大学英语语法知识集团公司文件内部编码：（TTT-UUTT-MMYB-URTTY-ITTLTY-
第一章基本句型
1．句子成分
1）主语：表示句子所说为何人或何物，可由名词（词组）、代词、数词、不定式（短语）、动词-ing 形式（短语）和名词从句等充当。
A foreign language is a weapon in the struggle of life. The farmer plowed his field.
He enjoys camping in the mountains. To translate this ideal into reality needs hard work.
Living in that island country for three months was an unforgettable experience for me. T wo will be enough.
Whether we’ll go depends on the weather. That they failed
in their attempt is entirely understandable.
2) 谓语：说明主语做什么或是什么，由动词充当，须与主语保持人称和数的一致。动词的性质决定其是否必须跟主语补语、宾语、宾语补语以及状语等后续成分。People’s standards of living are going up steadily.I may be wrong.
He watched horrified by the terrible accident. I stood on the porch, dumb, expectant.
She left the room angry and frustrated. She looked sad and discouraged.
We have long been hoping to visit your country. We have to do something for them.
It was proposed that he cultural relations between the two countries be expanded.
For many years he remained single. He is called
Little Tiger.
3) 表语：说明主语是什么或怎么样，可由名词（词组）、代词、数词、形容词、分词、动名词、不定式（短语）、副词、介词短语、词组、从句等充当。
He still remained a hero in people’s min ds. What nationality is he?
That’s something we have always to keep in mind. Seventy-four! You don’t look it.
She was the first to learn about it. His hair has gone white.
Her first job had been selling computers. Time is pressing. Let’s hurry up.
The thing for her to have done was to have run away from her home, but she never did.
All I could do was send him a telegram. We must be off now. The proof of the pudding is in the eating. She felt at ease and confident in the future.
They are twice the size of chickens. That would be a great weight off my mind.
4) 宾语：表示动作行为的对象，由名词、代词、数词、名词化的形容词或其他东西、动名词（短语），不定式（短语）、复合结构、从句等充当。
Show your passports, please! They didn’t promise him anything definite.
-- How many do you need? -- We need two. They carried the seriously wounded.
I enjoyed working with you. Hope to see you again.
You will find the pain easing up in a few hours. I’ll get it stamped.
See that everything is ready by half past ten. Did you write down what she said?
◆介词宾语：介词不能在句中独立充当一个成分，而需和一个名词或与之相当的东西构成介词短语，来在句中充当一个成分。和介词构成短语的那个部分称为介词宾语。能充当介词宾语的主要有名词、代词、动名词（短语）、由连接代（副）词引起的从句或不定式短语。
It’s going to be windy tomorrow acc ording to the weather forecast.
How much luggage can I take with me? She is fond of skating.
I’m thinking of how we can fulfil the task ahead of time.He gave a lesson on how to improve soil.
5) 宾语补语：用来补充说明宾语，可由名词、形容词、副词、介词短语、不定式短语、动词-ing形式以及动词-ed形式等充当。
6) 定语：用来修饰名词或代词，由形容词、代词、数词、名词或名词所有格、分词（短语）、不定式（短语）、介词短语、副词、从句等充当。
Our government tries in every way to satisfy our need. He gave a vivid description of the battle.
Our two hundred thousand auto workers are out on strike. We belong to the third world.
They are to send a government trade delegation to China. His words moved everyone present.
What’s your government’s policy towards these countries?
Do you know the number of foreign guests coming to the party?
Their aim is to find ways to satisfy the peasants’ demand “to change low-yielding land to high-yielding land.”
Those under 18 must not carry weight above 10.25 kilograms.
They should have told us if there was anything up. This is the only reference book there is on the subject.
7) 状语：用来修饰动词、形容词或副词，表示谓语的时间、地点、方式、目的、程度，通常由副词(短语)、介词短语、不定式（短语）、分词（短语）、形容词、词组、复合结构、从句等充当。有时，还可用名词充当。
Theoretically you’re right, but things may not work like that in fact. They did everything they could to save the worker’s life. She did this out of kindness.
Please fill in the card giving all the information required.
They all rushed over, eager to help.
Compared to many women, she was indeed very fortunate. She jumped ten feet.
When I was ill she nursed me day and night. We have been sitting here hours waiting for you.
That being the case, we’ll have to reconsider the whole thing. We did it only because we had to.
2．基本句型
1）主—系—表
此句型中动词为联系动词：
A. be动词
B.表示“变得，成为”的动词：become, come, get, go, grow, run, turn, fall, etc.
C. 表示“保持某一状态”的动词：continue, hold, keep, remain, stay, stand, etc.
D.表示“看起来，好象”的动词：appear, look, seem, etc.
E.表示“感官”的动词：feel, smell, sound, taste, etc.
I am a student. She is pretty. Tom’s wish has come true. The river grows wider. The weather turned cold. The milk remained fresh for a week.
The weather continued warm. John stood loyal to his friend.
The house appears large. Your sister seemed unwell.
Your sentence sounds right. The apple tastes sour.
2) 主—谓
该句型中动词为不及物动词，不带宾语。
The girl smiles. The birds are flying in
the sky.
3) 主—谓—宾
该句型中动词为及物动词，带宾语。
They speak English. The boy plays football
very well.
