Grammar and function
韩礼德三大纯理功能
category meaning （意义） participants（参加者） doing Actor, Goal doing happening behaving Behaver sensing Sensor, Phenomenon seeing feeling thinking saying Sayer, Target being attributing carrier, Attribute identifying Identified, identifier existing Existent
• 一般只有一个参加者，一般为人。
2.4.Behavioral processes(行为过程)
eg. The old man sighed behaver行为者 for the days of his youth.
2.5.Verbal processes(言语过程)
• Verbal processes are those of exchanging information.（say, tell, talk, etc.) ① sayer:讲话者 ② receiver:受话者 ③ verbiage:讲话内容
2.1.Material processes(物质过程)
eg.My brother Actor broke Process the vase. Goal
2.2.Mental processes(心理过程)
• Mental processes express such mental phenomena as "perception感知","reaction 反应" and "cognition认知".
Basic viewpoints:
英语语言学
4)Displacement:We can use language to describe things that are not present, such as something in the past, the future, or things that does not even exist in reality, such as E.T.移位性，指我们用语言可以表达许多不在场的东西，比如外星人
3)Morphology (形态学): the study of the minimal units of meaning—morphemes and word-formation processes, that is , the internal organization of words (研究意义的最小单位—语素合成词过程，即单词的内部构造);
英语语言学
一、语言的特点和功能（Features and Functions of Language）
语言：Language is a system of arbitrary vocal symbols used for human communication
1. Features of Language（言的特点）
3) Contrastivedistribution(对立分布): the typical to be found in Minima Pairs (最小语音对). A Minimal Pair refers to two words which differ from each other by only one distinctive sound (one Phoneme) and which also differ in meaning, for example, bear and pear.如pin和pen
译林版高中英语必修三Unit2 Grammar and usage 教案
《英语》（必修·第三册）Unit 2 Natural disastersGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. understand the functions of to-infinitives as attributives and adverbials of result;2. use to-infinitives as attributives and adverbials of result properly in different situations;3. rewrite a passage using to-infinitives.II. Key competence focusUse to-infinitives as attributives and adverbials of result correctly and properly.III. Predicted area of difficulty1. Use to-infinitives as attributives and adverbials of result in new situations.2. Rewrite a passage using to-infinitives.IV. Teaching proceduresStep 1 Lead-inT: Hello, everyone. Last period we read two news reports about the lucky escapes from two natural disasters. First, I’d like to show your some sentences in these two news reports.•Alice Brown, head teacher at Falmont Primary School, was teaching when the floor began to shake.•The moment the shaking stopped, Miss Brown sensed it was the best time for the class to make their escape.•She signalled to her students to exit the classroom in an orderly line covering their heads with their hands.•The kids were calm enough to protect themselves during the earthquake.•“We practise earthquake safety procedures twice a year,” said Miss Brown, “so the kids were calm enough to protect themselves during the earthquake.”T: In all these sentences, there’re to-infinitives used as different sentence elements. In today’s class, we will explore the rules concerning to-infinitives as attributives and adverbials of result and learn to use them in different situations.【设计意图：学生在初中阶段已经接触过动词不定式的一部分用法，所以先在学生相对熟悉的语境中呈现含有动词不定式的句子，然后再呈现新的语法知识——动词不定式作定语和结果状语，用这个方法帮助学生建立新旧知识之间的联系，从而顺利过渡到新知识的学习。
外研版高中英语选修6-11课本目录(义务教育教科书)
高二英语选修6电子课本目录MODULE 1 Small TalkINTRODUCTIONVOCABULARY AND READINGFUNCTIONREADING AND LISTENINGGRAMMARREADING AND WRITINGREADING AND VOCABULARYEVERYDAY ENGLISHREADING PRACTICECULTURAL CORNERTASKModul e FileMODULE 2 Fantasy LiteratureINTRODUCTIONREADING AND VOCABULARYGRAMMARSPEAKINGLISTENING AND VOCABULARYGRAMMARFUNCTIONSPEAKINGVOCABULARY AND READINGEVERYDAY ENGLISHWRITINGREADING PRACTIONCULTURAL CORNERTASKMODULE 3 Interpersonal Relationships——Friendship INTRODUCTIONREADING AND VOCABULARYGRAMMAR(1)SPEAKINGLISTENING AND VOCABULARYGRAMMAR(2)FUNCTION AND SPEAKINGVOCABULARY AND READINGEVERYDAY ENGLISHWRITINGREADING PRACTIONCULTURAL CORNERTASKModul e FileMODULE 4 MusicINTRODUCTIONREADING AND VOCABULARYGRAMMARVOCABULARY AND LISTENINGVOCABULARY AND READINGFUNCTIONSPEAKINGWRITINGEVERYDAY ENGLISHREADING PARCTICECULTURAL CORNERTASKMODULE 5 Cl oningINTRODUCTIONREADING AND VOCABULARYFUNCTIONSPEAKINGLISTENING AND VOCABULARYGRAMMAREVERYDAY ENGLISHVOCABULARY AND READINGWRITINGREADING PARCTICECULTURAL CORNERTASKModul e FileMODULE 6 War and PeaceINTODUCTIONVOCABULARY AND READINGGRAMMARLISTENI NGFUNCTIONREADING AND WRITINGSPEAKINGREADING AND VOCABULARYEVERYDAY ENGLISHREADING PRACTICECULTURAL CORNERTASKModul e FileMODULE 7 RevisionGRAMMAR AND FUNCTIONVOCABULARYSPEAKINGREADINGLISTENING AND WRITINGWRITINGMODULE 1 Small TalkMODULE 2 Fantasy LiteratureMODULE 3 Interpersonal Relationships——Friendship MODULE 4 MusicMODULE 5 Cl oningMODULE 6 War and PeaceAppendicesNotes to the TaxtsGrammarWords and ExpressionsNames and PlacesVocabulary高二英语选修7电子课本目录Modul e1 BasketballINTRODUCTIONREADING AND VOCABULARYSPEAKINGGRAMMAR 1LISTENING AND VOCABULARYFUNCTIONREADING AND WRITINGGRAMMAR 2READING PRACTICECULTURAL CORNERTASKMODULE FILEModul e2 Highlights of My Senior Year INTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1SPEAKINGREADING AND VOCABULARY 2LISTENING AND VOCABULARYGRAMMAR 2FUNCTIONREADING AND VOCABULARY 3SPEAKINGEVERYDAY ENGLISHWRITINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e3 LiteratureINTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1SPEAKING 1VOCABULARY AND LISTENINGGRAMMAR 2 AND FUNCTIONSPEAKING 2EVERYDAY ENGLISHREADING AND VOCABULARY 2WRITINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e4 Music Born in America INTRODUCTIONREADING AND VOCABULARYGRAMMAR 1LISTENINGGRAMMAR 2FUNCTIONEVERYDAY ENGLISHREADING AND WRITINGSPEAKINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e5 Ethnic CultureINTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1SPEAKINGLISTENING AND VOCABULARYGRAMMAR 2EVERYDAY ENGLISHSPEAKING AND FUNCTIONREADING AND VOCABULARY 2WRITINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e6 The Worl d"s Cultural Heritage INTRODUCTIONVOCABULARY AND READINGGRAMMAR 1LISTENING AND VOCABULARYGRAMMAR 2 AND FUNCTIONREADING AND WRITINGSPEAKINGREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e7 RevisionGRAMMAR AND FUNCTIONSVOCABULARYVOCABULARY AND READINGLISTENINGSPEAKINGWRITINGWORKBOOKModul e1 BasketballModul e2 Highlights of My Senior YearModul e3 LiteratureModul e4 Music Born in AmericaModul e5 Ethnic CultureModul e6 The Worl d"s Cultural