grammar

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用grammar造句

grammar造句1、Maybe, I should throw out my grammar books and start from scratch.也许我应该扔掉我的语法书，重新开始。

2、The learnability of OT grammar is one of the important fields of OT theoretical researches. OT语法的可学性是OT理论研究中的一个重要课题。

3、VXMLTerms outputs a field block with an embedded prompt block and a freeform terms grammar output.VXMLTerms输出field块，内嵌prompt块和自由术语文法输出。

4、Usage of quotation mark in ASP grammar form.ASP语法格式中引号的使用。

5、The grammar of music.音乐的基本原理6、I am at a grammar school.我身于一中学就读。

7、Secondary education comprises grammar schools, vocational schools and art schools.中等教育包括文法学校，职校以及艺术类学校。

8、We can master a foreign language by the aid of a grammar and dictionary.我们可以借助语法书和词典来掌握一门外语。

9、Both logic and grammar are questionable when we read a literary text当我们阅读文学文本的时候，逻辑和语法都是可疑的。

10、A Pali grammar was published in 1826 by Burnouf and Lassen伯讷夫和拉森在1826年出版了《巴利语语法》。

外研《Grammar》课教案

外研《Grammar》优质课教案一、教学背景1. 教材分析：本课选自外研版《Grammar》教材，主要讲述了情态动词can的用法。

情态动词can表示能力、允许和请求，是英语学习的基础内容。

2. 学生情况：本课适用于初中一年级学生，学生已掌握基本的英语语法知识，具备一定的听说读写能力，但对情态动词can的用法尚未深入学习。

3. 教学目标：通过本课的学习，使学生掌握情态动词can的用法，能够正确运用can表示能力、允许和请求，提高学生的英语交际能力。

二、教学内容1. 情态动词can的用法（1）表示能力：I can swim.（我会游泳。

）（2）表示允许：You can e in.（你可以进来。

）（3）表示请求：Can you help me?（你能帮我吗？）2. 情景交际（1）A: Can you help me with this?B: Yes, I can. / No, I can't.（2）A: Can I borrow your book?B: Yes, you can. / No, you can't.三、教学过程1. 导入：教师通过提问引导学生思考生活中可以用到情态动词can 的场景，激发学生学习兴趣。

2. 新课呈现：教师通过图片和例句展示情态动词can的用法，引导学生理解并模仿。

3. 课堂活动：教师组织学生进行小组活动，运用情态动词can进行情景交际，提高学生的实际应用能力。

4. 巩固练习：教师设计练习题，让学生运用情态动词can进行句子编写，检查学生掌握情况。

5. 课堂小结：教师总结本节课所学内容，强调情态动词can的用法和情景交际的重要性。

四、作业布置1. 抄写情态动词can的用法例句，每人至少5个。

2. 运用情态动词can编写一个短对话，描述自己或朋友的能力、允许和请求。

五、教学反思教师在课后对本节课的教学进行反思，分析学生的学习情况，针对存在的问题调整教学策略，为下一节课的教学做好准备。

Grammar英语语法

人称代词：指人、物be动词：我用am，你用are，is连着他她它。

单数用is，复数用are疑问提前be，否定+not可数名词复数：一般直接加s，以s,x,ch,sh结尾+eso结尾，有生命+es,无生命+s辅音+y结尾，y变i+esf,fe结尾，f,fe变v+esf,fe结尾，直接加s：giraffe，roof，handkerchief，scarf，golf可数名词有单复数，单数用a/an修饰，不可数名词无复数，常与a+量词+of+u.n. 两者都可用some修饰指示代词：this（这个），that（那个），these （这些），those（那些）所有格：表人：sb+’s表物：of（前后倒置）there be：有地点介词：里面in，上面on，over，under 上下方；between…and两者间，among用于3者间，紧挨next to，附近near，before 后面，in front of在外部前方，in the front of空间内部前方来自from，朝前to，里面穿过是through，表面穿过across，到里面into，到上面onto 一般现在时：表示经常反复、现在状态、客观真理助动词：do，does否定分别don’t,doesn’t 动词单三：一般+s,以s,x,ch,sh，o结尾，词尾+es，辅音+y结尾，y变i+es，have单三是has 一般疑问句把be、情态动词、助动词提前，谓语动词还原特殊疑问句=特殊疑问词+一般疑问句how many提问可数名词复数how much提问不可数名词年月季节前用in，日期前面可不行，具体几号要用on，上午下午又是in，具体某天上下午，要用on来不用inat用法真不少，正午午夜到黎明频度副词：always（100%），usually（90%），often（80%），sometimes(40%),seldom(30%) never(0%)现在进行时：表现在正在进行的动作结构：be+doing现在分词变化规则：一般直接+ing不发音e结尾，去e+ing重读闭音节结尾，双写词尾辅音字母+ing ie结尾，ie变y+ing形容词：系动词后，名词前；译为：…的方式副词：用在动词后，译为：…地形容词变副词规则：一般直接+ly，个别e结尾去e+ly，y结尾，y变i+ly情态动词：can,should,shall,would,could+v原；否定+not，疑问直接提前have to,would like to,+v原；否定前+don’t 疑问前+do一般过去时：表过去发生的事动词过去式变化规则：一般直接+ed,e结尾+d,辅音字母+y结尾，y变i+ed重读闭音节，双写辅音字母+ed过去时中，助动词用did，be的过去式为was（am，is），were（are）其他结构和现在时相同祈使句：表命令、警告、指示、建议肯定：v原+其他否定：don’t+v原+其他and表并列，多个成分用and连接，在最后两个成分之间，其余用逗号隔开or表选择，用法与and相同but表转折，连接相反意义的词some用于肯定句中，接可数名词复数或不可数名词any用于否定句和疑问句中，用法和some一样表委婉语气时，some在疑问句中不变any 形容词、副词的比较级和最高级变化规则：一般+er/est,e结尾，+r/st重读闭音节结尾，双写辅音字母+er/est 辅音字母+y结尾，y变i+er/est多音节词在前面+more/most一般将来时：表将要发生，或对未来打算三种表达方式：will/shall+v原be going to+v原be doing表将来过去进行时：表过去某一时间正在进行的动作构成：was/were+doing现在完成时：表发生在过去已经完成的动作对现在造成的影响或后果结构：have/has+done一般动词过去分词与过去式变化相同一般疑问句把have/has提前其他不变，否定在have/has后+nothave been to曾经去过某地（已回）have gone to曾经去过某地（未回）already（已经）用在have/has和过去分词之间，用在句末表强调，常用于肯定句中yet用法和汉译与already相同，常用于否定或疑问句中since+时间点，译为自从…以来for+段时间，现在完成进行时：表开始于过去，现在仍进行或刚刚结束的动作现在完成进行时构成：have/has been doing 时间状语从句：1.when引导：表时间段或时间点，译为当…时候用法：主从同现/过，或主将从现2.while引导：表主、从动作同时进行用法：主从同现/过3.as soon as引导：译为一…就…4.not…until…引导：译为直到…才…条件状语从句：1.if引导：译为如果用法：主将从现2.unless引导：译为如果不/除非用法和if相同unless引导否定从句，与if…not不可互换，否则意思相反结果状语从句：so…that…引导：译为如此…以致于…原因状语从句：because引导：译为因为because和so不能连用because引导原因状语从句，从句一般在主句之后让步状语从句：although/though引导：译为虽然although/though不能和but/however连用直接引语：直接用别人原话，用引号标出间接引语：用自己的话转述别人的话，不用引号直接引语变间接引语要把现在时变为过去时，一人称变三人称，三人称一般不变附加疑问句：在陈述句之后，表对陈述内容提出质疑或通过反问以确定陈述句的一种疑问句构成：前肯后否，前否后肯陈述部分是I’m,附加部分用aren’t I答语用yes,肯定陈述部分；no否定陈述部分陈述句带有否定词，附加用肯定不定代词（表人）在正式语体中用he，非正式语体中用they不定代词（表物）用it。

