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前景实用英语综合教程1 Unit 1教案

*****职业学院教案首页授课顺序: ___ 学时: 2 日期:___________ 年 ___ 月 ____ 日班级:机电15-4，5，6…………………装……………订……………线………………………教案稿纸化工职业学院第页…………………装……………订……………线………………………教案稿纸化工职业学院第页…………………装……………订……………线………………………教案稿纸化工职业学院第页…………………装……………订……………线…………………教案稿纸化工职业学院第页教案稿纸化工职业学院第页教案稿纸化工职业学院第页内蒙古化工职业学院教案首页授课顺序: _2_ 学时: 2 日期:___________ 年 ___ 月 ____ 日班级:机电15-4，5，6教案稿纸Teaching procedures: Step 1Listen to the tape and read the words and phrases,review the usages of the word.Step 2 Discussion:How do you feel about your beginning of the college life?Step 3 Listen to the tape and underlined the key words and expressions. Step 4 Intensive Reading of Text A.The Freshman Experience: College Is Not Summer CampBy Kristine Wellesley1. The first week of college is summer camp. The second is back to reality. When I arrived on campus a little over a week ago, I never imagined going from name games to essays in a blink.summer camp:夏令营 arrive on 到达 back to reality:回归现实Imagine doing sth.想象做某事I never imagined going from name games to essays in a blink.2.…… so it never really felt like school until I walked intoGeology on Tuesday morning. Before that, I had been watching movies with other freshmen, exploring—well, really getting lost in the campus, and trying every imaginable ice cream combination at the dining halls. Never…until…(never本身是否定 VS.not…until)Had been过去完成时（以过去为基点，发生在之前的事情）filled with strangers作为过去分词短语修饰room3.And then came the terrible syllabus, something I’ve never used before.化工职业学院第页教案稿纸化工职业学院第页…………………装……………订……………线………………………教案稿纸内蒙古化工职业学院第页职业学院教案首页授课顺序: _3_ 学时: 2 日期:___________ 年 ___ 月_____ 日班级:机电15-4，5，6…………………装……………订……………线………………………教案稿纸化工职业学院第页教案稿纸化工职业学院第页教案稿纸化工职业学院第页。

高一英语必修一ppt课件

Using Language
01
Listening: Through listening materials, understand the English accents and dialects of different countries, and improve English listening skills.
01 Vocabulary
Learn key vocabulary and phrases, master their usage and collocation.
02
Grammar
Review the usage of attributive clauses and noun clauses, and consolidate the learned content through example sentences and exercises.
Reading and writing
Read an article about travel, understand the culture and customs of different countries, and write a travel note to describe your travel experience and feelings.
04 Unit 4 Earthquakes
Warning Up&Reading
Vocabulary
Introduce key vocabulary related to earthquakes, such as episode, magic, and tsunami
Background Information

Noun and Noun Phrase Exercises

Noun and Noun Phrase ExercisesExercise 1: Fill in a suitable noun to complete each of the following sentences:1.Can you describe the car? The police need a full ___________ in order to find it.2.I’ve already arranged for your appointment, and this ___________ cannot bechanged.3.Very few people attended the lecture. The speaker was disappointed at the poor____________.4.It was a very peculiar story. Its __________ made it even more fascinating.5.He expected to win the election, but the vote he got exceeded his ___________.6.There’s no point in arguing about this situation, because this __________ cannever be resolved.7.She usually depends on her husband’s judgement. He enjoys her __________ onhim.8.His furniture design was original. Because of its __________, it won an award.9.That comedian loves to exaggerate. His humour is based on _________ of hismisfortunes.10.The tailor will measure you for the suit. We will keep a record of your ________for future use.11.Drinking water must be pure. Chemicals are added to maintain its _________.12.The scientist persisted in making the experiment. His ________ resulted in thediscovery of a new vaccine (疫苗).13.We can extend your time for two weeks, but no further ________ will be allowed.14.The Senator stated that he would not seek re-election. The newspapers printed his__________ on the first page.15.His contributions to charity were generous. His _________ was appreciated bythose he helped.16.He knocked on the kitchen door. He had been told to deliver the groceries at therear _________.17.The young boy had no friends there. His _________ made him unhappy.18.The professor never remembered where he had left his notes. He was known forhis ____________.19.The children were laughing and having a good time. Apparently their lives werefilled with __________.20.Although the newspapers described the crisis, many people underestimated the__________ of the world situation.Exercise 2: Correct errors, if any, in the following sentences:1.The scholars met once a year to exchange experiences.2.Foreign ships are not allowed to fish in our territorial water.3.I went to the doctor for an advice about my health.4.The letter contained an important information.5.In the afternoon I did some baby-sittings, for it is a fun looking after children.6.The congregation was not numerous that night, but they seemed to be listeningattentively to my lecture.7.Poultries are dear in the city.8.The board of director is shaking heads at the chairman’s speech.9.The militias were called out to guard the borderland.10.Such brilliant authors are really genii of our times.11.The merchandises have arrived undamaged.12.On hearing the death of my professor, I sent my sympathy.13.He is relating to the children his experience as explorer.14.The Middle Ages was a time of feudal rivalries.15.The clipping of the hedges was usually burnt.16.There were some looker-ons by the roadside, but they didn’t inform the police ofthe accident.17.I like to stay long in the park. The green foliages are really restful.18.In the garden she took a lot of photography.19.We will have to finish a 12-pages assignment in a week.20.Luggages are not allowed to be left here.Exercise 3: Multiple choice1.To the dinner party all her _______ were invited.A. relationB. relationsC. a relationD. the relations2. We do not do much _______ with him.A. commerceB. businessesC. businessD. enterprise3. The house built of _______ was once used as a warehouse.A. stoneB. stonesC. a stoneD. some stones4. Some ______ were seen loafing in the street.A. youthB. few youthC. more youthD. youths5. The effort and expense needed for this project bore _______.A. no relationsB. some relationsC. no relationD. a relation6. This will please _______.A. the eyesB. eyesC. the eyeD. people’s eyes7. Hainan Province has _______.A. too many summersB. too much summerC. long summerD. much summer8. Please give _______ to what he has to say.A. a earB. earsC. your earsD. ear9. He was not _______ to admit his mistakes in public.A. man enoughB. enough manC. a man enoughD. enough a man10. There is ________ on the menu today.A. a lambB. lambC. the lambD. something of a lamb11. He was ________ to tell the truth.A. too much of a cowardB. too much cowardC. a coward enoughD. enough of coward12. The soup tastes of _______.A. onionsB. an onionC. the onionD. onion13. The play was produced before _______ all over the country.A. a large audienceB. large audiencesC. large audienceD. the large audiences14. He is _______ than his brother.A. more sportsmanB. more of a sportsmanC. sportsman enoughD. enough of a sportsman15. This action is ________ as I expected.A. enough of a successB. more of a successC. as much of a successD. as much success16. That man is not ________.A. enough scholarB. much of a scholarC. much scholarD. enough of scholar17. That guy was ________ than I thought.A. as much of a foolB. enough of a foolC. fool enoughD. less of a fool18. There is _______ on your nose.A. an eggB. the eggC. eggD. eggs19. He is _______.A. something of a poetB. anything of a poetC. something of the poetD. anything of the poet20. The girl was a little of _______.A. the coquetteB. a coquetteC. coquetteD. coquettesGenitive Noun ExercisesExercise 4 : Improve the following sentences where necessary :1.The table’s leg is broken.2.Mary’s and John’s house is on the corner.3.Mrs Taylor has completed a study on bird’s nests.4.The Dean will be able to solve the problem of the student.5.The meeting will be held at the Joneses house.6.That tray is not ours; it’s the one we gave the Harrises.7.He was not driving Charle’s car but someone elses’.8. A town goes through many crises in ten years time.9.The product’s effectiveness will be proved by their performance.10.This weeks’ news is somewhat more hopeful than the last two week’s.11.A sensitive person is aware of other’s problems.12.They two are aware of each others’ worries.13.The house of my brother and sister-in-law was damaged in the fire.14.The friend of my father’s called this morning.15.A wheel of the car’s was broken.16.That boyfriend of Jane’s is really a coward.17.The wives of the baseball’s players often see the games.18.This shop sells women clothing only.19.My brother was interested in the long poems of Milton’s.20.Those new shoes of you look very smart.。

