第一篇：八年級英語語法專題教案
八年級英語語法專題教案
語法專題
dule1
簡單句：由一個主語（或并列主語）和一個謂語（或并列謂語）構(gòu)成。
一五種基本句型：
．
主語＋系動詞＋表語（S+V+P）Heishapp
2．主語＋不及物動詞＋（狀語）
Heissiing
3．主語＋及物動詞＋賓語＋（狀語）
Isahiustn
4．主語＋及物動詞＋間接賓語＋直接賓語
Shelenteabie，主語＋及物動詞＋直接賓語＋間接賓語
Shelentabiete
．
主語＋及物動詞＋賓語＋賓語補足語
Thegdnesadeushapp
二練習(xí)：寫出下列句子的基本成分。
．
Heliesusiveruh
2．Thesuptastessalt
3．Shersverhard
4．teaherasedetealittleearliernexttie
．
fatherbughteaputer
dule2
賓語從句：以一個句子作為賓語的復(fù)合句。
一賓語從句的時態(tài)：
主句
從句
一般現(xiàn)在時
要根據(jù)具體情況選擇所需要的時態(tài)
一般過去時
相應(yīng)的過去時態(tài)
一般過去時
客觀真理或自然現(xiàn)象時，從句用一般現(xiàn)在時態(tài)
egHesasthatheisgingttheinea
Hesaidthatheuldn’tfinishtherntie
Theteahertldusthattheearthgesarundthesun
二賓語從句的語序：陳述句的語序。
三賓語從句的引導(dǎo)詞：
陳述句
that
一般疑問句
if/hether
特殊疑問句
疑問詞
egHesasHeliespainting----Hesasheliespainting
IsheAerian?Heased----Heasedif/hetherheasAerian
hereistheinea?Idn’tn----Idn’tnheretheineais
四練習(xí)：把下列句子改為賓語從句。
Thestrisverinteresting
hatdidusa?
heredesheefr
Isurfatheradtr?
Hassheseenthefil?
HanIgettthehspital
Heisplaingputergaes
Theillhaveaeetingtrr
dule3
動詞不定式（td）和動名詞（v-ing）
有些動詞后面需加td或-ing來把意思補充完整。接td的單詞多為“打算”、“計劃”、“希望”之類的動詞，而這些動詞都表示未來。接-ing形式的動詞要么表示是正在進行，要么表示一般性或經(jīng)常性行為。有的動詞既可以接td，也可以接-ving。一
接
td的動
詞
有
：ant,uldlie,agree,refuse,deide,learn,need,ffer,affrd,ish,hpe,as等。
二接-ing的動詞有：feellie,eep,en,finish,pratie等。
三既可以接td，也可以接-ving的動詞有：hate,lie,lve,begin,start（意思一樣），reeber,frget,ntinue,stp,tr,gn（意思不一樣）等。
四練習(xí)：用所給詞的適當(dāng)形式填空。
uldulie_____________aupftea?
I’vertired,let’sstp_____________arest
Iasedhhesiled,butheuldn
’treeber_________________ate
Heants_____________anebie
uusteep_____________________________Englisheverda
Haveufinished_____________theb?
Ideide______________theGreatallthishlida
sisterens_______________tusi
Helearnt______________allbhiself
0
fatheragreed____________eaputer
Ifrgt_____________thedresterda
Ihate______________
Theteaherising,estp_____________
etried______________therntie
Sallrefused______________duringthefinalpratie
Heffers____________eithther
Shean’taffrd______________aditinar
Ihpe_____________abrad
Daeiased____________theputergaenfather’sputer
Hestarted_______________hisnradiprgraerattheageffifteen
dule4-
一
由if引導(dǎo)的條狀語從句
句子結(jié)構(gòu)
主句+if從句
If從句,主句
時態(tài)變化
主句
從句
一般將來時
ill
n’t
一般現(xiàn)在時
v
dn’t+v
v-s
desn’t+v
啟使句
v
Dn’t+v
eg:
Ifu
tsasething，up,please
=
IfLil
thegift,she
verhapp
=
Ifshe
uplate,she
thebus
=
=Sheshuld ,r
二
感嘆句
hat+a/an/+ad+n!
eg:
leanlassrit!
hnestidT!
terriblenesthis!
fantastinertsthe!
funnplaeeentesterda!
H+ad+主語+be!
H+adv+主語+v!
H+ad/adv+從句!
eg:改寫上面的句子
第二篇：八年級英語語法
學(xué)習(xí)是把知識、能力、思維方法等轉(zhuǎn)化為你的私有產(chǎn)權(quán)的重要手段，是“公有轉(zhuǎn)私”的重要途徑。你的一生，無法離開學(xué)習(xí)，學(xué)習(xí)是你最忠實的朋友，它會聽你的召喚，它會幫助你走向一個又一個成功。語法是學(xué)號英語的關(guān)鍵。下面就是小編為大家梳理歸納的內(nèi)容，希望能夠幫助到大家。
八年級英語上冊語法歸納
感嘆句的類型：
⑴ What a∕an+adj+可數(shù)名詞單數(shù)(+主語+謂語)!
What +adj+可數(shù)名詞復(fù)數(shù)∕不可數(shù)名詞(+主語+謂語)!
What a fine day(it is)!多么好的天啊!(day為可數(shù)名詞單數(shù))
What an interesting book it is!多么有趣的一本書啊!(book為可數(shù)名詞單數(shù))
What beautiful flowers they are!多么漂亮的花啊!(flowers為可數(shù)名詞復(fù)數(shù))
What bad weather it is!多么糟糕的天氣啊!(weather為不可數(shù)名詞)
⑵ How +adj +主語+(謂語中的)系動詞!How +adv +主語+(謂語中的)實義動詞!
How happy I am!我多麼高興啊!(happy為adj,am為系動詞)
How hard they are working!他們工作多么努力啊!(hard為adv,work為實義動詞)
點撥：陳述句改為感嘆句，可以采用“一判、二定、三移”。
一判：是判斷出陳述句謂語動詞后的中心詞的詞性(adj∕adv∕n);
二定：是根據(jù)判斷出來的結(jié)果來確定引導(dǎo)詞(中心詞為名詞用What;中心詞為形容詞或副詞用How;)
三移：就是把主語和謂語移到后面。
注意：在感嘆句中，不得出現(xiàn)so,very，very much等表示程度的單詞。
例如：①Our school is beautiful.一判：beautiful為形容詞;二定：beautiful為形容詞，用How 來引導(dǎo);三移：把Our school is移到Howbeautiful后面，即為感嘆句How beautiful our school is!
②He is a clever boy.一判：boy為名詞;二定：boy為名詞，用What來引導(dǎo);三移：把He is移到What a clever boy 后面，即為感嘆句What aclever boy he is!
③He studies English well.一判：well為副詞;二定：well為副詞，用How 來引導(dǎo);三移：把He studies移到How well后面，即為感嘆句How well hestudies!
練習(xí)：將下列句子變?yōu)楦袊@句。①The room is very bright.② We live a happy life today.③It is a nice present.④This is difficult problem.⑤She played the piano wonderfully.1.the(best)way to do sth:做某事的()方法
2.thanks for+名詞V?ing:為什么而感謝
3.take a trip參加郊游，at the end of this month在本月底
4.go back to+地點：回到某地 He will go back to Beijing in 2 days.兩天后他將回北京。
5.have a surprise party for sb為某人舉辦一個驚喜的晚會
6.without+名詞代詞 V?ing：沒有… He can't finish the work without ourhelp.(help為名詞)
He went to school without having breakfast.他沒有吃早飯就去上學(xué)。(have為動詞)
7.look forward to +名詞代詞V.ing：期待，盼望
8.hear from sb.收到某人的來信 = receive a letter from sb.9.the opening of… ：開幕/開業(yè)
10.在具體哪一天的上午、下午、晚上用on,比較：
in the morning在早晨 on Sunday morning在星期天的早晨
11.invite sb to +地點:邀請某人去某地(invite--invitation)invite sb to do sth邀請某人做某事
12.reply to sth / sb：回答某事/回答某人 go shopping 購物，do homework做家庭作業(yè)
學(xué)習(xí)一般將來時will do sth。
一般將來時由“助動詞will / shall +動詞原型”構(gòu)成，表示將來某個時間要發(fā)生的動作或存在的狀態(tài)，常與表示將來的時間狀語如tomorrow、next week，in 2days(2天之后)等連用。(Shall用于第一人稱，will可以用于各種人稱。)(will not= won't)
一般疑問句：把肯定句中的will 提到句首即可。以上兩句的一般疑問句為：
Will you visit the old man next week? Yes,we will.No, we won't.否定句：把肯定句中的will 變?yōu)閣on't即可。以上兩句的否定句為：
We won't visit the old man next week.She won't finish the work in 2weeks.不定代詞和不定副詞的用法：
(1)左邊的some、any、every、no與右邊的body、one、thing構(gòu)成不定代詞，some、any、every、no與右邊的疑問副詞where構(gòu)成不定副詞;
(2)一般情況下以some開頭的不定代詞和不定副詞用于肯定句，以any開頭的不定代詞和不定副詞用于否定句、疑問句;以no開頭的不定代詞和不定副詞表示否定含義(noone為兩個單詞);
(3)不定代詞或不定副詞和形容詞連用時，形容詞放在后面。
He has something important todo.他有重要的事情要做。(肯定句用something，形容詞important放后)
Did you buy anything special?(一般疑問句用anything，形容詞special放后)
Did you go anywhere interesting last month?上個月你去令人感興趣的地方了嗎?
(一般疑問句用不定副詞anywhere，形容詞interesting放后)
(4)不定代詞和不定副詞做主語時，后面的動詞用單數(shù)形式。Everone is here today.今天每個人都在這里。
八年級上冊英語語法歸納
1.what 與 which 都是疑問代詞，都可以指人或事物，但是what僅用來詢問職業(yè)。如：
What is your father? 你父親是干什么的?
該句相當(dāng)于：
What does your father do?
What is your father's job?
Which 指代的是特定范圍內(nèi)的某一個人。如：
---Which is Peter? 哪個是皮特?
---The boy behind Mary.瑪麗背后的那個男孩。
2.What...?是泛指，所指的事物沒有范圍的限制;而 Which...?是特指，所指的事物有范圍的限制。如：
What color do you like best?(所有顏色)
你最喜愛什么顏色?
Which color do you like best, blue, green or yellow?(有特定的范圍)你最喜愛哪一種顏色?
3.what 與 which 后都可以接單、復(fù)數(shù)名詞和不可數(shù)名詞。如： Which pictures are from China?
哪些圖片來自中國?
