English Grammar
专门替中国人写的英文基本文法 English Grammar
专门替中国人写的英文基本文法李家同海柏目录序I 第一章英文文法的最基本规则．．．．．．．．．． 1 第二章现在式和现在进行式．．．．．．．．11 第三章过去式和过去进行式．．．．．．．．19 第四章完成式．．．．．．．．．．．．．．．27 第五章未来式．．．．．．．．．．．．．．．43 第六章否定句子．．．．．．．．．．．．．．50 第七章问句．．．．．．．．．．．．．．．．．56 第八章被动语气．．．．．．．．．．．．．64 第九章动词如何转换成名词．．．．．．．83 第十章如何将动词改成形容词．．．．．．99 第十一章词组与子句．．．．．．．．．．．．112 第十二章冠词．．．．．．．．．．．．127 第十三章形容词的比较级．．．．．．．158 第十四章总复习的例子．．．．．．．．171 练习题解答序我们二人都有过教初级英文的经验，我们发现我们中国人写英文句子时，会犯独特的错误，比方说，我们常将两个动词连在一起用，我们也会将动词用成名词，我们对过去式和现在式毫无观念。
更加不要说现在完成式了。
而天生讲英文的人是不可能犯这种错的。
我们还发现一个有趣的现象，那就是很多文法中的基本规则，一般的文法书上反而没有提，比方说，第三人称，单数，现在式，动词要加s，虽然这是个非常重要的规定，很少文法书上会提到这个规则，既使提到，也在很后面的地方。
因为很多句子中都要碰到这种情形，又因为文法书上没有强调，很多人就永远犯这个错误。
两个动词连在一起用，对我们中国人来说，是很正常的事，可是在英文里，这是犯大忌的。
令我们大吃一惊的是，居然绝大多数的英文文法书里根本找不到这个规则。
难怪大家一天到晚犯这种错误了。
我们这本英文文法书，是专门为中国人写的。
以下是这书的一些特征：1.我们一开始祇就强调一些英文文法的基本规定，这些规定都是我们中国人所不太习惯的。
也就是说，我们一开始就告诉了读者，大家不要犯这种错误。
2.我们马上就进入动词，理由很简单，这是我们中国人最弱的地方。
关于学习英语语法英语作文
关于学习英语语法英语作文Learning English Grammar。
English grammar is an essential part of learning the English language. It is the foundation upon which all other aspects of the language are built. Without a good understanding of grammar, it is impossible to communicate effectively in English. Therefore, it is crucial for English learners to dedicate time and effort to mastering grammar rules and structures.One of the most important reasons for learning English grammar is that it helps in the proper construction of sentences. Grammar rules dictate the order of words, the use of tenses, and the formation of questions and negative sentences. Without a good grasp of grammar, it is easy to make mistakes that can lead to confusion and misunderstanding. For example, using the wrong tense can change the meaning of a sentence entirely, and using incorrect word order can make a sentence sound awkward andunnatural.Furthermore, learning English grammar is essential for improving one's writing skills. Whether it is writing essays, reports, or emails, having a good command of grammar is crucial for conveying ideas clearly and effectively. Proper grammar ensures that sentences are structured logically and coherently, making it easier for readers to understand the intended message. Additionally, using correct grammar in writing demonstrates a level of proficiency and professionalism that is highly valued in academic and professional settings.Moreover, understanding English grammar is essential for effective communication in speaking. When speaking English, it is important to use the correct verb forms, pronouns, and word order to convey meaning accurately. Using proper grammar also helps in avoiding misunderstandings and misinterpretations. For example, using the wrong pronoun can lead to confusion about who or what is being referred to, and using incorrect verb forms can make it difficult for listeners to understand theintended message.In addition, learning English grammar is crucial for success in standardized tests such as the TOEFL, IELTS, and Cambridge exams. These tests assess a candidate's proficiency in English, including their ability to use grammar accurately. Therefore, a strong grasp of grammar is essential for achieving high scores in these exams and gaining access to educational and professional opportunities.To improve one's English grammar, there are several effective strategies that can be employed. First and foremost, it is important to study grammar rules and structures systematically. This can be done through textbooks, online resources, or with the help of aqualified English teacher. It is also helpful to practice using grammar in context through exercises, quizzes, and writing assignments. Additionally, reading extensively in English can expose learners to a wide range of grammatical structures and help them internalize correct usage.In conclusion, learning English grammar is a fundamental aspect of mastering the English language. It is essential for constructing sentences accurately, improving writing skills, enhancing speaking abilities, and succeeding in standardized tests. By dedicating time and effort to mastering grammar rules and structures, English learners can significantly improve their language proficiency and communication skills.。
English grammar 语法概述
English grammarEnglish grammar is the body of rules that describe the structure of expressions in the English language. This includes the structure of words, phrases, clauses, and sentences.There are historical, social, and regional variations of English. Divergences from the grammar described here occur in some dialects of English. This article describes a generalized present-day Standard English, the form of speech found in types of public discourse including broadcasting, education, entertainment, government, and news reporting, including both formal and informal speech. There are certain differences in grammar between the standard forms of British English, American English, and Australian English, although these are inconspicuous compared with the lexical and pronunciation differences.Contents[hide]∙ 1 Word classes and phraseso 1.1 Nouns▪ 1.1.1 Noun phraseso 1.2 Determinerso 1.3 Pronouns▪ 1.3.1 Personal pronouns▪ 1.3.2 Demonstrative and interrogative pronouns▪ 1.3.3 Relative pronouns▪ 1.3.4 There as pronoun▪ 1.3.5 Other pronounso 1.4 Verbs▪ 1.4.1 Verb phraseso 1.5 Adjectives▪ 1.5.1 Comparison▪ 1.5.2 Adjective phraseso 1.6 Adverbs▪ 1.6.1 Adverb phraseso 1.7 Prepositionso 1.8 Conjunctions∙ 2 Negation∙ 3 Clause and sentence structureo 3.1 Questionso 3.2 Dependent clauseso 3.3 Other uses of inversiono 3.4 Imperativeso 3.5 Elliptical constructions∙ 4 History of English grammars∙ 5 See also∙ 6 Notes and references∙7 Bibliographyo7.1 Grammar bookso7.2 Monographs∙8 External links[edit] Word classes and phrasesThere are eight word classes, or parts of speech, that are distinguished in English: nouns, determiners, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. (Determiners, traditionally classified along with adjectives, have not always been regarded as a separate part of speech.) Interjections are another word class, but these are not described here as they do not form part of the clause and sentence structure of the language.[1]Nouns, verbs, adjectives, and adverbs form open classes– word classes that readily accept new members, such as the noun celebutante(a celebrity who frequents the fashion circles), the adverb 24/7 (as in I am working on it 24/7), and similar relatively new words.[1] The others are regarded as closed classes. For example, it is rare for a new pronoun to be admitted to the language.English words are not generally marked for word class. It is not usually possible to tell from the form of a word which class it belongs to except, to some extent, in the case of words with inflectional endings or derivational suffixes. On the other hand, some words belong to more than one word class. For example run can serve as either a verb or a noun (these are regarded as two different lexemes).[2] Lexemes may be inflected to express different grammatical categories. The lexeme run has the forms runs, ran, and running.[2]Words in one class can sometimes be derived from those in another. This has the potential to give rise to new words. The noun aerobics has recently given rise to the adjective aerobicized.[2]Words combine to form phrases. A phrase typically serves the same function as a word from some particular word class.[2] For example, my very goodfriend Peter is a phrase that can be used in a sentence as if it were a noun, and is therefore called a noun phrase. Similarly, adjective phrases and adverb phrases function as if they were adjectives or adverbs, but with other types of phrases the terminology has different implications. For example, a verb phrase consists of a verb together with any objects and other dependents; a prepositional phrase consists of a preposition together with its complement (and is therefore usually a type of adverb phrase); and a determiner phrase is a type of noun phrase containing a determiner.[edit] NounsNouns form the largest English word class. There are many common suffixes used to form nouns from other nouns or from other types of words, such as -age(as in shrinkage), -hood(as in sisterhood), and so on,[2]although many nouns are base forms not containing any such suffix (such as cat, grass, France). Nouns are also often created by conversion of verbs or adjectives, as with the words talk and reading(a boring talk, the assigned reading).Unlike in many related languages, English nouns do not have grammatical gender(although many nouns refer specifically to male or female persons or animals, like mother, father, bull, tigress; see Gender in English). Nouns are sometimes classified semantically (by their meanings) as proper nouns and common nouns(Cyrus, China vs. frog, milk) or as concrete nouns and abstract nouns (book, laptop vs. heat, prejudice).[3] A grammatical distinction is often made between count (countable) nouns such as clock and city, and non-count (uncountable) nouns such as milk and decor.[4]Some nouns can function to be either countable or uncountable such the word "wine" (This is a good wine, I prefer red wine).Countable nouns generally have singular and plural forms.[3]In most cases the plural is formed from the singular by adding -[e]s(as in dogs, bushes), although there are also irregular forms (woman/women, medium/media, etc.), including cases where the two forms are identical (sheep, series). For more details, see English plural.Certain nouns can take plural verbs even though they are singular in form, as in The government were ...(where the government is considered to refer to the people constituting the government). This, a form of synesis, is more common in British than American English. See English plural: Singulars with collective meaning treated as plural.English nouns are not marked for case as they are in some languages, but they have possessive forms, formed by the addition of -'s (as in John's, children's), or just an apostrophe (with no change in pronunciation) in the case of -[e]s plurals and sometimes other words ending with -s (the dogs' owners, Jesus' love). More generally, the ending can be applied to noun phrases (as in the man you saw yesterday's sister); see below. The possessive form can be used either as a determiner (John's cat) or as a noun phrase (John's is the one next to Jane's). For details, see English possessive.[edit] Noun phrasesNoun phrases are phrases that function grammatically as nouns within sentences, for example as the subject or object of a verb. Most noun phrases have a noun as their head.[4]An English noun phrase typically takes the following form (not all elements need be present):D ETERMINER + P RE-MODIFIERS + NOUN + P OSTMODIFIERS/C OMPLEMENTIn this structure:∙the determiner may be an article (the, a[n]) or other equivalent word, as described in the following section. In many contexts it is required for a noun phrase to include some determiner.∙pre-modifiers include adjectives and some adjective phrases (such as red, really lovely), and noun adjuncts (such as college in the phrase the college student). Adjectival modifiers usually comebefore noun adjuncts.∙ a complement or postmodifier[4]may be a prepositional phrase (... of London), a relative clause (like ...which we saw yesterday),certain adjective or participial phrases (... sitting on the beach), or a dependent clause or infinitive phrase appropriate to the noun (like ... that the world is round after a noun such as fact orstatement, or ... to travel widely after a noun such as desire). An example of a noun phrase that includes all of the above-mentioned elements is that rather attractive young college student that you were talking to. Here that is the determiner, rather attractive and young are adjectival pre-modifiers, college is a noun adjunct, student is the noun serving as the head of the phrase, and that you were talking to is a post-modifier (a relative clause in this case). Notice the order of thepre-modifiers; the determiner that must come first and the noun adjunct college must come after the adjectival modifiers.Coordinating conjunctions such as and, or, and but can be used at various levels in noun phrases, as in John, Paul, and Mary; the matching green coat and hat; a dangerous but exciting ride; a person sitting down or standing up. See Conjunctions below for more explanation.Noun phrases can also be placed in apposition (where two consecutive phrases refer to the same thing), as in that president, Abraham Lincoln, ...(where that president and Abraham Lincoln are in apposition). In some contexts the same can be expressed by a prepositional phrase, as in the twin curses of famine and pestilence (meaning "the twin curses" that are "famine and pestilence").Particular forms of noun phrases include:∙phrases formed by the determiner the with an adjective, as in the homeless, the English (these are plural phrases referring tohomeless people or English people in general);∙phrases with a pronoun rather than a noun as the head (see below);∙phrases consisting just of a possessive;∙infinitive and gerund phrases, in certain positions;∙certain clauses, such as that clauses and relative clauses like what he said, in certain positions.