Heritage Appendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底高二英语选修8电子课本目录Modul e1 Deep SouthINTRODUCTIONREADING AND VOCABULARY 1SPEAKING AND WRITINGGRAMMAR 1READING AND VOCABULARY 2LISTENING AND SPEAKINGEVERYDAY ENGLISHGRAMMAR 2WRITING AND SPEAKINGREADING PRACTICECULTURAL CORNERTASKModul e FileModul e2 The RenaissanceINTRODUCTIONREADING AND VOCABULARY 1GRAMMARLISTENING AND SPEAKINGGRAMMARREADING AND WRITING 2VOCABULARYREADING PRACTICECULTURAL CORNERTASKModul e FileModul e3 Foreign FoodINTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1VOCABULARY AND LISTENINGSPEAKINGEVERYDAY ENGLISHREADING 2GRAMMAR 2WRITINGREADING PRACTICECULTURAL CORNERTASKModul e FileModul e4 Which English?INTRODUCTIONREADING AND VOCABULARY 1GRAMMAR 1LISTENINGEVERYDAY ENGLISHGRAMMAR 2SPEAKINGREADING AND VOCABULARY 2WRITINGREADING PRACTICECULTURAL CORNERTASKModul e FileModul e5 The Conquest of the Universe INTRODUCTIONREADING AND VOCABULARY 1GRAMMARLISTENING AND SPEAKINGEVERYDAY ENGLISHGRAMMARSPEAKINGREADING AND VOCABULARY 2WRITINGREADING PRACTICECULTURAL CORNERTASKModul e FileModul e6 The Tang PoemsINTRODUCTIONREADING AND VOCABULARY 1GRAMMARLISTENING AND SPEAKINGEVERYDAY ENGLISHGRAMMARREADING AND WRITING 2READING PRACTICECULTURAL CORNERTASKModul e FileModul e7 RevisionGRAMMARVOCABULARYLISTENINGREADINGSPEAKING AND WRITING WORKBOOKModul e1 Deep SouthModul e2 The RenaissanceModul e3 Foreign FoodModul e4 Which English?Modul e5 The Conquest of the UniverseModul e6 The Tang Poems Appendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底高三英语选修9电子课本目录Modul e1 Bernard Shaw"s PygmalionINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGSPEAKINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e2 DNA - the Secret of LifeINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e3 The Qin Tomb and the Terracotta Warriors INTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGSPEAKINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e4 Languages of the Worl d INTRODUCTIONREADING AND VOCABULARYLANGUAGE IN USE 1LISTENING AND VOCABULARYREADING AND SPEAKINGLANGUAGE IN USE 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e5 The First AmericansINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e6 Why Do We Need Dictionaries?INTRODUCTIONREADING AND VOCABULARY 1SPEAKINGLANGUAGE IN USE 1LISTENING AND VOCABULARY 1LANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKMODULE FILEModul e7 RevisionVOCABULARYLANGUAGE IN USE 1LISTENINGSPEAKINGLANGUAGE IN USE 2READINGWRITINGWORKBOOKModul e1 Bernard Shaw"s PygmalionModul e2 DNA - the Secret of LifeModul e3 The Qin Tomb and the Terracotta WarriorsModul e4 Languages of the Worl dModul e5 The First AmericansModul e6 Why Do We Need Dictionaries? Appendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底高三英语选修10电子课本目录Modul e1 Prid e and PrejudiceINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e2 Australia and New ZealandINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e3 Slavery and the American Civil War INTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENING AND SPEAKINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e4 The Magic of FilmINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENING AND VOCABULARYLANGUAGE IN USE 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e5 High-tech LivingINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e6 The Mapl e Leaf Country INTRODUCTIONLANGUAGE IN USE 1READING AND VOCABULARY 1LISTENING AND VOCABULARYLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e7 RevisionVOCABULARYLANGUAGE IN USE 1LISTENINGLANGUAGE IN USE 2READINGSPEAKINGWRITINGWORKBOOKModul e1 Prid e and PrejudiceModul e2 Australia and New ZealandModul e3 Slavery and the American Civil War Modul e4 The Magic of FilmModul e5 High-tech LivingModul e6 The Mapl e Leaf Country Appendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底高三英语选修11电子课本目录Modul e1 The Boston Tea PartyINTRODUCTIONREADING AND VOCABULARYLANGUAGE IN USE 1LISTENING AND VOCABULARYLANGUAGE IN USE 2READINGPRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e2 The Long Walk to Freed om INTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e3 Ernest HemingwayINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READING AND VOCABULARY 2READING PRACTICECULTURAL CORNERTASKModul e FileModul e4 Sherl ock HolmesINTRODUCTIONREADING AND VOCABULARYLANGUAGE IN USE 1VOCABULARY AND LISTENINGLANGUAGE IN USE 2READINGPRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e5 The Last LaughINTRODUCTIONREADING AND VOCABULARYLANGUAGE IN USE 1LISTENING AND SPEAKINGLANGUAGE IN USE 2READING AND SPEAKINGPRESENTATION SKILLSREADING PRACTICECULTURAL CORNERTASKModul e FileModul e6 The United NationsINTRODUCTIONREADING AND VOCABULARY 1LANGUAGE IN USE 1LISTENING AND VOCABULARYLANGUAGE IN USE 2READING AND VOCABULARY 2PRESENTATION SKILLS外研版高中英语选修6-11课本目录(义务教育教科书)READING PRACTICECULTURAL CORNERTASKModul e FileModul e7 RevisionVOCABULARYLANGUAGE IN USE 1LISTENINGLANGUAGE IN USE 2READINGSPEAKINGWRITINGWORKBOOKModul e1 The Boston Tea PartyModul e2 The Long Walk to Freed omModul e3 Ernest HemingwayModul e4 Sherl ock HolmesModul e5 The Last LaughModul e6 The United NationsAppendices 附录Notes to the TextsGrammarWords and ExpressionsNames and PlacesVocabulary封底21。
高中英语外研版必修五《Grammar Function》课件
3. “Where’s Sam?” “I don’t know. He _m__i_g_h_t_ have gone to the meeting.”
4. I don’t know why the manager didn’t reply. He _m__ig_h_t_ not have received our letter.
Honestly, the report might have been better written. ② could have done本可能做(却没有)。 如：
He did not regret saying what he did but felt that he could have expressed it differently.
用括号内动词的正确时态填空。 1. As soon as she heard the news, she
_d_r_o_v_e_ (drive) to the station. 2. He _w__o_r_k_e_d_ (work) much harder last
year than he works now. 3. I knew I would make progress if I
I. Complete the sentences with must, can’t or might.
1. “When I was younger, I worked as a miner.” “That _m__u_s_t have been hard.”
2. I’m surprised David didn’t apply for the job. He _c_a_n_’_t have seen the advertisement.
M5P2 Function and Grammar
Subjunctive
Grammar
●FORM Use the simple form of the verb. The simple form is the infinitive without the "to." The simple form of the verb "to go" is "go." The subjunctive is only noticeable in certain forms and tenses. ●USE The Subjunctive is used to emphasize urgency or importance. It is used after certain expressions.
Complete the sentences with the correct form of the verbs.
