PART III GRAMMARp
-ing and -ed forms of verbs
Reference for the Classroom Activities
1）That woman who is laughing is my mother.
2）Finally they found the treasure that had been hidden.
3）This is the place that is most frequently reported in the press.
4）The boy who was enchanted stared at the screen, mouth wide open.
Now, ask students to summarize the use of the -ing and -ed forms as modifiers
Summary
1.The –ing form of a verb is used when the action described by the verb continues to happen or when the
relationship between the modified and the verb is active.
2.The –ed form of a verb is used when the action is completed at the time another action occurs or when the
relationship between the modified and the verb is passive.
Nouns
Reference for the Classroom Activities
1）.development of career educators
2）. readjustment of the flight timetable
3）. money problems of high-school art education
4）. country for family vacation
5）. the study of the growth of childhood personality
Now, ask students to summarize the rules of using nouns as modifiers.
Summary
Nouns can be put ahead of another noun as its modifiers in English; but too many nouns clustered can cause ambiguity and misunderstanding. Very often the maximum of nouns as modifiers is two, though sometimes this number may be exceeded. So the guiding principle for noun modifiers is that they shouldn’t pose too much difficulty to the reader’s comprehension.
Adverbs
Reference for the Classroom Activities
1）drive breezily (modifying the verb)
2）strangely beautiful(modifying the adjective)
3）too slowly(modifying the adverb)
4）Firstly,1et’s listen to Dr．Smith’s report on his latest research．(modifying the whole sentence)
Now, ask students to summarize the rules of using adverbs as modifiers
Summary
An adverb can modify a verb, an adjective, another adverb, or even a whole sentence. It usually appears after the verb it modifies but before the adjective or the adverb. If it modifies the whole sentence, it can appear either at the beginning or at the end.
Problems with modifiers
Reference for the Classroom Activities
1．The problem with these phrases is the redundancy of modifiers．The modifiers are useless for they do nothing but repeat what the following nouns say．Useless modifiers can make your writing repetitious and wordy．
2．a. The notice said nothing else．
b. People other than visitors were not invited to see the exhibits．
c. The visitors were invited to do nothing but see the exhibits on the third floor．
D. There might be exhibits on other floors but the visitors were invited to see those the third floor. Now．ask students to summarize the problems with modifiers.
Summary
1.One problem is about useless modifiers. A useless modifier adds nothing to the meaning of the modified
but redundancy.
2.Another problem is concerned with misplaced modifiers. Clear writing demands that modifiers be put as
close as possible to the word or phrase being modified.
PART IV WRITING
Notices (I)
This section mainly discusses short, informal notices, which are normally written in the form of notes. Above all, a notice should provide key information to the reader.
Suggested answer to the question
The notices are concise, including only the essential information. They are all written in the form of notes. Ask students to summarize what they have learned in this unit
PART V FOLLOW-UP EXERCISES
1.1）. When I was assigned a certain task, I did it to my best ability
2）. Fog can cause blindness.
3). Recently 1 joined a social club which raises money for the care of needy children, and we meet every
Wednesday afternoon.
4). An essay should be understandable to the reader.
5). Many items are expensive at discount stores.
6). Bears that have just come out of hibernation are usually hungry and dangerous
7). The author should have shortened the story by half.
8). The city's environmental surroundings are not the most comfortable
9). I learned certain facts that I believe are vital to every freshman.
2. 1). simmer: cook food gently at or just below boiling point
sauté: fry quickly in a little hot fat
bake: cook by using direct heat in an oven
2). Other verbs about cooking include roast, steam, braise, fry, deep-fry, boil, poach, scramble, grill,
stew, curry, baste, barbecue.
3. 1). For dinner we had barbecued steaks and sweet corn.
2). Last week my brother John joined an insurance company.
3). He is not a friendly and easy-going colleague.
4). Our view of the sea at sunset was splendid / breathtaking.
5). It was a fine day to play outdoors.
6). What impressed me most about the city was the hustle and bustle in the streets
4.. There are seize, hurl, choke, blind, leap, flee, etc
5. 1). I admire Jenny's long black glossy hair so much.
2). The fearless explorer finally landed at the South Pole.
3). Fast driving on a smooth road can be great fun.
4). John and I often wrote each other long e-mails full of jokes
5). The pale skinny woman fainted suddenly.
6. 1). I invited the visiting professor to the English Club.
2). Shooting stars warn us of catastrophe.
3). The deleted sentence was unnecessary.