20-21版：Grammar——动词-ing形式作主语和宾语（创新设计）

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Yesterday being Sunday postponed the match. 昨天是星期天，比赛推迟了。(作主语) She is fond of coffee being served after dinner. 她喜欢饭后喝点咖啡。(作宾语)
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@《创新设计》
本节内容结束
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@《创新设计》
5．有些动词，后接动词-ing形式作宾语，与用动词不定式作宾语，意义大相径庭。
try to do sth尽力做某事
try doing sth
试着做某事
mean to do sth打算/意欲做某事
mean doing sth
意味着某事
forget to do sth忘记去做某事
forget doing sth
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2．置于句末，用it作形式主语，多见于下面几个句型： It is worth doing...做……是值得的 It＋be＋a waste of time doing...做……是浪费时间的 It is/was no good/use doing...做……是没有好处/用处的 It is a waste of time talking about such useless things. 谈论这些没用的事情是在浪费时间。 It is no use crying over spilt milk. 覆水难收。
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@《创新设计》
③代词宾格＋动词-ing Can you imagine him/Jack cooking at home? 你能想象他/杰克在家做饭的样子吗？ ④名词＋动词-ing The baby was made awake by the door suddenly shutting. 这个婴儿被突然的关门声吵醒了。 [名师点津] (1)动词-ing形式的复合结构可在句中作主语或宾语。作主语时，不能用③④两种形式。 (2)无生命名词无论是作主语还是作宾语都不能用第②种形式。

语法结构grammar重点单词keywords固定搭

Since my childhood I have found that to me, nothing is more interesting than reading. (没有什么比念书对我更有吸引力) Have found 提示：后面必然要用一样此刻时。2006. 12. 89： The victim might have survived （本来会有机遇活下来）if he had been taken to hospital in time. Had been 提示句子谈的是过去，人此刻已经死了。2006. 6. 91： Though a skilled worker, he was fired by the company (他被公司辞退了) last week because of the economic crisis. Last week 提示句子要用过去时。第三步：汉译英。注意，先翻译谓语动词，把它放在前面。动词（动词词组）一确信，你就成功了一半。如下面那个汉语句子：我邻居去东京渡假，因为钱不够，回不了家了。先找谓语动词。这句话中有两个动作，“去渡假”和“回家”。哪个重要？哪个是说话人要告知你的重要信息？是“回不了家”，因此 return 是谓语动词。
91. Though a skilled worker, he was fired by the company (他被公司辞退了) last week because of the economic crisis.（2006. 6）强化例句：No matter how busy you are, he always insists on coming with you. (新概念英语) 3) 时刻状语 (adverbial clauses of time)：一道。 90. Some psychologists claim that people may feel lonely when they’re away from home. （出门在外时可能会感到孤独）(2006. 12 ) 强化例句：They feared that the mummy would fall to pieces when they cut it open.(新概念英语) 4) 条件状语 (adverbial clauses of condition)：一道。 91. Please come here at ten tomorrow morning if it’s convenient for you. (若是你方便的话) (2007. 6.) 强化例句：If you receive a request like this, you cannot fail to obey it! (新概念英语) 5) 比较状语 (结构) (adverbial clauses of comparison or comparative constructions )：两道。 88. Since my childhood I have found that to me, nothing is more interesting than reading. (没有什么比念书对我更有吸引力) （2006. 12）强化例句：Nothing could have been more annoying. (新概念英语) 90. The more you explain, the more confused I am (我愈糊涂)（2006. 6）强化例句：The older I get, the happier I am. (新编英语语法教程) 预测：2007 年 12 月极可能会考结果状语（adverbial of result）、缘故状语（adverbial of reason）、方式状语（adverbial of manner）、地址状语（adverbial of place）。 5．定语从句 (attributive clauses)：一道。 88. The prevention and treatment of AIDS is the field (where) we can cooperate. (咱们能够合作的领域 ) 强化例句：It has been used to detect gold which has been buried in the ground. (新概念英语) 预测：会愈来愈多。二．重点单词 (key words)：六道。 89. The professor required that we (should) hand in the research report (咱们交研究报告) by Wednesday.（2006. 6）强化例句：He suggested that a double railway tunnel should be built. (新概念英语)

