Number__the__sentences
学案1：长句(Long Sentences)
长句(Long Sentences)情景探究观察上面对话, 完成下面句子。
(1) He asked _________________________ in our class.他问我们班上谁的书法最好。
(2) The first English book ______________ was The Prince and the Pauper by Mark Twain. 我读的第一本英文书是马克·吐温写的《王子与贫儿》。
(3) He has become ______________ ten years ago.他已经成为了他10年前想成为的样子。
(4) ______________________ doesn’t matter too much.她来不来都无关紧要。
(5) August is the time of the year for rice harvest, ______________________ every day. 八月是一年中水稻收获的季节, 所以我每天从早到晚地工作。
要义详析长句(long sentences)多因含有较多较长的修饰成分或包含多个并列句或从句而使得整个句子变长。
一、长句的主要类型1. 含有较多成分的简单句(同位语、介词短语、非谓语动词、定语、状语、插入语);2. 含有多个简单句的并列句;3. 并列句和主从复合句并存。
*The average number of days with heavy pollution in cities at county level and above has dropped from 10 to 6. (主语: number 谓语: has dropped )县级及以上城市重度污染的平均天数从10天下降到6天。
*Since 2013, China has rolled out a series of State-level regional development strategies to create new economic growth poles, push forward integrated and coordinated development, and explore ways of sustainable development for future generations. (主语: China 谓语: has rolled out 宾语: strategies)自2013年以来, 中国推出一系列国家级区域发展战略, 着力打造新的经济增长极, 推进一体化协调发展, 探索子孙后代可持续发展之路。
Module_2_Unit_1_can_you_tell_me_where_you_are_from
he likes or not . whether / if 2) I want to know__________(是否) she will come.
2. welcome to 欢迎到…来
Welcome tothe Great Wall. eg: __________
3. in fact 实际上 (在句中作状语，常用来强调） eg: He likes sports shows, in fact _________, he prefers game shows.
我是… …在吗?
Why does Sally call Chen Huan? She wants to ask Chen Huan if she can take her friend Lingling to the interview next week.
Listen and answer : Do you know if Sally Maxwell has arrived?
B:Who’s calling, please! C:_______ Sally Mexwell speaking. This is B:_____________________ ? Can I help you C:Yes,please! B:Can you ask Chen Huan if I can bring interview a friend to the _________next week? C: I’msure that would be ok! ______ B: Great ! Thank you ! C: Bye!
Yes, she has arrived.
Can you tell me where Sally is from? Yes, she is from London.
人教版七年级英语下册Unit 1 Can you play the guitar(1234课时)教案
初中英语人教版（Go for it）七年级下册Unit1Can you play the guitar?教学设计第一课时(Section A1a--2d）【教学目标】Knowledge goals语言知识目标：1能掌握以下单词：guitar,sing,swim,dance,chess,play chess,draw,speak,speak English,join,club能掌握以下句型：①—Can you play the guitar?—Yes,I can./No,I can't.②—What can you do?—I can dance.③—What club do you want to join?—I want to join the chess club.2能了解以下语法：情态动词can的用法want to do sth.的用法Emotional goals情感态度价值观目标：该部分内容贴近学生的生活，谈论的话题是能力。
通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
【教学重难点】1.Teaching Importances教学重点：1)学习询问和谈论彼此的能力，特长和一些俱乐部的英语。
2)掌握一些弹奏乐器的表达方式。
2.Teaching Difficulties教学难点：情态动词can的构成和使用。
能准确表达出自己和组员的能力以及想加入的俱乐部【教学方法】直观教学法、情景教学、任务型教学法、自主探究教学法【教学工具】教学用具：电脑【教学过程设计】教学设计说明：本节课为这一单元的开始，重点在于一些乐器名称和俱乐部的教学，要求学生在学习完本节课时能准确表达出自己及小组成员的能力和特点，以及自己想要加入的俱乐部。
因此教学的过程着重点在于鼓励学生自主探究，小组合作学习，培养学生善于总结归纳知识，善于反思的品质。
设计主线为：新学期学校俱乐部招新，欣赏学生才艺展示。
Exercises syntax
Exercises - SyntaxI. Decide whether each of the following statements is True or False:1. Syntax is a subfield of linguistics that studies the sentence structure of language, including the combination of morphemes into words.2.Grammatical sentences are formed following a set of syntactic rules.3. Sentences are composed of sequence of words arranged in a simple linear order, with one adding onto another following a simple arithmetic logic.4.Universally found in the grammars of all human languages, syntactic rules that comprise the system of internalized linguistic knowledge of a language speaker are known as linguistic competence.5. The syntactic rules of any language are finite in number, but there is no limit to the number of sentences native speakers of that language are able to produce and comprehend.6. In a complex sentence, the two clauses hold unequal status, one subordinating the other.7. Constituents that can be substituted for one another without loss of grammaticality belong to the same syntactic category.8. Minor lexical categories are open because these categories are not fixed and new members are allowed for.9. In English syntactic analysis, four phrasal categories are commonly recognized and discussed, namely, noun phrase, verb phrase, infinitive phrase, and auxiliary phrase.10. In English the subject usually precedes the verb and the direct object usually follows the verb.11.What is actually internalized in the mind of a native speaker is a complete list of words and phrases rather than grammatical knowledge.12. A noun phrase must contain a noun, but other elements are optional.13. It is believed that phrase structure rules, with the insertion of the lexicon, generate sentences at the level of D-structure.14. WH-movement is obligatory in English which changes a sentence from affirmative to interrogative. II. Fill in each of the following blanks with one word which begins with the letter given:15. A s________ sentence consists of a single clause which contains a subject and a predicate and stands alone as its own sentence.16. A s______ is a structurally independent unit that usually comprises a number of words to form a complete statement, question or command.17. A s______ may be a noun or a noun phrase in a sentence that usually precedes the predicate.18. The part of a sentence which comprises a finite verb or a verb phrase and which says something about the subject is grammatically called p_________.19. A c_________ sentence contains two, or more, clauses, one of which is incorporated into the other.20. In the complex sentence, the incorporated or subordinate clause is normally called an e_______ clause.21. Major lexical categories are o___ categories in the sense that new words are constantly added.22. A _____ Condition on case assignment states that a case assignor and a case recipient should stay adjacent to each other.23. P_______ are syntactic options of UG that allow general principles to operate in one way or another and contribute to significant linguistic variations between and among natural languages.24. The theory of C_____condition explains the fact that noun phrases appear only in subject and object positions.III. There are four given choices for each statement below. Mark the choice that can best complete the statement:25. A sentence is considered ____ when it does not conform to the grammatical knowledge in the mind of native speakers.A. rightB. wrongC. grammaticalD. ungrammatical26. A __________ in the embedded clause refers to the introductory word that introduces the embedded clause.A. coordinatorB. particleC. prepositionD. subordinator27. Phrase structure rules have ____ properties.27. A. recursive B. grammaticalC. socialD. functional28. Phrase structure rules allow us to better understand _____________.A. how words and phrases form sentences.B. what constitutes the grammaticality of strings of wordsC. how people produce and recognize possible sentencesD. All of the above.29. Syntactic movement is dictated by rules traditionally called ________.A. transformational rulesB. generative rulesC. phrase structure rulesD. x-bar theory30. The theory of case condition accounts for the fact that __________.A. noun phrases appear only in subject and object positions.B. noun phrases can be used to modify another noun phraseC. noun phrase can be used in adverbial positionsD. noun phrase can be moved to any place if necessary.31. The