教资面试高中英语语法教案模板（精选多篇）

推荐第1篇：下半年甘肃省教资面试备考：高中英语语法课教案设计

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2016下半年甘肃省教资面试备考：高中英语语法课

教案设计

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2016下半年甘肃省中小学教师资格考试（面试）公告已发布，面试报名时间为12月16-20日，审核确认时间为12月16-21日;缴费确认时间为12月16-23日，面试时间为2017年1月7日-8日，以下为甘肃教育信息网为大家准备了面试备考信息，望考生及时查看。

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: 更多2016下半年甘肃省教师资格证面试信息可以查看甘肃教育信息网

Greeting and show some pictures about different kinds of animals, and ask students “which one do you like best? Why?”

Step 2 presentation 甘肃中公教师考试网祝您备考成功！点击查看甘肃教招考点大全

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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.更多2016下半年甘肃省教师资格证面试信息可以查看甘肃教育信息网 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。

甘肃中公教师考试网祝您备考成功！点击查看甘肃教招考点大全

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2016下半年甘肃省中小学教师资格考试（面试）公告

更多2016下半年甘肃省教师资格证面试信息可以查看甘肃教育信息网

甘肃中公教师考试网祝您备考成功！点击查看甘肃教招考点大全

推荐第2篇：初中英语教资面试教案

有关语法的词汇：

并列句（Compound Sentence） 主语（Subject）宾语（Object） 谓语（Predicate）表语（Predicative） 谓语动词（Predicate Verb） 补语（Complement） 状语（Adverbial） 定语（Attribue）

一般现在时（Simple Present Tense） 现在完成时（Present Perfect Tense） 过去时（Past Tense）

现在进行时（Present Continuous Tense） 将来时（Future tense） 句型（sentence patterns）

教案模板：

一、写作

Teaching Contents（教学内容）：

Writing a report according to the information collected.Teaching Objectives（教学目标）： (1) Knowledge ~ (2) Ability~ (3) Emotional~ Teaching Key and Difficult Points： Teaching Procedures（教学过程）： ·Step1 Warming up and lead-in(time) ·Step2 Pre-writing(time) ·Step3 While-writing(time) (1) Drafting起草 (2)editing校订修改

·Step4 Post-writing(选两个样例到屏幕 进行讲解) (time) ·Step5 Summary and homework(time)

二、听说

Teaching Contents（教学内容）： These paages are about…..Teaching Objectives（教学目标）： (1) Knowledge ~ Students can learn some new words and expreions….(2) Ability~ Students can improve their listening and speaking skills.(3)Emotional~ Teaching Key and Difficult Points：

How to make students improve their listening and speaking skills.Teaching Procedures（教学过程）： ·Step1 Pre-listening(time) Ask students some questions.·Step2 While-listening(time) (1) Listen to the tape and fill in the blank.(2) Listen again and finish some questions.·Step4 Post-listening(time) (1) Show the tape scripts on the PPT.(2) Group discuion:Talk about your friends.·Step5 Summary and homework(time)

三、读写

Teaching Contents（教学内容）： A paage about ….Teaching Objectives（教学目标）： (1)Knowledge ~ Students can understand the main ideal and master the skills to describe… (2)Ability~ Students can write their own ideals about…and their ability of reading a paage will be well developed.(3) Emotional~ Students can share their … experience with others.Teaching Key and Difficult Points：

Students can write down their owm methods of… in detail.Teaching Procedures（教学过程）： ·Step1 Warming up and lead-in(time) Greeting.Talk sth about the paage.·Step2 Reading and listening(time) Read and answer some questions.Then listen to the tape to check the answers.·Step3 Pre-writing(time) Ask stufents to: think—select the useful information—write down ·Step4 While-writing(time) Ask stufents to write down the outline—provide some expreions—give time students to write the paage on paper.·Step5 Post-writing(选两个样例到屏幕 进行讲解) (time) ·Step6 Summary and homework(time) Summary:Ask students to retell what they’ve learnt in this cla.Homework: Ask students to write a composition about….

四、听力

Teaching Contents（教学内容）： This leon is a dialogue about… Teaching Objectives（教学目标）： (1) Knowledge ~ Students can recognize the new words”…”and understand the meaning of the sentence patterns(句型)”…”.(2) Ability~ Students will improve the skills of listening.(3)Emotional~ Teaching Key and Difficult Points：

Students can use the new words and sentence patterns to ask about… Teaching Procedures（教学过程）： ·Step1 Pre-listening(time) Use PPT to teach new words and explain them.·Step2 While-listening(time) Firstly:Play the tape,then ask 2 students to summarize the main ideal of the conversation.Secondly:Listen again and fill in the blank.Thirdly:Listen and ask students to repeat each sentence in turn.·Step3 Post-listening(time) Role play:The teacher ask students to do a role play in groups.They should act out the dialogue clearly and correctly.·Step4 Summary and homework(time) Finish the listening practice on text book after cla.

五、阅读

Teaching Contents（教学内容）： It’s a story(paage) that…

Teaching Objectives（教学目标）： (1) Knowledge ~ Students can learn some important new words and expreions such as… Students can understand the paage in detail.(2) Ability~ Students can use some important new words and expreions correctly.Students can find out the main ideal and the specific information of this paage quickly.(3)Emotional~ Teaching Key and Difficult Points：

Students learn to use reading strategies(策略方法) such as skimming and scanning.Teaching Procedures（教学过程）： ·Step1 Pre-reading(time) Show some relevant pictures and teach some new words.·Step2 While-reading(time) (1) Fast reading and find out the main ideal.(2) Scanning for specific information.(3) Careful reading and judge the following sentences true or false:… ·Step3 Post-reading(time) Ask students to talk about…in groups and choose some to share with the cla.·Step4 Summary and homework(time) Share a paage you read after cla next time.

