英语语法树(规则整理_仅含语法树形图)

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50张超全英语思维导图,几乎涵盖了所有语法知识和学习方法,收藏起来!

50张超全英语思维导图，几乎涵盖了所有语法知识和学习方法，收藏起来！英语语法的丛林，横斜逸出，纵横交错，光用文字来描述，是太无力低效的，如何理清这一段段关系，勾画出其中的复杂关系，直观地看清这一切，答曰：思维导图也。

以下思维导图多为树状，我们也称之为“英语语法知识树”，这让很多朋友受益匪浅的资料，今天分享给大家，希望对你学英语有很大的帮助！下面是50个语法树，强烈建议收藏哦~1.英语语法知识体系2.英语能力树3. 英语学习习惯4. 单词记忆通用工具5. 英语整体建构课堂教学模式6. “和谐教育整体建构教学法”7. 中学英语16种时态8. 名词I9. 名词II10. 冠词11. 数词12. 代词的分类13. 人称代词14. 物主代词15. 反身代词16.指示代词17. 疑问代词18. 关系代词19.不定代词20. 形容词21. 副词22.形容词和副词的比较等级23. 有关比较级的区别24. 动词25. 常见助动词用法26. 助动词27. 非谓语动词28. 动词ing形式29. 不定式的时态和语态30. 省to 的动词不定式31. 不定式作宾语32. 不定式作补语33. 不定式作主语34. 不定式句法功能35. doing与to do的区别136. doing与to do的区别237. 分词38. 独立主格结构40. 一般将来时41. 现在完成时42. 一般过去时44. 时态与时间状语45. 被动语态46. 各种形式的被动语态47. 句子的种类48. 反意疑问句49. 反意疑问句记忆规则150.反意疑问句记忆规则2。

40张英语思维导图读懂高中所有语法知识！赶快收了

40张英语思维导图读懂高中所有语法知识！赶快收了
相信在上学的时候，你身边肯定总有这么个人，每天都和你一样的玩，一样的学习，可是为什么每次考试成绩出来后他总能进入全班甚至全校前几，而你却只能在后面望其项背
像英语这样的学科，本来要做的笔记就多，一不留神就跟不上节奏，导致课后无法复习，恶性循环。

运用思维导图来做读书笔记，记录老师讲解的知识点，课后只需复习做好的思维导图，做题时也能运用思维导图分析题目，这样坚持下去，成绩自然会提高。

以下是由迅捷思维导图绘制的高中语法知识！迅捷思维导图是一款专业绘制思维导图的工具！操作简单适合学生们整理思路记录笔记！
一、英语语法知识体系
二、16种时态
动词
现在进行时
一般现在时
一般将来时
现在完成时
非谓语动词
动词ing形式
分词
不定式句法功能
不定式作宾语
不定式作主语
不定式作补语
省to的动词不定式
不定式的时态和语态
常见助动词用法
助动词
各种形式的被动语态
形容词
形容词和副词的比较等级
有关比较级的区别
副词
代词
人称代词
物主代词
指示代词
疑问代词
不定代词
关系代词
普通名词
数词
冠词
三、英语能力（学英语我们要具备什么，或者说培养什么能力）
四、英语学习习惯（我们要怎样去学习英语）
五、英语单词记忆方法（记单词可是一切开始的基础哦）
看完这四十张英语思维导图，学渣秒变学霸！。

英语语法图解(超级详细版)

语法网络图（超级详细版）一．名词1. 规则名词的复数形式：可数与不可数可以让学生理解字面意思数的清和数不清，brainstorm将可以想到的不可数名词讲出来2. 不规则名词复数：名词在句中表示所有关系的语法形式叫做名词所有格。

所有格分两种：一是名词词尾加’s构成，二是由介词of加名词构成。

前者多表示有生命的东西，后者多表示无生命的东西。

用于无生命的东西：the legs of the chair, the cover of the book用于有生命的东西，尤其是有较长定语时：the classrooms of the first-year students用于名词化的词：the struggle of the oppressed简单说所有格就是：Of用于无生命，长定语，其余情况用s对于名词的教授：不能只是简单地罗列这些知识点，可以加入英汉两种语言的不同来解释，让学生不那么反感记这些知识点：总体上讲，英语讲究形式，汉语讲究语义。

英语是百炼钢，汉语是绕指柔。

好比西餐与中餐，西餐需要各种工具，量杯都有十几种，各种刀具，烹饪时也基本依据菜谱，菜谱上对各种材料有严格的标准，盐5克，鸡蛋45克，一只打出来超过45克剩下的宁愿扔掉。

全世界的麦当劳都可以是一个味。

而中餐呢？我们的菜谱常常是盐少许，醋适量，每个厨师做出来的回锅肉都不同，只要味道正了，管他盐是5克还是50克呢。

词法讲究形式体现在每一类词都有很明显的特征。

如形容词ful、al等结尾、副词ly结尾,tion多半是名词。

词的不同类别有不同形式。

而汉语也有某一类词有相同特征，但这种相同的特征是指的意义。

意义相近才可能有相近的形。

如跟草相关的有草字头。

这就引申出汉语语义的重要。

句法讲究形式体现在动词的变位、代词的人称变化、形容词副词的级、名词有数有格等。

形式上要求的，要严格遵守。

汉语大多的变化体现在语义上。

你去，我也去（将来时）你去过了（过去式）。

单音节词可以随意转化为双音节词，加上缩略的高使用频率，让汉语的柔性突显。

英语语法结构体系图

调调地点 left him.
状
强
It was just as he ordered that
语调方式 I acted.
强
It was because he was poor
调原因 that I helped him
强
调 It was red that we painted the gate.
宾
补
指
分
示
空间/时间上离说话人较
类
代近/
及
词
下文将要讲的事物
用
︹空间/时间上离说话人较
法
表远/
单数 this that
复数 these those
上文提及的事物
4
单数可
Your pen is expensive than
指
t
︹
数名词
that I have.
示代词 hat
The population of China is
（后面
替不可数
larger than that of any other
必须有代名词
country.
后置定
those 替代复数
His stories are more
语）
作可数名词
interesting than those I told.
替
可以代替事物，也可以代
that 只能代替
代
替人。
事物，相当于 the+
词
a/an+被代替的单数可数名
区被代替的单数可数
的
词（泛指同一种/类的事物/人）
comes to my window.

英语语法结构体系图__陈述句

主语+不及物动词主语+及物动词+宾语肯主语+及物动词+间接宾语+直接宾语定主语+及物动词+直接宾语+介词+间接宾语式主语+及物动词+宾语+宾语补足语
Evening came. I have seen this film before. He offered me his seat. He offered his seat to me. Father named his son Peter.
定名称性成分的修饰语表示否定
Little water was seen in the
bottle.
主语+系动词+表语
The book is interesting.
（第一个）助动词/情态动词/系动词后一般现在时/一般过去时等不包含助动词/系动词/情态动词的时态加上相应的助动词/情态动词/系动词后再加
It has not been done. I don’t love you.
对谓
语
的
陈
否
态动词的否定式
转
移不宾语从句中由 no, never,
能 nothing, nobody 等否定词/not
just … but, just not …
enough, not much, not quite
等词后
实义动词前
作定语时 not 语气要比 no 弱，not 与其中心词之间需要有冠词或其他定语，即 no=not a/an/any
He has no friends here. Not a friend of hers is here.