4)頻度副詞的位置
1.常見的頻度副詞有以下這些：
always(總是，一直)
usually(通常)
often(常常，經(jīng)常)
sometimes(有時候)
never(從不)
2.頻度副詞的位置：
a.放在連系動詞、助動詞或情態(tài)動詞后面。如：
David is often arrives late for school.大衛(wèi)上學(xué)經(jīng)常遲到。
b.放在行為動詞前。如：
We usually go to school at 7:10 every day.我們每天經(jīng)常在7：10去上學(xué)。
c.有些頻度副詞可放在句首或句尾，用來表示強調(diào)。如：
Sometimes I walk home, sometime I rides a bike.有時我步行回家，有時我騎自行車。
3.never放在句首時，主語、謂語動詞要倒裝。如：
Never have I been there.5)every day 與 everyday
1.every day 作狀語，譯為“每一天”。如：
We go to school at 7:10 every day.我們每天7：10去上學(xué)。
I decide to read English every day.我決定每天讀英語。
2.everyday 作定語，譯為“日常的”。
She watches everyday English on TV after dinner.她晚飯后在電視上看日常英語。
What's your everyday activity?
你的日?；顒邮鞘裁?
6)什么是助動詞
1.協(xié)助主要動詞構(gòu)成謂語動詞詞組的詞叫助動詞(Auxiliary Verb)。被協(xié)助的動?a href='//004km.cn/yangsheng/shipu/' target='_blank'>食譜髦饕?Main Verb)。
助動詞自身沒有詞義，不可單獨使用，例如：
He doesn't like English.他不喜歡英語。
(doesn't是助動詞，無詞義;like是主要動詞，有詞義)
2.助動詞協(xié)助主要動詞完成以下功用，可以用來：
a.表示時態(tài)，例如：
He is singing.他在唱歌。
He has got married.他已結(jié)婚。
b.表示語態(tài)，例如：
He was sent to England.他被派往英國。
c.構(gòu)成疑問句，例如：
Do you like college life? 你喜歡大學(xué)生活嗎?
Did you study English before you came here?你來這兒之前學(xué)過英語嗎?
d.與否定副詞not合用，構(gòu)成否定句，例如：
I don't like him.我不喜歡他。
e.加強語氣，例如：
Do come to the party tomorrow evening.明天晚上一定來參加晚會。He did know that.他的確知道那件事。
3.最常用的助動詞有：be, have, do, shall, will, should, would
7)forget doing/to do與remember doing/to do
1.forget to do 忘記要去做某事。(未做)
forget doing 忘記做過某事。(已做)
The light in the office is still on.He forgot to turn it off.辦公室的燈還在亮著，它忘記關(guān)了。(沒有做關(guān)燈的動作)
He forgot turning the light off.他忘記他已經(jīng)關(guān)了燈了。(已做過關(guān)燈的動作)
Don't forget to come tomorrow.別忘了明天來。(to come動作未做)
1.主語的第三人稱單數(shù)形式，即可用“he, she, it”代替的。如： he, she, it
my friend, his teacher, our classroom, Tom, Mary's uncle
2.名詞有單數(shù)名詞和復(fù)數(shù)名詞。如：
man(單數(shù))---men(復(fù)數(shù))banana(單數(shù))---bananas(復(fù)數(shù))
3.動詞有原形，第三人稱單數(shù)形式，-ing分詞，過去式，過去分詞。如： go---goes---going---went---gone
work---works---working---worked---worked
watch---watches---watching---watched---watched
當(dāng)主語為第三人稱單數(shù)的時候，謂語動詞必須用相應(yīng)的第三人稱單數(shù)形式。如：
The boy wants to be a sales assistant.Our English teacher is from the US.Their daughter makes her breakfast all by herself.1.主語的第三人稱單數(shù)形式，即可用“he, she, it”代替的。如： he, she, it
my friend, his teacher, our classroom, Tom, Mary's uncle
2.名詞有單數(shù)名詞和復(fù)數(shù)名詞。如：
man(單數(shù))---men(復(fù)數(shù))banana(單數(shù))---bananas(復(fù)數(shù))3.動詞有原形，第三人稱單數(shù)形式，-ing分詞，過去式，過去分詞。如： go---goes---going---went---gone
work---works---working---worked---worked
watch---watches---watching---watched---watched
當(dāng)主語為第三人稱單數(shù)的時候，謂語動詞必須用相應(yīng)的第三人稱單數(shù)形式。如：
The boy wants to be a sales assistant.Our English teacher is from the US.Their daughter makes her breakfast all by herself.1)leave的用法
1.“l(fā)eave+地點”表示“離開某地”。例如：
When did you leave Shanghai?
你什么時候離開上海的?
2.“l(fā)eave for+地點”表示“動身去某地”。例如：
Next Friday, Alice is leaving for London.下周五，愛麗斯要去倫敦了。
3.“l(fā)eave+地點+for+地點”表示“離開某地去某地”。例如：
Why are you leaving Shanghai for Beijing?
你為什么要離開上海去北京?
2)情態(tài)動詞should“應(yīng)該”學(xué)會使用
should作為情態(tài)動詞用，常常表示意外、驚奇、不能理解等，有“竟會”的意思，例如：
How should I know? 我怎么知道?
Why should you be so late today? 你今天為什么來得這么晚?
should有時表示應(yīng)當(dāng)做或發(fā)生的事，例如：
We should help each other.我們應(yīng)當(dāng)互相幫助。
我們在使用時要注意以下幾點：
1.用于表示“應(yīng)該”或“不應(yīng)該”的概念。此時常指長輩教導(dǎo)或責(zé)備晚輩。例如：
You should be here with clean hands.你應(yīng)該把手洗干凈了再來。
2.用于提出意見勸導(dǎo)別人。例如：
You should go to the doctor if you feel ill.如果你感覺不舒服，你去看醫(yī)生。
3.用于表示可能性。should的這一用法是考試中常常出現(xiàn)的考點之一。例如：
We should arrive by supper time.我們在晚飯前就能到了。
She should be here any moment.她隨時都可能來。
第三篇：英語語法 教案
教
案
課程名稱
英語語法
Lecture 1 Sentence Structure
教學(xué)重點及難點：
1.The classification of bound morpheme and the frequently applied bound morphemes;
2.The basic clause types and their transformation and expansion
教 學(xué) 基 本 內(nèi) 容
1.Basic Concepts of morphemes, words, phrases, clauses, and sentences;2.Ways of word-formation: affixation, derivation and composition;3.Ways of sentence analysis: one ways is to divide the predicate into predicate verb, object, complement and adverbial.The other way is to divide the predicate into two parts: the operator and the predication.4.Basic clause types include SVC, SV, SVA, SVO, SVOA, SVOC, and SvoO.An affirmative clause can be transformed into a negative;a statement into a question, and a active clause into a passive.All these add varieties to the basic clause types.Lecture 1 Sentence structure Owing to the fact that sentences in authentic language differ structurally in thousands of ways, what is described here as sentence structure, sentence elements, or sentence patterns is only concerned with the simple sentence, or rather with the clause.1.1 clause elements As has been pointed out before, the clause or the simple sentence is structurally a sequence of phrases and logically a construction of ―subject+ predicate‖.That is to say, the clause or the simple sentence is not just an agglomeration of phrases;it is a group of phrases organized into a construction of ―subject+ predicate‖.1)Subject and predicate A full-fledged clause can generally be divided into two parts: the subject and the predicate.The subject is the topic or theme of the sentence, which tell of what the sentence is about.The predicate says something about the subject and bear the new information which the speaker or writer wants to transmit to the listener or reader.The subject is generally realized by a noun phrase or an equivalent of noun phrase, while the construction of the predicate, which is more complicated, generally consists of a verb phrase with or without complementation.2)Two ways of sentence analysis To facilitate description of how English language works, sentences can be analyzed in two ways.One way is to divide the predicate into predicate verb, object, complement and adverbial.These elements together with the subject make the five clause elements.The other ways of sentence analysis is to divide the predicate into two parts: the operator and the predication.The operator is usually the auxiliary or the first auxiliary in a complex verb phrase, while the predication comprises the main verb with its complementation(object, complement or adverbial).1.2 basic clause types and their transformation and expansion In terms of the different combinations of clause elements, English clauses can be classified into seven basic types.Innumerable authentic sentences are structured on the basis of these clause types.1)Basic clause types The seven basic clause types are SVC, SV, SVA, SVO, SVOA, SVOC, and SVoO.These seven combinations of clause elements are wholly or largely determined by the main verb in the clause.The main verb in an SVC pattern is a linking or copula verb which must be followed by a subject complement.The main verb in an SV pattern is an intransitive verb which is not to be followed by any obligatory element except for a limited number of intransitive verbs which require an obligatory adverbial, thus constituting the pattern SVA.The main verb in an SVO pattern us a monotranstitive which must be followed by an object, and with some monotransitives the object must again be followed by an obligatory adverbial, thus constituting the pattern SVOA.The main verb in an SVOC pattern is a complex transitive verb which must be followed by an object+ object complement.The main verb in an SVoO pattern is a ditransitive verb which is to e followed by two objects: indirect and direct object.2)Transformation and expansion of basic clause types The basic clause types are all affirmative statements with verbs in the active voice.An affirmative clause can be transformed into a negative;s statement into a question;and an active clause into a passive.All these add varieties to the basic clause types.The basic clause types and their variants can also be expanded into larger grammatical units through adding modifiers at various levels, and these larger units can again be expanded through coordination and subordination into compound, complex and compound-complex sentences.Lectures 2&3 Subject-verb Concord
教學(xué)重點及難點： 1.The appliance of grammatical, notional and proximity concords in some special conditions;
2.Problems of subject-verb concord.教 學(xué) 基 本 內(nèi) 容
1.The concepts of three principles guiding subject-verb concord: grammatical concord, notional concord and proximity concord.2.Problems of concord with a coordinate subject: concord with ―and‖ or ―both…and‖, concord with ―or‖/ ―either…or‖, ―nor‖/ ―neither…nor‖, ―not only…but also‖;
3.Problems of concord with expressions of quality as subject: concord with expression of definite quality as subject, concord with expression of indefinite quality as subject;
4.Other problems of subject-verb concord: problems of concord with a nominal clause as subject, subject-verb concord with a non-finite clause or subject, subject-verb concord in relative clauses, cleft-sentences, and existential sentences.Lecture 2 Subject-verb Concord(I)2.1 Guiding principles
1)Grammatical concord
2)Notional concord
3)Proximity 2.2 Problems of concord with nouns ending in-s Disease and game names ending in –s
They are mostly treated as singulars.A few such names can be used either as singular or as plural.Subject names ending in –ics
Such names are generally singular nouns, but some such nouns are treated as plural when used in other senses than subject names.Geographical names ending in –s
Plural except for a few treated as singular when used as country names.4)
Other nouns ending in –s Disease and game names ending in –s
They are mostly treated as singulars.A few such names can be used either as singular or as plural.Measles, mumps, rickets, shingles, diabetes, arthritis, phlebitis, AIDS, etc.Subject names ending in –ics
Such names are generally singular nouns, but some such nouns are treated as plural when used in other senses than subject names.Acoustics, classics, electronics, informatics, linguistics, mechanics, optics, plastics, thermodynamics, etc.Geographical names ending in –s
Plural except for a few treated as singular when used as country names.Other nouns ending in –s
Calipers, compasses, flares, forceps, glasses, jeans, pants, pincers, pliers, scales, scissors, shades, shorts, suspenders, spectacles, etc.2.3 problems of concord with collective nouns as subject 1)Collective nouns usually used as plural
People, police, cattle, militia, poultry, vermin, etc.2)Collective nouns usually used as singular
Foliage, cutlery, poetry, machinery, equipment, furniture, merchandise, etc.3)Collective nouns used either as plural or as singular
Couple, crew, government, majority, opposition ,etc 4)A committee, etc + plural noun
A committee / board / panel of
Lecture 3
Subject-verb Concord(II)Teaching Contents 3.1 Problems of concord with a coordinate subject 3.2 Problems of concord with expressions of quantity as subject 3.3 Other problems of subject-verb concord
3.1 Problems of concord with a coordinate subject Coordination by “and” or “both …and”
It is usually treated as plural when it refers to two or more than two persons/things, but it is singular when referring to one person or thing.e.g.Baseball and swimming are usually summer sports.Your friend and adviser has agreed to lend me his money.After “each… and each…” or “every… and every…”, the verb is also in the singular form: e.g.Each man and each woman is asked to help.Every flower and every bush is to be cut down.The indefinite pronouns anybody/anyone, everybody/everyone, nobody/no one, and somebody/someone combine with singular verb forms, even though co-referent pronouns and determiners may be plural forms.e.g.[Everybody]‘s doing what they think they‘re supposed to do.Nobody has their fridges repaired any more, they can‘t afford it.each/every… he/she/they
e.g.At the moment each of the girls was too busy thinking about her own personal safety to care much about the luggage.But ―each/every+ singular n.… they/their‖ is right as well.e.g.Each of the students should have his/their own books.Every member brings their own lunch.In such exams as TOEFL, the pronoun referring to
―nobody/everybody/everyone/someone/somebody/anybody/anyone/no one‖ can only be he/his instead of they/their.However, as English learners it must be known that ―everyone…they‖ is used more often than ―everyone…h(huán)e‖.e.g.Everyone warned you, didn‘t they?