4) 主—谓—间宾(人)—直宾(物) (双宾语)
①该句型中动词为及物动词，带宾语。
Ann gave her daughter a beautiful doll. The mother will buy the
girl a dress.
②间接宾语后移时，必须在它的前面加to, for等介词。强调间接宾语是动作的接
受者用to（给）; 强调间接宾语是动作的受益者用for（为）。
③直接宾语为代词时，必须紧跟在动词后面。
She posted it for Jack. Mary gave it to me.
5) 主—谓—宾—宾补（复合宾语）
①该句型中动词为及物动词，带宾语。
②常用的这类动词有：believe, hold, call, consider, find, hear, make, name, elect, select, appoint, vote, etc.
The presents made the children happy.
The teacher asked us to write a composition yesterday.
6) There—谓—主
There is a book on the table. In the valley there lies a river.
There is a book and two pens on the table.
①该句型中动词为两类
A. be动词的相应形式
There had been a leak in the chemical container before it exploded.
There m ust be peaceful answers to the world’s problems. There is a garage across the street.
There was half a tankful of petrol in the car yesterday.
There have always been wars in the world. There will be no problem about it.
B. 不及物动词，如：exist, lie, live, remain, stand, etc.
There stands a house on the top of the hill.
②此句型中，若主语不止一个，根据“就近一致”原则处理主谓一致关系。
There is a pen and two books on the desk. There are two books and a pen on the desk.
③此句型中，主语为非限定性主语，即主语前不可用the, this, that, these, those, all, every等词修饰。
④此句型中不能使用表示“有”、“拥有”含义的have。
There are thirty students in the classroom. 不能说：There have thirty students in the classroom.
注：主谓一致：谓语动词在人称、数上必须与主语保持一致。
第二章动词的时态和语态
第一节时态
1．英语一共有十六个时态
2．谓语动词的形式 (以do为例)
1）一般时态：do
①一般现在时用动词原形，但第三人称单数后要加词尾–s;
A．在词尾加–s的规则
B．be和have有特殊的三人称形式： be—is, have—has.
②一般过去时用动词的过去式；
③一般将来时用shall 或will加动词原形；
④一般过去将来时用should 或would加动词原形。
2) 进行时态： be doing
①现在分词的构成
②少数动词的现在分词为不规则变化
die—dying, lie—lying, tie—tying; hoe—hoeing, toe—toeing, dye—dyeing; panic—panicking, picnic--picnicking; age—ag(e)ing; etc.
3) 完成时态：have done
①规则动词的过去式与过去分词变化规则如下表：
②不规则动词：此类变化须特别记忆。（不规则动词的过去式与过去分词见本章附
录）
arise, arose, arisen; awake, awoke/awaked, awoken/awaked; be, was/were, been; beat, beat, beaten; bear(生)，bore, borne/born(用于被动语态)；
bear(负，带), bore, borne; become, became, become; begin, began, begun; bet, bet/betted, bet/betted; etc.
4) 完成进行时态：have been doing
◆以write为例，具体的时态形式为：
3.具体时态
1) 一般现在时
①构成及句式变化：借助be动词的适当形式或助动词do, does构成各种句式。
◆特殊疑问句的构成：特殊疑问词 + 助动词 + 句子其他成分。但对主语提问时例
外，直接把主语换为疑问词即可。
She decided to retire that winter. When did she decide to retire? Who decided to retire that winter?
②用法
A.表示现在经常性和习惯性的动作；
We always care for each other and help each other. They raise ducks as a sideline. It seldom snows here.
B.表示现在的特征或状态；
She is always ready to help others. He loves sports.
I major in English. Peru shares a border with Chile.
C.表示普遍真理、格言等；
The moon moves around the earth. Actions speak louder than words.
D. 在引用书面材料时，用say，teach, stress等词，且常用一般现在时。Shakespeare says, “ All the world is a stage.” Chaucer writes that love is blind.
The book teaches us to honour our parents.
E. 用于解说、舞台说明、戏剧性描绘等；
Henry takes the ball forward quickly and pushes the ball to Smart. Now Smart gathers the ball.
F.表将来意义: 表示一个按规定、时刻表、计划或安排要发生的情况，常用于表“出发”、“开始”、“来往”等的动词，如：go, come, start, leave, return, arrive, etc. 并常与表将来时间的副词连用。
I leave for Shanghai on Sunday. They start on their trip tomorrow.
◆时间或条件状语从句中，常用一般现在时表示一般将来时的意义。
Tell her about that when she comes. If it rains tomorrow, I will stay at home.
2) 一般过去时
①构成及句式变化: 借助be动词的适当形式或助动词did构成各种句式。
②用法
A. 表示过去某时发生的动作或状态，或表示过去的习惯性动作。
Who put forward the suggestion? She often came to help us.
B.有些情况，发生的时间不很清楚，但实际上是过去发生的，应当用过去时态。
I was glad to get your letter. I didn’t know you were so busy.
I thought you were out. What did you say?
C.在谈到已死人的情况时多用过去时。
Lao She was a great writer. My grandmother was kind to us.
3) 一般将来时
①构成及句式变化: 借助助动词will, shall构成各种句式。
②用法
A.表示将要发生的动作或情况。
When will you be able to give us an answer? Will you be busy tonight?
