2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。

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

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

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

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

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

本节课通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求将语言的形式与其意义、交际功能有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。学生在有限的课堂中学到的知识毕竟有限，让他们掌握语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。 篇3：综合运用型高中英语语法课的教学设计

高中英语语法课的教学设计

—— v-ing form as subject and object

一、教材依据

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

二、设计思想

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

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

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

三、教学目标

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

（一） 知识与能力

1、发现、理解、掌握动词-ing形式用作主语和宾语的结构；

2、在真实的语境和任务完成中理解、运用动词-ing形式；

3、培养围绕主题阐述问题的能力；

4、提高学生用英语获取信息、处理信息、分析和解决问题的能力，逐步培

养学生用英语进行思维和表达的能力；

5、培养学生自主学习、合作学习的能力。

（二） 过程与方法

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

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

3、把某些语法教学转化为交际活动，具体设计有：

（1）英文歌式

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

（2）游戏式

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

（3）表演、对话式

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

（4）直观式

利用图表、动画、实物等方式直观介绍目标语言结构。

（5）视听法

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

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

（三） 情感、态度、价值观

1、有稳定和持久的英语学习动机，对课堂内容有较高的兴趣；

2、能根据语言环境得体地使用英语表达自己的情感、态度和价值观；

3、通过谈论名人、谈论朋友，树立奋发向上、努力奋斗和团结友爱的精神。

四、教学重点

引导学生发现、理解、掌握动词-ing形式用作主语和宾语的结构。

五、教学难点

1、引导学生在真实的情景和语境中使用动词-ing形式；

2、带逻辑主语的动词-ing形式的使用以及动词-ing形式的时态和语态。

六、教学准备

多媒体教学课件、学案

七、教学过程

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

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

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

教学过程：

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

activity 2 学习动词 -ing 和不定式充当宾语的异同

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

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

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

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

1、他的迟到使老师很生气。

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

推荐第4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)

推荐第5篇：高中英语语法第一章

《高中英语语法大全》第01章名词

一、概说

名词是表示人、事物、抽象概念等名称的词，如boy 男孩，mother 母亲，news 消息，progre 进步，computer 计算机，Tom 汤姆，Paris 巴黎，Japan 日本，furniture 家具，等。 名词根据其词汇意义，通常分为专有名词和普通名词。专有名词主要指人、地方、组织、机构等的专有的名称，专有名词的第一个字母通常大写，如Mary 玛丽，Mr Green 格林先生，Beijing 北京，等；普通名词通常指人、物、概念等的一般名称。根据普通名词的语法性质，它又可以细为个体名词、物质名词、集合名词和抽象名词四类：个体名词表示人或物的个体，如girl 女孩，pen 钢笔，等；物质名词表示无法分为个体的实物，如wood 木头，meat 肉，等；集合名词表示若干个体组成的集合体，如：family 家庭，crowd 人群，等；抽象名词表示性质、行为、状态、感情等抽象概念，如work 工作，happine 幸福，等。

二、名词的数

1.名词复数的构成方法

(1) 在一般情况下，加词尾 -s：

book / books 书

pen / pens 钢笔

face / faces 脸

(2) 以 s, x, z, sh, ch 等结尾的名词，通常加词尾 -es：

bus / buses 公共汽车

box / boxes 盒子

dish / dishes 盘子

注：有些以 ch 结尾的名词，由于其发音不是 [k] 而是 [tf]，那么其复数形式应加词尾 –s，如stomach / stomachs 胃。

(3) 以y 结尾的名词，其复数构成要分两种情况：以“辅音字母+y”结尾的名词，将 y 改为 ies；以“元音字母＋y”结尾的名词，直接加词尾s：

city / cities 城市

boy / boys 男孩

key / keys 钥匙

注：以 y 结尾的专有名词，若在某些特殊情况下需要复数，通常加 s 构成： Mary / Marys 玛丽

Germany / Germanys 德国

(4) 以 o 结尾的名词，有些加词尾 -s，有些加 -es，有些加 -s 或 -es 均可： piano / pianos 钢琴

tomato / tomatoes 西红柿

zero / zero(e)s 零

注：有人对英语中所有以o结尾的名词作了统计，一共近200个，其中绝大部分的复数形式通过加词尾-s构成，少数加词尾 es。在中学英语范围内，加词尾 es 的主要有以下4个：

tomato 西红柿，potato 土豆，hero 英雄，Negro 黑人

(5) 以 f 或 fe 结尾的名词，也有两种可能：即有些直接加词尾-s，有些则把 f / fe 改为 ves：

chief / chiefs 首领

roof / roofs 屋顶

knife / knives 小刀

注：在中学英语范围内，要改 f / fe 为 ves的只有以下10个词(它们都是日常生活中的常用词)：wife妻子，life 生命，knife 小刀，leaf 树叶，thief 贼，half 一半，self 自己，shelf 架子，loaf 面包，wolf 狼。

另外，中学英语中的handkerchief(手帕)一词的复数有两种形式：handkerchiefs / handkerchieves，但在现代英语中，以用 handkerchiefs 为多见。

2.单数与复数同形式的名词。中学英语中主要的有：sheep 绵羊，fish 鱼，deer 鹿，Chinese 中国人，Japanese 日本人，Portuguese 葡萄牙人，Swi 瑞士人，aircraft 飞行器，means 方法，series 系列，head (牛等的)头数，works 工厂，等。

注：fish 有时也用 fishes 这样的复数形式，尤其表示种类时；head 若不是牲口的“头数”，而是表示“人的头”或“人数”，则要用 heads 这样的复数形式。

3.不规则的复数名词。有的名词单数变复数时，没有一定的规则：

man / men 男人

woman / women 女人

child / children 小孩

tooth / teeth 牙齿

foot / feet 脚

goose / geese 鹅

mouse / mice 老鼠

ox / oxen 公牛

注：(1) 一些以 man, woman 结尾的合成词，在构成复数与 man, woman 的变化形式相同，如：policeman / policemen 警察，gentleman / gentlemen 绅士，Englishman / Englishmen 英国人，等等。但是 human(人)，German(德国人)不是合成词，其复数不能仿 man 的变化规律，而是按规则变化，即用 humans, Germans。

(2) foot表示“英尺”时，其复数可以有两种形式 feet / foot，如：He is about six feet / foot tall.他大约6英尺高。

4.复合名词的复数形式。通常是将其主要名词变为复数：

paer-by / paers-by 过路人

shoe-maker / shoe-makers鞋匠

looker-on / lookers-on 旁观者

on-looker / on-lookers旁观者

father-in-law / fathers-in-law岳父

若没有主要名词，则通常在最后一个词加s：

go-between / go-betweens 中间人，媒人know-all / know-alls 万事通 注：由man / woman用于另一名词前构成的合成名词，两者均变为复数： man doctor / men doctors 男医生woman writer / women writers 女作家

5.字母、文字、数字、符号等的复数形式。原则上加词尾 -’s： There are two i\'s in the word “skiing” skiing.这个词里有两个字母i。 Mind your p’s and q’s.要谨言慎行。

All the –’s should be changed to +’s.所有的正号应改为负号。 若不至于发生混淆，也可只加词尾 s。如：

He was born in the 1930(\')s.他出生在20世纪30年代。

Your 3(\')s look like 8(\')s.你写的3看起来像似8。

6.度量衡单位的缩写词的复数形式。一般不加词尾-s：

m (meter, meters) 米

km (kilometer, kilometers)千米

kg (kilogramme, kilogrammes) 千克

cm (centimeter,centimeters) 厘米

有的缩写词也加 s：

hr (hours) / hrs (hours) 小时

No (number) / Nos (Numbers) 号码

有个别缩写词采用重复最后一个字母的方式构成复数形式：

p.10 (page 10) 第10页

pp.10 (pages 10 through 15) 第10至15页

推荐第6篇：高中英语语法学习心得

高中英语语法学习顺口溜

来源:4221学习网整理 | 作者:未知 | 本文已影响 731 人

编辑推荐·高中|名师在线视频1对1辅导 高一入口 高二入口 高三入口 ·初中|名师在线视频1对1辅导 初一入口 初二入口 初三入口

动词为纲“滚雪球” 难易编组抓循环 同类归纳印象深 图示介词最直观 混淆多因形音义 反义词语成对念 构词方法不可忘习惯用语集中练 词不离句法最好 课外阅读莫间断

be 的用法口诀

我用am，你用are，is连着他，她，它； 单数名词用is，复数名词全用are。 变疑问，往前提，句末问号莫丢弃。 变否定，更容易，be后not莫忘记。 疑问否定任你变，句首大写莫迟疑。

时间名词前所用介词的速记歌

年月周前要用in，日子前面却不行。 遇到几号要用on，上午下午又是in。 要说某日上下午，用on换in才能行。 午夜黄昏须用at，黎明用它也不错。

at也用在明分前，说“差”可要用上to， 说“过”只可使用past，多说多练牢牢记， 莫让岁月空蹉跎。

记住f(e)结尾的名词复数

妻子持刀去宰狼，小偷吓得发了慌； 躲在架后保己命，半片树叶遮目光。

巧记48个国际音标

单元音共十二，四二六前中后。 双元音也好背，合口集中八个整。 辅音共计二十八，八对一清又七浊， 四个连对也包括。有气无声清辅音， 有声无气浊辅音，发音特点应掌握。

其他

非谓语动词的一些特殊用法 后只接不定式作宾语的一些常用特殊谓语动词 动词后，不定式，want, hope和wish， agree, decide, mean, manage, promise, expect, pretend,且说两位算在此，

要记牢，要记住，掌握它们靠自己。

后接动词不定式做宾语补足语省略不定式符号“to”的一些常用特殊动词 一些动词要掌握，have, let和make, 此三动词是使役，“注意”“观察”“听到”see， 还有feel和watch，使用它们要仔细， 后接“宾补”略去“to”，此点千万要牢记

本篇文章来源于 【42

21学习网】www.daodoc.com 原文链接地址：http://www.daodoc.com/除此之外，还可以掌握“八字言”， 一感feel,二听hear, listen to, 三让have, let, make,四看see, look at, observe, watch 后只接动名词做宾语的一些常用特殊动词 特殊动词接“动名”，使用它们要记清， “放弃”“享受”可“后悔”， “坚持”“练习”必“完成”， “延期”“避免”非“介意” 掌握它们今必行。

动名词在句中的功能及其它

“动名”语法其功能，名词特征有动、形，主宾表定都可作，“动名”、“现分”要认清，“现分”不作“宾”和“主”， 动名作“状”可不行。二词皆可作定语，混为一谈不允许，主谓关系视分词，“动名”一词无此义。

现在分词形式及在句子中的作用（包括过去分词的作用）： 现在分词真好记，动词后面ING。它的作用真不小，可以充当定状表。 还有宾语补足语，忘记此项不可以。

分词做定语的位置及其它

“定分”位置有二条，词前词后定分晓。 单个分词在词前，有时此规有颠倒。 分词短语在词后，“定从”和它互对照。

“现分”动作进行时，“过分”动作完成了。 （注：“定分”：做定语的分词；“定从”：定语从句；“现分”：现在分词；“过分”：过去分词。）

分词做状语在句子中所表示的意义 分词做状语，概有七意义。“ 时间”和“原因”，“结果”与“目的”。 “方式”加“伴随”，“条件”常出席。 且谈其主语，谓语头前的*。 欲要记住它，必须常练习。（*指句子的主语）

独立主格结构

独立结构要认清：名、代之后副或形。 或是分词或“介短”，with结构不可轻， 名代二词是其“主”，句子结构必分明。 独立结构好掌握 句中作用只一个：

千变万化皆做“状”，其中意义也不多。 “时间”“条件”和“原因”，“方式”“伴随”没别的。 “状从”和其前三个，可以互变不难学。

本篇文章来源于 【4221

学习网】www.daodoc.com 原文链接地址：http://www.daodoc.com/

推荐第7篇：高中英语语法——冠词

冠词的定义：

冠词是虚词,本身不能单独使用,也没有词义,它用在名词的前面,帮助指明名词的含义。

冠词的分类：

冠词分为不定冠词、定冠词和零冠词三种。

不定冠词：泛指、类指

定冠词：特指、专指、类指

零冠词：泛指人或事物、类指

不定冠词的用法：

\"a\"用在以辅音音素开头的词前，而不是辅音字母前；\"an\"用在以元音音素开头的词前，而不是元音字母前，（当字母单独出现时 A E I O R S F H L X 也要使用不定冠词\"an\"，※ U 这个字母单独出现发的并不是元音）。

1.用于可数名词的单数形式之前，表示\"一\"

There is a tiger in the zoo.

A hundred and more people attended this meeting.

2.表示一类人或事物

A tiger can be dangerous.

※定冠词the+形容词 （也代表一类人）(eg: the poor)

3.表示\"某一个\"或者是指想要成为“像...样的人物”的意思

A Mr Smith wants to see you.

He wants to be a Max in the future.

4.表示\"同一\"；\"每一\"的意思

They are nearly of an age.

The two shirts are much of a size.

We go swimming four times a week.

5.用在作表语的［C］前，表示身份、职业

My mother is a teacher.

6.第一次提到的人或事物，但不特别指明是哪一个

Long long ago there was an old king who had a very beautiful daughter.1

用在某些表示数量的词组中：

a lot of 许多a couple of 一对

a dozen 一打（但也可以用 one dozen）

※用于习惯用语中※

all of a sudden 突然in fact=as a matter of fact 事实上

as a result 结果a little 一点；一些a bit 一点

a great many=a very large number of许多；大量a great deal(of...) 许多a lot(of...)许多

have a good(nice/wonderful/great)time 玩得高兴

定冠词用法：

1.用以特指某（些）人或某（些）事物

This is the house where Luxun once lived.

2.用于指谈话双方都明确所指的人或事物

Open the door, please.

3.用以复述上文提过的人或事物（第一次提到用“a或an”，以后再次提到用“the”）Once there lived a lion in the forest.Every day the lion asked small animals to look for food for him.

4.用在序数词和形容词最高级前

He is always the first to come and the last to leave.

Shanghai is the biggest city in China.

5.表示世界上独一无二的事物

the sun 太阳the moon 月亮 the earth 地球 the sky 天空

※a red sun：一轮红日；a bright moon:一轮明月

6.指由普通名词构成的专有名词

the West Lake 西湖the Great Wall 长城

the United States 美国the United Nations 联合国

the Summer Palace颐和园

7.用于表示地点、方位，具体的时间或某天的一部分等。

in the east 在东方 in the west 在西方

in the front 在前面 at the back 在后面

on the right 在右边 on the left 在左边

8.在海洋、江河、湖泊、山脉、海峡、海湾等地理名词前要用the

the Pacific Ocean 太平洋the Huanghe River 黄河

the Tianshan Mountains 天山山脉the Taiwan Straits 台湾海峡

9.在姓氏复数前，表示一家人

The Smiths came to see me yesterday.

10.the和某些形容词连用，使形容词名词化，代表一类人或物

the poor 穷人the rich 富人the wounded 伤员

the old 老人the disabled 残疾人the deaf聋哑人

11.用在由普通名词构成的国家名称、机关团体、阶级、政党的名词前

the People\'s Republic of China中华人民共和国

the working cla 工人阶级

12.用在the very强调句中表示“恰恰是，正是”

This is the very book I want.这就是我想要的那本书。

13.在the more, the more比较级的句式中

The more, the better.越多越好

14.用于西洋乐器前

play the piano 弹钢琴play the violin 拉小提琴

*中国乐器名词前不与冠词连用:play erhu(二胡)]

15.the加单数可数名词可以表示一类人或事物

The horse is a useful animal.

16.在句型“动词+sb.+介词+the+身体某一部位”中要用 the，而不

用人称代词。[口诀：敲（knock ）打（strike/beat/hit）拍（pat）牵（draw）拉（pull）拽（drag）全部不用他|她|它，而是选择the]

knock at the door：敲门

hit sb.in the face 打某人的脸

take sb by the arm 抓住某人的手臂

draw sb by the collar:抓住某人的领带

17.用在世纪或逢时{1990}的复数名词前

in the 18th century 在18世纪in the 1960s 在20世纪60年代

18、用于报刊 杂志 会议 条义 历史 时期 朝代的名词前

the Xian incident 西安事变the Tang Dynasty 唐朝

固定搭配

in the morning 在早上go to the cinema 去看电影

all the year round 一年到头

on the way to 前往...去的路上

零冠词的用法：

1.专有名词、物质名词、抽象名词前一般不加冠词（在特指时加冠词）Europe 欧洲Money 金钱Music 音乐

William Shakespeare 威廉·莎士比亚

Failure is the mother of succe.

2、月份、星期、节假日 前一般不加冠词（在特指时加冠词）

January 一月份Sunday 星期日

Thanksgiving Day 感恩节National Day 国庆节

※...on a Sunday morning.在一个星期天的早晨...（表示某一个。）

※民族节日前要加theeg:the Spring Festival 春节

3.三餐、四季前一般不加冠词，三餐前加［adj］时要用冠词，

I have lunch at school.

※ 比较:I had a big lunch yesterday.

The dinner given by Mr Smith was very nice.4.进行球类运动 交通工具 学科名称前不加冠词

play volleyball 打排球by air坐飞机French 法语

5.没有特指的物质名词、不可数抽象名词、可数名词复数、专有名词前一般

不用冠词。

This desk is made of wood.

※ 比较：The wood outside was all wet.6、在街道名称以及专有名词命名的公共场所的名词前一般不用冠词

Buckingham Palace：白金汉宫Downing Street唐宁街

7.独立结构中的名词以及在普通名词+as引导的让步状语从句中不加冠词 ：A boy came in, book in hand.

Child as he is,he knows a great deal.

8.指唯一的职位、头衔时，如king，captain，president，chairman 不用冠词。He is captain of the team.他是球队的队长。

We elected him manager of our company.我们选他为公司的经理。

冠词位置：

1) 不定冠词位置

不定冠词常位于名词或名词修饰语前。注意：

a.位于下列形容词之后： such，what，many，half，

I have never seen such an animal.

Many a man is fit for the job.

b.当名词前的形容词被副词as, so, too, how, however, enough修饰时，不定冠

词应放在形容词之后：

It is as pleasant a day as I have ever spent.

So short a time.Too long a distance.

c.quite，rather与单数名词连用，冠词放在其后。 但当rather，quite 前仍有形容词，不定冠词放其前后均可。如：quite a lot

d.在as，though 引导的让步状语从句中，当标语为形容词修饰的名词时，不定冠词放形容词后：

Brave a man though he is，he trembles at the sight of snakes.

2) 定冠词位置

定冠词通常位于名词或名词修饰语前，但放在all， both，double，half，twice，

three times等词之后，名词之前。

All the students in the cla went out.班里的所有学生都出去了。

推荐第8篇：高中英语语法学习方法

语专家葛传槼先生曾说：“语法是语言的法则。”英语语法是英国语言的实际用法，是通过语法家的调查研究、分析、综合而总结出来的，不是凭空臆造出来的。任何人使用英语，不管他是否学过语法，都必须依照语法。举个极简单的例子说，任何人写或讲“My mother studies English．”这一句，决不可把My改作I或Me，也不可把studies改作study或studys，也不可在English前面加上the。至于他是否知道poeive（所有格），indicative（直陈语言），third person（第三人称），article（冠词）等名称，那是另一问题。

我国的英语学习者大多是十多岁的青少年，或者理解力较强，或者模仿力较强，在没有英语环境的情况下，学习语法，了解所学语言的规则，可以缩短学习过程，掌握英语的规律，尽快提高听、说、读、写、译的能力。

那么，怎样学习语法呢？下面拟从四个方面简要谈一谈：

（1）练好基本句型

我国近年来的英语教学实践证明：在初学阶段，采用听说领先、学习基本句型的方法去学习英语语法，是行之有效的。

句型学习是通过听说领先的方法去学习传统语法里最常用的语法项目（把它们变为句型去操练）。句型训练实际上吸取了传统语法与结构语法两派的长处。目前国内的英语广播（电视）教学，在入门阶段，多采用句型教学法。因此学生们或者收听广播（收看电视）进行学习，或者根据所选用的课本提供的句型用替换词进行替换练习。所学的句型应该是由浅入深，由简到繁；讲求熟练掌握，不要贪多冒进。每学一个项目，首先要把单项练习练熟，然后过渡到综合练习，最后则应做到扩大运用。

以定语从句这一项为例，首先要反复进行替换练习。把“I read a novel yesterday．”和“It was extremely Interesting．”这两个单句改为“The novel I read yesterday was extremely interesting．”这就是定语从句的单项练习。再如把“I saw a man this morning．”和“The man is my teacher．”改为“The man I saw this morning is my teacher．”；把“I saw a film last night．”和“The film was very amusing．”改为“The film I saw last night was very amusing．”这种练习虽然是枯燥的，却是重要的基本功，把定语从句练到脱口而出的地步。这是第一步。第二步是把定语从句放在一定的语言情景中去综合运用，进行一问一答。如：A：Did you enjoy the opera？

B：Which opera？

A：The one we saw last night，of course．

B：Yes，very much．

第三步是扩大运用，也就是把定语从句和以前学过的两三个项目放在一起去操练。A：Do you know who Edgar Snow was？（一般疑问句；宾语从句）

B：Yes，he was an American writer who interviewed Chairman Mao in Beijing．（定语从句）A：Oh，now I remember．He was the author who wrote“Red Star Over China”，wasn\'t he？（定语从句；反意疑问句）

B：Exactly．

这种回答不但练了定语从句，而且复习了一般疑问句和反意疑问句，也给名词从句的学习打了“埋伏”。进行句型操练，既需要“滚雪球”（复习已学的项目），也需要“打埋伏”（预先练一下将来要学习的项目）。

在句型学习阶段必须注意：在听、说领先的前提下，写、读要跟上，力求听、说、写、读四会均衡发展。因此，时间上要做出合理的安排。早上通常可安排为朗读时间。如果能每日坚持下去，收效一定很大。

（2）结合课文去学

吕叔湘先生说过：“与其多读语法书，不如多读文章。”又说：“词语要嵌在上下文里才

有生命，才容易记住，才知道用法。”（引自《中国人学英语》）课文是学习英语的“重要基地”。课文里有语音、词汇项目，也有各类语法项目。它们有机地结合在课文里。课文中出现的语法项目，是有血有肉的，不是干巴巴的。通过课文去学语法，可以学得活，记得牢，这比孤零零地背诵语法条目要有效得多。因此，在句型学习结束后，宜结合课文去学语法，要围绕课文中出现的主要语法项目，循序渐进地学习比较系统的语法知识。

推荐第9篇：高中英语语法222

高中英语语法

目录: 1名词性从句

2“It”用法及其句型和固定搭配讲解 3 高中英语语法中的省略现象 4主谓一致 5动词不定式 6 倒装结构

7定语从句 8被动语态 9祈使句 10感叹句 11疑问句 12名词

一． 主语从句

主语从句是在复合句中充当主语的从句，通常放在主句谓语动词之前或由形式主语it代替，而本身放在句子末尾。

1.It 作形式主语和it引导强调句的比较

It 作形式主语代替主语从句，主要是为了平衡句子结构，主语从句的连接词没有变化。而it引导的强调句则是对句子某一部分进行强调，无论强调的是什么成分，都可用连词that。被强调部分指人时也可用who/whom。例如：

a) It is a pity that you didn’t go to see the film. 你不去看那场电影真可惜。

b) It doesn’t interest me whether you succeed or not.我对你成功与否不感兴趣。

c) It is in the morning that the murder took place.谋杀案是在早上发生的。（强调句型）

d) It is John that broke the window.是John打碎的窗户。（强调句型）

2.用it 作形式主语的结构

(1) It is ＋ 名词 ＋ 从句

It is a fact that „

事实是„

It is an honor that

„非常荣幸

It is common knowledge that

„是常识

(2) It is ＋ 形容词 ＋ 从句

It is natural that„

很自然„

It is strange that„

奇怪的是„ (3) It is ＋ 不及物动词 ＋ 从句

It seems that„

似乎„

It happened that„

碰巧„

It appears that„

似乎„ (4) It ＋ 过去分词 ＋ 从句

It is reported that„

据报道„

It has been proved that„

已证实„

It is said that„

据说„

3.主语从句不可位于句首的五种情况：

（1）if 引导的主语从句不可居于复合句句首。

（2）It is said /reported„结构中的主语从句不可提前。例如：

正确表达：It is said that President Jiang will visit our school next week.

错误表达：That President Jiang will visit our school next week is said.

（3）It happens/occurs„结构中的主语从句不可提前。例如：

正确表达：It occurred to him that he failed in the examination.

