List of Nouns
Irregular Nouns List
Irregular Nouns ListA noun, in English grammar, is a word that names a person, animal, place, thing, idea, or concept. There are more nouns in the English Language than any other kind of words. For more information and examples visit What is a Noun? It covers formation of plural nouns, common and proper nouns, concrete and abstract nouns, collective nouns, compound nouns, the functions of nouns in sentences and more.Take Spelling Test on Irregular NounsList of 106 Irregular NounsSingular PluralAaddendum addendaalga algaealumna alumnaealumnus alumnianalysis analysesantenna antennas,antennaeapparatus apparatusesappendix appendices,appendixe saxis axesBbacillus bacillibacterium bacteriabasis basesbeau beauxbison bisonbuffalo buffalos,buffaloes bureau bureausbus busses,busesSingular PluralLloaf loaveslouse liceMman menmatrix matricesmeans meansmedium mediamemorandum memorandamillenniummillenniums,milenniamoose moosemosquito mosquitoesmouse miceNnebula nebulae,nebulas neurosis neurosesnucleus nucleiOCcactus cactuses,cacticalf calveschild childrencorps corpscorpus corpora,corpuses crisis crisescriterion criteriacurriculumcurriculaDdatum datadeer deerdie dicedwarf dwarfs,dwarvesdiagnosis diagnosesEecho echoeself elvesellipsis ellipsesembargo embargoesemphasis emphaseserratum errataFfireman firemenfish fish,fishesfocus focusesfoot feetformula formulasfungus fungi,funguses Ggenus generagoose geeseoasis oasesoctopusoctopi,octopusesovum ovaox oxenPparalysis paralysesparenthesis parenthesesperson peoplephenomenon phenomenapotato potatoesRradius radii,radiuses Sscarf scarfs,scarvesself selvesseries seriessheep sheepshelf shelvesscissors scissorsspecies speciesstimulus stimulistratum stratasyllabussyllabi,syllabusessymposiumsymposia,symposiumssynthesis synthesessynopsis synopsesTtableau tableauxthat thosethesis thesesthief thievesHhalf halveshero heroeshippopota mus hippopotami,hippopot amuseshoof hoofs,hooveshypothesishypothesesIindex indices,indexes Kknife knivesLleaf leaveslife livesthis thesetomato tomatoestooth teethtorpedo torpedoesVvertebra vertebraeveto vetoesvita vitaeWwatch watcheswife wiveswolf wolveswoman womenZzero zeros,zeroesIRREGULAR PLURALS LISTStudy these groups of words to learn how they change to plural. Each group of words has similar changes.US -> IIS -> ESIX -> ICESEAU -> EAUX*** -> EN*** -> ANO CHANGEOO -> EEA -> AEOUSE -> ICESingular - PluralNouns That Have Irregular Plural FormsWhen finished, try the Nouns That have Irregular Plural Forms QuizThere are some nouns that form the plurals differently. Some nouns change their vowels in the middle of thesingular form when forming the pluralone goosetwo geese∙ foot - feet ∙ louse - lice ∙ man - men ∙ mouse - mice ∙ tooth - teeth∙ &∙woman - womenCompounds of words man and woman form plurals the same way:∙mailman - mailmenWords that contain the syllable "man" such as in the word human form the plural by adding the letter s as with most plurals.Several nouns form the plural by adding the letters en:∙child - children∙ox - oxenSome words with descriptive adjectives and hyphens form the plural by adding the correct affix to the noun portion of the word.∙father-in-law - fathers-in law∙mother-in-law - mothers-in-law∙brother-in-law - brothers-in-law∙sister-in-law - sisters-in-law∙attorney-general - attorneys-general∙secretary-general - secretaries generalThere are a number of animals that have the same singular and plural form:∙bison - bison∙deer - deer∙moose - moose∙sheep - sheep∙swine - swineThere are also some animal names that form the plural the same as the singular or use the s or es form:∙antelope - antelope or antelopes∙cod - cod or cods∙elk - elk or elks∙fish - fish or fishes∙flounder - flounder or flounders∙grouse - grouse or grouses∙herring - herring or herrings∙quail - quail or quails∙reindeer - reindeer or reindeers∙salmon - salmon or salmons∙shrimp - shrimp or shrimpstrout - trout or trouts/Grammar/plurals.htm。
英语单词表大全
英语单词表大全(中英文实用版)Title: A Comprehensive List of English Vocabulary Title: 英语单词表大全Section 1: NounsSection 1: 名词1.Dog - 狗2.Cat - 猫3.House - 房子4.Car - 汽车5.Tree - 树6.Flower - 花7.Book - 书8.Pen - 笔9.Teacher - 老师10.Student - 学生1.Dog - 狗2.Cat - 猫3.House - 房子4.Car - 汽车5.Tree - 树6.Flower - 花8.Pen - 笔9.Teacher - 老师10.Student - 学生Section 2: Verbs Section 2: 动词1.Run - 跑2.Jump - 跳3.Eat - 吃4.Sleep - 睡5.Read - 阅读6.Write - 写7.Speak - 说8.Listen - 听9.Think - 想10.Learn - 学习1.Run - 跑2.Jump - 跳3.Eat - 吃4.Sleep - 睡5.Read - 阅读6.Write - 写8.Listen - 听9.Think - 想10.Learn - 学习Section 3: Adjectives Section 3: 形容词1.Beautiful - 美丽的2.Happy - 快乐的3.Sad - 悲伤的4.Big - 大的5.Small - 小的6.Tall - 高的7.Short - 矮的8.Young - 年轻的9.Old - 老的10.Crazy - 疯狂的1.Beautiful - 美丽的2.Happy - 快乐的3.Sad - 悲伤的4.Big - 大的5.Small - 小的6.Tall - 高的7.Short - 矮的8.Young - 年轻的9.Old - 老的10.Crazy - 疯狂的Section 4: Adverbs Section 4: 副词1.Quickly - 快速地2.Slowly - 慢慢地3.Happily - 快乐地4.Sadly - 悲伤地5.Hardly - 几乎不6.Always - 总是7.Never - 从不8.Often - 经常9.Sometimes - 有时ually - 通常1.Quickly - 快速地2.Slowly - 慢慢地3.Happily - 快乐地4.Sadly - 悲伤地5.Hardly - 几乎不6.Always - 总是7.Never - 从不8.Often - 经常9.Sometimes - 有时ually - 通常Section 5: Prepositions Section 5: 介词1.In - 在...里面2.On - 在...上面3.Under - 在...下面4.Above - 在...上面5.Below - 在...下面6.Near - 在...附近7.Far - 远离8.Between - 在两者之间9.Into - 进入10.Out of - 出...之外1.In - 在...里面2.On - 在...上面3.Under - 在...下面4.Above - 在...上面5.Below - 在...下面6.Near - 在...附近7.Far - 远离8.Between - 在两者之间9.Into - 进入10.Out of - 出...之外This is a comprehensive list of English vocabulary.Learning and using these words effectively can greatly enhance your English language proficiency.这份英语单词表非常全面。
最新版创新高职英语基础教程综合1册精品电子教案Unit1-单元三级指标Reading-L
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Reading Language Practice--Translation
3. Please let us know if you can make the trip. 主要句型：请告知我们您是否…… 请告知我们您是否能来 中文翻译：_____________________ 。 请告知我们您是否能参加明天的会议。 English translation: Please let us know if you can attend tomorrow’s meeting ________________________________________________________.
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2. I would like to take this opportunity to invite you to a cocktail party
this evening.