(精心整理)英语语法结构图完整

初中英语语法网络图一．名词I. 名词的种类：专有名词普通名词国名.地名.人名，团体.机构名称可数名词不可数名词个体名词集体名词抽象名词物质名词II. 名词的数：1. 规则名词的复数形式：名词的复数形式，一般在单数形式后面加-s或-es。

现将构成方法与读音规则列表如下：规则例词1一般情况在词尾加-s map-maps, sea-seas, girl-girls, day-days2以s, x, ch, sh结尾的名词后加-es class-classes, box-boxes, watch-watches, dish-dishes3以-f或-fe结尾的词变-f和-fe为v再加-esleaf-leaves, thief-thieves, knife-knives, loaf-loaves,wife-wives加-sbelief-beliefs, chief-chiefs, proof-proofs, roof-roofs,gulf-gulfs4以辅音字母加y结尾的名词，变y为i加-esparty-parties, family-families, story-stories,city-cities5以元音字母加y结尾的名词，或专有名词以y结尾的，加-stoy-toys, boy-boys, day-days, ray-rays,Henry-Henrys6以辅音字母加-o结尾的名词一般加-eshero-heroes, Negro-Negroes, potato-potatoes,tomato-tomatoes不少外来词加-spiano-pianos, photo-photos, auto-autos, kilo-kilos,solo-solos两者皆可zero-zeros/zeroes, volcano-volcanoes/ volcanos7以元音字母加-o结尾的名词加-s radio-radios, bamboo-bamboos, zoo-zoos8以-th结尾的名词加-s truth-truths, mouth-mouths, month-months, path-paths,2. 不规则名词复数：英语里有些名词的复数形式是不规则的，现归纳如下：规则例词1改变名词中的元音字母或其他形式man-men, woman-women, foot-feet, goose-geese, mouse-mice2单复数相同sheep, deer, series, means, works, fish, species li, yuan, jin,3只有复数形式ashes, trousers, clothes, thanks, goods, glasses, compasses, contents4一些集体名词总是用作复数people, police, cattle, staff5部分集体名词既可以作单数（整体）也可以作复数（成员）audience, class, family, crowd, couple, group, committee,government, population, crew, team, public, enemy, party6复数形式表示特别含义customs(海关), forces(军队), times(时代), spirits(情绪), drinks(饮料), sands(沙滩), papers(文件报纸), manners(礼貌), looks(外表), brains(头脑智力), greens(青菜), ruins(废墟)7不定代词one/ some/ any, each/ every, none/ no, many/ much, few/ little/ a few/ a little, other/ another, all/ both, neither/ eitherII. 不定代词用法注意点：1. one, some与any:1) one可以泛指任何人，也可特指，复数为ones。

英语句子结构树状图

英语句子结构树状图英语的基本成分有六种：主语（subject）、谓语（predicate）、表语（predicative）、宾语（object）、定语（attribute）和状语（adverbial）.英语句子成分中，有些具有形态标志.如第一人称代词作主语就用主格“I”，作宾语用宾格“me”，作定语用所有格“my”.这些形态变化对分析辨认成分汉语与英语就句子成分表面上看来差不多，实际上有不少差别.例如：（1） Xiao Li went to bed as soon as he came home.小李回家后，立刻就睡觉了.（2） I'll go when I have had my dinner.我吃了饭就去.在英语中，同一个主语在第二次出现时不能省略，必须把每个谓语所陈述的对象都表示出来.而在汉语中，同一个主语在句中第二次出现时，就可以省略.如例（1）中，汉语说“小李回家后立刻就睡觉了”，省去了第二个分句的主语，倒可以避免造成误解.若将第二次出现的主语补出来，说成“小李回家后，他立刻就睡觉了”.听的人反而可能把那个“他”误会成另一个人.英语五种基本句型列式如下：基本句型一：S+V （主+谓）基本句型二：S+V+P （主+谓+表）基本句型三：S+V+O （主+谓+宾）基本句型四：S+V+o+O （主+谓+间宾+直宾）基本句型五：S+V+O+C （主+谓+宾+宾补） 4 追问：那主系表结构呢回答：是主系表结构中的副词啊.\x0d一.何谓主系表结构：所谓主系表结构就是英语句子中的主要成分是主语、系动词和表语.\x0dLi Lei is a Chineseboy.( Li Lei 是名词，作主语.)\x0dHe is from England.( He 是代词，作主语.)\x0dFeeding the birds is my hobby.(“ Feeding the birds ”是动名词短语，作主语.)\x0dWhat she said is right.(“ What she said ”是从句，作主语.)\x0d2.系动词（ Link verb ）：系动词本身有一定的词义，但不能独立作谓语，必须和句子中的表语一起构成谓语.简单地说，将主语和表语联系在一起，并构成一个完整句子的动词就叫做系动词.目前学到的系动词有 be ,feel ,look ,sound ,taste ,smell 等.例如：\x0dThis flower is beautiful.\x0dI felt very tired.\x0dYou look worried.\x0dIt tastes delicious.\x0d3.表语（ Predicative ）：表语是用来说明主语的身份、特征或状态的.它又叫作主语补足语.表语位于系动词之后，主要由名词、代词、形容词、数词、副词、介词短语、分词（短语）或动名词（短语）等来充当.例如：\x0dI am fine .( fine 是形容词，作表语)\x0dHe is a boy .( boy 是名词，作表语)\x0dFive plus two isseven .( seven 是数词，作表语)\x0d是主系表结构中的副词啊.。

英语语法结构体系图

指示代词
︹表4︺
分类
及用法
单数
复数
空间/时间上离说话人较近/
下文将要讲的事物
this
these
空间/时间上离说话人较远/
上文提及的事物
that
those
作替代词的用法
指示代词（后面必须有后置定语）
that
替代
单数可数名词
Your pen is expensive than thatIhave.
不可数名词
Neither of the twins is here.
either“（两者中的）任何一个”
There are houses on either side of the road.
many
much等
只修饰可数名词
many, many a, a few, few, (not/quite)several,
代替主语从句
It doesn’t matter what you do.
充当形式宾语
代替不定式
Iconsider it better to be early.
代替动名词
We thought it no use doing that.
代替宾语从句
The teacher made it clear that everyone should hand in his homework on time.
强调地点
It was in the classroom thatIleft him.
强调方式
It was just as he ordered thatIacted.
强调原因
It was because he was poor thatIhelped him

掌握这50张英语思维导图

掌握这50张英语思维导图，英语语法轻松get！（太全了）英语语法的丛林，横斜逸出，纵横交错，光用文字来描述，是太无力低效的，如何理清这一段段关系，勾画出其中的复杂关系，直观地看清这一切，用思维导图是最好的方法。