英语专业语法书Lecture 4 Noun and Noun__ Phrase

Lecture 4Noun and Noun PhraseAs has been pointed out, the noun phrase is a phrase with a noun as its head. It is the noun head that determines the way the noun phrase is organized.4.1 Classification of nounsNouns can be classified according to word formation, lexical meaning and grammatical form.I) Simple, compound and derivative nounsAccording to word formation, nouns can be divided into simple, compound and derivative nouns. A simple noun is a noun that contains only one free morpheme (eg: man, chair, land, faith). A compound noun is a noun that is composed of two or more morphemes (mostly free morphemes) (eg: armchair, farmland, seaside, roommate). A derivative noun is a noun that comes from a verb, an adjective or a simple noun with affix (eg: arrangement, greatness, patriotism).2) Proper and common nounsAccording to lexical meaning, nouns fall into two major categories: proper nouns and common nouns. A proper noun is a name used for a particular person, place or thing, and spelt with a capital letter, (eg: Anderson, Britain, New York Times). A common noun is a noun common to a class of people, things or abstract ideas. Common nouns can be further classified into individual, co1lective, material, and abstract nouns (eg: boy, tiger, family, team, water, air, honesty, glory).3) Count and noncount nounsAccording to grammatical form, nouns can be divided into two classes: count nouns and noncount nouns. A count noun (or countable noun) is a noun that has a plural and which can collocate with numbers and with such determiners as a(n), many, few, these, those, several, etc (eg: a car, two cars, many cars, several cars),. A noncount noun (or uncountable noun) is a noun that cannot go with theabove-mentioned words (eg: bread, furniture, merchandise) .4.2 Number forms of: nounsNUMBER is a grammatical category that indicates the change in the form of nouns and verbs, depending on whether one or more than one is talked about. Some English nouns have singular and plural forms, and some have not.1) Number forms of individual nounsIndividual nouns are all countable and therefore have singular and plural forms. The singular form of an individual noun, which shares the same form as the base of the word, can take such determiners as a (n) and one (eg: a / one desk, an / one article,. The plural form of an individual noun can be regular or irregular. The regular plural is formed by adding -s or -es to the base (eg: days, houses, donkeys, tomatoes, boxes,churches, brushes, classes, babies, countries, loaves, wives, etc.), while the irregular plural is not formed in the above way but by other means such as by changing the internal vowel or by changing the ending of the noun (eg: tooth--teeth, man--men, mouse-mice, child-children, ox-oxen).2) Number forms of collective nounsSome collective nouns are countable, some are not. Countable collective nouns behave just like individual nouns. An uncountable collective noun has no plural form. If we want to count the number, we will have to use a kind of individual noun related semantically to the collective (eg: a piece of furniture, two articles of equipment). There is also a kind of collective noun which can be used either in the singular or in the plural sense. When viewed as a single unit the collective is singular in meaning and is to be followed by a singu1ar verb. When, on the other hand, the noun is used to refer to the individuals that form the collective, it is plural in meaning and should be followed by a plural verb.3) Number forms of material nounsMaterial nouns are generally uncountable and have no plural forms. But there are some such items that can be used either uncountably or countably. When used to mean the material itself, they are uncountable, but when used in other senses, for example, two coffees in the sense of "two cupfuls of coffee", they are countable, behaving just like individual nouns. There are also material nouns that can take plural endings, for example, sands / waters in the sense of "large expanse of sand or water" and foods / fruits in the sense of "a variety of food or fruit"; these nouns, though ending in' -s, remain uncountable.4) Number forms of abstract nounsAbstract nouns are mostly uncountable. They cannot take such determiners as a(n) / one or plural forms. But there are a few abstract nouns (eg : "a victory", "two victories" ) that are countable like individual nouns. There are also abstract nouns that have plural endings but which are uncountable. We can say, for instance, "He is in financia1 difficulties", but not "*He is in several difficulties." In the case of some abstract nouns, the mere addition of a plural ending has the effect of changing the meaning of the base. For instance, the word experience in "We meet once a year to exchange our teaching experience" is used in the sense of "经验", while the plural form experiences means "经历" in "We told each other our experiences in foreign countries". Some abstract noncount nouns have semantically related individual nouns as their countable equivalents. This is clear when we use photos or photographs instead of photography to express the idea of "taking a lot of pictures".5) Number forms of proper nounsProper nouns are unique in reference and therefore have no- plural forms, except for such proper names as the United States, the Philipines, the Netherlands, etc which are themselves plural in form. When a proper noun takes a plural ending, it takes onsome characteristics of a common noun, eg:Have you invited the Browns?There are two Miss Smiths / Misses Smith in our class.4.3 PartitivesPartitives, also called unit nouns, are commonly used to denote a part of a whole or the quantity of an undifferentiated mass. Both count and noncount nouns can enter partitive constructions. With plural count nouns, partitive constructions can denote the idea of "a group", "a pack", etc. With noncount nouns, such constructions can achieve countability. Partitives fall into the following categories:1) General partitivesWith noncount nouns the expression of quantity can be achieved by means of certain general partitives, particularly piece, bit, article, and item, followed by an of-phrase, eg:a piece of advicea bit of troublean item of newsan article of furnitureseveral pieces of bread three items of news2) Partitives related to the shape of thingsThere are partitives that are semantically related to the shape of things and whose power of collocation is, therefore, quite limited, eg:a cake of soapa bar of chocolatetwo ears of comten head of cattle / cabbage3) Partitives related to volumeA third class of partitives are those that are semantically related to volume, and all of which are common nouns. They can freely collocate with related noncount nouns, eg:a bottle of ink / oiltwo bowls of rice several pails of watera glass of beer4) Partitives related to the state of actionThe use of these partitives is limited to certain set phrases, eg:a fit of anger / coughing / laughter / fevera peal of applause / laughter / thundera flash of hope / light / lightninga display of courage / force / power / skill / fireworks5) Partitives denoting pairs, groups, flocks, etcThese partitives commonly occur with plural count nouns, eg:a pair of shoes / scissors / trousersa flock of birds / chickens / sheep / goatsa herd of elephants / cattlea swarm of pees / flies / animals / peoplea troupe of actorsa gang of hooligans / criminals a pack of lies / cards / thieves a bench of judges keys to the exercisesEx. 4A1.description2.arrangement3.attendance4.peculiarity5.expectation6.argument7.dependence 8.originality9.exaggeration10.measurement11.purity12.persistence13.extension14.statement15.gel1erosity16.entrance17.loneliness18.forgetfulness19.happiness20.seriousness名词一、名词概述名词表示人、事物、地点或抽象概念等的名称。

五年级上册英语第二单元单词讲解

第一部分：Introduction1.1 Title: Explanation of Vocabulary in the Second Unit of the Fifth Grade English Book1.2 Background: In the second unit of the fifth grade English book, there are many new words and phrases appearing for the first time. It is crucial for students to have a deep understanding of these words in order to improve their English language skills.第二部分：Introduction to New Words2.1 Word 1: Adventure- The word "adventure" is a noun, which means an exciting or unusual experience. For example, "Going on an adventure in the jungle was both frightening and exhilarating."- It is important for students to understand the meaning of "adventure" as it is amon word used in English literature and d 本人ly conversations.2.2 Word 2: Brilliant- "Brilliant" is an adjective that describes something or someone as extremely intelligent, talented, or impressive. For instance, "She received a brilliant score on her test."- Understanding the word "brilliant" is essential for students to accurately describe people, objects, or situations in English.2.3 Word 3: Discover- The verb "discover" means to find, learn about, or notice something for the first time. For instance, "The scientists discovered a new species of butterfly in the r本人nforest."- It is important for students toprehend the meaning of "discover" as it is frequently used in scientific, historical, and geographical contexts.2.4 Word 4: Excitement- "Excitement" is a noun that refers to a feeling of enthusiasm, eagerness, or joy. For example, "The children's excitement was palpable as they w本人ted for the magician to perform."- Understanding the word "excitement" is crucial for students to express their emotions and feelings in English.2.5 Word 5: Journey- The word "journey" is a noun that denotes the act of traveling from one place to another. For instance, "The family embarked on a long journey across Europe."- It is essential for students to grasp the meaning of "journey" as it is frequently used in literary works and real-life travel experiences.第三部分：Phrases and Expressions3.1 Phrase 1: On the other side of the world- This phrase indicates a location that is extremely distant, usually in a different continent or hemisphere. For example, "Australia is on the other side of the world from us."- Students need to understand the meaning of "on the other side of the world" in order to accurately describe faraway places.3.2 Phrase 2: Look forward to- The phrase "look forward to" expresses anticipation or excitement for something that is about to happen. For instance, "I look forward to seeing you at the party."- It is important for students toprehend the usage of "look forward to" as it ismonly used in both formal and informal English conversations.3.3 Phrase 3: Set off- "Set off" is a phrasal verb that means to begin a journey or start a trip. For example, "We set off for our vacation early in the morning."- Understanding the meaning of "set off" is crucial for students to use phrasal verbs appropriately in English sentences.第四部分：Exercises and Practice4.1 Vocabulary Practice- In order to reinforce the understanding of the new words and phrases, students can engage in vocabulary exercises such as matching the words with their definitions, using the words in sentences, or creating synonyms and antonyms for the words.4.2 Reading Comprehension- Students can be provided with a short passage or story cont本人ning the new words and phrases. After reading the passage, they can answer questions about the meaning and usage of the words in context.4.3 Speaking and Writing Activities- To further enhance their language skills, students can participate in speaking and writing activities where they need to incorporate the new words and phrases into conversations, dialogues, descriptions, orpositions.第五部分：Conclusion5.1 Summary: The second unit of the fifth grade English book introduces several new words and phrases that are essential forstudents toprehend in order to improve their English language proficiency.5.2 Importance: It is crucial for students to have a deep understanding of the new vocabulary words and phrases as they are foundational for building a strong English languagepetency.Overall, by providing thorough explanations, examples, and practice activities, students can grasp the meanings and usage of the new words and phrases, ultimately enhancing their language skills and proficiency in English.。

高中英语25篇语法填空

高中英语25篇语法填空Grammar is the foundation of language proficiency. It provides the structure and rules that govern how words are combined to form meaningful sentences. In the context of high school English education, grammar exercises, particularly cloze tests, play a crucial role in reinforcing and evaluating students' understanding of these linguistic principles. This essay will explore 25 high school English grammar cloze exercises that can effectively enhance students' grasp of essential grammatical concepts.1. Subject-Verb Agreement: This exercise tests the student's ability to identify the correct verb form that agrees with the subject of the sentence. For example, "The team ___ practicing for the big game." (is/are)2. Pronoun-Antecedent Agreement: Students must choose the appropriate pronoun that correctly refers to the noun it replaces. For instance, "The students completed ___ homework assignment." (his/their)3. Verb Tense: Exercises in this category assess the student's understanding of verb tenses and their proper usage in different contexts. "By the end of the year, the students ___ all the required reading." (will complete/will have completed)4. Parallel Structure: These exercises challenge students to recognize and construct sentences with consistent grammatical patterns. "She enjoys swimming, hiking, and to bike." (to bike/biking)5. Adjective or Adverb: Students must distinguish between the correct use of adjectives and adverbs in sentences. "She performed the task ___ well." (good/well)6. Preposition Usage: Exercises in this category test the student's understanding of appropriate preposition selection. "The book is ___ the table." (on/in)7. Sentence Structure: These exercises focus on identifying and correcting issues with sentence structure, such as run-on sentences or sentence fragments. "Although it was raining the students went outside." (fragment/run-on)8. Modifier Placement: Students must recognize the proper placement of modifiers within a sentence. "The large, friendly dog wagged its tail." (misplaced modifier)9. Passive Voice: Exercises in this category require students to transform active voice sentences into their passive voice counterparts. "The team won the championship." (The championship was won by the team.)10. Idioms and Expressions: These exercises assess the student's familiarity with common English idioms and expressions. "She was ___ for a loop when she heard the news." (caught/thrown)11. Conjunctions: Students must select the appropriate conjunctions to connect clauses or ideas within a sentence. "She studied hard ___ she still didn't pass the exam." (but/and)12. Possessive Forms: Exercises in this category focus on the correct use of possessive nouns and pronouns. "The ___ book is on the desk." (student's/students')13. Comparative and Superlative Adjectives: Students must identify and use the correct form of adjectives to make comparisons. "This is the ___ project I have ever completed." (more difficult/most difficult)14. Gerunds and Infinitives: These exercises test the student's understanding of when to use gerunds (verb + -ing) or infinitives (to + verb) in a sentence. "She enjoys ___ the piano." (play/playing)15. Pronoun Case: Exercises in this category assess the student's ability to use subjective, objective, and possessive pronouns correctly. "Between you and ___, we should study together." (I/me)16. Restrictive and Nonrestrictive Clauses: Students must distinguish between essential and nonessential clauses and punctuate them accordingly. "The student who completed the assignment on time received an A." (no commas/commas around "who completed the assignment on time")17. Conditional Sentences: These exercises focus on the proper construction of different types of conditional statements. "If I ___ more time, I could have finished the project." (had/would have)18. Determiners: Exercises in this category test the student's understanding of using articles (a, an, the) and other determiners (this, that, some, any) correctly. "___ students in the class passed the exam." (The/Some)19. Noun-Modifier Agreement: Students must ensure that the noun and its modifier(s) agree in number. "The ___ students arrived at the field trip." (large/larger)20. Parallelism in Lists: These exercises require students to maintainconsistent grammatical structure when listing items or ideas. "She enjoys reading, writing, and to paint." (to paint/painting)21. Relative Clauses: Exercises in this category assess the student's ability to use relative pronouns (who, which, that, etc.) to connect clauses. "The book ___ I borrowed from the library is very interesting." (that/which)22. Passive Voice with Modals: Students must transform active voice sentences with modal verbs (can, should, must, etc.) into their passive voice counterparts. "The teacher must grade the essays." (The essays must be graded by the teacher.)23. Adverb Placement: These exercises focus on identifying the correct placement of adverbs within a sentence. "The student quickly finished the test." (quickly/the student finished the test quickly)24. Compound and Complex Sentences: Exercises in this category test the student's understanding of combining independent and dependent clauses to create more sophisticated sentence structures. "Although it was raining, the game was played." (fragment/complex sentence)25. Apostrophe Usage: Students must recognize the proper use of apostrophes to indicate possession or contractions. "The dogchewed on the childs toy." (child's/children's)These 25 high school English grammar cloze exercises cover a wide range of essential grammatical concepts, from subject-verb agreement and pronoun usage to sentence structure and idioms. By engaging in these targeted exercises, students can develop a deeper understanding of the rules and patterns that govern the English language, ultimately enhancing their overall language proficiency and communication skills.。

