Grammar(A)

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Grammar不定冠词a,an的用法

7. 用于固定短语中
• have a cold 患感冒 have a rest 休息一
下
have a fever 发烧 have a toothache 牙痛 have a talk 谈话 go for a walk 散步 take a bath 洗澡 tell a lie 撒谎 wait a moment 等一会儿 for a while 一会儿
则不用冠词。
•
He is captain of the
team.
• Zhang Fei is
monitor of their
class.
• 5. 用于专有名词（人名）前，表示某人
• A Mr. Green called you just now. • 一位格林先生刚才给你打电话。
• A Mr. Smith wanted to see you.
He has an apple in his hand.
他手里拿着一个苹果。
• 2. 表示同一类的人和物中的任何
一个，a或an不必翻译
•
Even a child can answer this question.
• 就是小孩子也能回答这个问题。
•
An elephant is stronger than a horse.
•
It is so high a wall that we can't climb it.
这堵墙非常高，我们爬不上去。
• How beautiful a bird it is! 这是一只多漂亮的鸟啊！ • It is too wide a river for me to swim across.
这条河太宽，我游不过去。

9上Unit4 Grammar

3. I met Peter. I was waiting at the bus stop. _I_m__e_t _P_e_te_r_w__h_il_e_(_I_w__a_s)__w_a_i_ti_n_g_a_t_t_h_e___ _b_u_s_s_t_o_p_. _______________________
4. I was watching TV. I received a call from my uncle.
_W_h__il_e_(_I_w_a_s_)_w__a_tc_h_i_n_g_T__V_, _I_r_e_ce_i_v_e_d_a___ _c_a_ll_f_r_o_m__m_y__u_n_c_le_.________________ 5. I was ready to go to bed. My father came back from work. _I_w_a_s__re_a_d_y__to__g_o_t_o_b_e_d__w_h_e_n__m_y__fa_t_h_e_r__ _c_a_m_e_b__a_ck__f_ro_m__w__o_rk__. _____________
注意：我们可以用before, after, when和 while引导时间状语从句，这些词既可放在句首，也可放在句中。
before的意思是“在……之前”，表示主句动作发生在从句动作之前。如：
Close the windows before you leave the room, please. 在你离开房间前，请关上窗。
Objectives
➢ To learn to use the following conjunctions to introduce time clauses:

Unit 9(Section A Grammar)九年级英语全一册(人教新目标Go For It!)

名词做定语
5.The ipad there is mine.
副词做定语
6.The boy to take the ball is my son. 不定式做定语
7.I have a friend called Bob.
分词做定语
8.He likes music that isn't too loud. 定语从句做定语
练一练
人 1. The boy _w__h_o__/t_h_a_t___ is playing ping-pong
is my classmate.
物 2. The e-mail _w__h_ic__h_/_th_a__t I received yesterday
was from my sister.
1
3
思维品质：学会谈论自己的喜好。通过表达个人喜好，提高学生欣赏美的水平。
文化意识：能对自己看过的书籍，
电影，听过的CD等进行简单的
描述,能运用本单元词汇和定语
从句表达自己的喜好类型和感受。
2
4
学习能力：本单元内容以“音乐
和电影”为话题展开，让学生讨论自己喜欢的类型及自己的感受，进而呈现了本单元的重点语言结构— 定语从句，要求学生能用本单元的词汇和定语从句的功能谈论自己的喜好。
Unit 9 I like music that I can dance to. Section A Grammar Focus
Language goals
语言能力：(1)进行一步复习巩固学
习Section A 部分所学的生词和词组。 (2)掌握如何表达自己喜好的句型。 (3)掌握that/which/who引导的定语从句的用法。

英语教学法第七单元Teaching-grammar

Presentation知 Practice练 Production用
Understanding Accuracy Use and Fluency
(1)presentation
The teacher introduces new language in particular communicative situations, focusing on its meaning, form and on its function.The emphasis at this stage is on meaning and form.
Hinkel and Fotos, 2002)
Most research has agreed that there is a positive role of instruction for grammar learning.
Grammar teaching “can enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system.
Aims of the unit:
1.The role of grammar in ELT 2.Grammar presentation methods 3.Grammar practice
The role of grammar in ELT
The value of grammar in foreign language teaching has been a focus of debate for decades, and no conclusion is in sight.