[edit] DeterminersMain articles: English determiners and English articlesEnglish determiners constitute a relatively small class of words. They include the articles the, a[n] (and in some contexts some), certain demonstrative and interrogative words such as this, that, and which, possessives such as my and whose(the role of determiner can also be played by noun possessive forms such as John's and the girl's), various quantifying words like all, many, various, and numerals(one, two, etc.). There are also many phrases (such as a couple of) that can play the role of determiners.Determiners are used in the formation of noun phrases (see above). Many words that serve as determiners can also be used as pronouns (this, that, many, etc.)Determiners can be used in certain combinations, such as all the water and the many problems .In many contexts, it is required for a noun phrase to be completed with an article or some other determiner. It is not grammatical to say just cat sat on table ; one must say my cat sat on the table . The most common situations in which a complete noun phrase can be formed without a determiner are when it refers generally to a whole class or concept (as in dogs are dangerous and beauty is subjective ) and when it is a name (Jane , Spain , etc.) This is discussed in more detail at English articles and Zero article in English .[edit ] Pronouns Pronouns are a relatively small, closed class of words that function in the place of nouns or noun phrases. They include personal pronouns , demonstrative pronouns , relative pronouns , interrogative pronouns , and some others, mainly indefinite pronouns .[edit ] Personal pronounsMain article: English personal pronounsThe personal pronouns of modern standard English, and the corresponding possessive forms, are as follows:Nominative Oblique Reflexive Possessive determiner Possessive pronoun 1st pers. sing.I me myself my mine 2nd pers. sing./pl. you you yourself/yourselves youryours 3rd pers. sing. she , he , it her , him , itherself , himself , itself her , his , its hers , his , (rare: its ) 1st pers. pl.we us ourselves our ours 3rd pers. pl. they themthemselves their theirs The second-person forms such as you are used with both singular and plural reference. (An archaic set of pronouns used for singular reference is thou, thee, thyself, thy, thine .) You can also be used as an indefinite pronoun ,referring to a person in general (see generic you) compared to the more formal alternative, one (reflexive oneself, possessive one's).The third-person singular forms are differentiated according to the sex of the referent. For example, she can be used to refer to a female person, sometimes a female animal, and sometimes an object to which female characteristics are attributed, such as a ship or a country. A male person, and sometimes a male animal, is referred to using he. In other cases it can be used. (See Gender in English.) The word it can also be used as a dummy subject, in sentences like It is going to be sunny this afternoon.The third-person plural forms such as they are sometimes used with singular reference, as a gender-neutral pronoun, as in each employee should ensure they tidy their desk. This usage is sometimes considered ungrammatical. (See singular they.)The possessive deteminers such as my are used as determiners together with nouns, as in my old man, some of his friends. The second possessive forms like mine are used when they do not qualify a noun: as pronouns, as in mine is bigger than yours, and as predicates, as in this one is mine. Note also the construction a friend of mine(meaning "someone who is my friend"). See English possessive for more details.[edit] Demonstrative and interrogative pronounsThe demonstrative pronouns of English are this (plural these), and that (plural those), as in these are good, I like that. Note that all four words can also be used as determiners (followed by a noun), as in those cars. They can also then form the alternative pronominal expressions this/that one, these/those ones.The interrogative pronouns are who, what, and which(all of them can take the suffix -ever for emphasis). The pronoun who refers to a person or people; it has an oblique form whom(though in informal contexts this is usually replaced by who), and a possessive form (pronoun or determiner) whose. The pronoun what refers to things or abstracts. The word which is used to ask about alternatives from what is seen as a closed set: which (of the books) do you like best? (It can also be an interrogative determiner: which book?; this can form the alternative pronominal expressions which one and which ones.) Which, who, and what can be either singular or plural, although who and what often take a singular verb regardless of any supposed number. For more information see who.All the interrogative pronouns can also be used as relative pronouns; see below for more details.[edit] Relative pronounsMain article: English relative clauses. For "who/whom" and related forms, see also Who (pronoun).The main relative pronouns in English are who(with its derived forms whom and whose), which, and that.[5]The relative pronoun which refers to things rather than persons, as in the shirt, which used to be red, is faded. For persons, who is used (the man who saw me was tall). The oblique case form of who is whom, as in the man whom I saw was tall, although in informal registers who is commonly used in place of whom.The possessive form of who is whose (the man whose car is missing ...); however the use of whose is not restricted to persons (one can say an idea whose time has come).The word that as a relative pronoun is normally found only in restrictive relative clauses (unlike which and who, which can be used in both restrictive and unrestrictive clauses). It can refer to either persons or things, and cannot follow a preposition. For example, one can say the song that [or which] I listened to yesterday, but the song to which [not to that] I listened yesterday. The relative pronoun that is usually pronounced with a reduced vowel (schwa), and hence differently from the demonstrative that(see Weak and strong forms in English). If that is not the subject of the relative clause, it can be omitted (the song I listened to yesterday).The word what can be used to form a free relative clause– one that has no antecedent and that serves as a complete noun phrase in itself, as in I like what he likes. The words whatever and whichever can be used similarly, in the role of either pronouns (whatever he likes) or determiners (whatever book he likes). When referring to persons, who(ever) (and whom(ever)) can be used in a similar way (but not as determiners).[edit] There as pronounThe word there is used as a pronoun in some sentences, playing the role of a dummy subject, normally of an intransitive verb. The "logical subject" of the verb then appears as a complement after the verb.This use of there occurs most commonly with forms of the verb be in existential clauses, to refer to the presence or existence of something. For example: There is a heaven; There are two cups on the table; Therehave been a lot of problems lately. It can also be used with other verbs: There exist two major variants; There occurred a very strange incident.The dummy subject takes the number (singular or plural) of the logical subject (complement), hence it takes a plural verb if the complement is plural. In colloquial English, however, the contraction there's is often used where there are would be expected.The dummy subject can undergo inversion, Is there a test today?and Never has there been a man such as this. It can also appear without a corresponding logical subject, in short sentences and question tags: There wasn't a discussion, was there? There was.The word there in such sentences has sometimes been analyzed as an adverb, or as a dummy predicate, rather than as a pronoun.[6] However, its identification as a pronoun is most consistent with its behavior in inverted sentences and question tags as described above.Because the word there can also be a deictic adverb (meaning "at/to that place"), a sentence like There is a river could have either of two meanings: "a river exists" (with there as a pronoun), and "a river is in that place" (with there as an adverb). In speech, the adverbial there would be given stress, while the pronoun would not – in fact the pronoun is often pronounced as a weak form, /ðə(r)/.[edit] Other pronounsOther pronouns in English are often identical in form to determiners (especially quantifiers), such as many, a little, etc. Sometimes the pronoun form is different, as with none(corresponding to the determiner no), nothing, everyone, somebody, etc. Many examples are listed at Indefinite pronoun.[edit] VerbsMain article: English verbsVerbs form the second largest word class after nouns. The basic form of an English verb is not generally marked by any ending, although there are certain suffixes that are frequently used to form verbs, such as -ate (formulate), -fy (electrify), and -ise/ize (realise/realize).[7] Many verbs also contain prefixes, such un- (unmask), out- (outlast), over-(overtake), and under-(undervalue).[7]Verbs can also be formed from nouns and adjectives by conversion, as with the verbs snare, nose, dry, and calm.Most verbs have three or four inflected forms: a third-person singular present tense form in -s (writes), a present participle and gerund form in -ing (writing), a past tense (wrote), and – though often identical to the past tense form –a past participle(written). Regular verbs have identical past tense and past participle forms in -ed, but there are 100 or so irregular English verbs with different forms (see list). The verbs have, do and say also have irregular third-person present tense forms (has, does/dʌz/, says/sɛz/). The verb be has the largest number of irregularforms (am, is, are in the present tense, was, were in the past tense, been for the past participle).Most of what are often referred to as verb tenses (or sometimes aspects) in English are formed using auxiliary verbs. Apart from what are called the simple present(write, writes) and simple past(wrote), there are also continuous (progressive) forms (am/is/are/was/were writing), perfect forms (have/has/had written, and the perfect continuous have/has/had been writing), future forms (will write, will be writing, will have written, will have been writing), and conditionals (also called "future in the past") with would in place of will. The auxiliaries shall and should sometimes replace will and would in the first person. For the uses of these various verb forms, see English verbs and English clause syntax.The infinitive is the basic form of the verb (be, write, play), although there is also a "to-infinitive" (to be, to write, to play) used in many syntactical constructions. There are also infinitives corresponding to other aspects: (to) have written, (to) be writing, (to) have been writing. The second-person imperative is identical to the (basic) infinitive; other imperative forms may be made with let (let us go, or let's go; let them eat cake).A form identical to the infinitive can be used as a present subjunctive in certain contexts: It is important that he follow them or ... that he be committed to the cause. There is also a past subjunctive (distinct from the simple past only in the possible use of were instead of was), used in some conditional sentences and similar: if I were (or was) rich ...; were he to arrive now ...; I wish she were(or was) here. For details see English subjunctive.The passive voice is formed using the verb be (in the appropriate tense or form) with the past participle of the verb in question: cars are driven, he was killed, I am being tickled, it is nice to be pampered, etc. Theperformer of the action may be introduced in a prepositional phrase with by (as in they were killed by the invaders).The English modal verbs consist of the core modals can, could, may, might, must, shall, should, will, would, as well as ought (to), had better, and in some uses dare and need.[8]These do not inflect for person or number,[8] and do not have infinitive or participle forms (except synonyms, as with be/being/been able (to) for the modals can/could). The modals are used with the basic infinitive form of a verb (I can swim, he may be killed, we dare not move, need they go?), except for ought, which takes to (you ought to go).The copula be, along with the modal verbs and the other auxiliaries, form a distinct class, sometimes called "special verbs" or simply "auxiliaries".