Prepositions Grammar
博树英语语法资料
博树英语语法资料Grammar is an essential component of any language, including English. It provides a set of rules and structures that enable effective communication. In this document, we will explore various aspects of English grammar, from basic sentence structure to more complex concepts.1. Sentence Structure。
A sentence is the fundamental unit of communication. It consists of a subject, a verb, and sometimes an object. The subject is the person or thing performing the action, the verb is the action itself, and the object is the recipient of the action. For example, "John eats an apple." In this sentence, John is the subject, eats is the verb, and apple is the object.2. Parts of Speech。
English has eight parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Nouns are words that represent people, places, things, or ideas. Pronouns replace nouns in a sentence. Verbs express actions or states of being. Adjectives describe or modify nouns. Adverbs modify verbs, adjectives, or other adverbs. Prepositions show relationships between words. Conjunctions connect words, phrases, or clauses. Interjections express strong emotions.3. Verb Tenses。
中小学教师资格考试常用英语语法专业术语英汉对照
英语语法专用术语汉英对照语法grammar 句法syntax词法morphology 句子sentence从句clause 词组phrase词类part of speech 单词word实词notional word 虚词structural word单纯词simple word 派生词derivative复合词compound 集体名词collective noun 个体名词individual noun 介词preposition连词conjunction 动词verb主动词main verb 及物动词transitive verb 不及物动词intransitive verb 系动词link verb助动词auxiliary verb 情态动词modal verb规则动词regular verb 不规则动词irregular verb 动词短语phrasal verb 限定动词finite verb使役动词causative verb 感官动词verb of senses 动态动词event verb 静态动词state verb感叹词exclamation 形容词adjective名词noun 专有名词proper noun普通名词common noun 可数名词countable noun 不可数名词uncountable noun 抽象名词abstract noun具体名词concrete noun 物质名词material noun原级positive 比较级comparative最高级superlative 副词adverb方式副词adverb of manner 程度副词adverb of degree 时间副词adverb of time 地点副词adverb of place 修饰性副词adjunct 连接性副词conjunct疑问副词interrogative adverb 关系副词relative adverb 代词pronoun 人称代词personal pronoun 物主代词possessive pronoun 反身代词reflexive pronoun 相互代词reciprocal pronoun 指示代词demonstrative pronoun 疑问代词interrogative pronoun 关系代词relative pronoun不定代词indefinite pronoun 物主代词possessive pronoun 名词性物主代词nominal possessive pronoun形容词性物主代词adjectival possessive pronoun冠词article 定冠词definite article不定冠词indefinite article 数词numeral基数词cardinal numeral 序数词ordinal numeral分数词fractional numeral 形式form单数形式singular form 复数形式plural form限定动词finite verb form 非限定动词non-finite verb form 原形从句base form clause 从属句subordinate clause并列句coordinate clause 名词从句nominal clause定语从句attributive clause 状语从句adverbial clause宾语从句object clause 主语从句subject clause同位语从句appositive clause时间状语从句adverbial clause of time地点状语从句adverbial clause of place方式状语从句adverbial clause of manner 让步状语从句adverbial clause of concession原因状语从句adverbial clause of cause结果状语从句adverbial clause of result目的状语从句adverbial clause of purpose条件状语从句adverbial clause of condition真实条件状语从句adverbial clause of real condition非真实条件状语从句adverbial clause of unreal condition含蓄条件句adverbial clause of implied condition错综条件句adverbial clause of mixed condition句子sentence简单句simple sentence 并列句compound sentence复合句complex sentence 并列复合句compound sentence 陈述句declarative sentence疑问句interrogative sentence 一般疑问句general question特殊疑问句special question 选择疑问句alternative question附加疑问句tag question 反义疑问句disjunctive question 修辞疑问句rhetorical question 感叹疑问句exclamatory question 存在句existential sentence肯定句positive sentence 基本句型basic sentence pattern 否定句negative sentence祈使句imperative sentence 省略句elliptical sentence 感叹句exclamatory sentence 句子成分members of sentence 主语subject 谓语predicate宾语object 双宾语dual object直接宾语direct object 间接宾语indirect object复合宾语complex object 同源宾语cognate object补语complement主补subject complement 宾补object complement表语predicative 定语attribute同位语appositive 状语adverbial句法关系syntactic relationship 并列coordinate从属subordinate 修饰modification前置修饰pre-modification 后置修饰post-modification 限制restriction 双重限制double restriction 非限制non-restriction 数number单数形式singular form 复数形式plural form规则形式regular form 不规则形式irregular form 格case普通格common case 所有格possessive case主格nominative case 宾格objective case 性gender 阳性masculine阴性feminine 通性common中性neuter 人称person第一人称first person 第二人称second person第三人称third person 时态tense过去将来时past future tense 过去将来进行时past future continuous tense 一般现在时present simple tense 一般过去时past simple tense 一般将来时future simple tense现在完成时present perfect tense 过去完成时past perfect tense将来完成时future perfect tense 现在进行时present continuous tense 过去进行时past continuous tense 将来进行时future continuous tense过去将来进行时past future continuous 语态voice主动语态active voice 被动语态passive voice语气mood 陈述语气indicative mood祈使语气imperative mood 虚拟语气subjunctive mood否定negation 否定范围scope of negation全部否定full negation 局部否定partial negation转移否定shift of negation 语序order自然语序natural order 倒装语序inversion全部倒装full inversion 部分倒装partial inversion直接引语direct speech 简介引语indirect speech自由直接引语free direct speech 自由间接引语free indirect speech 一致agreement主谓一致subject-predicate agreement 语法一致grammatical agreement概念一致notional agreement 就近原则principle of proximity 强调emphasis重复repetition 语音pronunciation语调tone 声调rising tone降调falling tone 升降调falling-rising tone文体style 结构structure层次rank 正式文体formal非正式文体informal 口语spoken/oral English套语formulistic expression 用法usage感情色彩emotional coloring 褒义commendatory贬义derogatory 幽默humorous讽刺sarcastic。
2023新高考一卷英语语法填空解析
2023新高考一卷英语语法填空解析全文共3篇示例，供读者参考篇12023 New College Entrance Examination One Volume English Grammar Fill in the Blanks AnalysisIn the 2023 New College Entrance Examination, the English test one blank question plays a crucial role in assessing students' grammar ability. Not only does it test the candidates' understanding of grammar rules, but also their flexibility in using language. Let's take a look at some common types of grammar fill in the blanks questions and how to tackle them effectively.1. Verb Forms:One common type of fill in the blanks question requires students to choose the correct forms of verbs. This can be tricky because of the various tenses and verb forms in English. To tackle this type of question, it is essential to identify the subject of the sentence and the tense required. Remember to pay attention to the context of the sentence to determine the correct form of the verb.Example:She (go) _______ to the cinema last night.Answer: She went to the cinema last night.2. Articles:Another common type of fill in the blanks question involves choosing the correct articles (a, an, the). Remember that "a" and "an" are indefinite articles used to introduce new nouns, while "the" is a definite article used to refer to specific nouns. To tackle this type of question, pay attention to the context and the specific noun being referred to.Example:She is _______ intelligent girl.Answer: She is an intelligent girl.3. Prepositions:Prepositions are another area that often appears in fill in the blanks questions. Prepositions are words that show the relationship between two words in a sentence. Pay attention to the context and the words preceding and following the blank to determine the correct preposition.Example:I am interested ____________ learning French.Answer: I am interested in learning French.4. Relative Pronouns:Relative pronouns such as who, which, that, where, etc., are also commonly tested in fill in the blanks questions. These pronouns are used to connect clauses in a sentence. Again, pay attention to the context and the type of clause being introduced to choose the correct relative pronoun.Example:The book _________ you recommended was excellent.Answer: The book that you recommended was excellent.5. Modals:Modal verbs such as can, could, will, would, should, etc., are often tested in fill in the blanks questions. These verbs express possibility, ability, necessity, or permission. Pay attention to the context and the meaning conveyed to choose the correct modal verb.Example:He _______ swim when he was five.Answer: He could swim when he was five.In conclusion, mastering grammar fill in the blanks questions in the 2023 New College Entrance Examination requires a solid understanding of grammar rules and the ability to apply them in different contexts. Practice is essential to familiarize yourself with common types of questions and improve your accuracy. Remember to pay attention to the subject, tense, context, and meaning to choose the correct answer. With practice and perseverance, you can excel in the English test and achieve your desired score.篇2Title: Analysis of Grammar Fill-in-the-blank in 2023 New College Entrance ExaminationIntroductionThe 2023 New College Entrance Examination has brought many changes, one of which is the addition of grammarfill-in-the-blank questions in the English section. This new format aims to test students' understanding of English grammar rules and their ability to apply them in context. In this article, we will analyze the grammar fill-in-the-blank questions and provide strategies to help students excel in this section.Analysis of Grammar Fill-in-the-blank QuestionsThe grammar fill-in-the-blank questions in the 2023 New College Entrance Examination require students to choose the correct grammatical form of a word to complete a sentence. These questions often cover a wide range of grammar topics, including verb tense, subject-verb agreement, articles, prepositions, and pronouns. Students need to have a solid understanding of these grammar rules to answer the questions correctly.One common type of grammar fill-in-the-blank question is the verb tense question. In these questions, students need to determine the correct tense of a verb based on the context of the sentence. For example, a question may ask students to fill in the blank with the past simple tense of a verb. Students need to pay attention to the time frame indicated in the sentence to choose the correct tense.Subject-verb agreement is another grammar topic frequently tested in fill-in-the-blank questions. Students need to make sure that the subject and verb in a sentence agree in number. For example, if the subject is singular, the verb should also be singular. Students should be careful to match the subjectand verb correctly to avoid making mistakes in this type of question.Articles and prepositions are also common areas tested in grammar fill-in-the-blank questions. Students need to choose the correct article (a, an, the) or preposition to complete the sentence. These questions often require students to pay attention to the context and meaning of the sentence to select the appropriate article or preposition.Strategies to Excel in Grammar Fill-in-the-blank QuestionsTo excel in grammar fill-in-the-blank questions in the 2023 New College Entrance Examination, students can adopt the following strategies:1. Review Grammar Rules: To answer grammarfill-in-the-blank questions correctly, students need to have a solid understanding of English grammar rules. They should review common grammar topics such as verb tenses,subject-verb agreement, articles, prepositions, and pronouns to prepare for these questions.2. Pay Attention to Context: Students should pay attention to the context of the sentence to choose the correct word for the blank. Understanding the meaning of the sentence can helpstudents determine the appropriate grammatical form of the word to fill in the blank.3. Eliminate Wrong Choices: If students are unsure about the correct answer, they can eliminate wrong choices to increase their chances of selecting the correct answer. By narrowing down the options, students can make an educated guess and improve their chances of getting the question right.4. Practice with Mock Tests: Students can practice grammar fill-in-the-blank questions with mock tests to familiarize themselves with the format and types of questions they may encounter in the actual exam. Regular practice can help students improve their grammar skills and confidence in answering these questions.ConclusionIn conclusion, the grammar fill-in-the-blank questions in the 2023 New College Entrance Examination test students' knowledge of English grammar rules and their ability to apply them in context. By understanding common grammar topics and adopting effective strategies, students can excel in this section and enhance their overall performance in the English exam. Practice, review, and attention to detail are key to masteringgrammar fill-in-the-blank questions and achieving success in the 2023 New College Entrance Examination.篇32023 New College Entrance Examination (一卷) English Grammar Cloze Test AnalysisIn the 2023 New College Entrance Examination, the English Grammar Cloze Test is designed to assess students' understanding and application of grammar rules in context. This section is crucial as it tests students' ability to identify and correct errors in sentence structure, verb tense, pronoun usage, and other grammatical concepts.The Cloze Test typically consists of a passage with several blanks where students must choose the correct answer from a set of options. Let's take a closer look at some common types of grammar errors that students may encounter in the Cloze Test, along with strategies for solving them.1. Subject-Verb AgreementOne common error that students may encounter is subject-verb agreement, where the subject and verb do not agree in number. For example, the sentence "The dog [run] in the park" should be corrected to "The dog runs in the park" tomaintain subject-verb agreement. To solve this type of error, students should pay attention to the number of the subject and ensure that the verb matches it.2. Pronoun UsageAnother common error in the Cloze Test is incorrect pronoun usage. For example, the sentence "Mary and me went to the store" should be corrected to "Mary and I went to the store" to use the correct pronoun. To avoid pronoun errors, students should identify the antecedent of the pronoun and ensure that it agrees in number and gender.3. Verb TenseVerb tense errors are also common in the Cloze Test, where the verb does not match the tense of the sentence. For example, the sentence "He [go] to the store yesterday" should be corrected to "He went to the store yesterday" to match the past tense. To correct verb tense errors, students