以下思维导图多为树状，也被称之为“英语语法知识树”，今天分享给大家，文末有领取pdf版的方法，也可以直接点开图片保存。

1.中学英语语法知识体系2.英语能力树3.英语学习习惯4.单词记忆通用工具5.英语整体建构课堂教学模式6.“和谐教育整体建构教学法”7.中学英语16种时态8.名词I9.名词II10.冠词11.数词12.代词的分类13.人称代词14.物主代词15.反身代词16.指示代词17.疑问代词18.关系代词19.不定代词20.形容词21.副词22.形容词和副词的比较等级23.有关比较级的区别24.动词25.常见助动词用法26.助动词27.非谓语动词28.动词ing形式29.不定式的时态和语态30.省to 的动词不定式31.不定式作宾语32.不定式作补语33.不定式作主语34.不定式句法功能35.doing与to do的区别1 36.doing与to do的区别237.分词38.独立主格结构39.一般现在时40.一般将来时41.现在完成时42.一般过去时43.现在进行时44.时态与时间状语45.被动语态46.各种形式的被动语态47.句子的种类48.反意疑问句49.反意疑问句记忆规则50.反意疑问句记忆规则2。

语言学第四章树形图句法教程文件

语言学第四章树形图句法Chapter 4 From word to Text (Syntax)Syntax (grammar)•Syntax refers to the study of the rules governing the way different constituents are combined to form sentences in a language, or the study of the interrelationships between elements in sentence structures.4.1 Syntactic relations•Syntactic relations can be analyzed into three kinds:–4.1.1 positional relation–4.1.2 relations of substitutability–4.1.3 relations of co-occurrence4.1.1 Positional Relation•For language to fulfill its communicative function, it must have a way to mark the grammatical roles of the various phrases that can occur in a clause.•The boy kicked the ballNP1 NP2Subject Object•Positional relation, or WORD ORDER, refers to the sequential arrangement of words in a language.• If the words in a sentence fail to occur in a fixed order required by the convention of a language, one tends to produce an utterance either ungrammatical or nonsensical at all. For example,The boy kicked the ball–*Boy the ball kicked the–*The ball kicked the boy•The teacher saw the students•The students saw the teacher•Positional relations are a manifestation of one aspect of Syntagmatic Relations observed by F. de Saussure.–They are also called Horizontal Relations or simply Chain Relations.•Word order is among the three basic ways (word order, genetic and areal classifications) to classify languages in the world.•There are 6 possible types of language:–SVO, VSO, SOV, OVS, OSV, and VOS.–English belongs to SVO type, though this does not mean that SVO is the only possible word order.4.1.2 Relation of Substitutability•The Relation of Substitutability refers to classes or sets of words substitutable for each other grammatically in sentences with the same structure.– The ______ smiles.manboygirl•It also refers to groups of more than one word which may be jointly substitutable grammatically for a single word of a particular set.strong man–The tallest boy smiles.pretty girlyesterday.–He went there last week.the day before.•This is also called Associative Relations by Saussure, and Paradigmatic Relations by Hjemslev.•To make it more understandable, they are called Vertical Relations or Choice Relations.4.1.3 Relation of Co-occurrence•It means that words of different sets of clauses may permit, or require, the occurrence of a word of another set or class to form a sentence or a particular part of a sentence.•For instance, a nominal phrase can be preceded by a determiner and adjective(s) and followed by a verbal phrase.•Relations of co-occurrence partly belong to syntagmatic relations, partly to paradigmatic relations.4.2 Grammatical construction and its constituents4.2.1 Grammatical Construction•Any syntactic string of words ranging from sentences over phrasal structures to certain complex lexemes.–an apple–ate an apple–Mary ate an apple4.2.2 Immediate Constituents•Constituent is a part of a larger linguistic unit. Several constituents together form a construction:–the girl (NP)–ate the apple (VP)–The girl ate the apple (S)Immediate Constituent Analysis(IC Analysis)In the case of the above example, if two constituents B (the girl) and C (ate the apple) are jointed to form a hierarchically higher constituent A (here a sentence S), then B and C are said to be the immediate constituents of A. To dismantle a grammatical construction in this way is called IC analysis.A (Sentence)B CThe boy ate the appleTwo ways: tree diagram and bracketingTree diagram:Bracketing•Bracketing is not as common in use, but it is an economic notation in representing the constituent/phrase structure of a grammatical unit.•(((The) (girl)) ((ate) ((the) (apple))))•[S[NP[Det The][N girl]][VP[V ate][NP[Det the][N apple]]]]4.2.3 Endocentric and Exocentric Constructions•Endocentric construction is one whose distribution is functionally equivalent to that of one or more of its constituents, i.e., a word or a group of words, which serves as a definable centre or head.–Usually noun phrases, verb phrases and adjective phrases belong to endocentric types because the constituent items are subordinate to the Head.•Exocentric construction refers to a group of syntactically related words where none of the words is functionally equivalent to the group as a whole, that is, there is no definable “Centre” or “Head” inside the group, usually including–the basic sentence,–the prepositional phrase,–the predicate (verb + object) construction,–the connective (be + complement) construction.•The boy smiled.(Neither constituent can substitute for the sentence structure as a whole.) •He hid behind the door.(Neither constituent can function as an adverbial.)•He kicked the ball .(Neither constituent stands for the verb-object sequence.)•John seemed angry.(After division, the connective construction no longer exists.)4.2.4 Coordination and Subordination•Endocentric constructions fall into two main types, depending on the relation between constituents:1) Coordination•Coordination is a common syntactic pattern in English and other languages formed by grouping together two or more categories of the same type with the help of a conjunction such as and, but and or .–These two or more words or phrases or clauses have equivalent syntactic status, each of the separate constituents can stand for the original construction functionally. •Coordination of NPs:–[NP the lady] or [NP the tiger]•Coordination of VPs:–[VP go to the library] and [VP read a book ]•Coordination of PPs:–[PP down the stairs] and [PP out the door ]•Coordination of APs:–[AP quite expensive] and [AP very beautiful]•Coordination of Ss:–[S John loves Mary] and [S Mary loves John too].2) Subordination•Subordination refers to the process or result of linking linguistic units so that they have different syntactic status, one being dependent upon the other, and usually a constituent of the other.–The subordinate constituents are words which modify the head. Consequently,they can be called modifiers.•two dogsHead•(My brother) can drink (wine).Head•Swimming in the lake (is fun).Head•(The pepper was) hot beyond endurance.Head3) Subordinate clauses•Clauses can be used as subordinate constituents. There are three basic types of subordinate clauses:–complement clauses–adjunct (or adverbial) clauses–relative clauses•John believes [that the airplane was invented by an Irishman].(complement clause)•Elizabeth opened her presents [before John finished his dinner].(adverbial clause)•The woman [that I love] is moving to the south.(relative clause)4.3. Syntactic Function•The syntactic function shows the relationship between a linguistic form and other parts of the linguistic pattern in which it is used.–Names of functions are expressed in terms of subjects, objects, predicators, modifiers, complements, etc.4.3.1 Subject•In some languages, subject refers to one of the nouns in the nominative case（主格）.•The typical example can be found in Latin, where subject is always in nominative case, such as pater and filius in the following examples.–pater filium amat (the father loves the son)–patrum filius amat (the son loves the father)•In English, the subject of a sentence is often said to be the agent, or the doer of the action, while the object is the person or thing acted upon by the agent.–This definition seems to work for these sentences:–Mary slapped John.■ A dog bit Bill.•but is clearly wrong in the following examples:–John was bitten by a dog.–John underwent major heart surgery.•In order to account for the case of subject in passive voice, we have two other terms “grammatical subject” (John) and “logical subject” (a dog).•Another traditional definition of the subject is “what the sentence is about” (i.e., topic).•Again, this seems to work for many sentences, such as–Bill is a very crafty fellow.•but fails in others, such as–(Jack is pretty reliable, but) Bill I don’t trust.–As for Bill, I wouldn’t take his promises very seriously.•All three sentences seem to be “about” Bill; thus we could say that Bill is the topic of all three sentences.•The above sentences make it clear that the topic is not always the grammatical subject.What characteristics do subjects have?A. Word order•Subject ordinarily precedes the verb in the statement:–Sally collects stamps.–*Collects Sally stamps.B. Pro-forms•The first and third person pronouns in English appear in a special form when the pronoun is a subject, which is not used when the pronoun occurs in other positions: –He loves me.–I love him.–We threw stones at them.–They threw stones at us.C. Agreement with the verb•In the simple present tense, an -s is added to the verb when a third person subject is singular, but the number and person of the object or any other element in the sentence have no effect at all on the form of the verb:–She angers him.–They anger him.