L4 Noun & Noun Phrase

Lecture 4 Noun & Noun phrasesI. 名词的分类1)根据构词法可分为:简单名词(Simple Noun) boy, girl, chair, table etc.复合名词(Compound Noun) boyfriend, armchair etc.派生名词(Derivative Noun) boyhood, ability, friendly2) 根据词汇意义可分为:普通名词(Common Noun):是表一类人或东西或是一个抽象概念的名词: book，sadness,专有名词(Proper Noun):是表某个（些）人，地方，机构等专有的名称: Mary, Beijing，China.3) 根据语法功能可分为:可数名词(Countable Noun):有单复数形式不可数名词（Uncountable Noun）:一般没有单复数之分,但有时以复数形式表不同的意义. 普通名词又可分为以下四类:a）个体名词（Individual Nouns）：表示某类人或东西中的个体：gun，poem, policeman…b）集体名词（Collective Nouns）表示若干个个体组成的集合体：poetry, family, police…c）物质名词（Material Nouns）：表示无法分为个体的实物：air, snow, bread, rice…d）抽象名词（Abstract Nouns）：表示动作、状态、品质、感情等抽象概念: work, education …II. 名词及名词词组的句法功能:名词词组的结构模式:(限定词)+(前置修饰语)+名词+(后置修饰语) (P.55)它可以充当除谓语动词以外的各种成分:1)主语:2)主语补语(表语)3)宾语(动词宾语和介词宾语)4)宾语补语5)同位语6)状语: He returned home last night.7)连词: She called her parents the moment she reached the hotel.Do exercise on P.56-57III. 名词的数(Number) 可数名词有单数和复数之分复数形式有规则复数Regular Plural与不规则复数Irregular Plural1.规则复数变化法则如下:情况构成方法读音例词1.一般情况加-s 1.清辅音后读/s/; map-maps2.浊辅音和元音后读/z/;bag-bags, car-cars2. 以s,sh,ch,x等结尾的词加-es读/iz/bus-buses, watch-watches3. 以ce,se,ze,(d)ge等结尾的词加-s读/iz/license-licenses4. 以辅音字母+y变y 为i结尾的词再加es读/z/baby—babies5. 以o结尾的词部分加es, 读/z/ potatoes, echoes, heroes,大多数加s vetoes, tomatoes, torpedoes, Negroes6. 以-f,-fe 少数先变f,fe为v lives, halves, shelves, calves, 结尾的名词再加es,大部分加s 读/vz/ thieves, selves, knives, leaveswolves, loaves2.复数不规则变化有以下规则: P.601)通过内部元音变换等方式构成feet, men, women, geese, mice, children, teeth, oxen, lice(虱子)…note:注意与man 和woman构成的合成词，其复数形式也是-men 和-women。

英语词性的分类和用法详细讲解

4以s结尾,仍为单数的名词,如：
maths,politics,physics等学科名词,为不可数名词,是单数.news 是不可数名词.
找规律
要点考点聚焦
NOUN.
flower
flowers
watches
factory-factories
boxes
leaf -- leaves
找规律
NOUN. 要点考点聚焦
通常,形容词性物主代词相当形容词的用法,应该位于名词的前面；名词性物主代词相当于形容词性物主代词+名词,之后不接名词.
Eg. I like his car.
Our school is here and theirs is there.
This is your picture. And that is mine.
2单复同形如： deer,sheep,fish,Chinese,Japanese 3集体名词,以单数形式出现,但实为复数.
名词复数的不规则变化
如： people police cattle 等本身就是复数,不能说 a people,a police,a cattle,但可以说a person,a policeman,a head of cattle, the English,the British,the French,the Chinese,the Japanese,the Swiss 等名词,表示国民总称时,作复数用.
其它名词复数的规则变化
1> 以y结尾的专有名词,或元音字母+y 结尾的名词变复数时,直接加s变复数：如：two Marys the Henrys monkey---monkeys holiday---
holidays 2> 以o 结尾的名词,变复数时： a. 加s,如： photo---photos piano---pianos radio---radios zoo--zoos； b. 加es,如：potato—potatoes tomato—tomatoes 3> 以f或fe 结尾的名词变复数时： a. 加s,如： belief---beliefs roof---roofs safe---safes gulf---gulfs； b. 去f, fe 加-ves,如：half---halves

高二英语动词不定式和动名词用法区别练习题20题

高二英语动词不定式和动名词用法区别练习题20题1<背景文章>Learning English can be a challenging but rewarding experience. One of the areas that many students find confusing is the use of infinitives and gerunds. Take Tom for example. When he started learning English, he was constantly puzzled by when to use an infinitive and when to use a gerund. For instance, he didn't know whether to say "I enjoy to read books" or "I enjoy reading books". He spent a lot of time studying grammar books and doing exercises to understand the difference. Slowly but surely, he began to grasp the nuances. He realized that some verbs are followed by infinitives, like "want to do something", while others are followed by gerunds, such as "enjoy doing something".1. Tom was confused about ___.A. the use of nounsB. the use of infinitives and gerundsC. the use of adjectivesD. the use of prepositions答案：B。