Grammar---复合不定代词

复合不定代词复合不定代词是由some, any, no, every加-body, -thing, -one构成，列表如下：由于在使用中有比较特殊的习惯用法，是考试中比较常见的考点。

现将常见的考试形式解析如下：I.复合不定代词和部分否定部分否定是考试中的热门考点，常表达的结构有两种：1.not+全部肯定词2.助动词+not+全部肯定词其意都为“并非都，不都”。

前者是一般形态，如：Not everyone likes English. 由于是基本概念，学生比较容易理解。

但后者和一般否定比较相似，容易引起学生判断上的疑惑，是出题的焦点。

1．I agree with most of what you sai d, but I don’t agree with _____.A. everything B: anything C. something D. nothing分析：有同学看到I don’t agree就判断是否定句，选B, anything .这就是对句子理解出现了偏差。

句意是：我同意你所说的大部分，但不是全部。

是一句典型的部分否定形式。

not…everythi ng 的结构表明“并非每件事”。

所以正确答案是A. everything 。

2．----The exam was difficult, wasn’t it?----No, but I don’t think ______ could pass it.A. somebodyB. anybodyC. nobody D everybody分析：同上题一样，不能将I don’t think 简单得看成否定句而选B. anybody。

“not…everybody”构成部分否定，既“并非所有的人都能通过”。

所以应该选D. everybody。

II.复合不定代词的定语位置复合不定代词被定语修饰的时候，定语必须放在不定代词后面。

特别是当修饰的定语比较复杂的情况下要认真分析，弄清词序间的修饰关系。

Grammar(宾补+状语)

1) 表原因状语（可转化为原因状语从句）
Because she was worried about the time available,she had made a list of...
=Worried about the time available,she had made a list of...
3. 用在使役动词后，如 keep sth done，leave sth done, make sth done….
They kept _t_h_e _d_oo_r_l_oc_k_e_d_ for a long time.
Don’t leave t_h_e_w_i_n_d_o_w_b_r_o_k_e_n_ all the time.
21.被外面声音吓到，我去看发生了什么。（frighten） Frightened by the loud noise outside, I went to see what was happening. 22.她走出房子，女儿跟着她。（follow） She walked out of the house, followed by her little daughter 23.深深地感动于这个故事，小孩子们开始哭了。（move） Deeply moved by the story, the children began to cry. 24.他坐在床边，陷入沉思。（lose） She sat by the window, lost in thought. 跟你相比，我们仍然有很长的路要走。
Standing at the foot of the mountain ,he had a photo taken. 30.在森林里迷路了，他感到很害怕。（lose）

Grammar

a. 及物动词的动词形式，具有被动和完成的意义。及物动词的动词-ed形式具有被动和完成的意义。形式， a broken cup a wounded soldier
the excited crowd an unexpected visitor b. 不及物动词的动词形式，具有主动和完成意义。不及物动词的动词-ed形式具有主动和完成意义。形式， a grown woman a retired officer
完全形容化了的动词形式：可以被very 动词-ed形式 very等副词修（1）完全形容化了的动词形式：可以被very等副词修可以有比较级等级形式。常见的有常见的有常见的有：饰，可以有比较级等级形式。常见的有常见的有：bored, disappointed, excited, frightened, interested, pleased, puzzled, satisfied, surprised, tired, worried 等。
3.2. 在表示“希望，愿望，命令,忍受”这一类动在表示“希望，愿望，命令,忍受” 词后面做宾语补足语，这类动词有：can’ 词后面做宾语补足语，这类动词有：can’t bear, hate, like, love, need, prefer, want, wish 等，如： He needs his coat mended. Kate would like her room painted white. I prefer eggs boiled. We wish your work finished quickly. I want the suit made to his own measure.
1.2动词形式作表语时， 1.2动词-ed形式作表语时，其后可以接介词短动词形式作表语时不定式短语及that 语、不定式短语及that 引导的宾语从句 He is very much disappointed at the result. The mother was pleased to hear from her son. I’m satisfied that you didn’t tell me a lie.