–She angers them.D. Content questions•If the subject is replaced by a question word (who or what), the rest of the sentence remains unchanged, as in–John stole the Queen’s picture from the British Council.–Who stole the Queen’s picture from the British council?–What would John steal, if he had the chance?–What did John steal from the British Council?–Where did John steal the Queen’s picture from?E. Tag question•A tag question is used to seek confirmation of a statement. It always contains a pronoun which refers back to the subject, and never to any other element in the sentence.–John loves Mary, doesn’t he?–Mary loves John, doesn’t she?–*John loves Mary, doesn’t she?4.3.2 Predicate•Predicate refers to a major constituent of sentence structure in a binary analysis in which all obligatory constituents other than the subject were considered together. •It usually expresses actions, processes, and states that refer to the subject.–The boy is running. (process)–Peter broke the glass. (action)–Jane must be mad! (state)•The word predicator is suggested for verb or verbs included in a predicate.4.3.3 Object•Object is also a term hard to define. Since, traditionally, subject can be defined as the doer of the action, object may refer to the “receiver” or “goal” of an action, and it is further classified into Direct Object and Indirect Object.–Mother bought a doll.–Mother gave my sister a doll.IO DO•In some inflecting languages, object is marked by case labels: the accusative case (受格) for direct object, and the dative case （与格）for indirect object.–In English, “object” is recognized by tracing its relation to word order (after the verb and preposition) and by inflections (of pro-nouns).–Mother gave a doll to my sister.–John kicked me.•Modern linguists suggest that object refers to such an item that it can become subject in a passive transformation.–John broke the glass. → The glass was broken by John.–Peter saw Jane. → Jane was seen by Peter.•Although there are nominal phrases in the following, they are by no means objects because they cannot be transformed into passive voice.–He died last week.–The match lasted three hours.–He changed trains at Manchester. (*Trains were changed by him at Manchester.)4.4. Category•The term category refers to the defining properties of these general units:–Categories of the noun: number, gender, case and countability–Categories of the verb: tense, aspect, voice4.4.1 Number•Number is a grammatical category used for the analysis of word classes displaying such contrasts as singular, dual, plural, etc.–In English, number is mainly observed in nouns, and there are only two forms: singular and plural, such as dog: dogs.–Number is also reflected in the inflections of pronouns and verbs, such as He laughs: They laugh, this man: these men.•In other languages, for example, French, the manifestation of number can also be found in adjectives and articles.–le cheval royal (the royal horse)–les chevaux royaux (the royal horses)4.4.2 Gender•Such contrasts as “masculine : feminine : neuter”, “animate : inanimate”, etc. for the analysis of word classes.–Though there is a correlation between natural gender and grammatical gender, the assignment may seem quite arbitrary in many cases.–For instance, in Latin, ignis‘fire’ is masculine, while flamma ‘flame’ is feminine.•English gender contrast can only be observed in pronouns and a small number of nouns, and, they are mainly of the natural gender type.–he: she: it–prince: princess–author: authoress•In French, gender is manifested also both in adjectives and articles.–beau cadeau (fine gift)–belle maison (fine house)–Le cadeau est beau. (The gift is good.)–La maison est belle. (The house is beautiful.)•Sometimes gender changes the lexical meaning as well, for example, in French:–le poele (the stove)–la poele (the frying pan)–le pendule (the pendulum)–la pendule (the clock)4.4.3 Case•The case category is used in the analysis of word classes to identify the syntactic relationship between words in a sentence.–In Latin grammar, cases are based on variations in the morphological forms of the word, and are given the terms “accusative”, “nominative”, “dative”, etc.–There are five cases in ancient Greek and eight in Sanskrit. Finnish has as many as fifteen formally distinct cases in nouns, each with its own syntactic function.•In English, case is a special form of the noun which frequently corresponds to a combination of preposition and noun, and it is realized in three channels:–inflection–following a preposition–word order•as manifested in–teacher : teach er’s–with : to a man–John kicked Peter : Peter kicked John4.4.4 Agreement•Agreement (or concord) may be defined as the requirement that the forms of two or more words of specific word classes that stand in specific syntactic relationshipwith one another shall also, be characterized by the same paradigmatically marked category (or categories).•This syntactic relationship may be anaphoric （照应）, as when a pronoun agrees with its antecedent,–Whose is this pen? --Oh, it’s the one I lost.•or it may involve a relation between a head and its dependent, as when a verb agrees with its subject and object:–Each person may have one coin.•Agreement of number between nouns and verbs:–This man runs. The bird flies.–These men run. These birds fly.SentenceClausePhraseWord•the three tallest girls (nominal phrase)•has been doing(verbal phrase)•extremely difficult(adjectival phrase)•to the door (prepositional phrase)•very fast(adverbial phrase)•The best thing would be to leave early.•It’s gr eat for a man to be free.•Having finished their task, they came to help us.•John being away, Bill 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?Sentence: (traditional approach)simpleSentence complexnon-simplecompoundSentence: (functional approach)Yes/noInterrogativeIndicative wh-DeclarativeSentenceJussiveImperativeOptativeBasic sentence types: (Bolinger)•Mother fell.(Nominal + intransitive verbal)•Mother is young.(Nominal + copula + complement)•Mother loves Dad.(Nominal + transitive verbal + nominal).•Mother fed Dad breakfast.(Nominal + transitive verbal + nominal + nominal)•There is time.(There + existential + nominal)Basic sentence types: (Quirk)•SVC Mary is kind.a nurse.•SVA Mary is here.in the house.•SV The child is laughing.•SVO Somebody caught the ball.•SVOC We have proved him wrong.a fool.•SVOA I put the plate on the table.•SVOO She gives me expensive presents.4.6 Recursiveness•Recursiveness mainly means that a phrasal constituent can be embedded within another constituent having the same category, but it has become an umbrella term such important linguistic phenomena as coordination and subordination, conjoining and embedding, hypotactic and paratactic.–All these are means to extend sentences.–How long can a sentence be?•Theoretically, there is no limit to the embedding of one relative clause into another relative clause, so long as it does not become an obstacle to successful communication.•The same holds true for nominal clauses and adverbial clauses.–I met a man who had a son whose wife sold cookies that she had baked in her kitchen that was fully equipped with electrical appliances that were new …•John’s sister•John’s sister’s husband•John’s sister’s husband’s uncle•John’s sister’s husband’s uncle’s daughter, etc.•that house in Beijing•the garden of that house in Beijing•the tree in the garden of that house in Beijing•a bird on the tree in the garden of that house in Beijing4.6.1 Conjoining 连接•Conjoining: coordination.•Conjunctions: and, but, and or.–John bought a hat and his wife bought a handbag.–Give me liberty or give me death.4.6.2 Embedding嵌入•Embedding: subordination.•Main clauses and subordinate clauses.•Three basic types of subordinate clauses:–Relative clause: I saw the man who had visited you last year.–Complement clause: I don’t know whether Professor Li needs this book.–Adverbial clause: If you listened to me, you wouldn't make mistakes.4.7. Beyond the sentence(Text and discourse)•The development of modern linguistic science has helped push the study of syntax beyond the traditional sentence boundary.•Linguists are now exploring the syntactic relation between sentences in a paragraph or chapter or the whole text, which leads to the emergence of text linguistics and discourse analysis.4.7.1 Sentential Connection•Hypotactic 主次(subordinate clauses):–You can phone the doctor if you like. However, I very much doubt whether he is in. –We live near the sea. So we enjoy a healthy climate.•Paratactic 并联(coordinate clauses):–In Guangzhou it is hot and humid during the summer. In Beijing it is hot and dry. –He dictated the letter. She wrote it.–The door was open. He walked in.4.7.2 Cohesion衔接•Cohesion is a concept to do with discourse or text rather than with syntax. It refers to relations of meaning that exist within the text, and defines it as a text. •Discoursal / textual Cohesiveness can be realized by employing various cohesive devices:–Conjunction 连接–Ellipsis 省略–lexical collocation 词汇搭配–lexical repetition 词汇重复–Reference 指称–Substitution 替代, etc.•“Did she get there at six?”“No, (she got there) earlier (than six).”(Ellipsis)•“Shall we invite Bill?”“No. 1 can’t stand the man.”(Lexical collocation)•He couldn’t open the door. It was locked tight.(Reference)•“Why don’t you use your own recorder?”“I don't have one.”(Substitution)•I wanted to help him. Unfortunately it was too late.(Logical connection)。