错误表达：That he failed in the examination occurred to him. （4）It doesn’t matter how/whether „结构中的主语从句不可提前。例如：

正确表达：It doesn’t matter whether he is wrong or not.

错误表达：Whether he is wrong or not doesn’t matter.

（5）含主语从句的复合句是疑问句时，主语从句不可提前。例如：

正确表达：Is it likely that it will rain in the evening?

错误表达：Is that will rain in the evening likely?

4.what 与that 在引导主语从句时的区别

what 引导主语从句时在句时在从句中充当句子成分，如主语．宾语．表语，而that 则不然。例如：

a) What you said yesterday is right.

b) That she is still alive is a consolation

二．宾语从句

宾语从句就是在复合句中作宾语的名词性从句，通常放在主句谓语动词 (及物动词) 或介词之后。

1.作动词的宾语

(1) 由that引导的宾语从句(that 通常可以省略), 例如：

I heard that be joined the army.我听说他参军了。

(2) 由what, whether (if) 引导的宾语从句，例如：

a) She did not know what had happened.她不知道发生了什么。

b) I wonder whether you can change this note for me.我想知道你是否能帮我改一下笔记。

(3) 动词＋间接宾语＋宾语从句。例如：

She told me that she would accept my invitation.她对我说她会接受我的邀请。

2.作介词的宾语，例如：

Our succe depends upon how well we can cooperate with one another.我们的成功取决于我们之间的合作。

3.作形容词的宾语，例如：

I am afraid (that) I’ve made a mistake.我恐怕我已经犯了一个错误。

注意：that 引导的从句常跟在下列形容词后作宾语：anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以将此类词后的that 从句的看作原因状语从句。

4.it 可以作为形式宾语

it 不仅可以作为形式主语，还可以作为形式宾语而真正的宾语that 从句则放在句尾，特别是在带复合宾语的句子中。 例如：

We heard it that she would get married next month.我听说她下个朋就会结婚了。

5.后边不能直接跟that 从句的动词

这类动词有allow, refuse, let, like, cause, force, admire, condemn, celebrate, dislike, love, help, take, forgive等。这类词后可以用不定式或动名词作宾语，但不可以用that引导的宾语从句。如：

正确表达：I admire their winning the match.

错误表达：I admire that they won the match.

6.不可用that从句作直接宾语的动词

有些动词不可用于“动词＋间接宾语＋that从句“结构中，常见的有envy, order, accuse, refuse, impre, forgive, blame, denounce, advise, congratulate等。例如：

正确表达：He impreed the manager as an honest man.

错误表达：He impreed the manager that he was an honest man.

7.否定的转移

若主句谓语动词为think, consider, suppose, believe, expect, fancy, gue, imagine等，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。例如：

I don’t think this dre fits you well.我认为这件衣服不适合你穿。

三.表语从句

表语从句在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。可以接表语从句的连系动词有be, look, remain, seem等。引导表语从句的that常可省略。另外，常用的还有the reason is that„ 和It is because 等结构。例如： 1) The question is whether we can make good preparation in such a short time.2) This is why we can’t get the support of the people.

3) But the fact remains that we are behind the other claes.4) The reason he is late for school is that he mied the early bus.

四.同位语从句

同位语从句就是在复合句中作名词的同位语的名词性从句。

1.同位语从句的功能

同位语从句对于名词进一步解释，说明名词的具体内容，一般由that引导，例如：

1) The king’s decision that the prisoner would be set free surprised all the people.2) The order that all the soldiers should stay still is given by the general.

2.同位语在句子中的位置

同位语从句有时可以不紧跟在它所说明的名词后面，而是被别的词隔开。例如：

He got the news from Mary that the sports meeting was put off.

3.同位语从句与定语从句的区别

(1) 定语从句中的that既代替先行词，同时以在从句中作某个成分（主语或宾语），而同位语从句中的that是连词，只起连接主句与从句的作用，不充当句中任何成分。

(2) 定语从句是形容词性的，其功能是修饰先行词，对先行词加以限定，描述定的性质或特征；同位语从句是名词性的，其功能是对名词进行补充说明。例如： 1) The news that he told me is that Tom would go abroad next year.（他告诉我的消息是汤姆明年将出国。）（第一个that引导的从句是定语从句，that在从句中作宾语）

2)The news that Tom would go abroad is told by him.（汤姆将出国的消息是他讲的。）（同位语从句，that在句中不作任何成分）

高一英语名词性从句专项练习

1．____he does has nothing to do with me.

A.whatever B.No matter what C.That D.If 2. The manager came over and asked the customer how____

A.did the quarrel came about

B .the quarrel had come about

C.had the quarrel come about

D.had the quarrel come about 3. Energy is ____makes thing work..

A.what B.something C.anything

D.that 4. Information has been put forward ____ more middle school graduates will be admitted into universities.

A.while B.that C.when D.as 5. This is ___the Shenzhou V Spaceship landed.

A.there

B.in which

C.where

D.when 6. They have no idea at all____.

A.where he has gone

B.where did he go

C.which place has he gone

D.where has he gone

7. The doctor did a lot to reduce the patient’s fear ____he would die of the disease.

A.

that

B. which

C.of which

D. of that

8. The order came ___the soldiers ____the small village the next morning.

A. that ;had to leave

B. that; should leave

C. /; must leave

D. when; should leave 9. ___is no poibility ____Bob can win the first prize in the match.

A.There; that

B.It; that

C.there; whether D.It; whether 10.The question came up at the meeting_____ we had enough money for our research.

A.that

B.which

C.whether

D.if 11.Is _____he said really true?

A.that B. what C.why

D.whether 12.____the meeting should last two days or three days doesn’t matter.

A.That B.Whether C.If

D.Where 13.It worried her a bit _____her hair was turning gray.

A.while

B.if

C.that D.for

14.???_____more countries can use natural energy in the future remains to be seen.

A.Whether

B.This

C.who

D.If

15.____he will go to work in a mountain village surprises all of us.

A.What B.That

C.Whether

D.If 16.____you don’t like him is none of my busine.

A.What B.That

C.Who

D.How 17.____all the inventions have in common is ____they have succeeded.

A.What; what B.That; that

C.what; that D.That ; what 18.____appeared to me that he enjoyed the food very much.

A.What

B.It

C.All that

D.That 19.It is widely ______that smoking can cause cancer.

A.believed

B. think

C.say

D.hoped 20.____caused the accident is still a complete mystery.

A.What

B.That

C.How

D.Where

Keys:

1—5 ABABC 6—10 AABAC 11—15 BBCAB 16—20 BCBAA

第二章 “It”用法及其句型和固定搭配讲解

"It" 用法及其句型和固定搭配，是高中英语语法的重点、难点，又是近几年高考的热点，因此应给予充分的重视，现将it用法归纳如下：

一、It用作实词

表达以下概念:指代前文提到的事物，前文中的this, that；替代前文中的内容；指代一位性别不明的小孩或未知的人；指代未指明但谈话双方都知道的那件事；指代时间、天气、气候、距离等自然现象„„

二、It用作形式主语

替代作主语的从句、动词不定式、动名词，而把真正作主语的从句、动词不定式、动名词置于句尾。

It 作形式主语的常见句型：

1.代作主语的动词不定式，其句型为

(1) It be adj.(for sb.) to do sth.

此处adj.通常为描述事件的形容词：easy, difficult, hard, neceary, unneceary, poible, impoible, likely, unlikely, right, wrong, important, unimportant, legal, illegal, well-mannered, ill-mannered, polite, impolite, clear, obvious, certain, suitable, proper, fit, useful, usele, dangerous…

例

It is illegal (for a teenager) to drive a car without a license.

(2) It be adj.of sb.to do sth.

此处adj.通常为描述人的形容词：kind, unkind, nice, rude, cruel, considerate, thoughtful, thoughtle, careful, carele, silly, foolish, stupid, clever, wise, crazy.

例

It's kind of you to help me with the problem.

(3) It替代作主语的动名词的常见句型

It's no good/use doing…

It's (well)worth doing…

It's (well)worth one's while doing/to do… It's (well)worth while doing/ to do

例

It's no use crying over spilt milk. 2.It替代作主语的从句常见句型

(1) It is + noun +从句

(2) It is adj.+clause

It's surprising that„ (should)„„„竟然„„

It's a pity/shame that„(should)„„„竟然„„

例

It's important that you should apologize to her for your rudene.(=It's of much

例

It is no secret that the president wants to have a second term at office.

importance that you should apologize to her for your rudene.)

(3) It verb sb.+ clause= It is v-ing + clause

It+surprise/delight/interest/disappoint/worry/disturb/annoy/amaze

/bother/concern/frighten/please/anger sb.that…

例

It worried me that she drove so fast.(= It was worrying that she drove so fast.)

(4) It verb (to sb.) that…= sb/sth verb to do

(verb = appear, seem, come about, emerge, follow, chance, happen, occur, transpire, turn out , work out)

例

It (so) happened/chanced that they were out.(= They happened/chanced to be out.)

(5) It is v-ed that…=sb/sth is to do

(verb=say, report, think, believe, hope, expect, agree, accept, decide, determine, intend, plan, understand, know）

例

It is said that the couple have gotten divorced.(=The couple are said to have gotten divorced.)

(6) It is v-ed that … (should)…

(verb=demand, request, require, order, suggest, advise, recommend

例

It is suggested that they should begin with the third question.

三、It作主语的句型

1.It takes sb.„ to do„(=sb takes„to do„)某人用多长时间做某事

例

It took the men a week to mend our roof.(= The men took a week to mend our roof.)

2.It's (just)(un)like sb.to do„（不）像某人做某事的风格

例

It was (just) like him to think of helping us.

3.It's (about/high) time that„ should /v-ed„是该做某事的时候了

例

It's(about/high) time that we should take action.

4.It's the x-th time (that) „ have v-ed„第几次做某事了

例

It's the third time that he has failed the driving test.

5.It is/has been„ since „continuous v-ed(延续性动词) 某动作已有多长时间不发生了

例

It's 10 years that he lived here

6.It was(not)„ before„过(不)了多长时间某动作发生了

例

It was not long before they arrived.

四、It 作形式宾语

用来替代作宾语的从句、动词不定式、动名词，而把真正作宾语的从句、动词不定式、动名词置于句尾。

It 作形式宾语的常见句型：

1.verb+ it+ adj./noun (for/of) to do/clause (verb=think, believe, suppose, consider, feel, make, keep…)

例

I think it hard for you to do the task on your own./I think it hard that you'll do the task on your own.

2.verb+it+adj./noun (one's) doing (adj.=usele/worth/worthwhile)(noun=no use/no good/worth one's while/a waste of time/money/energy/words) (verb=think, believe, suppose, consider, feel, make, keep…)

例

I'll make it worth your while telling me about his secret.

3.verb+it+ important/unimportant/neceary/unneceary/natural/eential that … (should)…

verb+it+of much/great/no/little importance that…(should)…

(verb=think, believe, suppose, consider, feel, make, keep…)

例

I think it important that you (should) attendthe conference.

4.verb + it+ as+ noun/adj.+ clause (verb=accept, regard, take, see, view)

例

The lecturer takes it as encouraging when so many students attend his lecture.

5.v.+it + prep.+ that…

owe it to sb.that„把„归功于„

leave it to sb that„把„留给某人去做

take it for granted that „想当然

keep it in mind that…

例

Don't bother to arrange anything.Just leave it to me to sort out.

6.It用在不能直接跟宾语从句的动词后面，尤其是表示好恶的动词后，enjoy, like, love, dislike, resent, hate, don't mind, be fond of, feel like, see to 宾语从句紧跟it之后

例

I hate it you can swim so well and I can't.

7.It用在不能直接跟宾语从句的介词后面，宾语从句紧跟it之后（except that例外）

例

I'm for it that you will follow their advice.

五、强调句型

It is/was+被强调部分+ that(who)„ 强调句型用来强调谓语动词以外的任何句子成分。当被强调部分是人时也可以用who。

在使用强调句型时需注意以下几点：

1.请注意强调句型的特殊疑问句

例

When was it that he changed his mind to take part in the activity？

2.在强调原因状语从句时，只能强调由because所引导的从句

例

It was because he was ill that he didn't come to school yesterday.

3.在强调not „ until结构时必须把not与until一起放到被强调的位置上

例

It was not until she took off her dark glaes that I realized she was my brother.

4.注意强调句型与定语从句的区别

例

It was at 7 o'clock that he came here yesterday.( 强调句型)

It was 7 o'clock when he came here yesterday.(定语从句)

六、It 常用的固定搭配

1.make it

(1).在口语当中相当于succeed,表示：成功、做到、说定、赶上、及时到达

例

It's hard to make it to the top in show busine.

(2).在口语中相当于fix the date for,表示“约定好时间”

例

—Shall we meet next week?

—OK.We just make it next Saturday.

2.as it is

(1).相当于in fact, in reality表示“事实上，实际情况是„„”

例

We had planed to finish the task today, but as it is we probably won't finish it until next week.

(2).相当于方式状语从句，表示“照原样”

例

Leave the table as it is.

3.as it were 相当于as one might say, that is to say, 表示“也就是说，可以说，换句话说”

例

He is, as it were, a modern Sherlock Holmes.

4.if it weren't for„/if it hadn't been for„用来引导虚拟语气，相当于without, or but for, 表示“如果不是„„，要不是„„”

例

If it weren't for Tom, I wouldn't be alive today.

5.that's it

(1).相当于That's all.That's so much.表示“至此为止，没有别的了”

例

You can have one more sweet, and that's it.

(2).相当于 That's right.表示“对啦”

例

— I gue the key to the problem is thechoice “A”

—That's it.

6.catch it 在口语中，相当于be punished/scolded for doing sth.wrong.表示“因做错事而挨骂，受责备，受批评，受惩罚”

例

We'll really catch it form our teacher if we're late for cla again. 7.have it

(1).相当于say, insist表示“说，主张，表明，硬说”

例

Rumour has it that they are getting divorced.

(2).相当于get to know something,表示“了解，知道，获悉”

例

I had it from John that she was going abroad.

8.have what it takes在口语中，相当于be well qualified for, 表示“具有成功的条件”

例

You can take it from me that your daughter has what it takes to be a star.

9.so it seems / appears.

10.Keep at it! (Don't give up!)相当于go on,表示“继续做，不放弃”

例

My teacher asked me to keep at it. 11.Go it! (Go on!) 拼命干, 莽撞

12.Now you have done it! (You have done sth.wrong.)

13.Now you'll catch it! (You'll be punished.)

14.As it happened, „ 在口语中，相当于it's a pity that„, 表示“真不凑巧，真遗憾”

例

As it happened, they were out.

15.As it turned out,„在口语中，相当于it was found to be in the end, 表示“最后被证明是”

例

As it turned out, his statement was false.

16.Such as it is(they are) 在口语中，相当于although it may not be worth much, 表示“虽然没有多大价值”

例

You can borrow my exam notebook, such as it is.

17.Take it/things easy.相当于Don't worry or don't hurry.用来劝告别人，表示“不要慌，别担心，存住气”

例

Take it easy! He will do it well.

18.Take it from me.在口语中，相当于believe me what I say.表示“请相信我的话，我敢担保”

例

You can take it from me that he will make it this time.

19.For what it is worth„在口语中，相当于although I'm not sure it's of value, 表示“不管其价值如何”

例

Here is the article I promise you, for what it's worth.

20.Worth it 在口语中，相当于useful, 表示“有好处，值得做”

例

Don't hesitate about it! It's worth it.

21.Believe it or not.表示“信不信由你”

例

Believe it or not, Tom is getting married to Mary next Sunday.

22.Take it or leave it.v.要么接受要么放弃

例

That is my last offer.You can take it or leave it.

23.It all depends/that all depends 在口语中，相当于it hasn't been decided yet, 表示“那得看情况，还没有定下来”

例

—Are you going to the countryside for holiday?

—It/That all depends.

24.It's up to sb.在口语中，相当于it's decided by sb.表示“由„„决定，由„„负责，取决于„„”

例

—Shall we go out for dinner?

—It's up to you.

“It”用法及其句型和固定搭配专练

1.Was it during the Second World War_____ he died? A.that

B.while

C.in which

D.then (88)

2.Is ____ neceary to complete the design before National Day? A.this

B.that

C.it

D.he (89)

3.I don't think ____ poible to master a foreign language without much memory work. A.this

B.that

C.its

D.it (91)

4.Does ______ matter if he can't finish the job on time? A.this B.that C.he D.it (91) 5.It was not _____ she took off her glaes _____ I realized she was a famous film star. A.when , that

B.until , that

C.until , that

D.when , then (92) 6.I was disappointed with the film.I had expected ______ to be much better. A.that

B.this

C.one

D.it (93)

7.It was not until 1920 ______ regular radio broadcasts began.

A.while

B.which

C.that

D.since (94)

8.______is a fact that English is being accepted as an international language.

A.There

B.This

C.That

D.It (95)

9.It was only when I reread this poems recently _____ I began to appreciate their beauty. A.until

B.that

C.then

D.so (97)

10.I hate_____when people talk with their mouths full.

A.it

B.that

C.these

D.them (98)

11.It is the ability to do the job _____ matters not where you come from or what you are. A.one

B.that

C.what

D.it (2000)

12.I like ___ in the autumn when the weather is clear and bright.(2004) A.this

B.that C.it

D.one

13.—Do you like ___ here?

—Oh, yes.The air, the weather, the way of life.Everything is so nice.(全国卷)

A.this B.These

C.That

D.it

14.We needed a new cupboard for the kitchen.So Peter made ___ from some wood.(全国卷) A.it

B.One

C.Himself

D.another

15.The foreign Minister said, " _____ our hope that the two sides will work towards peace."(2004北京)

A.This is B.There is C.That is

D.It is

16._____ is reported in the newspaper, talks between the two countries are making progre.(2004北京)

A.It

B.As

C.That

D.What 17.— How often do you eat out?(2004, 天津) — ________, but usually once a week.

A.Have no idea

B.It depends

C.As usual

D.Generally speaking 18.We wanted to get home before dark, but it didn't quite _____ as planed.(2004浙江卷) A.make out

B.turn out

C.go on

D.come up

19.— What do you want to do next? We have half an hour until the basketball game. —________.Whatever you want to do is fine with me.

A.It just depends

B.It's up to you

C.All right

D.Glad to hear that

20.It was ____ back home after the experiment. A.not until midnight did he go B.until midnight that he didn't go C.not until midnight that he went D.until midnight when he didn't go

KEYS:

1-5 ACDDB 6-10 DCDBA

11-15 ACDBD 16-20 BBBBC

第三章 高中英语语法中的省略现象

在英语语言中，为了使语言简洁明了，重点突出或上下文紧密相连，可以省去某些句子成分而保持句子愿意不变，这种语言现象称之为省略。现就英语中的种种省略现象分析如下：

一、并列复合句中的省略

在并列句中后边的分句可以省略与前边分句中相同的成分。如：

a) The boy picked up a coin in the road and (the boy ) handed it to a policeman.这个男孩在马路上拾起一枚硬币并把他交给了警察。

b) Your advice made me happy but(your advice made) Tom angry .你的建议使我高兴但使汤姆生气。

c) Tom must have been playing basketball and Mary (must have been)doing her homework.汤姆肯定一直在打篮球，玛丽一直在写作业。

d) Gao Xiumin was born in 1959 and Fu Biao (was born) in 1963.高秀敏出生于1959年，傅彪出生于1963年。

二、主从复合句中的省略

1．状语从句中的省略

一般说来省略现象多出现在下列五种状语从句中：由 when ,while ,as ,before, after , till, until, once等引导的时间状语从句；由whether ,if , unle 等引导的条件状语从句；由though , although ,even if ,whatever等引导的让步状语从句；由 as ,than 等引导的比较状语从句；由as, as if , as though 等引导的方式状语从句。上述状语从句在省略时应遵循下面原则： 1) 当状语从句的主语与主句的主语一致时，可以省略状语从句的主语和系动词be，这时从句中可出现如下结构：(1) 连词（as, as if , once）+ 名词; (2) 连词（ though, whether , when）+形容词；(3) 连词(whether, as if ,while )+介词短语；(4) 连词(when , while , though )+ 现在分词； (5) 连词(when ,if ,even if ,unle ,once ,until, than , as ) + 过去分词； (6) 连词(as if ,as though ) + 不定式。如：

a) Once (he was)a worker ,Pang Long now becomes a famous singer .庞龙曾经是个工 人，现在变成一位著名的歌手。

b) Work hard when (you are) young ,or you'll regret.趁年轻要努力学习，要不然你会后悔的。

c) He looked everywhere as if (he was)in search of something .他到处看似乎在找什么东西。 d) While (he was) holding talks with President Hu Jintao ,US President George W.Bush thanked China for its important role in the Six-Party Talks.美国总统布什在与胡锦涛主席会谈时，感谢中国在六方会谈中起的重要作用。

e) The exhibition is more interesting than (it was) expected .这次展览比被预料的有趣的多。

f) Olympic gold medallist hurdler Liu Xiang opened his lips as if (he were) to speak。奥林匹克金牌获得者跨栏运动员刘翔张开嘴好像要说什么。 注意：

1) 当从句的主语和主句的宾语一致时，间或也有这样的省略,如：

Her father told her to be careful when (she was)croing the street.当她过马路时父亲告诉她要当心。

2) 当从句的主语是 it，谓语动词中又含有系动词be 时 ，可以把it和系动词be一起省略。此时构成连词(if , unle ,when , whenever)+形容词的结构。如：

Unle (it is) neceary ,you'd better not refer to the dictionary.如果没有必要，你最好不要查字典。

2．定语从句中的省略

1） 一般说来，在限制性定语从句中，作宾语的关系代词 that ,which , whom 可以省略；如：

Is this reason (that) he explained at the meeting for his carelene in his work?这就是他在会上解释他工作中粗心的原因吗？（2002上海春季）

而在非限制性定语从句中作宾语的关系代词 which , whom 不可以省略。试比较：

Tom (whom) you saw yesterday fell ill.( whom可以省) 你昨天见到的汤姆病倒了。

Tom , whom you saw yesterday ,fell ill.( whom不可以省) 汤姆病倒了，你昨天见到他了。

2）在口语和非正式用语中，关系副词when ,where , 和 why 经常用that 来代替，甚至还可省略。如：

a) This is the first time (when/that)he had trouble with the bo.这是他第一次麻烦老板。

b) He wants to find a good place (where/that) we can have a picnic during the “golden week ”holiday .他想找一个能在黄金周期间野餐的好地方。

c) Could you tell us the reason (why/that)he was so unhappy ? 你能告诉我们他为什么如此不高兴吗？

3）当先行词为表示方式的 the way 时 ，从句不能用 how 来引导 ，应该用that 或 in which ，或将它们全部省略。如：

I don't like the way (that/in which) you laugh at her.我不喜欢你嘲笑他的行为。

3．宾语从句中的省略

1）在及物动词后面所接的宾语从句中，连词that 一般可以省略；但如果及物动词后面是由that引导的两个或两个以上的并列的宾语从句 ，那么只有第一个that可以省略。如：

a) I think (that) the reform of the renminbi's exchange rate is neceary.我认为人民币兑换率的改革是必要的。

b) He said (that)the Anti-seceion law had been paed and that President Hu Jintao had signed a presidential order 他说《 反分裂国家法》已被通过，而且胡锦涛主席已签署了主席令。 2）由 which , when ,where , how,和 why 引导的 宾语从句，可以全部或部分省略。如：

a) I know that NBA star Yao Ming will come to our city but I don’t know when (he will come to our city).我知道NBA明星要到我们城市来但我不知道他什么时候来。

b) He wants to move abroad but his parents wonders why (he wants to move abroad)他想搬迁到国外但他的父母想知道为什么。

4．在与suggest ,request ,order ,advise 等词相关的名词性从句中，须用虚拟语气形式“should +动词原形”，should可以省略。如：

Chirac, President of the Republic of France suggested that the China-France Culture Year (should) last long in various forms.法国总统希拉克建议中法文化年以各种各样的形式长期持续。

5．主句省略多用于句首。如：

(It is a ) Pity that I didn’t go to Mary's birthday party yesterday.很遗憾，我昨天没有去参加玛丽的生日聚会。

6．在答语中，主句可全部省略。如：

—Why were you absent from school last Friday ?—(I was absent from school)Because my mother was ill.—上周五你为什么没有上学？ —因为我妈妈病了。

三、简单句中的省略

1．省略主语

1）祈使句中的主语通常被省略 如：

(You) Open the door, please.请开一下门。

2) 其它省略主语多限于现成的说法 如：

a) (I) Thank you for your help 谢谢你的帮助。

b) (It)Doesn’t matter.没关系。

2．省略主谓语或主谓语的一部分 如：

a) (There is) No smoking.禁止抽烟

b) (Is there)anything else ? 还有其他事吗 ？

c) (You come)This way please.请这边走。

d) (Will you) Have a smoke ? 抽烟吗 ？

3．省略宾语 如：

—Do you know Mr.Li ? 你认识李先生吗？— I don’t know (him.) 我不认识他 4．省略表语 如：

—Are you thirsty ? 你30岁了吗？ Yes , I am (thirsty).是的，我是。

5．同时省略几个成分 如：

a) —Are you feeling better now? 你觉得好些了吗 ？—(I am feeling ) Much better (now) 好多了。

b) (I wish) Good luck (to you) .祝你好运/祝你顺利。

四、动词不定式省略，只保留to 的场合

1．不定式作某些动词的宾语时，这些动词常见的有：love, like, care, wish, hope, expect, prefer, refuse, mean , try , oblige , advise , persuade , agree , want , afford , forget , remember , try , manage等。如：

a)— You should have thanked her before you left .—I meant to ,but when I was leaving I couldn’t find her anywhere.—你本该在离开前谢谢她。—我本打算这么做，但当我就要离开的时候我却找不到她了。（2000上海春）

b) You can do it this way if you like to .如果你想做，你可以这么做。

2．不定式作某些动词的宾语补足语或主语补足语时，这些动词常见的有：ask , tell ,advise, force, persuade, wish, allow, permit , forbid ,expect, order ,warn 等。如 ：

a) The boy wanted to ride his bicycle in the street ,but his mother told him not to.男孩想在街上骑他的自行车，但他母亲不让。(NMET1995) b) She wants to come but her parents won’t allow her to (come).她想来，可是她父母不让。

3．不定式在句中作某些形容词的状语时，常见的形容词有：happy, glad ,eager , anxious , willing , ready 等。如：

— I will be away on a busine trip .Could you mind looking after my cat ?