(完整版)新世纪大学英语(第二版)综合教程第一册UNIT1~UNIT4习题答案

（完整版）新世纪大学英语（第二版）综合教程第一册UNIT1~UNIT4习题答案Unit 1 > Key to Book ExercisesListen and RespondTask One Focusing on the Main Ideas1 Choose the best answer to complete each of the following sentences according to the information contained in the listening passage.1) In this monologue (独白) the speaker mainly talks about ________.A) stories about college lifeB) the life of college freshmenC) carefree life of college studentsD) differences between college and high school2) According to the speaker, the freshman experience will ________.A) enable students to find true friendshipB) leave a deep impression on every studentC) decide what a student can do in the futureD) teach students the importance of responsibility2 Read the following statements and then decide whether each of them is true or false based on the information contained in the listening passage. Write T for True and F for False in the space provided before each statement.1) T Freshman experience is an unforgettable experience to college students.2) F Students will feel just as comfortable in their first year at college as in their previous years when they were in high school or back at home. (Students will be away from the comforts and friendships their home provided for them over the previous years.)3) T Students are able to find very good friends at college.4) T Learning to be responsible for oneself at college is very important.5) F Freshmen should not be concerned with their future careers. (During the freshman year, students may start thinking about their future. A certain professor, some ongoing school research programs, or a specific area of study, etc. could all be the factors that may influence students’ future careers.)Task Two Zooming In on the DetailsListen to the recording again and fill in each of the blanks according to what you have heard.1) The freshman year at college is, generally speaking, a time filled with anticipation , some anxiety, and wonderful discoveries .2) The workload will be heavier and the major challenges of college work are a large amount of reading and writing and the short deadlines .3) College Friendship will be among the most satisfying and long-term of one’s life. It’s always exciting to discover how wonderfully diverse college relationships can be.4) Students should remember that they are at college with an anticipated mission : they shouldn’t waste time on meaningless things .5) Going to college is not just to get a degree: it is to find out who you really are and what you are really made for .↑返回顶部Read and Explore / Text ATask One Discovering the Main Ideas1 Write down the main idea of the following paragraphs in the space provided.1) Para 2:Top students attain academic excellence by mastering a few basic principles that others can easily learn.2) Para 3:Top students learn to be organized.3) Para 4:Top students know how to schedule their time properly.4) Para 5:Top students are very serious about school and very active in class.5) Para 6:Students benefit from group study.2 Read the following statements and then decide whether each of them is true or false based on the information in the text. Write T for True and F for False in the space provided before each statement. 1) T Being bright does not necessarily make one a straight-A student.2) T A top student knows how to balance between what is more important and what is less important.3) F One student thinks that learning a new word while brushing his teeth helps him learn the new word best.(The student does so in order to save time.)4) T A messy student may waste a lot of time.5) F Professors may concentrate more on the neatness of an assignment than on its content.(The student who turns in neat work is a step closer to a high score.)6) T Students benefit more from group study than from individual study.7) F Pressure from parents is good for students.(Encouragement rather than pressure from parents helps students a lot.)3 Summarize the basic principles that top students master and apply in their studying and put them down in the space provided.Basic Principles That Top Students Master and Applya. set prioritiesb. study anywhere or everywherec. study at one’s preferred timed. be consistentTask Two Reading Between the LinesRead the following sentences carefully and discuss in pairs what the author intends to say by the italicized parts.1) … it is far more important for a student to know how to make the most of his or her innate abilities. (Para. 1)Being bright doesn’t necessarily make a student a top student. What is of more importance is that he / she learns how to make the best use of the abilities that he / she is born with.2) The students at the top of the class attain academic excellence by mastering a few basic principles that others can easily learn. (Para. 2) Anyone can be a top student if he / she adopts some basic principles that are not difficult to learn.3) According to one professor, the student who turns in neat work is already on the way to scoring an A. (Para. 5)One professor said that the student who turns in a piece of neat work is likely to get a very good score.Task Three Voicing Your ViewsWork in groups of threes or fours and discuss the following questions.1) Do you know any other secrets towards academic excellence besides those mentioned in Text A? If so, share them with your classmates.Other possible secrets are:find out the learning strategies that best suit oneself;consult more references;do extra reading;take a short break when tired; etc.2) Which is more important to you on your way towards academic excellence, intelligence or diligence (勤奋刻苦)? Why do you think so?Some students will opt for intelligence because some people hold that one can’t be a top student if he / she is not bright enough. Other students may say that diligent work always pays off.3) Do you think parental influence is a very important factor in a child’s academic excellence? Why or why not?Most people will say that good parental influence usually has positive effects on the children because parents are role models and first teachers of their children.4) Do you often participate in group study? Why or why not?People are sometimes divided on this question. Most people are positive towards group study because they learn better by discussing homework and problems together. Some may be negative toward group work, as they feel they are most efficient when studying alone. The attitude toward group work has been proven to be related to one’s personality.↑返回顶部Read and Explore / Text BChecking Your VocabularyWord DetectivePlay detective and find the required word or phrase in Text B according to the clues given. Then, make at least two sentences with each of the words or phrases you have found. The number of the paragraph in which the target word or phrase appears is given in brackets.1) A verb meaning “to ask in payment”: (Para. 1)Write down the target word here: chargea. The shop doesn’t charge for delivery.b. They charge a heavy tax on imported wine.2) A noun meaning “a person of the same age, class, position, etc. as oneself”: (Para. 1)Write down the target word here: peera. The opinions of his peers are more important to him than his parents’ ideas.b. Children tend to be influenced by peer pressure.3) A phrase meaning “to arrive at a particular state or position”: (Para. 2) Write down the target phrase here: come toa. The two brothers quickly came to blows during their quarrel.b. All this sex and violence on the TV — what is the world coming to?4) A noun meaning “an amount of money that a person, business, etc. borrows, especially from a bank”: (Para. 2)Write down the target word here: loana. How soon do you have to pay off the loan?b. Jim took out a loan to pay for his car.5) A noun meaning “the total produced when numbers, amounts, etc., are added together”: (Para. 2)Write down the target word here: suma. I had to spend a large sum of money to have my damaged car repaired.b. The company was sold for an undisclosed sum.6) An adjective meaning “involving the use of imagination to produce new and original ideas or things”: (Para. 9)Write down the target word here: creativea. A creative person has the ability to invent and develop original ideas, especially in the arts.b. This job is so boring. I wish I could do something more creative.7) A verb meaning “to make sb. feel it necessary to do sth., especially because of a se nse of duty”: (Para. 10)Write down the target word here: obligatea. He felt obligated to visit his parents every weekend.b. Do you feel obligated to see your teacher who is now in the hospital?2 Match the words in Column A with the meanings in Column B. Put the corresponding letter in the blank after each word.Column A Column B1) project b a. difficult to deal with; not easy2) unique e b. a piece of work that needs skill, effort, and careful planning3) tough a c. being expected to happen at a particular time4) due c d. (a feeling of) nervous anxiety, worry, or pressure5) tension d e. being the only one of its type6) solution f f. answer to a problem, question, difficulty3 Rewrite each of the following sentences with a phrase that appears in Text B. Focus on the italicized parts. The number of the paragraph in which the target phrase appears is given in brackets.1) Don’t worry. He might accept our suggestion if someone tries to influence him properly. (Para. 1)Don’t worry. He might accept our suggestion if someone works on him properly.2) He is studying French as the chief subject at the university. (Para. 9)He is majoring in French at the university.3) Sandra was determined to become a doctor and after 10 years her persistence (坚持不懈) became successful and profitable. (Para. 9) Sandra was determined to become a doctor and after 10 years her persistence paid off.4) Of course I admire her —in spite of everything, she is a great politicia. (Para. 10)Of course I admire her — after all, she is a great politician.5) The story of Linda and Barbra in Text B is symptomatic of all the pressures combined. (Para. 13)The story of Linda and Barbra in text B is symptomatic of all the pressures put together.6) May I draw your attention to the fact that if we don’t leave now we shall miss the bus? (Para. 16)May I point out that if we don’t leave now we shall miss the bus?Checking Your Comprehension1 Answer the following questions with the information contained in Text B.1) What does the writer mean by “brutal economy”?Para. 2 in the text provides the answer. Studying at college means a huge sum of money to pay for tuition, room and board, books andmany other expenses. A student may have a loan of up to $5,000 when he graduates, and this same student has to work both part-time and full-time whenever possible at college.2) Why are humanities courses not popular with parents?Parents want to make sure that their children have a secure future and they don’t think that humanities subjects with no “practical” value will pay off.3) What are the possible reactions of a student who suffers from peer pressure?Examples of possible reactions include:a. always thinking other students are brighter and study harder;b. studying at the library as late as possible;c. doing homework till early morning;d. getting into a panic when exams are approaching and papers are due;e. getting sick and stuck;f. oversleeping due to tiredness; andg. doing more than expected.4) Who can help to free students from the pressures they suffer from? Professors, parents, and friends can help to free students from the pressures they suffer from, but it is the students themselves who should relieve themselves of the pressures.5) Explain in your own words why, according to the text, economic pressure is closely connected with parental pressure, and peer pressure with self-induced pressure.a. Students normally find it hard to cope with different kinds of fees at college without parental help. However, when students do get financial help from their parents, they will feel obligated to follow their parents’ advice, sometimes against their own will, because after all, their parents are paying all their expenses at college.b. When a student thinks that his / her peers are brighter and study harder, he / she will push himself / herself more, which will in turn induce more pressure on himself / herself.2 Read the following statements and then decide whether each of them is true or false based on the information in the text. Write T for True and F for False in the space provided before each statement. 1)T Without parental help, a student may be expected to have a large loan to pay back after graduation.2) F Many students dream of becoming dentists.(Many students don’t want to take pre-medical courses. So they go off to their labs as if they were going to see a dentist.)3)T Knowledge in the humanities can help create leaders in all general fields.4)T Lawyers, doctors and businessmen usually earn more than most of other people.5) F Students who finish an assignment up to requirements will be given the same credits as those who have done more.(When most students are doing more than they are expected to, those who are doing normal work can be perceived as not doing well.)3 Listed in the left column are the four pressures faced by college students and in the right column are causes or consequences linked to the pressures. Relate the causes or consequences to the types of pressure by following the example given. Some causes or consequences can be related to more than one type of pressure.Types of Pressure Causes or ConsequencesA. economic pressure ( a, d )B. parental pressure a. loans to payb. taking some courses unwillinglyc. taking courses with “practical value”( b, c )C. peer pressure( e, f, g )D. self-induced pressure ( e, f, g )d. heavy tuition fees, expenses on rooms and bookse. thinking some fellow students are working harderf. staying in the library till very lateg. doing more work than required4 Read the following sentences carefully and discuss in pairs what the author intends to say by the italicized parts.1) But there are no villains; only victims. (Para. 1)Nobody is to blame for the pressures college students are suffering; all involved are victims.2) They go off to their labs as if they were going to the dentist. (Para. 4) Many students who are taking pre-medical courses don’t like this major at all.3) They are caught in one of the oldest webs of love and duty and guilt. (Para. 9)Parents and children are trapped in an age-old struggle between feelings of love, duty and guilt arising out of their different outlooks.4) “Will I get everything done?” (Para. 13)The student is totally worn out and has become suspicious of his / her own ability.5) Pity the poor student who is still just doing the assignment. (Para. 15) The students who just fulfill what they are asked to do are put at a disadvantaged position.6) The tactic works, psychologically. (Para. 16)Teachers are likely to give a higher credit to students who do more than expected.↑返回顶部Optional Classroom Activities1 Sit in groups of threes or fours and discuss each of the following questions.1) Do college students in China suffer from the same pressures mentioned in Text B? Are there any differences?Most students perhaps will say “yes” to this question as the four kinds of pressure mentioned in the text are also felt by Chinese university students. The only significant difference, perhaps, lies in the fact that Chinese university students enjoy more financial support from their parents than their American counterparts.2) What is your major? Who chose this major, you or your parents? Are you happy with your major so far? Give reasons.Answers will vary depending on who the student is and what family background he or she comes from.3) Are you working part time while being a full-time student? If so, why are you working part time? If not, do you think it’s good to work part time while being a full-time student?Some students in China are working part time while being full-time students. Some work because they need money to cover their expenses at college; some work because they think working experience is important for them.2 Sit in groups and discuss with your classmates the learning methods effective in achieving academic excellence you agree with. Write down your answers in the space provided in the following table.Learning Methods Effective in Achieving Academic Excellencea. master and apply basic principlesb. be organizedc. schedule one’s timed. treat every assignment seriously and participate in classe. join in group studyf. do supplementary readings…3 Learning styles are different from person to person. Some people prefer to study individually while others prefer to study collaboratively (合作地), that is, in a group. What are the advantages and disadvantages of each? Discuss this question in groups and put down your answers in the space provided.Advantages of Studying Individually Disadvantages of StudyingIndividuallya. better concentrationb. at one’s own pacec. can study any time and anywhere …a. with no one to share ideas and ask questions b. may feel bored sometimesc.…Advantages of Studying Collaboratively Disadvantages of Studying Collaborativelya. discuss problems together and hence achieve better understandingb. enjoyable to work with someone elsec.…a. possible distractionsb. may not be time-effective sometimesc.…↑返回顶部Enhance Your Language Awareness Words in Action2 In the box below are some of the words you have learned in this unit. Complete the following sentences with them. Change the form where necessary.1) Rules and regulations should be strictly followed; no one is supposed to compromise on safety standards.2) She can’t blame others. She must pay for her self-induced blindness.3) He steered the boat carefully between the rocks.4) An examiner must have some knowledge in testing; otherwise he cannot frame his questions clearly.5) His last remark demonstrated his lack of knowledge on this subject.6) Finally the police had to employ force to break up the crowd.7) He claims that the new teaching approach helps to promote students’ creative ability.8) The teachers were most impressed by your performance in the exam. You scored 98 marks whereas most of your classmates failed.9) Among all the workers interviewed every one agreed that Martin had made an important contribution to the company’s success.10) I know you did it deliberately , just to annoy me.11) We should try our best to help those who are in financial difficulty and cannot pay their tuition fees on time.12) The fast economic growth of our country has attracted the attention of many economists (经济学家), who all think that it is a miracle.3 In the boxes below are some of the expressions you have learned in this unit. Do you understand their meanings? Do you know how to use them in the proper context? Now check for yourself by doing the blank-filling exercise. Change the form where necessary.1) Being a mother of two young kids, Sarah always makes a point of spending as much time as she can with them.2) I looked up the word in the dictionary to refresh my memory of its exact meaning.3) The chairman warned yesterday that a pay rise for teachers would lead to job cuts.4) Realizing that his retirement (退休) was near at hand , he looked for some additional income.5) The famous actor keeps fit by working out for an hour every morning.6) She is constantly under pressure and it is affecting her health.7) Last but not least , I would like to thank all the people who have given us unselfish assistance throughout these years.8) We’ve been trying to get back to you, Tom, but we think we took your number down incorrectly.9) In addition to giving a general introduction to computer science, the course also provides practical experience.10) All the students were involved in making costumes and scenery for the show.11) It was a perfectly ordinary day; in other words , I went to work and came home as usual.12) Critics pointed out that the prince, on his income, should be paying tax.13) Don’t say it is profitless to do this. The effort will pay off in the long run.4 Fill in the blanks with words listed in the box below. Change the form where necessary. Then rearrange the given letters to form two words related to college life and complete the final sentence with the two words.1) All the students in my class s c o r e d well in the quiz this time.2) The meeting is s c h e d u l e d for Thursday.3) I’ve been a s s i g n e d the job of looking after the new students.4) We’ve got to try and m o t i v a t e our salesmen.5) The success of this experiment is c r u c i a l to the project as a whole.6) New efforts are needed to p r o m o t e the cause of world peace.7) Our team p e r f o r m e d very well in the match yesterday.8) How to solve this problem is still a matter of d e b a t e.9) I s c a n n e d the list of the names to see if hers was on it.10) They d e v i s e d a plan for getting the jewels out of the country.11) He a d v o c a t e d a reduction in military spending at yesterday’s conference.12) Will you c l a r i f y that statement you made just now?13) You must learn to set your p r i o r i t i e s in life.14) He asked more than I was willing to pay, but finally we c o m p r o m i s e d on a price.15) The report should be considered within its social c o n t e x t.16) She u n d e r t o o k all the responsibilities for the changes that had been made.Final sentence: Achieving a c a d e m i c e x c e l l e n c e is a very important part of college life.Increasing Your Word Power1 The same word can perform different roles and functions as different parts of speech. Listed in the box below are some of these words. Complete the following sentences with the words in the box. Make sure that your sentences are grammatically correct.1) The Nile is one of the principal / major rivers of Africa.2) Your story is a great one, but I think I can top yours with an even funnier one.3) My friend Mary is a psychology major at Stanford University.4) William has always been a hardworking student. It is no wonder he came out top in the exam again.5) Mr. Williams is retiring at the end of this year; he has been the principal of this school for 20 years.6) What did you major in at college, computer science or accounting?7) I haven’t got time to work on the re port yet. My schedule is really tight for this week.8) Many people advocate / have advocated a reduction in college tuition fees.9) He started at the bottom and worked his way out to the top .10) This scientist claims that he has found a new approach to cancer treatment.11) Don’t blame me if it doesn’t work —it’s not my fault.12) Shipbuilding used to be of the major / principal industries of this city.13) He was a strong advocate of free market policies.14) The railway station is trying to schedule another early train to the capital city of the province.15) The judge put the blame for the accident on the driver of the car.16) Most students will get nervous when final exams are approaching .17) He says that he made his statement to the police under pressure , and that the statement is false.18) She slowed down her pace so I could keep up with her.19) The Government should not be pressured into making hasty decisions.20) We have a lot to do today, so pace yourself, or you’ll get very tired.2In this unit there are many words and phrases that are similar in meaning. Find out those pairs of words and phrases and put them down in the space provided.Words and phrases that are similar in meaning:reveal disclosetentative (questions)possible (questions)achieve attainsuper-achiever straight-A studentsteer toward point towardbe caught be trapped3In this unit the verb set is collocated with priorities, timetables, and standards. Try to fill in as many nouns as possible that can go with set in the space provided. If you are not sure of some collocations, consult a dictionary. Then make sentences of your own using the collocations in the space provided.set priorities / timetables / standards / an exam / an alarm / an example / a price /a record / limits1) Who is going to set (the questions for) the exam this time?2) She forgot to set her alarm last night: that was why she overslept.3) Her heroic behavior sets a good example for us to follow.4) We had to compromise and finally the price was set at $1,000.5) We were all pleased to know that Liu Xiang had set a world record in the 110-meter hurdles.6) The government has set strict limits on pay increases.4 Did you notice the suffixes -ion, -ation, -ly in words such as education, expectation, deliberately in this unit? The suffixes -ion, -ation can be put after many verbs to form nouns, and -ly can be added to many adjectives to form adverbs. Listed in the box below are some nouns and adverbs with suffixes -ion, -ation, -ly you have come across in this unit. Write down their corresponding verb and adjective forms in the space provided.Nouns with -Verbs Adverbs with -ly Adjectives ion/ationanticipation anticipate concisely concise association associate deliberately deliberate contribution contribute effectively effectiveedition edit equally equalexpectation expect immediately immediate frustration frustrate presumably presumable participation participate psychologically psychological revision revise ultimately ultimateTask 1: Complete each of the following sentences with a proper noun with suffixes -ion, -ation listed above.1) The dictionary sold well, so the publisher soon printed a second edition .2) This book had five revisions before it was actually published.3) Albert Einstein’s most notable contribution to the world is his Theory of Relativity.4) People are buying extra groceries in anticipation of heavy snowstorms.5) She couldn’t stand the frustration of not being able to save her husband from the fire.6) They want greater participation in the decision-making process.7) Our long association with that company has brought great benefits to both sides.8) I usually enjoy his films, but this latest one didn’t come up to my expectations .Task 2: Correct the mistakes in the following paragraph, paying special attention to the use of adjectives and adverbs. Underline themistakes and write down your corrections in the space below. If you think there is no mistake, write “No Mistake”.1 My sister is learning French as her second foreign language in her university.2 She finds a second foreign language is very useful, especial in today’s world3 where people from different countries find it necessarily to communicate4 frequent with each other. She spends about two hours every day, practising5 French pronunciation and reading one or two short stories. She often says6 that she finds French words easily to remember because many of the words。