六、语法

Teaching Contents（教学内容）： The usage of…

Teaching Objectives（教学目标）： (1) Knowledge ~ Students will master(考点)and master the sentense structure(例句中句子结构).(2) Ability~ Students can apply the sentence structure to improve speaking ability for communication.(3)Emotional~ Students will improve their awarene of communication through group work.Teaching Key and Difficult Points：

The usage of…and how to use the sentence structure in daily life.Teaching Procedures（教学过程）： ·Step1 Presentation(time) (1) Show an example(写) and ask students to make sentenses and write on the blackboard.(2) Ask students try to transfer it.(3) According to the sentences,invite students to summarize the structure of… (4) Explain the rules to students.·Step2 Practice(time) (1) Ask students to work in pairs using the 语法点 to make dialogues.(2) 让同学研究相关语法变型。 ·Step3 Production(time) Ask students to talk about… using the语法点.Then invite several groups to show their dialogue and give evaluations.·Step4 Summary and homework(time)

推荐第3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4篇：教资面试答辩

答辩提问反方向

精彩的答辩要求考生具备良好的心理素质、灵活的思维、清晰的思路、严谨的逻辑和流畅恰当的语言表达，因此需要通过一段时间内的专业化、集中化训练而获得。在备考阶段，考生要不断、反复地进行情景模拟，在刻苦训练中善于分析和总结，争取在最终考核中实现质的飞跃! 答辩——代表着考官针对考生的个人信息、专业知识、试讲中的某个教学环节、教案等内容进一步的了解考生情况、教学的设计理念等。可以说答辩在一定程度上作为面试的加分项，通过一些问题让考生更多的展现能力。本文将针对数学学科答辩中各类题型结合具体的考试真题进行答题思路的解析，帮助广大考生将答辩答得精彩。

针对收集到的答辩考试真题，我们将答辩的题目分为以下七类：个人信息、专业知识与能力、专业教学论、教学设计、教学实施、教学反思。下面，让我们逐个击破，把握答题策略。

一、个人信息

本类题型主要通过询问考生一些关于生活、学习、工作等方面的内容了解考生。真题中出现过“哪个学校毕业的?学的什么专业?”、“有没有从事过教育相关的工作?”、“家里有人当老师吗?”、“有没有组织活动的经历?”等内容。回答时应注意态度诚恳+答题内容与教育相关+如实相告。比如“家里有人当老师吗?”，实事求是。可说明家里人或求学阶段的老师对你的教育观、教师观有什么良好的影响，再讲述一下未来的职业规划。

二、专业知识与能力

本类题型一般针对试讲内容中具体某一个知识点进行提问，有以下三种：一是错讲知识点;二是照本宣科，缺乏知识点的延伸性;三是考察考生基本的数学知识储备。真题中出现过“口算乘法的规律是什么?是否适用于三位数乘以一位数?”、“比和除法、分数的关系是什么?”、“一元一次方程的特点有哪些?”、“直线与平面平行的判定定理的本质是什么?”等内容。回答时应注意讲解知识+反思补救。比如“一元一次方程的特点有哪些?”，第一步讲解知识：方程为等式方程，有且仅有一个未知数，未知数的最高次数为1。第二步反思自身是否未讲透知识，后期如何加强学习。

三、专业教学论

本类题型针对考生对专业教学论的理解和认识。真题中出现过“数学教学的板书作用是什么? ”、“怎样激发学生的运算兴趣?”、“你是如何评价学生课堂表现的?”等内容。回答时应注意解答问题+反思补救。比如回答“数学教学的板书作用是什么? ”时，第一步回答作用：理清知识脉络、引起学生注意、板演知识等，第二步反思自身的板书设计，提出完善设想。

四、教学设计

本类题型针对学生的教案及教学环节进行进一步的了解。真题中出现过“说说你本节课的教学目标有哪些?”、“本节课的重点和难点分别是什么?”、“你通过这节课想让学生获取怎样的知识?”、“你的教学设计思路是什么?”等内容。回答时依旧注意解答问题+反思补救。比如回答“本节课的重点和难点分别是什么?”时，第一步回答所设计课程内容的重难点，第二步反思自身在教学中如何突破重难点，若没有突出，则再提出完善设想。

五、教学实施

本类题型一般是对学生在试讲中某一个环节或细节的处理存在疑惑或感兴趣。真题中出现过“你是怎么组织学生进行小组讨论活动进行的?”、“你的课堂中哪个环节体现了学生的独立思考?”、“你画图为什么不用尺子?”、“你描述的操作步骤学生能听懂么?”等内容。回答时还是得注意解答问题+反思补救。比如回答“你是怎么组织学生进行小组讨论活动进行的?”时，第一步先说明如何做，第二步说明开展小组讨论的好处，第三步反思补救。

六、教学反思

本类题型的考察就是让考生之前的表现进行自我评价。真题中出现过“分析刚才试讲中的优点和不足?”、“用3句话总结一下你刚才的试讲表现。”、“对自己刚才的试讲进行反思。”等内容。回答时注意解决问题+后期展望。比如回答“分析刚才试讲中的优点和不足?”时，第一步可以从目标实现、课堂活跃性、教学方法多样等讲述优点，从活动的参与人数、板书设计等内容讲述不足。第二步则是后期如何改进不足。

与面试中的答辩和试讲相比，答辩的是在相对轻松一些的环境中回答考官随机提出一些问题。希望广大考生在面对是放松心态，答题时听清题意、语言结构严谨、有理有据，将最好的一面展示出来，用一个精彩的答辩让考官继续保持对各位考生的良好印象，让面试完美落幕!

教师资格结构化面试——应急应变类(教育机智)

(一)样题

应急应变类题目具体指对课堂突发情况的处理。样题如下： 1.如果有学生在课堂上故意刁难，你该如何应对? 2.在你上课时，一个学生在传纸条，你怎么办? (二)答题思路

应急应变类题型答题思路可以概括为以下四个步骤：

首先，控制状况，避免情况继续恶化。应急应变类题目通常是给出一些亟待解决的问题，我们要做的第一步就是让情况稳定下来。

其次，分清轻重缓急。处理事情之前先要把几件事情的优先顺序排列出来，最先解决的应该是重要的且急切的，其次是重要的缓慢的，再次是不重要的急切的，最后是不重要的且不急切的。按照这样的顺序来处理应急应变类题目，主体原则一定不会出错。

再次，采取相应措施。针对事情的优先排序，分别采取相应的措施，在教学活动中一般是针对学生上课过程中的一些小动作做出相应措施，教师可以采取不打扰其他学生听课的方式，如轻轻走到该学生面前或以提问该学生的方式来处理。 最后，事后反省。在事情处理完之后，要进行自我反省，分析原因，以避免该种情况再次发生。反省的内容应该多放眼于课堂的趣味性、教学活动的可参与性。 (三)试题详解

1.假如你在公开课上播放一个幻灯片，结果播放时发现播放的碟片坏了，请问你该如何处理? 【参考答案】在公开课中，发生了碟片坏的事情，我应该保持冷静，平和心态，并及时处理问题。让学生稍做休息或讨论、回顾课堂内容。

如果幻灯片对上课来讲非常重要，而我又有备用碟片的话，我会及时更换碟片;如果我没有备用碟片的话，我会采用现有的纸质资料，运用语言描述、板书、提问等方式说明;如果碟片可能在短时间内修好，我会尽快请求他人修复碟片。 如果碟片不是很重要，不影响我的教学过程，我会果断地去掉此环节，改为其他环节;如果时间允许，我会请求其他老师协助，帮忙更换碟片，同时向参与公开课的领导、家长、学生致歉。对此次事件的发生，课后我会进行反思。在以后的备课中，我一定会反复检查、注意设备的调试，提前预设好课堂中会发生的情况，避免此类事情再次发生。

2.在你上课时，一个学生在传纸条，你怎么办?