外研《Grammar》课教案

外研《Grammar》优质课教案一、教学目标1. 知识目标：（1）学生能够理解并掌握本课所学的语法知识点。

（2）学生能够运用所学的语法知识进行口头和书面表达。

2. 能力目标：（1）学生能够提高英语听说读写能力。

（2）学生能够运用所学的语法知识解决问题。

3. 情感目标：（1）激发学生学习英语的兴趣。

（2）培养学生的团队合作精神。

二、教学重难点1. 教学重点：本课所学的语法知识点。

2. 教学难点：语法知识点的运用。

三、教学方法1. 情境教学法：通过设定情境，让学生在实际语境中学习和运用语法知识。

2. 任务型教学法：通过完成任务，让学生在实践中运用语法知识。

3. 合作学习法：学生分组合作，共同完成任务，培养团队合作精神。

四、教学准备1. 教材：《外研Grammar》教材。

2. 多媒体设备：电脑、投影仪、音响等。

3. 教学辅助材料：课件、图片、卡片等。

五、教学过程1. 导入：通过歌曲、游戏等方式导入本课主题，激发学生兴趣。

2. 呈现：利用课件、图片等展示本课所学的语法知识点，引导学生观察和发现。

3. 讲解：对语法知识点进行详细讲解，并通过例句让学生理解其用法。

4. 练习：设计不同类型的练习题，让学生进行口头和书面练习。

5. 任务：布置实际任务，让学生在实践中运用所学语法知识。

6. 反馈：对学生的练习和任务完成情况进行点评，及时纠正错误。

7. 总结：对本课所学语法知识点进行总结，提醒学生重点注意。

8. 作业：布置作业，巩固所学知识。

六、教学评价1. 课堂表现评价：观察学生在课堂上的参与程度、听说读写能力的运用以及团队合作精神。

2. 练习完成情况评价：评估学生在口头和书面练习中的表现，及时给予反馈和指导。

3. 任务完成情况评价：评价学生在实际任务中的语法知识运用能力和解决问题的能力。

七、教学拓展1. 开展英语角活动：让学生在真实的交流环境中运用所学语法知识，提高口语表达能力。

2. 组织英语写作比赛：鼓励学生运用所学语法知识进行写作，培养书面表达能力。

grammar知识点总结

grammar知识点总结Grammar is a set of rules and principles that govern the use of language. It includes the structure of words, phrases, clauses, and sentences, as well as the rules for using punctuation and capitalization. Understanding grammar is essential for effective communication, as it helps to ensure that our messages are clear, concise, and accurate. In this summary, we will cover the key aspects of grammar, including parts of speech, sentence structure, and common grammatical errors.Parts of SpeechOne of the fundamental concepts in grammar is the classification of words into parts of speech. This classification helps us to understand how words function in sentences and how they relate to one another. There are eight main parts of speech:1. Noun: A noun is a word that represents a person, place, thing, or idea. Examples include "dog," "city," "book," and "happiness."2. Pronoun: A pronoun is a word that can take the place of a noun. Examples include "he," "she," "it," and "they."3. Verb: A verb is a word that expresses an action or a state of being. Examples include "run," "eat," "sleep," and "is."4. Adjective: An adjective is a word that describes or modifies a noun or pronoun. Examples include "red," "tall," "beautiful," and "smart."5. Adverb: An adverb is a word that modifies a verb, adjective, or other adverb. It usually answers the questions "how," "when," "where," or "to what extent." Examples include "quickly," "often," "here," and "very."6. Preposition: A preposition is a word that shows the relationship between a noun or pronoun and another word in the sentence. Examples include "in," "on," "under," and "between."7. Conjunction: A conjunction is a word that connects words, phrases, or clauses. Examples include "and," "but," "or," and "because."8. Interjection: An interjection is a word or phrase that expresses strong emotion or surprise. Examples include "wow," "oh," "ouch," and "bravo."Understanding the parts of speech is important for building and analyzing sentences. For example, identifying the verb in a sentence can help us understand the action being performed, while recognizing the adjectives and adverbs can paint a clearer picture of the noun they are describing.Sentence StructureIn addition to understanding the parts of speech, it is essential to grasp the basic structure of a sentence. Sentences are made up of clauses, and each clause contains a subject and a predicate. The subject is the person, place, thing, or idea that the sentence is about, and the predicate is the action or state of being that the subject is performing or undergoing.There are four main types of sentences based on their structure:1. Simple Sentence: A simple sentence consists of one independent clause. It has a subject and a predicate, and it expresses a complete thought. For example, "She sings beautifully."2. Compound Sentence: A compound sentence consists of two or more independent clauses joined by a coordinating conjunction (and, but, or, nor, for, so, yet) or a semicolon. For example, "She sings beautifully, and she plays the guitar."3. Complex Sentence: A complex sentence consists of one independent clause and at least one dependent clause. The dependent clause cannot stand alone as a complete sentence. For example, "Although she sings beautifully, she is nervous on stage."4. Compound-Complex Sentence: A compound-complex sentence consists of two or more independent clauses and at least one dependent clause. For example, "She sings beautifully, and she plays the guitar, but she gets nervous when people watch her."Understanding sentence structure is crucial for constructing clear and coherent sentences. It helps us to ensure that our writing is grammatically correct and easy to understand. Common Grammatical ErrorsDespite our best efforts, it is easy to make grammatical mistakes when writing or speaking. Some common grammatical errors include:1. Subject-Verb Agreement: This error occurs when the subject and the verb do not agree in number. For example, "The team are playing" should be "The team is playing" because "team" is a singular noun.2. Misplaced or Dangling Modifier: A misplaced modifier is a word or phrase that is not placed near the word it is modifying, which can cause confusion or ambiguity. A dangling modifier is a word or phrase that does not have a clear subject to modify. For example, "Running quickly, the finish line was crossed" should be "Running quickly, she crossed the finish line."3. Pronoun-Antecedent Agreement: This error occurs when the pronoun does not agree with its antecedent in number, gender, or person. For example, "Everyone should do their best" should be "Everyone should do his or her best" to ensure agreement.4. Double Negative: Using two negatives in a sentence can create confusion and ambiguity. For example, "I don't know nothing" should be "I don't know anything."5. Comma Splice: A comma splice occurs when two independent clauses are joined with a comma but no coordinating conjunction. For example, "I like to read, I also enjoy writing" should be "I like to read, and I also enjoy writing."Avoiding these common grammatical errors can greatly improve the clarity and effectiveness of our communication.ConclusionIn summary, grammar is a set of rules and principles that govern the use of language. Understanding grammar is essential for effective communication, as it helps to ensure that our messages are clear, concise, and accurate. Key aspects of grammar include the classification of words into parts of speech, the basic structure of sentences, and common grammatical errors. By mastering these aspects of grammar, we can improve our writing and speaking skills and become more effective communicators.。