主要句型：借此机会，我想邀请您…… 借此机会，我想邀请您参加今晚的鸡尾酒会。 中文翻译：___________________________________
ballet dancer. 2. She used to be a famous ______
skiing . 3. His favorite sport in winter is ______ 4. In Japan, China and Korea ________ karaoke is very popular. Many
借此机会，我们想邀请您和您夫人去听今晚的音乐会。
七年级牛津深圳版英语下册Unit 5r可数名词与不可数名词教案 - 副本
Teaching PlanTitle Water Type Grammar Students Grade 7 studentsTeaching objectives By the end of this lesson, the Ss will be able to:1.Review how to identify countable nouns and uncountable nouns.2.To review the quantities.Step Procedure Teacher’s activity Students’ activity Learning purpose1Warming-up2 min Tell the Ss that we will go to thesupermarket today, and guide themto think about the goods in thesupermarket.Let Ss say what kind ofcommodities they will see in thesupermarket.Make Ss active andinterested in today’sclass.2Pre-learning2 min Raise the question:What can you see in the fridge?The PPT will show the pictures aboutsupermarket, and let Ss describewhat they see from the picture.Quantities + nounsI can see XXXXXX.I can see XXXXXX.Answer the question according tocommon sense.Pay attention to singular & pluralforms.Make Ss active andinterested in today’sclass.3Teachingprocess28 mincountablenoun Use an example to help Ss review theconcept of countable anduncountable nouns.Pick one example for a countablenoun and one for an uncountablenoun.Ss will tell the concept of countablenoun and uncountable noun, andanswer the singular and plural formabout the noun.Recall the basic idea ofthe countable anduncountable nouns.Activities:Classify the food.Work in groups (4 in 1).Show a list of nouns on PPT, and letSs pick which are countable nounsand uncountable nouns.Take part in this activity, and try toguess the answer.The group get it all right will gettreats.Help Ss get the sense ofthe countable anduncountable nouns,and develop Ss abilityto distinguish thecountable noun anduncountable noun.&uncountablenoun （12 min）Quantities words（14 min）Answer will be presented in tableform.Guide Ss tell the rule of countableand uncountable nouns bythemselves.Ss tell the rule by themselves.Help Ss distinguish thecountable noun anduncountable.Tell the Ss today we are going tomake a dish and show a recipe.e a dish to be an example,such as the orange beef.2.To make orange beef, we shouldbuy ….ask Ss use quantities words todescribe the indigents.How many ingredients do we needto finish the dish?Ss will start to think and tell theanswer like:We need XXXXX tomatoes.We need XXXXX beef.some，a lot ofHelp Ss get sense aboutquantities words.Guide Ss use“T here is/are no……….”to describe the picture and work outthe rules of countable nouns anduncountable nouns.Ss try to say the complete sentenceand work out the rules ofcountable nouns and uncountablenouns.Ss can master the Thereis/are and recalling therule of countable anduncountable nouns.review“much, many”, “a few, a little”,Large quantities & small quantities“too many & too much”Ss try to distinguish the differencebetween those quantities’ words,and answer the practice.Help Ss master thosequantities words.Uncountable nounwe should use…….much /a lot of/ a little/Guide Ss tell the relationshipbetween quantities word andcountable & uncountableDevelop Ss’ ability tomaster the quantitieswords.(not)much/noCountable nounwe should use……many /a lot of/ a few/ (not)many/no nouns. Have the ability todistinguish the usage ofthe two groups ofquantities word, and tomaster the conceptsGuide Ss to recall the usage of enough, and let Ss understand the meaning of enough. Ss tell the usage by commonsense.Help Ss master theusage of “enough”.4Summary5 min Help Ss to arrange quantities wordsof countable nouns and uncountablenouns in the form of tables.Ss sum up the quanities wordswith countable & uncountablenouns by themselves.Review the class.5Practice3 min 6 exercises to practice the quantitieswe learned.Ss answer the questions.Let s show their abilityto master thosequantities words.6Homework Lay out homework..。
英语单词早读内容
英语单词早读内容Waking up to the rhythm of a new day, I find solace in the melody of English words. Each syllable, a note in the symphony of learning.The morning light filters through the curtains, casting a warm glow on my study desk. As I open my vocabulary book, the first words I encounter are "serene" and "tranquil," painting a picture of peace in my mind.With a steaming cup of coffee by my side, I delve into the list of nouns that describe the wonders of the world: "ocean," "mountain," "forest," each word a gateway to a different adventure.As the clock ticks away, verbs come to life, "to soar," "to explore," "to discover," urging me to seize the day and its endless possibilities.Adjectives, with their colorful palette, enrich my vocabulary: "vibrant," "mystical," "majestic," they add depth to my understanding of the world.The art of conversation is not complete without adverbs, "quickly," "quietly," "happily," they add the nuances that make language a living, breathing entity.Phrases and idioms are the spices of language, "break theice," "hit the nail on the head," they add flavor to my speech, making it relatable and engaging.Finally, as the morning draws to a close, I reflect on the power of prepositions, "over," "under," "beyond," they guide my thoughts through the landscape of sentences.In the quiet of the early morning, English words are not just a study tool, but companions on a journey of self-improvement and intellectual growth.。
Warm-up activities for Vocabulary
Warm-up activities ( Vocabulary )Before giving these activities to the students, try to do them yourself, pretending you‟re a student. This will give you a clear idea of how easy / difficult they are.Don‟t forget to give time limits for many of these a ctivities. Warm-up activities should take 5-10 minutes only.GradesThis refers to what grades these activities are suitable for. Most are suitable for all grades, butsome of the more complex activities should be done at grades 8 or 9.InteractionThe first time you introduce new activities to your students, it will be necessary to let the students know how the activity works. Explanations are usually not enough. The best way is to demonstrate it by using some of the stronger students in the class. Ask a few questions at the end to check whether students understand. Suitable questions are :∙What is the first thing you need to do?∙What do you do after that?Once you are convinced that students have understood how it works, they can continue the activity in pairs / groups.There are 3 main types of interaction in these warm-up activities :∙Pairs ( 2 students working together )∙Groups ( 3 or more students working together )∙Class ( teacher conducting activity in front of class for everyone to see )∙Mill ( students walking around the class, asking eachother questions )PreparationIf the activity requires the teacher to prepare something before the class or at the start of the activity, the notes in this column will explain what to do.RationaleThe reason behind the activity.Follow-upAn optional activity to do at the end.SPECIAL NOTEThese warm-up activities have been selected as they :∙need no or little preparation∙are suitable for large classes∙are adaptable to many different topics∙are simple to explain / demonstrate∙are easy to set up∙are shortTest your partnerBrainstormOdd one outExplain / draw the wordCall My BluffVocabulary TennisHangmanPictionaryDescribe the PictureA…B…C…One letter, 4 topicsAlphabet RaceWord ExplosionBalloon bounceTime bombCrosswordBingoAnagramsWord race。
英语语法很头疼的英语作文
英语语法很头疼的英语作文全文共3篇示例，供读者参考篇1English Grammar Makes My Head SpinI'll be honest, English grammar gives me a massive headache. As a student trying to get a good grasp of the language, the number of grammar rules and exceptions is enough to make anyone go cross-eyed. I find myself constantly second-guessing my word choices and sentence structures, unsure if what I've written actually makes sense or follows proper English conventions. It's a never-ending struggle, and one that often leaves me feeling incredibly frustrated.Let's start with something as seemingly simple as verb tenses. In English, we have 12 different tenses to keep track of: simple present, present progressive, present perfect, present perfect progressive, simple past, past progressive, past perfect, past perfect progressive, simple future, future progressive, future perfect, and future perfect progressive. I have pages of notes explaining when to use each one, but I still find myself mixing them up constantly. When is it "I had eaten" versus "I haveeaten?" Is it "I will be going" or "I will have been going?" My brain ties itself in knots just trying to decide the right verb form for a given situation.Then we get into the wonderful world of subject-verb agreement, where singulars take certain verb forms and plurals take others. Seems easy enough, right? Subject is singular, use the singular "is" form of the verb. Subject is plural, use the plural "are" form. But of course, English loves its exceptions and irregularities. What about collective nouns like "the team" or "the class"? Are they singular or plural? What if I'm using the phrase "a number of..." - is that singular or plural? Rules I think I have down get turned upside-down by random cases where they don't apply. Utter madness.Don't even get me started on the lack of intuitive logic around count and non-count nouns. Why can I have "a water" but not "a bread"? How does one determine if a noun is countable? The list of count nouns versus non-count nouns seems entirely arbitrary and something I just have to memorize through brute force. It makes absolutely no sense to me that I can quantify waters but not