Unit 4 Grammar语法定冠词和不定冠词a,an,the(原卷版)(牛津译林版)

Unit 4 Finding Your Way.Grammar一、单项选择1.The movie Mulan is about village girl.A. anB. aC. theD. /2.—Is SCAR a robot or a dog?—It,s robot dog with four legs. It can do dangerous work for people.A. /B. aC. anD. the3.Take look at the film guide. There are six films on at City Cinema.A. /B. theC. aD. an4.Shanghai is interesting city with a lot of department stores and huge shopping centres.A. aB. anC. theD. /5. I have useful guidebook. I borrowed it from mv best friend.A. an6. There isB. /"s" in the word “bus”.C. aIt,s the letter.D. theA. a, threeB. a, third7. Mv mother spent 200 yuan buying C. an, thirdiron last week.D. the, threeA. aB. anC. theD. /8. A student wears ________ uniform to school.A. theB. aC. anD. /9.There is ________ old small hut behind Mary,s house.A. aB. anC. theD. /10.I think the film Police Story is __________ exciting film. I have just seen it.A. aB. anC. theD. /11. —What,s matter with you?—I have sore back.A. a; theB. the; /C. /; aD. t he; a12.If you,re too tired, you should take __________ rest before working again.A. aB. anC. theD.13.Jim can play ________ chess, but he can,t play__________ piano.A. Λ theB. /, /C. the, theD.14.My father can,t play _________ tennis. But he can play _________ violin.A. a; aB. /; theC. the; /D.15.Perhaps there will be no water or air on Earth. / the, / the; theA. aB. anC. the16.Wang Yuan can play ________ violin, but she can,t play ________A. the; theB. /; theC. the; /17.—Can Tim play ________ chess?—Yes. And he can olav drums, too.D. / _ chess.D. /;/A. the； theB. the；不填C.18.—Who is _________ boy in blue?—He is Jim Brown. We are in _________ same club.A. a; theB. the; theC.19.There is elephant in the zoo. 不填；the D. the； aa, / D. the, / elephant comes from Africa.A. an； AnB. the； TheC. an； The20. In _________ e nd, his dream came true because he worked so hard.A. aB. anC. theD. /21.Wang Wei is really excellent student and he can tell English stories to us in front of our classroom.A. a, /B. a, theC. an, theD. an, /22.There is a park on Long Street. And the river near park is veryclean.A. /； theB. the； aC. the； theD. /； a23.―Could you tell me the way to Browns, please?—Sorry, we don,t have Brown here in the neighborhood.A. the; theB. the; aC. /: theD. a, a24.There,s English boy playing chess under the tree.boylives near here.A. an; /; TheB. an; the; TheC. a; /; AD. a; a; A25. — Hi, Mike.You look great! Anything interesting?一Yes, I watched excitine film. film is about a visit to the Moon.A. an;TheB. a; TheC. an; AD. the; The26. —Do you play __________ guitar in your free time?—No. I often play chess with my friends.A. /, theB. the, /C. the, theD. a, a27. —Eric, what can you do for the old people?—I can play ________ violin for them.A. aB. anC. theD. /28. Look over there. __________ tall boy with short, black hair can play _ —___ d rum very well.A. The,/B. The, theC. A,/D. The, a29. — What do you want to be in the future, Lucy?—I want to be teacher. It,s exciting job.A. a; aB. a; anC. a; theD. the; a30. Jason used to be university student. But now he is working forAfrican company.A. a; aB. a; anC. an; anD. an; a二、用所给单词的正确形式填空31. Come in, or you,ll catch ___________ _ bad cold.32. That is (a) English map.33. Is this (a) eraser?34. —What can 1 do for you?—I want ________ (a) ID card.35. This is (an ,a)orange.36. Here is ________ eraser in my pencil box. (a∕an)37. It,s __________ q uilt, ________ (a/an/the) quilt is white and yellow.38. Art is _________ (a) interesting subject.39. —Excuse me, What's this in English?—It's eraser. (a)40.Children's Day is on（one） of June.三、完成句子41.我的弟弟在第一张照片中。