— Not at all.I would be happy to (look after your cat).—我要出差，你能帮我照顾一下我的猫吗？—没关系，我很愿意。

4．不定式作某些复合谓语时，常见结构如：be able to, be going to, have to, ought to, used to等。如：

He doesn’t like fish but he used to 他现在不喜欢吃鱼，但过去喜欢。

五、动词不定式to 的省略

1．主语部分有to do ,系动词 is 或 was 时 ，作表语的不定式通常省去to。如：

The only thing you have to do is pre the button.你必须做的惟一事情是按按钮。

2．作介词but ,expect ,besides 的宾语，前面又有实意动词 do时，不定式通常省去to.如：

He said that Chen Shuibian had nothing to do except push a pro-“independence” timetable.他说陈水扁除了推进支持“独立”的时间表外，什么也没有做。

3．主语部分暗含to do，表语中的不定式通常省去to。如：

All I want (to do) is go to school and study hard .我想要（做）的就是上学，努力学习。

4．当两个或多个不定式并列时，其后的不定式符号可以省略，但有对比关系时不可省略。如：

It is easier to say than to do .说起来容易，做起来难。

5．在would rather„than„ 等结构中，不定式符号常常要省略.如：

I would rather stay at home than go to see a film.我宁愿呆在家也不愿去看电影。

6．在see ,watch ,notice ,hear, listen to ,look at ,feel ,have, make, let ,observe 等词后作宾语补足语时省略不定式符号to；why (not) do 结构 中, 不定式不带to。如：

a) I saw her enter the room.我看见她进入了房间

b) Why not join us ?为什么不加入到我们的行列里来呢？

六．其他一些省略结构

1．名词所有格修饰的名词，若表示住宅、店铺、教堂或上下文已暗示或明确指出过的事物时，常常可以省略。如：

We spent the weekend at the Mary's.我们在玛丽家过的周末。

2．What和 how引导的感叹句中，常可省略主语 it 和be动词 如：

a) What a wonderful victory (it is ) for Tom ! 这对Tom来说是个多么大的胜利呀！

b) How beautiful (it is ) to be treated like a normal child.被当作一个正常孩子对待对他而言是多么美妙的一件事呀。

第四章 主谓一致

主谓一致(Subject- Verb Agreement)，指”人称”和”数方面的一致关系.如: He is going abroad.They are playing football.可分为:语法一致, 内容一致, 就近一致.

(一) 语法一致原则: 即主语为单数,谓语用单数,主语为复数,谓语也用复数.以下为注意事项: 1.单数主语即使后面带有with , along with, together with, like(象), but (除了),except, besides, as well as, no le than, rather than(而不是), including, in addition to 引导的短语, 谓语动词仍用单数.如: Air as well as water is matter.

空气和水都是物质.No one except two servants was late for the dinner. 除了两个仆人外, 没有一个人迟来用餐。

2.用and连接的并列主语,如果主语是同一个人,同一事,同一概念, 谓语动词用单数, 否则用复数.如:

The poet and writer has come.

那位诗人兼作家来了.(一个人) A hammer and a saw are useful tools.

锤子和锯都是有用的工具.(两样物) 用and连接的成对名词习惯上被看成是一个整体, 如:bread and butter(黄油抹面包), knife and fork(刀叉)等作主语时, 谓语动词用单数。

3.不定式(短语), 动名词(短语), 或从句作主语时, 谓语动词用单数.如: Serving the people is my great happine.为人民服务是我最大的幸福.When we’ll go out for an outing has been decided.我们什么时候出去郊游已决定了。

4.用连接的并列主语被each, every 或no修饰时, 谓语动词用单数.Every boy and every girl likes to go swimming. 每个男孩和每个女孩都喜欢去游泳.No teacher and no student was absent from the meeting. 没有老师也没有学生开会缺席.Each man and (each) woman is asked to help. 每个男人和每个女人都被请去帮忙。

5.each of + 复数代词, 谓语动词用单数.复数代词+each, 谓语动词用单数.如: Each of us has something to say.我们每个人都有话要说。

6.若主语中有more than one 或many a/an , 尽管从意义上看是复数, 但它的谓语动词仍用单数。 但more+复数名词+than one做主语时, 谓语动词仍用复数.如: Many a boy likes playing basketball.

许多男生都喜欢打篮球.More than one student was late.

不只一个学生迟到

More persons than one come to help us.不止一个人来帮助我们。

7. none 做主语时,谓语动词可用单数, 也可用复数; 但在代表不可数的东西时总是看作单数,因而谓语动词要用单数.如: None of us are (is) perfect.

人无完人。

None of this worries me.

这事一点不使我着急。

8.名词如: trousers, sciors, clothes, goods, glaes 等作主语时, 谓语动词必须用复数.如: His clothes are good.但这些名词前若出现 a pair of , 谓语一般用单数.如: A pair of glaes is on the desk.桌上有一副眼镜。 9.形复意单名词如:news ; 以ics 结尾的学科名称如: physics, mathematics, economics; 国名如: the United States; 报纸名如: the New Times; 书名如: Arabian Night ; 以及The United Nations 等作主语时, 谓语动词用单数。

10.“a +名词+and a half “, “one and a half + 名词”, “the number of + 名词” 等作主语时, 谓语动词要用单数.如: Only one and a half apples is left on the table.注意: one or two + 复数名词作主语, 谓语动词用复数形式, 如: One or two places have been visited.参观了一两个地点。

(二) 内容一致原则:

1.主语中有all, half, most, the rest等, 以及”分数或百分数+名词”做主语时,谓语动词单复数取决于连用的名词.如: The rest of the bikes are on sale today.

剩下的自行车， 今天出售。

60%of the apple was eaten by little boy.

这个苹果的60%都被这个小男孩吃了。 Most of the apples were rotten.

大部分的苹果都是烂的。 Most of the apple was eaten by a rat. 这个苹果的大部分被老鼠吃了。

2.不定数量的词组, 如:part of , a lot of , lots of , one of , a number of , plenty of等作主语时, 谓语动词的单复数取决于量词后面名词的数.如: A part of the textbooks have arrived. 一小部分教科书已运到。

A part of the apple has been eaten up by the pig. 这个苹果的一部分被猪吃光了。

3.加减乘除用单数.如: Fifteen minus five is ten .15减去5等于10。

4.表示时间, 金钱, 距离, 度量等的名词做主语时, 尽管是复数形式, 它们做为一个单一的概念时, 其谓语动词用单数.如: Ten miles is a good distance.十英里是一个相当的距离。

5.(1) 通常作复数的集体名词.包括police , people, cattle 等, 这些集体名词通常用作复数.如:

The British police have only very limited powers.(2) 通常作不可数名词的集体名词.包括equipment, furniture, clothing, luggage 等.(3) 可作单数也可作复数的集体名词.包括 audience, committee, government, family, enemy, group, party, team, public 等.如: The committee has/have decided to dismi him.委员会决定解雇他。

6.the +形容词/过去分词形式”表示一类人或事物, 作主语时, 谓语动词用复数.如: The injured were saved after the fire.

(三) 就近原则

1.由here, there, where 等引导的倒装句中, (有时主语不止一个时)谓语动词与靠近它的主语在数上一致.如: Here comes the bus 公共汽车来了.Here is a pen and some pieces of paper for you. 给你一支钢笔和几张纸。 Where is your wife and children to stay while you are away? 你不在这儿的时候, 你爱人和孩子在哪儿呆呢？

2.用连词or, either....or, neither„.nor, not only„.but also 等连接的并列主语, 谓语动词与靠近它的主语在数上一致。 如：

Neither the students nor the teacher knows anything about it 学生和老师都不知道这事.He or you have taken my pen.他或你拿了我的钢笔。

注意: one of +复数名词+who/that/which 引导的定语从句中, 定语从句的动词为复数。如： Mary is one of those people who keep pets.玛丽是饲养宠物者之一。

The only one of +复数名词+ who/that./which 引导的定语从句中，定语从句的动词应为单数。 Mary is the only one of those people who keeps pets.玛丽是唯一一个饲养宠物的人。

主谓一致练习

1.About 60 percent of the students _____ from the south, the rest of them _____ from the north and foreign countries.A.are/is

B.are/are

C.is/are

D.are 2.Half of the workers here _____ under 30 _____.A.is/years

B.are/year old

C.is/years old

D.are/years of age 3.Now Tom with his clamates _____ football on the playground.A.play

B.are playing

C.plays

D.is playing 4.The number of pages in this dictionary _____ about two thousand.A.are

B.has

C.have

D.is 5.Thirty dollars _____ too expensive.A.are

B.is

C.were

D.be 6.The audience _____ so large that no seat was left unoccupied in the great hall.A.is

B.are

C.was

D.has 7.The secretary and principal _____ at the meeting now.A.are speaking

B.is speaking

C.were making a speech D.have a speech 8."If anybody _____, please put down _____ name," said the teacher to the monitor.A.wants to buy the book/his

B.want to buy the book/their C.will buy the book/one's

D.wants to have the book bought/her 9.Nothing but one desk and six chairs _____ in the room.A.are

B.is stayed

C.is

D.are left 10.Having arrived at the station, _____.A.it was found that the train had left &nb, sp; B.th, e trai, n had left C.the train was found left

D.he found that the train had left 11.Between the two roads _____ a TV tower called "Skyscraper Tower".A.stands

B.standing

C.which stands

D.stand 12.Either of you _____ going there tonight.A.will

B.was

C.is

D.are 13.You as well _____ right.A.I are

B.I am

C.as I am

D.as I are 14.All but Dick _____ in Cla Three this term.A.are

B.is

C.were

D.was 15.-- Shall I wait here for three hours?

--Yes.Three hours ___, __ t, , , , , o wait for such a doctor.A.are not very long for you

B.is not long enough fo, , , , , r you C.was not long enough for you

D.will be too long for you 16.Where to get the materials and how to get them _____ at the meeting.A.have not discued

B.have not been discued C.has not discued

D.has not been discued 17.I took mathematics and physics because I think that _____ very important for me to make further research in this field.A.what is

B.they are

C.this

D.which are 18.Every student and every teacher _____.A.are going to attend the meeting

B.have attended the meeting C.has attended the meeting

D.is attended the meeting 19.Three fourths of the bread _____ by Bob, and the rest of the bread _____ left on the table.A.was eaten/were

B.were eaten/was

C.were eaten/were

D.was eaten/was 20.This pair of shoes _____.A.is her

B.is hers

C.are hers

D.are her 21.There ______ no life on the moon.A.is said to have

B.are said to have

C.is said to be

D.are said to be 22.A group of ______ are eating ______ and ______ at the foot of the hill A.sheep; gra; leaves

B.sheeps graes leaves C.sheep; gra leaf

D.sheeps gra leafs 23.My family raise a lot of _______, including two______.A.cattles cows

B.cows cattle C.cattle cows

D.cow, cattles 24.What he says and what he does_______.A.does not agree

B.do not agree C.does not agree with D.not agree 25.The boy and the girl each ______ toys.A.have their own B.has their own C.have her own D.has her own 26.She is the only one among the ______ writers who ______stories for children.A.woman, writes B.women write C.women writes

D.woman write 27.The railway station is ______from our school.A.two hour`s drive

B.two hours` drive C.two hour drive D.two hours drive 28.Mike and John`s ______.A.father is a teacher

B.fathers are teachers

C.father are teachers

D.fathers are teacher 29.A great deal of talking and listening that ______ under casual circumstance may seem to be aimle.A.is occurred

B.are occurred

C.occurs

D.occur 30._______ the claroom needs to be cleaned.A.Either the offices or

B.The offices and

C.Both the office and

D.The office and 31.Three-fourths of the homework ______today.A.has finished B.has been finished C.have finished D.have been finished 32.More than 60 percent of the world’s radio programmes ______in England.A.is

B.was

C.are

D.be 33.______work has been done to improve the people`s living standard A.A great deal of

B.A great many

C.A large number of

D.Many 34.The rest of the magazines ______ within half an hour.A.is sold out

B.are sold out

C.was sold out

D.were sold out 35.There ______ a lot of sugar in the jar.A.has

B.have

C.is

D.are 36.“All ______present and all ______going on well”, our monitor said.A.is is

B.are, are

C.are is

D.is are 37.Yesterday the League secretary and monitor ______ asked to make a speech at the meeting.

A.is

B.was

C.are

D.were.38.Mary as well as her sisters ______ Chinese in China.A.are studying

B.have studied

C.studies

D.study 39.The rich______ not always happy.A.are

B.is

C.will

D.may 40.______can be done ______done.A.All, have been B.All that ,have been

C.All has

D.All that ,has been 41.Either of the plans ______equally dangerous.A.are

B.is C.has

D.have 42.The police ______the murderer everywhere when he suddenly appeared in a theatre.A.is searching

B.were searching for

C.are searching

D.was searching for 43.Your trousers ______dirty, you must have______ washed.A.is it

B.are it

C.are them

D.is them 44.The Olympic games ______held every four ______.A.is years

B.are years

C.is year

D.are year 45.He is the oly one of the students who______elected.A.are

B.have

C.has

D.is 46.______a good enough price for this book

A.Two yuans are B.Two yuan are

C.Two yuans is

D.Two yuan is 47.No bird and no beast ______in the lonely island A.are seen

B.is seen

C.see

D.sees 48.Every means ______prevent the water from______ A.are used to polluting

B.get used to polluting C.is used to , polluted

D.is used to ,being polluted 49.Each of the ______in the ship.A.paenger has his own room

B.paengers have their own room C.paenger have their own room

D.sengers has his own room 50.What we need ______good textbooks.A.is

B.are

C.have

D.has 51.What you said just now______to do with the matter we are discuing.

A.have something

B.has something

C.had something

D.was something 52.Either your parents or your elder brother ______to attend the meeting tomorrow.A.is

B.are

C.are going

D.have

53.Neither of the novels which ______popular with us ______been translated into Chinese.A.are has

B.are have

C.is have

D.is has 54.Every boy and every girl ______to attend the evening party.A.wish

B.wishes

C.hope

D.are hoping 55._______ has been done.A.nety—nine percents of the work

B.Half of what he promised C.Two-fifths of the articles

D.Three quarter of the busine

答案：

1-5 BDDDB

6-10 ABACD

11-15 ACDAB

16-20 DBCDB 21-25 CACBA

26-30CBACA

31-35 CCADC

36-40CBCAD

41-45 BBCBD

46-50 DBDDB

51-55 BAABB

第五章

动词不定式

1 不定式作宾语 1) 动词+ 不定式

afford, aim, appear, agree, arrange, ask, be, decide, bother, care, choose, come, dare, demand, desire, determine, expect, elect, endeavor, hope, fail, happen, help, hesitate, learn, long, mean, manage, offer, ought, plan, prepare, pretend, promise, refuse, seem, tend, wait, wish, undertake

The driver failed to see the other car in time.司机没能及时看见另一辆车。 I happen to know the answer to your question.我碰巧知道你那道问题的答案。

2) 动词+不定式；动词+宾语+不定式

ask, beg, choose, expect, hate, help intend like, love, need prefer, prepare, promise, want, wish

I like to keep everything tidy.我喜欢每件东西都保持整洁。 I like you to keep everything tidy.我喜欢你使每件东西都保持整洁。 I want to speak to Tom.我想和汤姆谈话。 I want you to speak to Tom.

我想让你和汤姆谈话。

3) 动词+疑问词+ to decide, know, consider forget, learn, remember, show, understand, see, wonder, hear, find out, explain, tell

Please show us how to do that.请演示给我们如何去做。

There are so many kinds of tape-recorders on sale that I can't make up my mind which to buy.有这么多的录音机，我都拿不定主意买哪一种。

注意

疑问词带不定式在句中作成分时，谓语动词用单数。如：The question is how to put it into practice.问题是怎样把它付诸实施。

2.不定式作补语

1) 动词+宾语+不定式(to do) advise, allow, appoint, believe, cause, challenge, command, compel, consider, declare, drive, enable, encourage, find, forbid, force, gue, hire, imagine, impel, induce, inform, instruct, invite, judge, know, like, order, permit, persuade, remind, report, request, require, select, send, state, suppose, tell, think, train, trust, understand, urge, warn

a.Father will not allow us to play on the street.父亲不让我们在街上玩耍。 b.We believe him to be guilty.我们相信他是有罪的。

Find 的特殊用法

Find 后可用分词做宾补，或先加形式宾语，再加形容词，最后加带to 的动词不定式。find后也可带一个从句。此类动词还有get，have。

I found him lying on the ground. I found it important to learn.

I found that to learn English is important.

典型例题

The next morning she found the man ___ in bed，dead.

A.lying

B.lie

C.lay

D.laying

答案：A.find的宾语后面，用分词或分词短语，起宾语补足语作用。现在分词表达主动，也表达正在进行，过去分词表达被动。

2) to + be 的不定式结构，作补语的动词。

acknowledge, believe, consider, think, declare(声称), discover, fancy(设想), feel, find, gue, judge, imagine, know, prove, see(理解), show, suppose, take(以为), understand

We consider Tom to be one of the best students in our cla.我们认为汤姆是班上最好的学生之一。

典型例题

Charles Babbage is generally considered ___ the first computer. A.to invent B.inventing

C.to have invented

D.having invented

答案：A.由consider to do sth.排除B、D。.此句只说明发明这一个事实，不定式后用原形即可。而C为现在完成时，发明为点动词一般不用完成时，且此处也不强调对现在的影响，因此不选C。

3) to be +形容词

seem, appear, be said, be supposed, be believed, be thought, be known, be reported, hope, wish, desire, want, plan, expect, mean

The book is believed to be uninteresting.人们认为这本书没什么意思。

4) there be+不定式

believe, expect, intend, like, love, mean, prefer, want, wish, undrstand

We didn't expect there to be so many people there.我们没料到会有那么多人在哪里。

注意

有些动词需用as 短语做补语，如regard, think believe, take, consider.We regard Tom as our best teacher.我们认为汤姆是我们最好的老师。 Mary took him as her father .玛丽把他当作自己的父亲。

3.不定式作主语

1) It's easy (for me) to do that.我做这事太容易了。

easy, difficult, hard, important, poible, impoible, comfortable, neceary, better; the first, the next, the last, the best, too much, too little, not enough

It's so nice to hear your voice.听到你的声音真高兴。

It's neceary for you to lock the car when you do not use it.当你不用车的时候，锁车是有必要的。

2) It's very kind of you to help us.他帮助我们，他真好。

kind, nice, stupid, rude, clever, foolish, thoughtful, thoughtle, brave, considerate(考虑周到的), silly, selfish(自私的)

It was silly of us to believe him.我们真愚蠢，竟然相信了他。

It seemed selfish of him not to give them anything.他不给他们任何东西，这显得太自私了。

注意

1) 其他系动词如，look，appear等也可用于此句型

2) 不定式作为句子成分时，动词用单数形式。

3) 当不定式作主语的句子中又有一个不定式作表语时，不能用It is„ to„的句型 (对)To see is to believe.百闻不如一见。(错)It is to believe to see.

It's for sb.和 It's of sb.1) for sb.常用于表示事物的特征特点，表示客观形式的形容词，如easy, hard, difficult,

interesting, impoible等：

It's very hard for him to study two languages.对他来说学两门外语是很难的。

2) of sb的句型一般用表示人物的性格，品德，表示主观感情或态度的形容词，如good, kind, nice, clever, foolish, right。

It's very nice of you to help me.你来帮助我，你真是太好了。

for 与of 的辨别方法

用介词后面的代词作主语，用介词前边的形容词作表语，造个句子。如果道理上通顺用of，不通则用for。如：You are nice.(通顺，所以应用of)。He is hard.(人是困难的，不通，因此应用for。)

4.不定式作表语

不定式可放在be动词后面，形成表语。例如： My work is to clean the room every day.His dream is to be a doctor.

5.不定式作定语

不定式做定语通常要放在被修饰的词后。例如： I have a lot of work to do.

So he made some candles to give light.

6.不定式作状语 1) 目的状语

To„ only to (仅仅为了), in order to, so as to, so(such)„ as to„ (如此„„以便„„) He ran so fast as to catch the first bus.他飞快地跑以便赶上第一班车。 I come here only to say good-bye to you.我来仅仅是向你告别。

2) 作结果状语，表事先没有预料到的，要放在句子后面。 What have I said to make you angry.He searched the room only to find nothing.

3) 表原因 I'm glad to see you.

典型例题

The chair looks rather hard, but in fact it is very comfortable to ___.A.sit

B.sit on

C.be seat

D.be sat on 答案：B.如果不定式为不及物动词，其后应有必要的介词。当动词与介词连用时，常位于"形容词+动词不定式"结构的末尾。

用作介词的to to 有两种用法：一为不定式+动词原形； 一为介词+名词/动名词, to 在下面的用法中是第二种，即to+ 名词/动名词：admit to承认，confe to承认，be accustomed to习惯于，be used to习惯于，stick to 坚持，turn to开始，着手于，devote oneself to 献身于，be devoted to 致力于， look forward to 盼望，pay attention to

注意

省to 的动词不定式

1) 情态动词 ( 除ought 外，ought to)： 2) 使役动词 let, have, make：

3) 感官动词 see, watch, look at, notice , observe, hear, listen to, smell, feel, find 等后作宾补，省略to。

注意

在被动语态中则to 不能省掉。

I saw him dance.=He was seen to dance.The bo made them work the whole night.=They were made to work the whole night.4) would rather，had better： 5) Why„ / why not„：

6) help 可带to，也可不带to, help sb (to) do sth：

7) but和except：but前是动词do时，后面出现的动词用不带to的动词不定式。 8) 由and, or和than连接的两个不定式，第二个to 可以省去：

9) 通常在discover, imagine, suppose, think, understand等词后，可以省去to be：He is supposed (to be) nice.他应该是个好人。举例：He wants to move to France and marry the girl.He wants to do nothing but go out.比较：He wants to do nothing but go out.He wants to believe anything but to take the medicine.

典型例题

1) ---- I usually go there by train.

---- Why not ___ by boat for a change?

A.to try going

B.trying to go

C.to try and go

D.try going

答案：D.why not 后面接不带to 的不定式，因此选D。 2) Paul doesn't have to be made ___.He always works hard.

A.learn

B.to learn

C.learned

D.learning

答案：B.make后接不带to 的动词不定式，当其用于被动时，to 不可省略。

动词不定式的否定式

Tell him not to shut the window„

She pretended not to see me when I paed by.我走过的时候，她假装没看见。

典型例题

1) Tell him ___ the window.

A.to shut not

B.not to shut

C.to not shut

D.not shut

答案：B。 tell sb to do sth 的否定形式为tell sb not to do sth.2) She pretended ___ me when I paed by.