breads. My foreign language brain simply rejects these made-up categorizations.Perhaps my biggest struggle with English grammar, though, comes from the insane number of little words that seem to defy categorization yet are absolutely crucial to getting sentences properly structured. Words like "by", "at", "on", "in", "to", "for" - these little prepositions determine so much about meaning and proper usage, yet I can never keep them straight. Is it "He's interested IN biology" or "He's interested AT biology?" Is it "I work FROM home" or "I work AT home?" It feels like they've been randomly assigned to different use cases, and I'm just supposed to know which one fits where.And don't even start me on pronoun cases and uses! When to use "who" versus "whom", whether it's "him and I" or "he and I", if that was "hers" or "her's"...my brain feels like a pretzel after working through pronoun-related grammar questions. You'd think a language spoken by so many people would have some sensible, straightforward rules around pronoun usage. But no, it's a byzantine labyrinth of inconsistencies that I can never seem to properly map.The examples I could give are endless. Every time I think I'm finally getting a good handle on English grammar, some new concept comes along to undermine my confidence. There are just too many special cases, strange exceptions, and flat-outirregularities for my poor student brain to cope with. subjects and verbs don't agree like they should, count and non-count nouns don't follow understandable patterns, prepositions are basically randomly assigned meanings, and pronoun cases seem to be dictated by dartboard rather than logic.I know English is a difficult language for non-native speakers, with roots in multiple linguistic families and vocabulary borrowed from all over. Its grammar developed organically over centuries rather than being systematically planned. But at times, it almost feels like it was designed specifically to torment students trying to master it. The rules we're taught in textbooks turn out to be mere suggestions once you start applying them, with new caveats and exceptions popping up at every turn.While I definitely appreciate English as a rich, expressive, global language, I really wish the people in charge of codifying its grammar rules had shown us students a bit more mercy. Why can't it follow consistent, intuitive guidelines that don't constantly circle back on themselves? Is it too much to ask for a straightforward approach where singulars take singular verbs, count nouns are countable, pronouns have clear antecedents, and those tiny prepositions are used logically?I know I'm being a bit of a grammar grump here. My teachers assure me that even native English speakers struggle with grammatical inconsistencies, and that I'm not alone in finding them utterly befuddling at times. They tell me mistakes are natural, that I'm still learning, and that grammar takes time and practice to fully master. I suppose they're right, and I'll get there eventually through enough reading, writing, and coursework.But for now, I remain a perpetually confused student, overwhelmed by the mind-bending quirks and idiosyncrasies of English grammar. It makes my head spin just thinking about it all. So if you'll excuse me, I need to go take some Grammar Pain medication and lie down. Maybe when I wake up,Subject-Auxiliary Inversion or the Dangling Modifier rules will finally make sense. Though I'm probably being overly optimistic on that front...篇2English Grammar Is a HeadacheI remember when I first started learning English in primary school. It seemed like such a cool language - all those fun words like "hippo" and "zebra" that just rolled off the tongue. Little did Iknow, lurking behind those innocent vocabulary words was the complex beast known as English grammar. As I advanced through the grades, grammar started rearing its ugly head more and more, until it felt like I had a constant pounding headache trying to keep all the rules straight.Where do I even begin? There are so many aspects of English grammar that make no sense to me as a learner. Let's start with articles - Why do we say "a book" but "the books"? I've had that concept explained a million times and I still get it mixed up constantly. Is a "flock of birds" singular or plural? Don't even get me started on the improper use of "less" vs. "fewer." Just trying to keep those straight brings on a migraine.Then we get into verb tenses. I have nightmares about conjugating irregular verbs. You're telling me for the verb "to go"I have to say "I went" but for "to see" I say "I saw"? How am I supposed to keep track? Not to mention getting the perfect tenses right - when do I use "had been going" versus "will have gone"? There are so many subtle distinctions that make my head spin.Speaking of spinning heads, let's talk about pronoun cases and ambiguous pronouns. I can never keep straight when to use "who" versus "whom." And half the time I'm not even sure what apronoun is referring to. "Sarah invited her friends and their dogs over, but they had to leave early." Who or what left early - Sarah, her friends, or the dogs?!Don't even get me started on the maddening world of comma splices, run-on sentences, and subordinate clauses. Is it "they're," "there," or "their"? You're making this so confusing! Which nouns are countable and which aren't? When do I use "fewer" and when is "less" ok? Me fail English? That's unpossible!Let's not forget about all the idiomatic expressions and idioms that make no logical sense. "Pulling someone's leg", "raining cats and dogs", "piece of cake." These are just a few examples that baffle me as a non-native speaker trying to figure out why the English language has to be so unnecessarily complicated.Then we get into the differences between American and British English. Why can't we all just agree on whether to use "s" or "z" in words like "realize"? And while we're at it, is it "flavor" or "flavour"? Make up your mind, English!At this point, my brain is absolutely fried from trying to muddle through all these grammar concepts. Subject-verb agreement, dangling modifiers, parallel structure - will this torture never end? I've read grammar books until I'm blue in thegreen and still don't have it all down. Maybe I should just give up and only communicate via emoji from now on:In all seriousness, I know English grammar is incredibly nuanced and has evolved over centuries, absorbing influences from other languages. There's no way I could ever fully master it after speaking another language my whole life. But that doesn't make it any less maddening and headache-inducing!I have newfound respect for anyone who can wield English grammar flawlessly. To me, the people who can smoothly switch between past participles and present perfect continuous tense are nothing short of語法忍者s. Maybe I'll get there someday through studious memorization and lots of practice. Although more realistically, I'll probably still be mixing up "lay" and "lie" in my 80s.For now, I'll accept that English grammar will always be somewhat of a headache and a hurdle for me. My goal is just to reach a point where I can understand and convey ideas effectively, faulty grammar be damned. If I can get my point across while only making a few egregious grammar gaffes here and there, I'll consider that a win.Until then, I'll keep studying and trying to expand my grammar skills. Who knows, maybe unlocking the secrets of theEnglish language will turn out to be the world's best workout for keeping my brain sharp! Either that, or this grammar-induced stress will just give me premature wrinkles and gray hairs. For now, I'm off to take some ibuprofen and ice my grammar-addled brain. Wish me luck!篇3English Grammar is a HeadacheIf someone asked me what my biggest struggle is as a student, I wouldn't hesitate for a second before blurting out "English grammar!" I know I'm not alone in this. A lot of my classmates feel the same way about the confusing world of English syntax, tenses, conjugations and so many mind-boggling rules that seem to make no sense at all.I'll start with tenses because that's one of the biggest sources of my grammar headaches. In my native language, we only have a few basic tenses - past, present and future. Simple, right? But oh no, not in English. There are twelve chronological tenses in all! The simple tenses are easy enough - past, present, future. But then you have continuous tenses like "I was eating", perfect tenses like "I have eaten", and perfect continuous tenses like "I had been eating." My head starts spinning just thinkingabout having to use all those different nuanced ways of expressing time.And if that wasn't enough, you have additional aspects of the tenses with progressive forms like "I am going" and perfect progressive forms like "I will have been going." Why does English need so many ways to say essentially the same thing about time? No wonder English learners' brains get fried trying to use all those tenses accurately.Then there are the irregular verbs that make zero sense whatsoever. Why is the past tense of "go" not "goed"? Why does "think" become "thought" in the past tense? There are no rules, you simply have to memorize them all one by one. As if English wasn't challenging enough already!Don't even get me started on apostrophes and possessives. I still don't fully understand when to use "its" versus "it's." The same goes for "their," "there," and "they're." Way too many homonyms and homophones that trip me up constantly. At this point, I pretty much have to guess and hope for the best.Subject-verb agreement is another area that ties my brain in knots. With singular subjects