should pay attention to the context of the sentence and choose the correct tense accordingly.4. Parallel StructureParallel structure errors may also appear in the Cloze Test, where the elements in a series do not have the samegrammatical form. For example, the sentence "She likes swimming, to dance, and hiking" should be corrected to "She likes swimming, dancing, and hiking" to maintain parallel structure. To correct parallel structure errors, students should ensure that the elements in the series are consistent in form.5. Article UsageArticle errors, such as using the wrong indefinite or definite article, may also be found in the Cloze Test. For example, the sentence "I want an apple" should be corrected to "I want the apple" if the speaker is referring to a specific apple. To correct article errors, students should pay attention to the specificity of the noun and choose the correct article accordingly.In conclusion, the English Grammar Cloze Test in the 2023 New College Entrance Examination assesses students' ability to apply grammar rules in context. By understanding common types of grammar errors and practicing strategies for solving them, students can improve their performance in this section. It is essential for students to pay attention to subject-verb agreement, pronoun usage, verb tense, parallel structure, and article usage to succeed in the Cloze Test. With sufficient practice and preparation, students can confidently tackle the Grammar Cloze Test and achieve success in the examination.。
人教版初中英语初一英语上册《Grammar》评课稿
人教版初中英语初一英语上册《Grammar》评课稿一、教材背景《Grammar》是人教版初中英语初一上册的一本教材。
作为英语学科中的重要组成部分，语法知识对于学生的英语学习起着至关重要的作用。
《Grammar》教材力求通过清晰的例子、详细的解析和丰富的练习，帮助学生掌握基本的语法知识，提升他们的英语语言运用能力。
二、教材内容《Grammar》教材上册共分为四个单元，每个单元包含不同的语法难点。
以下是各个单元的内容简介：单元一：Present Simple本单元主要围绕句子的基本结构及一般现在时的用法展开讲解。
教材通过简单有趣的例子和练习，引导学生掌握现在时态的构成和用法，以及第三人称单数形式的变化规则。
单元二：Present Continuous在本单元中，学生将学习现在进行时的基本用法和结构。
通过图片和实际对话的形式，教材帮助学生理解现在进行时的表示方式，并能正确使用进行时态表达自己的日常活动。
单元三：Adverbs此单元主要介绍副词的用法和位置。
通过有效的教学方法和丰富的练习，教材帮助学生认识不同种类的副词，并灵活运用到具体语境中，从而提升学生的语言表达能力。
单元四：Prepositions本单元介绍介词的基本用法和搭配。
通过举例和练习，教材帮助学生熟练掌握介词的基本概念，理解介词与名词、动词、形容词的搭配规则，提高学生的写作和口语表达能力。
三、课堂评析1. 设计合理的教学目标《Grammar》教材的教学目标是明确的，从句子基础结构到不同时态的运用，再到副词和介词的认识与运用等方面，能够帮助学生逐步掌握英语语法的要点，提高他们的英语口语和书面表达能力。
2. 兴趣引导和多元化的教学方法在教学过程中，教师采用了多种多样的教学方法，如图片展示、情景模拟、小组讨论等，创设了有趣的学习情境，激发了学生的学习兴趣和参与度。
教材中的例题也贴近学生的生活，使他们能够迅速理解和运用语法知识。
3. 注重学生的语言输出能力培养教材设计了丰富的练习题，旨在帮助学生在课堂上进行积极的语言输出，并通过小组合作、角色扮演等方式促进学生之间的交流和合作，提高他们的口语表达能力和团队合作精神。
初中英语语法 English Grammar
初中英语语法English Grammar目录构词法（word-formation）名词（Nouns）冠词（Articles）代词（Pronouns）数词（Numerals）形容词（Adjectives）副词（Adverbs）介词（Prepositions）动词（Verbs）动词的时态（Tenses）动词的语态（Voices）限定动词与非限定动词（Finite and Non-finite Verbs）简单句（The simple sentences）It的用法（The use of “it”）并列句（The compound sentences）主从复合句（The complex sentences）构词法（word-formation）构词法（word-formation）——分为转换、派生、合成转换：常用于动词和名词之间的转换1)不改变读音、重度音节，只转换单词词性e.g.2）有些双音节词，作名词时，第一个音节重度；作动词时，第二个音节重度e.g. 名词动词’increase /’inkri:s/ 增加in’crease /in’kri:s/增加3）有些词可以用读音变化改变词性e.g. excuse /iks’kju:s/（名）歉意；道歉；借口excuse /iks’kju:z/（动）原谅4）有些形容词可以转化为动词e.g. He slowed down at the crossroad./ Please warm up the cold meat.派生前缀：加前缀一般不改变词类，而只是改变原词的词义构成反义词的前缀dis- disagree disappear dislikeim- impolite impossibleun- unable uncertain unhappy一些表示特定意思的前缀down 往下downloadkilo 千kilometreman 人，由人man-mademis 错误地mistake misunderstandre 重新，再次rebuild retell可以改变词性的前缀加在名词前构成形容词或副词asleep aboard asideen- 加在名词或形容词前构成动词encourage enable enrich后缀：加后缀一般改变词性名词后缀-an African American -er dancer driver reporter -ing feeling reading -ion action decision-ment development government -ness happiness sadness-or actor visitor -tion invention pronunciation-ure failure pleasure②形容词后缀-an American African -en golden wooden-ese Chinese Japanese -ful beautiful hopeful useful-ive active expensive -less careless endless useless-ly friendly -ous nervous dangerous-y dirty rainy③副词后缀-ly carefully happily clearly④数词后缀-teen thirteen -ty twenty -th fifth合成合成名词词加名词basketball形容词加名词blackboard动词-ing形式+另一词dining-room合成形容词形容词+动词-ing形式hard-working形容词+过去分词kind-hearted名词+过去分词man-made名词+动词-ing形式man-eating peace-loving合成动词词+动词water-ski副词+动词overeat overcome③ 形容词/副词+动词white-wash合成副词、代词合成副词upstairs beforehand合成代词myself everything其他构词法1）缩短法telephone—phone2）前后各截部分refrigerator—fridge3）缩写法名词（Nouns）一、名词的数：名词复数的构成规则规则复数变化多数在词尾加-s以s,x,ch,sh结尾的名词加-es e.g. match—matches以辅音字母加y结尾的名词，改y为i，再加-es e.g. story—stories以f，fe结尾的名词，一般把f，fe改为v，再加-es e.g. leaf—leaves但也有只加-s e.g. roof—roofs④以o结尾的名词，多数加-es e.g. hero—heroes但也有只加-s e.g. piano—pianos注：以o 结尾的名词，我们可按下面一条规律来记住它们的复数形式：指人和农作物的加-es、其他的加-s．（或者是有生命的加-es，无生命的加-s）不规则变化①名词单复数同形 e.g. sheep, deer, fish②单词拼写中变化元音字母 e.g. man—men tooth—teeth③有些是用-en做词尾构成复数形式 e.g. child—children ox—oxen④表示某国人的单词，单复数形式分为三种：A.单复数相同 a Chinese—five ChineseB.词尾加-s an American—seven AmericansC．变-man为-men an Englishman—ten Englishmen复合名词的复数形式1.将复合名词中的主题名词变为复数形式 e.g. new-comer—new-comers2.没有主题名词的，则在词尾加-s e.g. grown-up—grown-ups3.以man或woman开头的复合词，名词都要变为复数形式 e.g. man-doctor—men-doctors4.其他合成的词，只把最后一个词变为复数eg.boy friend—boy friends5.由两部分组成的物体名词和其他一些名词常用复数形式 e.g. trousers,clothes,scissors6.专有名词一般为不可数名词，但是表示某姓一家或夫妇和同名同姓若干时，用复数e.g. The Browns have gone to the cinema.7.在做定语的合成词中，名词要用单数形式e.g. an eighty-three-year-old grandpa8.以-s结尾的专有名词有两种情况A．表示国家、报纸等名词看做单数 e.g. the United StatesB. 表示群岛、山脉、瀑布、奥运会等专有名词看做复数，谓语也用复数形式e.g. The Alps are in Europe.名词复数词尾加-s或-es的读音规则如下表二、名词的种类：普通名词——个体名词，集体名词（可数）物质名词，抽象名词（不可数）专有名词普通名词是某一类人、某一类事物、某种物质或抽象概念的名词个体名词：表示单个的人或物e.g. tree树doctor医生cup杯子apple苹果表示一群人或一些事物的总称e.g. crowd人群army军队class班级family家庭group小组，团队police警方team队public公众物质名词：表示无法分为个体的物质e.g. tea茶paper纸snow雪cloth布wood木头sugar糖meat肉sand沙ink墨水coffee咖啡抽象名词：表示动作、状态、品质、感情等方面的抽象概念e.g. happiness幸福work工作music音乐experience经历pride骄傲failure失败protection保护专有名词3）可数名词和不可数名词①可数名词：其所表示的事物可以用数来计算，前面可用不定冠词a，an和数词，有复数形式②不可数名词：其所表示的事物不可以用数来计算，前面不能用不定冠词a，an和数词，没有复数形式。
语法介绍
介词（是prepositions，简称prep)，又称前置词，是英语中最活跃的词类之一，连接主语和表语。
特别是一些常用介词的搭配力特别强，可以用来表示各种不同的意思。
英语里大部分习语都是由介词和其他词构成的。
介词在句中一般不重读。
在定语从句“介词+who/which”的结构中，不能用that 代替who/which。
She is a good student from who we should learn.早、午、晚要用in，at黎明、午夜、点与分。
年、月、年月、季节、周，阳光、灯、影、衣、帽in。
将来时态in...以后，小处at大处in。
有形with无形by，语言、单位、材料in。
特征、方面与方式，心情成语惯用in。
介词at和to表方向，攻击、位置、恶、善分。
日子、日期、年月日，星期加上早、午、晚，收音、农场、值日on，关于、基础、靠、著论。
着、罢、出售、偷、公、假，故意、支付、相反，准。
特定时日和"一……就"，on后常接动名词。
年、月、日加早、午、晚，of之前on代in。
步行、驴、马、玩笑on，cab，carriage则用in。
at山脚、门口、在当前，速、温、日落、价、核心。
工具、和、同随with，具有、独立、就、原因。
就……来说宾译主，对、有、方状、表细分。
海、陆、空、车、偶、被by，单数、人类know to man。
this、that、tomorrow，yesterday，next、last、one。
接年、月、季、星期、周，介词省略已习惯。
over、under正上下，above、below则不然，若与数量词连用，混合使用亦无关。
'beyond超出、无、不能，against靠着，对与反。
besides，except分内外，among之内along沿。
同类比较except，加for异类记心间。
原状because of,、owing to、due to表语形容词under后接修、建中，of、from物、化分。
Primary+school+English+grammar+prepositions
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• The usage and precautions of positions
• Practice and Consolidation • Summary and Review
01
The definition and function of positions
Definition of positions
Practice of positional presence construction
要点一
Conclusion
要点二
Detailed description
Constructing prepositional sentences can help students understand the role and position of prepositions in sentences.