英语专业语法书Lecture 4 Noun and Noun__ Phrase

enough用法和练习题

enough用法和练习题Enough Usage and Practice ExercisesIntroduction:In the English language, the word "enough" holds a significant position as it is commonly used to express sufficiency or adequacy. Understanding the proper usage of "enough" is crucial to effectively communicate in English. This article will delve into the various ways in which "enough" can be used and provide practice exercises to solidify your understanding.1. Adjective Usage:When used as an adjective, "enough" directly modifies a noun and denotes adequacy or sufficiency. It comes before the noun it modifies and is not followed by any prepositions. For example:- I have enough money to buy a new laptop.- She doesn't have enough time to complete the task.2. Adverb Usage:"Enough" can also be used as an adverb, modifying verbs, adjectives, or other adverbs. In this case, it comes after the word it modifies and may be followed by a prepositional phrase. Consider the following examples:- He speaks English well enough to communicate with foreigners.- The chili is spicy enough for my taste.- She runs fast enough to win the race.3. Formation of Negative Sentences:When forming negative sentences with "enough," we use the word "not" after "enough." Take a look at the examples below:- The suitcase is not big enough to fit all my clothes.- They were not skilled enough to perform the task.4. Comparison with "Too":"Enough" and "too" are often used to express contrast in terms of sufficiency or adequacy. "Enough" indicates that something is sufficient, while "too" suggests an excessive amount. Let's explore the difference using the examples:- The coffee is hot enough to drink. (It is sufficiently hot.)- The coffee is too hot to drink. (It is excessively hot.)Practice Exercises:Now, let's put your understanding of "enough" to the test with the following practice exercises. Complete each sentence by filling in the blank with "enough" or "too."1. The music was ______ loud that it hurt my ears.2. She isn't _______ reliable to be trusted with important tasks.3. We don't have ________ resources to complete the project on time.4. The children can't reach the cookies on the top shelf because they are not ________ tall.5. The cake was ______ sweet for my liking.Conclusion:Now that you have a better understanding of the ways in which "enough" is used, you can confidently incorporate it into your English communication. By mastering its proper usage through practice exercises, you will enhance your language skills and effectively express adequacy or sufficiency in various contexts. Keep practicing and honing your skills to become a proficient user of the English language.。

初中英语名词代词数词介词

初中英语名词代词数词介词Nouns, pronouns, numerals, and prepositions are fundamental elements of the English language that students in middle school must master. These parts of speech play crucial roles in constructing clear and coherent sentences, allowing individuals to effectively communicate their thoughts, ideas, and experiences. As students progress through their middle school curriculum, a deep understanding of these linguistic components becomes increasingly important for their academic success and overall language proficiency.Nouns are words that name people, places, things, or ideas. They serve as the subject or object of a sentence, providing the foundation for meaningful expression. In middle school English, students learn to identify and properly utilize various types of nouns, such as proper nouns, common nouns, collective nouns, and abstract nouns. Mastering the usage of nouns is essential for constructing grammatically correct sentences and accurately conveying the intended meaning.Pronouns are words that replace nouns, allowing for more concise and cohesive communication. They help to avoid repetition and maintain the flow of a sentence or paragraph. Middle school students explore the different categories of pronouns, including personal pronouns, possessive pronouns, reflexive pronouns, and demonstrative pronouns. Proficiency in pronoun usage enables students to write and speak more effectively, as they can seamlessly refer to people, objects, or concepts without constantly repeating the same nouns.Numerals, on the other hand, are words or symbols that represent quantities or numbers. In middle school English, students learn to use cardinal numerals, ordinal numerals, and other numerical expressions accurately. This knowledge is crucial for tasks such as describing quantities, indicating dates and times, and providing numerical information in written communication. Mastering the appropriate use of numerals ensures that students can convey numerical data with precision and clarity.Prepositions are words that indicate the relationship between a noun or pronoun and other parts of a sentence. They are used to express spatial, temporal, or logical relationships. Middle school students delve into the various types of prepositions, including simple prepositions, compound prepositions, and phrasal prepositions. Comprehending the proper usage of prepositions enables studentsto create well-structured sentences that clearly convey the intended meaning and relationships between different elements.The importance of nouns, pronouns, numerals, and prepositions in middle school English cannot be overstated. These parts of speech form the building blocks of language, and a solid understanding of their functions and applications is essential for effective written and oral communication. As students navigate the challenges of middle school, they must learn to recognize, understand, and correctly utilize these linguistic components to express their thoughts, ideas, and information with clarity and precision.Throughout the middle school curriculum, students engage in a variety of activities and exercises designed to reinforce their knowledge and mastery of nouns, pronouns, numerals, and prepositions. These may include grammar lessons, sentence structure exercises, vocabulary building activities, and written assignments that require the application of these linguistic elements. By consistently practicing and honing their skills in these areas, students develop a stronger command of the English language, which in turn, enhances their academic performance and overall communication abilities.Moreover, the proficient use of nouns, pronouns, numerals, and prepositions is not limited to the English classroom. These language skills are transferable and applicable across various subject areas,from history and science to mathematics and the arts. As students navigate the diverse academic landscape of middle school, their mastery of these fundamental parts of speech becomes increasingly valuable, enabling them to comprehend and articulate complex ideas, interpret and analyze information, and effectively communicate their understanding to their teachers and peers.In conclusion, the study of nouns, pronouns, numerals, and prepositions in middle school English lays a crucial foundation for students' language development and academic success. By gaining a deep understanding of these linguistic components, students equip themselves with the necessary tools to express themselves clearly, coherently, and with precision. As they progress through their middle school journey, the continued refinement of these skills will serve them well, not only in their English studies but also in their overall educational and personal endeavors.。