like "the student," the verb is "writes." But with plural subjects like "the students," you say "write." Okay, that part is straightforward enough. But then youhave collective nouns like "team" or "family" that are singular, but we use plural verbs with them?? What kind of craziness is that?! There are so many exceptions and irregular constructions that it's impossible to keep track.And let's not forget about prepositions - those tiny words like "in," "on," and "at" that determine so much about meaning and usage, yet are impossible to fully learn. You can't translate them directly, you basically just have to memorize which prepositions to use for each phrase and expression. Like why do we "sleep IN bed" but "sleep ON the couch"? There's no logic that I can detect!I could go on and on with countless other examples of how nonsensical and confusing English grammar is. Definite and indefinite articles, active and passive voice, relative clauses...my head is spinning just thinking about it all. There are so many contradictory rules, irregular forms, and absurd exceptions that it feels like an impossible Code to crack sometimes.As a student trying to learn and master English, all of these grammar complexities feel like an endless, uphill battle. I find myself wondering if English was deliberately designed to be this psychotically confusing! Or maybe it organically became this inconsistent nightmare over centuries of evolution. Whatever thereason, English grammar is undoubtedly one of the most stress-inducing, sanity-challenging academic subjects I've ever encountered.Since I know I'll never achieve perfect, flawless mastery over English grammar, my main objective is to simply get "good enough" to communicate clearly and be understood, grammar mistakes and all. I have immense respect for anyone who can wield the incredibly nuanced and irregular English grammar system with precision and grace. As for me, the only grace involved in my English grammar journey is the grace to laugh at my inevitable, endless struggles with it. My brain may be fried from all the tenses, exceptions, and rules...but at least I can laugh about it!。
语言学问答题
Chapter 14. Do you think that onomatopoeia indicates a non-arbitrary relationship between form and meaning?Answer：No matter you say "Yes" or "No", you cannot deny that onomatopoeia needs arbitrariness. Before we feel a word is onomatopoeic we should first know which sound the word imitates. Just as what is said in Chapter One, in order to imitate the noise of flying mosquitoes, there are many choices like "murmurous" and "murderous". They both bear more or less resemblance to the genuine natural sound, but "murmurous" is fortunately chosen to mean the noise while "murderous" is chosen to mean something quite different. They are arbitrary as signifiers.6. Does the traffic light system have duality? Can you explain by drawing a simple graph?Answer：Traffic light does not have duality. Obviously, it is not a double-level system. There is only one-to-one relationship between signs and meaning but the meaning units cannot be divided into smaller meaningless elements further. So the traffic light only has the primary level and lacks the secondary level like animals’ calls. Red→stop Green→go Yellow→get ready to go or stop10. What do you think of Bertrand Russell’s observation of the dog language: “No matter how eloquently a dog may bark, he cannot te ll you that his parents were poor but honest”? Are you familiar with any type of ways animals communicate among themselves and with human beings?Answer：When gazelles sense potential danger, for example, they flee and thereby signal to other gazelles in the vicinity that danger is lurking. A dog signals its wish to be let inside the house by barking and signals the possibility that it might bite momentarily by displaying its fangs.13. Comment on the following prescriptive rules. Do you think they are acceptable?(A) It is I.(B) It is me.You should say A instead of B because “be” should be followed by the nominative case, not the accusative according to the rules in Latin.Answer：(1) the Latin rule is not universal. In English, me is informal and I is felt to be very formal.(2) Whom is used in formal speech and in writing; who is more acceptable in informal speech.(3) Language does not have to follow logic reasoning. Here two negative only make a more emphatic negative. This sentence is not acceptable in Standard English not because it is illogical, but because language changes and rejects this usage now.17. The following are some well-known ambiguous sentences in syntactic studies of language. Can you disambiguate them?The chicken is too hot to eat.Flying planes can be dangerous.Answer：The chicken is too hot to eat.The chicken meat is too hot, so it cannot be eaten at the moment.The chicken feels so hot (maybe after some intense aerobic exercises) that it cannot start eating and needs to calm down first.Flying planes can be dangerous.The ambiguity comes from "flying planes". It can be deciphered as "the planes that is flying" or "to fly planes". 21. Give examples of situations in which a usage generally considered non-standard (e.g. ain’t) would be acceptable, even appropriate.Answer：In the talks between intimate friends, one may say “gimme that!” instead of “give me that!” and “wachya doin’?” instead of “what are you doing?” and this list may go on.Chapter 22、Give the description of the following sound segments in English.Answer：ʃ——voiceless postalveolar fricativeð——voiced dental fricativeŋ——velar nasald——voiced alveolar stop/plosivep——voiceless bilabial stop/plosivek——voiceless velar stop/plosivel——laterali——high front unrounded lax vowelu: p—— high back rounded tense vowelɔ——low back rounded lax vowel3、Give the IPA symbols for the sounds that correspond to the descriptions below.Answer：Voiceless labiodental fricative——fVoiced postalveolar fricative——ʒPalatal approximant ——jVoiceless glottal fricative——hVoiceless alveolar stop——tHigh-mid front unrounded vowel——eHigh central rounded vowel——uLow front rounded vowel——ðLow-mid back rounded vowel——ɔHigh back rounded tense vowel——u:5、Discuss the following questions.To what extent is phonology related too phonetics and how do they differ? Answer：Both phonetics and phonology study human sounds but they differ in the levels of analysis.Phonetics studies how speech sounds are produced,transmitted,and perceived.Chapter 310、Classfy the following words as loanwords(LW),loanblends(LB),loanshifts(LS)or loan translation(LT). Answer：LW:monk,loan-word,tea LB:booby trap,coconut,ChinatownLS:yankee,artificial,satellite LT:firewater,free verse,warpaint11、If there are two affixes-ly,one producing adjectives and the other attaching to adjectives to produce adverbs,can we find words with both of these affixes?Answer：No.Words with both of these affixes-ly are not allocated in English.See below:Friendlily(friend-friendly-friendlily) Oilily(oil-oily-oilily)Chillily(chill-chilly-chillily)12、Make a list of nouns from the following words that-s can attch to.Epiphany foot hat house Kitchen ox phenomenon region sheep tomatoAnswer: hat house kitchen regionChapter 42、Indicate the category of each word in the following sentences.Answer：——The instructor told the students to study. [NP(det.+n)+V+NP(det.+n)+inf.]——The customer requested for a cold beer.[ NP(det.+n)+V+PP(prep.+det.+adj.+n.)]——The pilot landed the jet.[ NP(det.+n)+V+NP(det.+n)]——These dead trees must be removed.[ NP(det.+adj+n)+mv+be+past participle) ]——That glass suddenly broke.[ NP(det.+n)+adv.+V]3、Put brackets around the immediate constituents in each sentence.Answer：——((The)( boy))(( was)) crying)).——(Shiu)(( the)( door)).——((Open)(( the)( door)))( quickly).——((The)((( happy)( teacher))(( in)(( that)( class)))))(( was)(( beaming)( away))).——(He)((( bought)(( an)(( old)( car))))(( with)(( his)(( first)(( pay)( cheque)))))).4、For each of the underlinged constructions or word groups,do the following.Answer：——Duceks quack..(non-headed;independent clause)——The ladder in the shed is long enough.( non-head;prepositional phrase)——I saw a bridge damaged beyond repair.(headed;headword—damaged;adjectival group)——Singing hymns is forbidden in some countries.(headed;headword—singing;gerundial phrase)——His handsome face appeared in the magazine.( headed; headword—face;nominal group)A lady of great beauty came out.( (non-headed; prepositional phrase)——He enjoys climbing high mountains.(headed;headword—climbing;gerundial phrase)——The man nodded patiently.(non—headed;independent clause)——A man roused by the insult drew his sword.(headed;headword—roused;adjectveal phrase)8、Mark the underlined parts of the sentences in Ex.4-37 with the terms such as participial phrase,gerundial,and so on.Answer：The best thing would be to leave early.It’s great for a man to be free.Having finished their task,they came to help ue.Xiao Li being away,Xiao Wang had to do the work.Filled with shame,he left the house.All our savings gone,we started looking for jobs.It’s no use crying over spilt milk.Do you mind my opening the window.Chapter 5[ Dear White Fella. You White Fella ]Answer:This poem is about the use of the word“coloured”.The author cleverly makes use of “coloured”in sense of “different colours”to qppose the practive to refer to black people as “coloured”. This shows form another point of view that “coloured” is not a superordinate to “red”, “green”, “yellow”.