Primary school English
grammar prepositions
汇报人： 202X-12-28
contents
目录
• The definition and function of positions
• Common positions in primary school English
新编英语语法教程第五版 Lecture26 preposition
3. 介词短语的句法功能
四. 作状语
1. 作地点状语
We live in Hangzhou.
2. 作时间状语
She got here at four.
3. 作方式状语
They came here by train.
2009-9
3. 介词短语的句法功能
4. 作原因状语
The game was postponed because of rain.
（3）介词与名词的搭配 a）某些名词之后要求用某些介词。例如：
There seems to be a solution to this problem.
Have you any faith in herb medicine? Is there any need for all this hurry? b）某些名词之前要求用某些介词。例如： We did it at your request. In all probability, the mail will arrive tomorrow.
（1）双词介词 双词介词（Two-word Preposition）指由两个单词构成的 复杂介词： ahead of（在……之前） along with（与……一起） apart from（除……以外） as for（至于） as to（至于） but for（要不是） due to （由于） except for（除了） instead of（而不是） irrespective to（不顾） out of（从里面出来，由于） owing to（由于，因为） prior to（在……之前） regardless of（不顾，不惜） save for（除了） together with（与……一起） up to（一直到，忙于……） what with（由于）
英语写作业常用单词
英语写作业常用单词1. Nouns (名词)- Assignment: 作业- Vocabulary: 词汇- Grammar: 语法- Essay: 论文- Paragraph: 段落- Sentence: 句子- Phrase: 短语- Thesis: 主题陈述- Argument: 论点- Conclusion: 结论- Reference: 引用- Citation: 引文2. Verbs (动词)- Write: 写- Read: 读- Analyze: 分析- Summarize: 总结- Paraphrase: 释义- Compare: 比较- Contrast: 对比- Discuss: 讨论- Research: 研究- Proofread: 校对3. Adjectives (形容词)- Clear: 清晰的- Concise: 简洁的- Coherent: 连贯的- Persuasive: 有说服力的 - Informative: 信息丰富的 - Descriptive: 描述性的 - Analytical: 分析性的- Critical: 批判性的- Objective: 客观的- Subjective: 主观的4. Adverbs (副词)- Frequently: 频繁地- Effectively: 有效地- Accurately: 准确地- Thoroughly: 彻底地- Carefully: 小心地- Specifically: 具体地- Logically: 逻辑地- Creatively: 创造性地- Appropriately: 适当地 - Consistently: 一贯地5. Prepositions (介词)- In: 在...里- On: 在...上面- At: 在...点- By: 被，通过- With: 用，和- For: 为了- From: 从- To: 到- Of: 的- About: 关于6. Conjunctions (连词)- And: 和- But: 但是- Or: 或者- So: 所以- Yet: 然而- For: 因为- Nor: 也不- Because: 因为- Although: 尽管7. Pronouns (代词)- I: 我- You: 你- He: 他- She: 她- It: 它- We: 我们- They: 他们- This: 这个- That: 那个- These: 这些- Those: 那些8. Articles (冠词)- A: 一个- An: 一个（用于元音开头的词前）- The: 定冠词，特指9. Interjections (感叹词)- Wow: 哇- Oh: 哦- Ah: 啊- Oops: 哎呀- Well: 嗯10. Abbreviations (缩写)- ASAP: As soon as possible (尽快)- BTW: By the way (顺便说一下)- FYI: For your information (供你参考)- IMO: In my opinion (依我之见)- ETA: Estimated time of arrival (预计到达时间)这些单词是英语写作中非常常见的，可以帮助你构建清晰、连贯的文本。
英语语法是令我头疼的事为题英语作文
英语语法是令我头疼的事为题英语作文全文共3篇示例，供读者参考篇1English Grammar is a Big Headache for MeEnglish is really hard for me. I'm just a kid, and all these grammar rules make my head spin! Why can't English be simple like my video games? Those games make sense with just a few buttons to push. But English has so many crazy rules that seem to change all the time. It's enough to give me a huge headache!I really don't understand all the fuss about putting words in the right order. Why can't we just string words together however we want and people will still get the meaning? That's how I talk with my friends anyway. We just use simple words and phrases to get our point across, no need for fancy grammar. But then my English teacher gets all worked up if I don't follow "proper sentence structure" on my writing assignments. She'll mark it all up in red ink and take points off. No fair!And don't even get me started on those confusing verb tenses! Present, past, future, present perfect, who can keep track?I can never remember which verbs need "ed" at the end for pasttense or when to use "has" or "had" or "will have". My teacher says I have to learn the tenses to express when things happened. But why can't I just say "I go to park yesterday" and people will understand I went to the park in the past? Using all those verb tenses is too hard!Then there are those super bizarre grammar rules that make absolutely no sense to me. Like when to use "a" versus "an" in front of words. Who decided that crazy rule? Or the difference between "their", "there", and "they're". They sound exactly the same when you say them out loud! How am I supposed to remember which spelling goes with which meaning? I pretty much just guess on those because the rules seem completely random and illogical.Don't even get me started on subject-verb agreement! Making the verb singular or plural based on the subject is just unnecessarily complicated. Verbs should be verbs, end of story. Why do I have to say "he goes" but "they go"? That's just silly and confusing. I really don't understand the need for that rule. Just let me say "they goes" if I want to! Who decided English needs all these Agreement rules anyway? Some old boring Grammar Guy who had too much time on his hands?And perhaps the most nonsensical grammar concept of all is the dreaded apostrophe usage. When do I use it to show possession? When do I use it for contractions? What's the difference between "its" and "it's"?No matter how many times my teacher explains it, I can never keep it straight in my head. A piece of punctuation shouldn't be so complicated and have multiple different uses! That just seems like someone's idea of a cruel joke to torture young students like me. Thanks for the massive headache, apostrophe!With so many ridiculous grammar rules to try to remember, it's really no wonder that English gives me such a pounding headache all the time. Every writing assignment or test on grammar makes me want to pull my hair out in frustration. Why can't teachers just let us express ourselves however we want, without enforcing all those nitpicky grammar constraints? Wouldn't that make learning English so much easier for kids like me?Sometimes I dream of a world where English has absolutely no grammar rules whatsoever. We could just string random words together however we please, and people would understand us perfectly based on context and body language. No more stressing over verb tenses, no more apostrophe abuse,no more worrying about subject-verb agreement. Just simple, natural communication without all the grammar headaches! Wouldn't that be absolutely glorious?Alas, I know that's just a silly fantasy that could never become reality. My English teachers would have a fit if we really did abolish all grammar rules from the language. They seem to get some sort of sick pleasure from torturing us with concepts like perfect participles and dangling modifiers. I swear, making our heads spin with all these confusing grammar rules is probably their real motivation for becoming a teacher in the first place!So I guess for now I'm just stuck plowing through and trying my best to master the Grammar Beast, as much as I dread it. I'll keep fighting that never-ending uphill battle of learning where to properly place commas, how to use semicolons, and when phrases need to be parallel. Even though it makes me want to scream in frustration some days, I know I have to eventually conquer English grammar.But you can bet I'll be complaining and groaning about it every step of the way! My parents and teachers will keep hearing me whine "English grammar is sooooo haaaard! And it gives mesuch a massive headache!!" Sorry, but they're just going to have to deal with篇2English Grammar is a Big, Big Headache!Hi there! My name is Timmy and I'm 10 years old. I'm writing this essay to tell you allllll about how English grammar gives me a massive headache. Like, it's sooooo confusing and hard! I really don't like it at all. But I have to learn it because my teacher says it's super important if I want to speak and write good English. I guess that's true, but man, it makes my brain hurt just thinking about it!Let me give you some examples of why English grammar is the worst. There are so many rules to remember! You have to know about verbs, nouns, adjectives, adverbs, prepositions...my head is spinning already. Verbs are the worst because you have to make them agree with the subject. Like, "I am" but "They are". Huh? That doesn't make any sense to me. And don't even get me started on irregular verbs - words like "go" becomes "went" instead of "goed". English is just wacky sometimes!Then there are those dumb little words that don't really mean anything on their own but you have to include them orelse the sentence is wrong. I'm talking about words like "a", "an", and "the". Apparently "a" goes with words that start with consonants and "an" goes with words that start with vowels. Who decided that silly rule?? I always mess it up. Just let me say the noun without one of those words in