A.not to see

B.not seeing

C.to not see

D.having not seen

答案：A。 pretend 后应接不定式。其否定形式为pretend not to do sth.。

3) Mrs.Smith warned her daughter ___ after drinking.A.never to drive

B.to never driver C.never driving

D.never drive

答案：A。warn sb to do sth.的否定形式为warn sb not to do sth.此处用的是否定词never.4) The boy wanted to ride his bicycle in the street，but his mother told him ____.

A.not to

B.not to do

C.not do it

D.do not to

答案：A。not to 为not to do it 的省略形式。可以只用to这个词，而不必重复整个不定式词组。及物动词do后应有名词、代词等，否则不对，因此B，D不对。 5) The patient was warned ___ oily food after the operation.A.to eat no

B.eating not

C.not to eat D.not eating 答案：C。warn一词要求后用不定式，此处为不定式的被动，否定形式为be warned not to do。

不定式的特殊句型too„to„

1) too„to

太„以至于„

He is too excited to speak.他太激动了，说不出话来。

---- Can I help you ? 需要我帮忙吗? ---- Well, I'm afraid the box is too heavy for you to carry it, but thank you all the same.不用了。这箱子太重，恐怕你搬不动。谢谢您。

2) 如在too前有否定词，则整个句子用否定词表达肯定， too 后那个词表达一种委婉含义，意 为"不太"。

It's never too late to mend.(谚语) 改过不嫌晚。

3) 当too 前面有only, all, but时，意思是：非常„ 等于very。 I'm only too pleased to be able to help you.我非常高兴能帮助你。 He was but too eager to get home.他非常想回家。

不定式的特殊句型so as to 1) 表示目的；它的否定式是so as not to do。

Tom kept quiet about the accident so as not to lose his job.汤姆对事故保持沉默是为了不丢掉他的工作。

Go in quietly so as not to wake the baby. 轻点进去，别惊醒了婴儿。 2) so kind as to ---劳驾

Would you be so kind as to tell me the time? 劳驾，现在几点了。

不定式的特殊句型Why not "Why not +动词原形"表达向某人提出建议，翻译为："为什么不„„?" "干吗不„„?" 例如：Why not take a holiday? 干吗不去度假?

不定式的时态和语态

时态\语态

主动

被动

一般式

to do to be done

进行式

to be doing

完成式

to have done to have been done 完成进行式

to have been doing

1) 现在时：一般现在时表示的动词，有时与谓语动词表示的动作同时发生，有时发生在谓语动词的动作之后。

He seems to know this.I hope to see you again.= I hope that I'll see you again.我希望再见到你。 2) 完成时：表示的动作发生在谓语动词表示的动作之前。 I'm sorry to have given you so much trouble.He seems to have caught a cold.3) 进行时： 表示动作正在进行，与谓语动词表示的动作同时发生。 He seems to be eating something.4) 完成进行时：

She is known to have been wreaking on the problem for many years.

动名词与不定式

1) 动名词与不定式的区别：

动名词表达的是： 状态，性质，心境，抽象，经常性，已发生的 不定式表达的是： 目的，结果，原因，具体，一次性，将发生的 2) 接不定式或动名词，意义相同。

3) 动名词与不定式语义不同的有11 组：

stop to do stop doing

forget to do forget doing

remember to do remember doing

cease to do cease doing

try to do try doing

go on to do go on doing

afraid to do

afraid doing

interested to do interested doing

mean to do mean doing

regret to do regret doing

begin/start to do begin/start doing

特殊词精讲

stop doing/to do stop to do 停止，中断做某事后去做另一件事。 stop doing 停止做某事。

They stop to smoke a cigarette.他们停下来，抽了根烟。 I must stop smoking.我必须戒烟了。

典型例题 She reached the top of the hill and stopped ___ on a big rock by the side of the path.

A.to have rested B.resting

C.to rest D.rest 答案：C。由题意可知，她到了山顶，停下来在一个路边的大石头上休息。因此，应选择"stop to do sth.停下来去做另一件事"。而不仅仅是爬山动作的终止，所以stop doing sth.不正确。 stop doing/to do

forget doing/to do forget to do 忘记要去做某事。 (未做) forget doing 忘记做过某事。

(已做) The light in the office is stil on.He forgot to turn it off.办公室的灯还在亮着，它忘记关了。(没有做关灯的动作) He forgot turning the light off.他忘记他已经关了灯了。( 已做过关灯的动作) Don't forget to come tomorrow.别忘了明天来。(to come动作未做)

典型例题

---- The light in the office is still on.---- Oh, I forgot___.A.turning it off

B.turn it off

C.to turn it off

D.having turned it off 答案：C。由the light is still on 可知灯亮着，即关灯的动作没有发生，因此用forget to do sth.而forget doing sth表示灯已经关上了，而自己忘记了这一事实。此处不符合题意。

remember doing/to do remember to do 记得去做某事

(未做) remember doing 记得做过某事

(已做) Remember to go to the post office after school.记着放学后去趟邮局。 Don't you remember seeing the man before? 你不记得以前见过那个人吗?

regret doing/to do regret to do

对要做的事遗憾。 (未做) regret doing

对做过的事遗憾、后悔。 (已做) I regret to have to do this, but I have no choice.我很遗憾必须这样去做，我实在没有办法。 I don't regret telling her what I thought.我不为告诉她我的想法而后悔。

典型例题

---You were brave enough to raise objections at the meeting. ---Well, now I regret ___ that.A.to do

B.to be doing

C.to have done

D.having done 答案：D。regret having done sth.对已发生的事感到遗憾。regret to do sth.对将要做的事感到遗憾。本题为对已说的话感到后悔，因此选D。

cease doing/to do cease to do

长时间，甚至永远停做某事。

cease doing

短时停止做某事，以后还会接着做。

That department has ceased to exist forever.那个部门已不复存在。 The girls ceased chatting for a moment when their teacher paed by.姑娘们在老师走过时，停了会聊天。

try doing/to do try to do

努力，企图做某事。

try doing

试验，试着做某事。

You must try to be more careful.你可要多加小心。

I tried gardening but didn't succeed.我试着种果木花卉，但未成功。

go on doing/to do go on to do 做了一件事后，接着做另一件事。 go on doing

继续做原来做的事。

After he had finished his maths，he went on to do his physics.做完数学后，他接着去做物理。 Go on doing the other exercise after you have finished this one.作完这个练习后，接着做其他的练习

be afraid doing/to do be afraid to do 不敢，胆怯去做某事，是主观上的原因不去做，意为"怕"；

be afraid of doing 担心出现doing的状况、结果。 doing 是客观上造成的，意为"生怕，恐怕"。

She was afraid to step further in gra because she was afraid of being bitten by a snake.她生怕被蛇咬着，而不敢在草丛中再走一步。

She was afraid to wake her husband.她不敢去叫醒她丈夫。 She was afraid of waking her husband.她生怕吵醒她丈夫。

be interested doing/to do interested to do

对做某事感兴趣，想了解某事。

interested in doing

对某种想法感兴趣，doing 通常为想法。

I shall be interested to know what happens.我很想知道发生了什么事。 (想了解) I'm interested in working in Switzerland.Do you have any idea about that? 我对在瑞士工作感兴趣。你想过这事吗?

(一种想法)

mean to doing/to do mean to do

打算、想

mean doing 意味着

I mean to go, but my father would not allow me to.我想去，但是我父亲不肯让我去。 To raise wage means increasing purchasing power.赠加工资意味着增加购买力。

begin(start) doing/to do begin / start to do sth

begin / start doing sth.1) 谈及一项长期活动或开始一种习惯时，使用doing.How old were you when you first started playing the piano? 你几岁时开始弹钢琴？ 2) begin, start用进行时时，后面动词用不定式to do I was beginning to get angry.我开始生起气来。

3) 在attempt, intend, begin, start 后接know, understand, realize这类动词时，常用不定式to do。 I begin to understand the truth.我开始明白真相。 4) 物作主语时

It began to melt.感官动词 + doing/to do 感官动词 see, watch, observe, notice, look at, hear, listen to, smell, taste, feel + do

表示动作的完整性，真实性；+doing 表示动作的连续性，进行性

I saw him work in the garden yesterday.昨天我看见他在花园里干活了。(强调"我看见了"这个事实) I saw him working in the garden yesterday.(强调"我见他正干活"这个动作)昨天我见他正在花园里干活。

典型例题

1) They knew her very well.They had seen her ___ up from childhood.A.grow

B.grew

C.was growing

D.to grow 答案：A.因题意为，他们看着她长大，因此强调的是成长的过程，而非正在长的动作，因此用see sb do sth 的句型。

2) The miing boy was last seen ___ near the river.

A.playing

B.to be playing

C.play

D.to play 答案：A.本题强调其动作，正在河边玩，应此用see sb.doing sth句型。

第六章 倒装结构

一 全部倒装

全部倒装是指将句子中的谓语动词全部置于主语之前。此结构通常只用与一般现在时和一般过去时。常见的结构有：

1.here, there, now, then, thus等副词置于句首, 谓语动词常用be, come, go, lie, run。例如：

1) There goes the bell.铃声渐渐消失了。

2) Then came the chairman.然后主席就来了

3) Here is your letter.这是你的信。

2.表示运动方向的副词或地点状语置于句首，谓语表示运动的动词。例如：

1) Out rushed a miile from under the bomber.轰炸机下面发出了一颗导弹。

2) Ahead sat an old woman. 注意：上述全部倒装的句型结构的主语必须是名词，如果主语是人称代词则不能完全倒装。例如：

1) Here he comes.他来了。

2) Away they went.他们走了。 二 部分倒装

部分倒装是指将谓语的一部分如助动词或情态倒装至主语之前。如果句中的谓语没有助动词或情态动词，则需添加助动词do, does或did，并将其置于主语之前。

1.句首为否定或半否定的词语，如no, not, never, seldom, little, hardly, at no time, in no way, not until„ 等。例如：

1) Never have I seen such a performance.我从来没看过这样的表演。

2) Nowhere will you find the answer to this question.你在哪儿都不会找到这个问题的答案。

3) Not until the child fell asleep did the mother leave the room.妈妈直到孩子睡着才离开房间。

注意：当Not until引出主从复合句，主句倒装，从句不倒装。

注意： 如否定词不在句首不倒装。例如：

1) I have never seen such a performance.我从来没看过这样的表演。

2) The mother didn't leave the room until the child fell asleep.妈妈直到孩子睡着才离开房间。

2.带有否定意义的词放在句首，语序需要部分倒装。常见的词语有： not , never , seldom , scarcely , barely , little , at no time , not only , not once , under on condition , hardly „ when , no sooner „than „等。例如：

1) Not only did he refuse the gift, he also severely criticized the sender.他不仅拒收了礼品，还狠狠批评了送礼的人。

2) Hardly had she gone out when a student came to visit her. 她刚要出门时有个学生来找她。

3) No sooner had she gone out than a student came to visit her.她刚要走时一个学生来看她。

注意：只有当Not only„ but also连接两个分句时，才在第一个分句用倒装结构。如果置于句首的Not only„ but also仅连接两个并列词语，不可用倒装结构。例如：

Not only you but also I am fond of music.我和你都喜欢音乐。

3.表示"也"、"也不" 的so, neither, nor放在句首时，句子作部分倒装。例如：

1) Tom can speak French.So can Jack.Tom能说法语，我也能。

2) If you won't go, neither will I.如果你不去，我也不去。

注意： 当so引出的句子用以对上文内容加以证实或肯定时，不可用倒装结构。意为"的确如此"。例如：

1) Tom asked me to go to play football and so I did.Tom让我去踢足球，我去了。

2) ---It's raining hard.---So it is.---雨下得很大。 ---的确很大。

4.only放在句首，强调状语（副词，介词短语或状语从句等），全句语序要部分倒装。例如：

Only in this way, can you learn English well.你只有用这种方法才能学好英语。

Only after being asked three times did he come to the meeting.他被请了三次才来开会。

注意：如果句子为主从复合句，则主句倒装，从句不倒装

Only when he is seriously ill, does he ever stay in bed.他只有病得非常严重时才会卧床休息。

三 as, though 引导的倒装句

as / though引导的让步从句必须将表语或状语提前 （形容词, 副词, 分词, 实义动词提前）。此时应注意：1) 句首名词不能带任何冠词；2) 句首是实义动词, 其他助动词放在主语后。如果实义动词有宾语和状语,随实义动词一起放在主语之前。例如：

Try hard as he will, he never seems able to do the work satisfactorily.尽管他愿意努力工作，但是他好像从来都不能令他的工作満意。

注意: 让步状语从句中，有though，although时，后面的主句不能有but，但是 though 和yet可连用。

四 其他部分倒装

1.so„ that 句型中的so 位于句首时，需倒装。例如：

So frightened was he that he did not dare to move an inch.他害怕得动都不敢动。

2.在某些表示祝愿的句型中，例如：

May you all be happy.望大家开心愉快。

3.在虚拟语气条件句中从句谓语动词有were, had, should等词，可将if 省略，把 were, had, should 移到主语之前，采取部分倒装。例如：

Were I you, I would try it again.如果我是你，我就再试一次。

第七章 定语从句

定语从句（Attributive Clauses）在句中做定语，修饰一个名词或代词，有时也可以修饰部分或整个句子。

被修饰的名词，词组或代词即先行词。定语从句通常出现在先行词之后，由关系词（关系代词或关系副词）引出。

关系代词有：who, whom, whose, that, which, as。

关系副词有：when, where, why, how。

关系代词和关系副词放在先行词和定语从句之间，起连接作用，同时又可做定语从句的一个成分。当关系代词做宾语时可以省略。

定语从句中的谓语动词必须在人称上和数量上和先行词保持一致。

定语从句分为限制性定语从句和非限制性定语从句。

1、关系代词引导的定语从句

1) who, whom, that 这些词代替的先行词是人的名词或代词，在从句中所起作用如下： Is he the man who/that wants to see you?（who/that在从句中作主语） He is the man whom/ that I saw yesterday.（whom/that在从句中作宾语）

2) whose 用来指人或物，（只用作定语，若指物，它还可以同of which互换），例如：

Please pa me the book whose (of which) cover is green.3) which, that 它们所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等，例如： A prosperity which / that had never been seen before appears in the countryside.（which / that在句中作宾语）

The package (which / that) you are carrying is about to come unwrapped.(which / that在句中作宾语)

关系代词that和which 都可以指物，that 和Who 都可以指人，其用法区别：

不用that的情况：

a) 在引导非限定性定语从句时

(错)The tree, that is four hundred years old, is very famous here.b) 介词后不能用

We depend on the land from which we get our food.c) 多用who 的情况 ①关系代词在从句中做主语

A friend who helps you in time of need is a real friend.②先行词为those, people 时

Those who were either fools or unfit for their offices could not see the cloth.③先行词为all, anyone, ones, one 指人时

One who doesn't work hard will never succeed in his work.④在There be句型中

There is a stranger who wants to see you.⑤在被分隔的定语从句中

A new teacher will come tomorrow who will teach you German.⑥在有两个定语从句的句子中，其一用who，其二用that,但若先行词后接两个以上的并列定语从句时，后一个必须重复前一个关系代词。

The student who was praised at the meeting is the monitor that is very modest and studies very hard.There is a teacher who is always ready to help others and who enjoys what he does.

2) 只能用that作为定语从句的关系代词的情况 a)在不定代词，如：anything, nothing, everything, all, much, few, any, little等作先行词时，只用that，不用which。

All that is needed is a supply of oil.

Finally, the thief handed everything that he had stolen to the police.b)先行词有the only, the very, the just修饰时，只用that。

He is the very man that helped the girl out of the water.c)先行词为序数词(the last)、数词、形容词最高级时，只用that。

The first English book that I read was "The Prince and the Pauper" by Mark Twin.d)先行词既有人，又有物时。

He talked about the teachers and schools that he visited.e)当主句是以who 或which 开始的特殊疑问句时，用that 以避免重复。 Who is the person that is standing at the gate.f)关系代词在从句中做表语

He is not the man that he used to be.

2、关系副词引导的定语从句

关系副词可代替的先行词是时间、地点、方式或理由的名词，在从句中作状语。 关系副词when, where, why, how的含义相当于"介词+ which"结构，因此常常和"介词+ which"结构交替使用，例如：

There are occasions when (on which) one must yield.Beijing is the place where (in which) I was born.

Is this the reason why (for which) he refused our offer?

I'm surprised the way how (by which) he works out the problem.

注意：

①在非限制性定语从句中，"介词+ which"结构不能代替关系副词。

如：They set up a state for their own , where they would be free to keep Negroes as slaves.②含有介词短语的动词一般不能拆开，介词仍放在动词后面。 Is this the book which (that) she was looking for?

3、名词/数词/代词 /形容词最高级 + 介词 + 关系代词引导定语从句 She has written a book , the name of which I have forgotten.There are fifty-five students in our cla , all of whom are working hard.There are five continents in the world , the largest of which is Asia.

4、as, which 引导非限定性定语从句的差别

由as, which 引导的非限定性定语从句，as和which可代整个主句，相当于and this或and that。As一般放在句首，which在句中。

As we know, smoking is harmful to one's health.The sun heats the earth, which is very important to us.as可引导非限制性从句，常带有“正如”的意思。 As is know, smoking is harmful to one's health. 用法区别：

(1) as 引导的定语从句可置于句首，而which不可。

As we all know, he never smokes.(2) as 代表前面的整个主句并在从句中作主语时，从句中的谓语必须是系动词；若为行为动词，则从句中的关系代词只能用which。

(3)非限定性定语从句中出现expect, think, suppose 等表示猜测、想象、预料等时。 She succeeded in her doing the research work , as we expected.(4)As 的用法 the same„ as; such„as 中的as 是一种固定结构, 和„„一样„„。 I should like to use the same tool as is used here.We should have such a dictionary as he is using.

定语从句语法专项练习习题精选

用适当的关系词填空：

1.I still remember the night _______I first came to the house.2.I'll never forget the day________

we met each other last week.3.Mr Black is going to Beijing in October, _______is the best season there.4.I will never forget the days _______I spent with your family.5.I'll never forget the last day______ we spent together.6.This is the school ______I used to study.

7.Do you still remember the place______ we visited last week? 8.Do you still remember the place_______ we visited the painting exhibition? 9.Have you ever been to Hangzhou,_____is famous for the West Lake? 10.Have you ever bee to Hangzhou, ______lies the West Lake? 11.Tom will go to Shanghai,______live his two brothers.12.I live in Beijing,____is the capital of China.13.There was a time ______there were slaves in the USA.14.It is the third time ______you have made the same mistake.15.It was in the street _____I met John yesterday.16.It was about 600 years ago____the first clock with a face and an hour hand was made.17.The moment _____I saw you, I recognized(认出)you.18.This is the very novel about____we've talked so much.19.This is the way____he did it.20.Who is the student _____was late for school today? 21.Who _____knows him wants to make friends with him? 22.What else was there in my brother____you didn't like? 23.He lives in the room____window faces to the south.24.He lives in the room, the window_____faces to the south.25.This is Mr.John for____son I brought a book yesterday.26.This is Mr.John for_____I bought a book yesterday.27.This is the hour_____the place is always full of women and children.28.And there is one point ______I'd like your advice.29.Winter is the time of year______the days are short and nights are long.30.I hope you will find this valley a beautiful place____you may spend your weekend. KEYS:

1.when

2.when 3.which

4.that/which

5.that 6.where

7.that/which 8.where 9.which

10.where 11.where

12.which 13.when

14.that

15.that 16.that

17.(that)

18.which

19.(that/in which)

20.that 21.that

22 that

23.whose

24.of which

25.whose 26.whom

27.when

28.that

29.that

30.where

第八章 被动语态

一、语态概述

英语的语态是通过动词形式的变化表现出来的。英语中有两种语态：主动语态和被动语态。

主动语态表示主语是动作的执行者。巧记为：主动、主动、主去动。

被动语态表示主语是动作的承受者，即行为动作的对象。巧记为：被动、被动、主被动。例如：

English is spoken by many people.主语English是动词speak的承受者。

主动态和被动态指的是动词形式，是词法概念；而主动句和被动句则指的是句子结构，从而是句法概念。所谓主动句就是由主动态动词(词组)作谓语动词的句子，而被动句则是由被动态动词(词组)作谓语动词的句子。例如：

He opened the door.他开了门。(主动句)

The door was opened.门被开了。(被动句)

二、被动语态的构成

被动语态由“助动词be＋及物动词的过去分词”构成。人称、数和时态的变化是通过be的变化表现出来的。现以teach为例说明被动语态在各种时态中的构成。

一般现在时：am／is／are＋taught

一般过去时：was／were＋taught

一般将来时：will／shall be＋taught

现在进行时：am／is／are being＋taught

过去进行时：have／has been＋taught

现在完成时：have／has been＋taught

记忆歌诀：被动语态be字变，过去分词跟后面。

注意：区分被动语态与“be+过去分词”结构

be+过去分词”并不一定都是被动语态，有时是系表结构。当“be+过去分词”表示动作时为被动语态，be是助动词，be后面的过去分词是主要动词，动作的对象是主语；当“be +过去分词”表示主语所处的状态时为系表结构，be是连系动词。be后面的过去分词是表语，相当于形容词。其区分办法如下：

1 如果强调动作或句中有介词by引导出动作的执行者，该句一般为被动语态，否则为系表结构。例如:The gla is broken.玻璃杯碎了。(系表结构) The gla was broken by the boy.玻璃杯被那男孩打碎了。(被动语态)

2 如果句中有地点、频率或时间状语时，一般为被动语态。如：The magazine is published in Shanghai.这家杂志出版于上海。(被动语态)The door is locked.门锁着。(系表结构)The door has already/just been locked.门已经/刚刚被锁上。(被动语态)The shop is opened.这家商店开门了。(系表结构) The shop is opened at 8 a.m.everyday.这家商店每天上午八点开门。(被动语态)

3 被动语态除用于一般时态和完成时态外，还可以用于其他各种时态，而系表结构中的系动词be只有一般时态和完成时态。

三、被动语态的用法

1 不知道或没有必要说明动作的执行者是谁。例如：

1) Some new computers were stolen last night.

一些新电脑在昨晚被盗了。(不知道电脑是谁偷的)

2) This book was published in 1981.这本书出版于1981年。

2 强调动作的承受者，而不强调动作的执行者。例如：

1) This book was written by him.这本书是他写的。

2) Eight hours per day for sleep must be guaranteed.每天8小时睡眠必须得到保证。

记忆歌诀：谁做的动作不知道，说出谁做的没有必要；动作承受者需强调，被动语态运用到。

四、主动语态变被动语态的方法

1 把主动语态的宾语变为被动语态的主语。

2 把谓语变成被动结构(be＋过去分词)，根据被动语态句子里的主语的人称和数，以及原来主

动语态句子中动词的时态来决定be的形式。

3 把主动语态中的主语放在介词by之后作宾语，将主格改为宾格。例如：

1) All the people laughed at him.= He was laughed at by all people.

2) They make the bikes in the factory.= The bikes are madeby themin the factory.

记忆歌诀：宾变主，主变宾，by短语后面跟。谓语动词变被动，be后“过分”来使用。

五、含有情态动词的被动语态

含有情态动词的主动句变成被动句时，由“情态动词＋be＋过去分词”构成，原来带to的情态动词变成被动语态后“to”仍要保留。

记忆歌诀：情态动词变动，情态加be加“过分”，原来带to要保留。例如：

1) We can repair this watch in two days.= This watch can be repaired in two days.

2) You ought to take it away.= It ought to be taken away.

3) They should do it at once.= It should be done at once

第9讲祈使句

一.祈使句的句式特征

祈使句常常是表达说话人对对方的劝告、叮嘱、请求或命令等。因此，祈使句中一般没有主语，但根据其句意，实际上是省略了主语you。祈使句句末用感叹号或句号，朗读时，常用降调。在表达请求或劝告时，在祈使句前或句末可加, 上please，以使句, 子的语气更加缓和, 或客气。祈使句一般没有时态的变化，也不能与情态动词连用。例如：

Keep off the gra!勿踩草地！

Put the boxes in the small room.把那些盒子放到那个小房间里。

二.祈使句的肯定句式

祈使句的肯定句式一般分为以下三种类型：

1.行为动词原形＋其他成分。例如：

Make sentences after the model.根据例句造句。

2.Be动词＋其他成分（形容词、名词或介词短语等）。例如：

Be careful when croing the street.过马路时要小心。

3.Let, ＋宾语＋动词原, 形＋, 其他, 成分, 。例如：

Let him go back now.让他现在回去吧。

三.祈使句的否定句式

祈使句的否定句式，通常情况下在句首加上Don’t或Never，一般分为以下四种类型：

1.在祈使句的肯定句式前加Don’t，构成“Don’t＋行为动词原形＋其他成分”。例如：

Don’t say that again!别再那样说了！

2.在Be动词引起的肯定祈使句前加Don’t，构成“Don’t be＋其他成分（形容词、名词或介词短语等）”。例如：Don’t be carele.不要粗心。

注意：在这种句型中be不能省略；否定副词not不可置于be之后。

3.Let引起的祈使句的否定形式有两种：（1）Let开头的祈使句，如果后面跟第

一、第三人称名词或代词的宾格，可在Let前加Don’t，也可在Let后宾格的名词或代词后面加not。（2）如果以Let’s开头的祈使句，必须在Let’s后加not。例如：

Don’t let me go with her tomorrow.＝Let me not go with her tomorrow.