4). Stephanie tiptoed up the carpeted steps.
5). The students attending the art school are highly active.
6). The taped dollar bill split in half.
7). Amy was the only winning contestant who was below 10
8). The freshly painted house shone in the sun.
7, 1). indescribably 2). Dark 3). occasional 4). steadily
5). surely, bad 6). terribly
8. 1). At his mother's request, he agreed to wait at least a year before getting married.
2). Half of the girls in town were in love with Ben, but he wanted to marry Christine only.
3). John hopes that in the years to come he can be as successful as his father has been.
4). The winner of the contest ate almost three dozen frankfurters.
5). Debbie knew that chicken when fried always pleased Ed.
6). Mary could not resist the temptation to whisper in her friend's ear about what she had seen.
9. In organizing the activity, the teacher can ask students to discuss what they want to put in the notices first, and then to design the layout. The notices should be simple in language, clear in meaning and eye-catching.
大学英语语法 学习提纲 一、词类、句子成分和构词法： 1、词类：英语词类分十种： 名词、形容词、代词、数词、冠词、动词、副词、介词、连词、感叹词。 1、名词(n.)：表示人、事物、地点或抽象概念的名称。如：boy, morning, bag, ball, class, orange. 2、代词(pron.)：主要用来代替名词。如：who, she, you, it . 3、形容词(adj..)：表示人或事物的性质或特征。如：good, right, white, orange . 4、数词(num.)：表示数目或事物的顺序。如：one, two, three, first, second, third, fourth. 5、动词(v.)：表示动作或状态。如：am, is,are,have,see . 6、副词(adv.)：修饰动词、形容词或其他副词,说明时间、地点、程度等。如：now, very, here, often, quietly, slowly. 7、冠词(art..)：用在名词前,帮助说明名词。如：a, an, the. 8、介词(prep.)：表示它后面的名词或代词与其他句子成分的关系。如in, on, from, above, behind. 9、连词(conj.)：用来连接词、短语或句子。如and, but, before . 10、感叹词(interj..)表示喜、怒、哀、乐等感情。如：oh, well, hi, hello. 2、句子成分：英语句子成分分为七种：主语、谓语、宾语、定语、状语、表语、宾语补足语。 1、主语是句子所要说的人或事物,回答是“谁”或者“什么”。通常用名词或代词担任。如： I’m Miss Green.(我是格林小姐) 2、谓语动词说明主语的动作或状态,回答“做(什么)”。主要由动词担任。如：Jack cleans the room every day. (杰克每天打扫房间) 3、表语在系动词之后,说明主语的身份或特征,回答是“什么”或者“怎么样”。通常由名词、 代词或形容词担任。如：My name is Ping ping .(我的名字叫萍萍) 4、宾语表示及物动词的对象或结果,回答做的是“什么”。通常由名词或代词担任。如： He can spell the word.(他能拼这个词) 有些及物动词带有两个宾语,一个指物,一个指人。指物的叫直接宾语,指人的叫间 接宾语。间接宾语一般放在直接宾语的前面。如：He wrote me a letter . (他给 我写了一封信) 有时可把介词to或for加在间接宾语前构成短语,放在直接宾语后面,来强调间接宾 语。如：He wrote a letter to me . (他给我写了一封信) 5、定语修饰名词或代词,通常由形容词、代词、数词等担任。如： Shanghai is a big city .(上海是个大城市)
大学英语过程写作林娟（排错版） Week 1 1 Why is brainstorming important? A、It allows writers to analyze the writing prompt and organize their thoughts. B、It contributes to unity and coherence of writing because it allows writers to map out their ideas. C、all of the above D、none of the above 我的答案：C 2 At what point in the writing process should we brainstorm? A、at the beginning B、at the beginning C、at the end D、in the middle E、always 我的答案：A 3 What are 6 types of brainstorming? A、listing, clustering, t-chart, freewriting
B、listing, clustering, cubing, freewriting, looping, t-chart C、freewriting, mapping, cubing, q-chart, looping, listing D、organizing, listing, looping, freecharting, cubing, t-chart E、organizing, cubing, researching, q-chart, freelisting, looping 我的答案：A 4 In which situation would a T Chart be the most effective form of brainstorming? A、when creating formulating an argument B、when showing the cause and effect of a situation C、when comparing two things D、both answers a and c E、Do not judge your ideas at the beginning. Simply just get your ideas out. 我的答案：D Week 2 1 Outlining is ( ) in the writing process. A、the first stage B、the second stage C、the third stage D、the fourth stage 我的答案：B