front!Oh, and then we have different ways to make a noun plural. Sometimes you just add "s", like "one dog, two dogs". Easy peasy. But other times you have to add "es" or the spelling changes completely! "One child, two children". "One mouse, two mice". Mice?? Plural words in English are bananas!Don't even get me started on trying to use the right prepositions. Is it "I'm going to the park" or "I'm going at the park"? I can never remember if I should say "in June", "on June", or "during June" for months and dates. And those tricky little preposition words completely change the meaning of a sentence. "I'm standing BY the tree" is very different than "I'm standing UNDER the tree". Ugh, prepositions make me want to cry!So yeah, basically every single part of English grammar gives me nightmares. And you know what the worst part is? Native English speakers don't even follow a lot of the rules! They say things like "I'm gonna" instead of "I am going to" or "ain't"instead of "am not". It's not fair that they can break the rules but I get marks off if I do that!I try really hard to learn all the grammar rules, I really do. But there are just SO many of them, and so many exceptions to the rules. Half the time I have no idea whether I'm using grammar properly or not. I just kind of guess and hope for the best. Is it "the boy who is tall" or "the tall boy"? I'm never sure!My teacher is always reminding me how important grammar is though. She says I won't be able to communicate clearly without it. But even adults who are native English speakers make grammar mistakes sometimes, and they communicate just fine! Maybe one day grammar won't matter as much. But for now, I'm just going to keep struggling and trying my best.I take practice grammar tests, use online games, and keep a grammar notebook to review all the troublesome rules. It's soooo much work, but I don't really have a choice. If I want to get good grades, become an author someday, or maybe even be President of the United States, I have to master English grammar now. No matter how many headaches it gives me!Sometimes I just want to give up on learning grammar altogether. But then I remind myself that being lazy now will hurt me later. Plus, my parents and teachers would be sodisappointed if I didn't try my best. I don't want to let them down. So I'm going to keep powering through, even if English grammar makes me feel like banging my head against a wall!Who knows, maybe one day I'll finally "get" all the grammar rules and it won't seem so hard and confusing anymore. Yeah, and maybe pigs will fly! But I can dream, right? For now, all I can do is keep studying, keep practicing, and keep a big ol' bottle of brain aspirin nearby for the splitting headaches. English grammar, you may be kicking my butt now, but I won't give up on you. Just go easy on me, okay? A kid can only take so much!篇3English Grammar Makes My Head SpinGrammar, grammar, grammar. That's all I ever hear about in English class these days. Nouns, verbs, adjectives, adverbs, conjunctions, prepositions...my head is spinning just thinking about all those crazy grammar terms! Don't even get me started on things like past participles, gerunds, and subjunctive moods. What in the world are those things anyway?Learning English grammar is definitely not my favorite part of school. It's just so confusing and frustrating trying to remember all the rules. Like when to use "its" versus "it's" - thatone drives me absolutely nuts. And don't even get me started on apostrophes for plurals and possessives. It's enough to make my brain feel like a twisted pretzel.I really struggle with subject-verb agreement too. Figuring out if the subject is singular or plural and then making sure the verb matches is a total headache. Just when I think I've got it down, I make a silly mistake like writing "The dogs barks loudly" instead of "The dogs bark loudly." Ugh, why can't English just be straightforward for once?Speaking of not being straightforward, have you ever tried to learn about the conditional tenses? Oh man, that's some mind-bending stuff right there. If this happened, I would have done that...unless that other thing occurred first, then I would have done this instead? My head is spinning in circles just thinking about it. No wonder kids are always mixing up "could have," "should have," and "would have."And let's not forget about those tricky little words that don't follow any of the normal rules. Words like "deer" and "moose" that are already plural but don't end in "s." Or words like "fungi" that use a plural Latin root. Who decided English needed to borrow words from other languages and make things even more complicated? Not cool, English language...not cool at all.Then we get into moments of sheer grammar madness, like when my teacher tries to explain the difference between "lay" and "lie." Lay, lying, lain, lie, lying, lied...which one means to put something down and which one means to rest or recline? I've watched multiple videos trying to figure it out and I'm still hopelessly lost. Is "lay" the one chickens use for eggs? See, now I've gone and confused myself all over again!Don't even get me started on the craziness of "I" vs "me." I still have trouble figuring out when to use the subject pronoun "I" or the object pronoun "me." And don't you dare ask me to explain what a subject pronoun or an object pronoun even is! Somehow every time I think I understand that concept, it flies right out of my brain. Thanks a lot, English.Of course, nothing compares to the total mind games of the dreaded passive voice. Why do we even need passive voice anyway? It just twists sentences around in confusing ways and makes things so much harder to follow. I have no idea why anyone would ever want to write "The cookies were eaten by me" instead of the much simpler "I ate the cookies." It's like a cruel trick designed specifically to make grammar as baffling as possible.And don't even get me started on subordinate clauses,non-essential phrases, and parallel structure! Whenever my teacher launches into a long explanation about those, my eyes glaze over and I find myself fantasizing about watching paint dry instead. Is it weird that sometimes I secretly wish I could learn a language that doesn't have any of these ridiculous grammar rules? Sign me up for that nice, logical language any day.I know learning grammar is important for speaking and writing properly. And I do actually kind of enjoy diagramming sentences when we get to do that (shh, don't tell my friends!). But for the most part, English grammar is just one giant tangle of confusing exceptions and contradictory rules that make no sense. It'sDownrightMaddening with a capital M!My brain will be forever grateful when we can finally move on from the torture of grammar and start studying things that are actually interesting. Like reading good books and telling creative stories. Or even tackling cool subjects like science and social studies. Anything has got to be better for my aching head than another year of being slowly driven insane by nouns, verbs, and dangling participles!So in conclusion, while I realize the importance of grammar, it is most definitely NOT my favorite part of learning English. Infact, I'd go so far as to say it's the biggest headache and source of frustration in my life as a student right now. Here's hoping next year's curriculum focuses a little less on the grammar mania and a little more on the fun creative stuff. My poor overloaded brain could definitely use a break!。
Grammar(定语从句prep+whomwhich)
11.China has many rivers,____the Changjiang River C is the longest. A.which B. in which C.among which D. one of which 12.This is the very knife_____I used to cut apples D yesterday. A.that B.by which C.which D.with which 13.The speed____which you drive your car mustn’t at too high. 14.In the park there are many flowers,the colour_____ of which is bright and nice. 15.The little girl is reading a book,_____which there in are many pictures. 16.What were the things_______which he was not too sure? about
Competition
介词加关系代词的基本用法
whom you shook hands just •The man with __________ now is our headmaster. in which my family live used to •The room __________ be a garage. which I wrote just •Did you find the penwith _________ now? which I wrote my •Did you find the paperon ________ letter? •Did you find the composition which ______ I wrote just now?