【参考答案】首先，在课堂上为了不影响其他学生继续听课，我会先用眼神暗示他，引起他的注意，让他集中精力听课。如果没有引起这名学生的注意，我会边讲课边不动声色地走到他的课桌边，用手敲打他的书桌，提醒他，让他专心听课。 其次，下课后我会把该生叫到办公室，了解他传纸条的原因，并让他了解传纸条不仅影响自己听课，还会影响其他学生听课，让他今后注意认真听讲。

最后，我也会对自己的教学进行反思，为什么会有学生课上走神，可以在今后的授课中加入一些活动增加学生的参与性，避免此类情况再次发生。 3.你为学生组织的一次户外活动中，有个同学突然中暑，你怎么处理? 【参考答案】遇到这种突发事件，我会保持清醒的头脑，学生的安全是第一位的。我会从以下几个方面来着手处理： 首先，我会让班干部暂时代替我来负责组织大家的活动，避免因为学生的围观造成秩序混乱，影响对中暑同学的治疗，也避免混乱中导致其他恶性事件的发生。 其次，我会找几个身强体壮的学生帮我一起把中暑的学生抬到阴凉处，如果只是轻度中暑的话，我会从事先准备好的医药箱中找到中暑的药物喂给该学生，补水并用湿毛巾进行物理降温;如果情况比较严重，我会马上电话联系学校医务室和120急救，尽快将学生送往医院进行治疗。

最后，针对此事，我要进行深刻反省，分析出现该现象的原因，避免再次发生同样的事情。

4.你上锞的时候，学生向你提出了一个你也不知道怎么解答的问题，你准备怎么办?

【参考答案】遇到这样的突发情况，我要保持冷静，新老师遇到解答不出的问题是件很正常的事情，但在课堂土首要的事情是不能让教学活动中断，否则，一方面会影响学生的学习，另一方面也会影响教师的权威。所以如果我遇到这样的情形，我会从以下几个方面考虑：

首先，我会赞赏该学生，表扬他能够勇敢地提出这么好的一个问题。

其次，我会告诉该学生，为了不影响其他同学听课，等下课时到老师的办公室来单独解决这个问题。 再次，课下我会马上查阅相关资料或请教其他老师来解决该问题，并及时给学生答疑解惑。 最后，我会深刻地反省自己，既然在知识方面存在空白区域就一定要及时地补上，并且在4cm的教学工作中要不断地吸收新知识，真正做到“自己先有一桶水”。 5.有一个住读生下晚自习后趁门卫不注意，溜出校门上网吧。你得知这一情况后，准备采取什么措施来处理? 【参考答案】遇到这样的突发情况，要明确学生安全第一的原则。我会从以下几个方面来着手处理： 首先，我会先到学生宿舍去确认一下是哪位学生，并询问其舍友该生平时爱去哪个网吧，从而有针对性地去寻找这位学生。 其次，我会联系学校的保卫科，请求派几名保卫工作人员同自己一起去学校附近的网吧寻找该名学生，争取尽快地将其找回来。

再次，找到该生后，我会将其带到自己的办公室进行沟通，询问为何晚上私自出去上网，了解真实原因后对其进行教导，让其了解到这种做法的危险性和不良影响。 最后，我也会反省自己在工作中是不是忽视了班级文化的建设，可以在班级中建设一个小型图书馆，放置各种文学作品供学生课后阅读，我想这样一定会减少学生晚上私自出校的情况发生。

6.假如你正在讲课，突然两位同学在课堂上打起架来，作为教师的你会怎么办? 【参考答案】在班级中，出现同学闹矛盾的情况是非常正常的。在正常的教学过程中，如果遇到同学在课堂上打架，我会保持冷静，妥善地处理此事。

首先，我会请同学帮助将两人分开，先维持正常的课堂秩序，对两位同学安抚与批评，不管什么原因也不能影响正常的课堂秩序，保证教学的正常进行。

然后，在课下通过询问其他同学，了解他们打架的原因。请两位同学来办公室，单独进行沟通：如果是对课堂内容出现了分歧，我会对他俩分别进行教导，可以通过讨论的方式;如果是与课堂内容无关，我要告诫学生，遇到任何事情都要冷静地处理，不能通过武力来解决问题，及时沟通、交流找到解决问题的方法。 最后，遇到这种事情，我在平时会多组织些班级活动，增进学生之间的感情与交流，加强班级文化建设，营造良好的教学氛围，避免这类事件的再次发生。

答辩题之一

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问题一：当在你上课时，一个学生在传纸条，你怎么办?

参考答案：

1、用眼神暗示他，引起他的注意，让他聚精会神的听课。>>点击查看

答辩题之四

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问题四：“为什么要选择教师这个行业”、“你是怎么看教师这个工作的”?

答：我读的就是师范类的专业，做教师符合自己的专业，而且现在公司之类的工作不够稳定，教师稳定性比较高，现在好的学校对教师的培养很好，也能为教师提供很大的发展空间等。

>>点击查看 答辩题之七

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问答七：你是应届毕业生，缺乏经验，如何能胜任这项工作

常规思路

①如果招聘单位对应届毕业生的应聘者提出这个问题，说明招聘公司并不真正在乎“经验”，关键看应聘者怎样回答;②对这个问题的回答最好要体现出应聘者的诚恳、机智、果敢及敬业。

>>点击查看

答辩题之十

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问答十：做班主任吃亏吗?

常规思路：根据我十多年的教学经历来说，我觉得做班主任还是比较合算的。

一、能吸取先进的教育理念，提高自己的教学管理水平。班主任既要完成学科教学任务，又要做好管家，大事小情都要做到有的放矢。从直观上来说可能学习的时间相对较少。 >>点击查看

答辩题之二

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问题二：学生早恋怎么办?你支持学生早恋吗?

参考答案：

“不支持，但也不生硬地反对。先了解学生情况，分析早恋的原因。

>>点击查看

答辩题之五

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问题五：教师要耐得住寂寞、清贫、教师要守住这片净土，你为什么选择教师这个行业?参加教师招考进行教师队伍你的动机是什么?

回答：做一名光荣的人民教师一直以来是我的梦想，也是我最真实的理想，虽然我从教已经有十几年了，但我还没有成为真正意义上的教师。

>>点击查看

答辩题之八

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问答八：我们为什么要录用你

常规思路①应聘者最好站在招聘公司的角度来回答;②招聘公司一般会录用这样的应聘者：基本符合条件、对这份工作感兴趣、有足够的信心;③如“我符合贵公司的招聘条件，凭我目前掌握的技能、高度的责任感和良好的适应能力及学习能力 ，完全能胜任这份工作。

>>点击查看

答辩题之十一

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问答十一：你教的学生很任性、急燥、不爱学习，你该如何办?