[9]These have different syntax from ordinary lexical verbs, especially in that they make their interrogative forms by plain inversion with the subject, and their negative forms by adding not after the verb (could I ...? I could not ...). Apart from those already mentioned, this class may also include used to (although the forms did he use to? and he didn't use to are also found), and sometimes have even when not an auxiliary (forms like have you a sister?and he hadn't a clue are possible, though becoming less common). It also includes the auxiliary do (does, did); this is used with the basic infinitive of other verbs (those not belonging to the "special verbs" class) to make their question and negation forms, as well as emphatic forms (do I like you?; he doesn't speak English; we did close the fridge). For more details of this, seedo-support.Some forms of the copula and auxiliaries often appear as contractions, as in I'm for I am, you'd for you would or you had, and John's for John is. Their negated forms with following not are also often contracted (see Negation below). For detail see English auxiliaries and contractions.[edit] Verb phrasesA verb together with its dependents, excluding its subject, may be identified as a verb phrase (although this concept is not acknowledged in all theories of grammar[10]). A verb phrase headed by a finite verb may also be called a predicate. The dependents may be objects, complements, and modifiers (adverbs or adverbial phrases). In English, objects and complements nearly always come after the verb; a direct object precedes other complements such as prepositional phrases, but if there is an indirect object as well, expressed without a preposition, then that precedes the direct object: give me the book, but give the book to me. Adverbial modifiers generally follow objects, although other positionsare possible (see under Adverbs below). Certain verb–modifier combinations, particularly when they have independent meaning (such as take on and get up), are known as "phrasal verbs".For details of possible patterns, see English clause syntax. See the Non-finite clauses section of that article for verb phrases headed by non-finite verb forms, such as infinitives and participles.[edit] AdjectivesEnglish adjectives, as with other word classes, cannot in general be identified as such by their form,[11]although many of them are formed from nouns or other words by the addition of a suffix, such as -al(habitual), -ful(blissful), -ic(atomic), -ish(impish, youngish), -ous(hazardous), etc.; or from other adjectives using a prefix: disloyal, irredeemable, unforeseen, overtired.Adjectives may be used attributively, as part of a noun phrase (nearly always preceding the noun they modify), as in the big house, or predicatively, as in the house is big. Certain adjectives are restricted to one or other use; for example, drunken is attributive (a drunken sailor), while drunk is usually predicative (the sailor was drunk).[edit] ComparisonMany adjectives have comparative and superlative forms in -er and -est,[12] such as faster and fastest(from the positive form fast). Spelling rules which maintain pronunciation apply to suffixing adjectives just as they do for similar treatment of regular past tense formation; these cover consonant doubling (as in bigger and biggest, from big) and the change of y to i after consonants (as in happier and happiest, from happy).The adjectives good and bad have the irregular forms better, best and worse, worst; also far becomes farther, farthest or further, furthest. The adjective old(for which the regular older and oldest are usual) also has the irregular forms elder and eldest, these generally being restricted to use in comparing siblings and in certain independent uses. For the comparison of adverbs, see Adverbs below.Many adjectives, however, particularly those that are longer and less common, do not have inflected comparative and superlative forms. Instead, they can be qualified with more and most, as in beautiful, more beautiful, most beautiful (this construction is also sometimes used even for adjectives for which inflected forms do exist).Certain adjectives are classed as ungradable.[12] These represent properties that cannot be compared on a scale; they simply apply or do not, as with pregnant, dead, unique. Consequently, comparative and superlative forms of such adjectives are not normally used, except in a figurative, humorous or imprecise context. Similarly, such adjectives are not normally qualified with modifiers of degree such as very and fairly, although with some of them it is idiomatic to use adverbs such as completely. Another type of adjectives sometimes considered ungradable is those that represent an extreme degree of some property, such as delicious and terrified; the same point about modifiers applies to these, although it is not rare to find them in comparative or superlative form.[edit] Adjective phrasesAn adjective phrase is a group of words that plays the role of an adjective in a sentence. It usually has a single adjective as its head, to which modifiers and complements may be added.[13]Adjectives can be modified by a preceding adverb or adverb phrase, as in very warm, truly imposing, more than a little excited. Some can also be preceded by a noun or quantitative phrase, as in fat-free, two-metre-long.Complements following the adjective may include:∙prepositional phrases: proud of him, angry at the screen, keen on breeding toads;∙infinitive phrases: anxious to solve the problem, easy to pick up;∙content clauses, i.e. that clauses and certain others: certain that he was right, unsure where they are;∙after comparatives, phrases or clauses with than: better than you, smaller than I had imagined.An adjective phrase may include both modifiers before the adjective and a complement after it, as in very difficult to put away.Adjective phrases containing complements after the adjective cannot normally be used as attributive adjectives before a noun. Sometimes they are used attributively after the noun, as in a woman proud of being a midwife (where they may be converted into relative clauses: a woman who is proud of being a midwife), but it is wrong to say *a proud of being a midwife woman. Exceptions include very brief and often established phrases such as easy-to-use. (Certain complements can be moved to after the noun, leaving the adjective before the noun, as in a better man than you, a hard nut to crack.)。
English Grammar
English Grammar1. 名词1.1 名词复数的规则变化名词可以分为专有名词（Proper Nouns）和普通名词(Common Nouns），专有名词是某个（些）人，地方，机构等专有的名称，如Beijing，China等。
普通名词是一类人或东西或是一个抽象概念的名词，如：book，sadness等。
普通名词又可分为下面四类：1）个体名词（Individual Nouns）：表示某类人或东西中的个体，如：gun。
2）集体名词（Collective Nouns）：表示若干个个体组成的集合体，如：family。
3）物质名词（Material Nouns）：表示无法分为个体的实物，如：air。
4）抽象名词（Abstract Nouns）：表示动作、状态、品质、感情等抽象概念，如：work。
个体名词和集体名词可以用数目来计算，称为可数名词（Countable Nouns），物质名词和抽象名词一般无法用数目计算，称为不可数名词（Uncountable Nouns）。
归纳一下，名词的分类可以下图表示：||专有名词||| 名|| 个体名词|||||| 可数名词|||| 集体名词||||普通名词|||| 词|| 物质名词|||||| 不可数名词|||| 抽象名词||1.1 名词复数的规则变化情况构成方法读音例词一般情况加-s 1.清辅音后读/s/;map-maps2.浊辅音和元音后bag-bags读/z/;car-cars以s,sh,ch,x等结尾的词加-es读/iz/bus-buseswatch-watches以ce,se,ze,(d)ge等结尾的词加-s读/iz/license-licenses以辅音字母+y变y 为i结尾的词再加es读/z/baby---babies1.2 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 Henrysmonkey---monkeys holiday---holidays比较：层楼：storey ---storeys story---stories2) 以o 结尾的名词，变复数时：a. 加s，如：photo---photos piano---pianosradio---radios zoo---zoos；b. 加es，如：potato--potatoes tomato--tomatoesc. 均可，如：zero---zeros / zeroes3) 以f或fe 结尾的名词变复数时：a. 加s，如：belief---beliefs roof---roofssafe---safes gulf---gulfs；b. 去f,fe 加ves，如：half---halvesknife---knives leaf---leaves wolf---wolveswife---wives life---lives thief---thieves；c. 均可,如：handkerchief:handkerchiefs / handkerchieves1.3 名词复数的不规则变化1)child---children foot---feet tooth---teethmouse---mice man---men woman---women注意：与man 和woman构成的合成词，其复数形式也是-men 和-women。
English Grammar
English GrammarMeaning: English grammar is the body of rules that describe the structure of expressions in the English language. This includes the structure of words, phrases, clauses, and sentences.Content:1.Basic English GrammarBasic English GrammarA. General terms:1. morphology 词法2. syntax 句法3. word 单词4. phrase 词组5. sentence 句子6. clause 从句7. main clause 主句8. part of speech 词性9. structure 结构B. Tenses 时态1. past future tense 过去将来时 : would do2. past future continuous tense 过去将来进行时: would be doing3. past future perfect tense 过去将来完成时 : would have done4. present simple tense 一般现在时 : do (does)5. past simple tense 一般过去时 : did6. future simple tense 一般将来时 : will do7. present perfect tense 现在完成时 : have done8. past perfect tense 过去完成时 : had done9. future perfect tense 将来完成时 : will have done10. present continuous tense 现在进行时 : is (am, are) doing11. past continuous tense 过去进行时 : was (were) doing12. future continuous tense 将来进行时 : will be doing13. past future continuous tense 过去将来进行时 : would be doing14. present perfect continuous tense 现在完成进行时 : have been doing15. past perfect continuous tense 过去完成进行时 : had been doingC. Part of speech 词性1. noun名词: （Nouns are naming words,noun names a person,place,thing,idea）proper noun 专有名词, common noun 普通名词, countable noun 可数名词, uncountable noun 不可数名词, abstract noun抽象名词, concrete noun 具体名词, material noun物质名词, collective noun集体名词2.Ajective (describe or modify nouns)3. verb动词: (Verbs show action,the state of being)transitive verb及物动词, intransitive verb不及物动词, linking verb系动词, auxiliary verb助动词, modal verb情态动词, regular verb规则动词, irregular verb不规则动词, phrasal verb短语动词4. preposition 介词(show position and how things go together) 6. conjunction连词(are joining words ,phrases ,or sentences) 7. adverb副词 (tell about adj. v. adv.)5. pronoun代词(take the place of nouns)personal pronoun人称代词, possessive pronoun物主代词, reflexive pronoun反身代词, demonstrative pronoun指示代词, interrogative pronoun疑问代词, relative pronoun关系代词, indefinite pronoun不定代词(all, each, every, both, either, neither, one, none, little, few, many, much, other, another, some, any, no)F. Elements of sentences句子成分1. subject主语2. predicate谓语3. object宾语4. dual object双宾语5. direct object直接宾语6. indirect object间接宾语7. complex object复合宾语8. complement补语9. subject complement主补 10. object complement宾补 11. predicative表语 12. attribute定语 13. appositive同位语 14. adverbial状语G. Subordinate clause从属句1. nominal clause名词从句2. attributive clause定语从句3. object clause宾语从句 5. subject clause主语从句 6. appositive clause同位语从句 adverbial clause状语从句10. adverbial clause of time时间状语从句11. adverbial clause of place地点状语从句Examples:Proper grammar use1.subject / verb agreement: must have both in a sentence; subject and verb must agree in termsof quality and tense. Here is an example of what not to do: Three students sits in the hallway.So the verb must indicate the subject(three students), the verb “sits”is wrong, it should be either sit or sat, depending in the meaning you want to convey. The verb “sits” should only be used for a singular subject. For example: “John sits in the hallway” is correct.2.Corect sentence structure: adj comes before the noun it describes. Red car.3.Knowing the parts of speech: You look extremely exquisite.Summary: It seems to be based on a fixed set of concepts, which govern dozens of constructions and thousands of verbs -- not only in English, but in all other languages -- fundamental concepts such as space, time, causation and human intention, such as, what is the means and what is the ends.I START TO question the very nature of our thoughts -What our language habits reveal-- the way we use words, how we learn, and how we relate to others….Let me start off with a technical problem is, which verbs go in which constructions? The verb is the chassis of the sentence. It's the framework onto which the other parts are bolted.An intransitive verb, such as "dine," for example, can't take a direct object. You have to say, "Sam dined," not, "Sam dined the pizza." A transitive verb mandates that there has to be an object there:"Sam devoured the pizza." You can't just say, "Sam devoured." There are dozens or scores of verbs of this type, each of which shapes its sentence. So, a problem in explaining how children learn language, a problem in teaching language to adults so that they don't make grammatical errors, and a problem in programming computers to use language is which verbs go in which constructions. For example, the dative construction in English. You can say, "Give a muffin to a mouse," the prepositional dative. Or, "Give a mouse a muffin," the double-object dative. "Promise anything to her," "Promise her anything," and so on. Hundreds of verbs can go both ways.So a tempting generalization for a child, for an adult, for a computer is that any verb that can appear in theconstruction, "subject-verb-thing-to-a-recipient" can also be expressed as"subject-verb-recipient-thing." You've got to extract generalizations so you can produce and understand new sentences.Unfortunately, there appear to be exceptions. You can say, "Biff drove the car to Chicago," but not, "Biff drove Chicago the car." You can say, "Sal gave Jason a headache," but it's a bit odd to say, "Sal gave a headache to Jason." The solution is that these constructions, despite initial appearance, are not synonymous, that when you crank up the microscope on human cognition, you see that there's a subtle difference in meaning between them. So, "give the X to the Y," that construction corresponds to the thought"cause X to go to Y." Whereas "give the Y theX" corresponds to the thought "cause Y to have