英语专业四级语法错误修正
英语专业四级语法错误修正IntroductionGrammar plays a crucial role in language proficiency, and mastering the grammar rules is essential for English learners. This article aims to provide a comprehensive guide on correcting common grammar errors that English majors encounter in the four-level English test. By identifying and rectifying these mistakes, students can enhance their language proficiency and achieve success in the examination.1. Subject-Verb AgreementOne common grammar error in English writing is the disagreement between the subject and the verb. This error occurs when the verb does not agree in number with the subject, resulting in ambiguity and confusion. To rectify this error, one must ensure that the subject and the verb are in agreement regarding their number. For example:Incorrect: The team has won several matches last season.Correct: The team has won several matches last season.2. Misuse of PrepositionsAnother frequently encountered grammar error is the misuse of prepositions. English learners often struggle with selecting the correct preposition to express their intended meaning. To correct this error, one should consult a dictionary or a grammar guide to determine the appropriate preposition to use in a given context. For example:Incorrect: I am on the way to go at the library.Correct: I am on my way to the library.3. Pronoun Antecedent AgreementThe mismatch between pronouns and their antecedents is a common grammar error, resulting in unclear reference and confusion. To avoid this error, it is vital to ensure that pronouns agree in number and gender with their antecedents. For example:Incorrect: Each student should bring their textbook.Correct: Each student should bring his or her textbook.4. Word Order in SentencesThe incorrect word order in sentences can lead to misunderstanding and grammatical errors. English learners must understand the subject-verb-object structure and adhere to it when constructing sentences. Correcting this error involves rearranging words or phrases to adhere to the proper word order. For example:Incorrect: Yesterday bought I a new book.Correct: Yesterday I bought a new book.5. Incorrect Use of TensesUsing the wrong tense in a sentence is a prevalent grammar mistake among English learners. To correct this error, one should pay attention to the context and the intended meaning of the sentence and choose the appropriate tense accordingly. For example:Incorrect: I will see the movie tomorrow, and she likes it.Correct: I will see the movie tomorrow, and she will like it.6. Improper Use of ArticlesMisusing articles (a, an, the) is a common grammar error that can affect the clarity of the message. English learners often struggle with determining when to use the indefinite article "a" or "an" and when to use the definite article "the." To rectify this error, one should familiarize themselves with the rules governing the usage of articles in English. For example:Incorrect: I am going to restaurant to have dinner.Correct: I am going to the restaurant to have dinner.ConclusionMastering grammar is essential for English majors seeking to excel in their language proficiency. By identifying and correcting common grammar errors, such as subject-verb agreement, preposition misuse, pronoun antecedent agreement, word order, tense usage, and article misuse, English learners can improve their writing and achieve success in the four-level English test. Remember to practice these corrections repeatedly to enhance language proficiency and accuracy effectively.。
Grammar_relative_clause_with_relative_adverbs_and_prepositions
注意：
when、where和why的运用取就于表时间 的名词、表地点的名词和表原因的名词 reason在定语从句中所作的成分，比较下
面的几组句子： I will never forget the day when I first met you on the seashore. I will never forget the days which / that we spent together in the middle school.
Do you still remember the day on which we first met in Nantong? (on which = when) This is the room in which we lived last year. (in which = where) Do you know the reason for which he refused to go to Mary’s birthday party? (for which = why)
More examples
Yesterday they visited the house where/ in which Luxun once lived. The teaching building is very beautiful where / in which our classroom is located. Last year he went back to the village where/ in which he was born and grew up. Would you like to stay on the farm where / on which Mr. Smith grew wheat. The swimming pool where /to which we often go will be closed for some reason. Do you have the book where / in which the matter is dealt with carefully. He was born in the year when/ in which the war broke out. Do you still remember the day when/ on which we were examined in English.
四年级下册英语剑桥第二单元笔记
四年级下册英语剑桥第二单元笔记全文共3篇示例，供读者参考篇1Unit 2: Our SchoolLesson 1: Our school1. Vocabulary:- School: a place where students go to learn- Classroom: a room in a school where students have lessons- Library: a place where students can borrow books- Playground: an area at school where students can play- Gym: a room with equipment for exercise- Canteen: a place where students can buy food- Art room: a room where students can do art activities- Music room: a room where students can play musical instruments- Computer room: a room with computers for students to use2. Conversation:- Where is the canteen? It's next to the playground.- Is the library near the classroom? No, it's opposite the gym.- Are the art room and music room the same? No, they are different.3. Grammar:- Prepositions: next to, opposite, near- Be: am, is, are- Singular and plural nounsLesson 2: Our teachers1. Vocabulary:- Teacher: a person who teaches students- Head teacher: the leader of a school- Science teacher: a teacher who teaches science- Math teacher: a teacher who teaches math- English teacher: a teacher who teaches English- History teacher: a teacher who teaches history- Geography teacher: a teacher who teaches geography- Art teacher: a teacher who teaches art- Music teacher: a teacher who teaches music- PE teacher: a teacher who teaches physical education 2. Conversation:- Who is your math teacher? Mr. Johnson.- Is your English teacher nice? Yes, she is very nice.- What subject does Mrs. Smith teach? She teaches history.3. Grammar:- Possessive pronouns: my, your, his, her, our, their- Adjectives: nice, strict, funnyLesson 3: Our subjects1. Vocabulary:- Subject: a topic that students study at school- Science: the study of the natural world- Math: the study of numbers and equations- English: the study of the English language- History: the study of past events- Geography: the study of the Earth's features- Art: creative activities like painting and drawing- Music: playing instruments and singing- PE: physical exercise and sports2. Conversation:- What is your favorite subject? My favorite subject is math. - Do you like science class? Yes, I love science class.- Who teaches English? Mrs. Johnson teaches English.3. Grammar:- Simple present tense- Likes and dislikes: like, love, enjoy, dislike, hateLesson 4: Our friends1. Vocabulary:- Friend: a person you like and enjoy spending time with - Classmate: a person who is in the same class as you- Best friend: a very close friend- New friend: a friend you recently met- Kind: friendly and helpful- Funny: makes you laugh- Helpful: offers assistance- Smart: intelligent and quick to learn- Happy: cheerful and joyful2. Conversation:- Who is your best friend? Sarah is my best friend.- Is Tom in your class? Yes, Tom is my classmate.- Are your new friends nice? Yes, they are very kind.3. Grammar:- Present continuous tense: am/is/are + verb-ing- Adverbs of manner: happily, quickly, nicelyIn this unit, we learned about our school, our teachers, our subjects, and our friends. We practiced using vocabulary related to school, describing our teachers and subjects, and talking about our friends. We also learned some grammar rules, including prepositions, possessive pronouns, simple presenttense, and present continuous tense. By the end of the unit, we were able to have simple conversations about school life and our relationships with others.篇2Cambridge Unit 2Lesson 1: Let's play!Vocabulary:- playground- tag- hide and seek- hopscotch- rope- swing- slide- jungle gymGrammar:- Present continuous tense: The children are playing tag.Example sentences:- I like playing on the swing.- She is hiding behind the slide.- The boys are jumping rope.Lesson 2: At the playgroundVocabulary:- see-saw- climbing frame- sandbox- bench- skateboard- skates- roundabout- ballGrammar:- Prepositions of place: The ball is under the bench. Example sentences:- My friends and I like going on the see-saw. - I can see you on the climbing frame.- The skateboard is next to the sandbox. Lesson 3: Fun and gamesVocabulary:- puzzle- board game- chess- cards- dice- dominoes- jigsaw puzzle- snakes and laddersGrammar:- Imperatives: Play with me!Example sentences:- Let's play a board game together.- Can you show me how to play chess?- Roll the dice and move your game piece. Lesson 4: A day outVocabulary:- zoo- aquarium- museum- theme park- circus- cinema- concert- tripGrammar:- Past simple tense: We went to the zoo yesterday. Example sentences:- I saw a lion at the zoo.- The dolphins were amazing at the aquarium.