They will have to be careful in doing the work. I will/shall arrive tomorrow.
B.在以I或we作主语的问句中，一般用shall，表示征求对方的意见或询问情况。Which book shall I read first? Where shall we meet? Shall we have any classes tomorrow? Shall I be able to find them there?
C. 一般将来时有时可用来表示一种倾向或习惯性动作。
A drowning man will catch at a straw. Crops will die without
water.
Whenever he has time, he will come and see us. Boys will be boys.
D.将来时的否定形式可以表示“不能…”，“没法…”。
This machine won’t work. What’s the matter with the pen? The ink won’t come out.
E. 在时间或条件状语从句中，一般不能用将来时态，而用现在时态代替。
They will fight till they win complete victory. I’ll let you have the book when I’m through.
I’ll be round to see you if I have time tomorrow. I’ll come unless it rains.
Next time I go there, I’ll ask them about it.
③可以表示将要发生的动作或情况的其他结构和时态
A. be going to + 动词原形
a. 表示打算、准备做的事或即将发生或表示有迹象预示一定要发生的事。
We are going to put up a building here. She is going to have a baby.
Look! It’s going to rain.
b.与一般将来时的区别：一般将来时具有临时性、客观性的特征；be going to结构具有计划性、主观性的特征。
It’s raining. We will stop here. Tomorrow will be Wednesday.
We are going to visit my aunt this Sunday. I am going to study hard this semester.
B. be to + 动词原形: 表示按计划安排要发生的事或用来征求对方意见，也可以表示说话者的意志（如指示、命令、禁止等）。
When is the factory to go into production? There’s to be an investigation.
You are to do your homework before you watch TV. Am I to go on with the work?
You are not to tell him anything about our plans.
C. be about to + 动词原形：表示即将做某事。
We’re about to leave. He is about to retire.
D. be on/ at the point of 将近/就要…的时候；接近，靠近（一般不与表示将来的时间状语连用）
be around/ round the corner 即将来临，将临；在转弯处
She was on/at the point of leaving when I arrived.
Christmas is just around the corner. The post office is just around the corner.
E. 一般现在时(见一般现在时的用法)
F.现在进行时(见现在进行时的用法)
4）现在进行时
①构成及句式变化: 借助be动词的适当形式构成各种句式。
②用法
A.表示现在或现在这一阶段正在进行的动作。
They’re making preparations for it.How are you getting on with the work?
B. 可用来表示将来意义，表示按计划安排要发生的事。仅限于少量动词，如：go, come, leave, start, arrive, return, stay, have, etc. 且常带有一个表示未来时间的状语。
We are leaving on Friday. Are you going anywhere tomorrow?
③与一般现在时的区别
现在进行时强调暂时性，而一般现在时强调经常性、长期性。
They always go out on Sundays, but this Sunday they are staying at home.
④需要注意的问题
A.表状态和感觉的动词一般不能用于进行时态，如：believe, belong, forget,
hate, know, like, love, mean, need, prefer, realize, remember, see, seem, suppose, understand, think（“认为”）, have（“有”）, etc.
Do you see anyone over there? I hear someone singing. He looks well today. What do you think of it?
◆如果这些词词义转变后，能表示一个正在进行的动作，就能够用于进行时态。
Are you seeing someone off? They are hearing an English talk.
We are having breakfast. They were having a walk.
What are you thinking about? He is looking after his little sister.
B.表示无法持续动作的动词，一般不宜用于进行时态，但有些可以用于这个时态表
示重复、即将等。
He is jumping up and down. The train is arriving. The
old man is dying.
5) 过去进行时
①构成及句式变化: 借助be动词的适当形式构成各种句式。
②用法：表示过去某个时刻（候）正在进行的动作。（而一般过去时常表示一个完
成的动作。）
I was reading a novel last night. I read a novel last night.
6) 将来进行时
①构成及句式变化: 借助助动词will, shall构成各种句式。
②用法：主要表示将来某时刻正在进行的动作；在口语中，常用此时态表示预计即
将发生或势必要发生的动作。
Come on. We’ll be having supper in a minute.I won’t be free
Friday morning. I’ll be seeing a friend off.
7) 现在完成时
①构成及句式变化: 借助助动词have, has构成各种句式。
②用法
A.表示到现在为止的这一时期中发生的情况（在时间上与现在有密切联系）。
How many pages have you covered today?
The province has suffered from disastrous floods throughout its history.
B. 表示对现状有影响的某一已发生的动作（在后果上与现在有密切联系）。
I have seen the film many times. The delegation has
already left.
She has had a good education. I have been to the library. He has gone to the library.
③与一般过去时比较
A.单纯谈一个过去的动作或一件过去的事情，不涉及它对现在的影响时，常用一般
过去时；若谈一件已发生的事时不考虑它是什么时候发生的，而主要考虑它对现在造
成的结果或影响（此结果或影响有时是直接可见的，有时是间接的，不明显的），则
多用现在完成时。
He bought a house ten years ago. He has bought a house.
What did she say about it? What have I said to make you so angry?