U1 A grammar focus

2. Kate has a toothache. She should (see a dentist / get some sleep). My advice: _S_h_e_s_h_o_u_l_d__b_r_u_s_h_h_e_r_t_e_e_t_h_w__it_h_s_a_l_t_w_a_t_e_r_. __.
B: You _s_h_o_u_ld_ see a doctor and get an X-ray.
2. A: _W__h_a_t_’s_ the matter? B: My sister and I _h_a_v_e sore throats. _S_h_o_u_ld_ we go to school? A: No, you _s_h_o_u_l_d_n_’_t .
2. –Who teaches ____ math? –I teach ______. A. your, my self B. you, myself C. you, me D. you, herself
Presenting
3. Luckily, he didn’t hurt ____ terribly yesterday. A. him B. themselves C. himself D. they 4. I can’t mend(修补) my shoe _____. Can you mend it for ? A. myself, me B. myself, I C. me, I D. I, me 5. Mr. More has more money than Mr. Little . But he doesn’ t enjoy ______. A. he B. him C. his D. himself 6. Lily was 9 years old. _____ was old enough to go to school ________. A. She , she B. She , herself C. Her, herself D. Her. she

grammar

Grammar strategiesWe mainly discuss the skills and strategies of learning English grammar. All in all, for general Chinese learners of English, grammar should be learned. But it should serve the overall goal of improving English proficiency. You should always remember that the purpose of grammar learning is to improve the accuracy of your English rather than to be able to do some grammar exercises or to remember the abstract rules without considering the meaning conveyed in actual communication. So grammar learning should be linked with context and function, because grammar is basically used to enhance comprehensible input and to monitor effective output. Only when the link is established between context and text, function and form, can meaningful grammar learning grammar learning take place. Therefore, grammar learning strategies are focused on learning through comprehension, learning through induction, learning from errors, and learning through communication, etc.The definition of grammar:1.Grammar teaches us how to make use of words; that is to say, it teaches us how to make useof them in the proper manner… to be able to choose the words which ought to be placed, we must be acquainted with certain principles and rules; and these principles and rules constitute what is called Grammar. (Cobbett: 1819)2.Grammar: (1) An analysis of the structure of a language, either as encountered in a corpus ofspeech or writing (a performance grammar) or as predictive of a speaker’s knowledge (a competence grammar). A contrast is often drawn between a descriptive grammar, which provides a precise account of actual usage, and a prescriptive grammar, which tries to establish rules for the correct use of language in society. (2) An analysis of the structural properties which define human language (a universal grammar). (3) A level of structural organization which can be studied independently of phonology and semantics. (Crystal 1992: 35-36)3.Grammar: a description of the structure of a language and the way in which linguistic unitssuch as words and phrases are combined to produce sentences in the language (Richards, Platt and Weber, 1985).4.Grammar is a description of the structure of a language and the way in which linguistic unitssuch as words and phrases are combined to produce sentences in the language. (舒白梅：p101) The purpose of learning grammar:Generally grammar learning serves two purposes: to facilitate input and to monitor output. All in all, the purpose of learning grammar is to help you to understand English correctly and to produce it fluently and accurately. As learners of English, you should always keep in mind that the ultimate goal of learning the language is to be able to communicate in English fluently, accurately and appropriately. Perfect knowledge of grammar does not mean you are a good communicator. Therefore, you should remember that grammar learning should serve the ultimate goal of improving your language ability. There are three kinds of grammar. They are theoretical grammar, reference grammar, and practical grammar. As English learners, we are interested in practical grammar because it is typically for the purpose of language education. This kind of grammar only covers the basic and the most frequently used grammatical items.Strategies of grammar learning1. Meaningful learningIt will be much easier for us to learn if we understand the meaning expressed through agrammatical item. In fact, you are not encouraged just to commit the rules to your memory without knowing what kind of meaning they may convey. Meaning can help us understand the grammatical items better.2. Inductive learningAs language learners, you should be good at generalizing rules from the language data you encounter. Research shows you will remember the rules better if they are your own generalizations.3. Problem solvingOne way to learn grammar is to set up a problem and solve it by yourself. For example, you may make the same grammar mistake in different situations. Why is that so? How can they be corrected? If you solve such problems, you become aware of how the grammar of English works.4. Terminology problemOne thing that may bother you is that there are so many grammar terms. You find these terms used very often by the teacher and in most grammar books. The situation is further complicated by the fact that the same grammatical fact may be referred to in different terms by different books.For example, the attributive clause is called the relative clause; the predicative is called complement, pronouns are included in noun phrases, and so on.5. Learning in contextMost of our grammar teaching and learning is out of context. The result is that we may know many grammar rules, but we have problem in recognizing and applying the rules when faced with a context concentrating exclusively on a single grammatical item. If what we aim at is language in actual use, we should also try to learn language as it actually happens.6. Choosing one book to read from cover to coverAs English majors, you need to have relatively systematic knowledge of English grammar. After learning it at middle school, you may know some grammar, but that’s not enough. You need to read through one grammar book.Principles of teaching and learning grammarThere are three different views on what it means to “teach grammar”. The first view is that teaching grammar entails the formal explanation of grammar rules. While learners who receive a great deal of grammatical explanation will end up knowing quite a lot about a language, they will not necessarily be able to put the language to communicative effect. The second view is that teaching grammar is