不要让我明天跟她一起去。

Let’s not tell her the truth whenever we meet her.

无论什么时候我们碰到她，都不要告诉她真相。

4.在公共场合的提示语中，否定祈使句常用“No＋名词/V-ing形式”结构，表示“禁止做某事”。例如：

NO PHOTOS! 禁止拍照！

四.祈使句的反意问句

祈使句的反意疑问句须按其句子结构及讲话人的语气来决定其疑问部分。通常有以下三种形式：

1.祈使句为肯定句式，其反意疑问句表示请求时，通常用will you；表示邀请、劝说时，用won’t you。例如：

Be sure to write to us, will you?你一定要给我们写信，好吗？

Come to have dinner with us this evening, won’t you?

今晚来和我们一起吃饭，好吗？

2.祈使句为否定句式，其反意疑问句通常只用will you。例如：

Don’t smoke in the meeting room, will you?

不要在会议室抽烟，好吗？

3.Let开头的祈使句构成反意疑问句时，除Let’s用shall we外，其他均用will you。例如：

Let the boy go first, will you?让个那男孩先走，好吗？

Let’s take a walk after supper, shall we?

晚饭后我们去散步，好吗？

五.祈使句的回答

祈使句的动作通常是表示将来发生的动作，所以回答祈使句时，一般用will或won’t。在回答具有否定意义的祈使句时，要注意两点：一是“形式一致”，即Yes与will保持一致；No与won’t保持一致。二是“意思相反”，即Yes是“不”的意思；No是“是”的意思。在回答时，要注意分析上下文语境中所提供的条件。例如：

--- Don’t go out, please.It’s raining heavily outside.

请不要出去。外面雨下得很大。

---- Yes, I will.I have to meet my brother at the airport. 不行，我得去机场接我弟弟。

六.祈使句与陈述句的并列使用

祈使句后接陈述句时，须用连接词连接。如果祈使句与陈述句表示的是一种顺承关系时，要用并列连词and来连接；如果祈使句与陈述句存在一种否定条件关系时，要用并列连词or来连接。例如：

Leave it with me and I will see what I can do.

把它留给我吧，我想想有没有办法。

Hurry up, or we’ll be late.

快点，否则我们要迟到了。

七.祈使句与条件状语从句的连用

祈使句与条件状语从句连用时，条件状语从句可置于祈使句前或后。例如：

Tell him to make a phone call to me if he comes here tomorrow.

如果他明天来这儿的话，叫他给我来个电话。

八.祈使句的强调形式

祈使句的强调形式通常在肯定祈使句式前加上助动词Do（Do在句中无意义）。例如：

Do shut up!快住口！

九.特殊形式的祈使句

在英语中，有些祈使句不是以动词原形来引起一个祈使句，而是以一个名词短语来充当，且后接一个带有并列连接词的分句。实际上，这个充当祈使句的名词短语相当于一个条件状语从句。例如：

More water and the young trees couldn’t have died.＝If you had given them more water, the young trees couldn’t have died.

如果你给那些小树多浇点水，他们就不会死了。

十.运用祈使句的误区

祈使句往往容易与不定式、分词或条件状语从句相混淆。在平时的练习或测试中，如果稍不留神，就会出错。因此，要认真审题，认真分析句子结构，并根据上下文语境，作出正确判断。例如：

___________ your composition carefully, some spelling mistakes can be avoided.

A.Having checkedB.Check

C.If you checkD.To check

析：如果空白处选填B（Check）项，则视为祈使句，但后一分句前没有并列连接词and连接；如选A或D项（分词或不定式），句中逻辑主语some spelling mistakes又不能执行这个动作，故均不符合句子结构。因此，只有C项（条件状语从句）符合句子结构及句意。

第十章感叹句

。

感叹句：一般是用来表示说话时的喜悦、惊讶等情感。英语感叹句常用"what"和"how"引导，"what"和"how"与所修饰的词置于句首，其它部分用陈述句语序。

感叹词 修饰对象 感叹部分 主语 谓语+其他！

How（副词） 修饰形容词 How nice How nice a girl the girl she is! is!

修饰副词 How well How hard the boy the workers Is swimming! are working! 修饰动词 How =what the flowers How =how fast She she he he Loves the flowers! loves! runs! runs! What（形容词） 修饰单数可数名词 What a nice girl =How nice a girl Jenny Jenny Was! was!

修饰复数可数名词 What nice girls They Were! 修饰不可数名词 What fine weather what dirty water It he Is! drank!

感叹句的特殊形式

感叹句还可由陈述句、疑问句、祈使句，甚至一个词组及单词构成。例如： There was no face showing! He’s such a nice boy!

The Great Wall is a magnificent building! Isn’t it snowing heavily! Wonderful! Nonsense! Happy New Year to you! Cheer!

第十一章疑问句

疑问句（Interrogative Sentence） ：

定义：表达疑问（亦即发问）或请求的句子叫做疑问句。例：

Is he a friend of your brother's?

（他是你哥哥的朋友吗？——发问）

Can you do this for me?

（你能替我做这件事吗？——请求）

疑问句的句末必须使用问号（Question mark）“？”来标示问句的结束。

疑问句：可分为一般疑问句、特殊疑问句、选择疑问句、反意疑问句和否定疑问句。

种类 特征 语调 举例 回答

一般疑问句 系+主+表+？

助动词+主+动+？ 升调 Are you from London? Do you speak Ruian? 用yes, no回答

特殊疑问句 疑问词+系+表+？

疑问词+助+主+动+？ 降调 How are you feeling? When will you get there? 直接回答，不用yes或no

选择疑问句 一般问句：系+主+表+„or„？

助+主+动+„or„？ Or前升调。Or后降调 Is he tall or short? Does he stay home or go there? 直接回答问句中一个，不用yes, no

特殊问句：疑问词+系+主+„or„？ 第一部分用降调，第二部分or 前升调，or后降调 Which is bigger, the sun or the moon? Who runs faster, Tom or Peter? 选一个答案，不用yes, no 反意疑问句 陈述部分肯定：陈述，助（系）+not+主？ 陈述部分用降调，一问部分用升调 It is raining, isn’t it? You did it, didn’t you? 答案肯定时用yes，否定时用no

陈述部分否定：否定陈述句，助（系）+主+？ 如对陈述肯定，可用降调 It isn’t fine, is it? They haven’t come, have they? 否定疑问句 系+not+主+表？

助+not+主+动+？ 表示惊异用升调。赞叹、责难用降调 Aren’t they beautiful? Won’t you come in for a minute?

第十二章 名词

在英语中，名词用以表示人或事物的名称，是各级各类考试的热点之一，主要测试考生辨析近义词和近形词的能力。名词不但有单复数的变化，而且有普通名词和专有名词之分，还有用法独待的所有格形式。

1.名词复数的规则变化

情况 构成方法

读音 例词

一般情况

加 -s

1.清辅音后读/s/;2.浊辅音和元音后读 /z/; book---books bag---bags car----cars

以s, sh, ch, x等结尾的词

加 -es 读 /iz/

bus-buses

watch-watches 以ce,se,ze,

(d)ge等结尾的词 加 -s 读 /iz/

license-licenses

以辅音字母+y结尾的词

变y 为i 再加es 读 /z/ baby---babies

2.名词复数的不规则变化

1) 以y结尾的专有名词，或元音字母+y 结尾的名词变复数时，直接加s变复数。

如： two Marys the Henrys

monkey---monkeys

holiday---holidays

比较： 层楼：storey ---storeys

story---stories

2) 以o 结尾的名词，变复数时：

a.加s，如： photo---photos

piano---pianos

radio---radios

zoo---zoos；

b.加es，如：potato--potatoes tomato--tomatoes

c.均可，如：zero---zeros / zeroes

3) 以f或fe 结尾的名词变复数时：

a.加s，如： belief---beliefs roof---roofs

safe---safes

gulf---gulfs；

b.去f,fe 加ves，如：half---halves

knife---knives leaf---leaves wolf---wolves

wife---wives life---lives thief---thieves；

c.均可,如： handkerchief: handkerchiefs / handkerchieves

3.不可数名词数的表示方法 1）物质名词

a.当物质名词转化为个体名词时。

比较：Cake is a kind of food.蛋糕是一种食物。 (不可数) These cakes are sweet.这些蛋糕很好吃。 (可数)

b.当物质名词表示该物质的种类时，名词可数。

This factory produces steel.(不可数)

We need various steels.(可数)

c.当物质名词表示份数时，可数。

Our country is famous for tea.

Two teas, please.请来两杯茶。

我国因茶叶而闻名。

2） 抽象名词有时也可数。

four freedoms 四大自由

the four modernizations四个现代化

物质名词和抽象名词可以借助单位词表一定的数量。

如： a gla of water 一杯水

a piece of advice 一条建议

4.定语名词的复数

名词作定语一般用单数，但也有例外。

1) 用复数作定语。 如：

sports meeting 运动会

students reading-room 学生阅览室

talks table 谈判桌

the foreign languages school外语学校

2) man, woman, gentleman等作定语时，其单复数以所修饰的名词的单复数而定。

如：men workers

women teachers gentlemen officials

3) 有些原有s结尾的名词，作定语时，s保留。

如：goods train (货车)

arms produce 武器生产

4) 数词+名词作定语时，这个名词一般保留单数形式。

如：two-dozen eggs 两打/（二十四个鸡蛋）

a ten-mile walk 十里路

two-hundred trees 两百棵树

a five-year plan.一个五年计划

5.不同国家的人的单复数

名称 总称(谓语用复数) 一个人

两个人

中国人 the Chinese a Chinese two Chinese 俄国人 the Ruians a Ruian two Ruians

瑞士人 the Swi

a Swi two Swi

澳大利亚人 the Australians

an

Australian two Australians 意大利人 the Italians an Italian

two Italians

希腊人

the Greek a Greek two Greeks 法国人

the French a Frenchman two Frenchmen 日本人

美国人

加拿大人 印度人

the Japanese a Japanese

two Japanese

the Americans an American two Americans

the Canadians a Canadian two Canadians

the Indians an Indian two Indians

英国人

the English an Englishman two Englishmen 瑞典人

the Swedish a Swede two Swedes 德国人

the Germans a Germans two Germans

6.名词的格

在英语中有些名词可以加"'s"来表示所有关系，带这种词尾的名词形式称为该名词的所有格，如：a teacher's book。名词所有格的规则如下：

1）单数名词词尾加"'s"，复数名词词尾没有s，也要加"'s"，如the boy's bag 男孩的书包，men's room 男厕所。

2）若名词已有复数词尾-s ，只加"'"，如：the workers' struggle 工人的斗争。

3） 凡不能加"'s"的名词，都可以用"名词+of +名词"的结构来表示所有关系，如：the title of the song 歌的名字。

4）在表示店铺或教堂名字或某人的家时，名词所有格的后面常常不出现它所修饰的名词，如：the barber's 理发店。

5） 如果两个名词并列，并且分别有's，则表示"分别有"；只有一个's，则表示'共有'。

如：John's and Mary's room（两间）

John and Mary's room（一间）

6） 复合名词或短语，'s 加在最后一个词的词尾。

推荐第10篇：高中英语语法改错题

I have just got some good news to tell to you.I win a national prize for painting last week.My father was so pleasing that he suggested I went to England for a holiday.I’d like to staying there for half a month, visiting place of interest or practicing my English as well.We’ve been often writing to each for a year and a half now.I have often dreamed of talk face to face with you.I imagine you’ll be at vacation yourself by that time.Perhaps we could go out to do some sightseeing together.

答案：改错I have just got some good news to tell to （去掉to）you.I win(won) a national prize for painting last week.My father was so pleasing(pleased) that he suggested I went(go) to England for a holiday.I’d like to staying(stay) there for half a month, visiting place(places) of interest or(and) practicing my English as well.We’ve been often writing to each (加other) for a year and a half now.I have often dreamed of talk(talking) face to face with you.I imagine you’ll be at(on) vacation yourself by that time.

Perhaps we could go out to do some sightseeing together.

Ladies and gentlemen, May I have your attentions, please? In Saturday, July 27th, there will have a few visits to different places.Everyone is welcomed.All the visitors will be divided into four groups.Each group of visitors can visit one of the place – a factory, a farm, a school or a hospital.Please you sign your name at the Service Desk before 9: 00 a.m.and say what place you wish to visit.We’ll set out after the breakfast at 8 and we will return in the afternoon.We will have lunch at place of visit. We hope you a pleasant journey.That’ s all. Thank you.答案

Attentions改为 attention In 改为 On Have 改为 be welcomed改为 welcome place 改为 places Please you改为Please say what place 改为say which place after the breakfast 改为after breakfast at place 改为 at one place We hope改为We wish

第11篇：高中英语语法说课稿

高中英语语法说课稿

教学目标: 1.了解感知动词过去分词做宾语补足语。 2.记忆能在其后加宾补的常用动词。 3.学会使用过去分词做宾补。

学习重点：过去分词做宾补的使用。 考纲规定：

过去分词做宾补是高考必考的内容之一。出现的形式主要以单项选择题为主，在阅读，完型等题目当中也有所体现。学习内容能够接过去分词作宾补的三类动词： 1.表示感觉或心理状态的动词。如：see, watch, observe, look at, hear, listen to, feel, notice, think等。

2.表示“致使，使役意义的动词。如：have, make, get, keep, leave等。 3.表示“希望”、“要意义的动词。如：like, order, want, wish, expect等后用 “vt + ( to be )+pp”。

4，做各种形式的习题让学生了解并使用这一语法现象。 语法分析

：这一语法现象并不是很难，但是很常用，无论在日常的阅读过程中，还是在将来高考的时候都可以见到，所以不可不学，但也不必死学，毕竟重点和难点是练习使用这种语法。所以出题时，既要有代表性，又要前连后衔，触类旁通，举一反三。

学情分析：高二的学生已经具备一定自主学习能力，所以在教学设计时，要考虑充分发挥他，们的主观能动性，让他们做学习的主人，老师只是给予适当的点拨和纠正，就可以顺利完成学习任务。 学习方法：自主学习，合作探究。 辅助教具：多媒体教学设计理念：呈现，练习，成果。（3p） 教学过程：

1.导入。呈现课文中出现的过去分词作宾补的句子，让学生找出这几个句子的共同点，并归纳语法现象。 2.过去分词作宾补表示的意义。组织学生们自己读，自己记，同桌间互相检查，老师抽查。 3.习题练习：

1）用所给单词的正确形式填空。学生两人一组合作完成，各小组派一人起来 说出答案。 2）单项选择题，共

10个题。学生四人一组，合作讨论，探究结果，展示汇报，学生评判，

陈述理由3）高考链接。选择2-4个比较简单的高考真题让学生试做，初步感受高考出题思路 4）处理学案上的习题，加深过去分词做宾语补足语的理解和应用。 4.作业。笔头总结过去分词做宾语补足语的意义，并做相关练习。

第12篇：高中英语语法卷

1 高三语法复习9

1.Visiting fast-food restaurants frequently has made him_____ overweight.

A.a bit of

B.bits of

C.some bit

D.a bit 2.She exchanged her ski suits ______ Billy\'s fashionable dre.

A.by

B.with

C.for

D.into 3.The new policy ______ the minds of the British public.

A.has not been impreed by

B.has not impreed itself on

C.has not been impreed itself on

D.has not impreed with 4.Local farmers earn a large sum of money more than twice _____ rice growers make elsewhere.

A.that of

B.which

C.what

D.those 5.The law requires that the location ______ three criteria.

A.will meet

B.meets

C.must meet

D.meet 6.They seemed to have established ______.

A.chain store of some kind

B.some kind of a chain store

C.a chain store of some kind

D.some kind of the chain store 7.Economic reforms have _____ improved people\'s living standards.

A.further

B.farther

C.by far

D.far 8.I really appreciate ______ to relax with you on this nice island.

A.to have had time

B.having time

C.to have time

D.to having time 9.Mr.Potts described ____ the practical joke his colleagues had played on him.

A.detailed

B.in detail

C.to detail

D.the detail 10.____ seems to be strong competition for young people to enter universities.

A.It

B.That

C.There

D.Here 11.-- Bob has gone to California, I hear.

-- Oh, I wonder when he _______.

A.has left

B.leaves

C.left

D.was leaving 12.-- The problem wasn\'t difficult for him, was it?

-- ______ .He should have been given a more difficult one.

A.No, it was

B.Yes, it was

C.Yes, it wasn\'t

D.No, it wasn\'t 13.-- Isn\'t John here yet?

-- No, ______ , he is late.

A.Much surprising me

B.Much to surprise me

C.Much to my surprise

D.To my much surprise 14, After several months of training, they were made entirely used _____

underwater.

A.to stay

B.to staying

C.staying

D.stayed 15.It was not until the bill was looked through that _____ the money,

A.did he pay

B.would he pay

C.he has paid

D.he paid

2 16.These houses are sold at such a low price _____ people expected.

A.like

B.as

C.than

D.that 17.He let me repeat his instruction _____ sure that I understand what was

after he went away.

A.to make; to be done

B.making; doing

C.to make; doing

D.making; to do 18.If-their wages are very small, they will be free _____ income tax.

A.with

B.about

C.to

D.of 19.-- Which do you prefer, Chinese food or Italian food?

-- Well, I\'ll have Italian food ______.

A.for the change

B.for a change

C.as a change

D.as change 20.-- You\'ve left the light on.

-- Oh, so I have.______ and turn it off.

A.I\'ll go

B.I\'ve gone

C.I go

D.I\'m going 21.-- What is that building?

-- ______ the garden equipment is stored.

A.It is for

B.That\'s where

C.There is

D.The building is 22.It seemed that the young man would rather remain unemployed than ____

a blue-collar job.

A.pursue

B.to pursue

C.pursuing

D.pursued 23._____ adding pleasure to a meal, drinking moderate alcohol can promote health.

A.Except for

B.Except

C.Despite

D.Besides 24.The restaurant will provide a diet that _____ control weight and promote health without denying us the pleasure of food.

A.should

B.can

C.must

D.might 25.Each year more new cases of AIDS arise in South Africa than _____

combined.

Al in any other country

B.in all other countries

C.all other countries

D.any other country 26.Early humans moved in groups from ____ place to ____ place in search of

food.

A.a; a

B.the; the

C./; /

D.one; the other 27.As farmers, they had to plant crops in time to harvest ____ before winter.

A.themselves

B.those

C.them

D.it 28._____ wooden buildings helps protect them from damage due to the weather.

-A.By painting

B.Painting

C.Painted

D.That painting

3 29. _____ as 2500 B.C., the Egyptians used mirrors made of highly polished metal.

A.As early

B.Early

C.In early

D.So early 30._____ can be seen from the charts, this year they have built more houses than they did last year.

A.That

B.Which

C.As

D.What 31.He is a more efficient worker than______.

A.his brother does

B.does his brother

C.is his brother

D.his brother has 32.She looks as if ______ Call the doctor.

A.she is seriously ill

B.she were seriously ill

C.she had been seriously ill

D.she will be seriously ill 33.He looks as though ______ Actually he is a worker in a factory.

A.he is a student

B.he were a student

C.he has been a student

D.he had been a student 34.-- Is my car ready?

-- Is it the one ______ there ?

A.to be painting

B.being painted

C.having been painted

D.painting 35.We found _____ likely that the visitors had been delayed by the fog.

A.this

B.that

C.it

D.them 36.A few minutes earlier and we ______ the train.

A.have caught

B.had caught

C.could have caught

D.were to have caught 37.______ of the planets has an atmosphere around it.

A.Not all

B.Not every one

C.Any one

D.Not everyone 38.They were surprised to see there _____ such ____ audience at the theatre.

A.were; a large

B.were; many

C.was; much

D.was; a large 39.Excuse me, would it bother you ____ I talked to you for just a moment?

A.that

B.what

C.if

D.whether 40.After the bomb explosion almost nothing remained _____ the building.

A.with

B.to

C.of

D.upon 41.______ , the gray wolf nearly disappeared from the wilds.

A.To be trapped and shot

B.Having trapped and shot

C.Trapped and shot

D.Trapping and shooting 42.Some scientists blame the Earth\'s sudden and violent changes ____

supernatural agents.

A.for

B.on

C.of

D.with

4 43.One of his longest _____ dreams was to find the remains of the wrecked ship.

A.holding

B.hold

C.held

D.being held 44.The hard truth is that ____ Tom ____ his twin brother has yet done enough to get a paing grade for the course.

A.both; and

B.either; or

C.neither; nor

D.not only; but 45.But even for him there _____ , after eight months of travelling,

it looked as if the whole adventure would end sadly.

A.a moment arrived; when

B.a moment arrived; since

C.arrived a moment; when

D.arrived a moment; since 46.All the students expected there _____ more revision before the final exam.

A.be

B.having been

C.being

D.to be 47.The water is so clear that it seems you may without the least difficulty ____

of the fish in the river.

A.touching any one

B.touch any one

C.touching anyone

D.touch anyone 48.They were two _____ from the village, neither of whom was a fireman..

A.Evans

B.Evans\'s

C.Evanses

D.Evan 49.Girl students, _____ , are ahead of boy students in learning a foreign language.

A.if anything

B.if something

C.if any

D.if some 50.-- Bob boasts he is second to none as a dancer.

-- Who does he think ______ is ?