1. I‟m not the head of the laboratory. If I were would not allow ____ (be), I _______________ (not allow) this research. 2. She feels very lonely in that school. If she made ____ (make ) more friends, she ___________ ( not be) so lonely. would not be
For example, we may say: It is with great regret that I accept your resignation. She expressed her regret at the decision. She suffers from a pang / twinge of regret. I have no regrets about leaving Newcastle (= I do not feel sorry about it). What is your greatest regret (= the thing that you are most sorry about doing or not doing)? He gave up teaching in 2001, much to the regret of his students.
grammar知识点总结
grammar知识点总结Grammar is a set of rules and principles that govern the use of language. It includes the structure of words, phrases, clauses, and sentences, as well as the rules for using punctuation and capitalization. Understanding grammar is essential for effective communication, as it helps to ensure that our messages are clear, concise, and accurate. In this summary, we will cover the key aspects of grammar, including parts of speech, sentence structure, and common grammatical errors.Parts of SpeechOne of the fundamental concepts in grammar is the classification of words into parts of speech. This classification helps us to understand how words function in sentences and how they relate to one another. There are eight main parts of speech:1. Noun: A noun is a word that represents a person, place, thing, or idea. Examples include "dog," "city," "book," and "happiness."2. Pronoun: A pronoun is a word that can take the place of a noun. Examples include "he," "she," "it," and "they."3. Verb: A verb is a word that expresses an action or a state of being. Examples include "run," "eat," "sleep," and "is."4. Adjective: An adjective is a word that describes or modifies a noun or pronoun. Examples include "red," "tall," "beautiful," and "smart."5. Adverb: An adverb is a word that modifies a verb, adjective, or other adverb. It usually answers the questions "how," "when," "where," or "to what extent." Examples include "quickly," "often," "here," and "very."6. Preposition: A preposition is a word that shows the relationship between a noun or pronoun and another word in the sentence. Examples include "in," "on," "under," and "between."7. Conjunction: A conjunction is a word that connects words, phrases, or clauses. Examples include "and," "but," "or," and "because."8. Interjection: An interjection is a word or phrase that expresses strong emotion or surprise. Examples include "wow," "oh," "ouch," and "bravo."Understanding the parts of speech is important for building and analyzing sentences. For example, identifying the verb in a sentence can help us understand the action being performed, while recognizing the adjectives and adverbs can paint a clearer picture of the noun they are describing.Sentence StructureIn addition to understanding the parts of speech, it is essential to grasp the basic structure of a sentence. Sentences are made up of clauses, and each clause contains a subject and a predicate. The subject is the person, place, thing, or idea that the sentence is about, and the predicate is the action or state of being that the subject is performing or undergoing.There are four main types of sentences based on their structure:1. Simple Sentence: A simple sentence consists of one independent clause. It has a subject and a predicate, and it expresses a complete thought. For example, "She sings beautifully."2. Compound Sentence: A compound sentence consists of two or more independent clauses joined by a coordinating conjunction (and, but, or, nor, for, so, yet) or a semicolon. For example, "She sings beautifully, and she plays the guitar."3. Complex Sentence: A complex sentence consists of one independent clause and at least one dependent clause. The dependent clause cannot stand alone as a complete sentence. For example, "Although she sings beautifully, she is nervous on stage."4. Compound-Complex Sentence: A compound-complex sentence consists of two or more independent clauses and at least one dependent clause. For example, "She sings beautifully, and she plays the guitar, but she gets nervous when people watch her."Understanding sentence structure is crucial for constructing clear and coherent sentences. It helps us to ensure that our writing is grammatically correct and easy to understand. Common Grammatical ErrorsDespite our best efforts, it is easy to make grammatical mistakes when writing or speaking. Some common grammatical errors include:1. Subject-Verb Agreement: This error occurs when the subject and the verb do not agree in number. For example, "The team are playing" should be "The team is playing" because "team" is a singular noun.2. Misplaced or Dangling Modifier: A misplaced modifier is a word or phrase that is not placed near the word it is modifying, which can cause confusion or ambiguity. A dangling modifier is a word or phrase that does not have a clear subject to modify. For example, "Running quickly, the finish line was crossed" should be "Running quickly, she crossed the finish line."3. Pronoun-Antecedent Agreement: This error occurs when the pronoun does not agree with its antecedent in number, gender, or person. For example, "Everyone should do their best" should be "Everyone should do his or her best" to ensure agreement.4. Double Negative: Using two negatives in a sentence can create confusion and ambiguity. For example, "I don't know nothing" should be "I don't know anything."5. Comma Splice: A comma splice occurs when two independent clauses are joined with a comma but no coordinating conjunction. For example, "I like to read, I also enjoy writing" should be "I like to read, and I also enjoy writing."Avoiding these common grammatical errors can greatly improve the clarity and effectiveness of our communication.ConclusionIn summary, grammar is a set of rules and principles that govern the use of language. Understanding grammar is essential for effective communication, as it helps to ensure that our messages are clear, concise, and accurate. Key aspects of grammar include the classification of words into parts of speech, the basic structure of sentences, and common grammatical errors. By mastering these aspects of grammar, we can improve our writing and speaking skills and become more effective communicators.。
Grammar and function
n (with the will future).
Match the sentences A-F with the meanings 1-6.
A We arrive in Beijing on Tuesday at eight in the evening. B We’re visiting friends tonight. C Look-it’s going to rain! D I’m going to study engineering at university. E I won’t be here in twenty years. F these predictions will come true if technology continues to develop.
e.g.: Our work will end in March. We will/shall be returning to New York. 我们的工作3月结束, 之后我们将回 到纽约。
1) 表示在将来某一时间点或某一时间段 (可能)正在发生的事情。常与特定的时 间状语连用。 e.g.: At nine o’clock tonight I will be doing my homework.
than in the country.
2. Ten years from now, people will be wearing ______________ (wear) smart clothes. be living 3. No one ____ ever ________ (live) on will Mars.
Read the extract from The City of the Future and answer the questions. What will the city of the future look like? No one knows for sure, and making predictions is a risky business. But one thing is certain—they are going to get bigger before they get smaller.
译林版高中英语选必四Unit3 Grammar and usage 教案
《英语》（选择性必修·第四册）Unit 3Careers and skillsGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. master the form of noun clauses;2. understand the basic rules of noun clauses;3. practice application of noun clauses.II. Key competence focus1. Master the basic form of the grammar.2. Understand and use noun clauses in long sentences.III. Predicted area of difficulty1. Apply the tips of noun clauses.2. Use noun clauses in long sentences.IV. Teaching proceduresT greets the class.T: Class begins, boys and girls! Good morning/afternoon!Step 1 Revise the core vocabulary.Fill in the blanks with proper forms of the given words.1. Recently our products ________________ (receive) very well in the European markets.1. have been received2. Alex has finished all the projects without ________________ (consult) his team members.2. consulting3. There is a growing tendency among employers ________________ (hire) casual staff.3. to hire4. They promise that the emergency ________________ (serve) will be on hand with medical advice.4. service(s)5. It cannot be questioned that the new method is superior ________________ the old one.5. to6. He hoped the authorities would investigate the case thoroughly and ________________ prejudice.6. without7. She talked on the issues she cared ________________ (passionate) about including nursery care.7. passionately8. The annual interest rates of the two banks are 5.6 percent and 5 percent ________________ (respective).8. respectively9. A tennis player shows good ________________ (anticipate) by moving quickly into position.9. anticipation10. Study shows that Asian-Americans have higher educational ________________ (attain) than any other group.10. attainment【设计意图：上一节课核心词汇较多，有必要复习一下这些内容。
译林牛津版高中英语必修第二册-UNIT 4 Grammar and usage教学课件
• Shall I open the door? • Shall we meet at 6 o’clock? • What shall I do for the meeting?