basically a matter of providing learners with practice in mastering common grammatical patterns through a process of analogy rather than explanation. The learners may become fluent in the structures they have been taught, but may not be able to use them appropriately in genuine communication outside the classroom. The third view is that teaching grammar is a matter of giving students the opportunity to use a language in a variety of realistic situations. The disadvantage is that learners will not be able to provide explanations of the grammatical rules of the target language.A basic distinction in learning theory is between deductive learning and inductive learning. Deductive learning is an approach to language teaching in which learners are taught rules and given specific information about a language. They then apply these rules when they use the language. In contrast, in inductive learning learners are not taught grammatical or other types of rules directly but are left to discover or induce rules from their experience of using the language. The former is explicit teaching of grammar while the latter is implicit.1. Teaching grammar as productThis approach takes a product perspective on grammar, with teaching structured round a careful specification of language forms which provides the target language for each lesson. Two key stages in the learning process can be prompted through product teaching. The first is noticing new language input. The aim here is to make certain specified attention to them. The second is helping learners to structure their knowledge of the language system: learners are given opportunities to manipulate forms, changing them and recombining them in order to discover more about how grammar works. A product perspective on grammar is static. The emphasis is on the component parts of the language system, divided up into separate forms.2. Teaching grammar as processProcess teaching engages learners in language use, formulating their own meanings in contexts over which they have considerable control and in so doing, drawing on grammar as an on-going resource. It is only through extended practice in language use that learners can proceduralize their knowledge, learning to use grammar while for the most part concentrating their attention on meaning. We will want learners to take every opportunity to use their existing grammar so that the language which becomes proceduralized is grammar rich. The study of grammar as process is the study of grammar as it is used in communication, and communication is concerned in part with the exchange and sharing of knowledge through grammar. The kind of process teaching is sometimes referred to as “task-based”. Good tasks should have the following qualities:1) they encourage learners to attend to meaning and to purposeful language use. 2) they give learners flexibility in resolving problems their own way, calling on their own choice of strategies and skills. 3) they involve learners, with their own personalities and attitudes being central. 4) they are challenging, yet not excessively demanding. 5) they raise learners’ awareness of the process of language use, and encourage them to reflect on their own language use.3. Teaching grammar as skillThe aim here is to help learners make the leap from the careful control of grammar as product to the effective use of grammar as process. When we teach grammar as skill, the learner is required to attend to grammar while working on tasks which retain an emphasis on language use. Teaching grammar as skill means striking a balance between product teaching and process teaching. This approach means guiding learners’ own attention to grammar, and designing tasks which help in teaching learners the skills of using and attending to grammar in language use. Its objectives are complementary to those of product and process teaching.4. Presenting form, meaning and useWhen presenting a new structural item, we should be primarily trying to achieve two things: 1) to enable the student to recognize the new structure well enough to be able to produce it himself (i.e., to establish the form); 2) to make absolutely clear the usage of the pattern, so that when the student produces them, prompted by the teacher, he knows what student produces them, promoted by the teacher, he knows what he is saying (i.e., to establish the meaning).The best ways to show the meaning and use of a structure are: 1) to show it directly, using things the student can see －objects, classroom, yourself, the other students, pictures, etc. 2) to think of a situation outside class in which the structure would naturally be used. The situation could be real or imaginary. The presentation of meaning and use should take place in some context. We could use a five-step model to illustrate the presentation of grammar items: 1) lead-in: the context is introduced and the meaning or use of the new language is demonstrated. Students hearor see some language and become aware of certain key concepts. 2) elicitation (启发): the teacher tries to see if students can produce the language and decide which of the stages she will go to next. Elicitation gives the teacher information upon which to act. 3) explanation: the teacher shows how the hew language is formed. 4) accurate reproduction: students repeat and practice a certain number of models. Emphasis here is on accuracy. The teacher makes sure students can form the new language correctly. 5) immediate creativity: students try to use what they have just learned to make sentences of their own. Effective and successful practice includes: 1) pre-learning 2) volume and repetition 3) success-orientation 4) heterogeneity 5) teacher assistance 6) interestSummaryAs for the methods of teaching grammar, there are also different views. Some people believe that the inductive method of arriving at generalizations on the basis of examples is the appropriate way of coming to terms with the fuzziness of grammar. In the less advanced stages of language learning, inductive learning is simply implicit (by exposure); at a later stage it can profitably be made explicit. The deductive method, on the other hand, is more fitted to the explicit presentation of grammar which is particularly useful when they identify the prototype －the central core of typical cases. We need to remember meaning should always come before form. Students will be more motivated by knowing meaning first and form will be easier to understand if meaning is already understood.Assignments:Do you think it necessary to teach grammar in the middle schools?。