Grammar语法的定义

GrammarFor the rules of the English language, see English grammar. For the topic in mathematics, logic, and theoretical computer science, see Formal grammar.Not to be confused with Grammer or Krammer.LinguisticsTheoretical linguisticsCognitive linguisticsGenerative linguisticsFunctional theories of grammarQuantitative linguisticsPhonology ·Morphology ·Morphophonology ·Syntax ·Lexis ·Sem antics ·Pragmatics ·Graphemics ·Orthography ·Semiotics Descriptive linguisticsAnthropological linguisticsComparative linguisticsHistorical linguisticsEtymology ·Graphetics ·Phonetics ·SociolinguisticsApplied andexperimental linguisticsComputational linguisticsEvolutionary linguisticsForensic linguisticsInternet linguisticsLanguage acquisitionLanguage assessmentLanguage developmentLanguage educationLinguistic anthropology NeurolinguisticsPsycholinguisticsSecond-language acquisitionRelated articlesHistory of linguisticsLinguistic prescriptionList of linguistsList of unsolved problems in linguisticsPortalv ·t ·eIn linguistics, grammar is the set of structural rules that governs the composition of clauses, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics. Linguists do not normally use the term to refer to orthographical rules, although usage books and style guides that call themselves grammars may also refer to spelling and punctuation.[citation needed]Contents [hide]1 Use of the term2 Etymology3 History4 Development of grammars5 Grammar frameworks6 Education7 See also8 Notes and references9 External links[edit] Use of the termThe term grammar is often used bynon-linguists with a very broad meaning. As Jeremy Butterfield puts it: "Grammar is often a generic way of referring to any aspect of English that people object to."[1] However, linguists use it in a much more specific sense. Speakers of a language have in their heads a set of rules[2] for using that language. This is a grammar, and—at least in the case of one's native language—the vast majority of the information in it is acquired not by conscious study or instruction, but by observing other speakers; much of this work is done during infancy. Language learning later in life, of course, may involve a greater degree of explicit instruction.[3]The term "grammar" can also be used to describe the rules that govern the linguistic behaviour of a group of speakers. The term "English grammar", therefore, may have several meanings. It may refer to the whole of English grammar—that is, to the grammars of all the speakers of the language—in which case, the term encompasses a great deal of variation.[4] Alternatively, it may refer only to what is common to the grammars of all, or of the vast majority of English speakers (such as subject–verb–object word order in simple declarative sentences). Or it may refer to the rules ofa particular, relatively well-defined variety of English (such as Standard English)."An English grammar" is a specific description, study or analysis of such rules. A reference book describing the grammar of a language is called a "reference grammar" or simply "a grammar." A fully explicit grammar that exhaustively describes the grammatical constructions of a language is called a descriptive grammar. This kind of linguistic description contrasts with linguistic prescription, an attempt to discourage or suppress some grammatical constructions, while promoting others. For example, preposition stranding occurs widely in Germanic languages and has a long history in English. John Dryden, however, objected to it (without explanation),[5] leading other English speakers to avoid the construction and discourage its use.[6][edit] EtymologyFurther information: GraphemeThe word grammar derives from Greek γραμματικὴτέχνη (grammatikē technē), which means "art of letters", from γράμμα (gramma), "letter", itself from γράφειν (graphein), "to draw, to write".[7][edit] HistoryFurther information: History of linguisticsThe first systematic grammars originated in Iron Age India, with Yaska (6th c. BC), Pāṇini (4th c. BC) and his commentators Pingala (ca. 200 BC), Katyayana, and Patanjali (2nd c. BC). In the West, grammar emerged as a discipline in Hellenism from the 3rd c. BC forward with authors like Rhyanus and Aristarchus of Samothrace, the oldest extant work being the Art of Grammar (ΤέχνηΓραμματική), attributed to Dionysius Thrax (ca. 100 BC). Latin grammar developed by following Greek models from the 1st century BC, due to the work of authors such as Orbilius Pupillus, Remmius Palaemon, Marcus Valerius Probus, Verrius Flaccus, and Aemilius Asper.Tolkāppiyam is the earliest Tamil grammar; it has been dated variously between 1st CE and 10th CE.A grammar of Irish originated in the 7th century with the Auraicept na n-Éces.Arabic grammar emerged with Abu al-Aswad al-Du'ali from the 7th century who in-turn was taught the discipline by Ali ibn Abitalib, the fourth historical caliph of Islam and first Imam for Shi'i Muslims.The first treatises on Hebrew grammar appeared in the High Middle Ages, in the context of Mishnah (exegesis of the Hebrew Bible). The Karaite tradition originated in Abbasid Baghdad. The Diqduq (10th century) is one of the earliest grammatical commentaries on the Hebrew Bible.[8] Ibn Barun in the 12th century compares the Hebrew language with Arabic in the Islamic grammatical tradition.[9]Belonging to the trivium of the seven liberal arts, grammar was taught as a core discipline throughout the Middle Ages, following the influence of authors from Late Antiquity, such as Priscian. Treatment of vernaculars began gradually during the High Middle Ages, with isolated works such as the First Grammatical Treatise, but became influential only in the Renaissance and Baroque periods. In 1486, Antonio de Nebrija published Las introduciones Latinas contrapuesto el romance al Latin, and the first Spanish grammar, Gramática de la lengua castellana, in 1492. During the 16th century Italian Renaissance, the Questione della lingua was the discussion on the status and ideal form of the Italian language, initiated by Dante'sde vulgari eloquentia (Pietro Bembo, Prose della volgar lingua Venice 1525). The first grammar of Slovene language was written in 1584 by Adam Bohorič.Grammars of non-European languages began to be compiled for the purposes of evangelization and Bible translation from the 16th century onward, such as Grammatica o Arte de la Lengua General de los Indios de los Reynos del Perú (1560), and a Quechua grammar by Fray Domingo de Santo Tomás.In 1643 there appeared Ivan Uzhevych's Grammatica sclavonica and, in 1762, the Short Introduction to English Grammar of Robert Lowth was also published. The Grammatisch-Kritisches Wörterbuch der hochdeutschen Mundart, a High German grammar in five volumes by Johann Christoph Adelung, appeared as early as 1774.From the latter part of the 18th century, grammar came to be understood as a subfield of the emerging discipline of modern linguistics. The Serbian grammar by Vuk S tefanović Karadžić arrived in 1814, while the Deutsche Grammatik of the Brothers Grimm was first published in 1818. The Comparative Grammar ofFranz Bopp, the starting point of modern comparative linguistics, came out in 1833.[edit] Development of grammarsMain article: Historical linguisticsGrammars evolve through usage and also due to separations of the human population. With the advent of written representations, formal rules about language usage tend to appear also. Formal grammars are codifications of usage that are developed by repeated documentation over time, and by observation as well. As the rules become established and developed, the prescriptive concept of grammatical correctness can arise. This often creates a discrepancy between contemporary usage and that which has been accepted, over time, as being correct. Linguists tend to view prescriptive grammars as having little justification beyond their authors' aesthetic tastes, although style guides may give useful advice about standard language employment, based on descriptions of usage in contemporary writings of the same language. Linguistic prescriptions also form part of the explanation for variation in speech, particularly variation in the speech of an individual speaker (an explanation, for example, for why some people say, "I didn't donothing"; some say, "I didn't do anything"; and some say one or the other depending on social context).The formal study of grammar is an important part of educationfor children from a young age through advanced learning, though the rules taught in schools are not a "grammar" in the sense most linguists use the term, particularly as they are often prescriptive rather than descriptive.Constructed languages (also called planned languages or conlangs) are more common in the modern day. Many have been designed to aid human communication (for example, naturalistic Interlingua, schematic Esperanto, and the highly logic-compatible artificial language Lojban). Each of these languages has its own grammar.Syntax refers to linguistic structure above the word level (e.g. how sentences are formed)—though without taking into account intonation, which is the domain of phonology. Morphology, by contrast, refers to structure at and below the word level (e.g. how compound words are formed), but above the level of individual sounds, which, like intonation, are in the domain of phonology.