sentence structure is ________.A. only linearB. Only hierarchicalC. complexD. both linear and hierarchical32. The syntactic rules of any language are ____ in number.A. largeB. smallC. finiteD. infinite33. The ________ rules are the rules that group words and phrases to form grammatical sentences.A. lexicalB. morphologicalC. linguisticD. combinational34._______ rules may change the syntactic representation of a sentence.A. GenerativeB. TransformationalC. X-barD. Phrase structureIV. Define the following terms:35. syntax 36. Sentence 37. coordinate sentence 38. syntactic categories39. grammatical relations 40. linguistic competence 41. transformational rules42. D-structureV. Answer the following questions:43. What are the basic components of a sentence?44. What are the major types of sentences? Illustrate them with examples.45. Are the elements in a sentence linearly structured? Why?46. What are the advantages of using tree diagrams in the analysis of sentence structures?47. What is NP movement. Illustrate it with examples.Suggested answers to supplementary exercisesChapter 4 SyntaxI. Decide whether each of the following statements is True or False:l.F 2.T 3.F 4.T 5.T 6.T 7.T 8.F 9.F 10.T 11.F 12.T 13.T 14.TII. Fill in each of the following blanks with one word which begins with the letter given:15. simple, 16. sentence 17. subject 18. predicate 19. complex 20.embedded 21. open 22.adjacency 23.Parameters 24.CaseIII. There are four given choices for each statement below. Mark the choice that can best complete the statement:25. D 26. D 27. A 28. D 29. A 30. A31. D 32. C 33. D 34. BIV. Define the following terms:35. syntax: Syntax is a subfield of linguistics. It studies the sentence structure of language. It consists of a set of abstract rules that allow words to be combined with other words to form grammatical sentences. 36. Sentence: A sentence is a structurally independent unit that usually comprises a number of words to form a complete statement, question or command. Normally, a sentence consists of at least a subject and a predicate which contains a finite verb or a verb phrase.37. coordinate sentence: A coordinate sentence contains two clauses joined by a linking word called coordinating conjunction, such as "and", "but", "or".38. syntactic categories: Apart from sentences and clauses, a syntactic category usually refers to a word (called a lexical category) or a phrase ( called a phrasal category) that performs a particular grammatical function.39. grammatical relations: The structural and logical functional relations of constituents are called grammatical relations. The grammatical relations of a sentence concern the way each noun phrase in the sentence relates to the verb. In many cases, grammatical relations in fact refer to who does what to whom .40. linguistic competence: Universally found in the grammars of all human languages, syntactic rules comprise the system of internalized linguistic knowledge of a language speaker known as linguistic competence.41. Transformational rules: Transformational rules are the rules that transform one sentence type into another type.42. D-structure: D- structure is the level of syntactic representation that exists before movement takes place. Phrase structure rules, with the insertion of the lexicon, generate sentences at the level of D-structure.V. Answer the following questions:43. What are the basic components of a sentence?Normally, a sentence consists of at least a subject and its predicate which contains a finite verb or a verb phrase.44. What are the major types of sentences? Illustrate them with examples.Traditionally, there are three major types of sentences. They are simple sentence, coordinate( compound) sentence, and complex sentence. A simple sentence consists of a single clause which contains a subject and a predicate and stands alone as its own sentence, for example:John reads extensively.A coordinate sentence contains two clauses joined by a linking word that is called coordinating conjunction, such as "and", "but", "or". For example:John is reading a linguistic book, and Mary is preparingfor her history exam.A complex sentence contains two, or more, clauses, one of which is incorporated into the other. The two clauses in a complex sentence do not have equal status, one is subordinate to the other. For exam-ple:Before John gave her a lecture, Mary showed no interest in linguistics. 45. Are the elements in a sentence linearly structured? Why?No. Language is both linearly and hierarchically structured. When a sentence is uttered or written down, the words of the sentence are produced one after another in a sequence. A closer examination of a sentence shows that a sentence is not composed of sequence of words arranged in a simple linear order with one adding onto another following a simple arithmetic logic. In fact, sentences are also hierarchically structured. They are organized by grouping together words of the same syntactic category, such as noun phrase (NP) or verb phrase (VP), as can be seen from the following tree diagram:SNP VPDet N Vt NPDet NThe boy likes the music.46. What are the advantages of using tree diagrams in the analysis of sentence structures?The tree diagram can not only reveal a linear order, but also a hierarchical structure that groups words into structural constituents. It can, in addition, show the syntactic category of each structural constituent, thus it is believed to most truthfully illustrate the constituent relationship among linguistic elements.47. What is NP movement. Illustrate it with examples.NP movement involves the movement of a noun phrase. NP-movement occurs when, for example, a sentence changes from the active voice to the passive voice:(A) The man beat the child.(B). The child was beaten by the man.B is the result of the movement of the noun phrases "the man" and "the child" from their original positions in (A) to new positions. That is, "the man" is postposed to the right and "the child" is preposed to the left.Not all instances of NP-movement, however, are related to changing a sentence from the active voice to the passive voice. For example:(C) It seems they are quite fit for the job.(D) They seem quite fit for the job.These sentences are identical in meaning, but different in their superficial syntactic representations. It is believed that they have the same underlying structure, but (27b) is the result of an NP movement.。
牛津上海版英语八上Unit4《Numbers》单元说课稿
牛津上海版英语八上Unit 4《Numbers》单元说课稿一. 教材分析《牛津上海版英语八上Unit 4 Numbers》是一个以数字为主题的单元。
本单元主要让学生掌握数字1-100的读写，以及如何在实际情境中运用这些数字。
教材通过丰富的图片、情景对话和任务型活动，帮助学生理解和运用数字。
此外，教材还引导学生运用基数词和序数词描述物品的排列和顺序，培养学生的观察能力和逻辑思维能力。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，对日常生活中的数字有一定的了解。
但部分学生对英语数字的读写规则还不够熟练，尤其是一些特殊情况的数字读写。
此外，学生在运用数字进行描述和表达时，常常出现混淆和错误。
因此，在教学过程中，需要关注学生的这些实际情况，有针对性地进行教学。
三. 说教学目标1.知识目标：学生能够正确读写数字1-100，掌握基数词和序数词的用法，学会用英语描述物品的排列和顺序。
2.能力目标：学生能够在实际情境中运用所学的数字知识进行交流和表达，提高观察能力和逻辑思维能力。
3.情感目标：培养学生对英语学习的兴趣，增强团队合作意识，提高自信心。
四. 说教学重难点1.教学重点：数字1-100的读写，基数词和序数词的用法，以及用英语描述物品的排列和顺序。
2.教学难点：数字的特殊读写情况，如 zero 的读写，以及在一些特定情境下数字的运用。
五. 说教学方法与手段1.教学方法：采用任务型教学法，情境教学法和交际教学法，让学生在实际情境中感知、实践和运用数字知识。
2.教学手段：利用多媒体课件、图片、实物等辅助教学，提高学生的学习兴趣和参与度。
六. 说教学过程1.导入：通过展示一幅图片，引导学生观察图片中的数字，激发学生的学习兴趣。
2.新课呈现：通过多媒体课件，教授数字1-100的读写，以及基数词和序数词的用法。
3.实践环节：学生分成小组，用所学的数字知识描述小组成员的排列和顺序。
4.巩固环节：设计一些数字游戏，让学生在游戏中进一步巩固所学知识。