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.。

译林牛津英语8A unit2 grammar语法

reddest
( D ) 3.Which pen is _______ , this one or that one?
A.dear B.dearest C.the dearest D. dearer
( B ) 4. Kate is ______ than all the other girls. She is _______ of all.
Kitty has five yuan . Millie has _m__o_r_e_ money than Kitty . Daniel has _m__o_r_e_ money than Millie .
Daniel has the most money.
Kitty has the least money.
3. I have _le_s_s_ free time than John, but Nancy has _m_o_r_e_ free time than John. Among the three of us, I have the l_e_a_s_t free time and Nancy has the m__o_s_t free time.
Talk about Peter and Tom with “more/less than…”
Peter

Tom
coke milk
bread
Consolidation :
more
less +_u__n_c_o_u_n__ta_b__le_ nouns + than
more/less + 不可数名词+than
school.
4.I spend__t_h__e_l_e_a_s_t(最少) time doing my homework of

A grammar- also, too, either

• Examples: • I also sing. • He also helped us.
• In verb tenses with many parts, "also" comes after the first part and before the second.
• Examples: • I have also been to Hong Kong. • I am also studying economics.
I watch football. I do too. Me too.
I don’t watch much televison. I don’t either. Me either. / Me neither.
GRAMMAR: RESPONSES WITH TOO & EITHER
• I can shop for hours! • I can too. • Me too.
• Examples: • Mr. Jones wanted the contract. Ms.
Jackson, too, thought it was necessary. • Donna is working on a solution to the
problem. I, too, am trying to find a way to resolve the conflict.
Also / Too / Either
"Also" is used in positive sentences to add an agreeing thought.
Examples:
• Jane speaks French. Sam also speaks French.