14. 倒装 倒装句之全部倒装 全部倒装是只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, com e, go, lie, run。 There goes the bell. Then came the chairman. Here is your letter. 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。 Out rushed a missile from under the bomber. 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。 Here he comes. Away they went. 倒装句之全部倒装 全部倒装是只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。 There goes the bell. Then came the chairman. Here is your letter. 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。 Out rushed a missile from under the bomber. 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。 Here he comes. Away they went. 倒装句之部分倒装
大学英语写作课怎么上 要上好大学英语写作课除了积累经验以外还要吸取别人的授课方法。下面是给大家整理的大学英语写作课怎么上，供大家参阅! 大学英语写作课怎么上1 关键，备课环节 上好大学英语写作课，关键是备好课，俗话说“台上一分钟，台下十年功”，从中引申出来意思就是准备工作容不得半点马虎。备好课主要做到备课程、备学生、备方法。一要备好课程。我们知道，单列的写作课往往只有几节课，且安排在学期末;可以说，写作课是检验学生一学期的课程内容的标尺，包括学生的单词积累、逻辑思维和行文习惯。因此，在备课时，笔者目的明确，所教的写作内容决不允许局限于课本的例题，而要在各种文体(说明文、论说文和应用文)上加料，突出主题延伸;如笔者在备书信写作课时，就会把书信的各种类别找出来，并自己归纳其格式;;日期的写法+称呼+内容+结束语。二要备好学生。大学生写作水平参差不齐，层次有上中下，必须采取的策略是抓小放大促中间，达到教学的总体均衡;具体操作是备课内容重点放在学习层次较为一般的中下层学生，容易的题目占比增大，体现为从易到难、由有感性向理性逐渐过渡;同时积极参阅历年全国大学语言四六级考试真题，参考《大学英语实用写作课程》[1]等教辅，使得备课内容切合实际、内涵丰富，学生能既能“吃饱”，又容易消化。如我采编的写作常用过渡词(学生运用起来方便快捷)，(1)
对照/but、whereas、however ……(2)让步/nevertheless、although……(3) 原因/because 、since 、for ……(4)结果/so、thus、hence等等。三要备好方法。针对不同的写作课程内容，采用不同的教学方法备课：描写文和记叙文写作课程;;讲授法、探究法，论说文;;讲授法、练习法，应用文;;探究法、讨论法;并利用PowerPoint或Authorware软件将课程内容制作幻灯片，加插动画、视频、音频和解说手段，力求内容生动、直观、有趣，学生容易接受。 2 重心，施教环节 我们知道，教学目标的实现很大程度上依赖课间教学。为实现成果转化的最大性，笔者会在课堂上采用各种不同的教学法或多种教学法穿插进行。特别在讲授应用文写作时笔者多采用探究启发式教学法，因为应用文类别多、各有格式，导致学生很容易混淆。 谈大学英语写作教学中的几点体会一、大学英语写作教学的现状分析1、对英语写作重视程度欠缺 在大学英语教学中，仍然是教师占主导地位，在语言知识的输入与输出地关系上，大多数学校的学生仍然是被动的知识接受者，即所获取的语言知识大多是听力、阅读等输入型的言语信息，一旦接触到语言输出环节(说和写)，学生就会感觉到力不从心。 在教学环节中，从教师的角度来看，在听说课上，他们的主要精力用于对学生听的训练，而让学生说的机会甚少;在读写课上，由于课堂时间所限，教师将大部分时间用来传授基本的语法知识和词汇用
大学英语第三册语法结构分析 (译部分) 1.发言人明确表示总统在任何情况下都不会取消这次旅行。 The spokesman made it clear that the president would not 主谓语 Cancel (the trip) under any circumstances. 介状 2. 我们相信他所说的，因为他受过良好的教育，出身于受人尊敬的家庭，更重 要的是他为人可靠。 We believ e what he has said , because he is well-educated , comes 主谓主 from a respectable familly and what’s more , he is reliable. 3. 随后后发生的那些事件证明了我的猜疑是对的。 The subsequent events confirmed my suspicions once again. 谓 4. 在赛后举行的记者招待会上，这位足教练因该队表现不佳而向球迷们致歉。 At the press conference held after the game , the football coach apologized to the fans for his team’s poor performance. 5. 令我们吃惊的是，这位常被赞为十分正直的州长竟然是一个贪官。 To our surprise, the governor who had often been praised for his honesty tur ned out to be a corrupt official. 谓语 6. 有少数人得到了提升，在这同时却有数万个人被解雇。 A few workers were promoted , but meanwhile hundreds of workers were dismissed. 7. 如果有机会，约翰也许已成为一位杰出的画家。 Given the chance , John might have become an outstanding painter.