常规思路：如果他很任性，应多让他和别人相处，体会一下世间的人情冷暖，多去帮助他人培养自己的爱心。另外，他很急躁，不爱学习,是不是他进入了青春期，有叛逆的思想。或许是对学习没兴趣，多给他读一些名人成长的故事，和励志文章。>>点击查看

答辩题之三

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问题三：你对工资和福利有什么期望?

答：我对工资没有硬性要求。我相信贵校有一个薪酬标准，在处理我的问题上会友善合理。我注重的是找对工作机会，所以只要条件公平，我则不会计较太多。

>>点击查看

答辩题之六

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问答六：谈谈你的缺点

常规思路：①不宜说自己没缺点;②不宜把那些明显的优点说成缺点;③不宜说出严重影响所应聘职位的缺点;④不宜说出令人不放心、不舒服的缺点;⑤可以说出一些对于所应聘职位“无关紧要”的缺点，甚至是一些表面上看似“缺点”，从工作的角度看却是优点的“缺点”。

>>点击查看

答辩题之九

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问答九：当好一个班主任需要具备哪些素质

常规思路：首先要把课教好。做为一个班主任，只有先成为优秀的老师，才能取得同学们的认可。

其次是善于把握班级整体气氛。班主任要注意观察班级整体的学习气氛、娱乐气氛、活动气氛，要善于把握与引导。例如：我曾经的班主任看到同学们不喜欢做广播操，总是说他年轻时的故事，给大家树立榜样。

>>点击查看

答辩题之十二

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问答十二：说课和课有什么区别,你是怎么看?

常规思路：课的对象是学生，而说课的对象一般是专家，同行。

讲课一般时间是一节课，说课的时间是十几分钟。

说课着重点在怎样处理教材，怎样突破重难点，怎样上课。

>>点击查看

推荐第5篇：教资面试[全文]

教研文章：如何备战教师资格证考试中的试讲

在教师资格证考试中笔试顺利过关之后，广大考生即将迎来面试考查环节。但是有很多考生却对教师资格证的面试考核一头雾水，更不知道该如何备战。那么接下来，笔者将结合本土的考情对教师资格证面试的备考做一个介绍。

其实对于面试，有两件事情是非常重要的，第一，对公告的解读；第二，拥有短时间设计优质课，并能把它演绎出来的能力。

我们从历届的教师资格考试公告中能够获得如下信息。首先，试点期间，申请小学、中学教师资格证的面试考生备课使用教材暂定为人教版。很多考生担心自己去面试的时候抽到自己不熟悉的课题后，在高度紧张的情况下完全不知道怎么去设计教学过程。为了避免出现这种情况，考生可以把自己的学科以及学段的人教版教材和教参看一遍，在看的时候也初略的想一下自己将会怎样去进行试讲。

其次，从历年公告中我们还能知道，教师资格证的面试主要采用模拟试讲、结构化答辩等形式进行。面试形式的清晰化，能够帮助考生有的放矢，有针对性地熟悉试讲和结构化答辩环节。有些考生，公告上明明写的是试讲，结果自己却演绎为说课，那么发挥得再好也没用了。

最后，从历年公告里我们能够获取备考和演示的时间，一般都是20分钟备考，5分钟随机问题答辩，10分钟演示，5分钟围绕试讲内容的问题答辩。其中备考的时候还需要撰写教案！那很多考生就会抓狂了！20分钟去设计一个教学过程都已经很紧迫了，还要撰写教案，关键是最后还要把它演绎出来！怎么可能呢？

这就回到了开篇提出的第二件事情，考生需要拥有短时间设计优质课，并把它演绎出来的能力。关于这一点，首先需要做的当然在于前面提到过的，对教材的熟悉。考生应该尽可能地去熟悉教材，参考教参，理清教学思路和教学重难点。

其次，理清试讲的基本环节，一般说来，试讲都包括导入、新授、巩固练习、小结、作业这五个环节。当然，有些学科只有前面四个环节，没有布置作业这一环节，比如音乐、体育、美术等。考生在备考的时候可以逐一突破，慢慢找到每个环节的设计规律。此外，无论什么科目，教材中所有的信息都是有参考意义的，这些信息也包括平时大家不太注意的泡泡框、插图、课后习题甚至脚注，它们其实都表明了该课的重难点，甚至教学设计的过程也能从中得到体现。比如上中小学语文课，课后习题的顺序经常可以直接作为整个授课的顺序，而对这些习题进行细化，就能串起整个教学过程。

设计好了教学过程，更重要的是要在评委老师面前演示出来。教学过程在纸上设计得再好，演绎的时候结结巴巴或者很生硬也是没用的。那么就需要考生在考前，就有意识的把提前设计好的教学过程演绎出来。演绎的过程中，有几个点是非常重要的，第一，声音要足够洪亮并具有感染力；第二，表情要自然，以微笑为主，如果涉及到一些讲故事的环节，表情语气要随故事的情绪起伏；第三，要有师生互动，很多考生试讲时就一个人在讲台上干巴巴的讲，没有很好地体现“教师主导、学生主体”的新课改理念。其实试讲是一定要体现师生互动性的，当然不是要和评委互动，而是和评委身边虚拟的学生互动，你要把考官以外的空间想成坐了很多学生，然后比如问了一个问题，你需要去点下面一个虚拟学生回答。第四，预设学生答案或评价，虚拟的学生回答过后，教师应该对学生的回答进行积极地点评和反馈。当然，也不是任何学生的回答都需要点评和反馈，但是对一些重点难点问题的回答，教师应该进行积极的点评和反馈，把真实课堂上学生可能出现的各方面的情况尽量都模拟出来。

以上是对于面试备考的一些建议，最后预祝广大考生在面试中取得优异的成绩，并最终都能成为一名优秀的人民教师！(朱 俊)

据专家的调查研究显示，在教师面试环节，\"为什么要选择教师这个行业\"、\"你是 怎么看教师这个工作的\"是 问及次数最多的两个问题，每年仅因回答这两个问题不当而被淘汰的考生很多。如果考生在试前有所准备，回答问题时就会比较从容。

1.为什么要选择教师这个行业？

【参考答案】：我读的是 师范类的专业，当一名优秀的老师是 我最大的愿望。现在公司之类的工作不够稳定，教师稳定性比较高，尤其是 好的学校很重视对教师的培养，所以未来会有很大的发展空间。