Exploring the rules
You use shall with “I” and “we” in questions in order to make offers or suggestions, or to ask for advice. “Could” is normally used to give mild advice or to suggest a solution to some problem.
We use because it is necessary or important.
Exploring the rules
You might have asked yourself this question more than once. Possibility These ideas should point you in the right direction. … you may find yourself better able to seek out books to your taste … Modal verbs for probability: may, might, could, must, can, should • —Where’s Rose? • —I’m not sure. She _m_a_y_/_m__ig_h_t_/c_o_u_l_d__ be at home. • You haven’t eaten all day. You ___m__u_st___ be hungry. • I don’t believe it. It ___c_a_n_’_t___ (not) be true.
Function-Grammar
Grammar-1 Do activity 1 on page 6 Answers: 1. T 2. T 3. T 4. F 5. T
Grammar-3 Activity 2 on Page 6 Answers:
1. will, be using 2. will be spending 3. will be trying
用来表达将要发生的动作或事情的表达方式： 1.“will＋动词原形”表示1).表说话人认为,希望或假定要 发生的事情,时间不确定.2).没有经过事先安排临时作 出的决定 3).礼貌的邀请,发出命令. The predictions will come true if technology continues to develop. (in a conditional sentence) I won’t be here in 20 years. The project will be completed in a month. 2:“be going to +动词原形”表示打算(intention)在最 近或将来要做的事；或表示根据已有的迹象(sign)推 测很可能要发生的事情,有时可以表示建议或询问。 Look! It’s going to rain. I’m going to study engineering at university. What are you going to do when you leave school?
3). 将来进行时表示现在正在进行的动作，但这个动作 会延续到将来。 I wonder if it will still be raining this afternoon. I think that she will be working on this experiment until next week. 4).将来进行时表示委婉语气。
Unit2TheUniversalLanguageGrammarandusage说课课件-高中英语牛
Cooperative learning method Situational teaching
aids
Textbook Worksheets Blackboard Multimedia projector
07 Teaching Process
Purpose: To summarize and integrate the rules.
07 Teaching Process
1.To help students better understand the basic function of music; Purpose: 2. To provide students with a creative context based on the theme and
functions of target grammar in given discourse.
07 Teaching Process
1.To relate to the reading part and help students get the bigger picture
Purpose:
of the integral unit; 2.To enhance their application of Verb-ing forms;
Key points Difficult
points
• Guide students to generalize the rules and apply them in oral and written expressions.
06 Teaching methods and aids
functional grammar
Authority I respect, but authoritarianism I deplore. (我尊重权威，但我强烈反对专制。) 语篇功能是指语言中存在着一种机制将口头或 书面的话语组织成连贯统一的语篇，这种机制 使实际的言语区别于一系列的随意的句子。
According to Halliday, a clause is the simultaneous realisation of ideational, interpersonal, and textual meanings.
组合关系：就是两个同一性质的结构单位（例如音位与音位、词与词等 等），按照线性的顺序组合起来的关系。组合关系就是符号与符号组合起 来的关系，也就是在一个结构中的词与词之间的关系。所以组合关系直接 体现了语言的结构规则要求，并非是任意两个词就能构成组合关系。
聚合关系：在语言的组合结构的某一个位臵上能够互相替换的几个具有相 同作用的符号之间的关系就是聚合关系。这些具有相同功能的单位（具体 结构中的符号和用来替换的符号）聚合在一起，它们就形成了聚合关系。 聚合关系其实就是具有相同功能特点的一群符号之间的关系，由于它们的 功能相同，所以在同一结构中可以互相替换,替换后虽然具体内容有所改 变，但功能与结构关系没有变化
系统的思想
韩礼德不同意索绪尔等把语言单单看作是一套符 号的集合。在他看来，语言不是所有合乎语法的 句子的集合，因而语言不能用解说这样一个集合 的规则解释，而是用意义的有规则的源泉——意义 潜势来解释。其次尽管弗思是韩的导师，在把系 统看作潜势还是具体化的问题上，韩礼德倾向于 叶姆斯列夫的观点：结构是过程的底层关系，是 从潜势中衍生的，而潜势可以更好地用整合关系 来表达。这就是说，韩礼德的系统的思想把语言 系统解释成一种可进行语义选择的网络，当有关 系统的每个步骤一一实现后，便可产生结构。
M6P2 Grammar & Function
friends for years.
A. should be C. have been B. would be D. had been
6. Eliza remembers everything exactly as if it ____ yesterday. (2006全国I) A. was happening B. happens
（一）虚拟语气用于条件从句
与现在 事实相 反 与过去 事实相 反 与将来 事实相 反 主句谓语形式 would(should, could,might)+ 动词原形 would(should, could,might) + have+过去分词 would(should, could,might)+ 动词原形 从句谓语形式 过去式(be的过去 式用were) had+过去分词 过去式或用were to(should)+动词原 形
3. If I ____________ (not see) that film, I hadn’t seen would never have known ______________________ (never know ) how terrifying war can be. would have finished 4. The battle __________________ (finish) much sooner troops had had ( have) _______ better guns. 5. If we _______________ (not sacrifice) hadn’t sacrificed so many lives, we _____________ (not have) wouldn’t have our freedom today.