B.当有一个表示过去某时的状语（如：a minute ago, just now, yesterday, last year, etc.）时，多用一般过去时；当有一个表示到现在为止的这段时间的状语（如：so far, up till now, recently, these days, this week, this morning, etc.）时，多用现在完成时。
I saw her a minute ago. So far we’ve only discussed the first five paragraphs.
Up till now we have planted over 19,000 fruit trees. Just now Tom came to see you.
We haven’t had much rain this summer. We’ve had two classes this morning.
◆ just now不用于现在完成时；若用于过去时，表示“方才，刚才”；若用于现在时，表示“现在，目前”；若用于将来时，表示“立刻”。
He left just now. I’m free just now. I’ll join you
just now.
8) 过去完成时
①构成及句式变化: 借助助动词had构成各种句式。
②用法
A.表示过去某时前已发生的动作或情况。
B.过去完成时是一个相对的时态，表示“过去的过去”，只有在与过去某时或某动作相比较时才用到它。
They fulfilled the plan earlier than they had expected.
By the end of that year he had already collected more than 1,000 foreign stamps.
When we got there the football match had already started.
C.在包含when, as soon as, before, after, until, now that 等连词的复合句中，如果主句谓语与从句谓语表示的过去动作是在不同时间发生，那么，先发生的动作通常需用过去完成时。但如果两个动作紧接着发生，特别是在包含before, after 的复合句中，常常不用过去完成时，而用过去时。
When I woke up it had already stopped raining. The machine went better after it had been oiled.
Just before I left Guangzhou, I sent them a telegram.
When he entered the room, he found them sitting together singing.
D. intend, hope, plan, mean, think, want 等动词的过去完成时可用来表示一个本打算做而没有做的动作。
We had hoped to catch the 9:30 train, but found it was gone.
9) 将来完成时
①构成及句式变化: 借助助动词will, shall构成各种句式。
②用法：表示将来某一时间之前已完成的动作，并往往对将来某一时间造成影响或产生后果。它常与by引导的状语连用，如：by this time next year, by that time, by tomorrow noon, by the end of October; before long, before lunch, etc.
I shall have finished the book before lunch.
You needn’t hurr y me. I will have finished it by the time you are ready.
4.时态的呼应
1) 一般情况
①某些从句（如宾语从句、主语从句、表语从句、同位语从句以及作表语用的sorry, afraid, glad, worried, certain, uncertain, sure 等形容词后的从句）中的动词时态，常要受主句中谓语动词时态的影响。
A. 当主要谓语用的是现在或将来时态时，这类从句中的动词时态不受影响。
It’s reported that a new railway is going to be built there next year. Will you tell us how you managed to overcome the difficulties?
B.当主要谓语用的是过去时态时，这类从句中的动词时态就要作相应的调整，以求两部分中的时态一致。
I didn’t know you were already ahead of us. c.f. You are ahead of us.
She said her father had been a taxi driver. c.f. She said: “My father was a taxi driver.”
We hadn’t expected that you would come so early.
She said she was in Grade Four when the war broke out. We were informed that Smith had left two hours before.
C. 当宾语从句的谓语表示一个人或东西的经常性的特点或永恒真理时，可保持原来的时态。
This proved once again that the earth is round. Did he say that the train leaves at 5:30?
The teacher said that the Yellow River is the second largest river in China.
②其他类型的状语从句和定语从句中的谓语一般都不受主句谓语动词的影响，而根据本身意思的需要选择时态。
2) 有时两种时态都可以用
She regretted that she (had) abandoned the plan. I was sorry I (had) missed the lecture.
第二节语态
1．定义：语态是动词的一种形式，用以表示主语和谓语之间的关系。
2．分类
1）主动语态：表示主语是动作的执行者。2）被动语态：表示主语是动作的承受者。
3．被动语态
1）构成
①“be的适当形式 + 及物动词的过去分词” ( be done )
You won’t be allowed to take so much luggage with you.
Swift progress has also been made in culture and education.
What’s done cannot be undone.The conference was held in August.
②口语中常用“get 的适当形式 + 及物动词的过去分词”
Hundreds of people get killed every year by traffic on the roads.
The boy got hurt on his way to school.
③相当于及物动词的一些短语动词也有被动语态
Many interesting experiments are carried out in our laboratory.