A.him

B.he

C.himself

D.his

1.D 2.C 3.B 4.C 5.D 6.C 7.A 8.B 9.B 10.C

11.C 1-2.D 13.C 14.B 15.D 16.B 17.A 18.D 19.B 20.A

21.B 22.A 23.D 24.B 25.B 26.C 27.C 28.B 29.A 30.C

31.C 32.A 33.B 34.B 35.C 36.C 37.B 38.D 39.C 40.C

41.C 42.B

43.C 44.C 45.C 46.D 47.B 48.C 49.A 50.B

第13篇：高中英语语法总结

高中英语语法整理总结

组成句子的各个部分叫句子成分。英语句子成分有主语，谓语，表语，宾语，宾语补足语，定语，状语等。

顺序一般是主语，谓语，宾语，宾语补足语，而表语，定语，状语的位置要根据情况而定。

1、主语

主语表示句子主要说明的人或事物，一般由名词，代词，数词，不定式等充当。

Helikeswatch\'ingTV.他喜欢看电视。

2、谓语

谓语说明主语的动作，状态或特征。

一般可分为两类：

1)，简单谓语

由动词(或短语动词)构成。

可以有不同的时态，语态和语气。

Westud\'yforthepeo\'ple.我们为人民学习。 2)，复合谓语：情态动词+不定式

Icanspeakalit\'tleEng\'lish.我可以说一点英语。

3、表语

表语是谓语的一部分，它位于系动词如be之后，说明主语身份，特征，属性或状态。一般由名词，代词，形容词，副词，不定式，介词短语等充当。

Mysis\'terisanurse.我姐姐是护士。

4、宾语

宾语表示动作行为的对象，跟在及物动词之后，能作宾语的有名词，代词，数词，动词不定式等。

WelikeEng\'lish.我们喜欢英语。

有些及物动词可以带两个宾语，往往一个指人，一个指物，指人的叫间接宾语，指物的叫直接宾语。

Hegavemesom\'eink.他给了我一点墨水。

有些及物动词的宾语后面还需要有一个补足语，意思才完整，宾语和它的补足语构成复合宾语。如：

Wemakehimourmon\'itor.我们选他当班长。

5、定语 在句中修饰名词或代词的成分叫定语。

用作定语的主要是形容词，代词，数词，名词，副词，动词不定式，介词短语等。形容词，代词，数词，名词等作定语时，通常放在被修饰的词前面。

Heisanewstu\'dent.他是个新生。

但副词，动词不定式，介词短语等作定语时，则放在被修饰的词之后。

Thebikeintheroomismine.房间里的自行车是我的。

6、状语

修饰动词，形容词，副词以及全句的句子成分，叫做状语。用作状语的通常是副词，介词短语，不定式和从句等。状语一般放在被修饰的词之后或放在句尾。副词作状语时可放在被修饰的词前或句首。

HelivesinLon\'don.他住在伦敦。

7.补语用来说明宾语或主语所处的状态或正在进行的动作，因为英语中有些动词加宾语后意思仍然不完整，如：make(使...),ask(请)等等。如果我们说：我们使我们的祖国。这不是一句完整的话。应该说：我们使我们的祖国更美丽。这是的“美丽的(beautiful)”为形容词做补语，说明祖国的状态。英语句子为:We will make our country more beautiful.作补语的词或词组为：形容词，副词，名词，不定式，ing形式，数词等。

句子的类型：

1.主语+谓语 2.主语+谓语+状语

3.主语+谓语+宾语

4.主语+系动词+表语

5.主语+谓语+间接宾语+直接宾语

6.主语+谓语+直接宾语+间接宾语

7.主语+谓语+宾语+宾语补足语

高中英语常见语法错误列举分析

[导读] 本文将对高中英语常见语法错误进行列举分析，近年来，随着课程新标准的颁布，高中英语的改革不断深化，系统的语法学习显得越来越重要。一个好的语法基础无疑会高效率地帮助学生清楚地了解句子结构，规范语言的实际运用并使之富有逻辑性，同时提高语言功底以及融会贯通和理解能力。

本文将对高中英语常见语法错误进行列举分析，近年来，随着课程新标准的颁布，高中英语的改革不断深化，系统的语法学习显得越来越重要。一个好的语法基础无疑会高效率地帮助学生清楚地了解句子结构，规范语言的实际运用并使之富有逻辑性，同时提高语言功底以及融会贯通和理解能力。 同时，高考中对语法的考查也呈现出新特点：单纯的语法规则测试题减少，而代之以语法加语境，语法加上下文，语法加比较辨析等三个方面的题目。我们的语法学习也应该顺应这个潮流。从易犯错误的地方入手，无疑是系统学习语法，应对高考新特点的最好切入点。

下面笔者依据近年的高考试题，总结了英语学习中易犯的一些错误：

一.词法方面

词法方面，词语的辨析成为现今高考命题的重点，对考生来说也是一大难点。其综合性越来越强，很多题目要根据上下文，反复比较才能做出正确判断。这也提醒我们学习词语时，要关注它的多个意思，同时不要死记硬背，要在具体的语言环境里灵活地学习和掌握。

1.____ two exams to worry about, I have to work really hard this weekend.(2004 北京) A.With B.Besides C.As for D.Because of 本题说的是：因为担心两门考试，这个周末我不得不拼命学习。句意很简单明了，besides“除了”，as for“至于”两个选项很容易排除，因此许多同学根据字面意思选择了错误选项D。错误的原因是because of后边不能接复合宾语，而正确答案A项构成的with独立结构也可表原因。所谓with独立结构是指with+名词(或代词)+分词/不定式/形容词/副词/介词短语

2.----Do you like____ here? ----Oh , yes.The air, the weather, the way of life.Everything is so nice.(2004 全国一) A.this B.these C.that D.it 很多同学看到The air, the weather, the way of life，以为这么多东西，当然应该是these了，从而误选了B。此处it指代这些东西，同时对应了Everything。正确答案是D 二.动词的时态

动词的时态依然是亘古不变的重点。时态的考查也不再局限于过去时，过去完成进行时等也开始出现在考卷上。这一类题目中，理解其所给的语境成为答对题目的关键。另外，试题中还故意设计出了一些陷阱：如经常出现在某一种时态中的时间状语放在另一种时态里。考生极易犯思维定式的错误，所以，务必认真审题也变得非常重要。

1.The crazy fans____ patiently for two hours, and they would wait till the movie star arrived .( 2004重庆) A were waiting B.had been waiting C.had waited D.would wait 这道时态题难度不小，从题目中的场景可知，空格处的“等待”动作应发生在“arrived”之前，即过去的过去，所以应用过去完成时;同时“for two hours”这个时间状语告诉我们该句强调的是动作在过去一直持续进行。综合二者，我们选择一个最佳答案：过去完成进行时。答案为：B 2.It is said in the book that Thomas Edison (1847-1931)____the world leading inventor for sixty years.(2004辽宁) A.would be B.has been C.had been D.was 此题难度较大，无数考生拜倒在其脚下。错误的原因是：看到for sixty years，再加上前面用了一般现在时的动词is，便以为是现在完成时，所以选择B。殊不知题目中给出的是一段过去的时间(1847-1931)，而一般过去时也可以用以描述过去的一段时间的事实。所以答案是D：爱迪生过去曾经连续60年是世界上发明创造界的领袖。

三.三大类从句

对于从句的把握，不仅对语法题目意义重大，对写作也大有裨益。要弄明白名词性从句、状语从句、定语从句三者的区别和联系，要了解各自的引导词以及引导的句子种类，从本质上把握它们。

1.A modern city has been set up in____ was a wasteland ten years ago.(2004 天津) A.what B.which C .that D.where 此题解答时，易把汉语的习惯移植进去：十年前曾是一片废墟的地方，从而误选D。本题中，空格及空格后面的部分共同做介词in的宾语。而在这个宾语从句中，空格部分又要做主语。毫无疑问，where是副词的性质，从来只能做状语，决不可能做主语。同时本题有没有给定一个供选择的范围，所以排除了which。正确答案是A 四.分词

分词使我们中国学生最头疼的语法点知识。很多学生读了研究生后依然搞不清楚现在分词和过去分词。其实，只要适当的加以分类和记忆，便能迅速地理情头绪，并彻底掌握它。 1.-----such a good chance, he planed to learn more.A.To be given B.Having been given C.Having given D.Giving 该题有三个关键点：主语he，谓语动作plan，非谓语动作give;he与give之间很显然是被动关系，所以排除表主动的现在分词C和D;give这个动作明显在谓语动作plan之前，所以选择完成式B 2.-----time, he will make a first-cla tennis player.A.Having given B.To give C.Giving D.Given 该题的三个关键点：主语he，谓语动作make，非谓语动作give：he与give之间同样是被动关系，而ABC均为主动，所以选D。该题如果增加难度，可以加入一个迷惑选项：被动完成式having been given，此项也不可选，因为完成式必须表示动作已发生过;本题中动作只是一种假设，尚未发生。

高中英语语法专项复习之情态动词

[导读] 本文将对高中英语语法专项复习之情态动词进行详细介绍，希望对大家的英语学习有所帮助：

本文将对高中英语语法专项复习之情态动词进行详细介绍，希望对大家的英语学习有所帮助：

情态动词的语法特征 1) 情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。

2) 情态动词 除ought 和have 外，后面只能接不带to 的不定式。

3) 情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。

4) 情态动词没有非谓语形式，即没有不定式，分词，等形式。

比较can 和be able to 1)cancould 表示能高考资源网力;可能 (过去时用could), 只用于现在式和过去式(could)。be able to可以用于各种时态。

They will be able to tell you the news soon.他很快就能告诉你消息了。

2)只用be able to a.位于助动词后。

b.情态动词后。

c.表示过去某时刻动作时。

d.用于句首表示条件。

e.表示成功地做了某事时，只能用was/were able to， 不能用could。

He was able to flee Europe before the war broke out.= He managed to flee Europe before the war broke out.注意：could不表示时态

1)提出委婉的请求，(注意在回答中不可用could)。

--- Could I have the television on? --- Yes, you can./ No, you can\'t.2)在否定，疑问句中表示推测或怀疑。

He couldn\'t be a bad man.他不大可能是坏人。

比较may和might 1) 表示允许或请求;表示没有把握的推测;may 放在句首，表示祝愿。

May God ble you! He might be at home.注意： might 表示推测时，不表示时态。只是可能性比may 小。

2) 成语： may/might as well，后面接不带to 的不定式，意为\"不妨\"。

If that is the case, we may as well try.典型例题

Peter ___come with us tonight, but he isn\'t very sure yet.A.mustB.mayC.canD.will 答案B.表可能性只能用may.此句意可从后半句推出。

比较have to和must 1)两词都是\'必须\'的意思，have to 表示客观的需要， must 表示说话人主观上的看法，既主观上的必要。

My brother was very ill, so I had to call the doctor in the middle of the night.我弟弟病得很厉害，我只得半夜里把医生请来。(客观上需要做这件事) He said that they must work hard.他说他们必须努力工作。(主观上要做这件事) 2)have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。

He had to look after his sister yesterday.3) 在否定结构中： don\'t have to表示\"不必\" mustn\'t表示\"禁止\"，

You don\'t have to tell him about it.你不一定要把此事告诉他。 You mustn\'t tell him about it.你一定不要把这件事告诉他。

must表示推测

1) must用在肯定句中表示较有把握的推测，意为\"一定\"。

2) must表对现在的状态或现在正发生的事情的推测时， must 后面通常接系动词be 的原形或行为动词的进行式。

You have worked hard all day.You must be tired.你辛苦干一整天，一定累了。(对现在情况的推测判断) He must be working in his office.他一定在办公室工作呢。

比较：

He must be staying there.他现在肯定呆在那里。

He must stay there.他必须呆在那。

3) must 表示对已发生的事情的推测时，must 要接完成式。

I didn\'t hear the phone.I must have been asleep.我刚才没有听到电话，我想必是睡着了。

4) must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。 ---Why didn\'t you answer my phone call? ---Well, I must have been sleeping, so I didn\'t hear it.5) 否定推测用can\'t。

If Tom didn\'t leave here until five o\'clock, he can\'t be home yet.如果汤姆五点才离开这儿，他此时一定还未到家。

表示推测的用法

can, could, may, might, must 皆可表示推测，其用法如下：

1)情态动词+动词原形。

表示对现在或将来的情况的推测，此时动词通常为系动词。

I don\'t know where she is, she may be in Wuhan.2)情态动词+动词现在进行时。

表示对现在或将来正在进行的情况进行推测。

At this moment, our teacher must be correcting our exam papers.这时，我们老师想必在批改试卷。

3)情态动词+动词完成时。

表示对过去情况的推测。 We would have finished this work by the end of next December.明年十二月底前我们很可能已完成这项工作了。

The road is wet.It must have rained last night.地是湿的，昨天晚上一定下雨了。

4)情态动词+动词的现在完成进行时。

表示对过去正在发生事情的推测。

Your mother must have been looking for you.你妈妈一定一直在找你。

5)推测的否定形式，疑问形式用can\'t, couldn\'t表示。

Mike can\'t have found his car, for he came to work by bus this morning.迈克一定还没有找回他的车，因为早上他是坐公共汽车来上班的。

注意：could, might表示推测时不表示时态，其推测的程度不如can, may。

情态动词+have+过去分词

1) may(might) have + done sth, can (could) have + done sth表示过去，推测过去时间里可能发生的事情。

Philip may (might) have been hurt seriously in the car accident.Philip can (could) have been hurt seriously in the car accident.2)must have +done sth，对过去时间里可能发生的事情的推测，语气较强，具有\"肯定\"，\"谅必\"的意思。

---Linda has gone to work, but her bicycle is still here.---She must have gone by bus.3) ought to have done sth, should have done sth 本应该做某事，而事实上并没有做。否定句表示\"不该做某事而做了\"。

You ought to (should) have been more careful in this experiment.He ought not to have thrown the old clothes away.(事实上已扔了。) ought to 在语气上比should 要强。

4) needn\'t have done sth本没必要做某事

I dreed very warmly for the trip, but Ineedn\'t have done so.The weather was hot.5) would like to have done sth本打算做某事

I would like to have read the article, but I was very busy then.should和ought to should 和ought to 都为\"应该\"的意思，可用于各种人称。 ---Ought he to go? ---Yes.I think he ought to.表示要求，命令时，语气由 should(应该)、had better最好)、must(必须)渐强。

had better表示最好

had better 相当于一个助动词，它只有一种形式，它后面要跟动词原形。

had better do sth had better not do sth It is pretty cold.You\'d better put on my coat.She\'d better not play with the dog.had better have done sth表示与事实相反的结果，意为\"本来最好\"。

You had better have come earlier.would rather表示\"宁愿\" would rather do would rather not do would rather… than…宁愿……而不愿。 还有would sooner, had rather, had sooner都表示\"宁愿\"、\"宁可\"的意思。

If I have a choice, I had sooner not continue my studies at this school.I would rather stay here than go home.= I would stay here rather than go home.高中英语语法专项复习之独立主格

[导读] 本文将对高中英语语法专项复习之独立主格进行详细介绍，希望对大家的英语学习有所帮助：

本文将对高中英语语法专项复习之独立主格进行详细介绍，希望对大家的英语学习有所帮助：

(一)： 独立高考资源网主格结构的构成：

名词(代词)+现在分词、过去分词; 名词(代词)+形容词; 名词(代词)+副词; 名词(代词)+不定式; 名词(代词) +介词短语构成。

(二) 独立主格结构的特点：

1)独立主格结构的逻辑主语与句子的主语不同，它独立存在。 2)名词或代词与后面的分词，形容词，副词，不定式，介词等是主谓关系。

3)独立主格结构一般有逗号与主句分开。

举例：

The test finished, we began our holiday.= When the test was finished, we began our holiday.考试结束了，我们开始放假。

The president aainated, the whole country was in deep sorrow.= After the president was aainated, the whole country was in deep sorrow.总统被谋杀了，举国上下沉浸在悲哀之中。

Weather permitting, we are going to visit you tomorrow.如果天气允许，我们明天去看你。

This done, we went home.工作完成后，我们才回家。

The meeting gone over, everyone tired to go home earlier.会议结束后，每个人都想早点回家。 He came into the room, his ears red with cold.他回到了房子里，耳朵冻坏了。

He came out of the library, a large book under his arm.他夹着本厚书，走出了图书馆

With的复合结构

表伴随时，既可用分词的独立结构，也可用with的复合结构。

with +名词(代词)+现在分词/过去分词/形容词/副词/不定式/介词短语

举例: He stood there, his hand raised.= He stood there, with his hand raise.典型例题

The murder was brought in, with his hands ___ behind his back。

A.being tiedB.having tiedC.to be tiedD.tied 答案D.with +名词(代词)+分词+介词短语结构。当分词表示伴随状况时，其主语常常用with来引导。由于本句中名词\"手\"与分词\"绑\"是被动关系，因此用过去分词，选D.注意: 1) 独立主格结构使用介词的问题： 当介词是in时，其前后的两个名词均不加任何成分(如物主代词或冠词)，也不用复数。但 with 的复合结构不受此限制

A robber burst into the room, knife in hand.( hand前不能加his)。

2) 当表人体部位的词做逻辑主语时，及物动词用现在分词，不及物动词用过去分词。

He lay there, his teeth set, his hand clenched, his eyes looking straight up.典型例题：

Weather___, we\'ll go out for a walk.A permittedB permittingC permitsD for permitting 答案B.本题中没有连词，它不是复合句，也不是并列句。 句中使用了逗号，且we 小写，可知其不是两个简单句。能够这样使用的只有独立主格或with的复合结构。据此判断，本句中使用的是独立结构，其结构为：名词+分词。由于permit在这里翻译为\'天气允许\'，表主动，应用现在分词，故选B。

如果不会判断独立结构作状语的形式，不妨将句子改为条件句，例如本句改为If weather permits, we\'ll go out for a walk.然后将if 去掉，再将谓语动词改为非谓语动词即可

高中英语语法专项复习之主谓一致

[导读] 本文将对高中英语语法专项复习之主谓一致进行详细介绍，希望对大家的英语学习有所帮助，主谓一致是指：

本文将对高中英语语法专项复习之主谓一致进行详细介绍，希望对大家的英语学习有所帮助，主谓一致是指：

1) 语法形式上高考资源网要一致，即单复数形式与谓语要一致。

2) 意义上要一致，即主语意义上的单复数要与谓语的单复数形式一致。

3) 就近原则，即谓语动词的单复形式取决于最靠近它的词语，

一般来说，不可数名词用动词单数，可数名词复数用动词复数。

There is much water in the thermos.但当不可数名词前有表示数量的复数名词时，谓语动词用复数形式。

Ten thousand tons of coal were produced last year.并列结构作主语谓语用复数

Reading and writing are very important.注意： 当主语由and连结时，如果它表示一个单一的概念，即指同一人或同一物时，谓语动词用单数，and 此时连接的两个词前只有一个冠词。

The iron and steel industry is very important to our life.典型例题

The League secretary and monitor ___ asked to make a speech at the meeting.A.isB.wasC.areD.were 答案B.注： 先从时态上考虑。这是过去发生的事情应用过去时，先排除A.，C.。本题易误选D，因为The League secretary and monitor 好象是两个人，但仔细辨别， monitor 前没有the，在英语中，当一人兼数职时只在第一个职务前加定冠词。后面的职务用and 相连。这样本题主语为一个人，所以应选B。

主谓一致中的靠近原则

1)当there be 句型的主语是一系列事物时，谓语应与最邻近的主语保持一致。

There is a pen, a knife and several books on the desk..There are twenty boy-students and twenty-three girl-students in the cla.2)当either… or… 与neither… nor，连接两个主语时，谓语动词与最邻近的主语保

crowd, cla, company, committee等词后用复数形式时，意为这个集体中的各个成员，用单数时表示该个集体。 His family isn\'t very large.他家不是一个大家庭。

His family are music lovers.他的家人都是音乐爱好者。

但集合名词people, police, cattle, poultry等在任何情况下都用复数形式。

Are there any police around? 3)有些名词，如variety, number, population, proportion, majority 等有时看作单数，有时看作复数。

A number of +名词复数+复数动词。

The number of +名词复数+单数动词。

A number of books have lent out.The majority of the students like English.与后接名词或代词保持一致

1) 用half of, part of, most of, a portion of 等词引起主语时，动词通常与of后面的名词，代词保持一致。

Most of his money is spent on books.Most of the students are taking an active part in sports.2) 在一些短语，如 many a 或 more than one 所修饰的词作主语时，谓语动词多用单数形式。但由more than… of 作主语时，动词应与其后的名词或代词保持一致。

Many a person has read the novel.许多人都读过这本书。

More than 60 percent of the students are from the city.百分之六十多的学生都来自这个城市

高中英语语法总结大全之状语从句

地点状语从句

地点状高考资源网语从句通常由where, wherever 引导。

Where I live there are plenty of trees.我住的地方树很多。

Wherever I am I will be thinking of you.不管我在哪里我都会想到你。

高中英语语法专项复习之形容词及其用法

[导读] 本文将对高中英语语法专项复习之形容词及其用法进行详细介绍，希望对大家的英语学习有所帮助，形容词修饰名词，说明事高考资源网物或人的性质或特征。通常，可将形容词分成性质形容词和叙述形容词两类，其位置不一定都放在名词前面。

本文将对高中英语语法专项复习之形容词及其用法进行详细介绍，希望对大家的英语学习有所帮助，形容词修饰名词，说明事高考资源网物或人的性质或特征。通常，可将形容词分成性质形容词和叙述形容词两类，其位置不一定都放在名词前面。

1)直接说明事物的性质或特征的形容词是性质形容词，它有级的变化，可以用程度副词修饰，在句中可作定语、表语和补语。例如：hot 热的。

2)叙述形容词只能作表语，所以又称为表语形容词。这类形容词没有级的变化，也不可用程度副词修饰。大多数以a开头的形容词都属于这一类。例如：afraid 害怕的。

(错)He is an ill man.(对)The man is ill.(错)She is an afraid girl.(对)The girl is afraid.这类词还有： well，unwell，ill，faint，afraid，alike，alive，alone，asleep，awake 等。

3)形容词作定语修饰名词时，要放在名词的前边。但是如果形容词修饰以-thing为字尾的词语时，要放在这些词之后，例如：

something nice 以-ly结尾的形容词

1) 大部分形容词加-ly可构成副词。但 friendly，deadly，lovely，lonely，likely，lively，ugly，brotherly，仍为形容词。

改错：(错) She sang lovely.(错) He spoke to me very friendly.(对) Her singing was lovely.(对) He spoke to me in a very friendly way.2)有些以-ly 结尾既为形容词，也为副词。

daily，weekly，monthly，yearly，early The Times is a daily paper.The Times is published daily.用形容词表示类别和整体

1) 某些形容词加上定冠词可以泛指一类人，与谓语动词的复数连接。如：the dead，the living，the rich，the poor，the blind，the hungry The poor are losing hope.2) 有关国家和民族的形容词加上定冠词指这个民族的整体，与动词的复数连用。 the British，the English，the French，the Chinese.The English have wonderful sense of humor.多个形容词修饰名词的顺序

多个形容词修饰名词时，其顺序为：

限定词--数词--描绘词--(大小，长短，形状，新旧，颜色) --出处--材料性质，类别--名词

a small round table a tall gray building a dirty old brown shirt a famous German medical school an expensive Japanese sports car 典型例题: 1) Tony is going camping with ___ boys.A.little two otherB.two little otherC.two other littleD.little other two 答案：C。由\"限定词--数词--描绘词--(大小，长短，形状，新旧，颜色) --性质--名词\"的公式可知数词，描绘词，性质依次顺序，只有C符合答案。

2)One day they croed the ____bridge behind the palace.A.old Chinese stone B.Chinese old stoneC.old stone ChineseD.Chinese stone old 答案A.几个形容词修饰一个名词，他们的排列顺序是：年龄，形状，大小+颜色+来源+质地+用途+国家+名词。

3) ---- How was your recent visit to Qingdao? ---- It was great.We visited some friends，and spent the ___days at the seaside.A.few last sunnyB.last few sunnyC.last sunny fewD.few sunny last 答案：B。本题考查多个形容词的排序问题。一般与被修饰形容词关系密切的形容词靠

近名词;如果几个形容词的重要性差不多，音节少的形容词在前，音节多的方在后，在不能确定时，可参照下表：

限定词+数量词(序数词在前，基数词在后)+性状形容词+大小、长短、高低等形体+ those + three + beautiful + large + square 新旧+颜色+国籍+材料+名词

old + brown + wood + table

高中英语语法专项复习之形容词及其用法

[导读] 本文将对高中英语语法专项复习之形容词及其用法进行详细介绍，希望对大家的英语学习有所帮助，形容词修饰名词，说明事高考资源网物或人的性质或特征。通常，可将形容词分成性质形容词和叙述形容词两类，其位置不一定都放在名词前面。

本文将对高中英语语法专项复习之形容词及其用法进行详细介绍，希望对大家的英语学习有所帮助，形容词修饰名词，说明事高考资源网物或人的性质或特征。通常，可将形容词分成性质形容词和叙述形容词两类，其位置不一定都放在名词前面。

1)直接说明事物的性质或特征的形容词是性质形容词，它有级的变化，可以用程度副词修饰，在句中可作定语、表语和补语。例如：hot 热的。

2)叙述形容词只能作表语，所以又称为表语形容词。这类形容词没有级的变化，也不可用程度副词修饰。大多数以a开头的形容词都属于这一类。例如：afraid 害怕的。

(错)He is an ill man.(对)The man is ill.(错)She is an afraid girl.(对)The girl is afraid.这类词还有： well，unwell，ill，faint，afraid，alike，alive，alone，asleep，awake 等。 3)形容词作定语修饰名词时，要放在名词的前边。但是如果形容词修饰以-thing为字尾的词语时，要放在这些词之后，例如：

something nice 以-ly结尾的形容词

1) 大部分形容词加-ly可构成副词。但 friendly，deadly，lovely，lonely，likely，lively，ugly，brotherly，仍为形容词。

改错：(错) She sang lovely.(错) He spoke to me very friendly.(对) Her singing was lovely.(对) He spoke to me in a very friendly way.2)有些以-ly 结尾既为形容词，也为副词。

daily，weekly，monthly，yearly，early The Times is a daily paper.The Times is published daily.用形容词表示类别和整体 1) 某些形容词加上定冠词可以泛指一类人，与谓语动词的复数连接。如：the dead，the living，the rich，the poor，the blind，the hungry The poor are losing hope.2) 有关国家和民族的形容词加上定冠词指这个民族的整体，与动词的复数连用。

the British，the English，the French，the Chinese.The English have wonderful sense of humor.多个形容词修饰名词的顺序

多个形容词修饰名词时，其顺序为：

限定词--数词--描绘词--(大小，长短，形状，新旧，颜色) --出处--材料性质，类别--名词

a small round table a tall gray building a dirty old brown shirt a famous German medical school an expensive Japanese sports car 典型例题: 1) Tony is going camping with ___ boys.A.little two otherB.two little otherC.two other littleD.little other two 答案：C。由\"限定词--数词--描绘词--(大小，长短，形状，新旧，颜色) --性质--名词\"的公式可知数词，描绘词，性质依次顺序，只有C符合答案。