Join in 六年级下册教案 Unit 6 The world of my dreams
Unit 6 The world of my dreams1st period part1 and part2Ⅰ. Teaching contentsUnit 6 Part1 Listen and readPart 2 Listen and numberⅡ. Teaching aimsTo help the ss understand the texts of the dreams.To help them finish the exercise.To help them improve the abilities of listening and reading.Ⅲ. Key point and difficult pointTo make sure they can understand the texts about dreams.To make sure the ss can read the texts.To help them number the sentences correctly.Ⅳ. Teaching steps(1)Warming upThe teacher asks some questions about dreamsWhat do you often dream?Let them listen to the tape and think about the questionWhat are the three children talking about?Then learn the title of unit 6. The world of my dreams.(2)PresentationThe teacher let the ss listen to the three texts one by one, asks them to find out the scenes accordingly.Then, helps the ss read the texts, get information about their world of dreams.The teacher asks a question“What is it like in the world of their dreams?”Let the ss read by themselves and underline key words and phrases on their books.Then check the answer and teach them new words and phrases.“Beautiful houses with big gardens, friendly, each other, live together in peace, no wars.”Listen again,let the ss read the texts after the tape.Then, read the texts group by group and read them together.(3)PracticeThe teacher gives an example of her world of dreams.Let the ss learn the text and write a new text.Asks the ss to work in groups, talk about their worlds of dreams.Choose several groups to present in front of the class.The teacher gives help if necessary.(4)Listen and numberLet the ss read the six sentences on page44.Listen to the several times and number the sentences.Check the answers.Asks the ss to read the sentences in correct order.Choose some ss to read the sentences and give comments.(5) HomeworkRead three texts of part 1.2nd period part3Ⅰ. Teaching contentUnit 6 Part 3 Talk about the world of your dreamsⅡ. Teaching aimsTo help the ss understand the new words and phrases of part3.To help them master the original level, comparative and superlative degree of adjectives.To help them talk about the world of their dreams.Ⅲ. Key point and difficult pointTo make sure the ss can use the original level, comparative and superlative degree of adjectives. To make sure they can talk about the world of their dreams clearly.Ⅳ. Teaching steps(1)Revision and warming upThe teacher asks the ss to read the texts of part1.Then asks some ss to read the texts loudly in front of the class.(2)PresentationThe teacher shows the pictures of robots, computers, gardens and playgrounds.The teacher introduces her world of dreams.Presents the original level, comparative and superlative degree of adjectives.Let the ss know th e meaning of “big bigger biggest/ friendly friendlier friendliest”Then the teacher helps the ss talk about their world of dreams.Asks some ss to show their dreams in front of the class.(3)PracticeLet the ss talk about their dreams with their partner.The teacher gives them help when they need.Asks the ss to read the content of part 3,helps them understand “bigger biggest, more beautiful,most beautiful”with the help of pictures and gestures.Divide whole class into groups of two. Let them talk about their dreams in pairs.The teacher gives help if necessary.Asks several ss to show in front of the class.(4). HomeworkRead part3. Write a text about their dreams.3rd period part 4Ⅰ.Teaching contentUnit 6 Part 4 A story-The rabbit’s dreamⅡ. Teaching aimsTo help the ss understand the story.To help them learn the new words in the story.To help the ss improve the ability of listening.Ⅲ. Key point and difficult pointTo make sure the ss can understand the new words.To make sure they can understand the plot of the story.To help them retell the story.Ⅳ.Teaching steps(1)Warming upThe teacher asks the ss to answer “What’s your dream?”Let the ss talk about their dreams.(2)PresentationThe teacher shows the picture of rabbit. Let the ss listen to the story and answer the question. “What’s the rabbit’s dream?”Let the ss got a general idea about the story.Listen again. Let the ss answer “How many animals does the rabbit meet?”Ask one student to answer.Then ask them to fill in the table.Let the ss read picture one to four, and then answer the following questions:①What does the rabbit ask?②How does the lion answer?③What does the lion want to do?④What does the rabbit do?Let the ss fill in the table.Check the answers.(3)PracticeLet the ss read the rest of the pictures, find out the ending of the story by themselves.Asks the ss to listen to the story sentence by sentence, and imitate the pronunciation and intonation.Read the story together.Ask some ss to act out the story and the teacher gives comments.Then, the teacher asks the ss to retell the story, and asks some ss to show in front of the class. Gives praise.(4)HomeworkRead the story4th period part 5Ⅰ.Teaching contentUnit 6 part 5 Listen and sing the songⅡ.Teaching aims1.Make sure the Ss can understand the song.2.Make sure the Ss can read and sing the song.3.Make sure they like this song and then talk about their own dreams.Ⅲ. Key points and difficult points1.To help the Ss understand and sing the song.2.To help them talk about their own dreams.Ⅳ Teaching processesStep 1 warming up1.Free talk.2.Read the poem ------What I want to be.Step 2 Presentation and practice1. T: What do you want to be?What’s your dreams?Ss: Superstar, boss, doctor...T: Now, let’s listen to a girl’s dream and an swer this question: What is her dream about?Play the recorder and Ss listen.2. Ask some SS to answer the question. T can help if necessary.3.T can show her dream with the help of ppt and teach some new words: enough, wood, meet, kids and grown-ups.4.Listen to the song again and try to understand the whole song.5.Learn the song part by part, sentence by sentence.6.Sing the song after the recorder, and then sing the song in diverse ways.Step 3 ConsolidationJust now we know the girl’s dream. What about your d ream? Talk about your dream about the world and people, with the sentence structures below;I see...There are...Step 4 Homework1.Sing the song for your parents.2.Write your dream.5th period Part 6 Part 7I. Teaching contentsUnit 6 Part 6 Look and fill in the letters. Then listen and repeat.Part 7 Listen and read the dialogueII. Teaching aims1.Make sure the Ss can finish part 6 correctly.2.Make sure they can use the dialogues.3.Make sure they can read the dialogues in part 7.4.Make sure the Ss can understand the comparative degree and the superlative degree.III. Key points and difficult points1.The Ss can understand and read the conversations.2.The Ss can ask the way.3.The Ss can master the comparative and superlative degree of adjectives.IV. Teaching processesStep 1 revision1. Free talk.2.Read the passage of Beijing and Wuhan.Step 2 Presentation and practice1.Let’s look at other cities. Show some pictures of Nanjing, Wuhan and Shanghai.T can introduce those cities and teach some useful adj:small, big, friendly ,good, many, beautiful, expensive.Ask some Ss to describe those cities with those adj.2.T shows the area of the three cities and asks: Which city is the smallest, Shanghai, Wuhan or Nanjing? Teach the superlative degree.T can give some examples:Tom is the tallest in our class.This box is the biggest.Ask some Ss to make sentences. Then answer the question above.3. Show the area of Wuhan and Nanjing and ask: Which is smaller, Wuhan or Nanjing?Teach the comparative degree in the same way.4.T asks: Which city is the biggest, Shanghai, Wuhan or Nanjing?Ask some Ss to answer.T: Which is bigger, Wuhan or Nanjing?Ask some Ss to answer5.T: If you are new in a city. You want to the museum. How to ask the way?Ss: ...You want to buy an ice cream. What can you say?Ss:...Practice the remaining two scenarios in the same way.6.Fill in the letters in part 6.Then listen and repeat.7.T and Ss act the dialogues and the let the Ss make dialogues like this.Step 3 HomeworkRead the dialogues in part 6 and part 7.。