英语语法框架,图解英语语法合集(打印、排版优)

英语语法知识结构简表图解英语语法基本语法点扫描英语学习思路：语义理解（阅读）；语法研习（语境中的语法）；运用（翻译，写作，听力，口语）Ⅰ.语义理解：通过机械的翻译使学生能看懂基本句子，为后期语境中的语法学习作准备。

Ⅱ.语法研习：在语境中培养学生的语法意义认识；语法运用。

词层面：独立成分+定语类+主语+谓语+（宾语）+状语类句层面：连词；句类别；从句逻辑层面：文化差异。

Ⅲ.运用：通过比较修改加强学生的知识运用能力。

主语类1.名词1.1分类（可数不可数问题及判定标准;冠词问题）；单数The;a/an名词专有名词复数–s;the普通名词可数不可数量词+of1.2单复变化规则（6种。

可数不可数）；-s,-es;-sh,-ch,-x,-s;-c-辅音；-f/-fe;-o;特殊词（不规则变化；单复同形）*注意单形集体名词的单复数判定（意义）*一般单数*复数情况：sports,customs,arms,clothes,sales,accounts…Man/woman+n.:a man teacher>ten men teachers1.3格问题：-'s,of结构；双重所有格；多人问题；1.4名词定语作用(city photograph)。

2.冠词a/an：一个;某个;one more....the涉及具体的物：this,that;these,those。

zero article零冠词：泛指；时间，游戏运动，三餐；系动词（turn writer）；倒装。

3.动名词：名词，但更高于名词因为能带动很多词整体作为一个名词使用。

The news of his giving up the chance to fight back(n.)4.名词性从句4.1定义：整个从句作为名词使用。

4.2分类：主语从句；宾语从句；表语从句；同位语从句。

4.3注意点：1.it作形式主语，形式宾语及虚拟；2.引导词（that,if,whether;what,that,who,which;where,when,how;as,as if,because，there be…使用后意思通即可）；3.语序一律使用陈述语序。