2.你最尊敬的教育家是 谁，为什么？

【参考答案】：我最崇拜的教育家是 素有英语教育界泰斗之称的--张道真。我之所以崇拜他，原因有三。

第一高尚的人格魅力。76岁高龄的张道真教授，在国内外英语教育界享有盛誉。他把毕生的经历都献身于教育并研究教育，正是 他带领着我们走着英语教育改革的每一个步伐！

第二科学、实用的英语教学方法。他提出了一系列的方法来改变这种状态。而这些行之有效的方法被广泛应用到实际教学中。

第三严谨治学的思想前瞻性。张教授提倡考试要改革，听说与读写，二者并举， 甚至听说占有更重要的地位。思想深邃的张道真教授，以其独特的人格魅力，科学的工作态度，严谨的治学思想，征服了我，我要秉承他老人家的思想和态度，在未来的英语教学之路上，默默奋斗，勇敢向前，创造英语教学的辉煌，是 我学习的榜样！

3.你最赞赏的教学方法是 什么？

【参考答案】：以学生为主体，激发学生学习兴趣，使课堂生动活跃的教学法是 我赞赏的教学方法。教学过程中，用一些平常生活中最常见的例子来跟学生解释，容易吸引学生的注意力，提高学生的学习兴趣。我想每一种教学方法都有它的独特之处，如果用得好了，用得恰当可以使课堂变得丰富多彩！

4.为什么学生会偏科？

【参考答案】：学生偏科有很多因素，我着重从以下三点来分析，第一兴趣，第二环境，第三老师。如果具体分析，第一兴趣，学生因为兴趣爱好不同容易出现偏科现象；第二是 环境，低年级容易受周围环境的影响，周围同学经常在一起讨论的科目会影响自己对某学科的偏好。第三老师，部分学生因为某科老师而出现偏科现象。当然也会有其他因素。回答完毕。

5.做好一名教师固然离不开敬业、爱生、专业知识扎实，除了这些，你认为教学的最重要特质是 什么？

【参考答案】：做一名好老师除了敬业、爱生、专业知识扎实之外，老师拥有开朗的个性，良好的品德，比较渊博的知识更为重要。

6.你赞同\"教学有法、但无定法、贵在得法\"这种提法吗？为什么？

【参考答案】： 赞同。教学方法因人而宜，没有一个适合所有人的方法，但要适合个人，这就是 贵在得法。教师备课时要从教学实际出发，根据教材特点、学生实际、本校条件等，结合不同的教学目标、内容、对象和条件，因校制宜、因时制宜，灵活、恰当地借鉴和选用国内外的教学方法，突出重点、攻破难点，并善于探讨、实践，教学其实就是 教学有法、但无定法、贵在得法的过程。

7、新课程标准的价值取向是 什么？

【参考答案】：新课程标准的价值取向是 要求教师成为决策者而不是 执行者，要求教师创造出班级气氛、创造出某种学习环境、设计相应教学活动并表达自己的教育理念等等。

这些常见问题如果考生在考前没有经过准备，面试时难免会有疏漏，目前，就业压力的增大，招聘机会的宝贵自不必言，\"凡事预则立不预则废\"要想在众多考生中脱颖而出，考生在备考阶段对这些常见问题的充分准备是 必不可少的，是 确保考生取得好成绩的好方法。

考生面试时，通常会被问及哪些问题，哪一点最能打动考官，需要应聘者事先做好准备。华图教师培训专家经过长时间的研究，总结出教师招聘考试面试常被问及的一些问题。这些问题通常是 教师行业的基本常识、作为教师应具备的心态以及仪容仪表等。面试考官都是 教学经验丰富的老师，考生切不可在回答问题时故弄玄虚，如果真的答不出来，也不要胡编乱造，因为考官还是 喜欢诚实的学生。专家建议考生回答问题时尽量做到实事求是。

1、学生记忆有什么特点，学科教学如何提高学生的识记能力？

【参考答案】：以小学生为例，一般而言，凡是 引起小学生强烈情绪体验，易于理解的事物记忆较快而且记忆保持时间也较长。一般来说，低年级小学生主要采取机械识记的方法，中高年级小学生比较多地采用意义识记的方法。低年级的小学生由于知识经验比较贫乏，抽象逻辑思维欠缺，对学习材料不易理解，也不会进行信息加工，因而在学习功课时较多地运用机械识记。到了中高年级，由于他们知识经验日益丰富，抽象逻辑思维不断发展，在学习活动中运用意义识记的比例逐渐增大。一般来说，小学生回忆能力随年龄的增长而提高，对外在线索的依赖性也越来越小。

老师可采用以下方法提高学生的识记能力：

第一是 采用动机诱发的方法，动机诱导法是 培养学生记忆能力的基础；第二是 培养学生的兴趣，这也是 老师授课通常使用的方法，增加学生的学习兴趣是 比较好的可以提高学生记忆能力的方法；第三具体知识记忆方法的指导，这就对老师提出了更高的要求，老师在备课的过程中应善于摸索、总结具体知识记忆的规律，帮助学生找到快速记忆的方法，是 提高学生记忆能力的关键。以上是 三种方法的简单介绍，供大家参考。

2、你认为一种科学的备课方法是 什么？

【参考答案】：备课是 教师的一项基本功。我认为无论是 哪门学科，教师真正要备好一堂课，应该脚踏实地，并结合自身和学生的实际，进行创造性地研究和设计。第一\"研读\"是 备课的必要前提，老师研读与课程有关的资料是 必不可少的环节；第二\"博学\"是 备课的重要基础；第三\"细致\"是 备课的基本要求；第四\"创新\"是 备课的成功亮点。这种备课方法是 我所追求的目标。（补充：备出一份好的教案是 上好一堂课的重要前提，也能使教师教学更有底气，甚至变得胸有成竹。同时，好的教案设计也直接影响学生的学习兴趣、方式、效率等多个方面，最终对整个课堂课的教学效果起到决定性的作用。）

3、你同意\"没有不合格的学生，只有不合格的教师\"这句话吗？

【参考答案】：本句话源于教育家陈鹤琴老先生的名言\"没有教不好的学生，只有不会教的老师\",\"没有不合格的学生，只有不合格的教师\"是 其衍生出的众多\"伟辞\"中最为著名的一句。我认为陈老先生当初写这句话时，断然不会想到在多年以后的今天会引出如此多的讨论吧！

我不完全赞同。这句话说的太过绝对，造成不合格学生的原因有很多，每位学生自身条件和生活环境都是 完全不同的，因此出现不合格的学生老师不能完全负责。但是 老师对待资质不高和成绩不好绝对不能视而不见听而不闻，任其自生自灭，对待此类学生，老师应该积极努力帮助学生找到落后的原因，平时多关心，多辅导，尽快帮助学生把成绩赶上来。