- We watched a movie at the cinema.Overall, Unit 2 focuses on vocabulary related to games, activities, and places to visit. Students learn grammar structures such as the present continuous tense, prepositions of place, imperatives, and past simple tense. By the end of the unit, students should be able to describe their favorite games, activities, and outings using the appropriate vocabulary and grammar.篇3Unit 2: On the Farm1. Vocabulary- Grow: Plants need sunlight, water, and soil to grow.- Fence: The farmer built a fence around the field to keep the animals in.- Gate: The gate was closed, so we had to climb over the fence to get into the farm.- Field: The farmer planted corn in the field.- Barn: The farmer stores the hay in the barn for the animals to eat.- Tractor: The farmer uses a tractor to plow the fields.- Crops: The farmer grows different crops like corn, wheat, and carrots in the fields.- Harvest: In the autumn, the farmer harvests all the crops.2. Grammar- Present Continuous Tense: We use the present continuous tense when talking about actions happening at the moment of speaking.- Example: The farmer is plowing the field with his tractor.- Using "am" for I, "is" for he/she/it, and "are" foryou/we/they.- Example: I am planting seeds in the field. He is feeding the animals. We are picking apples from the tree.3. Reading and Writing- Read the story about the farm and answer the questions.- Write a paragraph about your visit to a farm. Include details like the animals you saw, the crops you learned about, and any interesting facts you discovered.4. Speaking- Work in pairs and interview each other about what you have learned about farms.- Discuss the different roles of farmers, from planting crops to taking care of the animals.- Share stories of any farm visits you have made and what you enjoyed the most.5. Listening- Listen to the audio recording about life on a farm and answer the questions.- Practice listening to farm-related vocabulary and conversations to improve your English skills.Overall, Unit 2 focuses on teaching students about life on the farm, including vocabulary related to farming, grammar structures like the present continuous tense, reading stories about farms, writing paragraphs about farm visits, speaking about farm experiences, and listening to farm-related audio recordings. This unit provides a comprehensive overview of farm life and helps students engage with the topic in various ways to improve their English language skills.。
新目标英语附录_语法Grammar_完全版
101 one hundred and one 200 two hundred 2、序数词（Ordinal Numbers） 序数词表示事物的顺序，往往与定冠词the连用。 first 1st seventh 7th twentieth20th sixtieth 60th second 2nd eighth 8th twenty-first 21st seventieth 70th third 3rd ninth 9th thirtieth30th eightieth 80th fourth 4th tenth 10th thirty-ninth 39th ninetieth 90th fifth 5th eleventh 11th fortieth 40th hundredth 100th sixth 6th twelfth 12th fiftieth50th one hundred and first 101st 五、动词（Verbs） 一般现在时（The Present Simple Tense） 一般现在时表示现在的状态，如：He is twelve. She is at home. 表示经常的或习惯性的动作，如：I go to school at 7:30 every day. 表示主语具备的性格和能力等，如：She likes apples. They know English. 1、动词be（Verb to be） 肯定式否定式 I am... You are... He / She / It is... We / You / They are... I am not... You are not... He / She / It is not... We / You / They are not... 疑问式和简略答语 Am I...? Yes, you are. No, you are not. Are you...? Yes, I am. No, I am not. Is he（she, it）...? Yes, he / she / it is. No, he / she / it is not. Are we...? Yes, we / you are. No, we / you are not. Are you...? Yes, we are. No, we are not.
七年级英语 Unit 3 Grammar-Prepositions of Position教学设计 1
Unit 3 Grammar-Prepositions of Position教学设计Textbook: Shenzhen Oxford EnglishCourse type: grammarStudent analysis: Students in Class 3, Grade 7 are outgoing and are interested in games. Teaching background: Students have already learnt some basic prepositions.(in, on, under…) Teaching objectives: To be able to judge and tell the exact positions of things using prepositions of position correctly;Teaching difficulties: Students might have difficulties in making sentences using prepositions of position and they might be confused with “across” and “through”, “below”and “under”, “above”, “on” and “over”, “in front of ” and “in the front of”, “inthe tree” and “on the tree”, “between…and…” and “among”;Important words 1.in; 2.on; 3. above; 4. over; 5. at the back of; 6. behind; 7. in front of;and phrases: 8. in the front of; 9. between…and…; 10. among; 11. across; 12. through; 13.next to; 14. beside;15. under; 16. below;Teaching methods: Situational Teaching;Teaching aids: PowerPoint, multimedia teaching systemTeaching procedures:1. Lead in: Students guess out the characters in the picture according to prepositions of position;(Aim: To review the prepositions of position they already know and lead in the newprepositions of position in the guessing game)2.Induction:(Aim: To have students induce the differences of the similar prepositions of position)A. Students compare the similar prepositions of position according to pictures;B. Students summarize the new prepositions of position, their similarities and differences;C. Students take notes in the handouts;3. Exercises:(Aim: To have students make sentences using prepositions of position as many aspossible in a relaxing atmosphere)A. a. Students observe two pictures carefully and find out the differences between them;b. Students speak out the differences using the prepositions of position and sentencepattern;B. Students do the multiple-choice exercises and check the answers.4. Homework: Finish the exercises on handouts.Task 1 Please fill in the blanks.●in the tree表示__________落在树上。
基本语法规则的英语
基本语法规则的英语Title: The Fundamentals of English Grammar.English grammar, being the backbone of the language, plays a pivotal role in communication. It is the set of rules that governs the structure, formation, and meaning of words and phrases in a sentence. Mastering these rules is essential for effective and accurate communication. In this article, we delve into the basic grammar rules of English, discussing the fundamentals that every learner must grasp.1. Nouns.Nouns are words used to name people, places, things, or ideas. They can be classified into different types:Common Nouns: Refer to general categories, e.g., car, book, dog.Proper Nouns: Name specific entities, e.g., John,Paris, Apple Inc.Collective Nouns: Denote groups of individuals, e.g., family, team, crowd.Abstract Nouns: Represent ideas or qualities, e.g., love, freedom, happiness.Nouns can also have different functions in a sentence, acting as subjects, objects, or complements.2. Verbs.Verbs express actions or states of being. They are the most dynamic part of a sentence, indicating what is happening or what the subject is doing. Verbs can be:Action Verbs: Denote physical or mental actions, e.g., run, think, write.Linking Verbs: Connect the subject with a subject complement to describe a state of being or appearance, e.g.,seem, appear, become.Helping Verbs: Assist the main verb to form verb Tenses, Modals, or Voice, e.g., am, is, are, was, were, have, has, had, do, does, did.Verbs also have different tenses (present, past, future) and voices (active, passive).3. Adjectives.Adjectives describe or modify nouns or pronouns, providing additional information about them. They can be:Descriptive Adjectives: Describe the noun's appearance, quality, or quantity, e.g., beautiful, tall, big.Determiners: Specify the noun's quantity or category, e.g., all, some, this, that.Adjectives usually come before the noun they modify, except when they are used as complements after linkingverbs.4. Adverbs.Adverbs modify verbs, adjectives, other adverbs, or the whole sentence, describing how, when, where, or to what extent something happens. They can be:Manners & Degrees: Describe the manner or degree of the verb, e.g., quietly, very, extremely.Place: Specify the location of the action, e.g., here, there, everywhere.Time: Denote when the action occurs, e.g., always, never, sometimes.Adverbs usually come after the verb they modify, but some can also come before the main verb or at the beginning of a sentence.5. Prepositions.Prepositions show relationships between nouns or pronouns and other words in a sentence. They indicate direction, position, time, or manner. Common prepositions include: on, in, under, above, before, after, near, by, with, etc. Prepositions are followed by nouns or pronouns called objects.6. Pronouns.Pronouns replace nouns to avoid repetition. They can be:Personal Pronouns: Replace the subject or object of a verb, e.g., I, you, he, she, they.Possessive Pronouns: Show ownership, e.g., mine, yours, his, hers, theirs.Reflexive Pronouns: Reflect the action back onto the subject, e.g., myself, yourself, himself, herself, themselves.Pronouns must agree with their antecedents in number and gender.7. Sentence Structure.A sentence is a complete thought expressed in written or spoken language. It consists of a subject and a verb, with other parts like objects, complements, and modifiers. Sentences can be:Simple Sentences: Contain only one subject and one verb.Compound Sentences: Contain two or more independent clauses joined by coordinating conjunctions (and, but, or).Complex Sentences: Contain one independent clause and one or more dependent clauses introduced by subordinating conjunctions (because, although, if).Understanding these basic grammar rules is crucial for effective communication in English. By practicing andapplying them consistently, learners can enhance their language skills and confidence when speaking or writing in English.。