Has anybody brought their camera? No one could have blamed themselves for that.Every one / each / each one /*every one of the students should have their/his own books.2)Coordination by “or” / “either…or”, “neither…nor”, “not only...but also” Here the problem is dealt with according to the principle of proximity.e.g.My sisters or my brother is likely to be at home.Either my father or my brothers are coming.Informally we can have the following use: e.g.Neither he nor his wife have arrived.In formal cases, especially in exams, ―neither‖ is used with singular verb.e.g.Neither of them is bright.When used with plural nouns in informal cases, ―neither‖ can also be used with plural verb.e.g.Neither of the books are/is very interesting.---I can‘t swim.----Neither can I.---He didn‘t like the play.---Nor did we.Neither is usually in formal cases, but nor is often used in spoken English.3)Subject + as well as, as much as, rather than, more than, no less than;with, along with, together with, in addition to, except + Verb(determined by the form of the subject e.g.Some of the workers, as well as the manager, were working during the holidays.No one except two students was late for the dinner.3.2 Problems of concord with expressions of quantity as subject 1)Concord with expression of definite quantity as subject
a)When regarded as a single unit, the verb is singular;when regarded as the individuals that constitute the quantity, the verb takes plural form.e.g.Twenty years in prison was the penalty he had to pay.b)a fraction/percentage + of-phrase+(<--)verb e.g.Thirty-five percent of the doctors were women.c)“A + B /A×B” + Verb(singular/plural);“A－B/A÷B”+ Verb(singular)e.g.Forty minus fifteen leaves twenty-five.40-15=25
d)one in/out of + Plural noun + Verb(fml.Singular;infml.plural)e.g.One in ten students has/have failed the exam.2)Concord with expression of indefinite quantity as subject.a)all of/some of/ none of /half of/most of + noun phrase of indefinite quantity +(<--)verb e.g.Most of the money was recovered by Deputy Player.Usage is fairly evenly divided between singular and plural concord with none of: e.g.None of us has been aboard except Vinck.None of us really believe it‘s ever going to happen not to us, she said at last.[Fiction] However, none alone shows a distinct preference for singular concord: e.g.[None] describes him/herself as such in the party‘s official literature.(NEWS)Plural concord is the norm in conversation, while in the written registers there is an overall preference for singular concord.None of + N.+ V 1)當(dāng)none與不可數(shù)名詞連用或指代不可數(shù)名詞時，其謂語動詞總是用單數(shù)。e.g.I wanted some more coffee, but there was none left.2)當(dāng)none與復(fù)數(shù)名詞連用或指代復(fù)數(shù)名詞時，傳統(tǒng)語法規(guī)定其謂語動詞必須用單數(shù)。此用法得到英語教材和各類英語實體的肯定和強調(diào)。但是，實際應(yīng)用中人們往往使用―概念一致‖原則，用動詞的復(fù)數(shù)形式。所以，Quirk說：―用復(fù)數(shù)動詞較為常見，并且，在正式用法中也為人們普遍接受?！? e.g.None of the books has/have been placed on the shelves.None but the brave deserves the fair.唯有勇者才配得上美女。
None are so deaf as those who will not hear.不愿聽從的人是最聾的人。
no one 單獨使用時只用于指人。
e.g.No one should pride themselves on this result.但是，no one之后接-of短語時，既可指人也可指物。e.g.No one of you could lift it.I reach three books on this subject, no one of which was helpful.None 既可指人也可指物。
e.g.How many elephants did you see? None.No one of them really understands the problems.No one 與no-one在英語里是并存的，目前尚未統(tǒng)一形式。No-one 為英國英語，而no one是美國英語
b)lots of/heaps of/loads of/scads of/plenty of + noun phrase +(<--)verb e.g.Lots of stuff is going to waste.c)a portion of/a series of/a pile of/a panel of + noun phrase + verb(singular)e.g.A substantial portion of reports is missing a collection of + pl.n.+ singular verb
There is a collection of pictures at the Town Hall.a great deal / a great many
a great(good)deal之后要加介詞of才能與名詞連用，而a great(good)many可以直接與名詞連用。另外，a great deal of跟不可數(shù)名詞連用，而a great many則與可數(shù)名詞連用。
e.g.The chest contained a great/good deal of money.A great deal還可作形容詞或副詞比較級的修飾語 e.g.That job was a great deal easier.a lot of 既可跟不可數(shù)名詞也可跟可數(shù)名詞，謂語動詞決定于名詞的單復(fù)數(shù)。e.g.There is a lot of beer in those bottles there.lots of 與amounts of , quantities of 不同，后兩者是中心詞而非修飾語。
e.g.Large amounts of money were spent on the bridge.Quantities of food were on the table.a variety of + n.做主語時，其謂語動詞決定于名詞的數(shù)，也就是說，此處起作用的是概念一致原則。
e.g.A great variety of books were recently published.a wide range of + pl.n.充當(dāng)主語時，其謂語動詞應(yīng)用單數(shù)；a bouquet of flowers也是用單數(shù)。
e.g.A wide range of washing-machines and refrigerators is displayed in our showroom.A bouquet of flowers was presented to the vicar‘s wife.a set of + pl.n.做主語時，人們使用謂語動詞的形式并不是很一致。
e.g.There is a set of rules that you must follow if you are going mountain-climbing.There are set of unscrupulous scoundrels.d)determiner + species nouns(kind/type/sort)of + noun phrase(singular countable noun/uncountable noun)+verb(singular)e.g.This kind of apples is highly priced.With countable nouns there tends to be agreement in number between the species noun and the following noun(e.g.that kind of thing v.all kinds of things).But we also find: Singular species noun + pl.noun e.g.I don‘t know what kind of dinosaurs they all are.I mean, do we want these kind of people in our team?