4、一堂好课的标准是 什么？

【参考答案一】：一堂好课的评价标准是 ,第一是 否达到教学目标，因为这是 促进发展的根本宗旨；第二教学内容方面是 否达到科学合理的标准；第三教学策略与方法是 否能达到学生主动学习的目的；第四老师是 否具有良好的教学基本功。

【参考答案二】：一堂好课的标准是 学生学有所得。在情感、态度、价值观，在过程与方法，在知识与能力方面有所得。

评价一堂好课的标准有以下几点有意义、有效率、有生成性、是 常态下的真实的课。

一堂好课的基本表现是 必须形成学生的兴趣和持续学习的动力；兼顾有差异的学生，使不同层次的学生都有所得；体现思维的深度、促使学生知行结合，有所收获。

【参考答案三】：用建构主义观点探讨一堂好课的标准：

学生学习的主动性、师生有效的互动性、学生自主获取知识的实践性、学生真正的理解性、预备学习材料的良好组织性、学生学习的反思性。\"好课\"标准没有定论，强调多元、崇尚差异、主张开放、重视平等、推崇创造、关注边缘群体，实现和谐课堂，使每一个学生都得到发展是 一堂好课的基本要求。

5、现在常常提的\"以学生为本\"或\"以学生为主体\",你怎样理解？

【参考答案】：学生是 一个民族传承的希望，是 一个国家继续生存、发展的灵魂所在。老师担负着重大的使命，\"以学生为本\"或\"以学生为主体\",确保了教学最终目的的实现。

\"以学生为本\"或\"以学生为主体\",是 在教学活动中以学生为主，教师的作用是 负责组织、引导、帮助和监控，引导学生学会认知、学会做事，让学生经历获取知识的过程，关注学生各种能力的发展，促进其知识与技能、过程与方法、态度与价值观的全面发展，建立学生自主探索、合作学习的课堂模式，创设和谐、宽松、民主的课堂环境。追求学习结果转向追求学习过程，真正把学生当成获取知识发展自我的主人。\"一切为了学生，为了学生的一切，为了一切学生\",切实构建\"以学生为中心\"主体观。

6、你平常看的教育教学类的书籍和杂志有那些 ?

【参考答案】：书籍类：我曾经看过人大附中教师王金战老师编写的书《英才是 怎样造就的》受益匪浅。还有如《教育心理学》、《教育教学基础讲义》、《教育教学技能讲义》。杂志类有《中国教育教学杂志》、《中学物理教学参考》、《读与写》。

7、你认为该如何指导学生进行朗读？

【参考答案】：朗读能力的培养是 循序渐进的，不可能一步到位。以指导小学生朗读为例，小学语文大纲对朗读教学有明确的定位，即\"学习正确、流利、有感情地朗读课文\".所以第一步就是 扫清生字障碍，熟悉课文，这是 正确朗读课文的前提。第二老师范读，提出要求。新课标要求老师经常组织学生听朗读，包括老师的范读和录音范读。范读有助于培养学生对朗读的兴趣，唤起学生的感情，丰富学生的词汇，这是 提高学生朗读水平的重要方面。第三创设情境，渲染氛围。朗读训练，要想方设法调动学生全身心地投入，尤其是 低年级的学生，单调的阅读会使学生读的口干舌燥，昏昏欲睡，所以营造趣、情、美的愉快气氛，可以提高学生阅读的兴趣。第四体悟情感，渐入意境。叶圣陶先生把有感情的朗读叫\"美读\",培养学生边读边用心体会文章，真情实感的表达是 最好的，真情实感的流露不仅体现在写作文时，同时在读自己的作文时，也会流露出真情实感，这对学生来说是 终生受益的。

一、Introduction（导言）

英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。

二、说课的基本原则

1.遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。

2.以教师为主导，学生为主体，体现先进的教学理念。

3.详略得当，重点突出，体现说课的完整性。

4.与教案相结合，体现其可操作性。

三、说课的基本程序

1.说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。

2.说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。

3.说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。

4.说学法：谈谈学习方法的运用以及将要实现的目标。

5.说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？

6.说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。

四、注重说课信息和反馈与总结

说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。

五、附SB 2B U16 Leon 63说课稿

Unit 16 Leon 63

Hello, everyone.Today I’m very pleased to have an opportunity to talk about some of my teaching ideas.My topic is life in the oceans taken from Leon 63 of Unit 16 in SEFC（2）.It is made up of four parts.

Part 1 My understanding of this leon

The analysis of the teaching material:

This leon is a reading paage.It plays a very important part in the English teaching of this unit.Leon 62 and Leon 63 are a whole unit.By studying Leon 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans.At the same time, we should get the students to understand some difficult sentences to comprehend the paage better.The Ss should do some listening, speaking and writing, too.Of course, the Ss should receive some moral education.Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.

Teaching aims:

1.Knowledge aim: Understand the main idea of the text.

2.Ability aim: Retell the text in their own words.

3.Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.

Key points / Teaching important points:

How to understand the text better.

Teaching difficult points:

1.Use your own words to retell the text.

2.Discu the pollution of the sea and how to save the sea.

Something about the Ss:

1.The Ss have known something about the sea and sea life through the Internet and other ways.

2.They are lack of vocabulary.

3.They don’t often use English to expre themselves and communicate with others.4.Some Ss are not active in the cla because they are afraid of making mistakes.

Part 2 My teaching theories, methods and aids

Before dealing with this leon, I’ll do my best to carry out the following theories: Make the Ss the real masters in cla while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

Teaching method:

Double activities teaching method

Question-and-answer activity teaching method

Watch-and-listen activity

Free discuion method

Pair work or individual work method

Teaching aids:

1.a projector

2.a tape recorder

3.multimedia

4.the blackboard

Part 3.Teaching steps / procedures

I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

The entire steps are:

Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discuion, Homework

Step 1 Greetings

Greet the whole cla as usual.

Step 2.Revision

1.Ask students some questions to revise the last leon（show them on the screen）.

a.How much salt do the oceans contain per thousand parts of water?（35 parts of salt.3.5% by weight）

b.What is coral? Why are corals not found in deep water?

c.Why is the Dead Sea called the Dead Sea?

2.Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）.Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new leon.

Step 3.Lead-in and preparation for reading

Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

Purpose: Arouse the students’ interest of study.

Bring in new subject: Life in the oceans.

Step 4.Fast reading

Read the paage as quickly as they can.I show the questions on the screen and let them get the main idea of each paragraph:

1.Why can living things live in such oceans around the Antarctica?

2.What does the whale feed on?

3.What is the difference between the sperm whale and other whales?

Method: Read the text individually, use question—and—answer activity.

Purpose: Improve the students’ reading ability.

Understand the general idea of each paragraph.