外研版高中英语必修1-5课本目录(义务教育教科书)
高一英语必修1电子课本目录Scope and sequenceModul e1 My First Day at Senior High INTRODUCTIONREADING AND VOCABULARYGRAMMAR 1LISTENING AND VOCABULARYGRAMMAR 2PRONUNCIATIONSPEAKINGWRITINGEVERYDAY ENGLISH AND FUNCTIONCULTURAL CORNERTASKMODULE FILEModul e2 My New TeachersINTRODUCTIONREADING AND VOCABULARYGRAMMARSPEAKINGLISTENING AND VOCABULARYPRONUNCIATIONFUNCTION AND SPEAKINGEVERYDAY ENGLISHWRITINGCULTURAL CORNERTASKMODULE FILEModul e3 My First Rid e on a TrainINTRODUCTIONREADING AND VOCABULARYGRAMMAR 1FUNCTIONVOCABULARYREADING AND SPEAKINGGRAMMAR 2LISTENINGWRITINGPRONUNCIATIONEVERYDAY ENGLISHCULTURAL CORNERTASKMODULE FILEModul e4 A Social Survey-My Neighbourhood INTRODUCTIONREADING AND VOCABULARYGRAMMAR 1LISTENING AND VOCABULARYGRAMMAR 2PRONUNCIATIONWRITINGEVERYDAY ENGLISHFUNCTION AND SPEAKINGCULTURAL CORNERTASKMODULE FILEModul e5 A Lesson in a LabINTRODUCTIONVOCABULARY AND SPEAKINGGRAMMAR 1READING AND VOCABULARYVOCABULARYLISTENING AND WRITINGGRAMMAR 2PRONUNCIATIONEVERYDAY ENGLISHFUNCTIONCULTURAL CORNERTASKMODULE FILEModul e6 The Internet and Telecommunications INTRODUCTIONREADING AND VOCABULARYGRAMMAR 1LISTENING AND VOCABULARYPRONUNCIATIONGRAMMAR 2WRITINGSPEAKING AND READINGFUNCTIONEVERYDAY ENGLISHCULTURAL CORNERTASKMODULE FILEModul e7 RevisionGRAMMARVOCABULARYREADING AND SPEAKINGWRITINGWORK BOOKModul e1 My First Day at Senior HighModul e2 My New TeachersModul e3 My First Rid e on a TrainModul e4 A Social Survey-My Neighbourhood Modul e5 A Lesson in a LabModul e6 The Internet and Telecommunications Appendices 附录Notes to the TextsGrammarWord ListPhrasesVocabularyPronunciation Tabl e封底高一英语必修2电子课本目录Modul e1 Our Body and Healthy HabitsINTRODUCTIONVOCABULARY AND READINGSPEAKING 1FUNCTIONGRAMMAR 1LISTENING AND VOCABULARYGRAMMAR 2PRONUNCIATIONSPEAKING 2EVERYDAY ENGLISHWRITINGCULTURAL CORNERTASKMODULE FILEModul e2 No DrugsINTRODUCTIONREADING AND VOCABULARYGRAMMAR 1FUNCTIONLISTENING AND VOCABULARYGRAMMAR 2PRONUNCIATIONSPEAKINGWRITINGEVERYDAY ENGLISHCULTURAL CORNERTASKMODULE FILEModul e3 MusicINTRODUCTIONREADING AND VOCABULARYGRAMMAR 1WRITINGFUNCTIONLISTENING AND VOCABULARYGRAMMAR 2PRONUNCIATIONEVERYDAY ENGLISHCULTURAL CORNERTASKMODULE FILEModul e4 Fine Arts-Western,Chinese and Pop Arts INTRODUCTIONREADING AND VOCABULARYFUNCTIONGRAMMAR 1LISTENING AND VOCABULARYGRAMMAR 2SPEAKINGEVERYDAY ENGLISH AND PRONUNCIATION WRITINGCULTURAL CORNERTASKMODULE FILEModul e5 Newspapers and MagazinesINTRODUCTIONVOCABULARY AND READINGGRAMMAR 1READING AND LISTENINGGRAMMAR 2PRONUNCIATIONWRITINGLISTENING AND SPEAKINGFUNCTION AND EVERYDAY ENGLISHCULTURAL CORNERTASKMODULE FILEModul e6 Films and TV Programmes INTRODUCTIONREADING AND VOCABULARYSPEAKINGGRAMMAR 1VOCABULARY AND LISTENINGGRAMMAR 2FUNCTIONEVERYDAY ENGLISHPRONUNCIATIONWRITINGCUTURAL CORNERTASKMODULE FILEModul e7 RevisionGRAMMAR AND FUNCTIONVOCABULARYREADING ANG SPEAKINGWRITINGWORKBOOKMODULE 1MODULE 2MODULE 3MODULE 4MODULE 5MODULE 6Appendices 附录Notes to the TextsGrammarWord ListNames and PlacesPhrasesVocabulary封底高一英语必修3电子课本目录Modul e1 EuropeINTRODUCTIONREADING AND VOCABULARYFUNCTIONGRAMMAR 1LISTENINGWRITINGGRAMMAR 2PRONUNCIATION AND EVERYDAY ENGLISH CULTURAL CORNERTASKMODULE FILEModul e2 Devel oping and Devel oped Countries INTRODUCTIONGRAMMARPRONUNCIATIONSPEAKINGVOCABULARY AND LISTENINGFUNCTIONVOCABULARY AND SPEAKINGWRITINGEVERYDAY ENGLISHCULTURAL CORNERTASKMODULE FILEModul e3 The Violence of NatureINTRODUCTIONREADING AND VOCABULARYGRAMMAR 1LISTENING AND VOCABULARYGRAMMAR 2PRONUNCIATIONSPEAKINGFUNCTIONWRITINGENERYDAY ENGLISHCULTURAL CORNERTASKMODULE FILEModul e4 Sandstorms in AsiaINTRODUCTIONREADING AND VOCABULARYGRAMMAR 1LISTENING AND VOCABULARYGRAMMAR 2PRONUNCIATION AND FUNCTIONSPEAKING 1SPEAKING 2WRITINGEVERYDAY ENGLISHCULTURAL CORNERTASKMODULE FILEModul e5 Great Peopl e and Great Inventions of Ancient China INTRODUCTIONREADING AND VOCABULARYGRAMMAR 1FUNCTIONVOCABULARY AND SPEAKINGPRONUNCIATIONLISTENING AND VOCABULARYSPEAKINGGRAMMAR 2WRITINGEVERYDAY ENGLISHCULTURAL CORNERTASKMODULE FILEModul e6 Old and NewINTRODUCTIONREADING AND VOCABULARYGRAMMAR 1WRITINGSPEAKINGGRAMMAR 2LISTENINGPRONUNCIATIONFUNCTION AND EVERYDAY ENGLISHCULTURAL CORNERTASK。
英语必修4模块6第五课时Function,Grammar
needn’t have done
本不需要做而实际上做了
didn’t/needn’t to do
本不需要做而实际上也没做
should have done
本应该做而实际上没做 (责备)
shall
用于第一和第三人称疑问句, 表示征求对
方的意见, 请求许可。
Shall he come in? 要他进来吗?
的行为, 表示可能:
He said that they may/might have missed
the plane.
他说他们也许已经错过了那班飞机。 When I got to the airport, they may/might have just left home. 当我到达机场时, 他们也许刚刚离开家。
1. 情态动词表示可能或不可能 may/might 表示可能
may/might + 不定式的一般式表示现在
或将来的可能性: Mr. Smith may/might know my address. 史密斯先生也许知道我的地址。 He may/might tell his father about the truth. 他也许会告诉他父亲真相。
12. “May I go now?” “No, you ________.”
A. mustn’t B. needn’t
C. mightn’t
D. won’t
13. A computer _______ think for itself; it
_______ be told what to do.
1.