英语语言学树型图详细讲解

树形图详细讲解1. Indicate the category of each word in the following sentences.a) The old lady suddenly left.Det A N Qual Vb) The car stopped at the end of the road.Det N V P Det N P Det Nc) The snow might have blocked the road.Det N Aux Aux V Det Nd) He never appears quite mature.N Qual V Deg A2. The following phrases include a head, a complement, and a specifier. Draw the appropriate tree structure for each.a) full of peopleAPA P Nfull of peopleb) a story about a sentimental girlNPNP PPDet N P NPDet A Na story about a sentimental girlc) often read detective storiesVPQual V NPA Noften read detective storiesd) the argument against the proposalsNPNP PPDet N P NPDet Nthe argument against the proposalse) move towards the windowVPV PPP Det Nmove towards the window3. Draw phrase structure trees for each of the following sentences.a) The jet landed.InflP(=S)NP Infl VPDet N Pst VThe jet landedb) Mary became very ill.InflP(=S)NP Infl VPN Pst V APDeg AMary became very illc) What will you talk about?CPNP C SN Infl NP Infl VPVP NPV P NSNP VPDet N Aux V NPDet NThe apple might hit the man ORInflP(=S)NP Infl VPDet N V NPDet NThe apple might hit the mane) He often reads detective stories.SNP VPN Qual V NPA NHe often reads etective storiesORInflP(=S)NP Infl VPPresN Qual V NPA NHe often reads etective stories4. The following sentences contain modifiers of various types. For each sentence, first identify the modifier(s), then draw the tree structures.a) A frightened passenger landed the crippled airplane.InflP(=S)NP Infl VPDet A N Pst V NPDet A NA frightened passenger landed the crippled airplaneb) A huge moon hung in the black sky.InflP(=S)NP Infl VPDet A N Pst V PPP NPDet A NA huge moon hung in the black skyc) An unusual event occurred before the meeting.InflP(=S)NP Infl VPDet A N Pst V PPP NPDet NAn unusual event occurred before the meetingd) A quaint old house appeared on the grassy hill.InflP(=S)NP Infl VPDet A NP Pst V PPA N P NPDet A NA quaint old house appeared on the grassy hill5. The following sentences all contain conjoined categories. Draw a tree structure for each of the sentences.a) Jim has washed the dirty shirts and pants.InflP(=S)NP VPN Aux V NPDet A NPN CON NJim has washed the dirty shirts and pantsORInflP(=S)NP VPN Infl V NPDet A NPN CON NJim has washed the dirty shirts and pantsb) Helen put on her clothes and went out.SNP VPN VP CON VPVP NP V AdvV P Det NHelen put on her clothes and went outORInflP(=S)NP Infl VPN Pst VP CON VPVP NP V AdvV P Det NHelen put on her clothes and went outc) Mary is fond of literature but tired of statistics.SNP VPN VP CON VPVP NP VP NPV A P N V A P NMary is fond of literature but (is) tired of statistics ORInflP(=S)NP Infl VPN Pres VP CON VPVP NP VP NPV A P N V A P NMary is fond of literature but (is) tired of statisticsd) The detective went out and the mysterious man came in.SS CON SNP VP NP VPDet N V Adv Det A N V AdvThe detective went out and the mysterious man came ine) Crusoe knows that spring will come and the snow will melt.SNP VPCPN V C SS CON SNP VP NP VPN Aux V Det N Aux VCrusoe knows that spring will come and the snow will melt6. The following sentences all contain embedded clauses that function as complements of a verb, an adjective, a preposition or a noun. Draw a tree structure for each sentence.a) You know that I hate war.SNP VPCPN V C SNP VPN V NPNYou know that I hate warOR CPC InflP(=S)NP Infl VPCPN Pres V C SNP VPN V NP NYou know that I hate warb) He said that Tom asked whether the class was over.SNP VPCPN V C SNP VPCPN V C SNP VPDet N VL AHe said that Tom asked whether the class was overc) Gerry can’t believe the fact that Anna flunked the English exam.SNP VPN VP NPCPAux Neg V NP C SDet N NP VPN V NPDet A NGerry can not believe the fact thatAnna flunked the English examd) Chris was happy that his father bought him a Rolls-Royce.SNP VPCPN VL A C SNP VPDet N V NP NPN Det NChris was happy that his father bought him a Rolls-Roycee) The children argued over whether bats had wings.SNP VPCPDet N VP C SV P NP VPN V NPNThe children argued over whether bats had wings7. Each of the following sentences contains a relative clause. Draw the deep structure and the surface structure trees for each of the sentences.a) The essay that he wrote was too long.Deep structureCPC SNP VPDet N CP V APC S Deg PNP Infl VPN V NPNThe essay he wrote that was too longSurface StructureCPC SNP VPDet N CP V APC S Deg PNP NP Infl VPN N Pst V NPNThe essay that he wrote e was too longb) The dog that he keeps bites.Deep structureCPC SNP VPDet N CP VC Infl SPres NP VPN V NPNThe dog he keeps that bitesSurface StructureCPC SNP VPDet N CP VC SNP NP Infl VPN N Pres V NPNThe dog that he keeps e bitesc) Herbert found the man she loved.Deep structureCPC SNP VPN Infl V NPCPDet N C SNP Infl VPNPN VNHerbert found the man she loved whoSurface StructureCPC SNP VPN Infl V NPCPDet N SCNP Infl VPNP NPN VN Nd) The girl whom he often quarrels with majors in linguistics.Deep structureCPC SNP VPDet N CP V PPP NPC Infl SNNP VPPPN Qual VP NPV P NThe girl he often quarrels with whom majors in linguisticsSurface StructureCPC SNP VPDet N CP V PPP NPC SNNP NP Infl VPPPN N Qual VP NPV P NThe girl whom he often quarrels with e majors in linguistics8. The derivations of the following sentences involve the inversion transformation. Give the deep structure and the surface structure trees for each of these sentences.a) Would you come tomorrow?Deep structureCPC SVPNP AdvPN Infl V Advyou would come tomorrowSurface structureCPC SVPNP AdvPInflN Infl V Advwould you e come tomorrowb) Can you pass me the newspaper?Deep structureCPC SVPNP NP NPN Infl V N Det Nyou can pass me the newspaperSurface structureCPC SVPInfl NP NP NPN Infl V N Det N Can you e pass me the newspaperc) Should the students report the incident?Deep structureCPC SVPNP NPDet N Infl V Det Nthe students should report the incidentSurface structureCPC SVPInfl NP NPDet N Infl V Det Nshould the students e report the incidentd) What did you eat for lunch?Deep structureCPC SVPNP PPNP NPN Infl V PN Nyou did eat what for lunchSurface structureCPNP C SVPInfl NP PPNP NPN N Infl V PN Nwhat did you e eat e for lunche) Who should this be reported to ?Deep structureCPC SVPNP PPVP NPN Infl V V PNthis should be reported to whomSurface structureCPNP C SVPN Infl NP PPVP NPN Infl V V PNwhom should this e be reported to ef) What was Helen bringing to the party?Deep structureCPC SVPNP PPNP NPN Infl V PN Det NHelen was bringing what to the partySurface structureCPNP C SVPN Infl NP PPNP NPN Infl V PN Det Nwhat was Helen e bringing e to the party。