学术英语理工类课后题答案
Reading: Text 11.Match the words with their definitions.1g 2a 3e 4b 5c 6d 7j 8f 9h 10i2. Complete the following expressions or sentences by using the target words listed below with the help of the Chinese in brackets. Change the form if necessary.1 symbolic 2distributed 3site 4complex 5identify6fairly 7straightforward 8capability 9target 10attempt11process 12parameter 13interpretation 14technical15range 16exploit 17networking 18involve19 instance 20specification 21accompany 22predictable 23profile3. Read the sentences in the box. Pay attention to the parts in bold.Now complete the paragraph by translating the Chinese in brackets. You may refer to the expressions and the sentence patterns listed above.ranging from（从……到）arise from some misunderstandings（来自于对……误解）leaves a lot of problems unsolved（留下很多问题没有得到解决）opens a path for（打开了通道）requires a different frame of mind（需要有新的思想）4.Translate the following sentences from Text 1 into Chinese.1) 有些人声称黑客是那些超越知识疆界而不造成危害的好人（或即使造成危害，但并非故意而为），而“骇客”才是真正的坏人。
南师硕士期末英语写作练习exercise__1(unity)
1. The following essay lacks supporting details at certain key points. Identify the spots where details are needed.Formula for Happiness1Everyone has his or her own formula for happiness. 2As we go through life, we discover the activities that make us feel best. 3I’ve already discovered three keys to happiness. 4I depend on karate, music, and self-hypnosis.5Karate helps me feel good physically. 6Before taking karate lessons, I was tired most of the time, my muscles felt like foam rubber, and I was twenty pounds overweight. 7After three months of these lessons, I saw an improvement in my physical condition. 8Also, my endurance has increased. 9At the end of my workday, I used to drag myself home to eat and watch television all night. 10Now, I have enough energy to play with my children, shop, or see a movie. 11Karate has made me feel healthy, strong, and happy.The spot where supporting details are needed occurs after sentence _____.12Singing with a chorus has helped me achieve emotional well-being by expressing my feelings. 13In situations where other people would reveal their feelings, I would remain quiet. 14Since joining the chorus, however, I have an outlet for joy, anger, or sadness. 15When I sing, I pour my emotions into the music and don’t have to feel shy. 16For this reason, I most enjoy singing certain kinds of music, since they demand real depth of feeling.The first spot where supporting details are needed occurs after sentence ____.The second spot occurs after sentence _____.17Self-hypnosis gives me peace of mind. 18This is a total relaxation technique, which I learned several years ago. 19Essentially I breathe deeply and concentrate on relaxing all my muscles. 20I then repeat a key suggestion to myself. 21Through self-hypnosis, I have gained control over several bad habits that have long been haunting me. 22I have also learned to reduce the stress that goes along with my secretarial job. 23Now I can handle the boss’s demands or unexpected work without feeling tense.The first spot where supporting details are needed occurs after sentence ____.The second spot occurs after sentence _____.24In short, my physical, emotional, and mental well-being have been greatly increased through karate, music, and self-hypnosis. 25These activities have become important elements in my formula for happiness.2. The following essay contains irrelevant sentences that do not relate to the thesis of the essay or support the topic sentence of the paragraph in which they appear. Cross out the irrelevant sentences and write the numbers of those sentences in the spaces provided.Playing on the Browns1For the past three summers, I have played first base on a softball team known as the Browns. 2We play a long schedule, including playoffs, and everybody takes the games pretty seriously. 3In that respect, we’re no different from any other of the thousand or so teams in our city. 4But in one respect, we are different. In an all-male league, we have a woman on the team---me. 5Thus I’ve had a chance to observe something about human nature by seeing how the men have treated me. 6Some have been disbelieving; some have been patronizing; and, fortunately, some have simply accepted me.7One new team in the league was particularly flabbergasted to see me start the game at firstbase. 8Nobody on the Comets had commented one way or the other when he saw me warming up, but playing the actual game was another story. 9The Comets’ first-base coach leaned over to me with a disbelieving grin and said, “You mean, you’re starting, and those three guys are on the bench?”11I nodded and he shrugged, still amazed. 12He probably thought I was the manager’s wife. 13When I came up to bat, the Comet pitcher smiled and called to his outfielders to move way in on me. 14Now, I don’t have a lot of power, but I’m not exactly feeble. 15I used to work out on the exercise machines at a local health club until it closed, and now I lift weights at home a couple of times a week.16 I wiped the smirks off their faces with a line drive double over the left fielder’s head.The number of the irrelevant sentence: _____17The next game, we played another new team, the Argyles, and their attitude was patronizing. 18The Argyles had seen me take batting practice, so they didn’t do anything so rash as to draw their outfield way in. 19They had respect fro my ability as a player. 20However, they tried to annoy me with phony concern. 21For example, a redheaded Argyle got on base in the first inning and said to me, “You’d better be careful, Hon. 22When you have your foot on the bag, somebody might step on it. 23You can get hurt in this game.”24I was mad, but I have worked out several mental techniques to control my anger because it interferes with my playing ability. 25Well, this delicate little girl survived the season without injury, which is more than I can say for some of the “he-men” on the Argyles.The number of the irrelevant sentence: ____26Happily, most of the teams in the league have accepted me, just as the Browns did. 27The men on the Browns coached and criticized me (and occasionally cursed me) just like anyone else. 28Because I’m a religious person, I don’t approve of cursing, but I don’t say anything about it to my teammates. 29They are not amazed when I get a hit or stretch for a wide throw. 30My average this year was higher than the averages of several of my teammates, yet none of them acted resentful or threatened. 31On several occasions I was taken out late in a game for a pinch runner, but other slow players on the team were also lifted at times for pinch runners. 