unlikely
Function---2. Summary
可能会,或许会 1. It may be a new species. 2. He may not be there. might 可能 , 或许 (语气较may更不肯定)
高中英语新课标外研版必修4教案 Period2 Grammar;Function;Pronunciation(Module5 A Trip Along the Three
Period 2Grammar;Function;PronunciationThe General Idea of This PeriodGrammar in this module is the revision of modal verbs.This part can be led in by doing some exercises of modal verbs.In this part,we’ll revise the usage of modal verbs,such as can,could,must,have to,should,etc.Modal verbs are important and difficult English grammar points and it is rather confusing.Ask the students to pay much attention to them.In this part,we’ll deal with four activities.The function in this module is talking about obligation,permission and prohibition.First,the teacher may ask the students to speak out the way used to express obligation,permission and prohibition.The teacher can give them some examples.Then ask the students to do the exercises.There are four activities in pronunciation.The aim is to make sure that the students can pause at the end of each sense group,not making the sentence broken.Teaching Important PointsEncourage the students to sum up grammatical rules and the way to show obligation,permission and prohibition.Teaching Difficult PointsTo distinguish the usage of modal verbs and pause at the end of each sense group.Teaching MethodsIndividual work and pair work to make every student work in class.Teaching AidsMultimedia,tape-recorder & a blackboardThree Dimensional Teaching AimsKnowledge and SkillsMake the students master modal verbs and use them correctly.Make sure the students can show their obligation,permission and prohibition properly.Train the students’ pronunciation and pause at the end of each sense group.Teaching and StrategiesMotivate the students’ enthusiasm in taking part in the class.Feelings and ValueThrough the revision of modal verbs and the way to show obligation,permission and prohibition,the students will surely express themselves correctly and properly.Teaching ProceduresStep 1 Revision(Greet the students as usual.>T:First,I’ll show you a short passage and you give me the missing words in the passage A Trip Along the Three Gorges.(Show the following passage on the screen.>In August,1996,Peter Hessler,a young American teacher of English,and a colleague decided to take a boat 1along the ThreeGorges.They bought tickets 2the Jiangyou boat.They left the docks on a beautiful afternoon.As the sun set they 3at Fengdu.They slept through the first gorge,which is called the Qutang Gorge.At Wushan they made a 4up the Daning river.The next day they went through the Wu Gorge.They passed the Xiang River,home of Qu Yuan,the 3rd century BC 5.Along the Yangtze River,every rock looked like a person or animal,every stream that joined the great river 6its legends,every hill was 7 with the past.As they came out of the third gorge,the Xiling Gorge,they sailed into the 8site of the dam.On a distant mountain was a sign 920-foot characters.”Build the Three Gorges Dam,10 the Yangtze River,” it said.After three minutes’preparation,ask several students to share their answers in the whole sentences.Then check the answers from the whole class.Suggested answers:1.downstream2.for3.docked4.detour5.poet6.carried7.heavy8.construction9.in10.ExploitAsk the students to read the whole passage together.Step 2 GrammarT:Okay,so much for the check-up.Now,we are going to revise modal verbs.How much do you know about modal verbs?Let me give you a quiz about modal verbs.Let’s see how much do you know about them.(Show the following sentences on the screen.>Decide whether the sentences are true(T> or false(F>.1.Modal verbs have only one form in the present tense.(>2.Modal verbs all have a present,past and future form.(>3.Some modal verbs have more than one meaning.(>4.Modal verbs are followed by the infinitive with to.(>5.To ask questions with modal verbs you use the auxiliary verb do.(>6.To make a modal verb negative you use don’t.(>Ask the students to finish them individually,and then call back their answers.Suggested answers:1.T2.F3.T4.F5.F6.FT:No.2,4,5 and 6 are wrong statements.Do you know how to correct them?Who’d like to do No.2.(Encourage the students to volunteer to answer your questions.>S a:Not all modal verbs have a present,past and future form.For example:Must only has one form.T:Wonderful job!No.4.S a:Modal verbs are followed by the infinitive without to.T:Yes,good.We all know modal verb +原形v.<Finish the four questions like this.）T:I can see you have know the basic rules of modal verbs.Let’s do some other practice.Look at Activity 1.The sentences are all from the passage in plete them and answer the questions following them.(Show the following sentences on the screen.>1.They __________go anywhere they wished.2.You __________go on those ships.3.There __________be any other foreigners.4.We just __________show our passports.5.We __________see the sun setting behind the white pagoda.1.Which verb is used as the past of must?2.Which verb indicates an ability to do something?3.Which verb makes a prediction about the future?4.Which verb is used to give advice?5.Which verb indicates the permission to do something?They are easy for the students to answer.Suggested answers:1.could2.shouldn’t3.won’t4.had to5.could1.had to2.could3.won’t4.shouldn’t5.couldT:So much for this activity.I think you have got a good understanding of modal verbs.Let’s do a further exercise.Please underline the correct verb in the following sentences.(Show the following on the screen.>1.You should/shouldn’t visit the Three Gorges.They’re beautiful.2.Boats can/can’t reach the upper part of the Yangtze River.It’s too dangerous.3.You should/shouldn’t go in winter.The water’s too low.4.Travellers must/mustn’t show their documents when they arrive.It’s the law.5.They could/couldn’t see the mountains in the distance.The peaks were shining in the sunlight.6.The children could/couldn’t find their way out of the woods.They were lost.7.Peter had to/must return by the end of February.He started work again in March.This part is also easy to do.After two or three minutes’preparation,ask the students to say the words they choose individually.Suggested answers:1.should2.can’t3.shouldn’t4.must5.could6.couldn’t7.had toThen pair the students to ask and answer questions based on the sentences in the activity above,that is,Activity 3.Have them take turns toask and answer.Two minutes later,ask some pairs to do questions and answers for the whole class.Step 3 FunctionT:That’s the end of grammar.After class,do more exercises to consolidate modal verbs.Now,look at Page 45.We’ll talk about obligation,permission and prohibition.Do you have any idea of the way to show them?First,for obligation.Any volunteer?S a:We can use You must/should/ought to ...T:Yes,good idea!We can also use sentence pattern,such as:It is necessary to/that...You are required to...As for permission,what kind of sentence do we learn?S b:You may or can...T:Good suggestion!Besides,we can use You are allowed to...I think you are clever to say expressions for prohibition,right?Ss:You can’t/mustn’t... and don’t...T:Good job!Now,let’s see some examples in Activity 1.(Show the following questions on the screen.>Choose the correct meaning.1.The captain lets passengers use his cabin.(a>Passengers must use the captain’s cabin.(b>Passengers can use the captain’s cabin.(c>Passengers mustn’t use the captain’s cabin.2.There are lectures—but you don’t have to go to them.(a>It is necessary to go to the lectures.(b>It isn’t necessary to go to the lectures.(c>It isn’t possible to go to the lectures.3.Swimming form the boat is forbidden.(a>You can swim from the boat.(b>You must swim from the boat.(c>You mustn’t swim from the boat.4.You’re not allowed to smoke.(a>It is against the rules to smoke.(b>You can smoke if you wish.(c>You don’t have to smoke.5.Passengers are required to take their passports with them.(a>They can take their passports with them.(b>They can’t take their passports with them.(c>They must take their passports with them.Ask the students to do this activity individually,then check with a partner.Call back the answers from the whole class,having one student read the sentence,and another one the paraphrase.Suggested answers:1.b2.b3.c4.a5.cAsk the students to use the italicized verbs in each sentence(lets/don’t have to/is forbidden/not allowed to/are required to> to make a sentence of their own study and life.Then encourage some students to share their sentences.Another task is Activity 2.Find more examples of be allowed,had to and let in the reading passage on page 42 in Reading and vocabulary Activity 2.Suggested answers:Paragraph 1:We just had to show our passports and they let us get on the boat.Paragraph 5:but we weren’t allowed to get off the boat.Step 4 PronunciationT:Listen to the following sentences and repeat them.Meanwhile,make sure you pause at the end of each sense group.(Show the following on the screen.>Can you tell me/something about the boats?What about/on board activities?What about/swimming in the Yangtze?Are there any/other rules I should know about?Pair them to practice,listening and helping each other to get it right.And then say the sentences in Activity 2 aloud.What about swimming in the Yangtze?Are there any other rules I should know?Can you tell me if we’re allowed to take photos of the dam?Ask the students to read them individually,and then play the tape for them to check.Suggested answers:What about/swimming in the Yangtze?Are there any/other rules I should know?Can you tell me/if we’re allowed to take photos of the dam?T:In Activity 3,there is a short dialogue from the passage in listening Activity 1.Read through the sentences to yourselves and try to pause at the end of each sense group.A I’m interested in booking a classic Three Gorges cruise.Can you tell me something about the boats?B Yes,certainly.They’re big,modern boats,and they all have professional English speaking directions.You can choose between western and Chinese cuisine.Play the tape for them to check their answers.Then call back theanswers from the whole class.Suggested answers:A I’m interested in booking/a classic Three Gorges cruise./Can you tell me/something about the boats?B Yes,/certainly./They’re big,/modern boats,/and they all have/professional English speaking directions./You can choose between/western and Chinese cuisine.T:Let’s come to another exercise.There is also a dialogue in Activity4.Read through these sentences and pause at the end of each sense group.A Are there any other rules I should know?B There aren’t a lot of rules.But the boats are non-smoking,so you’re not allowed to smoke anywhere except in your cabin and in the smoking lounge.Suggested answers:A Are there any other rules/I should know?B There aren’t a lot of rules./But the boats are non-smoking,/so you’re not allowed to smoke/anywhere except in your cabin/and in the smoking lounge.Step 5 Summary and homeworkT:Today we have learned some modal verbs and some way to show obligation permission and prohibition.We’ve also learned how to pause at the end of each sense group.Do more practice after class.Do the exercise on your workbook.So much for today.Good-bye,everyone!Ss:Good-bye,teacher!The Design of the Writing on the BlackboardModule 5 A Trip Along the Three GorgesThe second periodcan/could have to/must should/ought toobligationpermission prohibitionRecord after Teaching_______________________________________________________ ________________________________________________________________________ ________________________________________________________________________ _________________Activities and Research1.Revise the usage of modal verbs.2.Learn to express obligation,permission and prohibition.3.Practise how to pause at the end of each sense group correctly.Reference for TeachingGrammar1.can 和 couldcan表示客观可能性,也可表示”能力”。