2) 主动语态变被动语态
把主动语态句子中的宾语用作被动语态句子中的主语，然后跟上be的适当形式和及物动词的过去分词，之后再跟上句子的其他成分。主动语态句子中的主语可由介词
by引出，放在被动语态句子的后部。
3) 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时；
小学五年级英语必须掌握的一些英语语法知识 一、时态 1、一般现在时： 概念：经常、反复发生的动作或行为及现在的某种状况。 时间状语：often （经常）,usually （通常）,always （总是）, sometimes （有时），every week （day, year, month ...）, on Sundays,… 基本结构：①be动词；②行为动词 否定形式：①am / is / are + not;②此时态的谓语动词若为行为 动词，则在其前加don't，如主语为第三人称单数，则用doesn't,同时还原行为动词。 一般疑问句：①把be动词放于句首；②用助动词do提问， 如主语为第三人称单数，则用does,同时，还原行为动词。 2、现在进行时： 概念：表示现阶段或说话时正在进行的动作及行为。 时间状语：now, look, listen, … 基本结构：am/is/are ＋doing 否定形式：am/is/are ＋not＋doing 一般疑问句：把be 动词放在句首
第三人称单数 一般现在时的肯定句中，主语为第三人称单数的动词变化主 要体现在词尾的变化上，其规律大体有三点： 1. 一般情况下，直接在动词词尾+s，例如：get —gets; take — takes 2. 以s, sh, ch, x, o结尾的动词，在词尾+ es,例如：teach —teaches; wash —washes; go —goes 3. 以辅音字母+ y结尾的动词，变y为i，再+ es, 如: study —studies; try —tries 除上述规律外,还应注意下面三点： 1. 动词have，遇到主语是第三人称单数时，要用has;动 词be 的第三人称单数形式是is。 2. 含有动词第三人称单数形式的句子变否定句时,要用 doesn't + 动词原形,如： He goes to school at six in the morning. （变否定句）—He doesn't go to school at six in the morning. 3. 对含有动词第三人称单数形式的句子提问时, 要用助动词does,如： She goes home at five every day. （对划线部分提问）—When /
1.Noun Identify the uncountable nouns ? 1. Nouns that have no distinct, separate parts, we look as the whole (气、液、固体) ? 2. Nouns that have parts that are too small or insignificant to count (sand grass hair) ? 3. Nouns that are classes or categories of things (food, clothing, money) P49 ? 4. Nouns that are abstraction (life, work, music) ? 5. Subjects of study (history, math) 不可数变可数三大规律 ? 1. 物质名词(总称名词)若表示不同的种类，或者表示特定的意思，或者是液体名词表示“几杯”或“几瓶”这样的数量时。 ? 2. 抽象名词若是具体化，则可数。与此相反，可数转化为不可数。 ? 3. 当一个名词表示抽象、总称的概念，则为不可数，当一个名词表示具体、特定的事物，则为可数。 物质名词/总称名词变可数 ? 1. 总称名词具体化 ?A: Would you like a cake? ?B: No. I don’t like cake. ? 2. 物质名词变意思 ?I need some paper. / I bought a paper. ? 3. 液体物质名词表数量 ?Two beers and three coffees, please. 抽象名词变可数 ?Art (an art) / beauty (a beauty) / youth (a youth) ?Eg. 1. Youth is not a time of life. It is a state of mind. ? 2. When as a child I laughed and wept– time crept. ?When as a youth I dreamed and talked-time walked. 2Articles Specific reference--the ? 1. 特指是针对交际双方来说的 ? 2. 特指就是根据说话者和听话者共有的知识，或根据上下文，可以识别的事物。 ? 3. 说话者用the是想要听话者找到双方心中都知道的所知，而听话者一方“断定”或“还原”所指对象的方法有多种。 ? 1. Situational/cultural reference ?Eg. Albert Einstein, the famous physicist. ? 2. textual co-reference— ?anaphoric reference (前指）& ?cataphoric reference （后指 ? 1. general knowledge (the sun, the moon, the North Pole, the Equator, the universe, the Renaissance, the Pope 罗马教皇） ? 2. specific knowledge/ local use (let’s go to the library) ? 3. immediate situation (The roses are very beautiful. Can you find the page?）
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)
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
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/d68755309.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) leave的用法 1.“leave+地点”表示“离开某地”。例如： When did you leave Shanghai? 你什么时候离开上海的？ 2.“leave for+地点”表示“动身去某地”。例如： Next Friday, Alice is leaving for London. 下周五，爱丽斯要去伦敦了。 3.“leave+地点+for+地点”表示“离开某地去某地”。例如：Why are you leaving Shanghai for Beijing? 你为什么要离开上海去北京？ 2) 情态动词should“应该”学会使用
should作为情态动词用，常常表示意外、惊奇、不能理解等，有“竟会”的意思，例如： How should I know? 我怎么知道？ Why should you be so late today? 你今天为什么来得这么晚？ should有时表示应当做或发生的事，例如： We should help each other.我们应当互相帮助。 我们在使用时要注意以下几点： 1. 用于表示“应该”或“不应该”的概念。此时常指长辈教导或责备晚辈。例如： You should be here with clean hands. 你应该把手洗干净了再来。 2. 用于提出意见劝导别人。例如： You should go to the doctor if you feel ill. 如果你感觉不舒服，你最好去看医生。