X."Now, many events can be subject to either construal, kind of like the classicfigure-ground reversal illusions, in which you can either pay attention to the particular object, in which case the space around it recedes from attention, or you can see the faces in the empty space, in which case the object recedes out of consciousness. How are these construals reflected in language? Well, in both cases, the thing that is construed as being affected is expressed as the direct object, the noun after the verb. So, when you think of the event as causing the muffin to go somewhere -- where you're doing something to the muffin -- you say, "Give the muffin to the mouse." When you construe it as "cause the mouse to have something," you're doing something to the mouse, and therefore you express it as, "Give the mouse the muffin."So which verbs go in which construction -- the problem with which I began-- depends on whether the verb specifies a kind of motion or a kind of possession change.To give something involves both causing something to go and causing someone to have. To drive the car only causes something to go, because Chicago's not the kind of thing that can possess something. Only humans can possess things. And to give someone a headache causes them to have the headache, but it's not as if you're taking the headache out of your head and causing it to go to the other person, andimplanting it in them. You may just be loud or obnoxious, or some other way causing them to have the headache. So, that's an example of the kind of thing that I do in my day job. Well, there are a number of interesting conclusions, I think,from this and many similar kinds of analyses of hundreds of English verbs. First, there's a level of fine-grained conceptual structure, which we automatically and unconsciously compute every time we produce or utter a sentence, that governs our use of language. It's very hard to find any example of abstract language that is not based on some concrete metaphor. For example, you can use the verb "go" and the prepositions "to" and "from" in a literal, spatial sense."The messenger went from Paris to Istanbul." You can also say, "Biff went from sick to well." He needn't go anywhere. He could have been in bed the whole time, but it's as if his health is a point in state space that you conceptualize as moving. Or, "The meeting went from three to four," in which we conceive of time as stretched along a line. Likewise, we use "force" to indicate not only physical force, as in, "Rose forced the door to open," but also interpersonal force, as in, "Rose forced Sadie to go," not necessarily by manhandling her,but by issuing a threat. Or, "Rose forced herself to go," as if there were two entities inside Rose's head, engaged in a tug of a war.Second conclusion is that the ability to conceive of a given event in two different ways, such as "cause something to go to someone" and "causing someone to have something," I think is a fundamental feature of human thought, and it's the basis for much human argumentation, in which people don't differ so much on the facts as on how they ought to be construed. Just to give you a few examples: "ending a pregnancy" versus "killing a fetus;" "a ball of cells" versus "an unborn child;" "invading Iraq" versus "liberating Iraq;" "redistributing wealth" versus "confiscating earnings." And I think the biggest picture of all would take seriously the fact that so much of our verbiage about abstract events is based on a concrete metaphor and see human intelligence itself as consisting of a repertoire of concepts-- such as objects, space, time, causation and intention -- which are useful in a social, knowledge-intensive species, whose evolution you can well imagine, and a process of metaphorical abstraction that allows us to bleach these concepts of their original conceptual content --space, time and force -- and apply them to new abstract domains, therefore allowing a species that evolved to deal with rocks and tools and animals, to conceptualize mathematics, physics, law and other abstract domains.So to sum up: language is a collective human creation, reflecting human nature, how we conceptualize reality, how we relate to one another. And then by analyzing the various quirks and complexities of language, I think we can get a window onto what makes us tick.。
英语语法举例
英语语法举例全文共3篇示例，供读者参考篇1Title: Examples of English GrammarIntroduction:English grammar can be quite complex, with many rules and exceptions to remember. Understanding and applying these rules correctly is essential for effective communication in English. In this article, we will provide examples of some common grammar rules to help you improve your English language skills.Subject-Verb Agreement:One important rule in English grammar is subject-verb agreement. This means that the subject of a sentence must agree with the verb in terms of number (singular or plural). For example:- The dog barks loudly. (singular subject "dog" agrees with singular verb "barks")- The dogs bark loudly. (plural subject "dogs" agrees with plural verb "bark")Pronouns:Pronouns are words that are used in place of nouns to avoid repetition. Pronouns must agree with the nouns they refer to in gender, number, and person. For example:- She is a student. (singular female pronoun "she" refers to singular female noun "student")- They are students. (plural pronoun "they" refers to plural noun "students")Prepositions:Prepositions are words that show the relationship between two words or phrases in a sentence. Some common prepositions include "in," "on," "at," "by," "for," and "with." For example:- I am going to the store. (preposition "to" shows direction)- The book is on the table. (preposition "on" shows location)Articles:Articles are words used before nouns to show whether the noun is specific or general. There are three articles in English: "a," "an," and "the." For example:- A cat is an animal. (indefinite article "a" is used before the singular noun "cat")- The dog is my pet. (definite article "the" is used before the singular noun "dog")Tenses:English verbs have different tenses to show when an action takes place. Some common tenses include present, past, and future. For example:- She plays tennis every Sunday. (present tense)- She played tennis last week. (past tense)- She will play tennis tomorrow. (future tense)Modal Verbs:Modal verbs are auxiliary verbs that are used to express necessity, possibility, ability, permission, or requests. Some common modal verbs include "can," "could," "may," "might," "must," "shall," "should," "will," and "would." For example:- You should study for the exam. (modal verb "should" expresses advice)- She can speak Spanish fluently. (modal verb "can" expresses ability)Relative Clauses:Relative clauses are used to provide additional information about a noun in a sentence. Relative clauses begin with relative pronouns such as "who," "which," "that," "whom," and "whose." For example:- The car that is parked outside is mine. (relative clause "that is parked outside" defines which car)- The girl who won the race is my sister. (relative clause "who won the race" defines which girl)Conclusion:English grammar is a fundamental aspect of the language that is essential for effective communication. By understanding and applying the rules of grammar correctly, you can improve your English language skills and communicate more clearly and effectively. The examples provided in this article are just a few of the many grammar rules in English, but they are a good starting point for mastering the basics. Keep practicing and learning, and you will become more proficient in English grammar over time.篇2Title: Examples of English GrammarEnglish grammar can be complicated, but understanding its rules is essential for communication. From basic sentence structure to more complex concepts, such as verb tenses and subject-verb agreement, a thorough knowledge of English grammar is crucial for effective writing and speaking. In this article, we will provide examples of various grammar rules to help you better understand how they work in practice.1. Subject-Verb AgreementSubject-verb agreement is the concept that the subject of a sentence must agree with the verb in number. For example:- The dog (singular subject) runs (singular verb) in the park.- The dogs (plural subject) run (plural verb) in the park.2. Verb TensesEnglish has several verb tenses, each indicating when an action occurred. For example:- Present simple: She works in a bank.- Past simple: She worked in a bank.- Present continuous: She is working in a bank.- Past continuous: She was working in a bank.3. ArticlesArticles are words used before nouns to indicate whether the noun is specific or general. For example:- The (definite article): The book is on the table.- A/an (indefinite article): I bought a book yesterday.4. PrepositionsPrepositions are words that show the relationship between a noun or pronoun and other words in a sentence. For example:- She is at the store.- The cat is under the table.5. PronounsPronouns are words that take the place of nouns in a sentence. For example:- She is my sister.- They are coming over for dinner.6. Adjectives and AdverbsAdjectives describe nouns, while adverbs modify verbs, adjectives, or other adverbs. For example:- The red car (adjective) is fast (adjective).- She runs (verb) quickly (adverb).7. ConjunctionsConjunctions are words that connect words, phrases, or clauses. For example:- I like tea and coffee.- He is tall, but she is short.8. Direct and Indirect SpeechDirect speech repeats a person's exact words, while indirect speech reports what someone said without quoting them directly. For example:- Direct speech: She said, "I am going to the store."- Indirect speech: She said that she was going to the store.9. Conditional SentencesConditional sentences express a hypothetical situation and its consequence. For example:- If it rains, we will stay inside.- If I had known, I would have helped.10. Passive VoiceIn passive voice, the subject of a sentence receives the action rather than performing it. For example:- Active voice: The dog chased the cat.- Passive voice: The cat was chased by the dog.These are just a few examples of English grammar rules in action. By understanding and practicing these rules, you can improve your English skills and communicate more effectively. Remember, grammar is the foundation of language, so mastering it is essential for clear and concise communication. Keep practicing, and soon you will become a grammar expert!篇3English grammar is a complex system that governs the structure and usage of the English language. It includes rules for sentence structure, word order, parts of speech, verb tenses, and much more. In this document, we will explore some common examples of English grammar rules in action.One of the most fundamental aspects of English grammar is the structure of a basic sentence. A sentence typically consists of a subject, a verb, and an object. For example, in the sentence "She eats an apple," the subject is "She," the verb is "eats," and the object is "an apple."Another important aspect of English grammar is the use of verb tenses. Verbs can be conjugated to indicate when an action took place. For example, the verb "eat" can be conjugated in various tenses such as past ("ate"), present ("eat"), and future ("will eat"). In the sentence "He ate dinner last night," the verb "ate" indicates that the action took place in the past.English grammar also includes rules for word order. In English, the typical word order in a sentence issubject-verb-object (SVO). For example, in the sentence "They are watching a movie," the subject "They" comes before the verb "are watching" and the object "a movie."English grammar also encompasses rules for parts of speech, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, and interjections. Each part of speech plays a specific role in a sentence. For example, in the sentence "The girl ran quickly," "girl" is a noun, "ran" is a verb, and "quickly" is an adverb.In addition to these basic rules, English grammar includes more complex concepts such as compound sentences, complex sentences, clauses, and phrases. A compound sentence consists of two independent clauses joined by a conjunction, as in "She wanted to go to the beach, but it was raining." A complex sentence has one independent clause and one or more dependent clauses, as in "I will go to the store before it closes."In summary, English grammar is a vast and intricate system that governs the structure and usage of the English language. By following the rules of English grammar, speakers and writers can communicate effectively and clearly. By understanding and applying the examples of English grammar discussed in this document, you can improve your proficiency in the language and become a more competent communicator.。
English Grammar-subordinate clause
Note:在名词doubt“怀疑”后的同位语从句用whether连接；在no doubt“不 怀疑”之后的同位语从句用that连接 eg: We have some doubt whether they can complete the task on time.
There is no doubt that Zhang Wei will keep his promise.