英语语言学树型图详细讲解

树形图详细讲解1.Indicat.th.categor.o.eac.wor.i.th.followin.sentences.a) The old lady suddenly left.Det A N Qual Vb) The car stopped at the end of the road.Det N V P Det N P Det Nc) The snow might have blocked the road.Det N Aux Aux V Det Nd) He never appears quite mature.N Qual V Deg A2.Th.followin.phrase.includ..head..plement.an..specifier.Dra.th.appropriat.tre. structur.fo.each.a) full of peopleAPA P Nfull of peopleb) a story about a sentimental girlNPNP PPDet N P NPDet A Na story about a sentimental girlc) often read detective storiesVPQual V NPA Noften read detective storiesd) the argument against the proposalsNPNP PPDet N P NPDet Nthe argument against the proposalse) move towards the windowVPV PPP Det Nmove towards the window3.Dra.phras.structur.tree.fo.eac.o.th.followin.sentences.a) The jet landed.InflP(=S)NP Infl VPDet N Pst VThe jet landedb) Mary became very ill.InflP(=S)NP Infl VPN Pst V APDeg AMary became very illc) What will you talk about?CPNP C SN Infl NP Infl VPVP NPV P NWhat will you e talk about eSNP VPDet N Aux V NPDet NThe apple might hit the manORInflP(=S)NP Infl VPDet N V NPDet NThe apple might hit the mane) He often reads detective stories.SNP VPN Qual V NPA NHe often reads etective storiesORInflP(=S)NP Infl VPPresN Qual V NPA NHe often reads etective stories4.Th.followin.sentence.contai.modifier.o.variou.types.Fo.eac.sentence.firs.iden tif.th.modifier(s).the.dra.th.tre.structures.a) A frightened passenger landed the crippled airplane.InflP(=S)NP Infl VPDet A N Pst V NPDet A NA frightened passenger landed the crippled airplaneb) A huge moon hung in the black sky.InflP(=S)NP Infl VPDet A N Pst V PPP NPDet A NA huge moon hung in the black skyc) An unusual event occurred before the meeting.InflP(=S)NP Infl VPDet A N Pst V PPP NPDet NAn unusual event occurred before the meetingd) A quaint old house appeared on the grassy hill.InflP(=S)NP Infl VPDet A NP Pst V PPA N P NPDet A NA quaint old house appeared on the grassy hill5.Th.followin.sentence.al.contai.conjoine.categories.Dra..tre.structur. fo.eac.o.th.sentences.a) Jim has washed the dirty shirts and pants.InflP(=S)NP VPN Aux V NPDet A NPN CON NJim has washed the dirty shirts and pantsORInflP(=S)NP VPN Infl V NPDet A NPN CON NJim has washed the dirty shirts and pantsb) Helen put on her clothes and went out.SNP VPN VP CON VPVP NP V AdvV P Det NHelen put on her clothes and went outORInflP(=S)NP Infl VPN Pst VP CON VPVP NP V AdvV P Det NHelen put on her clothes and went outc) Mary is fond of literature but tired of statistics.SNP VPN VP CON VPVP NP VP NPV A P N V A P NMary is fond of literature but (is) tired of statistics ORInflP(=S)NP Infl VPN Pres VP CON VPVP NP VP NPV A P N V A P NMary is fond of literature but (is) tired of statisticsd) The detective went out and the mysterious man came in.SS CON SNP VP NP VPDet N V Adv Det A N V AdvThe detective went out and the mysterious man came ine) Crusoe knows that spring will e and the snow will melt.SNP VPCPN V C SS CON SNP VP NP VPN Aux V Det N Aux V Crusoe knows that spring will e and the snow will melt6.Th.followin.sentence.al.contai.embedde.clause.tha.functio.a.plement.o..verb.a .adjective..prepositio.o..noun.Dra..tre.structur.fo.eac.sentence.a) You know that I hate war.SNP VPCPN V C SNP VPN V NPNYou know that I hate warOR CPC InflP(=S)NP Infl VPCPN Pres V C SNP VPN V NP NYou know that I hate warb) He said that Tom asked whether the class was over.SNP VPCPN V C SNP VPCPN V C SNP VPDet N VL AHe said that Tom asked whether the class was overc) Gerry can’t believe the fact that Anna flunked the English exam.SNP VPN VP NPCPAux Neg V NP C SDet N NP VPN V NPDet A NGerry can not believe the fact thatAnna flunked the English examd) Chris was happy that his father bought him a Rolls-Royce.SNP VPCPN VL A C SNP VPDet N V NP NPN Det NChris was happy that his father bought him a Rolls-Roycee) The children argued over whether bats had wings.SNP VPCPDet N VP C SV P NP VPN V NPNThe children argued over whether bats had wings7.Eac.o.th.followin.sentence.contain..relativ.clause.Dra.th.dee.structur.an.th.surfac.structur.tree.fo.eac.o.th.sentences.a) The essay that he wrote was too long.Deep structureCPC SNP VPDet N CP V AP C S Deg P NP Infl VPN V NPNThe essay he wrote that was too longSurface StructureCPC SNP VPDet N CP V AP C S Deg PNP NP Infl VPN N Pst V NPNThe essay that he wrote e was too longb) The dog that he keeps bites.Deep structureCPC SNP VPDet N CP V C Infl SPres NP VPN V NPNThe dog he keeps that bitesSurface StructureCPC SNP VPDet N CP V C SNP NP Infl VPN N Pres V NPNThe dog that he keeps e bitesc) Herbert found the man she loved.Deep structureCPC SNP VPN Infl V NPCPDet N C SNP Infl VPNPN VNHerbert found the man she loved whoSurface StructureCPC SNP VPN Infl V NPCPDet N SCNP Infl VPNP NPN VN NHerbert found the man (whom) she loved ed) The girl whom he often quarrels with majors in linguistics.Deep structureCPC SNP VPDet N CP V PPP NPC Infl SNNP VPPPN Qual VP NPV P NThe girl he often quarrels with whom majors in linguisticsSurface StructureCPC SNP VPDet N CP V PPP NPC SNNP NP Infl VPPPN N Qual VP NPV P NThe girl whom he often quarrels with e majors in linguistics8.Th.derivation.o.th.followin.sentence.involv.th.inversio.transformation.Giv.th .dee.structur.an.th.surfac.structur.tree.fo.eac.o.thes.sentences.a) Would you e tomorrow?Deep structureCPC SVPNP AdvPN Infl V Advyou would e tomorrowSurface structureCPC SVPNP AdvPInflN Infl V Advwould you e e tomorrowb) Can you pass me the newspaper?Deep structureCPC SVPNP NP NPN Infl V N Det Nyou can pass me the newspaperSurface structureCPC SVPInfl NP NP NPN Infl V N Det N Can you e pass me the newspaperc) Should the students report the incident?Deep structureCPC SVPNP NPDet N Infl V Det Nthe students should report the incidentSurface structureCPC SVPInfl NP NPDet N Infl V Det Nd) What did you eat for lunch?Deep structureCPC SVPNP PPNP NPN Infl V PN Nyou did eat what for lunchSurface structureCPNP C SVPInfl NP PPNP NPN N Infl V PN Ne) Who should this be reported to ?Deep structureCPC SVPNP PPVP NPN Infl V V PNthis should be reported to whomSurface structureCPNP C SVPN Infl NP PPVP NPN Infl V V PNwhom should this e be reported to ef) What was Helen bringing to the party?Deep structureCPC SVPNP PPNP NPN Infl V PN Det NHelen was bringing what to the partySurface structureCPNP C SVPN Infl NP PPNP NPN Infl V PN Det Nwhat was Helen e bringing e to the。

英语语法结构体系图

代替指示代词，起this/that作用
Is this you car?
No, it isn’t.
指代动植物、不明身份/性别的人/婴儿
Look at that bird.It always comes to my window.
The Greens have a new baby.It is lovely.
名词
︹表1︺
可数名词
(C countable)
单数
表示“一个”含义时需要在前面加上表示数量关系/所有关系/指示关系的限定词（冠词/数词/名词所有格/物主代词/指示代词/不定代词等。
表示泛指某一类事物加上不定冠词：a book, an orange
复数
表示泛指时不必加任何限定词
We must tell friends from enemies.
the other后面不接其他名词时表示两者中的另外一个
Hold it in this hand, not the other.
others是other的复数形式，但不作定语，只作主语、宾语、表语等成分。
前面不加定冠词，泛指“其他人/物”（但不指其余的全部）
Many students are playing on the playground. Some are playing football; others are playing basketball.
The population ofChinais larger than that of any other country.
those替代复数可数名词
His stories are more interesting than thoseItold.
区别指示代词that与数词one/ones

英语语法结构体系图

You，she and I all enjoy music。
复数的语境下:we放在最前，they放在最后
We, you and they should preserve theenvironment
it的特殊用法
指代事物/人
代替前文提到过的事物
This is a new dictionary.Ibought it yesterday。
in the morning/afternoon/evening，in the end。，by the way
零冠词
表示泛指的不可数名词/复数名词前
Failure is the mother of success。
Childrenlike cartoons。
泛指时,表示三餐、球/棋类运动、学科、季节、年份、月份、星期、节假日的名词前
用于强调句型
It is/was+被强调的部分+that/who/whom+原剧中其他部分
强调主语
It is my word that counts。（我说了算）
强调宾语
It is me that/whom you should ask。
强调状语
强调时间
It is at eleven that the train leaves.
a（great/large) number of, numbers of.
只修饰不可数名词
much, a little，little, a bit of，a good/great deal of，a large/great amount of，amounts of.
既修饰可数名词有修饰不可数名词
some, any，a lot of, lots of, plenty of, a great/large quantity of，quantities of。