Pl.species noun + singular noun e.g.Thieves tended to target certain types of car he said.e)many a + noun phrase + verb(singular)
more than one + singular noun + singular verb
more pl.noun + than one + pl.verb e.g.Many a man has sacrificed his life.More than one member has protested against the proposal.More persons than one have been involved.f)In “an average of/a majority of + noun phrase(pl.)+ verb”, when noun is regarded as the individuals that constitute the quantity, the verb takes plural form;otherwise, it is singular.e.g.A majority of the town's younger men are moving to the city.A majority of three votes to one was recorded.3.3 Other problems of subject-verb concord 1)Problems of concord with a nominal clause as subject When the subject is a nominal clause introduced
by what, which, how, why, whether, the verb usually takes the singular form.But when two or more such clauses are coordinated by and or both…and, a plural verb is used.e.g.What I saw was a car.What I saw and think are no business of yours.In SVC construction with a what-clause as subject，when the subject complement is plural, or when the what-clause is plural in meaning, the verb of the main clause can be plural.e.g.What they want are promises.2)Subject-verb concord with a non-finite clause as subject Generally speaking, the verb is singular.But when two or more such clauses are coordinated by and, the verb of the main clause is singular when the subject refers to one thing, and is plural when the
subject refers to separate things.e.g.To eat well is all he asks.3)Subject-verb concord in relative clauses one of + plural noun + relative clause(verb)the(only)one of + plural noun + relative clause(singular verb)4)Subject-verb concord in cleft-sentences Here the verb is determined by the number of the focal element functioning as subject in the clause.I----am;me---third person singular number e.g.It is I who am to blame.It is me that is to blame.5)Subject-verb concord in existential sentences Generally the verb is determined by the notional subject.When the notional subject is a coordinate construction, the verb form goes with the first coordinate element of the notional subject.But in informal style, esp.in spoken language, the verb is often singular.e.g.There is a book on the desk.There is many people in the street.There is more grace and less carelessness.American and Dutch beer are much lighter than British.The short term and the long term loan are handled differently.按英語慣用法，一個單數(shù)名詞受前置限定時，如果此名詞表示兩個或兩個以上的事物，根據(jù)概念一致的原則，其謂語動詞用復(fù)數(shù)；但是當(dāng)此類名詞受后置限制時，其謂語動詞用單數(shù)。
e.g.Beer from America and Holland is much lighter than British beer.majority
許多英美出版的語法書和慣用法都指出，majority和minority不能與不可數(shù)名詞連用。T.Wood 的―Current English Usage‖(p161)說： ―Majority may be used only for number with countable nouns, not for amount or quantity with mass nouns: The majority of the eggs were bad is correct;The majority of the butter was bad is not.Similarly, we cannot speak of the majority of the land/time/one‘s wealth.We must use most, or the greater part‖.但是，Practical English Usage(1980)有一例： e.g.The majority of the damage is easy to repair.建議按照T.Wood的觀點來使用the majority of。
Majority雖然在語法上是個單數(shù)名詞，但在概念上卻具有復(fù)數(shù)的意義：most, almost all, many。因此一般與復(fù)數(shù)動詞連用。e.g.The majority of children like sweets.The majority of doctors believe smoking is harmful to health.若后面沒有-of短語時，the majority 作主語時。如果泛指多數(shù)（與少數(shù)相對），謂語單復(fù)數(shù)均可。Eg，The majority is /are doing its/their best。//in favor of the plan。//against him。
1．如果指整體、統(tǒng)一體，majority 常被看作單數(shù)。
The majority is always able to impose its will on the minority。// is for him。2.如果指多數(shù)中的各個成員, majority 被看成復(fù)數(shù)。
The majority are of different minds on the matter 3．如果指多出的數(shù)目，majority 看成單數(shù)。
Her Majority was 5 vote //His majority was a big(small)one..the rest(+of noun)+verb 遵循概念一致原則，而非語法一致原則。e.g.The rest are to wait for us.The rest needs no telling.the + adjective 做主語：
1）當(dāng)表示一類人的整體時，e.g.the young, the old, the poor, the rich, the blind, the dead, 謂語動詞用復(fù)數(shù)。
e.g.The wise look to the wiser for advice.2）當(dāng)表示具體的人，而不是某一類人的整體，謂語動詞用單數(shù)形式。e.g.The deceased is my uncle.3）表示抽象的概念或某種籠統(tǒng)的東西時，謂語動詞用單數(shù)形式。e.g.The best is yet to come.The unknown is always something to be feared.Worth + of + pl.noun , 其謂語動詞形式
取決于上下文和所表達(dá)的真正意思。當(dāng)充當(dāng)of賓語 的名詞具有重要意義時，謂語動詞用復(fù)數(shù)形式，當(dāng) 所表達(dá)的價值具有重要意義時，則謂語動詞用單數(shù) 形式。
e.g.Nearly a thousand pounds‘ worth of cigarettes were stolen.（此處重要的是香煙被盜）大約價值1000英鎊的香煙被盜。
There is nearly a thousand pounds‘ worth of cigarettes on that shelf.（此處重要的是香煙的價值）在那個架子上的香煙價值大約為1000英鎊
Lesson 4
Noun and noun phrase
教學(xué)重點及難點：
Number forms of the collective, material, abstract and proper noun.教 學(xué) 基 本 內(nèi) 容
1.Classification of nouns: simple, compound and derivative nouns, proper and common nouns, count and noncount nouns.2.Number forms of nouns: regular and irregular plural forms of nouns;
3.Number forms of the collective, material, abstract and proper noun: number forms of the collective noun, number forms of the material nouns, number forms of the abstract noun, number forms of the proper noun;
4.Partitives: the definition of partitives, general partitives, partitives related to the shape of things, partitives related to volume, partitives related to the state of action, Partitives denoting pairs, groups, flocks.Lecture 4 Noun and Noun Phrase
Teaching Contents 4.1 Classification of nouns and function of noun phrases 4.2 Number forms of nouns 4.3 Partitives 4.1 Classification of nouns and function of noun phrases 1)Classification of nouns a)Simple, compound and derivative nouns: by word-formation b)Common and proper nouns: by lexical meaning C)Countable noun and uncountable noun This classification is based on the grammatical features of nouns instead of whether they are countable.Regarding grammatical features, uncountable nouns cannot have numeral before them(*two information), have no plural forms(*informations)and cannot be modified by ―how many‖ but by ―how much‖
2)Functions of noun phrases Nouns can function as all the elements in a sentence except the predicative verb.e.g.They elected him chairman of the board.He returned last night.A photo is taken each time this button is pushed
The general pattern of noun phrase is
(Determiner)+(premodifier)+noun+(postmodifier)The premodifier of noun phrase can be noun as well as adj.or participle.e.g.a table leg, water supply, the life sciences When noun is used as premodifier, it can be either singular, plural, or both.(1)Singular noun as premodifier e.g.table legs = legs of a table / tables
a shoe store = a store that sells shoes
a car race = a race between cars
a kitchen sink = a sink in a kitchen When the plural noun in the postmodifier is changed into premodifier, it usually becomes singular.e.g.a cloth for dishes = a dish cloth
decay of teeth = tooth decay
a station for buses = a bus station
a pocket for trousers = a trouser pocket
a tray for ashes = an ash tray(2)Singular or plural noun as premodifier
a.There is ambiguity here.foreign language(s)department= department of foreign languages
(foreign language department = department of a foreign language)soft drinks manufacturer = manufacturer that produces several kinds of soft drink soft drink manufacturer = manufacturer that produces one kind of soft drink b.different meanings
e.g.an art degree = a degree in fine art an Arts degree = a degree in the humanities(3)Only plural noun as premodifier e.g.a customs officer, a goods train, clothes hanger, sales technique, contents bill, savings bank
It is more popular to use plural nouns as premodifiers in British English than in American English.Now it tends to increase.(4)When the head of the noun phrase is collective noun or name of an organization, the plural noun as the premodifier can have two forms, but the same meaning.e.g.Scientists(‘)Institute for Public Information But the singular noun is seldom used.e.g.Yibin Teachers/ Teachers‘/ *Teacher‘s College 4.2 Number forms of nouns
Number is a grammatical distinction which determines whether a noun or determiner is singular or plural.1)Regular and irregular plural The regular is formed by adding –s or –es to the base, while the irregular is formed by changing the internal vowel or by changing the ending of the noun.Irregular plurals also include some words of foreign origin, borrowed from Greek, Latin or French.Their plural forms are known as ―foreign plurals‖, e.g.basis—bases, criterion—criteria.Some borrowed words have two plural forms: a foreign plural and an English one.e.g.medium—media – mediums For some, their singular and plural number share the same form，A)Animal names Singular form and regular plural coexist: Antelope, elk, fish, flounder, herring, reindeer, shrimp, woodcock（羚羊，麋，魚，比目魚，鯡魚，馴鹿，蝦，丘鷸（別名山鷸）e.g.He caught several fish/three little fishes.They went catching shrimp/shrimps.I shot two elk/elks.b)Singular form is usually used: bison, grouse, quail, salmon, swine（野牛 , 松雞，鵪鶉，鮭（大麻哈魚），豬）e.g.The farmer raises many quail/quails and chickens.c)Singular form is always used: cod, deer, mackerel, trout, sheep.（鱈，鹿，鮐魚，真鱒）e.g.This is a deer.Those are deer.B).Nationality nouns Some words ending in sound /z/ or /s/ use singular form: Chinese, Japanese, Lebanese, Portuguese, Sinhalese, Vietnamese, Swiss e.g.I am a Chinese.There are four Chinese in the training class.C)Quantitative nouns(hundred/thousand/million/billion)a)Cardinal numeral + hundred/thousand/million/billion +n.e.g.two hundred / *two hundred of years ago That‘s going to take hundreds of/*hundreds years.Cardinal numeral + million + n.Cardinal numeral + millions of + n.e.g.three millions of dollars
three million dollars When the noun is omitted, if it is not monetary unit, the singular form is more often used than the plural form;if it is, the regular plural form is used.e.g.The population rose to four million / millions.The firm had to pay three millions.b)several/many/a few + singular / plural(of)+ n.e.g.He has played the part several hundred times / several hundreds of times.some + regular plural + n.e.g.He has played the piano some hundreds of times / many, many times.(some hundred times = about a hundred times)c)dozen, score e.g.She bought three score(of)eggs.I have been there dozens of times.He has already asked me several dozens of/ many scores of times.2)Number forms of the collective, material, abstract and proper nouns a)Number forms of the collective noun Some are countable, while some are not.Countable nouns behave like individual nouns.An uncountable one has no plural form;if we want to count the number, we will use a kind of individual noun related semantically to the collective, e.g.poetry—poem.Some collective nouns can be used in either singular or plural sense.The following verb is determined by the singular or plural sense.b)Number forms of the material noun Generally they are [U] and have no plural form.However, some items can be used either uncountably or countably.Some material nouns can take plural endings to convey the large quantity or scope , e.g.sand/sands, snow/snows
Sometimes material nouns are [C] to express ―one type of‖ or ―various types of‖ this material.e.g.I n Britain tea is usually drunk with sugar in it.I‘d like to have a famous tea.We hardly bought wine at lunch time.We like wines and liquors.Some material nouns become [C] to express ―packet of ‖, ―cups of‖.e.g.How many beers were you wanting?