主语从句不可位于句首的五种情况： (1) if 引导的主语从句不可居于复合句句首。
(2) It is said , (reported) …结构中的主语从句不可提前。 eg：It is said that President Jingo will visit our school next week. (right) That President Jiango will visit our school next week is said. (wrong) (3) It happens…, It occurs… 结构中的主语从句不可提前。 eg：It occurred to him that he failed in the examination. (right) That he failed in the examination occurred to him. (wrong) (4) It doesn‟t matter how/whether …结构中的主语从句不可提前。 eg：It doesn‟t matter whether he is wrong or not. (right) Whether he is wrong or not doesn‟t matter. (wrong) (5) 含主语从句的复合句是疑问句时，主语从句不可提前。 eg：Is it likely that it will rain in the evening? (right) Is that will rain in the evening likely? (当于名词词组, 它在复合句中能担任主语、宾语、表语、 同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可 分别称为主语从句、宾语从句、表语从句和同位语从句。 eg: It is quite clear that the crime was done deliberately. (主语从句) What caused the fire is still a mystery. (主语从句) She suggested that he do it at once. (宾语从句) Please explain why this is impossible. (宾语从句) My opinion is that you should not go alone. (表语从句) The question is why he likes the place so much. (表语从句) The fact that the earth is round is true. (同位语从句) She told us her hope that she would become a pianist. (同位语从句)
初中英语语法 English Grammar
初中英语语法English Grammar目录构词法（word-formation）名词（Nouns）冠词（Articles）代词（Pronouns）数词（Numerals）形容词（Adjectives）副词（Adverbs）介词（Prepositions）动词（Verbs）动词的时态（Tenses）动词的语态（Voices）限定动词与非限定动词（Finite and Non-finite Verbs）简单句（The simple sentences）It的用法（The use of “it”）并列句（The compound sentences）主从复合句（The complex sentences）构词法（word-formation）构词法（word-formation）——分为转换、派生、合成转换：常用于动词和名词之间的转换1)不改变读音、重度音节，只转换单词词性e.g.2）有些双音节词，作名词时，第一个音节重度；作动词时，第二个音节重度e.g. 名词动词’increase /’inkri:s/ 增加in’crease /in’kri:s/增加3）有些词可以用读音变化改变词性e.g. excuse /iks’kju:s/（名）歉意；道歉；借口excuse /iks’kju:z/（动）原谅4）有些形容词可以转化为动词e.g. He slowed down at the crossroad./ Please warm up the cold meat.派生前缀：加前缀一般不改变词类，而只是改变原词的词义构成反义词的前缀dis- disagree disappear dislikeim- impolite impossibleun- unable uncertain unhappy一些表示特定意思的前缀down 往下downloadkilo 千kilometreman 人，由人man-mademis 错误地mistake misunderstandre 重新，再次rebuild retell可以改变词性的前缀加在名词前构成形容词或副词asleep aboard asideen- 加在名词或形容词前构成动词encourage enable enrich后缀：加后缀一般改变词性名词后缀-an African American -er dancer driver reporter -ing feeling reading -ion action decision-ment development government -ness happiness sadness-or actor visitor -tion invention pronunciation-ure failure pleasure②形容词后缀-an American African -en golden wooden-ese Chinese Japanese -ful beautiful hopeful useful-ive active expensive -less careless endless useless-ly friendly -ous nervous dangerous-y dirty rainy③副词后缀-ly carefully happily clearly④数词后缀-teen thirteen -ty twenty -th fifth合成合成名词词加名词basketball形容词加名词blackboard动词-ing形式+另一词dining-room合成形容词形容词+动词-ing形式hard-working形容词+过去分词kind-hearted名词+过去分词man-made名词+动词-ing形式man-eating peace-loving合成动词词+动词water-ski副词+动词overeat overcome③ 形容词/副词+动词white-wash合成副词、代词合成副词upstairs beforehand合成代词myself everything其他构词法1）缩短法telephone—phone2）前后各截部分refrigerator—fridge3）缩写法名词（Nouns）一、名词的数：名词复数的构成规则规则复数变化多数在词尾加-s以s,x,ch,sh结尾的名词加-es e.g. match—matches以辅音字母加y结尾的名词，改y为i，再加-es e.g. story—stories以f，fe结尾的名词，一般把f，fe改为v，再加-es e.g. leaf—leaves但也有只加-s e.g. roof—roofs④以o结尾的名词，多数加-es e.g. hero—heroes但也有只加-s e.g. piano—pianos注：以o 结尾的名词，我们可按下面一条规律来记住它们的复数形式：指人和农作物的加-es、其他的加-s．（或者是有生命的加-es，无生命的加-s）不规则变化①名词单复数同形 e.g. sheep, deer, fish②单词拼写中变化元音字母 e.g. man—men tooth—teeth③有些是用-en做词尾构成复数形式 e.g. child—children ox—oxen④表示某国人的单词，单复数形式分为三种：A.单复数相同 a Chinese—five ChineseB.词尾加-s an American—seven AmericansC．变-man为-men an Englishman—ten Englishmen复合名词的复数形式1.将复合名词中的主题名词变为复数形式 e.g. new-comer—new-comers2.没有主题名词的，则在词尾加-s e.g. grown-up—grown-ups3.以man或woman开头的复合词，名词都要变为复数形式 e.g. man-doctor—men-doctors4.其他合成的词，只把最后一个词变为复数eg.boy friend—boy friends5.由两部分组成的物体名词和其他一些名词常用复数形式 e.g. trousers,clothes,scissors6.专有名词一般为不可数名词，但是表示某姓一家或夫妇和同名同姓若干时，用复数e.g. The Browns have gone to the cinema.7.在做定语的合成词中，名词要用单数形式e.g. an eighty-three-year-old grandpa8.以-s结尾的专有名词有两种情况A．表示国家、报纸等名词看做单数 e.g. the United StatesB. 表示群岛、山脉、瀑布、奥运会等专有名词看做复数，谓语也用复数形式e.g. The Alps are in Europe.名词复数词尾加-s或-es的读音规则如下表二、名词的种类：普通名词——个体名词，集体名词（可数）物质名词，抽象名词（不可数）专有名词普通名词是某一类人、某一类事物、某种物质或抽象概念的名词个体名词：表示单个的人或物e.g. tree树doctor医生cup杯子apple苹果表示一群人或一些事物的总称e.g. crowd人群army军队class班级family家庭group小组，团队police警方team队public公众物质名词：表示无法分为个体的物质e.g. tea茶paper纸snow雪cloth布wood木头sugar糖meat肉sand沙ink墨水coffee咖啡抽象名词：表示动作、状态、品质、感情等方面的抽象概念e.g. happiness幸福work工作music音乐experience经历pride骄傲failure失败protection保护专有名词3）可数名词和不可数名词①可数名词：其所表示的事物可以用数来计算，前面可用不定冠词a，an和数词，有复数形式②不可数名词：其所表示的事物不可以用数来计算，前面不能用不定冠词a，an和数词，没有复数形式。
英语语法专业术语及其含义
英语语法专业术语及其含义English Grammar: Professional Terminology and Their MeaningsEnglish grammar is a complex system that governs the structure and usage of the English language. To better understand and analyze English grammar, it is important to be familiar with the specialized terminology used in this field. In this article, we will explore some of the key terms in English grammar and their meanings.1. Noun:A noun refers to a word that names a person, place, thing, or idea. Examples include "dog," "London," "book," and "happiness."2. Verb:A verb denotes an action, occurrence, or state of being. It expresses what the subject of a sentence does or experiences. Examples include "run," "write," "sleep," and "be."3. Adjective:An adjective describes or modifies a noun or pronoun. It provides additional information about the noun or pronoun it is placed before. Examples include "beautiful," "tall," "delicious," and "happy." 4. Adverb:An adverb provides further information about a verb, adjective, or other adverb. It describes the manner, place, time, or degree of an action or state. Examples include "quickly," "very," "here," and "often."5. Pronoun:A pronoun is used in place of a noun to avoid repetition. It refers to a previously mentioned or understood noun. Examples include "he," "she," "it," and "they."6. Preposition:A preposition shows the relationship between a noun or pronoun and another word in a sentence. It indicates location, time, manner, or direction. Examples include "in," "on," "at," and "from."7. Conjunction:A conjunction connects words, phrases, or clauses. It shows the relationship between the connected elements. Examples include "and," "but," "or," and "for."8. Interjection:An interjection is a word or phrase used to express strong emotion or surprise. It is usually followed by an exclamation mark. Examples include "Wow!" "Oh!" "Ouch!" and "Hooray!"9. Subject:The subject is the noun or pronoun that typically performs the action expressed by the verb. It is usually found at the beginning of a sentence. Example: "The cat" is sleeping.10. Predicate:The predicate is the part of a sentence that contains the verb and includes all the words or phrases that modify or complete the verb. Example: "is sleeping" in "The cat is sleeping."11. Sentence:A sentence is a group of words that expresses a complete thought. It typically contains a subject and a predicate. Example: "She is reading a book."12. Phrase:A phrase is a group of words that function as a unit within a sentence. It does not have a subject and a predicate. Example: "in the morning" in "She reads in the morning."13. Clause:A clause is a group of words that contains a subject and a predicate. It can function as a sentence or be part of a larger sentence. Example: "I like pizza" is a clause.14. Tense:Tense refers to the time of an action or state described in a verb. English has three primary tenses: past, present, and future. Example: "ran" is in the past tense, while "run" is in the present tense.15. Active Voice:Active voice is a sentence construction in which the subject performs the action expressed by the verb. Example: "She wrote a letter."16. Passive Voice:Passive voice is a sentence construction in which the subject receives the action expressed by the verb. Example: "The letter was written by her."17. Direct Object:A direct object is a noun or pronoun that receives the action of a transitive verb. Example: "John kicked the ball." The ball is the direct object.18. Indirect Object:An indirect object is a noun or pronoun that indicates to whom or for whom the action of a transitive verb is done. Example: "He gave Mary a gift." Mary is the indirect object.19. Comparative Degree:The comparative degree is a form of an adjective or adverb used to compare two things or actions. Example: "She is taller than her sister."20. Superlative Degree:The superlative degree is a form of an adjective or adverb used to compare three or more things or actions. Example: "He is the tallest in the class."21. Conditional Sentence:A conditional sentence expresses a hypothetical situation and its possible outcome. It usually includes an "if" clause and a main clause. Example: "If it rains, we will stay at home."22. Gerund:A gerund is a verb form that functions as a noun. It ends in "-ing" and can act as a subject, direct object, or object of a preposition. Example: "Swimming is a great exercise."23. Infinitive:An infinitive is a verb form that is typically preceded by the word "to" and can function as a noun, adjective, or adverb. Example: "To learn" is important for personal growth.24. Modifier:A modifier is a word, phrase, or clause that describes or limits another word or group of words. It provides additional information or clarifies the meaning. Example: "The tall man" - "tall" is the modifier of "man."These are just a few of the many specialized terms used in English grammar to describe the various elements and rules of the language. By familiarizing yourself with these terms and their meanings, you can improve your understanding and usage of English grammar.。
英语语法方法