3. 用于表示可能性。should的这一用法是考试中常常出现的考点之一。例如： We should arrive by supper time. 我们在晚饭前就能到了。 She should be here any moment. 她随时都可能来。 3) What...? 与Which...? 1. what 与which 都是疑问代词，都可以指人或事物，但是what仅用来询问职业。如： What is your father? 你父亲是干什么的？ 该句相当于： What does your father do? What is your father's job? Which 指代的是特定范围内的某一个人。如：
大学英语语法及练习 Last updated at 10:00 am on 25th December 2020
大学英语语法及练习 第一讲虚拟语气 I. 考点分析：分四级语法复习 虚拟语气是动词的特殊形式，用来表达说话人的意愿、建议、请求、意图、惊奇、设想等未能或不可能成为事实的情况，以及在说话人看来实现的可能性很小的情况。 虚拟语气是非常重要的语法考点。考查历届四级试题，我们发现与虚拟语气有关的考题每次至少2题，有时甚至3-4题。虚拟语气的考查要点有： 1. 虚拟语气的形式：分清虚拟时间和主从句的动词形式十分重要，因此我们把所有虚拟语气的不同类型列表归纳并进行对比，以便于同学们记忆掌握。
2. 要注意从句中第一/三人称的过去式was用were代替。 例如：If I were invited, I would come. If she were not ill, she could do a lot of things. 3. if条件句中如谓语动词是were, had, should, could时，可以省略if, 把它们前置。
例如： Had my father a lot of money, he would send me abroad. Could I do it, I would surely do it. Should the Black Death reappear, what should we do?（万一黑死病再次出现，我们该怎么办） 4. 错综时间的条件句是难点，如99年1月第60题: If I hadn’t stood under the ladder to catch you when you fell, you wouldn’t be smiling now.（从句用过去完成时，主句用现在进行时） 又如：If I were you, I would have gone to the film last night.(从句虚拟现在，主句虚拟过去)；If we hadn’t got everything ready by now, we should be having a terrible time tomorrow.(从句虚拟过去，主句虚拟将来)； If the weather had been more favorable, the crops would be growing still better.(从句虚拟过去，主句虚拟现在) 5. 虚拟句的另一难点是省略if条件句的含蓄条件句，如： I would have written the paper before, but I have been ill.(=If I had not been ill, I would have written the paper before.); A true friend would have acted differently. (=A friend, if he had been true, would have acted differently.) 6. 注意介词短语 without, but for, in the absence等表示虚拟条件。
第一讲句子结构 改写句子(必考）！！！ 1.WaldenPond, once praised by Thoreau for its natural beauty,is now the site of many stands. 2.Almost every summer night the cooling northeast wind swept through ou r bedroom windows,marking air conditioning unnecessary and a light blanket welcome. /Swepping through our bedroom windows almost every summer night,the cooling northeast wind madeв?| 3.The steep surrounding slopes were capped with snow,which fed two st reams plunging down to join in the valley below. 4.With the river on one side and a large tree providing shade,this is a good spot for a picnic,and we can spread our blanket on the grassy knoll. 5.Panting for breath after running up the stairs,Mr wood stood at his neighbourв? s door and knocked again and again till someone opened it. 6.The town folk envied horace,who had come into a small fortune with which he bought a big house and obtained a partnership in the biggest grocery in town. 7.Standing in front of the mirror,Jim looked at his image,wondering at the big change that had come over him in recent years. 8.The idea that his only daughter whom he had greatly wronged might never forgive him almost drove hime mad. 9.The story,written in plain language,consists of three parts with an interesting plot centering round an aristocratic family living in17th century France. 10.Mud-covered and shivering,John sat hunched over a bowl of hot brot h prepared by his father to drive off the chill. 11.Far above the waters of a beautiful lake and over the tops of the tall pime trees growing on the steep of a hill stand five Chinese-style pavilions. 12.Farther down the street,the old man stopped and leaned against a l amp-post, listening to a cheerful song coming out of a restaurant on the oppsite si de of the street. 13.Sarah sank in the nearest chair,completely exhausted,her limbs stiff with cold,