[10] No clear line can be drawn, however, between syntax andmorphology. Analytic languages use syntax to convey information that is encoded via inflection in synthetic languages. In other words, word order is not significant and morphology is highly significant in a purely synthetic language, whereas morphology is not significant and syntax is highly significant in an analytic language. Chinese and Afrikaans, for example, are highly analytic, and meaning is therefore very context-dependent. (Both do have some inflections, and have had more in the past; thus, they are becoming even less synthetic and more "purely" analytic over time.) Latin, which is highly synthetic, uses affixes and inflections to convey the same information that Chinese does with syntax. Because Latin words are quite (though not completely) self-contained, an intelligible Latin sentence can be made from elements that are placed in a largely arbitrary order. Latin has a complex affixation and simple syntax, while Chinese has the opposite.[edit] Grammar frameworksMain article: Grammar framework Various "grammar frameworks" have been developed in theoretical linguistics since the mid 20th century, in particular under the influence of the idea of a "universal grammar" in the United States. Of these, the main divisions are:Transformational grammar (TG)Systemic functional grammar (SFG)Principles and Parameters Theory (P&P)Lexical-functional Grammar (LFG)Generalized Phrase Structure Grammar (GPSG)Head-Driven Phrase Structure Grammar (HPSG)Dependency grammars (DG)Role and reference grammar (RRG)[edit] EducationFurther information: orthographyPrescriptive grammar is taught in primary school (elementary school). The term "grammar school" historically refers to a school teaching Latin grammar to future Roman citizens, orators, and, later, Catholic priests. In its earliest form, "grammar school" referred to a school that taught students to read, scan, interpret, and declaim Greek and Latin poets (including Homer, Virgil, Euripides, Ennius, and others). These should not be confused with the related, albeit distinct, modern British grammar schools.A standard language is a particular dialect of a language that is promoted above other dialects in writing, education, and broadly speaking in the public sphere; it contrasts with vernacular dialects, which may be the objects of study in descriptive grammar but whichare rarely taught prescriptively. The standardized "first language" taught in primary education may be subject to political controversy, since it establishes a standard defining nationality or ethnicity.Recently, efforts have begun to update grammar instruction in primary and secondary education. The primary focus has been to prevent the use of outdated prescriptive rules in favor of more accurate descriptive ones and to change perceptions about relative "correctness" of standard forms in comparison to non standard dialects.The pre-eminence of Parisian French has reigned largely unchallenged throughout the history of modern French literature. Standard Italian is not based on the speech of the capital, Rome, but on the speech of Florence because of the influence Florentines had on early Italian literature. Similarly, standard Spanish is not based on the speech of Madrid, but on the one of educated speakers from more northerly areas like Castile and León. In Argentina and Uruguay the Spanish standard is based on the local dialects of Buenos Aires and Montevideo (Rioplatense Spanish). Portuguese has for now two official written standards, respectively BrazilianPortuguese and European Portuguese, but in a short term it will have a unified orthography.[11]The Serbian language is divided in a similar way; Serbia and the Republika Srpska use their own separate standards. The existence of a third standard is a matter of controversy, some consider Montenegrin as a separate language, and some think it's merely another variety of Serbian.Norwegian has two standards, Bokmål and Nynorsk, the choice between which is subject to controversy: Each Norwegian municipality can declare one of the two its official language, or it can remain "language neutral". Nynorsk is endorsed by a minority of 27 percent of the municipalities. The main language used in primary schools normally follows the official language of its municipality, and is decided by referendum within the local school district. Standard German emerged out of the standardized chancellery use of High German in the 16th and 17th centuries. Until about 1800, it was almost entirely a written language, but now it is so widely spoken that most of the former German dialects are nearly extinct.Standard Chinese has official status as the standard spoken form of the Chinese language in the People's Republic of China (PRC), the Republic of China (ROC) and the Republic of Singapore. Pronunciation of Standard Chinese is based on the Beijing dialect of Mandarin Chinese, while grammar and syntax are based on modern vernacular written Chinese. Modern Standard Arabic is directly based on Classical Arabic, the language of the Qur'an. The Hindustani language has two standards, Hindi and Urdu.In the United States, the Society for the Promotion of Good Grammar designated March 4 as National Grammar Day in 2008.[12][edit] See alsoCategory:Grammars of specific languagesAmbiguous grammarGovernment and bindingHarmonic GrammarHigher order grammarGrammemeLinguistic typologyList of linguistsParagrammatismSyntaxUniversal grammarUsage[edit] Notes and references1.^ Jeremy Butterfield, (2008) Damp Squid: The English Language Laid Bare, Oxford University Press, Oxford. 978-0-19-923906. p. 142.2.^ Traditionally, the mental information used to produce and process linguistic utterances is referred to as "rules." However, other frameworks employ different terminology, with theoretical implications. Optimality theory, for example, talks in terms of "constraints", while Construction grammar, Cognitive grammar, and other "usage-based" theories make reference to patterns, constructions, and "schemata"3.^ O'Grady, William; Dobrovolsky, Michael; Katamba, Francis (1996). Contemporary Linguistics: An Introduction. Harlow, Essex: Longman. pp. 4–7; 464–539./books?id=djhsAAAAIAAJ&q=Contempo rary+Linguistics&dq=Contemporary+Linguistics.4.^ Holmes, Janet (2001). An Introduction to Sociolinguistics (second ed.). Harlow, Essex: Longman. pp. 73–94./books?id=qjdqxecifHcC&printsec=frontco ver&dq=Introduction+to+Sociolinguistics+Holmes. ; for morediscussion of sets of grammars as populations, see: Croft, William (2000). Explaining Language Change: An Evolutionary Approach. Harlow, Essex: Longman. pp. 13–20./books?id=5_Ka7zLl9HQC&printsec=fron tcover&dq=Explaining+Language+Change+Croft.5.^ Rodney Huddleston and Geoffrey K. Pullum, 2002, The Cambridge Grammar of the English Language. Cambridge (UK): Cambridge University Press, p. 627f.6.^ Lundin, Leigh (2007-09-23). "The Power of Prepositions". On Writing. Cairo: Criminal Brief. /?p=216.7.^ Harper, Douglas, "Grammar", Online Etymological Dictionary, /index.php?term=grammar, retrieved 8 April 20108.^ G. Khan, J. B. Noah, The Early Karaite Tradition of Hebrew Grammatical Thought (2000)9.^ Pinchas Wechter, Ibn Barūn's Arabic Works on Hebrew Grammar and Lexicography (1964)10.^ Gussenhoven, Carlos; Jacobs, Haike (2005). Understanding Phonology (second ed.). London: Hodder Arnoldd./books?id=gHp_QgAACAAJ&dq=Underst anding+Phonology&cd=1.11.^ [1]12.^ National Grammar DayAmerican Academic Press, The (ed.). William Strunk, Jr., et al. The Classics of Style: The Fundamentals of Language Style From Our American Craftsmen. Cleveland: The American Academic Press, 2006. ISBN 0-9787282-0-3.Rundle, Bede. Grammar in Philosophy. Oxford: Clarendon Press; New York: Oxford University Press, 1979. ISBN 0-19-824612-9.[edit] External links Look up grammar in Wiktionary, the free dictionary.Archibald Henry Sayce (1911). "Grammar". In Chisholm, Hugh. Encyclopædia Britannica (11th ed.). Cambridge University Press.GrammarBank : Grammar rules explanations with examples and exercises onlineThe syntax of natural language: An online introduction using the Trees program -- Beatrice Santorini & Anthony Kroch, University of Pennsylvania, 2007The Grammar Vandal (Funny, informative blog that fixes bad grammar.)The "Blog" of "Unnecessary" Quotes (Another educational, still funny poke at people who incorrectly use quote marks.)。