英语语法方法English grammar is a set of rules and principles that govern the usage of the English language. It is essential for effective communication and is a vital component of language learning. Understanding English grammar can be challenging, but with the right knowledge and practice, it can be mastered. In this comprehensive guide, we will explore the key aspects of English grammar, including parts of speech, sentence structure, and common grammar mistakes.Parts of SpeechIn English grammar, words are categorized into different parts of speech, each with its own set of rules for usage and placement in a sentence. The eight parts of speech are:1. Noun: A noun is a word that represents a person, place, thing, or idea. Nouns can be singular or plural, and they can also be proper nouns (specific names) or common nouns (general names).2. Pronoun: A pronoun is a word that takes the place of a noun in a sentence. Common pronouns include I, you, he, she, it, we, they, me, you, him, her, us, and them.3. Verb: A verb is a word that expresses an action, occurrence, or state of being. Verbs can be in different tenses (present, past, future) and forms (infinitive, gerund, participle).4. Adjective: An adjective is a word that describes or modifies a noun or pronoun. Adjectives can express qualities, sizes, colors, feelings, or other attributes.5. Adverb: An adverb is a word that modifies a verb, adjective, or another adverb. Adverbs can denote time, place, manner, frequency, degree, or cause.6. Preposition: A preposition is a word that shows the relationship between a noun or pronoun and another word in a sentence. Common prepositions include in, on, at, by, for, to, with, and of.7. Conjunction: A conjunction is a word that connects words, phrases, or clauses in a sentence. Conjunctions can be coordinating (and, but, or) or subordinating (because, although, while).8. Interjection: An interjection is a word or phrase that expresses strong emotion or surprise. Interjections are often used to add emphasis or to convey a tone of voice. Sentence StructureEnglish sentences are structured according to specific rules and patterns. A basic sentence consists of a subject, a verb, and an object, and it follows a specific word order (subject-verb-object). However, sentences can be more complex, involving additional elements suchas adjectives, adverbs, prepositional phrases, and conjunctions. Here are a few common sentence structures and their examples:1. Simple Sentence: A simple sentence contains one independent clause, with a subject and a verb.Example: She sings beautifully.2. Compound Sentence: A compound sentence contains two or more independent clauses, joined by a coordinating conjunction (and, but, or) or a semicolon.Example: She sings beautifully, and she plays the piano.3. Complex Sentence: A complex sentence contains one independent clause and one or more dependent clauses, joined by a subordinating conjunction.Example: She sings beautifully when she is happy.Common Grammar MistakesEnglish learners often make common grammar mistakes, especially with regards to verb tenses, prepositions, and pronouns. Here are some of the most frequent errors and how to avoid them:1. Verb Tenses: Confusion about verb tenses can lead to errors in expressing time and sequence of actions. It is important to understand the differences between the simple present, simple past, simple future, present perfect, past perfect, and future perfect tenses.2. Prepositions: Misuse of prepositions can result in incorrect sentence structure and meaning. Pay attention to the correct prepositions to use with verbs, adjectives, and noun phrases.3. Pronouns: Incorrect use of pronouns can lead to unclear or confusing expressions. Be aware of proper pronoun-antecedent agreement, as well as the differences between subject, object, possessive, and reflexive pronouns.Tips for Improving Grammar SkillsImproving English grammar skills requires consistent practice and a focus on the key areas of grammar. Here are some tips for enhancing grammar proficiency:1. Read and Listen: Pay attention to the grammar used in written texts and spoken language. Expose yourself to a variety of sources, including books, articles, podcasts, and movies, to observe different sentence structures and grammar patterns.2. Practice Writing: Regular writing practice can help reinforce grammar rules and principles. Try writing essays, letters, emails, and journal entries, and ask for feedback from a teacher, tutor, or language partner.3. Engage in Conversation: Conversing with others in English can help improve grammar skills through real-life communication. Participate in discussions, debates, and group conversations to practice using grammar in context.4. Seek Feedback: Ask for feedback on your grammar from native speakers, teachers, or language experts. Take note of common mistakes and work on improving them through targeted practice.5. Use Grammar Resources: Utilize grammar textbooks, online resources, and grammar checkers to review and reinforce grammar concepts. Practice exercises, quizzes, and drills to test your understanding and retention of grammar rules.ConclusionEnglish grammar is an essential aspect of language learning and effective communication. By understanding the parts of speech, sentence structure, and common grammar mistakes, learners can improve their grammar skills and become more confident in using the English language. With consistent practice and the right resources, mastering English grammar is within reach for all language learners.。
20 English Grammar Rules 20条英语黄金语法 学生和老师都必须知道
20 Grammar RulesHere are 20 simple rules and tips to help you avoid mistakes in English grammar. For more comprehensive rules please look under the appropriate topic (part of speech etc) on our grammar and other pages.1. A sentence starts with a capital letter and ends with aperiod/full stop, a question mark or an exclamation mark.•T he fat cat sat on the mat.•W here do you live?•M y dog is very clever!2. The order of a basic positive sentence is Subject-Verb-Object. (Negative and question sentences may have a different order.)•John loves Mary.•They were driving their car to Bangkok.3. Every sentence must have a subject and a verb. An object is optional. Note that an imperative sentence may have a verb only, but the subject is understood.•John teaches.•John teaches English.•Stop! (ie You stop!)4. The subject and verb must agree in number, that is a singular subject needs a singular verb and a plural subject needs a plural verb.•John works in London.•That monk eats once a day.•John and Mary work in London.•Most people eat three meals a day.5. When two singular subjects are connected by or, use a singular verb. The same is true for either/or and neither/nor.•John or Mary is coming tonight.•Either coffee or tea is fine.•Neither John nor Mary was late.6. Adjectives usually come before a noun (except when a verb separates the adjective from the noun).•I have a big dog.•She married a handsome Italian man.•(Her husband is rich.)7. When using two or more adjectives together, the usual order is opinion-adjective + fact-adjective + noun. (There are some additional rules for the order of fact adjectives.)•I saw a nice French table.•That was an interesting Shakespearian play.8. Treat collective nouns (eg committee, company, board of directors) as singular OR plural. In BrE a collective noun is usually treated as plural, needing a plural verb and pronoun. In AmE a collective noun is often treated as singular, needing a singular verb and pronoun.•The committee are having sandwiches for lunch. Then they will go to London. (typically BrE)•The BBC have changed their logo. (typically BrE)•My family likes going to the zoo. (typically AmE)•CNN has changed its logo. (typically AmE)9. The words its and it's are two different words with different meanings.•The dog has hurt its leg.•He says it's two o'clock.10. The words your and you're are two different words with different meanings.•Here is your coffee.•You're looking good.11. The words there, their and they're are three different words with different meanings.•There was nobody at the party.•I saw their new car.•Do you think they're happy?12. The contraction he's can mean he is OR he has.Similarly, she's can mean she is OR she has, and it's can mean it is OR it has, and John's can mean John is OR John has.•He is working•He has finished.•She is here.•She has left.•John is married.•John has divorced his wife.13. The contraction he'd can mean he had OR he would. Similarly, they'd can mean they had OR they would.•He had eaten when I arrived.•He would eat more if possible.•They had already finished.•They would come if they could.14. Spell a proper noun with an initial capital letter. A proper noun is a "name" of something, for example Josef, Mary, Russia, China, British Broadcasting Corporation, English.•We have written to Mary.•Is China in Asia?•Do you speak English?15. Spell proper adjectives with an initial capital letter. Proper adjectives are made from proper nouns, for example Germany → German, Orwell → Orwellian, Machiavelli → Machiavellian.•London is an English town.•Who is the Canadian prime minister?•Which is your favourite Shakespearian play?16. Use the indefinite article a/an for countable nouns in general. Use the definite article the for specific countable nouns and all uncountable nouns.•I saw a bird and a balloon in the sky.The bird was blue and the balloon was yellow.•He always saves some of the money that he earns.17. Use the indefinite article a with words beginning with a consonant sound. Use the indefinite article an with words beginning with a vowel sound. see When to Say a or an• a c at,a g ame of golf,a h uman endeavour,a F renchman,a u niversity (you-ni-ver-si-ty)•an a pple,an e asy job,an i nteresting story,an o ld man,an u mbella,an h onorable man (on-o-ra-ble)18. Use many or few with countable nouns. Use much/alot or little for uncountable nouns. see Quantifiers•How many dollars do you have?•How much money do you have?•There are a few cars outside.•There is little traffic on the roads.19. To show possession (who is the owner of something) usean apostrophe + s for singular owners, and s + apostrophe for plural owners.•The boy's dog.(one boy)•The boy s'dog.(two or more boys)20. In general, use the active voice (Cats eat fish) in preference to the passive voice (Fish are eaten by cats).•We use active in preference to passive.•Active is used in preference to passive.。
英语语法Englishgrammar
3. 句子(sentence) = 主语(subject) + 谓语(predicate) + （表(predicative)、宾(object)、定(attributive)、 状(adverbial)、同位(appositive)、独立成分 (independent element) – 句中可有可无）。 主语：是句子主体，表示谓语陈述和说明的是谁、 是什么的成分。即是谓语动词的执行者。可用 代词、名词、数词、名词短语、不定时短语动 名词短语、主语从句、形式主语it等表示（举 例）。
英语语法Englishgrammar
表语：由联系动词引导的、说明主语身份、性质、状态的 成分。用名、代、数、形、名短、代短、形短、不定短、 介短、表从等表示（举例）。
He is a writer. （名表）他是作家。 He appears a most plain man. （名短表）他看起来是一个很普通的人。 This is mine. （代表）这是我的。 The task is one of great importance. （代短表）这是一项很重要的任务。
英语语法Englishgrammar
I’m forty. （数表）我四十岁。 It is very hot today. （形表）今天很热。 To see is to believe. （不定短表）眼见为实。 Our greatest happiness is serving the people. （动名短表）我们最大的幸福是为人民服务。 He is at rest now. （介短表）他现在在休息。 My idea is that we should do it at once. （表从）我的意思是我们马上干。
English Grammar (英语语法)
• 3. Tidings (has, have) come that
the British warship was sunk.
答案及分析 答案has和have都可以。tidings既可作复 数也可作单数，前后需保持主谓一致，所 以谓语动词has和have都可以。
• 4. Your suspenders (is, are) not
（剪子）, shorts（短裤）, suspenders
（吊裤带）, trousers, sugar-tongs（方
糖夹子）。
• 单位词的单、复数形式决定动词的单、
复数形式。
• 例如：One pair of scissors isn’t
enough.
•
Two pairs of pliers, one large
• 例如：Ham and eggs is a good breakfast.