2)One day they croed the ____bridge behind the palace.A.old Chinese stone B.Chinese old stoneC.old stone ChineseD.Chinese stone old 答案A.几个形容词修饰一个名词，他们的排列顺序是：年龄，形状，大小+颜色+来源+质地+用途+国家+名词。

3) ---- How was your recent visit to Qingdao? ---- It was great.We visited some friends，and spent the ___days at the seaside.A.few last sunnyB.last few sunnyC.last sunny fewD.few sunny last 答案：B。本题考查多个形容词的排序问题。一般与被修饰形容词关系密切的形容词靠

近名词;如果几个形容词的重要性差不多，音节少的形容词在前，音节多的方在后，在不能确定时，可参照下表：

限定词+数量词(序数词在前，基数词在后)+性状形容词+大小、长短、高低等形体+ those + three + beautiful + large + square 新旧+颜色+国籍+材料+名词 old + brown + wood + table

高中英语语法专项复习之情态动词

[导读] 本文将对高中英语语法专项复习之情态动词进行详细介绍，希望对大家的英语学习有所帮助：

本文将对高中英语语法专项复习之情态动词进行详细介绍，希望对大家的英语学习有所帮助：

情态动词的语法特征

1) 情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。

2) 情态动词 除ought 和have 外，后面只能接不带to 的不定式。

3) 情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。

4) 情态动词没有非谓语形式，即没有不定式，分词，等形式。

比较can 和be able to 1)cancould 表示能高考资源网力;可能 (过去时用could), 只用于现在式和过去式(could)。be able to可以用于各种时态。 They will be able to tell you the news soon.他很快就能告诉你消息了。

2)只用be able to a.位于助动词后。

b.情态动词后。

c.表示过去某时刻动作时。

d.用于句首表示条件。

e.表示成功地做了某事时，只能用was/were able to， 不能用could。

He was able to flee Europe before the war broke out.= He managed to flee Europe before the war broke out.注意：could不表示时态

1)提出委婉的请求，(注意在回答中不可用could)。

--- Could I have the television on? --- Yes, you can./ No, you can\'t.2)在否定，疑问句中表示推测或怀疑。

He couldn\'t be a bad man.他不大可能是坏人。

比较may和might 1) 表示允许或请求;表示没有把握的推测;may 放在句首，表示祝愿。

May God ble you! He might be at home.注意： might 表示推测时，不表示时态。只是可能性比may 小。

2) 成语： may/might as well，后面接不带to 的不定式，意为\"不妨\"。

If that is the case, we may as well try.典型例题

Peter ___come with us tonight, but he isn\'t very sure yet.A.mustB.mayC.canD.will 答案B.表可能性只能用may.此句意可从后半句推出。

比较have to和must 1)两词都是\'必须\'的意思，have to 表示客观的需要， must 表示说话人主观上的看法，既主观上的必要。 My brother was very ill, so I had to call the doctor in the middle of the night.我弟弟病得很厉害，我只得半夜里把医生请来。(客观上需要做这件事) He said that they must work hard.他说他们必须努力工作。(主观上要做这件事) 2)have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。

He had to look after his sister yesterday.3) 在否定结构中： don\'t have to表示\"不必\" mustn\'t表示\"禁止\"，

You don\'t have to tell him about it.你不一定要把此事告诉他。

You mustn\'t tell him about it.你一定不要把这件事告诉他。

must表示推测

1) must用在肯定句中表示较有把握的推测，意为\"一定\"。

2) must表对现在的状态或现在正发生的事情的推测时， must 后面通常接系动词be 的原形或行为动词的进行式。

You have worked hard all day.You must be tired.你辛苦干一整天，一定累了。(对现在情况的推测判断) He must be working in his office.他一定在办公室工作呢。 比较：

He must be staying there.他现在肯定呆在那里。

He must stay there.他必须呆在那。

3) must 表示对已发生的事情的推测时，must 要接完成式。

I didn\'t hear the phone.I must have been asleep.我刚才没有听到电话，我想必是睡着了。

4) must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。

---Why didn\'t you answer my phone call? ---Well, I must have been sleeping, so I didn\'t hear it.5) 否定推测用can\'t。

If Tom didn\'t leave here until five o\'clock, he can\'t be home yet.如果汤姆五点才离开这儿，他此时一定还未到家。

表示推测的用法

can, could, may, might, must 皆可表示推测，其用法如下：

1)情态动词+动词原形。 表示对现在或将来的情况的推测，此时动词通常为系动词。

I don\'t know where she is, she may be in Wuhan.2)情态动词+动词现在进行时。

表示对现在或将来正在进行的情况进行推测。

At this moment, our teacher must be correcting our exam papers.这时，我们老师想必在批改试卷。

3)情态动词+动词完成时。

表示对过去情况的推测。

We would have finished this work by the end of next December.明年十二月底前我们很可能已完成这项工作了。

The road is wet.It must have rained last night.地是湿的，昨天晚上一定下雨了。

4)情态动词+动词的现在完成进行时。

表示对过去正在发生事情的推测。

Your mother must have been looking for you.你妈妈一定一直在找你。

5)推测的否定形式，疑问形式用can\'t, couldn\'t表示。

Mike can\'t have found his car, for he came to work by bus this morning.迈克一定还没有找回他的车，因为早上他是坐公共汽车来上班的。

注意：could, might表示推测时不表示时态，其推测的程度不如can, may。

情态动词+have+过去分词

1) may(might) have + done sth, can (could) have + done sth表示过去，推测过去时间里可能发生的事情。

Philip may (might) have been hurt seriously in the car accident.Philip can (could) have been hurt seriously in the car accident.2)must have +done sth，对过去时间里可能发生的事情的推测，语气较强，具有\"肯定\"，\"谅必\"的意思。

---Linda has gone to work, but her bicycle is still here.---She must have gone by bus.3) ought to have done sth, should have done sth 本应该做某事，而事实上并没有做。否定句表示\"不该做某事而做了\"。 You ought to (should) have been more careful in this experiment.He ought not to have thrown the old clothes away.(事实上已扔了。) ought to 在语气上比should 要强。

4) needn\'t have done sth本没必要做某事

I dreed very warmly for the trip, but Ineedn\'t have done so.The weather was hot.5) would like to have done sth本打算做某事

I would like to have read the article, but I was very busy then.should和ought to should 和ought to 都为\"应该\"的意思，可用于各种人称。

---Ought he to go? ---Yes.I think he ought to.表示要求，命令时，语气由 should(应该)、had better最好)、must(必须)渐强。

had better表示最好

had better 相当于一个助动词，它只有一种形式，它后面要跟动词原形。

had better do sth had better not do sth It is pretty cold.You\'d better put on my coat.She\'d better not play with the dog.had better have done sth表示与事实相反的结果，意为\"本来最好\"。

You had better have come earlier.would rather表示\"宁愿\" would rather do would rather not do would rather… than…宁愿……而不愿。

还有would sooner, had rather, had sooner都表示\"宁愿\"、\"宁可\"的意思。

If I have a choice, I had sooner not continue my studies at this school.I would rather stay here than go home.= I would stay here rather than go home.

高中英语语法专项复习之代词

[导读] 本文将对高中英语语法专项复习之代词进行详细介绍，希望对大家的学习有所帮助：

本文将对高中英语语法专项复习之代词进行详细介绍，希望对大家的学习有所帮助：

人称代词的用法

1)人称代词的主高考资源网格在句子中作主语或主语补语，例如：

John waited a while but eventually he went home.约翰等了一会儿，最后他回家了。

John hoped the paenger would be Mary and indeed it was she.约翰希望那位乘客是玛丽，还真是她。

说明：在复合句中，如果主句和从句主语相同，代词主语要用在从句中，名词主语用在主句中，例如：

When he arrived, John went straight to the bank.约翰一到就直接去银行了。

2)人称代词的宾格在句子中作宾语或介词宾语，但在口语中也能作主语补语，第一人称在省略句中，还可以作主语，例如：

I saw her with them, at least, I thought it was her.我看到她和他们在一起，至少我认为是她。(her做宾 语，them做介词宾语，her作主语补语) a.-- Who broke the vase?--谁打碎了花瓶? b.-- Me.--我。(me作主语补语= It\'s me.) 说明：在上面两例句中，her和me分别作主语补语。现代英语中多用宾格，在正式文体中这里应为she和I。

人称代词之主、宾格的替换

1) 宾格代替主格

a.在简短对话中，当人称代词单独使用或在not 后，多用宾语。

---- I like English.--我喜欢英语。

---- Me too.--我也喜欢。

---- Have more wine?--再来点酒喝吗? ---- Not me.--我可不要了。

b.在表示比较的非正式的文体中，常用宾格代替主格。但如果比较状语的谓语保留，则主语只能用主格。

He is taller than I/me.He is taller than I am.2) 主格代替宾格

a.在介词but，except 后，有时可用主格代替宾格。

b.在电话用语中常用主格。

---- I wish to speak to Mary.--我想和玛丽通话。

---- This is she.--我就是玛丽。

注意：在动词be 或to be 后的人称代词视其前面的名词或代词而定。

I thought it was she.我以为是她。(主格----主格) I thought it to be her.(宾格----宾格) I was taken to be she.我被当成了她。(主格----主格) They took me to be her.他们把我当成了她。 (宾格----宾格) 代词的指代问题

1)不定代词 anybody，everybody，nobody，anyone， someone， everyone，no one， 及whoever和person在正式场合使用时，可用he, his, him代替。

Nobody came, did he?谁也没来，是吗? 2)动物名词的指代一般用it或they代替，有时也用he, she，带有亲切的感情色彩。

Give the cat some food.She is hungry.给这猫一些吃的。她饿了。 3)指代车或国家，船舶的名词，含感情色彩时常用she。

并列人称代词的排列顺序

1) 单数人称代词并列作主语时，其顺序为：

第二人称 ->第三人称 ->第一人称

you ->he/she;it ->I You, he and I should return on time.2) 复数人称代词作主语时，其顺序为：

第一人称 ->第二人称 ->第三人称

we->you ->They 注意： 在下列情况中，第一人称放在前面。

a.在承认错误，承担责任时，

It was I and John that made her angry.是我和约翰惹她生气了。

b.在长辈对晚辈，长官对下属说话时，如长官为第一人称，如：I and you try to finish it.c.并列主语只有第一人称和第三人称时， d.当其他人称代词或名词被定语从句修饰时。

物主代词

1)物主代词既有表示所属的作用又有指代作用，例如：

John had cut his finger; apparently there was a broken gla on his desk.约翰割破了手指，显而易见，他桌子上有个破玻璃杯。

物主代词有形容词性(my, your等)和名词性(mine, yours等)两种，形容词性的物主代词属于限定词。

名词性的物主代词在用法上相当于省略了中心名词的--\'s属格结构，例如：

Jack\'s cap意为 The cap is Jack\'s.His cap 意为 The cap is his.2) 名词性物主代词的句法功能

a.作主语，例如：

May I use your pen? Yours works better.我可以用一用你的钢笔吗? 你的比我的好用。

b.作宾语，例如：

I love my motherland as much as you love yours.我爱我的祖国就像你爱你的祖国一样深。

c.作介词宾语，例如：

Your should interpret what I said in my sense of the word, not in yours.你应当按我所用的词义去解释我说的话，而不能按你自己的意义去解释。

d.作主语补语，例如：

The life I have is yours.It\'s yours.It\'s yours.我的生命属于你，属于你，属于你。

双重所有格

物主代词不可与 a, an, this, that, these, those, some, any, several, no, each, every, such, another, which等词一起前置，修饰一个名词，而必须用双重所有格。

公式为：

a, an, this, that +名词+of +名词性物主代词。如：

a friend of mine.each brother of his.w.w.w.k.s.5.u.c.o.m 反身代词

1) 列表 Iyouyoushehe myselfyourselfyourselvesherselfhimself wetheyitone ourselvesthemselvesitselfoneself 2)做宾语

a.有些动词需有反身代词

absent, bathe, amuse, blame, dry, cut, enjoy, hurt, introduce, behave We enjoyed ourselves very much last night.我们昨晚玩得很开心。

Please help yourself to some fish.请你随便吃点鱼。

b.用于及物动词+宾语+介词

take pride in, be annoyed with, help oneself to sth.I could not dre (myself) up at that time.那个时候我不能打扮我自己。

注：有些动词后不跟反身代词， get up, sit-down, stand up, wake up等。

Please sit down.请坐。

3) 作表语; 同位语 be oneself: I am not myself today.我今天不舒服。

The thing itself is not important.事情本身并不重要。

4) 在不强调的情况下，but, except, for 等介词后宾语用反身代词或人称代词宾格均可。如：

No one but myself (me) is hurt.注意：

a.反身代词本身不能单独作主语。

(错) Myself drove the car.(对) I myself drove the car.我自己开车。

b.但在and, or, nor连接的并列主语中，第二个主语可用反身代词，特别是myself 作主语。

Charles and myself saw it.5)第二人称作宾语，要用反身代词。

You should be proud of yourself.你应为自己感到骄傲。

w.w.w.k.s.5.u.c.o.m 相互代词

1)相互代词只有each other和one another两个词组。他们表示句中动词所叙述的动作或感觉在涉及的各个对象之间是相互存在的，例如： It is easy to see that the people of different cultures have always copied each other.显而易见，不同文化的人总是相互借鉴的。

2) 相互代词的句法功能：

a.作动词宾语; People should love one another.人们应当彼此相爱。

b.可作介词宾语; Does bark, cocks crow, frogs croak to each other.吠、鸡鸣、蛙儿对唱。

说明：传统语法认为，相互关系存在于两个人或物之间用each other， 存在于两个以上人和物之间用one another。现代英语中，两组词交替使用的实例也很多，例如：

He put all the books beside each other.他把所有书并列摆放起来。

He put all the books beside one another.他把所有书并列摆放起来。

Usually these small groups were independent of each other.这些小团体通常是相互独立的。

c.相互代词可加-\'s构成所有格，例如：

第14篇：高中英语语法总结

高中英语语法总结

组成句子的各个部分叫句子成分。英语句子成分有主语，谓语，表语，宾语，宾语补足语，定语，状语等。

顺序一般是主语，谓语，宾语，宾语补足语，而表语，定语，状语的位置要根据情况而定。

1、主语

主语表示句子主要说明的人或事物，一般由名词，代词，数词，不定式等充当。

Helikeswatch\'ingTV.他喜欢看电视。

2、谓语

谓语说明主语的动作，状态或特征。 一般可分为两类： 1)，简单谓语

由动词(或短语动词)构成。

可以有不同的时态，语态和语气。

Westud\'yforthepeo\'ple.我们为人民学习。 2)，复合谓语：情态动词+不定式

Icanspeakalit\'tleEng\'lish.我可以说一点英语。

3、表语

表语是谓语的一部分，它位于系动词如be之后，说明主语身份，特征，属性或状态。一般由名词，代词，形容词，副词，不定式，介词短语等充当。

Mysis\'terisanurse.我姐姐是护士。

4、宾语

宾语表示动作行为的对象，跟在及物动词之后，能作宾语的有名词，代词，数词，动词不定式等。

WelikeEng\'lish.我们喜欢英语。

有些及物动词可以带两个宾语，往往一个指人，一个指物，指人的叫间接宾语，指物的叫直接宾语。

Hegavemesom\'eink.他给了我一点墨水。

有些及物动词的宾语后面还需要有一个补足语，意思才完整，宾语和它的补足语构成复合宾语。如：

Wemakehimourmon\'itor.我们选他当班长。

5、定语

在句中修饰名词或代词的成分叫定语。

用作定语的主要是形容词，代词，数词，名词，副词，动词不定式，介词短语等。形容词，代词，数词，名词等作定语时，通常放在被修饰的词前面。

Heisanewstu\'dent.他是个新生。

但副词，动词不定式，介词短语等作定语时，则放在被修饰的词之后。 Thebikeintheroomismine.房间里的自行车是我的。

6、状语

修饰动词，形容词，副词以及全句的句子成分，叫做状语。用作状语的通常是副词，介词短语，不定式和从句等。状语一般放在被修饰的词之后或放在句尾。副词作状语时可放在被修饰的词前或句首。

HelivesinLon\'don.他住在伦敦。 7.补语用来说明宾语或主语所处的状态或正在进行的动作，因为英语中有些动词加宾语后意思仍然不完整，如：make(使...),ask(请)等等。如果我们说：我们使我们的祖国。这不是一句完整的话。应该说：我们使我们的祖国更美丽。这是的“美丽的(beautiful)”为形容词做补语，说明祖国的状态。英语句子为:We will make our country more beautiful.作补语的词或词组为：形容词，副词，名词，不定式，ing形式，数词等。

句子的类型： 1.主语+谓语

2.主语+谓语+状语 3.主语+谓语+宾语 4.主语+系动词+表语

5.主语+谓语+间接宾语+直接宾语 6.主语+谓语+直接宾语+间接宾语 7.主语+谓语+宾语+宾语补足语

高中英语语法项目表

说明：

（1）标*号的项目，七级要求理解，8级要求掌握。

（2）高中阶段的语法教学，应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。

1.名词

（1）可数名词及其单复数 （2）不可数名词 （3）专有名词 （4）名词所有格 2.代词 （1）人称代词 （2）物主代词 （3）反身代词 （4）指示代词 （5）不定代词 （6）疑问代词 3.数词 （1）基数词 （2）序数词 4.介词和介词短语 5.连词

6.形容词（比较级和最高级） 7.副词（比较级和最高级） 8.冠词 9.动词

（1）动词的基本形式 （2）系动词

（3）及物动词和不及物动词 （4）助动词 （5）情态动词 10.时态 （1）一般现在时 （2）一般过去时 （3）一般将来时 （4）过去将来时 （5）现在进行时 （6）过去进行时 （7）将来进行时* （8）现在完成时 （9）过去完成时* （10）现在完成进行时* 11.被动语态 12.非谓语动词 （1）动词不定式 （2）动词的-ing形式 （3）动词的-ed形式 13.构词法 （1）合成法 （2）派生法 （3）转化法 （4）缩写和简写 14.句子种类 （1）陈述句 （2）疑问句 （3）祈使句 （4）感叹句 15.句子成分 （1）主语 （2）谓语 （3）表语 （4）宾语 （5）定语 （6）状语 （7）补语*

16.简单句的基本句型 17.主谓一致* 18.并列复合句 19.主从复合句 （1）宾语从句 （2）状语从句 （3）定语从句 （4）主语从句* （5）同位语从句* （6）表语从句* 20.间接引语* 21.省略* 22.倒装* 23.强调* 24.虚拟语气*

8.特殊词精讲

8.1 stop doing/to do

stop to do 停止，中断做某事后去做另一件事。 stop doing 停止做某事。

They stop to smoke a cigarette.他们停下来，抽了根烟。

I must stop smoking..

我必须戒烟了。

典型例题

She reached the top of the hill and stopped ___ on a big rock by the side of the path.

A.to have rested B.resting

C.to rest D.rest 答案：C。由题意可知，她到了山顶，停下来在一个路边的大石头上休息。因此，应选择\"stop to do sth.停下来去做另一件事\"。而不仅仅是爬山动作的终止，所以stop doing sth.不正确。

高中英语语法口诀

（一）

作者: 提供人:管理员

阅读:7760 时间:2008-9-1 9:44:36 高中阶段的语法知识在现行的教材中分布得较分散、零碎，学生学起来颇感吃力，难以记牢。一般说来，学习语法知识的途径很多，但教学中常用的主要有如下二种：一是通过教师的讲解，对所学语法规则的概念、结构，用法有个确切的了解；二是通过大量的练习，在英语实践中正确、熟练地掌握语法规则的用法。仔细惦量这两种方法，其实都强调了同一个极其重要的东西，即是―记忆‖。记忆的方式、方法很多，诸如分类记忆法，直观形象记忆法、奇持联想记忆法，特征记忆法等等。这里，笔者主要从词法与句法两大块对巧记英语语法作些阐述。

一、词法

（1）巧记名词变复数的规则：

单数变为复数式，一般词尾加-s；

下列句词词尾后，要加-s先加-e。

发音[f]、[ t ]、[s]和[z]，或是某些辅音加-o时。

有些名词变复数，词尾变化要注意。

y前字母是辅音，一律变y为-ies. 遇到f和fe，有时需要变-ves. 少数名词不规则，特殊情况要强记。

说明：

1．名词变复数形式，一般在词尾加-s.

eg bag-bags banana-bananas bird-birds pen-pens, ....

2．词尾发音为[f , t s, z]的名词（即以字母sh, ch, s, x结尾者）在变复数时，要在词尾加-es，eg watch-watches, box-boxes, bus-buses,etc)

3．若词尾字母o的前面是辅音字母，变为复数时，有些加-es，eg hero-heroes, Negro-Negroes, patato-patatoes, tomato-tomatoes.这四个词可组成一句话来记忆：Heroes and Negroes eat potatoes and tomatoes（英雄和黑人吃马铃薯和西红柿。简为二人吃二菜。）

但有些以o结尾的名词则加-s，eg photo – photoes, piano –pianos等。

4．若词尾字母y前加的是辅音字母时，变为复数，首先把y变为i，再加-es, eg family – families, city- cities, baby – babies等，但若词尾y前为元音字母时，则可直接加-s, eg day-days, boy-boys等。

5．以f和fe结尾的名词变复数时，首先将f和fe变为v, 再加-es，我们也可用一句话来记，―狼（wolf）和小偷（thief）的妻子（wife）用小刀（knife）威胁书架(shelf)上的半片（half）叶子（leaf）的生命（life）。另外记住一些常见特殊词，eg roof—roofs.

6.有些名词的复数变化是不规则的，eg man-men, woman-women, child-children, chinese- chinese, sheep-sheep等，平时多留心，稍微加以归纳，是不难发现其的特征的。

（2）定冠词

冠词是NMET试题中出现较频繁的词性，近五年复出率高达83.3%。因而掌握冠词，尤其是定冠词的用法也尤其必要。

请看下面的顺口溜，它可以帮助我们记忆定冠词的一些用法：

特指、重提和唯一，岛屿，海峡和海湾；

海洋，党派最高级，沙漠，河流与群山；

方位、顺序和乐器，年代，团体与机关；

船名，建筑和组织，会议，条约与报刊；

姓氏复数，国全名，请你记住用定冠。

下面让我们再来―验证‖这顺口溜吧。请仔细观察下面各句中定冠词的用法，不难发现它的―功效‖与―真伪‖了。

1.The girl in red has just come back from Australia. 2.Mr.Li will give us a talk.The talk will begin at 800 3.The sun gives us heat and light. 4.The Pacific Ocean is the largest of all. 5.The Communist Party of China was founded in 1921. 6.Do you know when the Great Wall came into being 7.She’s on the People’s Daily.

8.The Einsteins could not pay for the advanced education that young Albert needed.

9.Who was the first to come

10.I heard somebody playing the piano in the next room. 11.Great Changes have taken place in the 1990’s

12.In 1864, Lincoln was elected President of the United States for the second time.