How many tins of beer were you wanting? When referring to the material itself, they are [U];otherwise, they are [C], e.g.stone, rubber
c)Number forms of the abstract noun Mostly they are [U] and cannot take such determiners as a/one or plural forms.A few are [C], e.g.victory—victories.Some are not [C], although they have plural endings, e.g.*several difficulties.The addition of a plural ending to some can change the meaning of the base, e.g.experience—experiences.Some can only use singular form with ―a‖, some only plural form, some both.e.g.He has a dislike/dread/hatred/horror/love of cats.He had a good knowledge of mathematics.Give my best regards to your parents.He refused with much regret / many regrets.I have a suspicion / suspicions that he‘s right.Some abstract nouns can have indefinite article to express ―a type of‖ or ―an example of‖.a)Some can have an indefinite article only if modifier exists.e.g.They are doing *a business / a brisk business.I attach an exaggerated importance/importance to regular exercise.b)If modifier is implied, ―a/an‖ can appear.e.g.She has had an education(= a good education).c)Some can have ―a/an‖ regardless of modifier.e.g.A knowledge/ A good knowledge of English is essential.d)Number forms of the proper noun They have no plural forms, except for such proper name as the United States, the Philippines, the Netherlands.When one takes a plural ending, it takes on some characteristics of a common noun, e.g.the Browns
4.3 Partitives
They are also called unit nouns and used to denote a part of a whole or the quantity of an undifferentiated mass.1)general partitives: piece, bit, item, article 2)partitives related to the shape of things: cake, bar, drop, ear, flight, grain, head, loaf, lump 3)partitives related to volume: bottle, bowl, pail, bucket, handful, spoonful.4)partitives related to the state of action: a fit of anger/coughing/laughter/fever 5)partitives denoting pairs, groups, flocks: pair, herd, litter, swarm, bench, troupe, shoal.Lesson 5 Genitive noun
教學(xué)重點及難點：
1.The differences between ?s genitive and of genitive;
2.The use of independent genitive and double genitive
教 學(xué) 基 本 內(nèi) 容
1.Formation of genitive nouns, meanings of genitive nouns as possessive genitive, subjective genitive, objective genitive, genitive of origin, time, distance, etc, descriptive genitive;
2.Use of genitive nouns: genitive nouns are mostly used as central determiners and therefore perform the same function as ―possessive determiners‖;
3.Independent genitive and double genitive: independent genitive is used when the missing noun ahs occurred somewhere in the context, when the missing noun refers to somebody‘s house or residence, church, school, or other public buildings.The formation of double genitive and the difference between double genitive and of genitive.Lecture 5
Genitive Noun Teaching Contents 5.1 Formation, meanings and uses of genitive nouns
5.2 Independent genitive and double genitive
Case is a grammatical category and denotes the changes in the form of a noun or a pronoun showing its relationship with other words in a sentence.As modern English is basically an analytic language, English nouns have not a complicated case system like that of Latin, German, or modern Russian.The different grammatical functions of English nouns in a sentence are mostly determined by the word order, not by case form.It is in this sense that the genitive case may be viewed as a relic of the old case system.The genitive was traditionally labelled as the possessive case.Two Case systems: the unmarked common case and the marked genitive case: boy, boy‘s
The genitive case: the inflected genitive(the –s genitive)(屈折所屬格）and the periphrastic genitive(the of-genitive)（迂回所屬格）e.g.the children‘s toys，the toys of children 5.1 Formation, meanings and uses of genitive nouns 1)Rules of formation of the –s genitive a)adding ‘s to singular nouns and to those plural nouns that don‘t end in –s , e.g.my mother‘s arrival, women‘s clothes
b)adding an apostrophe to plural nouns ending in –s, e.g.the teachers‘ college, the workers‘ achievements
c)adding ‘s to the compound nouns or to the end of a postmodified noun phrase, e.g.my brother-in-law‘s friend, a cat and dog‘s life, [the teacher of music]‘s room
d)In coordinate nouns, the genitive ending is added to each of the coordinate elements when denoting respective possession, and only to the last coordinate element when denoting common possession, e.g.America‘s and England‘s problems(respective);
America and England‘s problems(in common)
Coordinated genitive
1.The head of the noun phrase is singular: Charles and Louise‘s / Charles‘s and Louise‘s child is really lovely.(The child is a joint offspring of Charles and Louise.)2.The head of the noun phrase is plural: Charles and Louise‘s / Charles‘s and Louise‘s children are really lovely.(The children are joint offspring of Charles and Louise.)
3.John‘s and Mary‘s children:
A.the children who are offspring of John and Mary B.John‘s child and Mary‘s child C.John‘s children and Mary‘s child D.John‘s child and Mary‘s children E.John‘s children and Mary‘s children Coordinated genitives are formal.Tom and his brother‘s children F
4.How to avoid ambiguity? a.I‘m interested in Henry and Herbert‘s book(s)/ the book(s)of Henry and Herbert.b.Henry‘s house and Mr.Jones‘s are not far from here.5.―Or‖ only connects coordinated genitive Is that a lady‘s or gentleman‘s wrist-watch? Is that a wrist-watch of a lady or gentleman? I wonder whether it is Tom‘s or Peter‘s house / the house of Tom or Peter.e)In the construction of ―noun phrase + appositive‖, the genitive ending is added to the end of the appositive, or both to the end of the noun phrase and to the appositive, e.g.Where is my classmate Nancy‘s car? Tom has gone to Basel‘s, the blacksmith‘s shop f)In personal names ending in sibilant /z/, the genitive ending can either be ‘s or an apostrophe only, but it can only be ‘s when personal names end in other sibilant sounds，e.g.Burns‘ / Burns‘s poem(sibilant /z/);
Ross‘s poem
2)Meanings of genitive nouns The genitive is chiefly used to denote possession, and therefore, is traditionally called ―possessive case‖.But genitive meanings are by no means restricted to possession, as shown in the following: a)Possessive genitive，e.g.my son‘s wife, Mrs.Johnson‘s passport
b)Subjective genitive, e.g.the student‘s application
c)Objective genitive e.g.the family‘s support d)Genitive of origin e.g.the girl‘s story
e)Descriptive(Classifying)genitive(not of-genitive)e.g.a women‘s college
(=college for women/*of women)f)Genitive of measure e.g.a four days‘ journey, two dollars‘ worth of apples
3)Uses of genitive nouns Genitive nouns are mostly used as central determiners and therefore perform the same function as ―possessive determiners‖,(traditionally called possessive pronouns), e.g.the boy‘s father= his father Mary‘s letter = her letter
a)As central determiners, genitive nouns can‘t collocate with other central determiner, nor can they be preceded by a premodifier.e.g.Mary‘s letter, * a Mary‘s letter;
Mary‘s interesting letter, * interesting Mary‘s letter
This, however, does not apply to some other genitive nouns such as the descriptive genitive and the genitive that denotes time, distance, value or measure.These genitive nouns are not used as determiners but as premodifiers in the noun phrases, e.g.a/the children‘s book, a pleasant three day‘s journey
Classifying genitive differ in a number of respects from specifying constructions.1)They respond to the question ―What kind of …?‖ rather than ―whose …?‖, which displays their similarity to adjectives and other such noun premodifiers, rather than to determiners.In fact, they cannot be replaced by possessive determiners.2)They can be preceded by determiners and modifiers of the whole noun phrase, rather than of the genitive noun alone: a new children‘s book.This again is true also for adjective and noun premodifiers of nouns.3)They form an inseparable combination with the following noun and do not usually allow an intervening adjective: *children‘s new book.4)They are frequently paraphrased by a for-phrase rather than an of construction, as in books for children.Compare again constructions with noun premodifier like baby clothes.These characteristics reflect the close bond between a classifying genitive and the following head noun.b)The choice of genitive
The –s genitive is favoured by the animate nouns in particular persons and animals with personal gender characteristics.The of-genitive is chiefly used with nouns denoting lower animals and with inanimate nouns.The main factor governing the choice of the one or the other genitive form is the animate or rather the personal quality of the noun.But there is considerable overlap in the use of the two forms.The animate nouns normally take the –s genitive, but the of-genitive is also possible in most cases.Inanimate nouns regularly take the of-genitive, but a great many occur with the –s genitive.The four classes of animate nouns normally take the –s genitive, but the of-genitive is also possible a)Personal names---George Washington‘s statue, Susan‘s pupils b)Personal nouns---the boy‘s new shirt, my sister-in-law‘s hat
c)Collective nouns---the government‘s conviction, the majority‘s choice d)Higher animals
---the horse‘s neck, the tiger‘s strips
The –s genitive is also used with certain kinds of inanimate nouns a)Geographical names---continents: Europe‘s future---countries: China‘s development
---states: Minnesota‘s immigrants
---cities/towns: Hollywood‘s studios, London‘s water supply
---universities: Harvard‘s Linguistics Department b)Locative nouns denoting regions, heavenly bodies, institutions:---the world‘s economic organization, the moon‘s interior, the school‘s history c)Temporal nouns---a week‘s holiday
d)Nouns of special interest to human activity---my life‘s aim, love‘s spirit, the novel‘s structure, the wine‘s character, television‘s future
The use of the –s genitive and of-genitive(1)We must use the –s genitive when…
a)the noun modified is followed by a post-modifier or an appositive.---The monitor‘s brother, an actor was here then.b)it is a classifying genitive.---Have you a copy of the teacher‘s book?
c)the –s genitive is used in some set expressions:---a wolf in sheep‘s clothing
People don‘t get their money‘s worth.*People don‘t get the worth of their money.We must use the of-genitive when…
a)the noun in the of-phrase is followed by some modifiers or appositives---Some sentences have been changed at the suggestion of the teachers present in the meeting.b)the definite article +-ed participle or adjective denoting a class of people in the of-phrase structure---the life of the poor c)the prepositional complementation in the of-phrase expresses the origin of the headword modified
---the joy of his return(The joy derives from his return)
d)the genitive is used to express the possessive relationship between part and whole---the middle of the night---the back of the classroom---the top of the page---the bottom of the ladder e)there are determiners before the two nouns---their knowledge of her feeling---this dog of the country
The difference between the –s genitive and the of-genitive(a)The –s genitive : regularity and continuity
the of-genitive : contingency of things---my last week‘s article(每周一次的連載文章）---my article of last week(偶爾刊登的文章）(b)The –s genitive: informal
the of-genitive: formal---the woman next door‘s husband---the foreign policy of China
(c)The –s genitive: literal sense(字面意義）
the of-genitive: extended meaning(引申意義）and symbolic meaning(象征意義）
---the tree‘s top（樹梢）
---the top of the tree(出類拔萃）---the table‘s top(桌面）
---the top of the table（上座，首席）
5.2 Independent genitive and double genitive 1)Independent genitive When the genitive occurs without a following head, i.e.with the head of the noun phrase omitted, and functions independently as an element, it is called independent genitive.a)The noun occurring in the context can be retrieved---My car is faster than John‘s(car).b)Names and nouns referring to persons which denote residence:
See you at Harry‘s tomorrow.---Shall we meet at his brother‘s(house).c)Proper nouns for certain well-known buildings:
St.Paul‘s(Cathedral), Queen‘s(College)St.James‘s(Palace)The noun: church, school, public buildings---He lives near St.Paul‘s(Cathedral)in London.d)Words for shops denoted by the type of shopkeeper: the baker‘s/butcher‘s/grocer‘s/greengrocer‘s commercial firms---I buy my meat at Johnson‘s(shop).2)Double genitive An independent genitive when functioning as prepositional complementation is called post-genitive.The prepositional phrase with a post-genitive as complementation is called double genitive.---a friend of my father‘s 1)The use of the double genitive a)Partitive meaning denoting ―one of…‖---This is a book of my mother‘s.(one of …)
b.indefinite, definite, personal---a friend of the doctor‘s(*the cover of a book‘s)Attention to some points a)Noun head with ―this, these, that, those‖: it has emotional colouring : praise, disapproval, pleasure, displeasure---That child of his sister‘s is very clever.---That son of Henry‘s is a rascal.a boy of a girl 一般的of短語用來修飾或限制前面的名詞的，但是，在此處：限定詞+名詞1+of + a/an + 名詞2，of短語與前面的名詞構(gòu)成同位關(guān)系，而且名詞2是概念的中心，of短語是對名詞2進行修飾的，就像一個形容詞：
an angel of a wife = an angelic wife;the fool of a policeman = the foolish policeman a boy of a girl 一個男孩氣的女孩子 *一個女孩氣的男孩 a palace of a house 宮殿般的房子
a great elephant of a woman 一個龐大如象的女人
此結(jié)構(gòu)的特點是：名詞2前必須使用不定冠詞，而名詞1前可用任何限定詞(a, this, that, her, your)e.g.that dog of a landlord 狗地主
that great pig of a Louis XVIII 大肥豬路易十八
this / a / their palace of a house *these palaces of a house
b)Difference between double genitive and of phrase---He is a friend of my father‘s.(many, one of them)---He is a friend of my father.(in good terms)A: Who told you that? B: A friend of your father‘s.A: If he says such things, he is not a friend of my father.c)The noun head: picture, portrait, printing, photograph, bust, statue The double genitive---the picture that one keeps The of phrase---the picture of one‘s own---This is a portrait of Mr.Black‘s---This is a portrait of Mr.Black d)The noun head: criticism, opinion, judgment，---a criticism of William‘s = a criticism offered by William---a criticism of William = a criticism about William Correct the errors of the genitives if any: 1.Where‘s the dictionary of Cathy‘s?