Step 5.Listening（book closed）

1.Listen to the tape then do an exercise（wb page 90, part 1）

2.True or false exercise.（on the screen）

Train the Ss’ listening ability and prepare for later exercises.

Step 6.Intensive reading

Read the paage carefully again and answer some detailed questions on the screen.

1.How much does a whale eat at a time?

2.Do all the whales feed on small fish?

3.How deep can a sperm whale dive?

It is also called depth reading or study reading.It means reading for detailed information.

Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.

Step 7.Preparation for details of the text on the screen

1....its heart slows to half its normal speed.

slow-v.to become / make slower.

2....using sound wave

Present participle used as adverbial.

3.provide sth.for sb.

provide sb.with sth.

4.at a time: each time

5.grow to a length of...

Purpose: Train the Ss’ ability of understanding and using laguage.

Step 8.Consolidation

1.Find out the topic sentences.

2.Retell the paage according to the topic sentences.

Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this cla.What’s more, I want to let them have the ability of introducing and analyzing expreion.At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.

Step 9.Discuion

Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted.What should they do?

Purpose: I mean to give them emotional education.I give them multi-media pictures to arouse their interest of study and their love for life.I mean to make them realize: The sea is in danger!

I teach them to do their best to help it and do something from now on.Everyone should do something to love and protect our home.

Step 10.Homework

Write an article Saving the sea.I want to improve the ability of their writing.At the same time, train the ability of do-it-yourself and looking up the information by themseleves.

Part 4.Blackboard design

Unit 16 Leon 63

Topic Sentences:

1.Some living things can live in Antarctica.（what）

2.The whale feeds on small fish.（what）

3.The sperm whale feeds on squid.（difference）

Discuion:

1.The whales are in danger.What’s your opinion about it?

2.The sea is being polluted.What should we do?

In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.

In this text, the design is not easy to write.I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this cla.The discuion is of the difficulty.

I want to make the design inductive, instructive and artistic.

上课第一步先问候啊,

第二步复习前天学过的

第三步讲新课,一般讲新单词,再讲句型,语法放在句型里讲.

第四步操练学生

第五步布置作业

15分钟指的是说课时间,听说读写是指英语的学习环节.

1.Teaching Aim (language use and moral aspects)

2.Teaching point (the emphases of the leon) 3.Teaching procedure * warm up (a game is preferred or revision) * lead-in (a story about yourself-----practice listening or reading) * presentation (the use of words and some important sentence patterns ) * practice (pair work / group work)------practice speaking *production (a poster is preferred ------ practice writing *further discuion ( a topic is discued)

现在英语专业毕业生不那么吃香了，到大、中学校就业也需要认真准备面试。以下是根据实际经验提出的几点建议，希望对明年毕业的学生有些帮助。

1．别拿着书本或教案。每人20分钟左右，有Self-introduction, 有课文讲解，有主题发挥，有回答问题。所以，课文讲解也就10分钟，难道背不过？有的试讲人每个老师都给一份教案，刚开始有个好印象，但随后就没新意了。

2 ．写板书时不要完全把后背转向评委。师范生可能注意这一点，但非师范毕业的就要注意了。写板书时后转最大限度是身体与黑板成90度，要随时和评委或学生保持目光接触。

3 ．板书要适中。一般而言，试讲人的板书易于偏多，最后完全是写板书，很少说话了。板书占的比例只是10%左右。

4 ．语音语调不要起伏太大。相信大家的发音没问题，但语调就有差别了。有一些人，yeah, ok, hmm, right, am I right 等用的很多，影响了表达的流利度。

5 ．不要选择偏僻的主题。让评委感到自己的词汇量有限不是好事，同时也因此没有了衡量你水平高低的标准。

6．不要说汉语，哪怕一点点。

7 ．板书一遍成，不擦后再写，更不能出现拼写错误。如果要更正，要用板擦，不要用手擦，看起来很乱，很脏。

8 ．口语要流利，表达要和逻辑。不要中间停顿，不要经常重复。

9 ．不耍小聪明。具体例子就不举了。如果耍了小聪明，被发现了（一般都会被发现），后果就是评委们一致认为你不诚实，而没有任何人愿意和不诚实的人相处的。

10 ．年龄大一些的人，要注意：可能有教学经验了，这是优势，但是表达流利度、反应能力不如刚毕业的年轻人，同时也不太注意衣着了。

11 ．注意衣着，注意风度。衣着要简洁，冬季试讲时也不要穿羽绒服；风度要优雅，至少作到大方。不要太张狂，即使你的水平很高，否则会让人想到你不会安心一直待在这个单位的。

12 ．长相虽是天定，但是在水平相当情况下，长相好的机会肯定要多一些。这没办法，爱美之心，人皆有之。

大胆自信，衣着简洁，举止大方，口语流利，板书规范，你肯定会得高分。

9、试讲完成以后还会有提问，基本上都是涉及到如何安排你所教的课程的，教学侧重点应该在哪里，如果学生出现了这样或那样的问题你该如何等等。不要慌张，首先肯定教师提出的问题，并结合以往的教学经验予以适当的重复和肯定，与此同时思考应对的策略。回答的时候最好能有一个提纲，分几点来说明你的观点，显得层次鲜明，逻辑性强。点到即可，除非特别自信，不要过于展开。

10、要做一下小结，总结一下你所讲的内容，布置一下作业，做到有头有尾！

几点注意事项

1、板书的时候忌讳无声板书、长时间课堂空白，可以在板书的同时结合问题和内容，做适当的讲解。说话写字速度不能太慢。太慢了大家会怀疑你的做事效率。字不要太差。可以适当看看讲稿，自然地看即可，不能照着讲稿读，因为评委和你的讲稿是一致的。

2、试讲的内容和原来的教学设计可以有不一致的地方，在试讲完毕，时间还有的情况下，做一个简短的说课（说明），让评委知道你的设计意图和理论依据。在课中也可以适当穿插对学情、教材、学法、教法的说明。

3、教学设计各个环节和要素尽可能完整、完善，教学流程可以拟出恰当的小标题，吸引评委注意力。

4、试讲时没有学生参与，但是同样要体现自主、合作和探究的学习方式以及新课程教学理念，可以通过教师的模拟对话或者讲解呈现。如小组讨论、分组学习、课前的预习等等。要有师生互动，即使面对老师讲课，也要体现学生活动。