32Every woman should have a team like the Browns!The number of the irrelevant sentence: ____33Because I really had problems only with the new teams, I’ve concluded that it’s when people are faced with an unfamiliar situation that they react defensively. 34Once a rival team has gotten used to seeing me on the field, I’m no big deal. 35Still, I suspect that the Browns secretly feel we’re a little special. 36After all, we won the championship with a woman on the team.3. The following essays could be revised to improve their coherence. Answer the questions about coherence that come after each essay.Noise Pollution1Natural sounds---waves, wind, birdsong---are so soothing that companies sell recordings of them to anxious people seeking a relaxing atmosphere at home or in the car. 2One reason why “environmental sounds” are big business is the fact that ordinary citizens, especially city dwellers, are bombarded by noise pollution. 3On the way to work, on the job, and on the way home, the typical urban resident must cope with a continuing barrage of unpleasant sounds.4The noise level in an office can be unbearable. 5Form nine to five o’clock, phones and fax machines ring, computer keyboards chatter, intercoms buzz, and copy machines thump back andforth. 6Every time the receptionists can’t find people, they resort to a nerve-shattering public address system. 7And because the managers worry about the employees’ morale, they graciously provide the endless droning of canned music. 8This effectively eliminates any possibility of a moment of blessed silence.9Travelling home from work provides no relief from the noisiness of the office. 10The ordinary sounds of blaring taxi horns and rumbling buses are occasionally punctuated by the ear-piercing screech of car brakes. 11Taking a shortcut through the park will bring the weary worker face to face with chanting religious cults, freelance musicians, screaming children, and barking dogs. 12None of these sounds can compare with the large radios many park visitors carry. 13Each radio blasts out something different, from heavy-metal rock to baseball, at decibel levels so strong that they make eardrums throb in pain. 14If there are birds singing or wind in the trees, the harried commuter will never hear them.15Even a trip to work at 6 or 7 A.M. isn’t quiet. 16No matter which route a worker takes, there is bound to be a noisy construction site somewhere along the way. 17Hard hats will shout from third-story windows to warn their coworkers below before heaving debris out and sending it crashing to earth. 18Huge front-end loaders will crunch into these piles of rubble and back up, their warning signals letting out loud, jarring beeps. 19Air hammers begin an earsplitting chorus of rat-a-tat-tat sounds guaranteed to shatter sanity as well as concrete. 20Before reaching the office, the worker is already completely frazzled.21Noise pollution is as dangerous as any other kind of pollution. 22The endless pressure of noise probably triggers countless nervous breakdowns, vicious arguments, and bouts of depression. 23And imagine the world problems we could solve, if only the noise stopped long enough to let us think.1.In “Noise Pollution,” what is the number of the sentence to which the transition word Alsocould be added in para. 2?______2.In the last sentence of para. 2 to what does the pronoun This refer?__________3.What is the number of the sentence to which the transition word But could be added in para.3?_________4.What is the number of the sentence to which the transition word Then would be added in para.4?_____________5.What is the number of the sentence to which the transition word Meanwhile could be added inpara. 4?__________6.What word is used as a synonym for debris in para. 4?__________Weight loss1The big fraternity party turned out to be the low point of my first year at college. 2I was in heaven until I discovered that my date with handsome Greg, the fraternity vice president, was a hoax: He had used me to win the “ugliest date” contest. 3I ran sobbing back to the dorm, wanting to resign from the human race. 4Then I realized that it was time to stop kidding myself about my weight. 5Within the next two years, I lost forty-two pounds and turned my life around. 6Losing weight gave me self-confidence socially, emotionally, and professionally.7I am more outgoing socially. 8Just being able to abandon dark colors, baggy sweaters, and tent dresses in favor of bright colors, T-shirts, and designer jeans made me fell better in social situations. 9I am able to do more things. 10I once turned down an invitation for a great camping tripwith my best friend’s family, making up excuses about sun poisoning and allergies. 11Really, I was too embarrassed to tell them that I couldn’t fit into the bathroom in their Winnebago! 12I made up for it last summer when I was one of the organizers of a college backpacking trip through the Rockies.13Most important, losing weight helped me seek new professional goals. 14When I was obese, I organized my whole life around my weight, as if it were a defect I could do nothing about. 15With my good grades, I could have chosen almost any major the college offered, but I had limited my goal to teaching kindergarten because I felt that little children wouldn’t judge how I looked. 16Once I was no longer fat, I realized that I love working with all sorts of people. 17I became a campus guide and even had small parts in college theater productions. 18As a result, last year I changed my major to public relations. 19The area fascinates me, and I now have good job prospects there.20I have also become more emotionally honest. 21Rose, at the college counseling center, helped me see that my “fat and jolly” personality had been false. 22I was afraid others would reject me if I didn’t always go along with their suggestions. 23I eventually put Rose’s advice to the test. 24My roommates were planning an evening at a Greek restaurant. 25I loved the restaurant’s atmosphere, but there wasn’t much I like on the menu. 26Finally, in a shaky voice I said, “Actually, I’m not crazy about lamb. 27How about Chinese food?”28They scolded me for not mentioning it before, and we had dinner at a Chinese restaurant. 29We all agreed it was one of our best evenings out.30Fortunately, the low point of my first year turned out to be the turning point leading to what promises to be an exciting senior year. 31Greg’s cruel joke became a strange sort of favor, and I’ve gone from wanting to resign from the human race to welcoming each day as a source of fresh adventure and self-discovery.1.In “Weight Loss,” what is the number of the sentence to which the transition words For onething could be added in paragraph 2?_____2.What is the number of the sentence to which the transition word Also could be added inparagraph 2?_____3.What is the number of the sentence to which the transition word But could be added inparagraph 2?______4.In sentence 11, to what does the pronoun them refer?__________5.What is the number of the sentence to which the transition word However could be added inparagraph 3?_______6.What word is used as a synonym for obese in paragraph 3?_____7.How many times is the key word weight used in the essay?_____8.What is the number of the supporting paragraph that should be placed in the emphatic finalposition? _____。