2.I don‘t know whether this is a lady or a gentleman‘s wrist-watch.3.Her love of a child took the fancy of all of us.4.The poem of Shelly‘s he recited a hundred times was Ode to the West Wind.5.Andrew and Horatia‘s eyes met.1.that dictionary of Cathy‘s
2.a lady‘s or(a)gentleman‘s wristwatch 3.T 4.T 5.T
Lesson 6 Determiners(I)
教學(xué)重點及難點：
1.collocations between determiners: predeterminers, central determiners and postdeterminers.2.A Comparative study of some determiner usage: some, any, every ,much, etc.教 學(xué) 基 本 內(nèi) 容
1.Collocations between determiners and nouns: determiners with all three classes of nouns, with singular count nouns, plural count nouns, noncount nouns, etc;
2.Collocations between three kind of determiners: the category of predeterminer ,central determiner and postdeterminer, word order of three subclasses of determiners: predeterminer + central determiner + postdeterminer;
3.A Comparative study of some determiner usage: many, much, a lot of, lots of, plenty of, a few, a little, some, any, all, both, every, each, either, neither.Determiners, as a class of words, include: article(definite article, indefinite article, and zero article), possessive determiners, genitive nouns, demonstrative determiners, relative determiners, interrogative determiners, indefinite determiners, cardinal and ordinal numerals, fractional and multiplicative numerals, and other quantifiers 6.1.Collocations between determiners and nouns
The choice of determiners is closely related to what might be called the three classes of nouns: singular count nouns, plural cont nouns and noucount nouns.These tree classes of nouns demand appropriate determiners to collocate with.Determiners with all three classes of nouns
Determiners such as possessive determiners, genitive nouns and the definite article as well as some any, no, the other, and whom can go with all the three classes of nouns, eg: The car the cars the money His car his cars his money Some book some books some money No book no books no money Whose book whose books whose money Determiners with singular count nouns only Determiners such as a(n), one, another, each, every, either, neither, many a ,such a can only collocate with singular count nouns, eg: Each worker every student Either book neither book Another book such a book Determiners with plural count nouns only Determiners such as, two, three, etc, another, two/ three, many,(a)few, several, these, those, a(great)number of can only collocate with plural count nouns, eg: Both workers
(a)few words Several girls
these / those tourists A number of men
many students Determiners with noncount nouns only Determiners such as a(little)bit of ,a great amount of ,a great deal of ,(a)little, much, less ,least can only collocate with noncount nouns, eg: Much noise(a)little courage A bit of fun
a large amount of money Less oil
(the)least oil Determiners with singular and plural count nouns only Determiners such as the first, the second, the last, the next can go with wither singular or plurals count nouns, eg‖ The first rose/ roses The last man/ men The next meeting/ meetings Determiners with singular and noncount nouns only Determiners such as this that can collocate with either singular or noncount nouns, eg: This/ that job
this / that work determiners with plural and noncount nouns only Determiners such as a lot of , lots of , plenty of, enough, most, such, other can go with plural and noncount nouns, but not with singular nouns,eg: Enough copies
enough bread More essays
more time Most people
most work This class of determiners may also include less and least, which, as has been mentioned above, normally occur with noncount nouns, but in present day English, especially in formal style, may occasionally occur with plural nouns,eg: Less and less people can afford to go abroad for their holidays.Political programs on TV attract the least viewers.This use of less and least is regarded by some as non-standard.6.2)Collocations between determiners
As has been mentioned before, besides the collocations between determiners and nouns, there is the problem of word order between determiners if a noun 0phrase contains more than one determiner.Central determiners, predeterminers and postdeterminers According to their potential, determiners fall into three subclasses: central determiners, predeterminers and postdeterminers.Central determiners included: the article;demonstrative determiner;possessive determiners;genitive nouns;some, any, no, every, each, either, neither, enough;what(ever),which(ever),whose, etc.Note that central determiners are mutually exclusive and that no two members of the above-cited items ever occur together in a noun phrase.Predeterminers are those hat precede central determiners.Predeterminers are also mutually exclusive.They include: all, both, half, double, twice, three times, etc.one-third, two-fifths, etc;what, such(a/an).Postdeterminers refer to those that follow central or predeterminers.Postdeterminers are not mutually exclusive, that is to say, two or more such items can co=occur in a noun phrase.This subclass includes: cardinal numerals;ordinal numerals;next, another ,etc;many much,(a_ few,(a)little, fewer,(the)fewest, less(the)least, more, most;several, plenty of , a lot of lots of , a great/large/good number of, a great/good deal of , a large/ small amount of ,such.Word order of three subclasses of determiners
When a noun phrase contains all three subclasses of determiners, their normal order is ―predetermine + central determiner + post determiner(s)‖: All the four students All these last few days Both his two sisters If the noun phrase contains only two of the subclassed, they follow the same order, ie ―predeterminer + central determiner‖:
Half his income Both his parents All the tourists ―central determiner+postdeterminer‖: the author‘s last books some such alloy his last few words ―predeterminer+postdeterminer‖: all three books all other students half such people
―postdeterminer+postdeterminer‖ several hundred tourists three other girls many more copies 6.3)A comparative study of some determiner usage many, much, a lot of ,lots of, plenty of
Lesson 7 Determiners(II)--Articles
教學(xué)重點及難點：
1.Articles in use with different classes of nouns;
2.Some phrases applied with definite, indefinite and zero articles
教 學(xué) 基 本 內(nèi) 容
1.Generic and specific reference: generic reference, specific reference, anaphoric, cataphoric and situational reference.2.Articles in use with different classes of noun: articles in use with the proper noun, articles in use with the common noun and other use of articles;
3.Some phrases applied with definite, indefinite and zero articles: phrases with zero articles as at anchor, in force, out of hand etc, phrases with definite articles as for the time being, on the spot, in the long run, etc, and examples with indefinite articles as before person‘s names, or before the non-finite element, etc.Lecture 7 Determiners(ii)---articles In the previous lecture we touched upon the fact that articles are the most typical of determiners.Now we will concentrate on this topic.English has two articles: the definite and the indefinite article.As we know, all English common nouns have article contrast, so with plural count nouns and noncount nouns, the absence of an article signals the presence of another kind of article---the zero article.It is in this sense that we may also say that English has three articles---the definite, the indefinite, and the zero articles.7.1 generic and specific references In discussing the use of article, we must distinguish between generic and specific reference.generic reference When we say the reference is generic, we are talking about any membe4r representative of a class of people of things.All the three forms of article can be used generically to refer to members of a class as a whole.In certain contexts, the definite article followed by a singular count noun often performs a generic function.The same function can also be performed by the definite article combining with certain adjectives or adjectival participles.Generic reference can also be denoted by the indefinite article followed by a singular count noun.This is especially common in giving definitions.In so doing, we can also use plural and noncount nouns without the presence of any determiner.This may be referred to as the generic use of the zero article.specific reference Specific reference is different from generic reference in that it does not refer to a class of people or things in general but to a particular specimen of the class.Specific reference falls into two kinds: definite specific reference and indefinite specific reference.Definite specific reference implies that a person or an object can be identified uniquely in the context or according to the common knowledge shared by speaker and hearer.The definite article is most frequently used in this sense.In the case of indefinite specific reference the person or thing referred to is also a specific object, but is not definitely identified.This kind of referential meaning is most commonly expressed by the indefinite article.In certain contexts and situations the zero article can perform the same function.anaphoric, anaphoric and situational reference Definite specific reference can be anaphoric, anaphoric, or situational.The word anaphoric means ―pointing backward‖.When what is referred to occurs in a previous context and the definite article has to point backward for its meaning, this is known as ―anaphoric reference‖.The anaphoric use of the definite article is called ―anaphoric THE‖.Anaphoric reference is also a kind of definite specific reference.The word means ―pointing forward‖.When the referential meaning of the definite article is determined by what follows the articles and the head, and the article has to point forward for its own interpretation, that is anaphoric reference.Situational reference is a kind of definite specific reference that depends not on any referent that has occurred in the context but solely on the common knowledge shred by speaker and hearer on a specific situation in which the reference is made clear.Situational reference is most commonly denoted by the definite article, but in certain situations the same function can also be performed by zero.Lesson 8 & 9 Pronouns(I, II)
教學(xué)重點及難點：
1.Pronouns concord in number, gender and case;2.The usage of personal pronouns, reflexive pronouns, and demonstrative pronouns.教 學(xué) 基 本 內(nèi) 容
1.Pronouns concord in number, gender and case.In number: pronoun concord with every-,some-, any-compounds as antecedent, with coordinate construction as antecedent, with collective nouns antecedent, and with ―plural noun/ pronoun +each‖ as antecedent.In gender, Pronoun concord with male/female noun as antecedent, with common gender noun as antecedent, and with neutral gender noun as antecedent, etc;
2.Choice of pronoun forms: choice between subjective and objective case, choice between adjective and genitive case;
3.Possessive pronoun, reflexive pronoun, and generic use of personal pronouns;
4.Pronoun reference: anaphoric, cataphoric, situational reference, personal reference, and demonstrative reference.Teaching Contents 8.1 Pronoun concord in number 8.2 Pronoun concord in gender 8.3 Pronoun concord in person
Pronouns are a varied closed-class words with nominal function.English has a developed pronoun system, comprising:
1.personal pronouns 2.possessive pronouns 3.reflexive pronouns 4.reciprocal pronouns 5.demonstrative pronouns 6.interrogative pronouns 7.relative pronouns 8.indefinite pronouns 8.1 Pronoun concord in number Personal pronouns, possessive pronouns, reflexive pronouns, and corresponding determiners have their singular and plural forms.The number contrast of pronouns differs from that of nouns in that pronoun number contrast is morphologically unrelated, as in I/we, he/they, as opposed to the typical regular formation of noun plurals: boy/boys.The choice of pronoun number forms is generally determined by the number of its antecedent, that is, a pronoun must agree with its antecedent in number.---They haven‘t yet made up their own mind.1)Pronoun concord with every-, some-, any-compounds as antecedent:
everyone, everybody, someone, somebody, anyone, anybody, no one, nobody，take the singular form(grammatical)---Everybody looked after himself.---Nobody wants to go there, does he? In informal style, the plural form, esp.everyone or everybody:---Everybody knows what they have to do.everything, something, anything, nothing: singular---Everything is ready, isn‘t?