5、可以在某个具体环节提供几套教学方案，把教师的预设体现得很充分，同时又能充分体现教师把握生成的基本素养。

7、课堂重点突出，一到两点就够的，其它的不讲或略讲，决不可面面俱到。

8、要深挖课文，对思想内容有独到见解。这是最难的，也是最重要的，它体现老师的水平。文章思路不是重点，一般文章思路都很清晰，高中生都看得清，不需要作为课堂重点。

9、尽快切入重点。详讲重点（也就是能出彩地方），不然导入太长，其它杂七杂八的东西太多会冲淡重点。试讲时，可以省掉作家作品介绍，字词检查等次要内容。深挖重点，然后再点一下文章其它部分，勾出文章整体思路，给人以整体感。分析重点段落时，集中落脚到关键句，关键词，这样才具体而实在，不然笼而统之，难以讲清。分析也细致不下去，要分析细致必然落脚到文中字词，这样又紧扣了教材，不致于犯脱离课文的毛病。

10、发挥不宜太多，太多了也会冲淡主题。或者更直接地说，讲课像写文章一样，围绕中心（重点）行文，废话（可引起学生兴趣）尽量少讲或不讲。

推荐第6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7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8篇：教资面试语文《对子歌》教案

教资面试语文《对子歌》教案

一、导入新课

同学们，老师现在是古代的诗人噢，你们依然是老师的学生，这回咱们要来点文雅的东西，吟诗作对。你们想学吗?好，那就跟老师先学最基础的：对子歌。

二、讲授新知 (一)对子歌 1.老师诵读。

2.领读对子歌，使学生熟悉诗歌的具体内容。根据具体情况可以多读几遍。 3.试着自己读一读，发挥同学间的的团结互助精神。 4.给大家时间记一记，然后同桌一组进行对对子。

5.游戏：“我是小李白”勇敢的同学们走到讲台前来，让我们接受挑战，争当我是小李白(每组两名学生到前边对对子，其他同学做裁判，表现得出色的学生给奖励)然后全班进行集体对。

6.找一个简单的新对子，让大家找出相对的词，如春夏对秋冬，云对鱼，上对下等。(二)讲授二类生字 1.领读。

2.自主学习，在文中找到生字的位置，根据对对子歌的了解识字。

三、拓展延伸

(一)同学们，下面我们来看一看各种节日，你们都知道哪些呢? (二)它们的日期又是几月几日?想一想，看谁说得又对又多。

(三)下面让我们看一看书上的课后练习，看看图画上都有什么，你能说出它们的日期吗? (四)在相应的节日里，你想对过节日的人们说些什么吗?

四、巩固新知

这节课我们学习了好多的新知识，下面老师带来了丰收篓，将你们的劳动成果装进来吧(让学生总结这节课的学习内容)!

五、作业设计 (一)读对子歌。

(二)和家长讨论，中国的传统节日都有哪些，它们的名称和日期各是什么?

六、板书设计

对子歌 日对月， 雨对风。 牛对马， 鸟对虫。 山石对田土， 叶绿对花红。

推荐第9篇：河北教资面试《地球的自转》 教案

2017河北教资面试《地球的自转》 教案

一、教学目标

【知识与技能】

1.能够观察得出地球的自转方向、周期等基本特征;

2.能够通过地球仪演示得出昼夜交替、晨昏线、地方时等地理知识。

【过程与方法】

1.运用实验法，培养学生的空间概念，认识地球自转，养成地理思维;

2.通过小组合作学习，提高团队意识与合作能力。

【情感、态度及价值观】

1.用联系的观点分析地球的自转运动、地球的公转运动，理论联系生活实际，养成求真、求实的科学态度。

二、教学重难点

【重点】

地球自转的地理特征。 【难点】

地球自转产生的地理意义。

三、教学过程

环节一：导入新课

设悬导入法。引用毛泽东主席的诗句“坐地日行八万里，巡天遥看一千河”。

【设置疑问】毛主席诗中曾写道“坐地日行八万里”，可是我们明明每天见到的事物、所在的地点都是一样的，是不是诗里写错了呢?其实我们每天坐在这里读书学习其实并非“不动”的，这节课就让我们从地理的角度出发共同来探究下我们究竟是怎么“运动”的。

环节二：新课教学

【展示活动用具】地球仪

【问题】

(1)请同学们观察老师手中的地球仪分别由哪几部分组成?

(2)该地球仪是否是固定不动的?

【教师活动】拨动地球仪中的地球使其转动 【学生活动】自主思考，回答

(1)分别由底座、半弧形的外圈、一根固定轴及一个小地球组成;

(2)其中的小地球是可以转动的。

【师生共同总结】其实生活中，我们的地球也并非固定不动的，它就像我们的地球仪一样是会转动的。

【教师活动】可是它究竟是怎样进行转动的呢?请两位同学上台分别旋转这个地球仪，观看两位同学是否出现错误。

【学生活动】实验，自主思考，回答

【师生共同总结】地球仪上的地球是围绕固定轴进行旋转的，我们所生活的地球同样也有一根地轴，地球也无时无刻不在绕着地轴进行旋转运动，旋转时分为两个方向，而正确方向则是自西向东不断旋转。

【展示活动道具】手电筒及地球仪

【实验活动】请两个同学上台，一个同学手持手电筒，打开手电筒照射小地球的一面，关闭后再次打开，另一个同学旋转地球仪中的小地球。

【问题】小地球发生了什么变化?

【学生活动】自主思考，回答。当有光源照射在地球上时，小地球仪被照射的一面变亮而另一面则为暗。 【教师总结】地球表面也有光源照射，就是太阳光。同时地球是一个不透明的球体，正是因为它不能被阳光穿透因此在任何时刻太阳光只能照亮地球的一半。被太阳照亮的半球为白昼，未被太阳照亮的半球为黑夜。而区分白昼和黑夜的那一个圆圈所在的界限则是晨昏线。

【问题】

(1)地球是不断旋转的，地球自转一周需要多长时间?

(2)地球的自转会对白昼和黑夜有什么影响?

(3)不同的地区会有不同的时间，比如纽约时间、北京时间、伦敦时间等，这又是为什么?

(4)两个极点(北极点、南极点)是否产生“运动”?

【学生活动】自主思考，小组讨论，总结归纳，回答

【教生共同总结】

(1)地球自转一周的时间为24小时，也就是一天。

(2)地球自转产生昼夜交替，且由于地球自西向东旋转，因此太阳东升西落。

(3)地球上不同经线所经历的白天黑夜不同，因此出现了不同地区时间差异。

(4)两个极点进行旋转运动。 (5)由于地球的自转导致我们每天坐在这里学习的同时也“日行万里”。

环节三：巩固提高

完成课后阅读材料“是天转还是地转”，了解伟大的波兰天文学家哥白尼以及“日心说”和“地心说”。

环节四：小结作业

(1)让同学们回家之后自己动手进行本次课上的实验，重温知识。

(2)总结地球自转的特征及其引发的地理意义。

四、板书设计

五、教学反思

推荐第10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

第11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/

第12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。

第13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。

第14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。

第15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16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17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18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19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20篇：河北教师资格面试高中英语语法课教案设计

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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

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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！

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