天津师范大学外国语学院2015级基础英语写作 期末考试试卷(附答案)
14.While people may refer to television for up-to-the-minute news, it is unlikely that TV _____ the newspaper completely.
A. replacedB. have replacedC. replaceD. will replace
8._____, he couldn’t manage to support his family.
A. Hardly as he was working
B. Hard as was he working
C. Hardly working as he was
D. Hard as he worked
9._____ in your position, I would go.
1.Anyone _____ this opinion may speak out.
A. that againstsB. that against
C. who is againstD. who are against
2.Didn’t you see the man _____?
A. I nodded just nowB. whom I nodded just now
5.Hardly _____ the airport when the plane took off.
A. I had arrived atB. had I arrived
C. had I reachedD. I had got to
6.It is at least three years _____ these trees were planted.
新版人教版七年级上册英语教案完整版
新版人教版七年级上册英语教案集团标准化办公室：[VV986T-J682P28-JP266L8-68PNN]U n i t1M y n a m e’s G i n a.Newwords:name,clock,am,nice,meet,what,hello—What’syourname?—Mynameis…—Hello!I’mMary.—Hi,Mary!I’mJim.Nicetomeetyou.what’s＝whatisI’m＝Iamname’s＝nameisthepersonalandpossessivepronouns:I,you,my,your,his,herUnit1Myname’sGina.Newwords:his,and,her,question,answer,look--What’syour/his/hername?--My/His/Hernameis……1、了解英语与汉语中姓与名的位置不同，准确掌握英语的姓与名的表Unit1Myname’sGina.Newwords:zero,one,two,three,four,five,six,seven,eight,n ine--What’syourphonenumber?--It’s…1、了解英语与汉语中姓与名的位置不同，准确掌握英语的姓与名的表Unit1Myname’sGina.What’shertelephonenumberWhat’sherfamilynameWhat’sherfirstname—MynameisTina.Nicetomeetyou.—I’mMary.Nicetomeetyoutoo.1、了解英语与汉语中姓与名的位置不同，准确掌握英语的姓与名的表Unit2Thisismysister.Newwords:mother,father,parents,brothers,grandmother,grandfa ther,friendandsister.Thisismybrother.Thesearemytwobrothers.Andthat’smysister.Unit2Thisismysister.Newwords:aunt,uncle,cousin,thechildofone’suncleoraunt堂或表兄弟姊妹，表亲()nephew(thesonofone’sbrotherorsister)侄儿niece(thedaughterofone’sbrotherorsister)侄女，甥女--IsthisJim?--No,heisn’t.he’sDave.--Isthisyoursister?No,itisn’t.--Isthatyourbrother?Yes,itis.Herewhenyoutalkaboutthepicture,youc anuse“it”torefertheperson.Payattentionto“he”or“she”.Unit2Thisismysister.Unit3Isthisyourpencil?Newwords:pen,pencil,book,eraser,ruler,pencilcasebackpack,pe ncilsharpener,dictionary.--Isthisyourruler?--No,itisn’t.it’sherruler.--Isthatyourbackpack?--No,itisn’t.it’shisbackpack.Unit3Isthisyourpencil? Newwords:pairwork--What’sthisinEnglish--It’sapen.--Howdoyouspellit?--P-E-N.--What’sthisinEnglish--It’sapen.--Howdoyouspellit?--P-E-N.Unit3Isthisyourpencil?Newwords:baseball,computer,game,watch,IDcard,notebook. What’sthisinEnglishIt’sawatch.Howdoyouspellit?W-A-T-C-H. CallAllenat495-8536.Isthatyourcomputergameinthelostandfoundcase?PleasecallMar y.Asetofkeys.Unit3Isthisyourpencil?Unit4Where’smyschoolbag?Newwords:table,bed,dresser,bookcase,sofa,chair,backpack,b ooks,keys,baseball,drawer,plant,on,in,under.—Where’sthebackpack—It’sunderthetable.—Wherearethekeys?—They’reinthedrawer.where’s＝whereisIt’s＝ItisThey’re＝Theyare theprepositions:on,in,under---where’sthebag?---Idon’tknow.Isitonthedesk?---Pleasetakethesethingstoyoursister.---Canyoubringsomethingstoschool?Unit4Where’smyschoolbag?Unit4Where’smyschoolbag? Newwords:videotape,alarmclock,mathbook,hat Sentences:Themathbookisonthedresser.Unit4Where’smyschoolbag Newwords:take,bring,needSentences:Pleasetakethesethingstoyoursister. Canyoubringsomethingstoschool?Ineedmyhat,…Unit5Doyouhaveasoccerball Newwords:tennisracket,ping-pongball,soccerball,basketball,TV,have.—Doyouhaveaping-pongball?—Yes,Ido.—Doyouhaveaping-pongbat？—No,Idon’t.--Doeshehaveatennisracket?--Yes,hedoes./No,he doesn’t.don’t=donot doesn’t=doesnot—Doyouhaveaping-pongball?—Yes,Ido.—Doyouhaveaping-pongbat？—No,Idon’t.--Doeshehaveatennisracket?--Yes,hedoes./No,he doesn’t.don’t=donot doesn’t=doesnotUnit5Doyouhaveasoccerball Newwords:his,and,her,question,answer,look--What’syour/his/hername?--My/His/Hernameis……Newwords:his,and,her,question,answer,look --What’syour/his/hername--My/His/Hernameis……Unit5DoyouhaveasoccerballNewwords:interesting,fun,relaxing,boring,difficult --Let’splaysoccer.--Idon’t haveasoccer.---Well,let’splayvolleyball.---Thatsoundsgood.--Let’splaysoccer.--Idon’t haveasoccer.---Well,let’splayvolleyball. ---Thatsoundsgood.Unit5DoyouhaveasoccerballUnit6DoyoulikebananasUnit6DoyoulikebananasUnit6DoyoulikebananasUnit6DoyoulikebananasUnit7HowmucharethesesocksNewwords:socks,T-shirt,pants,shoes,shorts,sweater,skirt,bag,dollars,black,wh ite,green,red,blue,big,small,short,ling,numbers10-31—HowmuchistheblueT-shirt?It’s10dollars.OK,I’lltakeit.—Thankyou..—You’rewelcome.—Howmucharethesesweaters?They’reeightdollars.Whatcolordoyouwant?Iwantgreen.Hereyouare.I’lltakeit/them.—HowmuchistheblueT-shirt?It’s10dollars.OK,I’lltakeit.—Thankyou..—You’rewelcome.—Howmucharethesesweaters?They’reeightdollars. Whatcolordoyouwant? Iwantgreen. Hereyouare.I’lltakeit/them.Unit7Howmucharethesesocks Newwords:red,green,black,white,blue,yellow--Whatcolordoyouwant?Iwantblue.Hereyouare.Thankyou!I’lltakeit.……。
人教版新目标英语七年级上册 Unit 6 教案(共计17页)
Unit 6 Do you like bananas?一、单元教材分析本单元的核心项目是“喜欢和不喜欢（like and dislike）”。
围绕着这一中心项目，课文中设计了各种食物及水果的插图和不同形式的表格，让学生进行听、说、读、写等各种学习活动。
通过本单元的教学，使学生学会询问对方与了解别人喜欢与不喜欢的食物，学会谈论自己与他人早、中、晚餐喜爱吃的食物，为其今后能在交际中恰当地表达自己的情感、灵活运用已经学过的常用功能项目、进一步学习并掌握新的语言功能奠定坚实的基础。
本单元的重点内容仍然是行为动词在一般现在时句子中的使用，应该是上一个单元内容的延伸，通过本单元的教学，学生应初步掌握行为动词一般现在时的肯定句、否定句、特殊疑问句、一般疑问句的构成以及简单的回答。
二、单元学情分析本单元的主题是使用动词like询问对方对食物的喜好；谈论自己与他人喜欢吃的食物，学习并掌握行为动词的一般现在时的使用。
通过前一单元的学习，学生已经初步了解了行为动词一般现在时的构成及其使用，再通过本单元学生比较感兴趣的话题的操练，一定会使学生有更深刻的印象；同时教师要善于总结、比较以帮助学生了解构成规律，正确把握所学内容。
三、单元教学建议采用自主学习、小组合作探究、Different opinions和Classifying的学习策略，利用实物、教学图片等来展开课堂pairwork问答式或groupwork讨论式的口语交际活动，使用like询问对方对食物的喜好和谈论自己、他人喜欢吃的食物。
本单元的教学法建议：语音教学——让学生进行模仿操练；词汇教学——采取演示讲解的方式进行教学，让学生进行情景操练、反复使用；口语教学——采取pairwork问答式和groupwork讨论式的口语交际活动互相操练练习；阅读教学——让学生学会抓住主要词汇和句型；听力教学——采取图文配对和对话选择的方式；写作教学——以填空、造句为主；语法教学——比较不同、总结规律、模仿操练。
Listening numbers A
Lesson 15 Part A Micro-Listening Numbers Sizes and Prices
1.—What size do you wear? —_______________. 2.—What size, madam? —(). 3.—How much is this bike? —$(). 4.—How much does this table cost? —$() 5.—How much are these sports shoes? —They are $().
II. Directions: You will hear five sentences. Each one will be read three times. Listen carefully and write down what you hear. 10 points
LESSON 14
ቤተ መጻሕፍቲ ባይዱ
PART A Micro-Listening
Book 2 Lesson 3
Telephoning (1) Part A Micro—Listening Numbers Telephone Numbers Directions: You will hear five very short passages. In each passage there is a telephone number. Listen carefully and write down the numbers you hear. 1. ___________ 2. _______ 3._________ 4.__________5._________
Lesson 5
仁爱版八年级上册英语U1T3SD The school sports meet is coming
Tom will take part in the 1000-meter race next week.
2. Maria isn’t doing exercise in the gym now. (this afternoon)
the mascots of the 2008 Beijing Olympics
吉祥物
Match the mascots with the host cities.
Los Angeles 1984 Sydney 2000
Athens 2004
Beijing 2008
The Olympics is exciting. The school sports meet is also exciting.
Number the following sentences in the right order according to Kangkang’s diary .
( 4 ) Kangkang won the boys’ 400-meter race. ( 3 ) Yu Ting did well in the long jump. ( 1 ) Kangkang’ school held a sports meet last
4.我尽了最大努力，第一个冲过了终点线。 I did my best and was the first to cross the finish line.
5.我希望将来有一天我能参加奥运会。 I hope some day I’ll be able to take part in the Olympic Games.