语法真的让我头疼英语作文
语法真的让我头疼英语作文The Perplexing Maze of English Grammar.The intricacies of English grammar have the uncanny ability to induce bewilderment and exasperation in even the most adept writers. Its labyrinthine rules and seemingly arbitrary exceptions can leave one feeling lost and utterly confused. It is a realm where words dance around in a playful game of syntax, where verbs morph into strange guises, and where prepositions become enigmatic gatekeepers of meaning.One of the most daunting aspects of English grammar is its extensive and often counterintuitive verb system. With its multitude of tenses, moods, and aspects, it is a formidable obstacle course that can trip up even seasoned wordsmiths. The present perfect tense, for instance, seems to defy logic by conflating past and present in a perplexing dance of time. And let us not forget the infamous subjunctive mood, a grammatical enigma that weavesits way into sentences like a mischievous sprite, demanding a level of precision that can drive one to distraction.The elusive article system of English is another grammatical headache. These seemingly innocuous little words ("a," "an," and "the") have the power to transform the meaning of an entire sentence. They are the gatekeepers of specificity and indefiniteness, making the difference between a generic concept and a specific entity. Misuse of articles can lead to comical misunderstandings or, worse, to confusion that obscures the intended message.Prepositions, those masters of location and relationship, are another source of grammatical angst. They seem to defy any logical system, with their meanings varying wildly depending on the context. "On," "in," and "at" are three such prepositions that often lead to head-scratching and furrowed brows. Their subtle nuances and often interchangeable usage can drive even the most confident writer to a state of grammatical paralysis.Punctuation, that enigmatic guardian of meaning, playsa crucial role in English grammar. It is the invisible conductor that orchestrates the flow of words, delineating clauses, separating ideas, and preventing linguistic chaos. Misplaced commas, errant semicolons, and dangling dashes can disrupt the rhythm of writing, obscuring meaning and leaving readers bewildered.The challenges of English grammar are not limited toits complex rules and conventions. The language is alsorife with exceptions and irregularities that defy any semblance of predictability. Words that seem to follow a clear pattern of conjugation suddenly develop irregular forms, throwing a wrench into the grammatical machinery. And don't even get me started on the dreaded homophones—words that sound alike but have different meanings and spellings. These linguistic doppelgangers are a constant source of frustration, leading to embarrassing errors and shattered reputations.Despite its complexities and pitfalls, English grammar is an indispensable tool for effective communication. It is the scaffolding that supports the edifice of language,giving structure and coherence to our thoughts and ideas. Without a solid understanding of grammar, our words become disjointed fragments, our sentences lose their eloquence, and our writing descends into a realm of confusion and misinterpretation.So, if you find yourself lost in the grammatical labyrinth, do not despair. Embrace the challenge with determination and patience. Seek out resources, consult grammar books, and engage in practice. With perseverance and a touch of linguistic curiosity, you will eventually master the intricacies of English grammar and unlock the full power of written expression.Remember, the path to grammatical mastery is not without its obstacles, but it is a journey that is well worth taking. For in the end, the ability to wield grammar with precision and grace will elevate your writing to new heights, allowing you to communicate your ideas with clarity, confidence, and eloquence.。
英语学习目标打算和计划
英语学习目标打算和计划IntroductionEnglish is one of the most widely spoken languages in the world, and it is considered as a global language. As a result, it is essential for everyone to have a good command of the English language, especially for non-native speakers. English proficiency can open up many opportunities in terms of education, career, and personal growth. As a non-native English speaker, I have set specific learning goals and plans to improve my English skills over the next year.Current English Level and Areas for ImprovementCurrently, my English proficiency level is intermediate. I can communicate effectively in everyday situations and understand most spoken and written English. However, there are still areas where I need to improve. These areas include:1. Vocabulary: I want to expand my vocabulary to be able to express myself more accurately and fluently.2. Grammar: I need to work on my grammar, especially tenses, prepositions, and sentence structure.3. Pronunciation: I want to work on my pronunciation to speak with more clarity and accuracy.4. Listening and speaking: I need to enhance my listening and speaking skills to be able to understand and communicate with native English speakers more effectively.5. Writing: I want to improve my writing skills, including writing essays, reports, and formal letters.Goals and PlansTo achieve my goals, I have set specific targets for each area of improvement and devised a detailed plan to reach those targets.1. Vocabulary:Goal: To expand my vocabulary by learning at least 10 new words every day.Plan: I will make use of vocabulary building apps, read English newspapers, books, and watch English movies with subtitles to familiarize myself with new words. I will also maintain a vocabulary journal to record new words and use them in sentences to reinforce my learning.2. Grammar:Goal: To improve my grammar by learning and practicing tenses, prepositions, and sentence structure.Plan: I will invest time in grammar exercises, online resources, and grammar books to understand the rules and practice them regularly. I will also seek feedback from teachers or language exchange partners to correct my mistakes.3. Pronunciation:Goal: To improve my pronunciation by focusing on phonetics and intonation.Plan: I will listen to English audio recordings, mimic native speakers, and practice tongue twisters to enhance my pronunciation. I will also consider taking pronunciation classes or attending language workshops to get personalized feedback.4. Listening and speaking:Goal: To enhance my listening and speaking skills by listening to English podcasts and engaging in conversations with native speakers.Plan: I will listen to English podcasts on a regular basis to improve my listening skills. I will also participate in language exchange programs, join speaking clubs, or find a language partner to practice speaking English.5. Writing:Goal: To improve my writing skills by practicing different types of writing tasks.Plan: I will practice writing essays, reports, and formal letters regularly. I will seek feedback from teachers or peers to identify areas for improvement and work on them consistently. Timeline and EvaluationI have divided my learning goals into short-term, medium-term, and long-term targets to make my learning process more manageable and measurable.Short-term targets (1-3 months):- Learn and memorize 300 new words- Complete grammar exercises on tenses, prepositions, and sentence structure- Achieve a 70% accuracy in pronunciation practice- Listen to English podcasts for at least 30 minutes per day- Write at least one essay per monthMedium-term targets (4-6 months):- Learn and memorize 600 new words- Achieve 85% accuracy in grammar exercises- Be able to hold a 5-minute conversation with a native English speaker- Listen to English podcasts for at least 1 hour per day- Write at least two essays per monthLong-term targets (7-12 months):- Learn and memorize 1000 new words- Achieve 90% accuracy in grammar exercises- Be able to hold a 10-minute conversation with a native English speaker- Listen to English podcasts for at least 1.5 hours per day- Write at least three essays per monthTo evaluate my progress, I will regularly assess myself against these targets and adjust my learning plan accordingly. Additionally, I will seek feedback from teachers, peers, and language exchange partners to get an outside perspective on my progress and areas for improvement.ConclusionSetting clear learning goals and plans is crucial for improving English proficiency. By focusing on vocabulary, grammar, pronunciation, listening, speaking, and writing, I aim to enhance my overall English skills. With a structured timeline and consistent practice, I am determined to achieve my learning goals and become more proficient in the English language. I believe that by staying focused, disciplined, and open to feedback, I will be able to reach my targets and advance to a higher level of English proficiency.。