ANSWER KEY Part One: Essay Writing 1 An Introduction to Writing Activity (Point and Support in a Paragraph), pages 5–6 Point: There are drawbacks to moviegoing. Support: 1. Inconvenience b. Long time to find parking spot and long walk to theater d. Sticky floor 3. Other moviegoers a. Running kids b. Laughing, shouting teenagers Activity (Introductory Paragraph), 8 1. c 2. b 3. a 4. a. Inconvenience of going out b. Temptations of the theater c. Behavior of some patrons Activity (Body: Supporting Paragraphs), 9–10 1. To begin with, I just don’t enjoy the general hassle of the evening. 2. b. Parking lot is always jammed d. Tickets may sell out, and theater is crowded e. Tickets cost up to $8 each 3. Second, the theater offers tempting snacks that I really don’t need. 4. b. 2) chocolate bars 3) Milk Duds 5. Many of the other patrons are even more of a problem than the concession stand. 6. a. Little kids race up and down the aisles b. Teenagers talk back to the screen, whistle, make funny noises Activity (Concluding Paragraph), 10 1. a 2. c Review Activities, 18–20 Answers will vary. 2 The Writing Process Activities (Freewriting, Questioning, Making a List, Clustering, Scratch Outline), 25–31
第一单元语法部分参考答案 PART III GRAMMAR Subject- Verb Agreement When the subject is compound Reference for the Classroom Activities Summary: 1. A compound subject with and takes a plural verb in most cases, but when it expresses a singular meaning or when each of the singular subjects is considered individually, it takes a singular verb. 2.After a compound subject with or, nor, either…or, neither…nor, not …but,the verb agrees in number and person with the nearer part of the subject. 3.Intervening phrases or clauses not introduced by coordinating conjunctions do not affect the number of a verb. Such phrases are normally introduced by prepositions or prepositional phrases such as well as, as much as, rather than, along with in addition to, together with, with, plus, and including. When the subject expresses quantity Reference for the Classroom Activities All the sentences are correct. Summary: 1.Nominal phrases of time, money, weight and measurement normally take a singular verb. 2.Some words or phrases, such as all, most, alf, the last, the rest, take a singular or plural verb, depending on the meaning of the noun or pronoun that follows. 3.Phrases lik e lots of, heaps of , loads of take singular or plural verbs depending on the form of the nouns that follow. 4.In sentences with more than one or many a modifying the subject nouns, the verb should take a singular form though it is plural in meaning. When the subject is a relative pronoun, a what-clause, or in the there-be structure Reference for the Classroom Activities
1.段落解释： is a unit of thought composed of sentences,smaller units of thought,that relate to a single topic.Paragraph divisions serve two very useful functions 2.A good paragraph is composed 组成 in such a way that it has : idea with nothing in the paragraph not covered by the topic explores the main idea explicitly and concretely,with 3.第一个写作常识has sound internal structure.The qualities that indicate sound internal structure are unity,coherence,and completeness. 4.怎样做到内容一致An excellent way of achieving unity is by means of the topic sentence.Properly used,the topic sentence forces the writer to adhere to and to sustain the point he is trying to establish 5.标题句① the topic sentence properly used can achieve unity in the paragraph,which indicate the importance of the topic sentence;②the topic sentence 6.第二个写作常识 In short,a good topic sentence has a limited subject and a sharp focus,namely,a good topic sentence is not too general nor too narrow.A topic sentence that is too general requires much more than a paragraph to develop it.A topic sentence that is too narrow leaves little to be said in the rest of the coherence is connection and consistency.A coherent paragraph is one in which all the sentence are related logically and grammatically to make a whole that allows the reader to follow the writer’s train of thought step by step 8．第三个写作常识 Just as topic sentences help readers follow our ideas,other signals also help them understand what we have to say.When we write and when we revise,look for the areas that seem choppy or unconnected—that lack coherence.We can establish better coherence by using the following devices:pronoun reference,repetition ,and in a paragraph means that the topic is adequately developed by details,explanations,definitions,evidences,and the like,so that the reader is not left with only a fuzzy idea of what the writer means 1第四个写作常识：Development of the main idea, then, is like enlarging a photograph to make the details clearer. So, development in the paragraph is as important as unity and coherence between skillful development helps us to stick to our subject and focus and to keep up the sense of oneness. 2Inductive Pattern (归纳法概念)：In developing a paragraph by means of the inductive pattern of reasoning the writer presents particular instances of a like kind and leads them into valid generalization which serves as his topic sentence. 3Deductive Pattern (演绎法概念)：In developing a paragraph by means of the deductive pattern the writer begins with a generalization(the topic sentence) and proceeds with specific elaboration or application of the general idea. 4Inductive-deductive Pattern(归纳演绎法)：As the name indicates, in developing a paragraph by means of inductive-deductive pattern the writer first presents particular instances and a resulting generalization, then applies the generalization to a new instance.5第五个写作常识：Sequences of development are not independent of types of development. The most important sequences of development are general to particular, particular to general, climactic, chronological, and spatial. 