英语语法(Grammar)

英语语法（Grammar）一、一般疑问句（The General Question Sentence）1、句子中有am ,is ,are的，把am ,is ,are提前，句号（period /΄piəriəd/）变成问号（question mark）。

例：This is a boy. →Is this a boy?2、句子中有will ,can的，把will, can提前，句号（period /΄piəriəd/）变成问号（question mark）。

例：He can play ball. →Can he play ball?3、变一般疑问句时，把I we变成you,把am变成are 。

例：I am a boy. →Are you a boy?4、当句子中没有am ,is ,are ，will ,can时，需do , does帮忙⑴当句子人称是I , we, you , they等第一、第二人称或为复数名词（Birds）时，句子前加Do，句号变问号。

例：I know that man. →Do you know that man?⑵当句子人称是she, he, it等第三人称或为单数名词（a chair）时，句子前加Does，动词变成原形（has →have）,句号变问号。

例：Lucy runs fast. →Does Lucy run fast?He has apen. →Does he have a pen?二、特殊疑问句(Special Interrogative Sentence)1、特殊疑问词：What（什么）,Who（谁）What对thing提问（thing指职业、不明白的事或物）, Who对person提问（person指人）。

结构：特殊疑问词＋一般疑问句＋？例：He is a doctor.用What代替a doctor, is提前到he前→What is he?This is a chair. →What is this?That woman is my mother. →Who is that woman?2、划线部分是地点（place）：→用Where提问。

语法单词grammar

语法单词grammar：
grammar，英语单词，主要用作名词，作名词时译为“语法，文法；（人的）语言知识及运用能力；语法书；语法理论，语法学；（某门类知识和技能的）基本原理；<英，非正式>中学；（计算机）文法”。