大学英语语法教学初探 提要：英语语法的掌握是英语能力的基本功,而目前中国学生的英语语法的学习效果并不令人乐观。改进教学方法,有机整合语法内容,加强文化对比,进行有效的语法练习是改善英语语法教学的重要途径。 关键词:语法教学;有机整合;文化对比;语法练习 语法是语言赖以形成和发展的要素,是语言组织的纽带,它和词汇、语语音共同构成语言的基本要素。在英语教学中,语言的三要素都是学生要掌握的基础知识。其中语法是研究用词造句的规则体系,它是为培养技能,形成语言交际能力服务的,并且对高效率的交际起着制约的作用。因此教学中应重视语法教学,决不能排斥。 一、语法教学现状及其学习的重要性 目前教学中存在两种不利语法教学的现象:其中之一,由于受传统教学的影响,很多老师先强调理论,孤立地讲完语法规则后再让学生做一定的练习,这样就形成了教师滔滔不绝地讲,学生辛辛苦苦地练,而最终的结果是学生笔试能力、做题能力提高了,相反口试能力,语言交际能力却差了;第二种现象,由于受教学改革的影响,很多老师在果断的摒弃旧的教学理念的同时又步入了另一个极端:强调注重人们语言学习的自然规律,英语课上大部分时间进行口语操练,废弃语法。即使有的教师会在上课时讲解语法,但大多采用的是那种就事论事的阻断式、割裂式的讲解和翻译模式,往往给学生造成一种“雾里看花”的感觉。致使许多学生到了大学之后其语法知识薄弱、语言运用能力差。他们所写、所译的东西错漏百出,让人啼笑皆非。在正确推进大学英语教学改革的今天,语法教学的薄弱使得提高学生的英语运用能力便只是空中楼阁。因此“让语法教学重返课堂”的呼声在英语教学上越来越强烈。对中国学生学习英语而言,他们毕竟没有使用目的语的环境,那么他们就很难及时、准确地辨别母语和目的语之间的语义特征和差异。因此就中国学生而言,希望不学语法便能牢固地掌握英语,提高其英语运用能力是不切实际的。换言之,在大学英语教学过程中,重视语法教学,改善语法教学是提高学生英语运用能力必不可少的。 二、关于语法教学的一些想法 很多学生进入大学之后,意识到了缺乏语法知识对其英语提高的限制,便买来语法书,夜以继日地研读,结果发现越来越糊涂。要想在短时间让学生加深对语法现象的了解,使学生对语法的认识豁然开朗,大学英语教师可从以下方面着手: 首先,有机整合语法内容。为了让学生能完整地了解语法的基础知识,在原理相通的情况下,删除一些过于琐碎的部分,采用联系、归纳、演绎、对比等多种方法将语法内容进行适当的有机整合。例如:将主语从句、宾语从句及表语从句联系起来讲解;将定语从句和同位语从句一同加以讲解及区别;将动名词和现在分词
中考英语语法填空知识点梳理及经典练习(超详细) 一、初三中考语法填空（含答案详细解析） 1．阅读下面短文，在空白处填入一个适当的词，或填入括号中所给单词的正确形式。Today almost everyone knows computers and the Internet. If I ask you" What is the most important in your life? ", maybe you will say" Computers and the Internet". The________（one）computer was made in 1946. It was very big but it worked________（slow）. Today computers are getting smaller and smaller. But________work faster and faster. What can computers do? A writer has said, "People can't live________computers today." The Internet came a little later than computers. It is about twenty-three years later than computers. But now it can________（find） almost everywhere. We can use it to read books, write letters, do________（shop）, play games or make friends. Many students like the Internet very much. They often surf the Internet as soon as they are free. They make friends on the Internet and maybe they have never seen these friends. They don't know their real________（name）, ages, and even sex（性别）. They are so________（interest） in making the "unreal friends" that they can't put their hearts into study. Many of them can't catch up with others on many subjects________of that. We can use computers and the Internet to learn more about the world. But at________same time, we should remember that not all the things can be done by computers and the Internet.【答案】first；slowly；they；without；be found；shopping；names；interested；because；the 【解析】【分析】文章大意：文章介绍了电脑的发明时间，以及电脑的用途。还有电脑对我们生活的影响。 （1）句意：第一台电脑是在1946年制造的。根据定冠词the，可知应使用序数词first，故答案是first。 （2）句意：它很大，但是工作得很慢。slow修饰动词worked，应使用副词slowly，故答案是slowly。 （3）句意：但是他们工作的越来越快了。空缺处指代前文的computers，因此使用they，故答案是they。 （4）句意：现在没有了电脑人们不能生活。因为电脑在我们日常生活中越来越重要。所以没有电脑就不能生活，没有without，故答案是without。 （5）句意：但是现在到处都可以发它。主语it 和find是被动关系，应使用被动语态，含有情态动词的被动语态是：情态动词+be+过去分词，故答案是be found。 （6）句意：我们可以用电脑读书、写信和购物，购物do shopping，固定搭配，故答案是shopping。 （7）句意：他们不知道他们真正的名字。name名字，可数名词，根据their可知应使用复数形式，故答案是names。 （8）句意：他们对于结交不真实的朋友那么感兴趣，以致于不能把心思用在学习上。be interested in，对……感兴趣，故答案是interested。 （9）句意：因为这个原因，他们中的许多人在许多课程山上跟不上其他学生。because of
三级语法考点归纳 一．虚拟语气 1. if 句中虚拟形式 if 引导的非真实条件句（纯粹假设或发生的可能性不大）： 条件从句主句 与现在相反 did (be were) would/ should/ might/ could do 与将来相反 did (be were) would/ should/ might/ could do 与过去相反 had done would/ should/ might/ could have done 例句 If we left (leave) now, we should arrive in time. If they hadn’t gone on vacation, their house wouldn’t have been broken (break) into. 2. 原形虚拟： a. 表命令、决定、要求、建议等词语之后的that-分句中，用动词原形。 suggest, demand, advise, propose, order, arrange, insist, command, require, request, desire …… that ＋(should) do 例如 He suggested that we should leave early. My suggestion is that we should tell him. b. It is (was) 形容词/名词that …… (should) do/ 例如 It is absolutely essential that all the facts be examined first. 3. 一些句型中的虚拟形式：