6Climactic Sequence (层递顺序)：In a climactic sequence, the most intense or highest point of interest is saved for the final sentence, which may be, but is not necessarily, the topic sentence. 7.Chronological Sequence (时间顺序):A chronological sequence is one in which earlier things precede later things; items are listed in the order in which they occur in time. The most obvious use of a chronological sequence is in telling a story. 8Spatial Sequence (空间顺序)：A spatial sequence is used in descriptions of various types. It starts the reader at a particular point and then moves logically in some direction, from one place to another. 9第六个写作常识：The type of development is the way in which the main idea is supported-by details, definitions, statements of cause and effect, and so on. 10段落展开方式：Among the most important types of paragraph development are development by detail, comparison and contrast, process, classification and partition, cause and effect, definition, and mixed development.
语法课教案 I. Teaching aim . 1.Aims on the knowledge : Enable students take in the grammar and related knowledge; 2.Aims on the ability : Develop their abilities of speaking and can use new knowledge to communicate with others in daily life . 3.Aims on the emotion : develop Ss' interest in English and let them love their life. II. Important points: Ss understand the grammar and learn about other related sentence structure . III.Difficult points. Ss take in the grammar and put it into practicing speaking about their daily life and use in express their ideas . IV.Teaching procedure . Step1: Warm-up : at the beagining of class,we can start a game, gusing words . Step2: Presentation . 1. Show students new sentences of grammar and explain for them ; 2. Show students related sentences and words . Let Ss read it by themselves . Step3: Practice. 1. Group member talk about “look, there is a…in/on/nea r…” “look, there are some…in/on nea r…” 2. Everyone can hand up and express their ideas sentences structures . Step4: Product . Combine grammar and some related sentences which teacher show to Ss . Ss have a try to have a dialogue in class with their partners . V. Blackboard design. 1.Show new sentence students at the lift side on the blackboard ; 2.Show some related sentence at the right side on the blackboard . VI. Homework. https://www.doczj.com/doc/3b16296379.html,municate with classmates about their Sunday or Saturdays using new sentences structure ; 2.Finish some tasks on the workbook which is about grammars . VII.Summary. 1.Ss may feel difficult about the grammar, teacher need to pay much attention to focus on the reflection of Ss and take actions to help them to understand grammar ;
1. 成功的四个步骤 Four Steps to a Successful Four Steps to a Successful The first time in life? Then grasp your chance with your perfect performance on the dating night, by learning the following principle in heart. Dress properly. While everyone wants to give an impressive debut on the first date, you should avoid wearing something too bizarre to be accepted. If you are still in school, a sportswear can fulfill your purpose. For businessman or grownups, casual clothes are recommended. Never put up your working uniforms,no matter how well you like that Armani suit. It is no work. A few accessories such as a pair of sunglasses or silver loops on the wrist can add up to the romance sphere. Take a bath before dating. And if you like, spray a little perfume, but unless you're sure that he or she likes the smell,don't use ones that are too strong. Watch your manner. You're no prince of the Scotland nor Cinderella in the legend. Proper manners will ensure a lasting relationship while bad ones scare away your sweetheart. And do make sure you do not boast about your fortune, for, not everyone are green addicts. And your way of smiling, or your greatestoath, should neither be "coy" nor "by St. Loy!" after the nun in Chaucer. Be a little sensitive than merely innocent. Do make sure you do not intrude his or her privacy on the first date. For there maybe something deeply concealed within the inner core of every heart, of which the owner doesn't share often with anyone but his intimacy. Finally, wish you good luck. May you get your hearts combined and start a new journey in the miracle of life and love. Stay tuned till a borderline is reached, and keep on through out the whole way. 简评 看来第一次约会真是令人兴奋并紧张期待的。为第一次约会所提出的建议也是仁者见仁、智者见智。王永同学用词简单、结构精炼，读起来节奏快，例如：“Dress Properly....If you are still in school，a sportswear can fulfill your purpose.For businessman Orgrowmups，casual clothes are recommended.”这样的文章结构像是在提醒我们时不我待，要抓住机会，抓紧时间。 2. 我的宿舍生活My Dormitory Life
大学英语语法与练习——u n i t14倒装
14. 倒装 14.1 倒装句之全部倒装 全部倒装是只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, com e, go, lie, run。 There goes the bell. Then came the chairman. Here is your letter. 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。 Out rushed a missile from under the bomber. 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。 Here he comes.Away they went. 14.1 倒装句之全部倒装 全部倒装是只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。 There goes the bell. Then came the chairman.