语法grammar

语法grammar1就近原则：A.either...or 例句：Either Tom or I am to blame.neither...nor例句Neither you nor I am wrong.Neither I nor you are wrong.B.not..but 不是。

而是例句Not you but your father is wrongNot your father but you are wrongC.not only..but (also)例句Not only you but (also)your father is wrong.Not only your father but (also)you are wrong.D.or或者例句Tom or I am going to Shanghai.E.there be 有例句There is a pen,two books and some pencils on the desk. 本句中尽管有钢笔、书、铅笔，但由于离be动词最近的一项是单数a pen ,故be动词用单数is.2动词（系动词，助动词，情态动词。

）系动词：A表状态的系动词：be ,appear表现，seem看起来似乎，keep,remain,stay保持待在。

,continue,prove例句She appeara very young.His temperature seems to be all right.He made a fire in the room to keep warm.The weather continued fine.This tool proved very helpful.B表感觉的系动词：look,feel,smell,sound,taste,....例句：A paper tiger looks terrible. The medicine smells terrible.C表转变的系动词：become ,get得到到达变得，fall(fell),go,grow,turn,例句：Beijing is becoming moer and more beautiful.Soon they fell asleep(fall asleep固定搭配入睡睡着)The trees turn yellow.The milk is easy to go bad.助动词He dosn’t like music (表人称、时态、语气----无义)情态动词：will--eould shall--should can--could may--mightmust,need,dare,ought to,used to ,had better do sth(最好做某事)情态动词不受人称、数的限制PS情态动词表猜测的用法：情态动词中的can,could,may,might,must都可以用来表猜测。

牛津译林版英语九年级上册Unit5 Grammar 课件

I like painting because I like all the different colours.
I like listening to music because it makes me feel relaxed.
A: Why do many people love Michael Jackson?
5.The art festival is open to all students and parents. Everybody is welcome.
Since/As the art festival is open to all students and parents, everybody is welcome.
Questions about Tan Dun
Daniel has more questions about Tan Dun. He searched the Internet and made some notes. Look at his notes and answer his questions. Use because to introduce the reasons.
lot in his music.
Do since/as have the same meaning as because?
Yes.
2. since显然的或已为人所知的理由，常译为“因为”、 “既然”，语气比because稍弱，含有勉强的语气，通常置于句首。
Since he asks you, you just tell him why. 他既然问你，那就告诉他为什么吧。
result
D__a_n_ie_l_d_e_c_i_d_e_d_t_o__p_la_y__th__e_v_io_l_i_n_a_t_t_h_e__a_rt

Unit 5 Grammar 【A】课件学年牛津深圳版(广州沈阳通用)八年级英语上册

Sarah has already seen many places of interest in Beijing. Have you seen the Great Wall yet? No, I have not seen the Great Wall yet. Have you ever visited the Summer Palace? No, I have never visited the Summer Palace.
Eric has been in Beijing for a week. Complete his email to his
mother with the present perfect tense of the verbs in brackets.
To: Mum From: Eric Dear Mum, I’ve been in Beijing for a week now. I (1) _h_a_v_e_m_e_t__(meet) my host family. They’re really friendly. My host brother Wei and I (2)_h_a_v_e_p_l_a_ye_d__ (play) a lot of football at a park near his home. We both enjoy football very much. Mrs Li, my hostmother, (3) _h_a_s_c_o_o_k_e_d_ (cook) me delicious Chinese food. I (4)_h_a_v_e_s_tu_d_i_e_d_(study) Chinese with my British classmates. We (5) _h_a_v_e_s_e_e_n___ (see) some places of interest in Beijing too. However, I (6) _h_a_v_e_n_’t_v_i_si_te_d____ (not, visit) the Great Wall yet, and I (7) _h_a_v_e_n_’t_d_o_n_e__ (not, do) any shopping either. I’ll do these things next week. Love, Eric

Grammar

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

Unit2 Grammar 语法动词不定式作定语和结果状语课时作业 (原卷版)