基本语法规则的英文
基本语法规则的英文Title: The Fundamentals of Grammatical Rules.Grammar, the backbone of language, is a system of rules that governs the structure, function, and meaning of words in a given language. It ensures that speakers and writers can communicate effectively by using words in a consistent and understandable manner. While the complexity of grammar can vary depending on the language, there are certain basic grammatical rules that are universal and form the foundation of language learning.One of the fundamental grammatical rules is the distinction between nouns and verbs. Nouns are words that represent people, places, things, or abstract concepts, while verbs express actions or states of being. Understanding this distinction is crucial as it helps us to build sentences that are grammatically correct and meaningful. For example, in the sentence "The cat sat on the mat," "cat" is the noun, and "sat" is the verb.Another fundamental grammatical rule is the use of pronouns. Pronouns are words that replace nouns to avoid repetition. They are crucial for maintaining the flow of conversation or writing and help to establish clear relationships between different elements of a sentence. For instance, in the sentence "She went to the store and bought some apples. She was very happy with her purchase," the pronoun "she" replaces the noun "she" to avoid repetition.Adjectives and adverbs are also essential grammatical elements. Adjectives describe or modify nouns, addingdetails about the person, place, or thing being referred to. Adverbs, on the other hand, modify verbs, adjectives, or other adverbs, providing information about how, when, where, or to what extent something happens. For instance, in the sentence "The beautiful red rose smelled sweetly," "beautiful" is an adjective modifying "rose," and "sweetly" is an adverb modifying "smelled."Tense is another crucial grammatical concept. It refers to the time when an action or state occurred or exists, andit helps us to convey the sequence of events and thepresent or future state of affairs. There are three basic tenses in English: present, past, and future. Understanding and correctly using these tenses is essential for clear and accurate communication.Prepositions are another important part of grammar.They show the relationship between a noun or pronoun and another word in a sentence. Prepositions are followed by nouns or pronouns to form prepositional phrases, which can function as adjectives, adverbs, or nouns. For instance, in the sentence "The book is on the table," "on" is a preposition, and "the table" is the object of the preposition.Conjunctions and interjections are also essential grammatical elements. Conjunctions are words that connect words, phrases, or clauses, indicating a relationship between them. There are three main types of conjunctions: coordinating, subordinating, and correlative. Interjections, on the other hand, express strong emotions or reactions and are usually placed at the beginning of a sentence.In conclusion, grammar is the foundation of effective communication. By understanding and correctly applying the basic grammatical rules, such as the distinction between nouns and Verbs, the use of Pronouns, Adjectives, and Adverbs, Tense, Prepositions, Conjunctions, and Interjections, we can ensure that our writing and speaking are clear, accurate, and meaningful. Mastering these rules not only improves our language skills but also enhances our ability to express ourselves effectively in various contexts.。
韩礼德语言功能总结
Chapter 12Theorise and Schools of Modern Linguistics.The Swiss linguist Ferdinand de Saussure is "father of modern linguist".His two students, C. Bally and A. Sechehaye, collected lecture notes and put them together to produce the great work.Saussure insists on the concept of Arbitrariness of language. And he saw human language as an extremely complex and heterogeneous phenomenon. He believes that language is a system of signs, which mean something and conventional. Moreover, his linguistic theorise on the nature of the linguistic sign were also influenced by western economic theorise of the time.The Prague School sees language in terms of function. And it would be meaningless if it's viewed in isolation. It is best known for its contribution to phonology and the distinction between phonetics and phonology. Trubetzkoy 's principles of phonology argued that phonetics belonged to parole whereas phonology belonged to langue. A phonemes in so far as they can serve to distinguish meaning.Function Sentence Perspective is a theory of linguistic analysis which refers to an analysis of utterance in terms of the information they contain. Those Czech linguistics believe that a sentence contains a point of departure and a goal of discourse. The point of departure is equally present to the speaker and to the hearer ——it is the ground on which they meet and is called the THEME, the goal of discourse presents the very information that is to be imparted to the hearer, and is called the RHEME. J. Firbas developed the notion of COMMUNICATIVE DYNAMISM, based on the fact that linguistic communication is not a static phenomenon, but a dynamic one.The London School is also known as systematic and functional linguistics. Malinowski said that language is to be regarded as a mode of action rather than as a counterpart of thought which means the meaning of a utterance does not come from the ideas of the words comprising it but from its relation to the situational context in which the utterance occurs. He distinguished three types of context of situation: ①situations in which speech interrelate s with bodily activity ；②narrative situations ；and ③situations in which speech is use d to fill a speech vacuum -PHATIC COMMUNION.Halliday and Systemic -Function Grammar.SF Grammar has two components: systemic grammar and function grammar. Systemic grammar aimes to explain the internal relations in language as a system network, or meanimg potential. Functional grammar aimes to reveal that language is a means of social interaction. All systems have3essential characteristics: ①the term s in a system are mutually exclusive. ②a system is finite. ③the meaning of each term in a system depends on the meaning of the other terms in the system. Halliday 's systemic grammar contains a functional component.The Ideational FunctionIt is to convey new information, to communicate a content that is unknown to the hearer.The Interpersonal Function embodies all uses of language to express social and personal relation. It is realized by MOOD and MODALITY. The Textual Function refers to the fact that language has mechanism to make any stretch of spoken or written discourse into a coherent and unified text and make a living passage different from a random list of sentences.American Structuralism 美国结构主义It is a branch of synchronic linguistics that emerged independently in the United States at the beginning of the 20th century.Boas: Handbook of American Indian Language -a good summary of the descriptive approach to language.Sapir: An Introduction to the Study of Speech, which aimed at giving a certain perspective on the subject of language rather than to assemble facts about it.Bloomfield 's TheoryFor Bloomfield, linguistics is a branch of psychology. It is a principle of scientific method, based on the belief that human begins cannot know anything they have not experienced. Behaviorism in linguistics holds that children learn language through a chain of STIMULUS -RESPONSE reinforcement and the adult 's use of language is also a process of stimulus -response. First principle is: when one individual is stimulated his speech can make another individual react according. ②the division of labour and all human activities based on the speaker and hearer two separate nervous systems, is bridged up by sound waves.Post -Bloomfieldian Linguistics.Harris methods in Structural Linguistics gave the fullest and most interesting expression of the DISCOVERY PROCEPURE approach to linguistics, characterized by accurate analytical procedures and high degree of formalization.Transformational -Generative Grammar.TG grammar has seen 5stages of development.①Classic Theory aimes to make linguistics a science; ②The Standard Theory deals with how semantics should be studied in a linguistics theory; ③the Extended St andard Theory focuses discussion on language universal and universal grammar; ④The Revised Extended Standard Theory focuses discussion on government and binding;⑤Mininalist Program, a further revision of the previous theory.The Innateness Hypothesis 天赋假设Chomsky believes that language is somewhat innate, and that children are born with what he calls a LANGUAGE ACQUISITION DEVICE, which is a unique kind of knowledge that first them for language.GENERATIVE GRAMMAR, Chomsky simply means "a system of rules that in some explicit and well -defined way assigns structural descriptions to sentences ".He believes that every speaker of a language has mastered and internalised a generative grammar that expresses his knowledge of his language.Case GrammarCASE GRAMMAR is an approach that stresses the semantic relationships of elements in a sentence.Generative SemanticsGENERATIVE SEMANTICS hold that there is no principled distinction between synactic processes and semantic processes.。
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3．The assassination attempt ______ millions, because the speech was on television. A. was seen by B. was saw by C. seen by D. was seen for
答案A。assassination暗杀。根据题意： 暗杀行为被数百万人所看见，故选A。
Florence is visited by a million tourists every year. London was visited by ten million people last year. The Mona Lisa was painted by Leonardo da Vinci . The Mona Lisa was not painted by Picasso. The Great Wall was built by thousands of workers.