2)Pronoun concord with coordinate construction as antecedent(notional concord)---I bought bread and butter at the shop, and they cost 50c.---She likes bread and butter, but this is too thick.3)Pronoun concord with collective noun as antecedent(notional concord)---The government is doing its best to boost production.---The government have discussed the matter for a long time but they have shown no sign of reaching an agreement.4)Pronoun concord with ―plural noun / pronoun + each‖ as antecedent
The choice of the number forms of the pronoun and corresponding determiner depends on the position of the appositive ―each‖: before the verb---plural form;
after the verb---singular form---We each are accountable for our own families.---We are each responsible for his own family.8.2 Pronoun concord in gender Gender is a grammatical category.It is a set of grammatical forms of nouns, determiners and adjectives that tell of the distinctions of sex.English nouns have four genders: masculine(man), feminine(woman), neutral(book)and common(student).But we do not mean any overt grammatical forms that show the distinctions of sex, but the differences of natural sex denoted by the lexical meaning of nouns.1)Pronoun concord with male / female noun as antecedent---When Paul met Mary, he asked her to go to town.2)Pronoun concord with common gender noun as antecedent Some common gender nouns, such as doctor, teacher, engineer, lawyer, parent, student…… they can either be male or female.When they are used in the singular for generic
reference, these nouns are generally referred to as HE, a kind of practice that is opposed by feminists.---If a person breaks the law, he will be punished.---The parent of a teenage child often wonders where he went wrong.---Parents of teenage children often wonder where they went wrong.(plural form)---When a customer calls, ask him to leave his phone number.---When a customer calls, be sure to ask for a phone number.(No pronoun or determiner is used.)In formal writing as in legal documents, ―he or she‖, ―his or her‖ can also be used.---The parent of a teenage child often wonders where he or she went wrong.(2)Some common gender nouns such as baby, infant, and child are intermediate between personal and non-personal.When the speaker does not know , or is not interested in the sex of the baby or infant, he may use the neutral IT:---The baby was sleeping in its cot.But if the speaker is the baby‘s mother, she is unlikely to refer to her baby as IT:---Watch out!The baby is trying to put the toy watch into his mouth.3)Pronoun concord with neutral gender noun as antecedent When the antecedent is a singular noun of neutral gender, a noun denoting an inanimate or non-personal object, the neutral pronoun or the corresponding determiner is generally used.(it / itself / its)---That book has lost its cover.I will put a new one on it.(2)Just as a baby may be designated it, so a number of nonhuman species may be designated he or she.(car, ship)---The car needs some petrol.Let‘s fill her / him up at the next garage.(3)When the antecedent is an animal noun, it is generally referred to as it in nonexpert contexts.If the anima is spoken of with emotion or is personified, it may be referred to as he or she.---The cat is a useful animal because it eats rats.---The cat leaped onto my bed and coiled herself there.This is also true of the names of celestial bodies or abstract ideas: sun, moon, earth, nature, history, war, death---The sun is shining in all his splendid beauty.---Nature, the greatest artist, makes her common flowers in the common view.(4)Names of countries may be treated either as feminine or neutral.When used as geographical units, they are treated as inanimate and therefore neutral:---China is in East Asia.It is one of the largest countries in the world.If used as political or economic units, the names of countries are often feminine, she or her is generally used:---China has a history of over 5000 years.She is proud of her culture.8.3 Pronoun concord in person By pronoun concord in person, we mean two things: Pronoun concord in person on sentential level In a sentence, the person of a pronoun is determined by the person of its antecedent.---My brother has sold his car.If the antecedent is a coordinate construction containing a first or second person pronoun, the referring pronoun should be first and second person in plural number.---My friend and I are reading the manuscript.We‘ll be through in half an hour.---You and the accountant are familiar with him.You can both see him.2)Pronoun concord in person on textual level In a text pronouns should be consistent in person from beginning to end.This is a matter of speaking or writing from what point of view, from the speaker‘s or writer‘s point of view or from that of a third party.A consistent point of view is a guarantee of clarity in writing.Teaching Contents 9.1 Choice of pronoun case forms
9.2 Reflexive pronouns
9.3 Pronoun reference 9.1 Choice of pronoun case forms
9.2 Reflexive pronouns
9.3 Pronoun reference Pronoun reference is a kind of reference realized through the use of pronouns.When a pronoun is used it must refer to somebody or something.What is referred to is called antecedent.It is the antecedent that indicates the referential meaning of the pronoun.anaphoric, cataphoric and situational reference According to the relative position of the antecedent, pronoun reference can be anaphoric or cataphoric.When the antecedent occurs before the pronoun, which has to point backward for its own interpretation, that is anaphoric reference.---John has moved to a new house.He had it built last year.If the antecedent appears after the pronoun, and the pronoun has to point forward for its meaning, that is cataphoric reference.---When she has finished her work, Mary left the office.If the antecedent does not occur anywhere in a linguistic context, and the pronoun only refers to somebody or something indicated by an extra linguistic situation in which the utterance is given, that is situational reference.---How hard he studies English.When a pronoun is used, it can only refer to one antecedent.If a pronoun has two or more possible antecedents, that will lead to ambiguity.---He introduced me to the pilot who had looked after him when he was in hospital.---He introduced me to the pilot whom he had looked after in the hospital…
2)Personal reference Personal reference is established by personal pronouns, possessive pronouns, reflexive pronouns, and corresponding determiners.Personal reference is generally anaphoric.It may occur within the sentence boundary or across sentences.---When Mary has finished her work, she left the office.---John has moved to a new house.He had it built last year.Personal reference can also be cataphoric, but under limited conditions.Generally speaking, cataphoric personal pronouns usually occur in subordinate constructions, and where cataphoric reference occurs, anaphoric reference canbe used instead, but not conversely.---When she had finished her work, Mary left the office.(cataphoric)---When Mary had finished her work, she left the office.(anaphoric)---Mary bought a new dress, but she didn‘t like it.---She bought a new dress, but Mary didn‘t like it.3)Demonstrative reference Demonstrative reference is established by demonstrative pronouns and demonstrative determiners.All the demonstratives can be freely used in anaphoric reference.---The man gad been drinking too much;this explain his unsteady walk.A: I like the polar bears.These are my favorites.B: Those are my favorites too.---Our daughter got a bad sun-burn yesterday.That‘s why we couldn‘t come.As for cataphoric demonstratives, they are restricted to this and these, which are commonly used to refer to a following clause or sentence or a group of sentences.---―The great difficulty is this,‖ said the psychologist, ―you can move about in all directions of space, but you can‘t move about in time.‖
―That‖ and ―these‖ are rarely used cataphorically.When occasionally so used, they often take on sarcastic meanings.---How do you like that? He stabs you in the back and then professes to be your friend.Lesson 10 Verb and verb phrase
教學(xué)重點及難點：
1.The difference between finite and non-finite verb;
2.The classifications and usage of some phrasal verbs
教 學(xué) 基 本 內(nèi) 容
1.Classification of verbs.According to different standards, verbs and verb phrases may falls into six types grammatically, semantically: Main verbs and auxiliaries, transitive verbs, intransitive verbs and linking verbs, dynamic verbs and stative verbs, single-word verbs and phrasal verbs, finite and non-finite verbs, regular and irregular verbs;
2.A survey of tense, aspect, voice and mood: tense and aspect, active and passive voice, finite and non-finite phrases.3.The classifications and usage of some phrasal verbs: V.+ Prep, V.+ adverb particle, V.+ adverb particle + prep.The usage of phrasal verbs as pride oneself on, take pride in and be proud of, etc.Lecture 10 Verb and Verb Phrase Teaching Contents 10.1 Classification of verbs(I)10.2 Classification of verbs(II)10.3 A survey of tense, aspect, voice and mood
10.1 Classification of verbs(I)1)Main verbs and auxiliaries
According to different roles played in the formation of verb phrases verbs are divided into two classes: main verbs and auxiliaries.As we know, a verb phrase may consist of a main verb only;this is called a simple verb phrase.A verb phrase may also take the form of a verb preceded by one or more auxiliaries;this is called a complex verb phrase.Main verbs are also called notional verbs functioning as the head and indicating the basic meaning of a verb phrase.Auxiliaries fall into three categories: primary auxiliaries, modal auxiliaries and semi-auxiliaries.a)Primary auxiliaries: be, do, have.Without lexical meanings of their own, these auxiliaries have only grammatical functions or grammatical meanings.Be is usually used to help the main verb to form the progressive aspect or the expressive voice.Auxiliary do is used to help the main verb to express negative meanings or to form question, and sometimes to help express the emphatic affirmative.The function of auxiliary have is to help the main verb to form the perfective or the perfective progressive aspect.b)Modal auxiliaries: can/could, may/might, will/would, shall/should, must, ought to, dare, need, used to.They express modal meanings.In a finite verb phrase, we can use only one modal auxiliary which is invariably followed by the bare infinitive or the base form.c)Semi-auxiliaries: have to, seem to.They can help the main verb to form the complex verb phrase and express the modal meaning on the one hand, and can, when preceded by other auxiliaries, function as main verbs on the other.2)Transitive verbs, intransitive verbs and linking verbs Verbs are divided in accordance with whether or not they must be followed by obligatory elements functioning as complementation and what kind of elements that must follow.a)Transitive verbs must be followed by an object.Some are followed by two objects, i.e.indirect object and direct object;.some by an object and an object complement;some by an object and an obligatory adverbial b)Intransitive verbs do not require an object.c)Linking verbs are followed by a subject complement.3)Dynamic and stative verbs a)Dynamic verbs refer to actions.They can be subclassified into three categories:
durative verbs, transitional verbs and momentary verbs.b)Stative verbs refer to present or past states, i.e.to a relatively stable state of affairs.They are normally incompatible with the progressive except in certain cases where there is a transfer of meaning.They can be classified into four categories.The first includes main verbs ―be‖ and ―have‖.The second includes verbs that include, as part of their meaning, the notion of being and having, such as apply to, belong to, differ from, cost, weigh, measure.The third includes verbs that refer to a sense perception, such as hear, see, feel, taste, smell.The fourth subclass includes verbs that refer to a feeling, a state of mind or an opinion, such as assume, believe, consider, detest, wish.Stative verbs are not used in progressive aspect, otherwise, they will be changed into dynamic verbs, such as be, have.e.g.He is being foolish(=is acting foolishly).We‘re having a wonderful time(= are enjoying ourselves).The verbs resemble and cost are stative verbs when they are used to mean respectively ―be like‖ and ―be worth‖, but when used in other meanings, these two verbs just like dynamic verbs can occur in the progressive.e.g.He resembles his father.He is resembling his father(= is becoming more and more like his father)as the years go by.Perception verbs when used in a non-volitional sense are stative verb, but when used in a volitional sense are dynamic verbs.e.g.I can taste pepper in it.I‘m tasting this soup.Attitudinal verbs such as think, imagine, understand are stative verbs, but they can occasionally be used dynamically to express different meanings, e.g.Be quiet.I‘m thinking(= giving thought to a problem).There are also cases of a special polite use of the progressive with verbs like want, hope, wonder.e.g.Were you wanting to see me? 10.2 Classification of verbs(II)According to word formation and grammatical form, English verb may be divided into single-verbs and phrasal verbs, finite verbs and non-finite verb, regular verbs and irregular verbs.4)Single-word verbs and phrasal verbs