Here is your letter. 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。 Out rushed a missile from under the bomber. 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。 Here he comes. Away they went. 14.2 倒装句之部分倒装 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, n ot until… 等。 Never have I seen such a performance. Nowhere will you find the answer to this question. Not until the child fell asleep did the mother leave the room. 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。 I have never seen such a performance. The mother didn't leave the room until the child fell asleep. 典型例题
大学英语语法 (CET--4) 学习提纲 一、词类、句子成分和构词法： 1、词类：英语词类分十种： 名词、形容词、代词、数词、冠词、动词、副词、介词、连词、感叹词。 1、名词(n.)：表示人、事物、地点或抽象概念的名称。如：boy, morning, bag, ball, class, orange. 2、代词(pron.)：主要用来代替名词。如：who, she, you, it . 3、形容词(adj..)：表示人或事物的性质或特征。如：good, right, white, orange . 4、数词(num.)：表示数目或事物的顺序。如：one, two, three, first, second, third, fourth. 5、动词(v.)：表示动作或状态。如：am, is,are,have,see . 6、副词(adv.)：修饰动词、形容词或其他副词,说明时间、地点、程度等。如：now, very, here, often, quietly, slowly. 7、冠词(art..)：用在名词前,帮助说明名词。如：a, an, the. 8、介词(prep.)：表示它后面的名词或代词与其他句子成分的关系。如in, on, from, above, behind. 9、连词(conj.)：用来连接词、短语或句子。如and, but, before . 10、感叹词(interj..)表示喜、怒、哀、乐等感情。如：oh, well, hi, hello. 2、句子成分：英语句子成分分为七种：主语、谓语、宾语、定语、状语、表语、宾语补足语。 1、主语是句子所要说的人或事物,回答是“谁”或者“什么”。通常用名词或代词担任。 如：I’m Miss Green.(我是格林小姐) 2、谓语动词说明主语的动作或状态,回答“做(什么)”。主要由动词担任。如：Jack cleans the room every day. (杰克每天打扫房间) 3、表语在系动词之后,说明主语的身份或特征,回答是“什么”或者“怎么样”。通常由名 词、代词或形容词担任。如：My name is Ping ping .(我的名字叫萍萍) 4、宾语表示及物动词的对象或结果,回答做的是“什么”。通常由名词或代词担任。如： He can spell the word.(他能拼这个词) 有些及物动词带有两个宾语,一个指物,一个指人。指物的叫直接宾语,指人的叫间接 宾语。间接宾语一般放在直接宾语的前面。如：He wrote me a letter . (他给我写了 一封信) 有时可把介词to或for加在间接宾语前构成短语,放在直接宾语后面,来强调间接宾 语。如：He wrote a letter to me . (他给我写了一封信) 5、定语修饰名词或代词,通常由形容词、代词、数词等担任。如： Shanghai is a big city .(上海是个大城市) 6、状语用来修饰动词、形容词、副词,通常由副词担任。如：He works hard .(他工作努力) 7、宾语补足语用来说明宾语怎么样或干什么,通常由形容词或动词充当。如：They usually keep their classroom clean.(他们通常让教室保持清洁)/ He often helps me do my lessons.(他常常帮我做功课)/ The teacher wanted me to learn French all by myself.(老师要我自学法语) ☆同位语通常紧跟在名词、代词后面,进一步说明它的情况。如：Where is your classmate Tom ?(你的同学汤姆在哪里？)