•
由and / both…and连接的并列主语形似单 数，意义为复数，谓语动词用复数。
• 例如：Good and bad taste are inculcated by example. • What I say and think are no business of yours.
economics（经济意义）。
• 3）以-s结尾的地理名称
• 作单数的地理名称：the United States，the
Netherlands，the Nations。
• 作复数的地理名称：the West Indies
（ 西印度群岛），the Bahamas（巴哈
马群岛），the Himalayas（喜马拉雅山
English Grammar
第二讲 主谓一致（一）
英语语法体系(English Grammar)
导论：英语语法体系（English Grammar）英语语法课程体系基本概念1．词性 2. 语法层次 3. 词类的功能（常规/非常规）4. 分句成分（常规/非常规）4. 词类与成分对应关系 5. 基本句型英语句子常态结构一、句内关系模块1. 支配关系（动词概述）2. 一致关系二、非限定动词模块3. 动名词4. 动词不定式5. 分词三、从句模块6. 名词性从句7. 状语从句8. 定语从句四、限定动词模块9. 动词的时与体10. 将来时间表示法11. 虚拟语气12. 情态助动词五、名词模块13. 名词及其属格14. 限定词六、修饰语模块15. 形容词16. 副词17. 介词七、英汉对比模块18. 英汉句型比较19. 英汉句子结构比较20. 英汉词汇搭配、词义对比21. 英汉表达法比较22. 英汉连贯与衔接对比英语句子的非常态结构1.（反意疑问句）2. It 句型与There be 句型3.强调句4. 倒装5.分隔（前置与后置）6. 省略7.替代综合练习1.句型判断2. 联句3.语法手段判断4. 长难句结构分析Language possess grammatical systems not, as some learners might be inclined to think, simply to make the learning of the language more difficult, but to express meanings. The grammatical devices of a language are not to be learned as an end in themselves. It is the capacity to express meaning that is the end. The grammatical system provides the necessary means.第一讲语法的内容总论英语的基本结构单位有词和句两个，因而词的构造规则和句的构造规则就成为英语语法的基本内容，分别由词法和句法去研究。
English Grammar 英语语法
English Grammar英语基本句型祥解倒装句结构及其应用反意疑问句总结定语从句及其练习形容词/副词英语动词学习导航名词性从句状语从句非谓语动词概述虚拟语气英语基本句型更多语法详细讲解有待以后慢慢推出，也可发电子邮件给我与您交流。
欢迎给我留言，欢迎共同合作！英语句子看上去纷繁庞杂，但仔细观察不外乎五个基本句式。
这五个基本句式可以演变出多种复杂的英语句子。
换言之，绝大多数英语句子都是由这五个基本句式生成的。
这五个基本句式如下：S十V主谓结构S十V十F主系表结构S十V十O主谓宾结构S十V十O1十O2 主谓双宾结构S十V十O十C 主谓宾补结构说明：S＝主语；V＝谓语；P＝表语；O＝宾语；O1＝间接宾语；O2＝直接宾语；C＝宾语补足语五个基本句式详细解释如下：1．S十V句式在此句式中，V是不及物动词，又叫自动词(vi．)。
例如：He runs quickly．他跑得快。
They listened carefully．他们听得很仔细。
He suffered from cold and hunger．他挨冻受饿。
China belongs to the third world country．中国属于第三世界国家。
The gas has given out．煤气用完了。
My ink has run out．我的钢笔水用完了。
2．S十V十P句式在此句式中，V是系动词(link v．)，常见的系动词有：look，seem，appear，sound，feel，taste，smell，grow，get，fall ill/asleep，stand/sit still，become，turn等。
例如：He is older than he looks．他比看上去要老。
He seen interested in the book．他似乎对这本书感兴趣。
The story sounds interesting．这个故事听起来有趣。
English Grammar
在英语中，语气是动词的一种形式，它表示说话人对某一行为戒事情的看法和态度。
1.陈述语气
2.祈使语气
3.虚拟语气
4.疑问句
5.感叹句
形式，它表示说话人对某一行为戒事情的看法和态度。 陈述语气表示动作戒状态是现实的、确定的戒符合事实的，用于陈述句、疑问句和某些感叹句。如：We are not ready. 我们没准备好。 What a fine day it is! 多好的天气啊! 1) 陈述句(Declarative Sentences)：说明一个事实戒陈述一种看法。 Light travels faster than sound. 光比声速度快。(说明事实) The film is rather boring. 这部电影很乏味。(说明看法) 祈使语气表示说话人的建议、请求、邀请、命令等。如: Open the door, please。请打开门。 3) 祈使句(Imperative Sentences)：提出请求，建议戒发出命令，例如： Sit down, please. 请坐。 Don't be nervous! 别紧张！ 虚拟语气表示动作戒状态不是客观存在的事实，而是说话人的主观愿望、假设戒推测等。如: If I were you, I should study English. 如果我是 你，我就学英语了。May you succeed! 祝您成功！ 是专门表达“假设意义”（hypothetical meaning）及其他“非事实意义”（non-factual meaning）的动词形式，表示所说的只是一种主 观的愿望，假象和建议等。例如： [例] I wish I were a bird.我希望我是一只鸟。 [例] If there were no gravity, we should not be able to walk.如果没有重力，我们就无法行走。 [例] He suggests that we should all go to see the film.他建议我们去看电影。 [例] If I were you，I would accept it。如果我是你（我永远不可能是你，表虚拟），我将接受它。 疑问句(Interrogative Sentences)：提出问题。有以下四种： a. 一般疑问句(General Questions)： Can you finish the work in time? 你能按时完成工作吗？ b. 特殊疑问句(W Questions; H Questions)： Where do you live? 你住那儿？ How do you know that? 你怎么知道那件事？ c. 选择疑问句(Alternative Questions)： Do you want tea or coffee? 你是要茶还是要咖啡？ d. 反意疑问句(Tag-Questions)： He doesn't know her, does he? 他不认识她，对不对？ 4) 感叹句(Exclamatory Sentences)：表示说话人惊奇、喜悦、愤怒等情绪，例如： What good news it is! 多好的消息啊！
english grammar unit 1 句子结构
1. 基本句型SVC, SV, SV A, SVO, SVOA, SVOC, SV oO.★ The man is a teacher.★ I sent him a telegram.★ They elected him president.★ He looks fine.★ He smiled.★ The train leaves at 6 p.m..★ I live in He Fei.★ He won the game.★ I put the material evidence in front of him.★ We make him our spokesman.★ He treated her vilely(卑鄙的).★2. 基本句型的转换与扩大1）Transformationbasic clause typestransformationa negative,a question,a passive.E.g.: ★ She gave him some money.--- Did she give him some money?--- she didn’t give him some money.--- He was given some money.--- some money was given to him.2）. Expansion(1). Basic types adding modifiers larger unitse.g. The African people have been our friends.--- The African people have long been our close friends in fighting against hegemonism and power politics.(2) Larger unitscoordination and subordinationcompound, complex, compound and complex sentencese.g.1. He was a handicapped child.He persevered in his studies.Later he became a well-known scholar.---- He was a handicapped child, but he persevered in his studies, and later he became a well-known scholar.2. He had greatly wronged his only daughter.She might never forgive him.This idea almost drove him crazy.---- The idea that his only daughter whom he had greatly wronged might never forgive him almost drove him crazy.3. This a good spot for a picnic.A river flows on one side.A large tree provides shade.we can spread our blanket on the grassy knoll.---- with the river on one side and a large tree providing shade, this is a good spot for a picnic, and we can spread our blanket on the grassy knoll.二、句子的种类1、按照语法结构分Help!He often sleeps with windows open.Minor sentence （不完全句）Full sentence （完全句）完全句:simple sentencescompound sentences complex sentences compound complex sentences★The boy can stay in the room only for a few minutes.★ The students I teach have made better grades in the past few weeks.★ Miss Lind came to the party, but Mr. and Mrs. Sherman did not.★ Most of us were in the hall, the doors had been closed, and the latecomers had to wait outside.★ What he said is not true.★ The boy can stay in the room so long as he can keep quiet.★ They watched television and enjoyed themselves immensely, but we couldn't see the program because our television was broken.2. 按照交际功能(communicative function)statement, question, command, and exclamation. Statements1) Positive statementsa. 弱化语气添加婉转语I think, I guess, I suppose, I suspect, I’m afraid, if I’m not mistaken, if I might say so, if you please, if you don’t mind, etc.E.g.★ Teaching 16 hours a week, I’m afraid, is too much for me.★ We have met before, if I’m not mistaken.b. 强化语气1.加强调词emphasizers2.加强调附加结构reinforcement tags3. 双重否定double negatives4. 修辞性疑问rhetorical questions5. 重读助动词a stressed operatore.g.:★ Many people will certainly lose their jobs.(indeed, really, definitely, certainly, for sure, without any question, without doubt, undoubtedly, virtually, surely, actually…)★ That was a trap, that was.★That kind of result is not impossible.★Isn’t it lovely weather today? = The weather is very lovely today.★ Who doesn't know that? = Everybody knows that.★ Who cares where you slept? = Nobody cares where you slept.I `am telling you the truth ― you must believe me.Y ou need not lie to me. Y ou `did go to that place and many people saw you there.2) Negative statementsa. 强化语气1. 倒装★ He would never do such a thing.----- Never would he do such a thing.2. 加否定强调词“not one / a single + singular noun”,“not a soul”, “not a finger”, “not a muscle”,“never in (all) my life”E.g. ★ Not a single sound was heard.★ I didn’t sleep a wink all night.★ He won’t lift a finger to help us.★I never did like her, you know.3. some set expressions（固定表达式）★ Y ou won’t catch me doing that again.(我决不再干那种事了。
描写英语语法作文
描写英语语法作文English grammar is a complex and multifaceted system that governs the structure and usage of the English language. It is a set of rules and conventions that dictate how words are arranged and combined to form meaningful sentences. Understanding English grammar is essential for effective communication, as it allows individuals to express their thoughts and ideas clearly and accurately.At the core of English grammar are the parts of speech which include nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Each of these parts of speech plays a crucial role in constructing sentences and conveying meaning. Nouns are used to name people, places, things, or ideas, while pronouns are used to replace nouns to avoid repetition. Verbs express actions, states of being, or occurrences, and adjectives and adverbs are used to modify nouns and verbs, respectively, to provide more detailed information.Prepositions are used to indicate the relationship between a noun or pronoun and other parts of the sentence, such as location, time, ordirection. Conjunctions are used to connect words, phrases, or clauses, while interjections are used to express emotions or reactions.In addition to the parts of speech, English grammar also encompasses the rules of sentence structure. The basic sentence structure in English follows the subject-verb-object (SVO) pattern, where the subject performs the action expressed by the verb, and the object receives the action. However, there are variations to this basic structure, such as the subject-verb (SV) structure, where the subject simply performs an action without an object, or the subject-verb-complement (SVC) structure, where the verb is followed by a word or phrase that describes or completes the subject.Grammatical concepts such as tense, aspect, mood, and voice further add complexity to the English language. Tense refers to the time in which an action occurs, whether it is past, present, or future, while aspect describes the duration or completion of an action. Mood, on the other hand, indicates the speaker's attitude or intention, such as a statement, a question, or a command. Voice, meanwhile, determines whether the subject of a sentence is performing the action (active voice) or receiving the action (passive voice).Moreover, English grammar also includes the rules of agreement, which dictate that certain parts of speech must match in number, person, or gender. For example, a singular subject must be pairedwith a singular verb, and a pronoun must agree with the noun it represents in terms of number and gender.The complexities of English grammar extend beyond the sentence level and into the realm of discourse and pragmatics. Discourse grammar focuses on the way language is used in larger contexts, such as in conversations, speeches, or written texts, while pragmatics examines how language is used in specific social and cultural contexts to convey meaning and achieve particular goals.One of the challenges of English grammar is its inconsistency and exceptions to the rules. Many grammatical rules in English have exceptions, making it difficult for learners to master the language. Additionally, the English language is constantly evolving, with new words and expressions being added to the lexicon, and existing words and structures changing in meaning and usage over time.Despite these challenges, understanding and applying English grammar is essential for effective communication. Proper grammar not only ensures that one's message is clear and unambiguous but also conveys a sense of professionalism and education. Employers often place a high value on strong grammar skills, as they are indicative of an individual's attention to detail, critical thinking abilities, and overall communication competence.In conclusion, English grammar is a complex and multifaceted system that governs the structure and usage of the English language. It is a crucial component of effective communication, as it allows individuals to express their thoughts and ideas clearly and accurately. While mastering English grammar can be a challenging task, the benefits of doing so are numerous, from improving one's writing and speaking skills to enhancing one's professional and academic opportunities.。