复数形式是grammars。

常见短语搭配：1、english grammar英语语法：英语中用于构建句子和表达意义的规则和结构。

2、grammar and vocabulary语法和词汇：语言学习中的两个重要方面，语法是指语言的结构和规则，词汇是指语言中的单词和短语。

3、generative grammar生成语法：一种以一组规则的形式描述一种语言的语法句子的方法，也称为转换语法。

4、grammar school中学：一所强调拉丁语和希腊语，为上大学做准备的中学。

英国大学预科学校。

小学：一所介于小学和高中之间的学校，也可以指小学。

5、universal grammar普遍语法：一种研究普遍原则的学科，这些原则被认为是所有语言的语法现象的基础，同时也被视为人类天生学习语言的能力的一部分。

例句：
1、He elucidated a point of grammar.
他解释了一个语法要点。

2、He has a good grasp of German grammar.
他德语语法掌握得很好。

3、She was marked down because of poor grammar.
她因语法不好被扣了分。

Grammar

It is necessary to know grammar, and it is better to write grammatically than not, but it is well to remember that grammar is common speech formulated. Usage is the only test. (William Somerset Maugham, The Summing Up, 1938)
course
1.What is grammar?
Grammar is the system of a language. People sometimes describe grammar as the "rules" of a language; but in fact no language has rules*. If we use the word "rules", we suggest that somebody created the rules first and then spoke the language, like a new game. But languages did not start like that. Languages started by people making sounds which evolved into words, phrases and sentences.
Descriptive grammar
A descriptive grammar tries to look at the grammar of any spoken language or dialect as it actually exists, judging whether a sentence is grammatical or not based on the rules of the speech group in which it is spoken, rather than an arbitrary set of rules. For example, He do it.

《Grammar》课件

总结词
主谓不一致是常见的语法错误之一，主要发生在主语和谓语动词之间。
详细描述
主谓不一致通常是由于主语和谓语动词的词性不一致所导致的。例如，“The book is written by him.”这句话中，主语“The book”是单数，而谓语动词“written”是被
动语态，应该与主语保持一致，使用“is written”。
语音识别技术的普及
语音识别技术的普及将使得语音输入成为新的输入方式，对Grammar的要求也将随之提高，需要更加准确和流畅的语言表达。
社会和文化对Grammar的影响
全球化趋势的影响
随着全球化的不断深入，不同语言和文化之间的交流将更加频繁，对Grammar的要求也将更加严
格和多样化。
社交媒体的影响
在口语中的应用
表达清晰
使用正确的语法和词汇来表达意思，使听者能够理解。
流畅度
避免过多的停顿和重复，保持口语表达的流畅度。
语音语调
注意语音语调的变化，使口语表达更加自然和生动。
在翻译中的应用
保持原文意思
文化背景考虑
在翻译过程中，要确保原文的意思得到准确传达。
考虑到不同文化背景，使译文更加符合目标语言的文化环境。
同用户的需求。
跨文化和跨语言
全球化背景下，跨文化和跨语言的交流将更加频繁，Grammar 将更加注重不同语言和文化之间
的融合和交流。
智能化和自动化
人工智能技术的不断发展将推动 Grammar的智能化和自动化，提高语言运用的效率和准确性。
谢谢观看
《Grammar最新》PPT课件
目录
• Grammar基本概念 • 最新Grammar规则 • Grammar的实际应用 • 如何提高Grammar技能 • 常见Grammar错误分析 • Grammar的未来发展

Grammar

Ⅰ词类1.名词n. (noun [naun])指代人、物、事、时、地、情感、概念等实体或抽象事物的词。

专有名词：具体的人，事物，地点，团体或机构的专有名称。

如Beijing，China 专有名词如果是含有名词短语，则必须使用定冠词the。

如the Great Wall姓氏名如果采用复数形式，则表示该姓氏一家人。

如the Greens普通名词：某些人，某类事物，某种物质或抽象概念的名称，如book，sadness 可数名词cn. (countable noun)不可数名词un. (uncountable noun)2.动词v. (verb [və:b])表示动作或状态的词。

实义动词：词义完整，可以独立做谓语。

及物动词vt. (transitive verb)不及物动词vi. (intransitive verb)系动词：虽有词义，但不完整，不能独立做谓语，必须与表语一起构成谓语。

状态系动词“是”be表象系动词“看上去像、显得像是”look ,seem ,appear感官系动词“…起来”look ,feel ,smell ,taste ,sound持续系动词“保持、继续”keep ,remain ,continue ,last ,stay ,stand ,lie变化系动词“变得、变成”become ,turn ,grow ,go ,get ,come ,fall ,run终止系动词“被证实”prove ,turn out助动词：无词义，不能独立做谓语，只能与主要动词一起构成谓语。

be / do / have / shall / will情态动词：虽有词义，但不完整，不能独立做谓语，必须与动词原形构成谓语。

can / may / must / need / dare / ought to / shall / will情态动词表推测：must(一定)can/could(可能)may/might(也许)1.could,might并非can,may的过去式而表示可能性比can,may要小。

Grammar人称代词主格宾格ppt课件

•
为什么用he?为什么不用him?
• 我的狗喜欢他。
•
My dog likes him
为什么不用he呢？ 11
人称代词 it
• It 的通常用法：
• 通常：it表示人以外的动物和东西，是单数名词的代词。译为“它”。
• 举例： •
Where is my car ? It is over there .
16
1 （ I ）like watching TV。
A、I B、me
2 （ I ）am a shy girl.(我）
3 ( We ) are good friends。(我们）
4 I like my math teacher，and he
also likes （us）。（我)
5. Let (us )go and help him.(我们） 17
•爱你们：
you
“你们”的主格 “你们”的宾格
You are a student . I like you.
You are students. I love you.
9
你能推出she 和 her的位置吗？
• she 用于主格，her用于宾格
• 练习：
• 她是一名护士： S_h_e__ is a nurse.
例句
• 1. （You）are my best friend， because I like(You).(你)
• 2.( We) (我们) go to school at 8:00am every day, but (you)go to school at 7:30am every day. (你们）
• 2. 指气候
• It is cold in Harbin 哈尔滨的气候很冷