[ Write out the synonyms of the following words: youth; automobile; remember; purchase; vacation; big.] Answer:(a)youth(adolescent);automobile(car);remember(recall);purchase(buy);vacation(holidays);big(large)(b)dark(lignt: with respect to brightness)boy(girl: with respect to sex)hot(cold: with respect to temperature)go(come:with respect to direction)(c)bright(a,shining;b.intelligent)To glare(a. to shine intensely; b.money in the bank)A deposit(a.minerals in the earth; b.money in the bank)Plane(a. aflying vehicle; b. a flat surface)[ The British linguist F.R Palmer argues in his Semantics that “there”is no absolute distinction between (gradable antonyms and complementary sntonyms).]Answer: I t is not advisable to tell beginners of linguistics thar the distinction between gradable antonyms and complementary antonyms is relative. The expression “more dead than alive” is not a true comparative.[ 姜望琪（1991:79）claims that“to some extent, we can say that a ny two words of the same part of speech may become antonyms.. what do you think of the claim?]Answer: this is a reasonable claim. As the author said in the paper.“man” can be the antonym of “woman”, but it can also be the antonym of“boy” in a situation wh en the age difference is important. When the difference between a man and an animal is important,“man” can also be the antonym of“dog”. And when the difference between something animate and something inanimate is important, then“man” can even be the antonym of “stone”. In the extreme cases, so-called synonyms may also become antonyms, for example,“ You have to peel a raw potato but you can skin a boiled one”,“He’s no statesman, but a mere politician.Chapter 8[ The daughter walks into the kitchen and takes some popcorn. ]Answer：The illocutionary force of“I thought you were practicing your violin”is a criticism of the daughter for her not practicing the violin .That of the daughter’s answer is a defence for herslf-I’m going to do that. And that of the f ather’s retort is a denial of the daughter’s excuse.[ If you ask somebody“Can you open the door？”he answers“Yes”…]Answer：I would be angry with him.“Can you open the door”is normally a request of the hearer to do it rather than a question about his abil ity. The fact that he answers“Yes”but does not actually do it shows that he declines my request.[ On 14 January,1993,US President-elect Bill Clinton spoke to…]Answer：Yes, this is an occasion on which the CP and its maxims are suspended.When he formulated his CP, Grice qualified it with expressions like “normally”，“characteristically”and“ceteris paribus”.InOther words ,the CP and its maxims are not meant to be observed in all situations. Alternatively, we may say that assumptions like“The speaker believes in what he says”are implicatures, which will be cancelled in situations where there are indications to the contrary. Similar occasions include funeral orations, poetry writing, and joking.[ A：Have you seen Peter today？B：Well, if I didn’t deny seeing him I wouldn’t be telling a lie.]Answer：Without a proper context, these conversations can all be regarded as jokes resulting form the exploitation of Grice’s CP and maxims.In(1) Speaker B uses a long and prolix way to express the meaning of“Yes, I have”, thus violating the Manner maxim of “Be brief(avoid prolixity)”.(2B) results from the exploiting of Quality maxims in that the speaker seems to be telling the truth while deliberately misinterpreting Speaker A’s “there”.(3B) is another instance of exploiting the Quality maxims. Though logically speaking it may be true that Speaker B has been helpful to A，we don’t usually respond to others’ thanks in this way.On one hand,(4B) is still another instance of exploiting the Quality maxims in that Mr Smith’s office is really“not here”.On the other hand, Speaker B as violated the Quantity maxim of being as informative as is required since A needs more specific information than“not here”.(5B) is an indirect way of declining the offer. In terms of Grice’s maxims, this is a case of not being relevant.In the last conversation, Speaker B uses a long prolix way for the simple answer“Yes, he has”,and has thus violated the Manner maxim of “Be brief(avoid prolixity)”。
人教版普通高中教科书英语单词大全
人教版普通高中教科书英语单词大全全文共3篇示例，供读者参考篇1A Complete List of Vocabulary Words in People's Education Edition for Senior High School StudentsWhen it comes to learning English in high school, having a comprehensive list of vocabulary words is essential for success. This article aims to provide a complete list of vocabulary words found in the People's Education Edition for Senior High School students, commonly known as 人教版高中英语教科书单词大全.1. Academic Vocabulary- Abstraction- Analysis- Conclusion- Hypothesis- Interpretation- Methodology- Perspective2. General Vocabulary- Adversity- Compassion- Diversity- Integrity- Optimism- Resilience- Tolerance- Virtue3. Science and Technology Vocabulary - DNA- Hypothesis- Molecule- Phenomenon- Quantum- Radiation- Technology4. Social Studies Vocabulary - Democracy- Environment- Globalization- Ideology- Revolution- Sovereignty- Terrorism- War5. Literature Vocabulary- Allegory- Foreshadowing- Imagery- Metaphor- Protagonist- Symbolism- Theme6. Business and Economics Vocabulary - Capitalism- Competition- Inflation- Investment- Monopoly- Revenue- Securities- Taxation7. Health and Wellness Vocabulary- Diet- Exercise- Meditation- Nutrition- Rehabilitation- Resilience- Therapy- Wellness8. Travel and Leisure Vocabulary - Adventure- Destination- Explore- Leisure- Passport- Resort- Tourist- Vacation9. Environment Vocabulary- Biodiversity- Deforestation- Ecosystem- Fossil fuel- Global warming- Pollution- Sustainability- Wildlife10. Cultural Vocabulary- Artisan- Beliefs- Cuisine- Heritage- Traditions- Rituals- Superstition- ValuesIn conclusion, the People's Education Edition for Senior High School students provides a rich vocabulary base for students to expand their English language skills. By familiarizing themselves with these vocabulary words, students can enhance theircomprehension and communication abilities in various subjects and real-life situations. As students continue to learn and grow, having a strong vocabulary foundation will be instrumental in their academic and personal success.篇2The People's Education Press (PEP) is one of the major publishers of textbooks and educational materials in China. Their textbooks for high school English courses cover a wide range of topics and vocabulary to help students improve their English language skills. In this article, we will provide a comprehensive list of vocabulary words found in the People's Education Press high school English textbooks.Nouns1. book2. pen3. paper4. teacher5. student6. classroom8. chair9. window10. door Verbs1. read2. write3. listen4. speak5. learn6. study7. teach8. understand9. practice10. improve Adjectives 1. good3. interesting4. boring5. difficult6. easy7. helpful8. friendly9. patient10. smart Adverbs1. slowly2. quickly3. carefully4. easily5. often6. always7. never9. badly10. happily Prepositions1. in2. on3. at4. by5. with6. for7. to8. from9. between10. among Conjunctions1. and2. but3. or4. so5. because6. although7. however8. therefore9. yet10. sinceThis list is just a small sample of the many vocabulary words that students will encounter in the People's Education Press high school English textbooks. By studying and practicing these words, students can improve their English language skills and become more proficient in reading, writing, speaking, and listening.篇3Title: Comprehensive List of Words in the People's Education Press General High School English TextbookIntroduction:The People's Education Press General High School English Textbook is widely used in high schools across China to teach students English language skills. This comprehensive list includes all the words found in the textbook, categorized by unit and chapter. It serves as a useful reference for students and teachers alike.Unit 1: Greetings and Introductions- Chapter 1: Greetings1. Hello2. Hi3. Good morning4. Good afternoon5. Good evening6. How are you?7. Nice to meet you8. What's your name?- Chapter 2: Introductions1. My name is...2. I'm from...3. I am a student4. This is my friend5. Nice to meet youUnit 2: Family and Friends - Chapter 1: Family1. Father2. Mother3. Brother4. Sister5. Grandmother6. Grandfather7. Aunt8. Uncle- Chapter 2: Friends1. Best friend2. Classmate3. Schoolmate4. Acquaintance5. FriendUnit 3: Daily Life- Chapter 1: Daily Routine1. Wake up2. Brush teeth3. Have breakfast4. Go to school5. Study6. Have lunch7. Play8. Do homework- Chapter 2: Hobbies1. Read2. Sing3. Dance4. Play sports5. Play musical instruments Unit 4: School Life- Chapter 1: Subjects1. English2. Math3. Science4. History5. Geography6. Chinese7. Art8. Music- Chapter 2: Classroom1. Desk2. Chair3. Blackboard4. Chalk5. Whiteboard6. Marker7. Pencil8. PenConclusion:This comprehensive list of words found in the People's Education Press General High School English Textbook provides a valuable resource for students and teachers. By familiarizing themselves with these words, students can improve their English language skills and perform better in their studies. Teachers can also use this list to design effective lesson plans and assessments.。
上涨名词英语