Exercise on Syntax
Chapter 4 SyntaxⅠ.Decide whether each of the following statements is True or False.1.Syntax is a subfield of linguists that studies the sentence structure of language,including the combination of morphemes into words.2.Grammatical sentences are formed following a set of syntactic rules.3.Application of the transformational rules yields deep structure.4.IC analysis can be used to analyze all kinds of ambiguous structures.5.Transformational rules do not change the basic meaning of sentence.6. A noun phrase must contain a noun . But other elements are optional.7.The syntactic rules of any language are finite in number, but there is no limit to the number ofsentences native speakers of that language are able to produce and comprehend.8. In a complex sentence, the two clauses hold unequal status, one subordinating the other.9. Constituents that can be substituted for one another without loss of grammaticality belong tothe same syntactic category.10.The phrase“on the desk” is an endocentric construction.Ⅱ.Fill in each of the following blanking with one word which begins with the letter given.1. The word that occurs in a construction and those words that can replace it have P_________ relations between them.2. Sentences in a language may have a h_________ structure, made up of layers of word groups.3. A c ____________sentence contains two or more clauses, one of which is incorporated into the other.4. In the complex sentence, the incorporated or subordinate clause is normally called an e__________ clause.5. E____________ construction is just the opposite of endocentric construction.6. Syntactic movement is dictated by rules traditionally called t___________ rules, whose operation may change the syntactic representation of a sentence.7. IC analysis emphasizes the h_________ structure of a sentence, seeing it as consisting of word groups first.8. C__________ construction refers to two or more words , phrases or clauses having equivalent syntactic status.Ⅲ.There are four choices following each statement, Mark the choice that can best complete the statement.1. A sentence is considered ______ when it does not conform to the grammatical knowledge in the mind of native speakers.A. rightB. wrongC. grammaticalD. ungrammatical2. A ______ in the embedded clause refers to the introductory word that introduces the embedded clause.A. coordinatorB. particleC. prepositionD. subordinator3. Phrase structure rules have _______ properties.A. recursiveB. GrammaticalC. SocialD. functional4. The head of the phrase “ the city Rome” is _______A. the cityB. RomeC. cityD. the city and Rome5. Syntactic movement is dictated by rules traditionally called ________.A. transformational rulesB. generative rulesC. phrase structure rulesD. x- bar theory6. The phrase “two oldest stone bridges” belongs to _______ construction.A. endocentricB. exocentricC. subordinateD. coordinate7. The sentence structure is _________A. only linearB. only hierarchicalC. complexD. both linear and hierarchical8. The syntactic rules of any language are _______ in number.A. largeB. smallC. finiteD. infinite9. The sentence “They were wanted to remain quite and not to expose themselves” isa __________ sentence.A. simpleB. coordinateC. compoundD. complex10.________ rule may change the syntactic representation of a sentence.A. GenerativeB. TransformationalC. X-barD. Phrase structure11. In a complete sentence, the incorporated, or subordinate clause ii normally called a(n) _________clause.A. finiteB. non-finiteC. embeddedD. matrix12. ________is a sub-field of linguistics that studies the sentence structure of language.A. MorphologyB. SyntaxC. SemanticsD. Pragmatics.13. The criterion used in IC analysis is ________.A. transformationB. conjoiningC. groupingD. substitutabilityⅣ.Define the following terms.1. syntax2. sentence3.coordinate sentence4.syntactic categories5. grammtical relations6. linguistic competence7. transformation rules 8. D- structureⅤ. Answer the following questions.1. What are the major types of sentences? Illustrate them with example.2. Are the elements in a sentence linearly structured? Why?3. What are the advantages of using tree diagrams in the analysis of sentence structures?4. Consider the following sentence, and then, answer questions:The man saw the boy with the telescope1)Is this sentence ambiguous? If so, describe the ambiguity briefly in your ownwords.2)Draw the constituent structure trees for each possible interpretation.3)What can be known about tree diagrams from 1) to 3)?。
七年级下册unit1_can_you_play_the_guitar？section_A 5
swim
speak English
play chess
sing
Can you…? Yes, I can. No, I can’t.
play the guitar
play the drums
play the violin play the piano
Can you....?
Yes , I can./No, I can't.
Can he/she....?
Yes，he/she can./No, he/she can't.
Can they...?
Yes, they can./No, they can't
Can Tom.....?
Yes, he can./No, he can't.
Can Mary....?
Yes ,she can./No, she can't.
A: I can… but I can’t…
B: I can … but I can’t…
swim dance
play chess
sing
paint
play the guitar
A: I can… but I can’t… B: I can … but I can’t…
play the guitar
C *-______ can you do? - I can play volleyball. A./ B.What do
Cபைடு நூலகம்What
D. What club
*-Can you swim? -No, I ______. D A.do B.can C.don’t
C *-______ can you do? - I can play volleyball. A./ B.What do
9. Phrases and sentences grammar
9. Phrases and sentences: grammar9.1 Grammar9.2 Grammatical description9.2.1 The parts of speechNouns, Adjectives, Verbs, Adverbs, Prepositions, Pronouns, Conjunctions9.2.2 Traditional categoriesNumber, Person, Tense, V oice, Gender9.2.3 Traditional analysisThe prescriptive approachThe descriptive approach▪ Structural analysis▪ Immediate constituent analysis∙ Labeled and bracketed sentences∙ Hierarchical organization9.1 Grammarthe lucky boys– well-formed piece of English*1boys the lucky / *lucky boys the– ill-formed/ungrammatical piece of EnglishGrammar - a way of describing the structure of phrases and sentences which will account for all of the grammatical sequences and rule out all the ungrammatical sequences.Types of grammar❶‘me ntal gra mmar’-a form of internal linguistic knowledge which operates in the production and recognition of appropriately structured expressions in that language-is subconscious and is not the result of any teaching; deals with what goes on in people‟s mi nds -studied by psychologist❷‘linguistic etiquette’-the identification of the …proper‟ or …best‟ structures to be used in a language-has to do with people‟s social attitudes and values-studied by sociologist❸ grammar2✧-the study and analysis of the structures found in a language, usually with the aim of establishing a description of the grammar of English-concerned with the nature of language, often independently of the users of the language-studied by linguists9.2 Grammatical description9.2.1 The parts of speechThe lucky boys saw the clowns at the circus and the cheered loudly article adjective noun verb article noun preposition article noun conjunction pronoun verb adverb❶Nouns–words used to refer to people, objects, creatures, places, qualities, phenomena and abract ideas as if they were all …things‟❷ Adjectives– words used, typically with nuns, to provide more information about the …things‟referred to (happy people, large objects, cute creatures, stupid ideas)❸Verbs–words used to refer to various kinds of actions (run, jump) and states (be, seem)suddenly). Some adverbs (really, very) are also used with adjectives to modify the information about …things‟ (really large objects, very stupid ideas)⍓Preposition–words (at, in, on, near, with, without) used with nouns in phrases providing information about time (at five, in the morning), place (on the table, near the window) and other connections (with a knife, without a thought) involving actions and thingsPronouns–words (me, they, he, himself, this, it) used in place of noun phrases, typically referring to things already known (he likes himself, this is it!)Conjunctions–words (and, but, although, if) used to connect, and indicate relationships between, events and things (we swam although it was very cold)9.2.2 Traditional categoriesThese terms, used to label the grammatical categories of words in sentences, come from traditional grammar, which has its origins in the description of languages like Classical Latin and Greek.These categories can be discussed in isolation, but their role in describing language structure becomes clearer when we consider them in terms of agreement3.