初中英语语法教案英文

初中英语语法教案英文第一章：Introduction to English Grammar1.1 Overview of English GrammarBriefly introduce the importance of English grammar.Discuss the ponents of English grammar, such as nouns, verbs, adjectives, adverbs, etc.1.2 Basic Sentence StructuresExpln the basic sentence structures in English, such as subject-verb-object (SVO) and subject-verb-adjective (SVA).Provide examples of each sentence structure.1.3 Parts of SpeechIntroduce the eight parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections.Give examples and explanations for each part of speech.第二章：Nouns and Pronouns2.1 NounsDefine nouns and expln their importance in a sentence.Differentiate between mon and proper nouns.Discuss noun determiners, such as articles and possessive pronouns. 2.2 PronounsIntroduce pronouns and their purpose in a sentence.Expln the different types of pronouns, including personal, possessive,and indefinite pronouns.Provide examples and practice exercises.第三章：Verbs3.1 Verbs and TenseDefine verbs and their role in a sentence.Discuss the concept of tense and its importance in English grammar. Expln the different tenses, such as present, past, and future.3.2 Regular and Irregular VerbsDistinguish between regular and irregular verbs.Provide examples and practice exercises for both regular and irregular verbs.3.3 Verb PhrasesIntroduce verb phrases and their ponents.Expln mon verb phrases, such as present continuous and past perfect. Provide examples and practice exercises.第四章：Adjectives and Adverbs4.1 AdjectivesDefine adjectives and their role in a sentence.Discuss the different types of adjectives, such as descriptive and possessive adjectives.Provide examples and practice exercises.4.2 AdverbsIntroduce adverbs and their purpose in a sentence.Expln the different types of adverbs, such as adverbs of manner, time, and place.Provide examples and practice exercises.4.3 Adjectives and Adverbs ExerciseCombine adjectives and adverbs in sentences to enhance description and provide practice exercises.第五章：Prepositions and Conjunctions5.1 PrepositionsDefine prepositions and their importance in a sentence.Discuss mon prepositions and their objects.Provide examples and practice exercises.5.2 ConjunctionsIntroduce conjunctions and their purpose in a sentence.Expln the different types of conjunctions, such as coordinating and subordinating conjunctions.Provide examples and practice exercises.5.3 Practice ExercisesCombine prepositions and conjunctions in sentences to enhance sentence variety and provide practice exercises.第六章：Subject-Verb Agreement6.1 Understanding Subject-Verb AgreementExpln the importance of subject-verb agreement.Discuss how to determine the correct verb form based on the subject. Provide examples of correct and incorrect subject-verb agreement.6.2 irregular PluralsIntroduce irregular plurals and how they affect subject-verb agreement. Provide examples and practice exercises for irregular plurals.6.3 Practice ExercisesCreate sentences to practice subject-verb agreement with irregular plurals and other challenging subjects.第七章：Questions and Negation7.1 Types of QuestionsDiscuss the different types of questions in English, including yes-no questions, wh-questions, and choice questions.Provide examples and explanations for each type of question.7.2 Word Order in QuestionsExpln the importance of word order in questions.Provide examples of correct word order in questions.7.3 NegationIntroduce negation in English and its uses.Discuss rules for negating sentences, including double negation and negating verbs and adjectives.7.4 Practice ExercisesPractice asking and answering different types of questions and construct sentences with negation.第八章：Articles and Determiners8.1 ArticlesDefine articles and their purpose in a sentence.Expln the difference between "a," "an," and "the."Provide examples and practice exercises for article usage.8.2 DeterminersIntroduce other determiners besides articles, such as "some," "any," "this," and "that."Discuss the rules for using determiners with nouns.8.3 Practice ExercisesCombine articles and determiners in sentences to practice correct usage. 第九章：Present Tense9.1 Present Tense VerbsExpln the present tense and its uses.Discuss the different forms of present tense verbs, including regular and irregular verbs.9.2 Present Continuous TenseIntroduce the present continuous tense and its uses.Provide examples of present continuous tense sentences.9.3 Present Perfect TenseExpln the present perfect tense and its uses.Provide examples of present perfect tense sentences.9.4 Practice ExercisesPractice constructing sentences in the present tense, including present continuous and present perfect.第十章：Future Tense10.1 Future Tense VerbsExpln the future tense and its uses.Discuss the different forms of future tense verbs, including "will" and "going to."10.2 Predictions and IntentionsDiscuss how to use the future tense for predictions and intentions. Provide examples of future tense sentences for predictions and intentions.10.3 Practice ExercisesPractice constructing sentences in the future tense, including predictions and intentions.第十一章：Past Tense11.1 Past Tense VerbsExpln the past tense and its uses.Discuss the different forms of past tense verbs, including regular and irregular verbs.11.2 Past Continuous TenseIntroduce the past continuous tense and its uses.Provide examples of past continuous tense sentences.11.3 Past Perfect TenseExpln the past perfect tense and its uses.Provide examples of past perfect tense sentences.11.4 Practice ExercisesPractice constructing sentences in the past tense, including past continuous and past perfect.第十二章：Past Participle and Passive Voice12.1 Past ParticipleDefine the past participle and its role in a sentence.Discuss how to form the past participle for regular and irregular verbs.12.2 Passive VoiceIntroduce the passive voice and its uses.Expln the structure of passive voice sentences.12.3 Practice ExercisesPractice constructing sentences in the passive voice using the past participle.第十三章：Comparative and Superlative Adjectives and Adverbs13.1 Comparative and Superlative AdjectivesExpln the parative and superlative forms of adjectives.Discuss how to form parative and superlative adjectives.13.2 Comparative and Superlative AdverbsIntroduce the parative and superlative forms of adverbs.Expln how to form parative and superlative adverbs.13.3 Practice ExercisesPractice using parative and superlative adjectives and adverbs in sentences.第十四章：Conditional Sentences14.1 Types of Conditional SentencesDiscuss the two types of conditional sentences: real and unreal. Provide examples and explanations for each type.14.2 If-Clauses and Result ClausesExpln the structure of if-clauses and result clauses in conditional sentences.Provide examples of correct conditional sentence structure.14.3 Practice ExercisesPractice constructing sentences in conditional sentences.第十五章：Review and Practice15.1 Review of Grammar ConceptsReview the key grammar concepts covered in the previous chapters. Provide a summary of important rules and usage.15.2 Grammar Practice ExercisesProvide a variety of exercises to practice and reinforce the grammar concepts learned.15.3 Self-AssessmentEncourage students to assess their understanding of the grammar concepts covered.Provide guidance on how to study and improve areas of weakness.重点和难点解析主谓一致是英语语法中的一个重要概念，学生需要理解并掌握不同主语对应的动词形式。

大学本科英语教材目录

大学本科英语教材目录Unit 1: Introduction to English Language Studies- Introduction to Linguistics- Phonetics and Phonology- Morphology and Syntax- Semantics and Pragmatics- SociolinguisticsUnit 2: Reading and Writing Skills- Reading Comprehension- Critical Reading and Analytical Writing- Essay Writing- Academic Writing- Effective CommunicationUnit 3: Listening and Speaking Skills- Listening Comprehension- Note-taking and Summarizing- Public Speaking- Group Discussions- Oral PresentationsUnit 4: Grammar and Vocabulary- Parts of Speech- Verb Tenses and Sentence Structures - Noun and Pronoun Usage- Adjective and Adverb Usage- Vocabulary DevelopmentUnit 5: Literature Studies- Literary Analysis- Study of Poetry- Study of Drama- Study of Prose Fiction- Comparative LiteratureUnit 6: Cultural Studies- Intercultural Communication- Global Issues and Perspectives- Cultural Diversity- Cultural Competence- Popular CultureUnit 7: English for Specific Purposes- Business English- Legal English- Medical English- Technical English- Academic EnglishUnit 8: Language Skills Development - Translation and Interpreting- Language Teaching Methodologies - Language Assessment and Testing - Language Skills Enhancement- Language Learning StrategiesUnit 9: Research Skills- Research Methodology- Literature Review- Data Collection and Analysis- Academic Writing and Citation- Research EthicsUnit 10: English for the Professions - English in the Workplace- Professional Writing- Job Interview Skills- CV and Cover Letter Writing- Workplace EtiquetteUnit 11: English in the Digital Age- Digital Literacy- Online Communication- Social Media Language- Digital Marketing- Information LiteracyUnit 12: Exam Preparation- Test Taking Strategies- Practice Tests and Exercises- Exam Skills Enhancement- Tips for Success- Test Anxiety ManagementPlease note that the above unit titles are suggestive and may vary depending on the specific university or college curriculum. The content is designed to provide a comprehensive overview of the topics covered in a typical undergraduate English language studies program.。