Unit2 Grammar 语法动词不定式作定语和结果状语课时作业一、单项选择1．She is going to deliver a speech at the conference ________next week.A．to hold B．to take place C．occurred D．held2．He is not an easy man ________.A．get on B．to get on C．get on with D．to get on with 3．Birds’ singing is sometimes a warning to other birds ________ away.A．to stay B．staying C．stayed D．stay4．She has no money and no time ________.A．travels B．travelling C．to travel D．travelled 5．Yuan Longping is the first agricultural pioneer ________ hybrid rice.A．to grow B．grow C．grew D．growing 6．This is the only way I can think of ________ getting into trouble. A．preventing him from B．to prevent himC．stopping him from D．to keep him7．They believed in man’s ability ________ the world.A．change B．to change C．changing D．changed 8．Joann Childers,42 years old, said she was one of the first ________ the top of the mountain.A．reaching B．reached C．being reached D．to reach 9．When you rise to the challenges, you will have the opportunity________ great knowledge and enjoy personal growth.A．to acquire B．to acquiring C．acquire D．to be acquired 10．Mr. Smith stood up in defence of the 16-year-old boy, saying that he was not the one ________.A．blamed B．blaming C．to blame D．to be blamed 11．The man wearing the black suit was the one ________ for chopping down the old tree ________ around ninety meters tall in the botanic garden.A．to be blamed, measured B．to blame, measuringC．should blame, to be measured D．should be blamed, to be measured12．If there’s a lot of work________, I’m very happy to keep on until it is finished. A．to do B．to be doing C．done D．doing13．It’s time _______ your relationship.A．rethink B．to rethink C．to rethinking D．to be rethinking 14．We walked a long way to the library, only ________ that it was closed because of the Covid-19.A．finding B．found C．to find D．having found 15．Last summer holiday, I went back to my hometown, ________ the neighbors and the houses ________ I used to be familiar with were gone.A．only finding; which B．only found; thatC．to find; whom D．only to find; that16．He turned on the channel, only ________ that the basketball match between China and America was over.A．to find B．to be found C．finding D．having found 17．Be careful! The tea is too hot________.A．for drinking B．to drinkC．to drink it D．for you to drink it18．Have you ever tried your best to paint, only ________ the paints were wrongly mixed?A．found B．finding C．to find D．to have found 19．Tom returned after the war, only _______ that his wife had left him.A．told B．telling C．to be told D．being told 20．Many parents don't take their kids' interests and ages into consideration, only________ “More haste, less speed” —their curiosity is being killed.A．find B．finding C．found D．to find 21．Nick phoned Daisy half an hour after they found Gatsby’s body, only _____ she and Tom had left.A．to find B．having found C．found D．founding 22．She returned only _______that the house was a mess but had no idea who was ________.A．to find; to be blamed B．finding; blamedC．to have found; blamed D．to find; to blame23．We hurried to the classroom, only _________ that the meeting had been put off because of the bad weather.A．to tell B．telling C．to be told D．being told 24．He went to bed ______. The next morning he woke up only ______ himself lying on the floor.A．drinking; to find B．drunk; to findC．being drunk; finding D．to drink; finding25．Now the ice isn’t hard enough ______ on. So we have no choice but ______ away.A．to skate; to go B．skating; goC．skate; going D．skates; going二、用单词的适当形式完成短文阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

牛津译林版英语八年级上册第三单元Grammar

The Eiffel Tower is ___no_t__a_s_t_a_ll_a_s_________(not tall) the real one in France. = less tall than
Exercise (How to compare)
The model Sydney Opera House looks ___a_s_w_o_n_d_e_r_fu_l_a_s_______________(wonderful) that in Australia.
English is as important as the other
subjects. If we lose ourselves in English, we will find English itself is a lot of fun. Remember: Practice makes perfect.（熟能生巧。）Everybody is hopeful.
Reflexive Singular pronouns
(I) myself
Plural (we) ourselves
(you) yourself (you) yourselves
(he) himself (they) themselves
(she) herself
(it) itself
Exercise (Reflexive pronouns) 1.Don’t lose __y_ou_r_s_e_lv_e_s_____ in computer games, boys.
Lead-in (Reflexive pronouns)
Mr Wu is as happy as the two girls. They enjoy themselves. reflexive pronouns Mr Wu enjoys himself. 反身代词