英语语法结构图

现将构成方法与读音规则列表如下：规则例词1一般情况在词尾加-s map-maps, sea-seas, girl-girls, day-days2以s, x, ch, sh结尾的名词后加-es class-classes, box-boxes, watch-watches, dish-dishes3以-f或-fe结尾的词变-f和-fe为v再加-esleaf-leaves, thief-thieves, knife-knives, loaf-loaves,wife-wives加-sbelief-beliefs, chief-chiefs, proof-proofs, roof-roofs,gulf-gulfs4以辅音字母加y结尾的名词，变y为i加-esparty-parties, family-families, story-stories,city-cities5以元音字母加y结尾的名词，或专有名词以y结尾的，加-stoy-toys, boy-boys, day-days, ray-rays,Henry-Henrys6以辅音字母加-o结尾的名词一般加-eshero-heroes, Negro-Negroes, potato-potatoes,tomato-tomatoes不少外来词加-spiano-pianos, photo-photos, auto-autos, kilo-kilos,solo-solos两者皆可zero-zeros/zeroes, volcano-volcanoes/ volcanos7以元音字母加-o结尾的名词加-s radio-radios, bamboo-bamboos, zoo-zoos8以-th结尾的名词加-s truth-truths, mouth-mouths, month-months, path-paths,2. 不规则名词复数：英语里有些名词的复数形式是不规则的，现归纳如下：规则例词1改变名词中的元音字母或其他形式man-men, woman-women, foot-feet, goose-geese, mouse-mice2单复数相同sheep, deer, series, means, works, fish, species li, yuan, jin,3只有复数形式ashes, trousers, clothes, thanks, goods, glasses, compasses, contents4一些集体名词总是用作复数people, police, cattle, staff5部分集体名词既可以作单数（整体）也可以作复数（成员）audience, class, family, crowd, couple, group, committee,government, population, crew, team, public, enemy, party6复数形式表示特别含义customs(海关), forces(军队), times(时代), spirits(情绪), drinks(饮料), sands(沙滩), papers(文件报纸), manners(礼貌), looks(外表), brains(头脑智力), greens(青菜), ruins(废墟)II. 不定代词用法注意点：1. one, some与any:1) one可以泛指任何人，也可特指，复数为ones。

英语语法图解(超级详细版)

语法网络图（超级详细版）一．名词专有名词普通名词。

国名地名人名，团体机构名称可数名词不可数名词个体名词集体名词抽象名词物质名词！II. 名词的数：1. 规则名词的复数形式：规则例词1一般情况在词尾加-s map-maps, sea-seas, girl-girls, day-days!2以s, x, ch, sh结尾的名词后加-es class-classes, box-boxes, watch-watches, dish-dishes3以-f或-fe结尾的词变-f和-fe为v再加-es leaf-leaves, thief-thieves, knife-knives, loaf-loaves, wife-wives加-s belief-beliefs, chief-chiefs, proof-proofs, roof-roofs, gulf-gulfs4以辅音字母加y结尾的名词，变y为i加-es party-parties, family-families, story-stories, city-cities5以元音字母加y结尾的名词，或专有名词以y结尾的，加-s^toy-toys, boy-boys, day-days, ray-rays, Henry-Henrys6以辅音字母加-o一般加-es hero-heroes, Negro-Negroes, potato-potatoes, tomato-tomatoes可数与不可数可以让学生理解字面意思数的清和数不清，brainstorm将可以想到的不可数名词讲出来2. 不规则名词复数：名词在句中表示所有关系的语法形式叫做名词所有格。

所有格分两种：一是名词词尾加’s构成，二是由介词of加名词构成。

前者多表示有生命的东西，后者多表示无生命的东西。

用于无生命的东西：the legs of the chair, the cover of the book用于有生命的东西，尤其是有较长定语时：the classrooms of the first-year students,用于名词化的词：the struggle of the oppressed简单说所有格就是：Of用于无生命，长定语，其余情况用s对于名词的教授：不能只是简单地罗列这些知识点，可以加入英汉两种语言的不同来解释，让学生不那么反感记这些知识点：总体上讲，英语讲究形式，汉语讲究语义。

英语语法图解(超级详细版)

语法网络图（超级详细版）一．名词专有名词普通名词国名地名人名，团体机构名称可数名词·不可数名词个体名词集体名词抽象名词物质名词1. 规则名词的复数形式：规则.例词1一般情况在词尾加-s map-maps, sea-seas, girl-girls, day-days2以s, x, ch, sh结尾的名词后加-es class-classes, box-boxes, watch-watches, dish-dishes3以-f或-fe结尾的词变-f和-fe为v再加-es】leaf-leaves, thief-thieves, knife-knives, loaf-loaves, wife-wives 加-s belief-beliefs, chief-chiefs, proof-proofs, roof-roofs, gulf-gulfs4以辅音字母加y结尾的名词，变y为i加-es party-parties, family-families, story-stories, city-cities5以元音字母加y结尾的名词，或专有名词以y结尾的，加-s`toy-toys, boy-boys, day-days, ray-rays, Henry-Henrys6以辅音字母加-o一般加-es hero-heroes, Negro-Negroes, potato-potatoes, tomato-tomatoes'可数与不可数可以让学生理解字面意思数的清和数不清，brainstorm将可以想到的不可数名词讲出来2. 不规则名词复数：名词在句中表示所有关系的语法形式叫做名词所有格。

所有格分两种：一是名词词尾加’s构成，二是由介词of加名词构成。

前者多表示有生命的东西，后者多表示无生命的东西。

|"用于无生命的东西：the legs of the chair, the cover of the book用于有生命的东西，尤其是有较长定语时：the classrooms of the first-year students用于名词化的词：the struggle of the oppressed简单说所有格就是：Of用于无生命，长定语，其余情况用s对于名词的教授：不能只是简单地罗列这些知识点，可以加入英汉两种语言的不同来解释，让学生不那么反感记这些知识点：总体上讲，英语讲究形式，汉语讲究语义。

高中英语语法总复习结构图感觉非常有用

高中语法总复习结构图一、名词I. 名词的种类：II. 名词的数：1. 规则名词的复数形式：名词的复数形式，一般在单数形式后面加-s或-es。

现将构成方法与读音规则列表如下：2、不规则名词复数：英语里有些名词的复数形式是不规则的，现归纳如下：III. 名词的所有格：名词在句中表示所有关系的语法形式叫做名词所有格。

所有格分两种：一是名词词尾加’s构成，二是由介词of加名词构成。

前者多表示有生命的东西，后者多表示无生命的东西。

1. ’s所有格的构成：2. ’s所有格的用法：3. of所有格的用法：用于无生命的东西：the legs of the chair, the cover of the book用于有生命的东西，尤其是有较长定语时：the classrooms of the first-year students 用于名词化的词：the struggle of the oppressed二、冠词冠词分为不定冠词（a, an），定冠词（the），和零冠词。

I. 不定冠词的用法：II. 定冠词的用法：III. 零冠词的用法：三、代词：I. 代词可以分为以下七大类：II. 不定代词用法注意点：1. one, some与any:1) one可以泛指任何人，也可特指，复数为ones。

some多用于肯定句，any多用于疑问句和否定句。

①One should learn to think of others. ②Have you any bookmarks? No, I don’t have any bookmarks. ③I have some questions to ask.2) some可用于疑问句中，表示盼望得到肯定的答复，或者表示建议，请求等。

①Would you like some bananas? ②Could you give me some money?3) some 和any修饰可数名词单数时，some表示某个，any表示任何一个。

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英语语法图解(超级详细版)

高中英语语法总复习结构图感觉非常有用

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