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[情态动词练习]1. --- _____ I go out to play now, Mum?--- No, you _____. You should do your homework first.A. Must; mustn’tB. Must; wouldn’tC. May; needn’tD. May; had better not2. _____ you like to have a walk with us this evening?A. DidB. WouldC. ShouldD. Can3. You _____ be careful when you cross here --- the traffic lights aren’t working.A. couldB. mightC. ought toD. may4. We were all waiting for you; you _____ for the seaside by yourself without leaving a message.A. mustn’t leaveB. needn’t leaveC. shouldn’t have leftD. couldn’t have left5. It _____ be she that told him about it; it _____ be you, because only you and I know it.A. mustn’t; mustB. couldn’t; mustC. mustn’t; mightD. couldn’t; might6. A hardworking man _____ become a great scientist, but a great scientist _____ be a hardworking man.A. can’t; canB. may not; canC. can’t; mustD. may not; must7. You _____ go right now if you want, but I think you _____, because we have enough time.A. must; may n otB. must; can’tC. may; needn’tD. may; mustn’t8. --- Why do you ask me to do the difficult work?--- Because you _____ do such a thing and nobody else is fit for it.A. wouldB. canC. shouldD. may9. You _____ be tired; you have been working for so long a time, but he _____ be tired; he has just begun to work.A. may not; mustB. must; may notC. can’t; mustD. must; can’t10. It’s said that there are plenty of hotels in that town. There _____ be any difficulty for you to find somewhere to stay.A. wouldn’tB. mustn’tC. shouldn’tD. needn’t11. Don’t believe him. What he said ______ be true.A. mustn’tB. needn’tC. shouldn’tD. may not12. --- Must I take a bus?--- No, you _____. You can walk there.A. must notB. may notC. don’t have toD. had better not to13. --- Do you think he will help me?--- As far as I know, he is the last one to help others. He _____ be prepared to give you a hand, though.A. canB. mustC. mightD. should14. You _____ return the dictionary now. You can keep it till next week if you like.A. can’tB. mustn’tC. don’t needD. don’t have to15. The thief _____ in from the kitchen window as all the other windows and doors were closed.A. may climbB. must have climbedC. could climbD. should have climbed16. --- We want someone to design the new art museum for us.--- ______ the young fellow have a try?A. MayB. ShallC. WillD. Need17. --- Must we do it now?--- No, you _______.A. won’tB. needn’tC. can’tD. don’t18. --- I don’t know why he is late.--- Nor do I. He _____ an accident.A. could have hadB. should have hadC. might have hadD. must have had19. I got up early, but I _____ so because I had no work to do that morning.A. mustn’t have doneB. shouldn’t hav e doneC. needn’t have doneD. can’t have done20. --- ______ he use your bike？--- Certainly. Here is the key.A. ShallB. MustC. WillD. Does21. —That must be a mistake.—No, it _____ a mistake.A. must not beB. needn’t beC. cannot beD. would not be22. —_____ I water the trees on Tuesday?—No, you needn’t.A. CanB. MustC. MayD. Shall23. He _____ not pay unless he is punished to pay.A. shallB. willC. canD. would24. I _____ such a mistake again.A. shall never makeB. may never makeC. can never doD. need never do25. —_____ I turn on the radio?—You’d better not. It is noisy enough in this room.A. ShallB. MustC. NeedD. Do26. Let’s go to the library this afternoon, _____?A. shall weB. will weC. can weD. should we27. Where are my keys? I _____ lost them.A. ought toB. should haveC. will haveD. must have28. Even if he has time, he _____ shopping in town on Sunday.A. won’t goB. will goC. won’t go toD. doesn’t go29. He _____ finished earlier.A. shall haveB. ought toC. could haveD. must have30. In case I _____, I would try again.A. will failB. would missC. should failD. shall miss31. Since the road is wet this morning, _____ last night.A. it must rainB. it must have rainedC. it must be rainedD. it must have been rained32. He asked me if he _____ open the window.A. shallB. wouldC. willD. should33. Everyone _____ do his best to make the world safe and clean.A. canB. mayC. shouldD. had to34. _____ to have lunch with us today?A. Do you likeB. Would you likeC. Will you likeD. Have you like35. —Will you lend me your book?—Yes, I _____.A. willB. needC. canD. must36. If I had time, _____ see that new movie at the Capital Theater.A. I willB. I mayC. I shallD. I would37. The English of her composition is too good. She can’t _____ it herself.A. have to writeB. have writtenC. writeD. be written38. You _____ the look on his face when he won the lottery.A. would have seenB. can be seeingC. must seeD. may see39. The light is out in her room; she _____ to bed.A. must have goneB. had goneC. must be goingD. must go40. They _____ that far; but they stopped to have a snack on the way.A. might be goneB. needed goC. could have goneD. ought have gone41. He _____ to the farm yesterday.A. need goB. needed goC. has to goD. had to go42. He is so strong that I _____ fight against him.A. dare notB. did dare notC. didn’t dare toD. dare not to43. I cou ldn’t _____ cry while I was watching the movie “To live”.A. help toB. helpC. help but toD. help but44. They asked Tom to give him a drink, but he _____.A. hadn’tB. wasn’tC. wouldn’tD. could45. As physics is hard enough, I _____ study it.A. am not ableB. couldn’tC. am not able toD. cannot46. You _____ to the meeting this morning if you have something important to do.A. needn’t to comeB. don’t need comeC. don’t need comingD. needn’t come47. _____ you fetch me some hot water?A. CanB. MayC. MustD. Might48. You _____ get down the bus until the bus has stopped.A. can’tB. needn’tC. mustn’tD. don’t49. —Would you come and join us?—I wish I _____. I am busy at the moment.A. canB. couldC. wouldD. should50. You _____ right, but I don’t think you are.A. may beB. could beC. would beD. should be51. She looks so sad. She _____ ill.A. can beB. should beC. must beD. will be52. He _____ away. We don’t see him anywhere around.A. may goB. must goC. can goD. must have gone53. He is much richer than what he _____.A. would beB. must beC. used to beD. could be54. The little kid _____ not touch the dog.A. needB. dareC. oughtD. could55. I want to go to the hospital, but you _____ with me.A. need to not to goB. do not need goC. need not goD. need go not56. When he was old, Mr Smith _____ sit for hours without saying anything.A. wouldB. shouldC. mustD. will57. Mary _____ be in London because I saw her in town just now.A. mustn’tB. isn’t able toC. may notD. cannot58. The door is still closed. He _____ the key.A. must have lostB. must loseC. need have lostD. can lost59. The bus had left, so we _____ walk home.A. have toB. oughtC. had toD. must60. You _____ see her, but I must.A. haven’tB. cannotC. mustn’tD. needn’t61You____ all those clothes! We have a washing machine to do that sort of thingA. needn't have washedB. shouldn't have washedC. must not have washedD. can not have washed62.John's score on the test is the highest in the class; he____ last night.A.should studyB. should have studiedC. must have studiedD. must have to study63. The room is in a terrible mess; it ____cleaned.A. can't have beenB. shouldn't have beenC. mustn't have beenD. wouldn't have been64. Nobody knows how people first came to these islands. They ____ from South America on rafts.A. must have sailedB. can sailC.might have sailedD.should have sailed65.Mary was not in her bedroom yesterday afternoon. She ____ in her classroom.A.should have beenB. must have beenC. must beD.should be66. Bob said he was going to join our club but he didn't. He ____ his mind.A. can't have changedB. wouldn't have changedC. must have changedD. shouldn't have changed67. You____ to town to see the film yesterday. It will be on TV tonight.A. needn't goB. had better not goC. should not goD. needn't have gone68. We____ the letter yesterday, but it didn't arrive.A. must receiveB. ought to receiveC. must have receivedD. ought to have received69.With all the work on hand, he____ to the cinema last night.A. mustn't goB. shouldn't have goneC. could not goD. couldn't have gone70.Eve was late for class again. She ____earlier.A. should get upB.must get upC. need to get upD. should have got up71. I am feeling sick. I____ so much chocolate.A.needn't have eatenB.couldn't have eatenC.mustn't have eatenD. shouldn't have eaten72) I didn't send out my application form last week, but I ____.A. hadB.would doC. should haveD. might have to73. Walking alone in the deserted village, John was scared.He thought he____ Tom to go with him.A.might have askedB. should askedC.must have askedD. should have asked74. When I got to the cinema, the film had already started; I____ there earlier.A. ought to getB.ought to have gotC. must have gotD. must get75. The road was muddy. It____ last night.A. must rainedB. must have rainedC. must be rainedD.could have rained76. She can speak quite fluent English. She____.A. must been in the U.S.A. for some timeB. must have been in the U.S.A. for some timeC. should have been in the U.S.A. for some timeD. May be in the U.S.A. for some time77. You should bear in mind that he is not so strong as he____.A.was used to beB. used to beC. was used toD. use to78.“We didn't see him at the exhibition yesterday.” “He ___it.”A. mustn't visitB. can't have visitedC. should have gone to seeD. may see79.Mary ____my letter, otherwise she would have replied before now.A. should have receivedB. has receivedC. Couldn't have receivedD. ought to have received80. I ____ you a valuable present for your birthday, but I was short of money.A. would have liked to giveB. liked to giveC. have liked to giveD. would like to give81.“Where ____ my umbrella?” “Somebody ____ it away by mistake.”A. is, must have takenB. is, must takeC. have been, must takeD. is, takes82. What ____ would happen if the director knew you felt that way?A.will you supposeB. you supposeC. do you supposeD. you would suppose83.Two eyes ____see more than one.A.canB. mayC.willD. should84. ____ you continue in your efforts and achieve new and greater successes.A.WouldB. WillC. MayD. Should85.We ought to help each other in our work, ____?A. oughtn't weB. should weC. shouldn't weD. ought to we86. Tom ____ better than to ask Dick for help.A. shall knowB.shouldn't knowC. has knownD. should have known87. You ____ your tooth pulled out before it rot completely.A. had better gotB.had to get betterC. had better to getD. had better get88.When we got to the cinema, the film hasn't started yet, so we ____.A. needn't hurryB. didn't need hurryC. needn't to hurryD. needn't have hurried89. It was really very dangerous; you ____ him seriously.A. might have injuredB. could injureC.should have injuredD. must injure90. As he had heart attack, he was told that he ____ continue the work.A. needn'tB. may notC. mustn'tD. can't91. An Englishman who ____not speak Italian was once traveling in Italy.A. mustB. couldC. mayD. might92. I ____like to make a suggestion.A. couldB. wouldC. mustD. might93. I know things are hard with you, but you ____try to get over the difficulties.A. canB.mayC.mustD. ought94. I can't find the recorder in the room. It ____ by somebody.A.may have been taken awayB. may leaveC.may take awayD. must have taken away95 He ____the 9:20 train because he didn't leave home till 9:25.A .can reach B.could catch C.may not catch D.couldn't have caught。