上涨名词英语The English language is rich with vocabulary to describe various phenomena and concepts. One such category of words is that of "upward movement" or "rising trends." In this article, we will explore a list of nouns that describe upward movement in English.1. AscensionAscension refers to the act of moving or rising upward. It is often used to describe the process of moving to a higher level or position. For example, in the corporate world, employees strive for ascension in their careers, aiming for promotions and higher positions within the company.2. IncreaseIncrease is a commonly used noun to describe a rise or growth in quantity, size, or intensity. It is often used in various contexts, such as economics, finance, and statistics. For example, an increase in sales, population, or temperature.3. GrowthGrowth signifies the process of becoming larger, fuller, or more developed. It is used to describe an upward movement in terms of quantity, size, or extent. Economic growth, population growth, and plant growth are some examples of the usage of this noun.4. SurgeSurge is a noun that represents a sudden, powerful, and upward movement. It often implies a rapid and significant increase. For instance, a surge in demand, a surge in stock prices, or a surge in energy.5. ExpansionExpansion refers to the act of becoming larger or spreading out. It is often used to describe a significant increase in size, volume, or scope. Economic expansion, business expansion, and urban expansion are a few examples of its usage.6. UpturnUpturn signifies a positive change, an upward movement, or a reversal of a downward trend. It is often used in economic or business contexts to describe an improvement or recovery. For instance, an upturn in the housing market or an upturn in the economy.7. AppreciationAppreciation is a noun used to describe an increase in value or worth. It is often used in the financial and real estate sectors. For example, the appreciation of property prices or the appreciation of a currency against another.8. UptickUptick represents a small increase or upward movement. It is often used in the stock market or financial contexts to describe a rise in prices or trading activity. For instance, an uptick in stock prices or an uptick in market volatility.9. AdvancementAdvancement refers to progress or improvement towards a higher or better position. It is often used in the context of personal or professional growth. For example, career advancement, technological advancements, or scientific advancements.10. SoarSoar is a noun that signifies a rapid and impressive upward movement. It is often used metaphorically to describe the rise or success of something. For instance, the soar of a company's stock prices or the soar of an individual's popularity.In conclusion, the English language offers a variety of nouns to describe upward movement or rising trends. From ascension to soaring, these words provide a diverse range of options to express growth, increase, or improvement in various contexts.。
List of words词性转换
leadingly livingly livingly livingly madly
monotonousl ymovingly nationwide
quickly sadly securely
speedily badly
forceful
glory
glorious
growth
growing
harm
harmful
hatred
hateful
health
healthy
hope
hopeful
identification indentified
identity
indentifying
imitation imitative
impression impressive
disturbance disturbing
dust
dusty
eedmubcaartriaosnsme npot wer
educative embarrassing powerful
powerfully
emptiness empty
circle
circular
circularly
courage
courageous courageously
Nouns acceptance achievement action activity activeness addition adjustment admiration advice mass amazement amusement annoyance approach attention attraction avoidance belief blackness blood boredom botheration breath burial care challenge chase cheerfulness choice clarity collection comfort
NOUNS
Nouns3Nouns Menu3Noun gender3Plural form of nouns3Countable and uncountable nous3Compound nouns3Capitalization rules3List of nationalities in English3How to form the possessive3NOUN GENDER3Examples3NOUN GENDER3Examples3Examples4THE PLURAL OF NOUNS4Examples4Examples5Examples of irregular plurals5Examples6Examples6Examples6COUNTABLE AND UNCOUNTABLE NOUNS6 COUNTABLE AND UNCOUNTABLE NOUNS7Examples7Examples7Examples7Examples7Examples of common uncountable nouns:7Examples7COMPOUND NOUNS8Formation8Examples10USE OF CAPITAL LETTERS WITH NOUNS10 Titles of works, books etc.10Months of the year11Days of the week11Seasons11Holidays11Geographical names... Names of countriesand continents11Names of regions, states, districts etc.11Names of cities, towns, villages etc.11Names of rivers, oceans, seas, lakes etc.12 Names of geographical formations12Adjectives relating to nationality nouns12Names of streets, buildings, parks etc.12 NATIONALITIES12NOUN GENDERNouns answer the questions "What is it?" and "Who is it?"They give names to things, people and qualities.Examplesdog , bicycle , man , girl , beauty , truth , world .NOUN GENDERIn general there is no distinction between masculine,feminine and neuter in English nouns. However, gender is sometimes shown by different forms or different words.MasculineFeminine manfatheruncleboyhusbandwoman mother aunt girl wife Different forms :MasculineFeminine actorprince actress princesshero waiter widower heroine waitress widowSome nouns can be used for either a masculine or a feminine subject:Examplescousin teenager teacher doctorcook student parent friendrelation colleague partner leader1. Mary is a doctor. She is a doctor2. Peter is a doctor. He is a doctor.3. Arthur is my cousin. He is my cousin.4. Jane is my cousin. She is my cousin.It is possible to make the distinction by adding the words'male' or 'female'.5. a female student; a male cousinFor professions, we can add the word 'woman'6. a woman doctor;a woman journalist.In some cases nouns describing things are given gender.7. I love my car. She (the car) is my greatest passion.8. France is popular with her (France's) neighbours at themoment.9. I travelled from England to New York on the QueenElizabeth, she (the Queen Elizabeth) is a great ship.THE PLURAL OF NOUNSTHE PLURAL OF NOUNSMost nouns form the plural by adding -s or -es. ExamplesSingular Pluralboat boatshat hatshouse housesriver riversA noun ending in -y preceded by a consonant makes the plural with -ies.ExamplesSingular Plurala cry criesa fly fliesa nappy nappiesa poppy poppiesa city citiesa lady ladiesa baby babiesThere are some irregular formations for noun plurals. Some of the most common ones are listed below. Examples of irregular pluralsSingular Pluralwoman womenman menchild childrentooth teethfoot feetperson peopleleaf leaveshalf halvesknife kniveswife wiveslife livesloaf loavespotato potatoescactus cactifocus focifungus funginucleus nucleisyllabus syllabi/syllabusesanalysis analysesdiagnosis diagnosesoasis oasesthesis thesescrisis crisesphenomenon phenomenacriterion criteriadatum dataSome nouns have the same form in the singular and the plural.ExamplesSingular Pluralsheep sheepfish fishspecies speciesaircraft aircraftSome nouns have a plural form but take a singular verb.Examples1. newsThe news is on at 6.30 p.m.2. athleticsAthletics is good for young people.3. linguisticsLinguistics is the study of language.4. dartsDarts is a popular game in England.5. billiardsBilliards is played all over the world.Some nouns have a plural form and take a plural verb. Examples6. trousersMy trousers are too tight.7. jeansHer jeans are black.8. glassesThose glasses are his.others include:9. savings, thanks, steps, stair, customs,congratulations, tropics, wages,spectacles,outskirts, goods, witsCOUNTABLE AND UNCOUNTABLENOUNSCOUNTABLE AND UNCOUNTABLE NOUNSCountable nouns are for things we can count Examplesdog, horse, man, shop, idea.They usually have a singular and plural form.Examplestwo dogs, ten horses, a man, six men, the shops, a few ideas.Uncountable nouns are for the things that we cannot countExamplestea, sugar, water, air, rice.They are often the names for abstract ideas or qualities. Examplesknowledge, beauty, anger, fear, love.They are used with a singular verb. They usually do not have a plural form. We cannot say sugars, angers, knowledges. Examples of common uncountable nouns:1. money, furniture, happiness, sadness, research,evidence, safety, beauty, knowledge.We cannot use a/an with these nouns. To express a quantity of one of these nouns, use a word or expression like:some, a lot of, a piece of, a bit of, a great deal of... Examples2. There has been a lot of research into the causes ofthis disease.3. He gave me a great deal of advice before myinterview.4. They've got a lot of furniture.5. Can you give me some information about uncountablenouns?Some nouns are countable in other languages but uncountable in English. Some of the most common of these are:accommodation advicebaggage behaviour breadfurniture information luggage news progress traffic travel trouble weather workCOMPOUND NOUNSCOMPOUND NOUNSFormationWords can be combined to form compound nouns. These are very common, and new combinations are invented almost daily. They normally have two parts. The secondpart identifies the object or person in question (man, friend, tank, table, room). The first part tells us what kind of object or person it is, or what its purpose is (police, boy, water, dining, bed):What type / whatpurposeWhat or whopolice manboy friendwater tankdining tablebed roomThe two parts may be written in a number of ways : 1. as one word.Examples policeman, boyfriend2. as two words joined with a hyphen.Examples dining-table3. as two separate words.Examples fish tank.There are no clear rules about this - so write the common compounds that you know well as one word, and the others as two words.The two parts may be:Examplesnoun + noun bedroomwater tank motorcycle printer cartridgenoun + verb rainfall haircuttrain-spottingnoun + adverb hanger-on passer-byverb + noun washing machine driving licence swimming pool lookoutverb + adverb*take-offdrawbackadjective + noun greenhouse software redheadadjective + verb dry-cleaning public speakingadverb + noun onlooker bystanderadverb + verb*output overthrow upturn inputExamplesbreakdown, outbreak, outcome, cutback, drive-in,drop-out, feedback, flyover, hold-up, hangover, outlay, outlet, inlet, makeup, output, set-back, stand-in, takeaway, walkover.USE OF CAPITAL LETTERS WITH2. Marilyn Monroe3. the Queen of