《英语语法与写作》课程教学大纲 课程编码：学分：2 总学时： 40 说明 【课程性质】 英语语法与写作是高等学校英语语言学习的必修课程，是本科段的重点基础课程。 【教学目的】 其目的旨在使高校英语专业学生系统地认识英语从词到句乃至语篇的构造，提高英语写作的规范性，学会用英语准确地，有效地传递信息和表达思想。 【教学任务】 本课程是一门基础技能训练课，通过传授比较系统和完整地英语语法知识和英语写作技巧，使学生学会运用语法规则于写作实践之中，提高实际运用英语的能力。经过对语法知识系统的讲练，使学生对英语语法的基本结构与规律有一个明确完整的概念，能较熟练的运用这些语法的基本规则分析解释各种语法现象。通过大量练习，尤其是结合大量的写作训练，在语言实践中以文章背景为语境，纠正语法错误及语言的错误使用，使学生的英语语言综合技能在质量上有较大的提高。 【教学内容】 本课程将英语语法与写作相结合，通过句子合并学习语法规则，通过规则讲解提高句子写作。每章包括语法和写作两部分。语法部分系统讲述了句子成分、短语、从句和句子等重要语法点的功能、形式、种类、以及在句子中运用的位置与标点。写作部分又分改错与改写两块。改错包括残缺句、不间断句、杂乱句等常见的写作错误。各单元提供相关写作错误的描述、实例以及改正方法。改写部分介绍了句子合并策略、句子重心、句内句间关联等句子写作技巧，旨在通过技巧的讲解和操练使学习者改变英语写作中的中文行文习惯，并将语法规则具体运用到语篇写作之中。 【教学原则和方法】 教学原则： 一、语法教学应该抓住形式，意义和用法三个环节，正确处理三者之间的关系。明确让学生掌握语言形式是基础，了解其意义是关键，学会使用才是真正的目的。
大学英语语法教学初探 作者：韩莹 来源：《现代交际》2010年第06期 [摘要]近几年来,大学英语教学更加注重培养学生英语的听说能力和综合运用能力,削弱了语法教学,语法似乎成了可有可无的项目,忽视了语法是语言的一个重要组成部分,是语言的组织规律这一现象。本文将对大学英语语法教学的现状进行分析,并进一步探讨如何进行语法教学,将语法知识融入大学英语的教学中,并使其与听说能力互相促进提高。 [关键词]大学英语听说能力语法教学 [中图分类号]G642[文献标识码]A[文章编号]1009-5349(2010)06-0129-01 根据教育部颁布的《大学英语课程教学要求》,大学英语的教学目标在于全面提高学生英语综合素质,注重培养学生在英语听说读写译方面的应用能力。增强学生自主学习能力、提高综合文化素养。基于这一原因目前大学英语教学出现了“淡化语法”的现象,英语课程设置的重点多放在了培养和提高学生听说技能上,忽视语言点(词汇,语法)教学。 一、大学英语语法教学现状 (一)随着大学英语改革的不断深入,各类高校英语教材在内容上也随之发生了变化,由原来以体现语言知识为编写宗旨转向了现在以提高学生听说技能为主。很多教材都增加了听说练习的内容,通过练习培养学生语言的实用性和实践性。同时由于英语课堂教学模式实现了由以教师为中心到以学生为中心的转变,在英语课堂上教师越来越多的是使用交际教学法和听说教学法,激发学生开口说英语的兴趣,这就阻碍了以语法知识为中心的语法翻译教学法的实施,很大程度上削弱了语法教学。交际法的使用大大提高了学生口语表达能力,学生敢于开口说英语,喜欢开口说英语,但是在进行语言交流的过程中很多学生却不能准确表达自己的思想,这是因为大学英语对学生的词汇量和信息量有很高的要求,只注重听说训练,忽视语言点(词汇、语法)的教学不能很好地牢固学生英语基础,在这种情况下培养出来的学生英语听说水平是有限的。 (二)2006年大学英语四、六级考试实施改革,改革后的四级考试中听力的分值由原来的20%上升到现在的35%。同时,考查的方式也变得多样化,增加了复合式听写题型。尽管阅读的比重由原来的40%减为35%,但出现了两种新的阅读考查方法:快速阅读和选词填空。针对新四级的变化,我们不难看出听力部分的增加要求在英语学习的过程中更加强调听说为重。同时,新四级中取消了老四级考查语法词汇的“结构与词汇”部分,取而代之的是更加灵活的考查方式。这就导致了很多教师把主要精力放在对学生听说能力和阅读速度的提高上,更加忽略语法教学。但是从学生的考试成绩反馈来看,学生在听力和阅读题的准确率上存在很大问题。 二、对大学英语语法教学的建议
三级语法考点归纳 一. 虚拟语气 1. if 句中虚拟形式 if 引导的非真实条件句(纯粹假设或发生的可能性不大) 条件 与现在相反 与将来相反 与过去相反 done 例句 If we left (leave) now, we should arrive in time. If they hadn ' t gone on vacation, their house wouldn 2. 原形虚拟： a. 表命令、决定、要求、建议等词语之后的that-分句中，用动词原形。 suggest, dema nd, advise, propose, order, arran ge, in sist, comma nd, require, request, desire that (should) do 例女口 He suggested that we should leave early. My suggesti on is that we should tell him. b. It is (was)形容词 /名词 that ......... (should) do/ 例女口 It is absolutely essential that all the facts be examined first. 3. 一些句型中的虚拟形式： 1. It ' s (high, about, the first, etc.) time (that)词过去时 … … 例如 It ' s time we left. 2 would rather/so oner as if/ though would rather/sooner 反 as if/ though 4?练习 1. I _______ t ry it agai n if I ______ you. A. will ； am B. should; am would ； had been 2. If it _______ n ot for the water , the pla nts _ A. were ； would not B. is ； could not could not 3. If I school. A. have not had; could not become 从句 did (be > were) did (be * were) had done 主句 would/ should/ might/ could do would/ should/ might/ could do would/ should/ might/ could have 't have been broken (break) into. 例女口 It is time we went to bed. 宁愿 好像 谓语用过去时 与现在或者将来相 谓语用过去完成时 与过去相反 C. would ； were D. live. C. were ； could D. did ； that chanee to show my ability, I the preside nt of this B. had not had ； would not have
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