4. Practice:
Байду номын сангаас
1．—“Town Hall is the tallest building in the city.” —“ ______ from here?” A. Can it see B. Can it be seen C. Can be seen it D. Can see
答案 B。 Town Hall (市政厅)应当是被看 见，所以应在B和C中选择。又因这是一个 问句，故选B。
2) 带双宾语的动词的被动语态： (give, send, take, bring, teach, tell, offer, sing, buy, promise, make, write, ask, lend, show, pay等)将其中一个宾语变成主 语，另一个宾语作为保留宾语，或变为介词 宾语，作状语。 We gave him some picture-books. →He was given some picture-books. →Some picture-books were given to him. 我们给他一些图画书。
3.学习、使用被动语态应注意下面几点 1) 短语动词的被动语态，要保持短语动 词的完整性，动词后面的介词或副词切 记不可遗漏。 These books must be taken good care of. 这些书必须好好保管。 The children were well looked after. 孩子们受到了良好的护理。
8．In some parts of the world, tea ______ with milk and sugar. (1993) A．is serving B．is served C．serves D．served
在世界上一些地区，人们饮茶时都加牛奶 和蔗糖。
答案B。本题叙述的是一般的情况，常 用一般现在时，答案可在B和C中选 择。serve意思是“供给”或 “送上”， 此处应用被动语态。
4. The things talked about in this report ______ over a year ago. A. had taken place B. took place C. have taken place D. were taken place
答案B。take place, occur, happen发生， 均为不及物动词词组，没有被动语态。
如果不采取措施，河水将会进一步受到污染。
答案B。主句中为一般将来时，unless 引导条件状语从句用一般现在时表示将 来，而“措施”应该是 “被采取”，用被 动语态。
12. Good care must ______ babies particularly while they are ill. (1992) A. take B. take of C. be taken D. be taken of
2．—“The ceremony has already started.” —“Look! The flag is ______ now.” A．being raised B．risen C．being rose D．raising
答案 A。 rise vi.升起，不能有被动形式， 故B, C不能选用。 raise vt.举起，升起。 后要接宾语，故 D不适用。 being raised 正在被升起，正符合题意。
3) 情态动词的被动语态：和shall或will一样。 We can divide an atom. →An atom can be divided. 原子是可分的。 4) 有些动词主动语态形式表示被动语态如： sell, wash, draw, keep, prove, clean, run, wear, cook, read, smoke, cut, burn等。 The book sells well. 这本书畅销。 Silk wears well. 丝耐穿。 This cloth washes well. 这种布料耐洗。
语态(Voice)是动词的一种形式，它表 示句子的主语和谓语动词之间的关系。 语态通常分为主动语态和被动语态。
被动语态(Passive Voice)表示句子的主 语是动作的承受者。其句子的谓语动 词是：be + v-ed形式。
由于语态是动词的一种形式，它只表 示句子的主语和谓语动词之间的关系， 它没有表示动作发生的时间和方式， 因此，被动语态形式的句子，仍然有 各种时态变化。由于构成被动语态的 行为动词变成了动词-ed形式，所 以，被动语态句子的时态都要体现在 助动词be上。
9．He'll be an astronaut by the time he ______ thirty.(1993) A．is B．had been C．will be D．is going to be
到他三十岁时，他就会成为一名宇航员。
答案 A。主句中用的是一般将来时， by the time引导时间状语从句中用现 在时态表示将来。
如果对城市的噪声不加以控制，二十年后 甚至在餐桌上人们将不得不大声叫嚷才能 使对方听见。
答案A。If从句中，“噪声被加以控制” 需用被动语态，答案为A或B。主句 中时间状语为“从现在起二十年后”， 要用将来时表示，所以答案为A。
11. The water will be further polluted unless some measures ______ . (1992) A. will be taken B. are taken C. were taken D. had been taken
GRAMMAR 1
Paris is visited by more than eight million tourists every year. The Sagrada Familia was designed by an architect called Antonio Gaudi. Florence’s most beautiful paintings and sculptures were produced by great artists . Athens is known as the birthplace of western civilisation. The Parthenon was built during this period. (1)PASSIVE VOICE
答案 A。 feel（摸起来有……的感觉）seem, sound, look 等作为系动词使用，系表结构没 有被动语态。
7．I need one more stamp before my collection ______ .(1994) A．has completed B．completes C．has been completed D．is completed 我所集的邮票还差一张才能成整套。 答案D。before引导的时间状语从句中 用现在时表示将来，而collection与 complete之间为被动关系。
10. If city noises ______ from increasing, people ______ shout to be heard even at the dinner table 20 years from now. (1992) A．are not kept; will have to B．are not kept; have to C．do not keep; will have to D．do not keep; have to
2．被动语态的用法
1) 我们不知道或没有必要说明动作的执 行者是谁(这时都不带由by引起的短语)。
The book is written for teachers.
这种书是为教师写的。 2) 动作的承受者是谈话的中心(这时可带 由by引起的短语)。
The shop is run by a young man.
4）现在进行时和过去进行时 ① The building is being built. 这幢楼正在建设之中。 ②The bikes were being repaired. 那时正在修自行车。 5）现在完成时和过去完成时 ①This book has been translated into English. 这本书已被译成英语。 ②The car had been repaired. 这时汽车已修完了。
5．The anti-Japanese War ______ in 1937 and it ______ eight years. A．was broken out; lasted B．broke out; lasted C．break out; lasts D．broke out; was lasted
1．被动语态的构成 be + v-ed
1）一般现在时 am/is/are + v-ed You're wanted on the telephone. 有人给你打电话。 2）一般过去时 was/were + v-ed The book was finished last week. 这书是上周写完的。 3）一般将来时 will be + v-ed You'll be allowed to go out tomorrow. 明天让你出去。