England4. the President of the United States5. the Headmaster of Eton6. Doctor Mathews7. Professor Samuels.Note: The personal pronoun 'I' is always written with a capital letter.Titles of works, books etc.8. War and Peace9. The Merchant of Venice10. Crime and Punishment11. Tristan and IsoldeMonths of the yearJanuary JulyFebruary AugustMarch SeptemberApril OctoberMay NovemberJune DecemberDays of the weekMonday FridayTuesday SaturdayWednesday SundayThursdaySeasonsSeasonsSpringSummerAutumnWinterHolidaysChristmas Easter New Year's Day Boxing Day May Day Thanksgiving Day Geographical names...Names of countries and continents America England ScotlandChina Peru AlbaniaAfrica Europe AsiaNames of regions, states, districts etc. Sussex California Queensland Provence Tuscany VaudFlorida Costa Brava TyrolNames of cities, towns, villages etc. London Cape Town RomeFlorence Bath Wagga Wagga Vancouver Wellington PekingNames of rivers, oceans, seas, lakesetc.the Atlantic the Dead Sea the PacificLake Leman Lake Victoria Lake Michiganthe Rhine the Thames the NileNames of geographical formationsthe Himalayas the Alps the Sahara Adjectives relating to nationality nouns France - French musicAustralia - Australian animalsGermany - German literatureArabia - Arabic writingIndonesia - Indonesian poetryChina - Chinese foodNames of streets, buildings, parks etc. Park Lane Central Avenue Pall MallGeorge Street Sydney Opera House Central ParkWall StreetHyde Park the Empire StateBuildingNATIONALITIESNATIONALITIES1 Country:I live in England.2 Adjective:He reads English literature.3 Noun: She is an Englishwoman.COUNTRY ADJECTIVE NOUNAfrica African an AfricanAmerica American an AmericanArgentina Argentinian an ArgentinianAustria Austrian an AustrianAutralia Australian an AustralianBangladesh Bangladesh(i) a BangladeshiBelgium Belgian a BelgianBrazil Brazilian a BrazilianBritain British a Briton/Britisher Cambodia Cambodian a CambodianChile Chilean a ChileanChina Chinese a ChineseColombia Colombian a ColombianCroatia Croatian a CroatCzech a Czechthe CzechRepublicDenmark Danish a DaneEngland English anEnglishman/Englishwoman Finland Finnish a FinnFrance French aFrenchman/Frenchwoman Germany German a GermanGreece Greek a GreekHolland Dutch a Dutchman/Dutchwoman Hungary Hungarian a HungarianIceland Icelandic an IcelanderIndia Indian an IndianIndonesia Indonesian an IndonesianIran Iranian an IranianIraq Iraqi an IraqiIreland Irish an Irishman/Irishwoman Israel Israeli an IsraeliJamaica Jamaican a JamaicanJapan Japanese a JapaneseMexico Mexican a MexicanMorocco Moroccan a MoroccanNorway Norwegian a NorwegianPeru Peruvian a PeruvianthePhilippinesPhilippine a FilipinoPoland Polish a PolePortugal Portuguese a PortugueseRumania Rumanian a RumanianRussia Russian a RussianSaudi Arabia Saudi, SaudiArabiana Saudi, a Saudi ArabianScotland Scottish a Scot Serbia Serbian a Serb the SlovakRepublicSlovak a Slovak Sweden Swedish a Swede Switzerland Swiss a Swiss Thailand Thai a ThaiThe USA American an AmericanTunisia Tunisian a TunisianTurkey Turkish a TurkVietnam Vietnamese a VietnameseWales Welsh a Welshman/Welshwoman Yugoslavia Yugoslav a YugoslavNote: We use the + nationality adjective ending in-ese or-ish with a plural verb, to refer to all people of that nationality:The Chinese are very hard-working.The Spanish often go to sleep in the afternoon.。
情感类名词英语单词
情感类名词英语单词Certainly! Here's a list of emotional nouns in English that you can use to describe feelings and states of mind:1. Affection - a gentle feeling of fondness or love.2. Anger - a strong feeling of annoyance, displeasure, or hostility.3. Anxiety - a feeling of worry, nervousness, or unease about something with an uncertain outcome.4. Compassion - a feeling of sympathy and sorrow for the misfortunes of others.5. Contentment - a state of happiness and satisfaction.6. Desire - a strong feeling of wanting to have something or wishing for something to happen.7. Disgust - a strong feeling of revulsion or loathing.8. Elation - a feeling of great happiness or exhilaration.9. Envy - a feeling of discontented or resentful longing aroused by someone else's possessions, qualities, or luck. 10. Fear - an unpleasant emotion caused by perceived threat or danger.11. Grief - deep emotional distress caused by loss, such as the death of a loved one.12. Happiness - a feeling of contentment, joy, or well-being.13. Hatred - intense or extreme dislike.14. Hope - a feeling of expectation and desire for a certain thing to happen.15. Love - an intense feeling of deep affection.16. Melancholy - a feeling of pensive sadness typically withno obvious cause.17. Panic - sudden uncontrollable fear or anxiety, often causing wildly unthinking behavior.18. Passion - intense and overwhelming emotion.19. Pity - a feeling of sympathy and sorrow for someoneelse's misfortune.20. Rage - a feeling of great anger.21. Regret - sadness or disappointment felt over something that has happened or been done, especially when it involves a loss or missed opportunity.22. Sorrow - a feeling of deep distress caused by loss, disappointment, or other misfortune suffered by oneself or others.23. Sympathy - feelings of pity and sorrow for someone else's misfortune.24. Terror - extreme fear.25. Zeal - great energy or enthusiasm in pursuit of a cause or an objective.These nouns can be used in various contexts to express a wide range of emotions.。
英语续写素材整理
W h a t i s a c l i m a x o f a s t o r y?（什么是故事高潮?）More tension=satisfying climax文学故事中的高潮（climax）----故事的主要场景（key scene）也通常是故事的转折点（turning point），是指故事达到最紧张或扣人心弦的那一部分。
高潮有时候是剧情中的"危机" 点。
有时候, 它只是达到关键时刻或者转折点, 发生了一些事情, 或者主角必须做出决定, 从而导致一个结果或其他。
我们在分析叙事类故事或者小说故事的时候常常用下面的图表来表示故事情节。
常见故事高潮示例：1. A little girl has been searching for her lost dog. All of a sudden, she hears a bark coming from around the corner, and she looks around to see . . .2. Kevin has worked very hard to try out for the soccer team at school. The coach has posted a list of this year's team members on his office door. Kevin walks forward to look at the list . . . .3. Mary's parents have been discussing whether or not to move to another state. They call Mary and her sister down to talk with them about their decision . . .4. Lois has performed in the state gymnastics finals. She waits anxiously to hear the names of the winners. The announcer says, "And first place goes to . . ."文学名著中的一些故事高潮1. The deaths of Romeo (who kills himself because he thinks Juliet is dead) and Juliet (who kills herself when she awakes and sees Romeo dead). Romeo and Juliet, Shakespeare （罗密欧和朱丽叶，莎士比亚）2. When Gaston and the townspeople come to attack the beast, and Be lle admits her love for the beast. Beauty and the Beast, Disney （美女与野兽，迪士尼）3. In "The Three Little Pigs," suspense builds up until the confrontation between the third pig and the wolf. This confrontation is the climax.（三只小猪）How to create a climax of a story? (如何营造故事的高潮？)方法1.增加外部冲突增加外部冲突是一种明显有效的可以达到故事高潮的方式。
五年级上册英语书后面的英语词汇表
五年级上册英语书后面的英语词汇表Title: Vocabulary List for Fifth Grade English BookIn the back of the fifth grade English book, you will find a comprehensive list of vocabulary words that students are expected to learn and understand throughout the school year. These words are essential for building students' English proficiency and aiding them in reading, writing, and speaking English fluently.The vocabulary list includes a diverse range of words, spanning various topics such as animals, plants, food, family, school, and daily activities. By mastering these words, students will be able to confidently navigate different contexts and communicate effectively in English.For example, some of the animal-related words in the vocabulary list include "tiger," "elephant," "zebra," and "monkey." These words not only help students describe animals accurately but also enable them to engage in conversations about wildlife and conservation efforts.Similarly, the food-related words in the list cover a wide range of culinary terms such as "pizza," "spaghetti," "salad," and "sandwich." Understanding these words is crucial for students todiscuss their food preferences, order meals at restaurants, and follow recipes in English.In addition to nouns, the vocabulary list also includes verbs, adjectives, adverbs, and prepositions. By learning how these words function in sentences, students can enhance their language skills and effectively communicate their thoughts and ideas.Furthermore, the vocabulary list serves as a valuable resource for teachers, allowing them to design engaging lesson plans, quizzes, and exercises that reinforce students' understanding of the language. By incorporating these words into their curriculum, teachers can create a dynamic learning environment that promotes active participation and continuous improvement.In conclusion, the vocabulary list in the fifth grade English book is an indispensable tool for students looking to expand their English language skills. By diligently studying and practicing these words, students can boost their vocabulary, improve their comprehension, and become more confident and proficient English speakers.。
初中九年级英语单词表