英语语法实践指南手册

英语语法实践指南手册IntroductionEnglish grammar can be a challenging aspect of language learning. With its many rules and exceptions, it can be difficult to master. However, with regular practice and study, anyone can improve their grammar skills. This guide is designed to provide practical advice and exercises to help learners of English improve their grammar.Part 1: Parts of Speech1. Nouns- Definition: Nouns are words that represent people, places, things, or ideas. They can be common or proper and can be singular or plural.- Practice: Identify the nouns in the following sentences:1. The cat ran quickly across the street.2. My favorite book is "To Kill a Mockingbird."3. She bought three apples at the grocery store.2. Pronouns- Definition: Pronouns are words that take the place of nouns. They include personal pronouns, possessive pronouns, demonstrative pronouns, and more.- Practice: Replace the underlined words with pronouns in the following sentences:1. Mary went to the park, and Mary had a great time there.2. The keys are on the table, and the keys belong to John.3. This is my car, and this car is very fast.3. Verbs- Definition: Verbs are words that show action or state of being. They can be regular or irregular and can be used in different tenses.- Practice: Fill in the blanks with the correct form of the verb:1. She ________ (play) tennis every Saturday.2. They ________ (go) to the beach last weekend.3. I ________ (read) an interesting book right now.4. Adjectives- Definition: Adjectives are words that describe or modify nouns. They can be used to provide more information about the noun.- Practice: Circle the adjectives in the following sentences:1. The big, black dog ran quickly across the field.2. She wore a beautiful, red dress to the party.3. That old, wooden chair is very comfortable.5. Adverbs- Definition: Adverbs are words that describe or modify verbs, adjectives, or other adverbs. They can convey information about time, place, manner, frequency, and degree.- Practice: Underline the adverbs in the following sentences:1. She carefully read the instructions before starting.2. The train arrived late at the station.3. They quickly ran to catch the bus.Part 2: Sentence Structure1. Subject-Verb Agreement- Definition: The subject of a sentence must agree with the verb in number (singular or plural). This can be a common source of errors for English learners.- Practice: Choose the correct form of the verb to complete the sentences:1. The cat (is, are) sleeping on the sofa.2. My friends (enjoys, enjoy) playing basketball.3. The book on the table (belong, belongs) to me.2. Sentence Fragments- Definition: A sentence fragment is an incomplete sentence that is missing a subject, verb, or complete thought. It does not express a complete idea.- Practice: Identify whether the following sentences are complete or fragments:1. After the movie ended.2. She went to the store and bought some apples.3. Running in the park at sunset.3. Run-on Sentences- Definition: A run-on sentence is a long sentence that contains two or more independent clauses without proper punctuation or conjunctions.- Practice: Correct the run-on sentences by adding punctuation or conjunctions:1. I went to the store I bought some groceries.2. He likes to play soccer he is very good at it.3. She walked to the park she sat on the bench and read a book.Part 3: Verb Tenses1. Present Simple- Definition: The present simple tense is used to describe general truths, habits, and routines. It is formed with the base form of the verb.- Practice: Complete the sentences with the correct form of the verb in the present simple tense:1. She always _____ (eat) breakfast at 7 AM.2. The sun _____ (rise) in the east.3. I ______ (like) to listen to music in my free time.2. Past Simple- Definition: The past simple tense is used to talk about completed actions in the past. It is formed with the base form of the verb + -ed (regular verbs) or in irregular ways.- Practice: Fill in the blanks with the correct form of the verb in the past simple tense:1. They _____ (visit) Paris last summer.2. She ______ (read) a great book yesterday.3. The movie _____ (start) at 8 PM.3. Present Perfect- Definition: The present perfect tense is used to describe actions that happened at an unspecified time in the past or have a connection to the present. It is formed with the present tense of "have" + the past participle of the main verb.- Practice: Use the present perfect tense to complete the sentences:1. I ______ (never / be) to Asia.2. They ______ (just / finish) their homework.3. She ______ (live) in this city for five years.4. Future Simple- Definition: The future simple tense is used to talk about actions that will happen in the future. It is formed with the base form of the verb + "will" or "shall."- Practice: Complete the sentences with the correct form of the verb in the future simple tense:1. They _____ (visit) their grandparents next weekend.2. We _____ (go) to the beach tomorrow.3. She _____ (start) her new job in September.Part 4: Punctuation and Capitalization1. Capitalization Rules- Practice: Review the following sentences and identify any capitalization errors:1. The capital of france is paris.2. I visited the white house when i was in washington d.c.3. She speaks four languages, including english, spanish, and chinese.2. End Marks- Practice: Add the appropriate end mark to the following sentences (period, question mark, or exclamation mark):1. Can you pass the salt2. The weather is beautiful today3. I can't believe it3. Commas- Practice: Add commas where necessary in the following sentences:1. After school we went to the park and played frisbee.2. She likes to read cookbooks but she doesn't enjoy cooking.3. In the morning we always have eggs and coffee for breakfast.ConclusionMastering English grammar takes time and practice, but with dedication and perseverance, it is possible to improve. This guide provides a starting point for learners to practice different grammar concepts through practical exercises. By regularly practicing and seeking feedback, learners can gradually improve their grammar skills and become more confident in using the English language. Remember, practice makes perfect!。

四下英语第19课生字组词北京版

四下英语第19课生字组词北京版The English language is a rich and diverse means of communication that continues to evolve and expand with each passing year. As students progress through their educational journey, they are introduced to an ever-increasing array of vocabulary words that not only broaden their linguistic abilities but also provide them with the tools to effectively express themselves in a variety of contexts. One such example can be found in the 4th grade English textbook used in Beijing, where Unit 19 introduces a captivating collection of new words for students to explore and incorporate into their growing linguistic repertoire.At the heart of this unit lies a focus on the concept of word formation, specifically the process of creating new words by combining existing ones. This is a fundamental aspect of language development, as it allows speakers to convey complex ideas and nuanced meanings through the strategic assembly of familiar building blocks. By delving into this unit, students not only expand their vocabulary but also gain a deeper understanding of the structural and semantic relationships that underpin the Englishlanguage.One of the key vocabulary words introduced in this unit is "compound." A compound word is formed by combining two or more individual words to create a new term with a distinct meaning. For example, the word "sunflower" is a compound word, composed of the words "sun" and "flower." Similarly, "heartbreak" is a compound word that combines "heart" and "break" to convey the emotional anguish of a broken heart. Students learn to recognize and identify compound words, as well as to create their own by blending familiar terms in meaningful ways.Another important concept covered in this unit is the idea of prefixes and suffixes. Prefixes are word parts that are added to the beginning of a root word to modify its meaning, while suffixes are added to the end of a word to change its grammatical function or impart additional meaning. By understanding the roles and functions of these linguistic building blocks, students can unlock the secrets of word formation and expand their vocabulary exponentially.For instance, the prefix "un-" can be added to the word "happy" to create the word "unhappy," which conveys the opposite meaning. Similarly, the suffix "-ful" can be added to the word "wonder" to create "wonderful," transforming the noun into an adjective. Through numerous examples and exercises, students in this unit learn torecognize and apply prefixes and suffixes to create new words, fostering their linguistic creativity and problem-solving skills.In addition to compound words and affixes, this unit also explores the concept of root words and their derivatives. A root word is the core element of a word, to which prefixes and suffixes can be added to create new terms. By understanding the meanings of common root words, students can more easily decipher the meanings of unfamiliar words and make connections between related terms.For instance, the root word "act" can be found in a variety of words, such as "action," "active," "activity," and "actor." By recognizing the shared root, students can infer the core meaning of these words and use context clues to determine their specific applications. This not only enhances their vocabulary but also strengthens their overall comprehension and language skills.Throughout this unit, students are encouraged to engage in various activities and exercises that reinforce the concepts of word formation. These may include identifying compound words, analyzing the structure and meaning of words with prefixes and suffixes, and exploring the relationships between root words and their derivatives. By actively participating in these learning experiences, students develop a deeper understanding of the English language and its underlying principles, equipping them with the linguistic tools theyneed to communicate effectively in a wide range of contexts.Moreover, the vocabulary introduced in this unit is carefully selected to reflect the diverse and dynamic nature of the English language. The words cover a broad range of topics, from everyday objects and actions to more abstract concepts and ideas. This variety not only expands students' lexical knowledge but also helps them to navigate the complexities of the language and apply their newfound skills in meaningful ways.As students progress through this unit and continue to build their vocabulary, they will undoubtedly encounter words that challenge their understanding and push the boundaries of their linguistic abilities. However, it is precisely these moments of discovery and growth that make the learning process so rewarding. By embracing the challenges and actively engaging with the material, students develop a greater appreciation for the richness and nuance of the English language, and they become better equipped to express themselves with clarity, precision, and confidence.In conclusion, the 4th grade English textbook's Unit 19, with its focus on vocabulary development and word formation, represents a significant milestone in the educational journey of students. By delving into the intricacies of compound words, prefixes and suffixes, and root words, students not only expand their lexical repertoire butalso cultivate a deeper understanding of the structural and semantic relationships that underpin the English language. This knowledge, in turn, empowers them to communicate more effectively, think more critically, and engage more deeply with the world around them. As students continue to explore and master the vocabulary introduced in this unit, they will undoubtedly find themselves better prepared to navigate the linguistic landscape of the English language, both now and in the years to come.。

bilibili英语语法

bilibili英语语法Bilibili English GrammarIntroduction:Bilibili, the popular Chinese video-sharing website, offers a wide range of content, including English language learning resources. In this article, we will explore some essential aspects of English grammar and discuss how Bilibili can be a useful platform to improve your grammar skills.1. Noun and Pronoun:Nouns are words that represent people, places, things, or ideas, while pronouns are words that substitute nouns. Bilibili provides various video lessons on noun usage and pronoun usage. These lessons cover topics such as subject-verb agreement, possessive nouns, and demonstrative pronouns. Watching these videos can help learners understand the correct usage of nouns and pronouns in different contexts.2. Verb Tenses:Verb tenses are essential for expressing the time of an action or event. Bilibili offers informative videos explaining the different verb tenses, including simple present, present continuous, simple past, past continuous, and future tenses. These videos provide examples and explanations, allowing learners to grasp the rules and usage of each tense. By watching these videos, learners can enhance their understanding of how to express actions accurately in different time frames.3. Adjectives and Adverbs:Adjectives are words that describe or modify nouns, while adverbs modify verbs, adjectives, and other adverbs. Bilibili features videos that delve into the usage of adjectives and adverbs. Learners can learn how to use comparative and superlative forms of adjectives, as well as how to form and use adverbs correctly. These videos providepractical examples and exercises, helping learners improve their ability to describe things and actions effectively.4. Prepositions:Prepositions are words that show the relationship between a noun or pronoun and other words in a sentence. Bilibili offers instructional videos that cover a wide range of prepositions, including common prepositions, prepositional phrases, and idiomatic expressions. These videos explain how prepositions change the meaning of a sentence and provide examples to facilitate understanding. By watching these videos, learners can enhance their proficiency in using prepositions accurately.5. Sentence Structure:Understanding the structure of a sentence is crucial for effective communication. Bilibili hosts videos that discuss sentence structure, including subject-verb-object order, sentence fragments, run-on sentences, and sentence types (declarative, interrogative, imperative, and exclamatory). These videos provide learners with a solid foundation in constructing grammatically correct sentences. By following the examples and explanations, learners can develop their sentence structure skills and avoid common mistakes.Conclusion:Bilibili offers a wide range of English grammar resources, making it a valuable platform for language learners. Through informative and engaging videos, learners can improve their understanding and usage of nouns, pronouns, verb tenses, adjectives, adverbs, prepositions, and sentence structure. By regularly engaging with these resources, learners can enhance their English grammar skills, ultimately leading to better communication and proficiency in the language. Start exploring the English grammar section on Bilibili today and embark on a journey of language improvement.。