（3）非谓语动词

非谓语动词包括动词不定式，动词的过去分词和动词的-ing形式三种。这是高考中的热点，其考查量多、面广，几乎是必考的一个知识点。近六年高考复现率达百分之百。纵观试题，其考查重点为动词非谓语形式的作用及功能相同的非谓语动词之间的区别。学生对此知识也―知之半解‖，深感头疼。请看下面的方法，将有助于记住不定式及动名词。

1、动词的不定式

①不定式有标记，to与动词连一起。

②没有人称数变化，动词特点它具备。

③主宾定状表补语，唯独作谓不可以。

④not 加上不定式，否定结构要牢记。

⑤疑问词与不定式，构成短语有意义。

⑥仔细推敲多思考，准确判断有依据。

解析：①―to+动词原形‖是它的基本构成形式，即不定式的标记。

②它没有人称和数的变化，不管主语是任何人称，单数还是复数，动词不定式都没有变化。但它仍保留动词的特点，可以有自己的宾语或状语。 ③它具有名词、形容词和副词三大特点，所以，它在句中可以作主语、宾语、定语、表语、状语和宾补。

④―not +动词不定式‖是它的否定形式，不要受其他否定式的影响，要记住规律。

⑤疑问代词what, who, whom, which和疑问副词where, when, why , how加上不定式在句中可以做主语，宾语、表语、状语。

⑥通过以上分析，只要仔细研究，把不定式的功能用法搞清楚，在应用时就能作出准确的判断。

2、动名词：

哪些动词后面只能接动名词，下面的顺口溜有助于记忆。

喜欢、考虑不可免（enjoy, consider, escape, avoid）

停止，放弃太冒险（stop, give up , risk）

反对想象莫推延（mine, imagine, delay, put off）

要求完成是期望（require, finish, look forward to.）

建议继续勤练（suggest, go on, practise）

不禁原谅要坚持（can’t help, excuse , insist on）

继续注意使成功（keep on, mind, succeed in）

（4）多个形容词并开修饰一个名词的问题

有两三个形容词修饰一个名词时，与被修饰名词关系较密切的形容词靠近名词。若有多个形容词修饰，可用下面这句话来判断、排列它们的顺序：县官行令杀国材。

其意思是：县（限）代表限定词，包括冠词、指示代词、形容词性物主代词，所有格，数字等。

官（观）代表表示观点的描绘性形容词，eg fine beautiful interesting等。

行（形）代表表示大小、长短、高低及形状的形容词：eg small tall, high, little, round等。

令代表表示年龄、新旧的形容词：eg old, young等。 杀色（近似音）代表表示颜色的形容词：eg white, black等。

国代表国籍、地区、出处的形容词：eg Englsih, American, moun tain等。

材代表形成中心名词的材料的形容词，eg wooden, silk, plastic, stone等。

请看下面的例子： a fine old stone bridge; two big round new Chinese wooden tables; his large new black foreign car. （5）序数词中的特殊词：

记忆序数词中的特殊词时，可用顺口溜来记：

八去t，九减e, f来把ve替，若是遇上几十几，ie就把y来替。

即：eighth, ninth, fifth, twelfth, twentieth, thirtieth... （6）一些动词

1.lie 的变化

记忆lie 的变化时，可用顺口溜来帮助记忆：

规则的说谎，不规则的躺，躺过就下蛋，下蛋不规则。

即：lie—lied—lied—lying(说谎) lie—lay—lain—lying(躺，位于) lay—laid—laid—laying(产卵，下蛋) 2．感官动词和使役动词：

记忆此项动词，可归纳于―五三二一‖，即：

―五看‖—see, watch, notice, observe, look at; ―二使‖—let, make, have; ―三听‖—hear, listen to; ―一觉‖—feel.

3．―否定转移‖的5个常用词： 我认为（think）猜想（suppose）与想象（imagine）都不可相信（believe），我期待（expect）等着你的回答。eg I don’t think he’ll come tomorrow.

4．―同源宾语‖的七个常用词

微笔（smile）着生话（live）歌唱（sing）着战斗（fight）死(die)也像睡觉（sleep）做梦（dream）一样甜蜜。

eg Now we’re living a happy life and often dream good dreams. 5．巧记常用于―主语没有生命胜似有‖之类句子谓语的七个动词：

如果看见(see)或发现(discover) Turn(音译：特恩)，一定要找到(find)他，并带（bring）他到这儿给（give）大伙展示（show）一下。

eg Tomorrow’ll see the opening of the meeting. Dusk found a little boy crying in the street.

第15篇：河北教师资格面试高中英语语法课教案设计

最全汇总>>>河北教师资格历年真题

河北教师资格面试高中英语语法课教案设计

通过最新河北教师资格考试资讯、大纲可以了解到2016年河北教师资格考试时间与考试科目，河北教师资格考试一般一年进行两次，上半年1月报名，3月考试；下半年9月报名，11月考试。河北中公教师考试整理了河北教师资格笔试真题供考生备考学习。

Paive voice I Teaching aims: Knowledge aim: Students can master the usage of grammar item “paive voice”.Ability aim: Through different kinds of teaching activities, students can use “paive voice” to expre themselves appropriately.Emotional aim: After learning this cla students will become interested in learning grammar.II Teaching key point and difficult point: Key point: learn usage of the grammar item “paive voice”.Difficult point: use these grammar item correctly and fluently in daily communication.III Teaching procedures: Step 1 warming-up: Greeting and show some pictures about different kinds of animals, and ask students “which one do you like best? Why?”

Step 2 presentation Task 1.Show pictures about the antelope in the story and ask students to gue what happened to him.After discuion, show the teacher material on PPT and ask students to find answer and if there is any principle in this expreion.Task 2.Lead students to find the “paive voice” form that have been used for the story.Ask students if there is any law in them, especially the form.河北中公教师考试网祝您备考成功！点击查看河北教师考试网

最全汇总>>>河北教师资格历年真题

Task 3.After students having a discuion, the teacher presents the principle of the “paive voice.” on the blackboard.Step 3 Practice Do some drills about “superlative degree”, like fill in blanks: How long _____ your uncle ______ (be) in the city? Last year a large number of three____________(cut) down.I had hoped to see her off at the station, but I_________ too busy.The play had already been on for quite some time when we______ at the New Theatre.Step 4 production Group work: Divide students into 6 groups and try to imagine what will happen going on.Students should try to expre themselves by using paive voice as much as poible.Step 5 summary and homework Do a summary by asking questions and ask students to write an article about the story.IV Blackboard design paive voice We’re being killed for the wool beneath our stomachs.Our fur is being used to make sweaters for people like you.As a result, we are now an endangered species 更多内容，一起来看看河北教师资格是如何设置教学的！

中公教育河北教师考试网与辅导专家提醒您，备考有计划，才能在招教考试大战中拔得头筹！河北教资格笔试真题邀请您一同刷题！

河北中公教师考试网祝您备考成功！点击查看河北教师考试网

第16篇：海南教师资格面试高中英语语法课教案设计

2016海南教师资格面试高中英语语法课教案设计

Paive voice

I Teaching aims: Knowledge aim: Students can master the usage of grammar item “paive voice”.Ability aim: Through different kinds of teaching activities, students can use “paive voice” to expre themselves appropriately.Emotional aim: After learning this cla students will become interested in learning grammar.II Teaching key point and difficult point:

Key point: learn usage of the grammar item “paive voice”.

Difficult point: use these grammar item correctly and fluently in daily communication.III Teaching procedures: Step 1 warming-up: Greeting and show some pictures about different kinds of animals, and ask students “which one do you like best? Why?”

Step 2 presentation Task 1.Show pictures about the antelope in the story and ask students to gue what happened to him.After discuion, show the teacher material on PPT and ask students to find answer and if there is any principle in this expreion.Task 2.Lead students to find the “paive voice” form that have been used for the story.Ask students if there is any law in them, especially the form.Task 3.After students having a discuion, the teacher presents the principle of the “paive voice.” on the blackboard.

Step 3 Practice Do some drills about “superlative degree”, like fill in blanks: How long _____ your uncle ______ (be) in the city? Last year a large number of three____________(cut) down.I had hoped to see her off at the station, but I_________ too busy.The play had already been on for quite some time when we______ at the New Theatre.Step 4 production Group work: Divide students into 6 groups and try to imagine what will happen going on.Students should try to expre themselves by using paive voice as much as poible.Step 5 summary and homework Do a summary by asking questions and ask students to write an article about the story.IV Blackboard design paive voice We’re being killed for the wool beneath our stomachs.Our fur is being used to make sweaters for people like you.As a result, we are now an endangered species 以上就是教师资格面试高中英语语法课教案设计解。更多关于教师资格面试资料可查看海南教师考试网-教师资格面试频道。

第17篇：高中英语语法复习课教学设计（推荐）

高中英语语法复习课教学设计

—不定式与分词作定语、宾补、状语的区别

教学目标

根据英语教学大纲及考纲规定和要求，非谓语动词是历年必考内容，每年有2题涉及该部分要点。语法复习是必要的，但语法教学本身并非目的，而是为了学生掌握和运用语言服务的。因此，教师要尽量在课堂上给学生自主学习的时间和空间，通过自学、自做、自悟、自助等教学活动，让学生学会运用语法知识来解决问题。本节课的主要目标是：

1、使学生通过自己做题，分析、归纳高考非谓语动词的考点、难点。

2、让学生通过同伴互助、小组讨论归纳总结出不定式与分词在句中作定语、宾补、状语的区别、解题技巧等，进行探究性、研究性学习。

3、让学生掌握不定式与分词在句中作定语、宾补、状语的区别、解题技巧等，并能在解题时运用。总之，通过各种课堂教学活动设计，培养学生自主学习、合作学习、探究学习的能力，训练他们发现问题、分析问题和解决问题的能力并学会清楚地表达自己的观点。

教学重点、难点分析

1、教学重点：

1）让学生学会自己总结考题的考点、难点及不定式与分词在句中作定语、宾补、状语的区别及解题规律。 2) 让学生掌握并学会运用不定式与分词在句中作定语、补语、状语的区别及解题规律。

2、教学难点：

让学生有效地掌握并会运用不定式与分词在句中作定语、补语、状语的区别及解题规律。 教学过程设计 步骤1：真题探究

1、让学生限时完成与本堂语法相关的语法题；

2、让学生与同桌对答案；

3、教师给出正确答案；The Exx: 1.The next thing he saw was smoke_ from behind the house.A.rose B.rising C.to rise D.risen 2.The island, ___ to the mainland by a bridge, is easy to go to.A.joining B.to join C.joined D.having joined 3.Look over there--- there’s a very long, winding path___ up to the house.A.leading B.leads C.led D.to lead 4.After completing and signing it, please return the form to us in the envelope__.A.providing B.provided C.having provided D.provide 5.We’re having a meeting in half an hour.The decision_ at the meeting will influence the future of our company. A.to be made B.being made C.made D.having been made 6.Michael put up a picture of Yao Ming beside the bed to keep himself ___ of his own dreams. A.reminding B.to remind C.reminded D.remind 7.Claire had her luggage__ an hour before her plane left. A.check B.checking C.to check D.checked 8.(2012上海) As Jack left his membership card at home, he wasn’t allowed _ into the sports club. A.going B.to go C.go D.gone 9.I looked up and noticed a snake___ its way up the tree to catch its breakfast. A.to wind B.wind C.winding D.wound 10.The old couple often take a walk after supper in the park with their pet dog ___ them. A.to follow B.following C.followed D.follows 11.___ into English, the sentence was found to have an entirely different word order. A.Translating B.Translated C.To translate D.Having translated 12.Film has a much shorter history, especially when ___ such art forms as music and painting. A.having compared to B.comparing to C.compare to D.compared to 13.___ around the fire, the tourists danced with the local people. A.Gather B.To gather C.Gathering D.To be gathering 14.The old man sat in front of the television every evening, happy ___ anything that happened to be on. A.to watch B.watching C.watched D.to have watched 15.Tom took a taxi to the airport, only ___ his plane high up in the sky. A.finding B.to find C.being find D.to have found 设计意图：

1、平时的限时训练能培养学生的做题速度，提高他们的反应能力；最后才能达到高考要求；

2、通过学生同伴讨论，可让他们互换信息，同伴间相互学习，解决部分难点；步骤2：规律总结

1、小组讨论。

让学生4或6人一小组讨论各个小题的考点、解题规律及不定式与分词在句中作定语、宾补和状语的区别，找出本小组难点或疑惑，并由一名成员记录；

2、全班汇报

小组代表汇报讨论结果或本组难点；其他小组可做补充、答疑；教师在必要时做补充或纠正；

3、教师重点补充、归纳

在全班讨论完之后，教师可根据课堂实际情况补充讲解学生可能忽略的重点、规律；并展示其解题规律及区别，让学生有一个更清晰地概念。 总结规律: 1.不定式与分词作定语的区别：

不定式与分词作定语时其逻辑主语一般为其所修饰的名词或代词，非谓语动词的选择主要看：（1）其与逻辑主语的主被动关系；

（2）非谓语动词发生的时间 to do 与它的逻辑主语具有主动关系，并且不定式表示的行为将要发生； to be done与它的逻辑主语具有被动关系，并且不定式表示的行为将要发生；

doing与它的逻辑主语（即被修饰的名词）具有主动的关系，并且分词所表示的行为正在进行。 being done与它的逻辑主语（即被修饰的名词）具有被动的关系，并且分词所表示的行为正在进行。 done与它的逻辑主语（即被修饰的名词）具有被动的关系，并且分词所表示的行为已完成。 例句：1）The next train to arrive was from New York. 分析：动词不定式用作the next train的定语，通常置于其所修饰的名词或代词之后；它与所修饰的名词the next train是主谓关系（主动关系），并且表示将来的动作。

2）We’re having a meeting in half an hour.The decision to be made at the meeting will influence the future of our company.分析：动词不定式用作the decision的定语，通常置于其所修饰的名词或代词之后；它与所修饰的名词the decision是动宾关系（被动关系），并且表示将来的动作。

3）Look over there--- there’s a very long, winding path leading up to the house.分析：现在分词短语用作path的定语，通常置于其所修饰的名词或代词之后,相当于一个定语从句which leads…..;它与所修饰的名词path是主谓关系（主动关系）。 4) The problem being discued now is very important.分析：现在分词的被动形式作the problem定语，通常置于其所修饰的名词或代词之后, 相当于一个定语从句which is being discued;它与所修饰的名词the problem是动宾关系（被动关系），并且表示正在发生。

5) The island, joined to the mainland by a bridge, is easy to go to.分析：过去分词短语作the island定语，通常置于其所修饰的名词或代词之后, 相当于一个定语从句which was joined by a bridge它与所修饰的名词the island是动宾关系（被动关系），并且动作已完成。 2.不定式与分词作宾补的区别: 其逻辑主语一般为前面的宾语。

do与逻辑主语之间是主动关系，强调动作发生的全过程, done 强调与逻辑主语之间的被动关系, doing 强调与逻辑主语之间的主动关系, 正在进行。 being done 与逻辑主语之间是被动关系，动作正在进行 例句：1) I saw her come into the claroom. 分析：省去to的动词不定式come 与逻辑主语（句子的宾语）her是主动关系，强调动作发生的全过程。 2）I saw her coming into the claroom.分析：现在分词coming与逻辑主语（句子的宾语）her是主动关系，强调动作正在发生，只表动作全过程的一部分，只看到片段。

3）I saw her taken out of the claroom.分析：过去分词 taken out of与逻辑主语（句子的宾语）her是被动关系。 4）I saw her being questioned by the police.分析：现在分词一般式被动式being questioned 用作宾语her的补语，构成被动关系，动作正在进行。 3.不定式与分词作状语的区别：

to do ：一般在句中作目的，结果，原因状语。其逻辑主语通常是句子的主语。

例句：1）She went shopping to buy a pen. 分析：to buy a pen是went shopping 的目的。在强调这种目的状语时，不定式前可加in order, so as. 2）George returned after the war, only to find that his wife had left him. 分析：only to find作结果状语。动词不定式作结果状语，通常用于一种出乎意料、意想不到的结果, 不定式前常有only, just等词；而现在分词作结果状语则通常用于一种顺其自然的结果，如：Thunderstorms have struck North China, causing heavy rain and traffic problem. 3）I’m glad to receive your letter again.

分析：glad 的原因是to receive your letter again. 分词可作时间、条件、伴随、方式等状语；判断现在分词与过去分词主要看： （1）分词与其逻辑主语（即主句主语）的主被动关系

（2）分词所表示的行为与主句谓语动词行为的时间关系（先后或同时） Doing: 与逻辑主语之间是主动、动作与谓语动词同时发生 Having done: 与逻辑主语之间是主动、动作在谓语动词之前 Having been done: 与逻辑主语之间是被动、动作在谓语动词之前 Done: 与逻辑主语之间是被动/完成、动作与谓语动词同时/之后

例句：1) Gathering around the fire, the tourists danced with the local people. 分析：现在分词短语Gathering around the fire与句子主语是主动关系，相当于一个时间状语从句when they gathered around the fire; 动作与谓语动词danced同时发生。 2) Having finished his homework, he went out to play football. 分析：现在分词完成式(Having finished his homework)与句子主语是主动关系，

相当于一个时间状语从句 After he finished his homework;所表示的动作发生在谓语动词之前，作时间状语。Having done通常表时间和原因状语。表时间常置于句首。

3) Having been translated into English, the sentence was found to have an entirely different word order. 分析：现在分词完成式被动式Having been translated into English与句子主语是被动关系，相当于一个状语从句After it was translated into English; 所表示的动作发生在谓语动词之前。

4) Translated into English, the sentence was found to have an entirely different word order. 分析：过去分词Translated into English与句子主语是被动关系，相当于一个状语从句After it was translated into English; 所表示的动作发生在谓语动词之前。Having been done与Done都与主句主语是被动关系，动作先与谓语动词完成时可互换。 设计意图：

1、通过个人自主学习、小组讨论、探讨等来培养学生自主、合作、探究的学习能力及学习意识，提高学习效果。

2、解题规律、知识点的总结都是以学生为主来设计活动，给学生足够的时间、空间来自己找出难点，并试图解决难题，提高其找出问题、分析问题、解决问题的能力。小组之间讨论相互提出的难点，给学生足够的提问权解决自己的难点。

3、通过让学生自主学习语法知识点，在生生之间开展质疑和释疑活动，引导学生总结解题规律，加深其对该语法点的理解及运用。

4、小组内或小组之间的讨论，给学生创造了同伴之间相互学习的氛围，学生更易理解、接受。步骤3：备考演练

1、让学生限时做题；

2、教师给出正确答案；

3、小组讨论各自难点。Exx: 1.--- I wonder whom you are waiting for. --- The policeman ___ the traffic accident. A.dealt with B.to deal with C.will deal with D.to be dealt with 2.The problem just ___ to be discued at the next conference. A.referred is B.referred to be C.referring to is D.referred to is 3.Bats are surprisingly long-lived creatures, some ___ a life span of around 20 years. A.having B.had C.have D.to have 4.When I walked past his garden, I saw him ___ there with his wife. A.to work B.worked C.working D.works 5.— Good morning.Can I help you? — I’d like to have this package ___ , madam. A.be weighed B.to be weighed C.to weigh D.weighed 6.Li Ming was made ___ the blackboard for a week as a punishment. A.to clean B.cleaning C.wash D.to be washing 7._ by many economic officials, the president visited China and made great achievements. A.Accompanying B.Accompanied C.To accompany D.Being accompanied 8.I came _ to the railway station, only _ the train was slowly pulling out of the station. A.and ran; found B.running; finding C.running; to find D.to run; finding 9.Consumers often call the manager ___ about bad products or bad services. A.to complain B.complained C.having complaining D to have complain 10.The old black woman sat under the pine tree, her grandsons, _ around her, __ to an old story. A.seating; listening B.seated; listened C.seating; listened D.seated; listening 设计意图：

通过课堂上再做此类型的题，让学生及时巩固所学知识；对自己掌握不透的知识和解题规律、方法等及时向同伴或老师请教，让考生真正解决自己的难点，做到学以致用、提高英语运用能力和解题能力

第18篇：上海教师资格证面试：高中英语语法课同位语从句教案

2017上海教师资格证面试：高中英语语法课同位语从句教案

以下为高中语法课同位语从句教案。 Appositive clause Teaching Aims:

Knowledge aims: Students can understand the usage of appositive clause; can know the differences between appositive clause and attributive clause.Ability aims: Students can identify the appositive clause, and can use this kind of clause into their writing or speaking.Emotional aims: Can foster the interest and desire of learning English, pay attention to in English communication and understand others’ feelings; Can improve the confidence of learning English, and not afraid of speaking English; Can cooperate with other group mates actively, and complete the tasks together.Teaching Key Points: Get the sentence structure and its meaning of each sentence, and can induct the rules of the functions of grammar.Teaching Difficult Points: Use the appositive clause in proper situations; can identify the clause type in different situations, especially can distinguish the appositive clause.Teaching Methods: Inductive Method, Task-based Teaching Method, Found-type Method Teaching Aids: multi-media Teaching Procedures: Step 1 Warming-up Ask students to read the following tongue twister firstly, and then ask them what kind of grammatical phenomenon they can find.

Now the question comes to their minds, “How many sheets could a sheet slitter slit if a sheet slitter could slit sheets?” (如果裁纸机能裁纸的话，一个裁纸机能裁多少张纸呢?) I will lead them to think about the relation between the words “question” and the sentence in the quotation marks.Then come to the conclusion: the sentence in the question mark is appositive of the word “question”.And today we’re going to learn the appositive clause.Step 2 Presentation 1.Show some sentences on the PPT, and ask students to discu the function of the underlined part in groups of 4.We heard the news that our team had won.They were worried over the fact that you were sick.The news that we are having a holiday tomorrow is not true.I can understand their eagerne that you should be the main speaker.After they finished, I will invite group leaders to share their views.And come to the conclusion that the function of appositive clause is a supplementary specification to a noun, this kind of clause equals to a noun.This clause always appears after the related noun closely.2.Show the following sentences to deepen their understanding of appositive clause.And lead them to find out the different conjunction of appositive clause.I have no idea what size shoes she wears.I have no idea which wine is best.I have no idea when he will be back.He must answer the question whether he agrees to it or not.

The conjunction words include the following three groups: Conjunctions: that, whether Conjunctive adverbs: how, when, where, why Conjunction pronouns: what, who, whom, whose, which “If” can’t lead an appositive clause.Step 3 Practice 1.Ask students to make sentences by using appositive clause.2.Compare the following pairs and find out the difference between the two sentences in each pair.The news that l have paed the exam is true./The news that he told me just now is true.The idea that computers can recognize human voices surprises many people./The idea that he gave surprises many people.Then ask some students to make a conclusion: the first sentence is appositive clause, and the second one is attributive clause.In appositive clause, the clause aims to explain the noun, and the conjunction works as nothing; while in attributive clause, the clause aims to modify the noun, and the conjunction works as some sentence constituent.Step 4 Production Read the following sentences and identify what kind of clause it is.I have no idea when they will come.I’ll never forget the days when I lived there.I have a dream that one day all roads will be made plain.We hold this truth to be self-evident that all men are created equal.Some people hold the opinion that the Internet is a curse.

Step 5 Summary and homework Ask students to make a summary and ask them to use appositive clause to write their diary as much as poible.Blackboard Design: Teaching Reflection: 来源：上海教育人才网

第19篇：英语语法课说课稿

教师招聘英语语法课说课稿

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

Part 1 Teaching Material:

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

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

Part 2 Students

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

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

Part 3 Teaching Aim

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

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

2.Ability objects (技能目标：听，说，读，写)

SS can apply the grammars into their daily life.

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

SS will be more interesting in grammar learning

Part 4 the Key and Difficult Points

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

Part 5 Teaching and Studying methods

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

Part 7 Teaching Procedure

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

Step 1.Warming up

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

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

Step 2.Presentation

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

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

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

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

Step 3.Practice

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

The activity designed here is to consolidate grammar learning .

Step 4.Production

Task 1.Introduce friends.

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

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

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

Step 5.Summary and Homework

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

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

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

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

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

They played music which was based on the Beatles.

第20篇：小学新标准英语语法课——介词教案

小学英语介词总结

介词（Preposition）

一、概述

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

二、常用介词的基本用法 at

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

at last 最后

at the same time 同时

at first 开始时

not at all 一点也不

about

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

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

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

after

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

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

behind

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

by

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

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

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

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

for

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

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

in

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

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

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

在……前面

in the end

最后

in time

及时

like

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

near

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

of

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

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

当然

because of

因为，由于

on

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

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

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

值日

on time 准时

over

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

to

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

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

under

What's under your desk? 你书桌底下是什么？

with

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

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

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

at first 起初；开始 get off 下车

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

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

think for 想到

on worry about 担心 on duty 值日 listen to 听

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

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

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

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

be good at 善于

in be proud of 感到自豪

in all 总体 be crazy about 酷爱

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

in a hurry 匆忙地 by+交通工具

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

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

介词用法

1、小学英语介词at，in与on在时间方面的用法

at表示时间的一点；in表示一个时期；on表示特殊日子。如：

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

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

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

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

2>.in后常接年，月，日期，上午，下午，晚上，白天，季节，世纪等。如：

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

3>.on后常接某日，星期几，某日或某周日的朝夕，节日等。如：

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

介词 for 的用法小结

1.表示“当作、作为”。如:

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

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

2.表示理由或原因,意为“因为、由于”。如:

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

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

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

3.表示动作的对象或接受者,意为“给……”、“对…… (而言)”。如:

Let me pick it up for you.让我为你捡起来。

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

4.表示时间、距离,意为“计、达”。如:

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

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

5.表示去向、目的,意为“向、往、取、买”等。如:

Let’s go for a walk.我们出去散步吧。

I came here for my schoolbag.我来这儿取书包。

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

6.表示所属关系或用途,意为“为、适于……的”。如:

It’s time for school.到上学的时间了。

Here is a letter for you.这儿有你的一封信。

7.表示“支持、赞成”。如:

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

8.用于一些固定搭配中。如:

Who are you waiting for? 你在等谁?

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

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