❶ Number– whether the noun is singular and plural❷ Person–first person (involving the speaker), second person (involving the hearer) and third person (involving any others)❸ Tense4–past tense, present tense⌧ Voice5– active voice & passive voice⍓ Gender6– natural gender & grammatical genderare usually described in terms of person and number.The boy likes his dog⑥ the verb likes agrees with the third person singular noun boy⑥ the verb likes is in the present tense, which is distinguished from the past tense (liked)⑥ the sentence is in the active voice, with the boy doing the liking; an alternative is the passive voice, in which the liking is done to the boy, as in The boy is liked by his doy.⑥his agrees with boy because of natural genderIn English, we have to describe the relationship of boy and his in terms of natural gender, mainly derived from a biological distinction between male and female.he, his– male entitiesshe, her – female entitiesit, its– sexless entities, or animals when the sex of the animal is irrelevantIn Spanish, German, and French, we use grammatical gender. Nouns are classified according to their gender class and, typically, articles and adjectives take different forms to …agree with‟ the gender of the noun.Spanish: el sol (…the sun‟) - masculine; la luna (…the moon‟) – feminineGerman: der Mond (…the moon‟) – masculine; die Sonne (…the sun‟) – feminine; das Feuer (…the fire) - neuter9.2.3 Traditional analysis❶The prescriptive approach规定式– an approach taken by some grammarians, mainly in 18th century England, who set out rules for the correct or …proper‟use of England. The structure of English sentences should be like the structure of sentences in Latin.⑥ You must not split an infinitive.⑥ You must not end a sentence with a preposition.Captain Kirk‟s infinitiveCaptain Kirk ( …Star Trek‟): To boldly go….In English, the correct one is to say To go boldly or Boldly to goIn Latin, infinitives are single words and just do not split, ire (…to go‟) audacter (…boldly‟)There are structures in English which differ from those found in Latin, rather than to say that the English forms are …bad‟ because they are breaking a supposed rule of Latin grammar.❷The descriptive approach 描写式-analysts collect samples of the language they are interested in and attempt to describe the regular structures of the language as it is used, not according to some view of how it should be used.-the basis of most modern attempts to characterize the structure of different languages.① Structural analysis-to investigate the distribution of form ( e.g. morphemes) in a language-the method employed involves the use of …test-frames‟ which can be sentences with empty slots in themThe ______ makes a lot of noise.I heard a _______ yesterday.★Forms which can fit into these slots to produce good grammatical sentences of English are donkey, car, dog, radio, child, etc.★ We can suggest that all of these forms fit in the same test-frame, they are likely to be examples of the same grammatical category –…noun‟_____ makes a lot of noise.I heard _____ yesterday.★Forms which can fit these test-frames are Cathy, Anna Banana, it, the dog, an old car, the professor with the Scottish accent, ect.★ We can suggest that these forms are likely to be examples of the same grammatical category –…noun phrase‟.By developing a set of test-frames of this type and discovering what forms fit the slots in the test-frames of this type and discovering what forms fit the slots in the test-frames, you can produce a description of (at least some) aspects of the sentence structures of a language②Immediate constituent analysis直接成分分析法-to show how small constituents (or components) in sentences go together to form larger constituentsHer father brought a shotgun to the wedding.Noun phrases: Her father, a shotgun, the weddingPrepositional phrase: to the weddingVerb phrase: brought a shotgun★ This type of diagram can be used to show the types of forms which can substitute for each other★ Labeled and bracketed sentences-to show how the constituents in sentence structure can be marked off via labeled bracketsBracketed analysis of the constituent structure of the sentence[ [ [The] [dog] ] [ [followed] [ [the] [boy] ] ] ]With this procedure, the different constituents of the sentence are shown at the word level [the], at the phrase level [the boy], and at the sentence level [The dog followed the boy].Label each constituent with grammatical terms…A rt‟ = article…N‟ = noun…NP‟ = noun phrase…V‟ = verb…VP‟ = verb phrase…S‟ = sentence⑥ A English sentenceLabeled and bracketed analysis of the constituent structure of the sentenceS[ NP[ Art[The] N[dog] VP[ V[followed] NP[ Art[the] N[boy] ] ] ]Hierarchical organization of the constituentsSNP VPNPArt N V Art N[ [ [The] [dog] ] [ [followed] [ [the] [boy] ] ] ]In this hierarchy, the sentence is higher than, and contains, the noun phrase. The noun phrase is higher than, and contains, the noun.⑥ A Gaelic sentenceEnglish: …saw; …the‟…boy‟…the‟…dog‟…black‟SNP NPV Art N Art N Adj[ [Chunnaic] [ [an] [gille] ] [ [an] [cu] [dubh] ] ]The aim of the immediate constituent analysis is-to make explicit, via the diagram, what we believe to be the structure of grammatical sentences in a language;-to describe clearly how English sentences are put together as combinations of phrases which, in turn, are combinations of words;-to understand why a Spanish learner of English produces phrases like *the wine white (instead of the white wine), using a structural organization of constituents which is possible in Spanish, but not in English.1* asterisk星号，星标Linguistics An asterisk used to indicate an unattested sound, affix, or word.【语言学】用于表明未被证实的音，词缀或词的星号* is a conventional way of indicating that a structure is ill-formed, or ungrammatical2grammar1. The study of how words and their component parts combine to form sentences.文法学：对词以及其组成部分如何结合以形成句子的研究2. The study of structural relationships in language or in a language, sometimes including pronunciation, meaning, and linguistic history.语法学：对语言间或一种语言内部的结构关系的研究，有时包括语音，语义或语言史3. The system of inflections, syntax, and word formation of a language.语法，文法：一种语言的字尾变化，句法和单词构成的体系4. The system of rules implicit in a language, viewed as a mechanism for generating all sentences possible in that language.语法规则：隐含在一种语言中的规则体系，被看作在该语言中生成所有可能的语句的机制3agreement呼应，一致Grammar Correspondence in gender, number, case, or person between words.【语法】词之间性、数、格和人称的一致，呼应4tense时态Any one of the inflected forms in the conjugation of a verb that indicates the time, such as past, present, or future, as well as the continuance or completion of the action or state.指示时间如过去、现在或将来，或指示动作或状态的持续或完结的动词的各种曲折变化形式的任何一种语法中动词的屈折变化形式，用以表达所述事情发生的时间与叙述者说话的时间之间的关系。
《He said the fashion show was wonderful》SectionA P
Shopping Center.
1 Hi, Michael! We are going to watch a fashion show
tomorrow. Would you like to go with us?
①吉姆说他喜欢听音乐。
Jim said (that) he liked listening to music. ②玛丽告诉我她正在努力学习汉语。
Maria told me (that) she was working hard on her Chinese. ③他问他们什么时候去参观农场。
He asked when they would visit the farm.
2. How was the fashion show? It was wonderful.
3. When will another fashion show start? It will start at 7:30 p.m. tomorrow.
Underline the object clauses. Pay attention to the tense.
1. Ann was wearing a silk __h_a_t_ and a _w_o_o_l_e_n_ dress. 2. Amy was wearing a _w__h_it_e_ _T_-s_h_i_r_t , blue jeans and white __s_o_c_k_s__. 3. Lisa was wearing a _c_o_t_to_n__ blouse and __b_r_o_w_n__ pants. 4. Sally was wearing a leather __o_v_e_rc_o_a_t__ and a white __s_c_a_r_f___. 5. Susan was wearing a black __ja_c_k_e_t__ with a __p_i_n_k__ _h_a_n_d_b_a_g_ in her hand.
英语写作复习题
《英语写作》复习题APart I Complete the following sentences with the help of the Chinese given. (4%*5=20%)1.________________________________________ are beginning to realize that education is not complete with graduation.越来越多的人开始意识到教育不能随着毕业而结束。
2.____________________________, I agree with the latter opinion for the following reasons:就我而言，我同意后者，有如下理由：3.From what has been discussed above, we may __________________________________ that advantages of bicycle far outweigh its disadvantages and it will still play essential roles in modern society.通过以上讨论，我们可以得出结论：自行车的优点远大于缺点，并且在现代社会它仍将发挥重要作用。
4._______________________ no college or university can educate its students by the time they graduate.人们普遍认为高校是不可能在毕业的时候教会他们的学生所有知识的。
5.There is a growing tendency these days for many people who live in rural areas to come into and work in city. This problem has ____________________________ in most cities all over the world.农民进城打工正呈增长趋势，这一问题在世界上大部分城市已引起普遍关注。