英语错题

英语错题There are several common mistakes that students often make when learning English. In this article, I will discuss some of these mistakes and provide relevant reference content to help learners correct them.1. Misuse of articles: The use of "a/an" and "the" can be confusing for non-native English speakers. "A" and "an" are indefinite articles used to refer to a non-specific noun, while "the" is a definite article used to refer to a specific noun. To improve the understanding of article usage, learners can refer to grammar books such as "English Grammar in Use" by Raymond Murphy, which provides detailed explanations and exercises on articles.2. Incorrect word order in sentences: English follows a subject-verb-object (SVO) word order. However, learners often make mistakes by placing words in the wrong order. To avoid this mistake, learners can practice sentence structure using reference materials like "Practical English Usage" by Michael Swan, which offers explanations and exercises on sentence structure.3. Overuse of present tense: Non-native English speakers tend to overuse the present tense when talking about past events. To correct this mistake, learners can refer to "Essential Grammar in Use" by Raymond Murphy, which covers the various tenses in English with clear explanations and examples.4. Lack of subject-verb agreement: Students often forget to match the subject of a sentence with the correct verb form. To improve subject-verb agreement, learners can consult "Understanding andUsing English Grammar" by Betty Azar, which provides comprehensive explanations and exercises on this topic.5. Incorrect use of prepositions: English prepositions can be tricky, as they do not always directly translate from other languages. To enhance preposition usage, learners can refer to "Oxford Practice Grammar" by John Eastwood, which includes explanations and exercises on prepositions.6. Insufficient vocabulary: Expanding one's vocabulary is crucial for effective communication in English. Learners can improve their vocabulary by reading books, newspapers, and online articles. Another helpful resource is "English Vocabulary in Use" by Michael McCarthy and Felicity O'Dell, which offers vocabulary exercises and explanations organized by topic.7. Lack of sentence variety: Students often struggle with constructing varied and complex sentences. To enhance sentence variety, learners can refer to "The Elements of Style" by William Strunk Jr. and E.B. White, which provides guidance on effective sentence construction and writing style.In conclusion, to correct common mistakes made when learning English, learners can turn to relevant reference materials such as grammar books, vocabulary guides, and books on sentence construction. These resources will provide the necessary explanations, exercises, and examples to improve one's English language skills.。

英语语法课堂用语

英语语法课堂用语以下是一些英语语法课堂上可能用到的用语：1. "In this lesson, we're going to focus on grammar."（在这节课中，我们将重点学习语法。

）2. "Let's review the parts of speech."（让我们复习一下词性。

）3. "Can you identify the subject and verb in this sentence?"（你能识别出这个句子中的主语和谓语吗？）4. "Remember to use proper punctuation in your sentences."（记住在句子中使用正确的标点符号。

）5. "We're going to practice using adjectives and adverbs today."（今天我们将练习使用形容词和副词。

）6. "It's important to understand the difference between a noun and a pronoun."（理解名词和代词之间的区别很重要。

）7. "Here's a tip for remembering verb tenses: past, present, and future."（这是一个记忆动词时态的技巧：过去、现在和将来。

）8. "When using prepositions, make sure they agree with the verb."（使用介词时，请确保它们与动词相一致。

）9. "We'll discuss the different types of sentences: declarative,interrogative, imperative, and exclamatory."（我们将讨论不同类型的句子：陈述句、疑问句、祈使句和感叹句。

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名词：表示事物名称的词，有可数和不可数名词句子结构：主语+ 谓语+ 其他指出下列名词在句中的成分。

1.Tom is a worker.2.The Children’s Palace is near Jane’s home.3.She gave me some good advice.4.He didn’t go there because of his illness.5.We made Tom our monitor.6.We students should study hard.7.The author’s name is on the cover of the book.8.This book is of great use. (== very useful)归纳总结：1.名词或名词短语在句子中可以做_______, ______, 动词的_______，介词的_______, _________ 和_________.2.名词一般受冠词（a worker），物主代词（his book）指示代词（this book）名词所有格(the author’s name)，及some, any, many, a lot of等不定代词修饰。

3.可数名词前可以用不定冠词，数词，及many, a number of等修饰；不可数名词没有复数形式，不能直接用不定冠词，数词修饰，但可以用some, much, a great deal of 等修饰。

4.名词所有格：有生命的人或物，以及表示时间，距离，金额，重量，国家或5.of 加use, value, importance等某些抽象名词，其用法相当于形容词的用法，在句中可作表语，补语等。

单句填空：1.The exciting result filled us with __________ (proud).2.Mary’s dress is similar in appearance to her elder _________ (sister).3.The success of our experiment is a great _____________ (satisfy) to us all.4.He has never shown such ______________ (consider) for his wife’s feelings.5.His ________ (fortunate) gave him great help in the exams.6.Dr. Smith is going to pull out one of my __________(tooth).7.He gained his ___________(wealthy) by printing ________ (work) of famous writers.8.I don’t like the ________ in which you laugh at her.9.I bought a dress for only 10 dollars in a sale; it was a real __________ (便宜货).10.The top leaders of the two countries are holding talks in a friendly ___________(气氛).11.The _________ (express) on his face told me that he was angry.12.Finding information in today’s world is easy. The ______________(challengeable) is how you can tell if theinformation you get is useful or not.13.Of the seven days in a week, Saturday is said to be the most popular _________ (choose) for a wedding insome countries.14.Always read the ____________ （instruct）on the bottle carefully and take the right amount of medicine.15.To save some of the human languages before they are forgotten, the students in our school started a discussion“Save Our _________ (voice)”.16.At the meeting they discussed three different _____________ (approach) to the study of mathematics.17.A Tale of Two ________(city) was written by Dickens.18.There are many ________________ (volcano) in just a small area, some with perfectly cone-shaped peaksconstantly emitting smoke from their craters.19.There is no honesty among ________ (thief).20.He could clench his __________ (tooth) when he was only five.21.Look! There is a chemical _________ where you used to work.22.Three ___________________ (man servant) were fired by Mr. White last month.23.The ___________ (女孩们的) shoes were covered with mud, so I asked them to take them off before they gotinto _____________ (Tom) car.24.This is Mike, who is a close friend of ___________ (me). We often play together.25.Several ____________ (million) people in the world are sending information by E-mail every day.26.She went to the bookstore and bought __________ (dozen) of books.27.The first seat has been occupied but the _________ (two) is vacant.28.Two days are not enough for me to finish the work. I need _____________ (three) day.29.The avenue is ___________ (two) the width of that one.30.There are two important ____________ why we offer you the goods now.语篇填空ASome years ago, SARS broke out in the mainland of China, causing some people to be killed or nearly got close to ___1____ (die). The most important thing for the _2___________(govern) to do is to find out the cause of this deadly _3____________(ill). They invited all the most experienced experts in this field to discuss and quite a few _4____________ (suggest) were put forward. Some of the top experts picked out those suggestions and tested them to see whether they were available. Doctor Zhong Nanshan chose one _5_________ (patience) who was seriously ill and had little hope of _6_________(pick) up and had the new _7________ (medical) tested on him. To his great _8__________ (joyful), this patient recovered! He made his way to his __9_______( official) and telephoned to the top official, telling him this exciting news. For _10_______________, (convenient) he moved to live in his office. His method did make sense. Not soon after that, the other hospital also controlled this terrible disease and kicked it out finally.B_11______ (experiment) have proved that __12______ (child) can be instructed in swimming at a very early age. At a special swimming pool in Los Angeles, children become expert at holding their _13_________ (breathe) under water even before they can walk. _14________ (baby) of _15________ (second) months old do not appear to be reluctant to enter the water. It is not long before they are so accustomed to swimming that they can pick up weights from the floor of the pool. A game that is very popular with these young _16_________ (swim) is the underwater tricycle race. _17____________ (tricycle) are lined up on the floor of the pool seven feet under water. The children compete against each other to reach the other end of the _18______. Many pedal their tricycles, but most of them prefer to push or drag them. Some children can cover the whole __19_______ (long) of the pool without coming up for breath even _20________ (one). Whether they will ever become future Olympic champions, only time will tell.COnce upon a time there was a rich merchant who had four _21________ (wife). He loved the _22______ (four) wife the most. He took great _23_____ (careful) of her and gave her nothing but the best. He also loved the _24______ (three) wife very much. He was very proud of her and always wanted to show her off to his friends. He also loved his _25_______ (two) wife. She is a very considerate person, always patient and in fact is the merchan t’s close __26________ (friendly). Whenever the merchant faced some _27__________ (problem), he always turned to his 2nd wife and she would always help him out and tide him through difficult times. Now, the _28___________ (merchant) lst wife is a very loyal partner and has made great _29_____________ (contribute) in maintaining his _30____________ (wealthy) and business as well as taking care of the household. However, the merchant did not love the first wife although she loved him deeply.完形填空Friendship is a kind of relationship that may accompany you all your life. The relationship with your wife or husband __31_____ only after you are married and runs the risks of being cut down by ___32___. Therelationship with your parents will be put to an end with their ___33____. The relationship with your ___34____ begins late in the middle of your life. You have an association with your colleagues, but it is always changing, because one day, one or another colleague may _____35_______ suddenly out of your routine by changing jobs and you may ___36____ jump out of your colleagues’ lives. You have connection with your neighbors only for the sake of living in the same neighborhood and it will break down when you or one of your neighbors _____37_____. Only friendship can be _____38___ and steady. You may have friends as early as infancy. No matter whether you are married or not, no matter where you live and work, your friends are your friends. It is not based on ____39____. It is not absolutely an objective social relationship that befalls you. It is rooted in the desires and feelings derived from social experiences. It relies on your intention. In my opinion, that is the social ______40____ of friendship.31. A. stops B. strengthens C. breaks D. occurs32. A. divorce B. quarrel C. fight D. marriage33. A. going off B. setting off C. passing away D. giving away34. A. children B. uncles C. classmates D. sisters35. A. appear B. promote C. die D. disappear36. A. naturally B. similarly C. occasionally D. unluckily37. A. removes B. moves C. divorces D. married38. A. rare B. valuable C. everlasting D. precious39. A. friendship B. bloodline C. sincerity D. faith40. A. nature B. relationship C. conflict D. skillNew concept English passage ---Last week I ________ (go)to the theatre. I _____ (have) a very good seat. The play was very interesting. I _______ (not) enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I ______ (get) very angry. I could not hear the actors. I _______ (turn) round. I looked at the man and the woman angrily. They_______ (not) pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily.'It's none of your business,' the young man said rudely. 'This is a private conversation!'private adj. 私人的conversation n. 谈话theatre n. 剧场，戏院seat n. 座位play n. 戏loudly adv. 大声地angry adj. 生气的angrily adv. 生气地attention n. 注意bear v. 容忍business n. 事rudely adv. 无礼地，粗鲁地上星期我去看戏。

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