初中九年级英语单词表Introduction:In the ninth grade of junior high school, students are expected to have a solid foundation in English vocabulary. Having a comprehensive vocabulary is crucial for students to improve their reading, writing, listening, and speaking skills. In this document, we will provide a thorough list of essential English words that are commonly encountered by ninth-grade students. It is important for students to familiarize themselves with these words in order to excel in their English studies.1. Nouns:Nouns are words that represent people, places, things, or ideas. Building a strong vocabulary of nouns is essential for effective communication. Here is a list of common nouns that ninth-grade students should learn and understand:- School: classroom, teacher, student, textbook, desk, chair - Family: mother, father, sister, brother, cousin, grandparents - Food: apple, banana, pizza, hamburger, ice cream, coffee- Sports: soccer, basketball, swimming, volleyball, tennis, running- Animals: dog, cat, bird, elephant, lion, tiger- Jobs: doctor, teacher, engineer, musician, chef, police officer- Places: park, supermarket, museum, library, restaurant, hospital- Objects: phone, computer, car, watch, television, book2. Verbs:Verbs are action words that describe what someone or something is doing. Here is a list of common verbs that ninth-grade students should learn and be able to use correctly:- To be: am, are, is, was, were, be, being, been- To have: have, has, had- To do: do, does, did- To go: go, goes, went, gone- To eat: eat, eats, ate, eaten- To study: study, studies, studied, studying- To play: play, plays, played, playing- To listen: listen, listens, listened, listening- To read: read, reads, reading, reading- To write: write, writes, wrote, written3. Adjectives:Adjectives are words that describe or modify nouns. They provide additional information about the noun. Here is a list of common adjectives that ninth-grade students should learn and use:- Colors: red, blue, yellow, green, orange, purple- Sizes: big, small, tall, short, long, wide- Feelings: happy, sad, angry, excited, bored, tired- Quantities: many, few, some, several, all, none- Descriptions: beautiful, ugly, delicious, interesting, boring, difficult- Comparative forms: good, better, best, bad, worse, worst- Opposites: hot, cold, old, young, happy, sad- Possessive forms: my, your, his, her, its, our4. Adverbs:Adverbs modify verbs, adjectives, or other adverbs. They provide information about time, place, manner, degree, or frequency. Here is a list of common adverbs that ninth-grade students should learn and understand:- Time: now, yesterday, today, tomorrow, always, never- Place: here, there, nearby, far, behind, in front- Manner: quickly, slowly, carefully, loudly, quietly- Degree: very, quite, extremely, too, enough- Frequency: often, sometimes, rarely, always, neverConclusion:Building a strong vocabulary is essential for ninth-grade students to be successful in their English studies. This comprehensive list of nouns, verbs, adjectives, and adverbs provides a solid foundation for students to expand their vocabulary and improve their language skills. It is important for students to regularly practice using these words in different contexts to ensure their effective usage. By continually adding to their vocabulary, ninth-grade students will be well-equipped to express themselves fluently and accurately in English.。
英语作文的名词有哪些
英语作文的名词有哪些In English composition, various types of nouns play crucial roles in conveying meaning and structuring sentences. Here's a comprehensive list of noun types commonly used in English writing:1. Common Nouns: These refer to general, non-specific people, places, or things. Examples include "book," "dog," and "city."2. Proper Nouns: These nouns refer to specific, individual entities and always begin with a capital letter. Examples include "John" (a person's name), "Paris" (a city), and "Coca-Cola" (a brand).3. Concrete Nouns: These nouns represent physicalobjects that can be perceived through the senses. Examples include "table," "apple," and "car."4. Abstract Nouns: These nouns represent ideas,concepts, or qualities that cannot be perceived through the senses. Examples include "love," "happiness," and "freedom."5. Countable Nouns: These nouns can be counted as individual units. Examples include "apple," "chair," and "dog."6. Uncountable Nouns: These nouns cannot be counted as individual units and typically represent substances, concepts, or qualities. Examples include "water," "happiness," and "furniture."7. Collective Nouns: These nouns refer to groups or collections of people, animals, or things. Examples include "team," "herd," and "flock."8. Compound Nouns: These are nouns formed by combining two or more words to create a new noun. Examples include "toothpaste," "snowball," and "laptop."9. Possessive Nouns: These nouns indicate ownership orpossession. They are formed by adding an apostrophe and "s" ('s) to the end of a noun. Examples include "John's car," "the dog's tail," and "the company's profits."10. Gerunds: These are nouns formed by adding "-ing" toa verb. They function as subjects, objects, or complements in a sentence. Examples include "swimming," "reading," and "writing."11. Verbal Nouns: These nouns are derived from verbs and often end in "-ing," "-tion," "-ment," or "-ance." Examples include "singing" (from "to sing"), "discussion" (from "to discuss"), "movement" (from "to move"), and "attendance" (from "to attend").12. Compound Nouns: These nouns are formed by combining two or more words to create a single noun. Examples include "toothbrush," "firefly," and "bedroom."13. Plural Nouns: These nouns indicate more than one person, animal, or thing. They are usually formed by adding "-s" or "-es" to the singular form of the noun. Examplesinclude "dogs," "cats," and "houses."14. Singular Nouns: These nouns indicate only one person, animal, or thing. Examples include "dog," "cat," and "house."15. Irregular Nouns: These nouns do not follow the typical rules for forming plurals. Examples include "child" (plural: "children"), "foot" (plural: "feet"), and "person" (plural: "people").These are the primary types of nouns you'll encounter in English composition. Understanding how each type functions can greatly enhance your writing skills and overall proficiency in English.。
英语名词所有练习
英语名词所有练习### English Nouns ExerciseInstructions: Below is a list of sentences with missing nouns. Fill in the blanks with the appropriate English nouns fromthe options provided in parentheses.1. The sun is the largest _ in our solar system. (planet, star, galaxy)2. The _ is a type of fruit that is often red or green. (apple, carrot, potato)3. The _ is a large, warm-blooded mammal that is known forits trunk. (elephant, giraffe, lion)4. The _ is a type of insect that is often found in flowers. (bee, ant, butterfly)5. The _ is a type of bird that is known for its ability tofly long distances. (swallow, eagle, penguin)6. The _ is a type of musical instrument that is played by blowing air through it. (flute, guitar, violin)7. The _ is a type of vehicle that is powered by an internal combustion engine. (car, bicycle, train)8. The _ is a type of building that is used for educational purposes. (school, hospital, church)9. The _ is a type of plant that is often used as a spice in cooking. (cinnamon, basil, thyme)10. The _ is a type of animal that is known for its abilityto climb trees. (monkey, bear, tiger)Answers:1. star2. apple3. elephant4. bee5. swallow6. flute7. car8. school9. cinnamon10. monkeyNote: This exercise is designed to help you practice identifying and using English nouns in context. Make sure to understand the meaning of each noun and how it fits into the sentence provided.。
英语的七类名词
英语的七类名词Company Document number：WUUT-WUUY-WBBGB-BWYTT-1982GT零基础学英语：有哪7种类型的名词One of the most important types of words in English are nouns. Nouns are a part of speechthat indicate people, things, objects, concepts, etc. There are seven types of nouns in English. Here are the types of nouns in English with a short explanation.名词是英语中最重要的词类之一。
名词是指代人、事、物、概念等等的词语。
英语中有七种类型的名词。
下面是对这些类型的英语名词的简要解释。
Abstract Nouns抽象名词Abstract nouns are nouns that refer to concepts, ideas, emotions, etc.抽象名词是指代概念、观点、情感等的词语。
Abstract nouns are nouns that you can not touch, are not made of materials, but play an important role in life. Here is a list of some common abstract nouns:抽象名词指代的是那些我们触摸不到的事物，它们不是由某种材料制成的，但在生活中却起着重要作用。
下面是一些常见的抽象名词的列表：success成功depression沮丧love爱hate反感anger愤怒power力量importance重要性tolerance容忍Tom has had a lot of success this past year.在过去的一年来，汤姆捷报频传。
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Walt Disney,Mount Kilimanjaro,Minnesota,Atlantic Ocean,Australia,EmpireStateBuilding, Fluffy, Sun Country
cat, sock, ship, hero, monkey, baby, match
Plural Nounsname more than one person, place, thing, or idea.
cats, socks, ships, heroes, monkeys, babies, matches
Collective Nounsrefer to things or people as a unit.
bunch, audience, flock, team, group, family, band, village
Singular Nounsname one person, place, thing, or idea.
Uncountalbe Nounsname nouns that you can't count.
milk, rice, snow, rain, water, food, music
Compound Nounsare made up of two or more words.
tablecloth, eyeglasses,New York, photograph, daughter-in-law, pigtails, sunlight, snowflake
house, ocean, Uncle Mike, bird, photograph, banana, eyes, light, sun, dog, suitcase, flowers
Countable Nounsname nouns that you can count.
bed, cat, movie, train, country, book, phone, match, speaker, clock, pen, David, violin
For example, the wordtrainis acommon,concrete,countable,singularnoun.
Noun Type
Examples
Common Nounsname people, places or things that are not specific.
Abstract Nounsname nouns that you can't perceive with your five sense.
love, wealth, happiness, pride, fear, religion, belief, history, communication
Concrete Nounsname nouns that you can perceive with your five senses.
List of Nouns
This list of nouns should help you understand nouns a little better. For definitions of the following noun categories, go to thenoun page.
Quick Refresher:
Nouns are words that name people, places, things, or ideas.
Before you look at the list of nouns, it is important to note that nouns will fit into more than one category.