A phrasal verb is a verb that is composed of two or more words.They can be classified into three categories: a)Verb + preposition e.g.The police are looking into the case.b)Verb + adverb particle e.g.The meeting has been called off.c)Verb + adverb particle + preposition e.g.I don‘t want to come down with the flu again.Phrasal verbs are verbal idioms which are equivalent to single-word verbs, transitive or intransitive, and which are different from simple verbal combination where the meanings are easily guessed from the parts.Some constructions such as verb + noun + preposition and verb + noun are also grouped under the category of phrasal verbs e.g.She soon realized that she was being made fun of.5)Finite and non-finite verbs Finite main verbs have tow finite forms and three non-finite forms.The two are the present tense and the past tense;the three are the infinitive, the –ing participle and the –ed participle.Finite verbs are marked for tense, and non-finite verbs have no tense distinctions.Most auxiliaries have the present and past tense forms but not all the three non-finite forms except for the primary auxiliary be.The modals do not have the non-finite forms or the base.6)Regular and irregular verbs Verbs whose past tense and –ed participle forms are derived by adding –ed are regular verbs, and otherwise they are irregular verbs.10.3 A survey of tense, aspect, voice and mood 1)Tense and aspect
Tense is a grammatical form associated with verbs that tells of the distinctions of time;that is, tense and time are related and different.Time is a universal concept with three divisions: past, present and future times.The notion of time is common to all mankind, when expressed linguistically, it is tense.Chinese is not an inflectional language and has its own ways to express tense.Aspect is also a kind of verb form which represents the action or the process expressed by the verb as something going on or completed at a given time.English has two aspects: the progressive and the perfective aspects.The uses of tense and aspect Tense:
present
past Aspect: progressive
perfective 1.A tense can be used independently:
1)simple present, 2)simple past 2.A tense can be combined with an aspect:
3)present progressive, 4)past progressive
5)present perfective, 6)past perfective 3.A tense can be combined with two aspects:
7)Present perfective progressive
8)Past perfective progressive
2)Active voice and passive voice
Voice is a grammatical category, showing whether the subject of a sentence acts or is acted on.English has two voices: the active and passive voices.When the subject is the agent or doer of an action, the verb takes the active voice;if the subject is the recipient of the action, the verb takes the passive voice and the sentence is called passive sentence.The passive voice is formed by the auxiliary be +-ed participle of the transitive verb.Since be can take different forms of tense and aspect, we have six passive forms: the simple present, the simple past, the present progressive, the past progressive, the present perfective and the past perfective.Of the three non-finite form, the infinitive and the –ing participle can occur in the passive, simple and perfective.―Modal auxiliary / semi-auxiliary + infinitive‖ are made passive by using a passive infinitive, which may occur in the simple or in the perfective form.When the passive is formed by get +-ed participle, it is called get-passive, distinguished from be-passive.But get isn‘t an auxiliary and cannot be used as operator in a negative statement or in a question.Get-passive usually used to denote sudden and unexpected happenings in contexts initiated by such expressions as ―in the end, eventually, at last‖.3)Indicative, imperative and subjunctive mood Mood, as a grammatical category, is a finite verb form that indicates whether an utterance expresses a fact(indicative mood), a command or request(imperative mood), or a non-fact and hypothesis(subjunctive mood)
4)Finite and non-finite verb phrases Depending on whether the first element in a verb phrase is finite or non-finite, a distinction is made between finite verb phrases and non-finite verb phrases.Lesson 11 Tense and aspect(I)教學(xué)重點及難點：
1.The difference between the present perfect and the present perfect progressive;
2.The use of simple present, the present progressive, and present perfect
教 學(xué) 基 本 內(nèi) 容
1.Use of simple present.The simple present can be used to denote: timeless present, habitual present, momentary and instantaneous present, simple present referring to the future, simple present referring to the past;
2.Use of present Progressive.The present progressive has the following uses: to denote an action in progress at the moment of speaking, an action in progress at a period of time including the present, a future happening according to a definite plan or arrangement and other meanings;
3.The two chief uses of the present perfective/progressive and how the present perfective/progressive distinguished in meaning from the simple past.Lecture 11 Tense and Aspect(I)In this and the next five lectures we are going to deal with features of tense, aspect, voice and mood expressed by the verb phrase.We will start with uses of the simple present, the simple past, the present progressive and the past progressive.11.1 Uses of simple present The simple present is the present tense form which is not accompanied by the category of aspect, that is , which is not marked for the progressive or the perfective aspect.The simple present can be used to denote the following meanings with greater restrictions on verbs:
Timeless present
The most common use of the simple present is found in the expression of eternal truths and proverbs, as well as in scientific, mathematical, geographical and other statements made for all time.This use of the simple present mostly applies to stative verbs, eg:
Honesty is the best policy.A rolling stone gathers no moss.London stands on the River Thames.Habitual present
A second use of the simple present, that of habitual or recurrent use, is typically associated with dynamic verbs, eg:
Percy often goes to his office by underground.Father doesn‘t smoke.Momentary and instantaneous present
The simple present can also be used to denote a momentary phenomenon that exists at the time of speaking.This phenomenon usually has some duration and therefore is mostly associated with stative verbs, eg:
What‘s the matter with you? What do you think, Jane?
A less common use.The simple present can be used to imply that the event takes place singly and once-for-all within the moment of speaking.Unlike momentary present, this kind of happening has little or no duration and therefore is confined to dynamic verbs denoting short actions.The use of the instantaneous present is rather restricted, occurring normally in certain speech situations such as radio and television commentaries of fast-moving sports, the running commentary of conjurors and demonstrators, and some formal declarations, eg:(page184)
Simple present referring to the future
The simple present can also be used to denote future time.This use is limited to future events conceived of as ―certain‖, either because they are determined in advance by calendar of timetable, or because they are part of a plan or an arrangement thought of as unalterable.This kind of future expression will be elaborated on in lecture 13.In the present lecture, we will just mention some subclauses in which the simple present is commonly used in the future sense.These subclauses include the that-clause following ―I hope‖, ―I bet‖, etc;the that-clause following such constructions as ―see to it‖, ―make sure‖, ―make certain‖;and the conditional / temporal clauses introduced by if /when, eg: I hope you have a good time.I bet it rains tomorrow.I‘ll see(to it)/ make sure/ make certain(that)you don‘t get lost.Simple present referring to the past
In addition to the meanings discussed above, the simple present can occasionally be used to denote past time.This use of the simple present is usually found with ―communication verbs‖ such as tell, say, hear, learn, and write to express the present effect of information received in the past, eg:
Alice tells me you‘re entering college next year.I hear poor old Mrs.Smith has lost her son.Simple present is also used as a device of story-telling and news reporting to add vividness to the description.This use of the simple present to refer to the past is what we call ―historic present‖, eg:
…I was just dozing off in front of the television when my wife rushes in shouting that the kitchen is on fire.11.2 Uses of simple past
The simple past is the past tense form which is not marked for the progressive or the perfective aspect.This tense form can be used to denote the following meanings:
Past event and past habit
The basic use of the simple past is to denote a simple event or state that happened or existed at a definite point or period of time in the past.This is what we call the event/state past, eg:
He left ten minutes ago.This town was once a beauty spot.The simple past can also be used to denote a habitual or recurrent action in the past, known as the habitual past, eg: In those days they sowed wheat by hand.He worked in a bank all his life.Neither the event/state pas nor the habitual past has any connection with the present moment, so what is denoted by the simple past must be something no longer existent at the moment of speaking.Compare: His father was an English teacher all his life.(―He is now dead.‖)His father has been an English teacher all his life.(―He is still alive.‖)
Attitudinal and hypothetical past
In specific contexts, the simple past can also denote the present or the future time.There are two uses.One is known as the attitudinal past, that is , the past tense is associated with the present time in independent clauses expressing a question, request or suggestion.Its effect is to make the question / request/suggestion less direct, implying a polite, somewhat tentative attitude on the part of the speaker, eg:
A: Did you want me? B: Yes, I wondered if you could give me some help.The other is what we call the hypothetical past.In this use, the simple past refers not to a fact but to a non-fact, and is typically found in that-clause following such constructions as ―It‘s time…‖, ―I wish…‖, ― I‘d rather…‖, etc., and in adverbial clauses of rejected condition, i.e.a condition which is not likely to be fulfilled, eg:
It‘s time you had a holiday.I wish you lived closer to us.I‘d rather you went now.If I had the money now, I‘d buy a car.11.3 Uses of present progressive
The present progressive(am/is/are+-ing participle)has the following uses:
To denote an action in progress at the moment of speaking
To denote what is going on at the present moment, we commonly use the present progressive, generally associated with durative dynamic verbs, eg:
A: What are you doing? B: I‘m writing a letter.The difference between the simple present and the present progressive referring to present time is that the former carries a permanent meaning and the latter a temporary meaning.Compare:
He lives in shanghai(permanent residence)He is now living in Shanghai.(temporary residence)
To denote an action in progress at a period of time including the present
The present progressive can also express an action that is gong on over a period of time including the present but not necessarily at the moment of speaking, that is, a temporary habit as distinguished from the permanent habit denoted by the simple present.Compare:
He works in a chemical factory.He is working in a chemical factory these days.Note that the present progressive when accompanied by an adverbial of frequency such as always, continually, constantly, or forever often imparts an emotional coloring, often of annoyance or disapproval.By contrast, the simple present lacks the subjective, emotional tone of the present progressive and states a fact objectively.Compare: She complains about the house.She is constantly complaining about the house.To denote a future happening according to a definite plan or arrangement
The present progressive used to refer to the future, more often than not the near rather than distant future, in connection with a definite plan, arrangement of program, usually occurs in situations with obvious future reference, eg:
Mr.Cameron is leaving China in a few weeks.I‘m going to Qingdao for the summer holiday.The present progressive denoting futurity also occurs in temporal and conditional clauses, on condition that there is future reference in the main clause, eg.:
I‘ll think about it while you‘re writing the report.If you are standing at the corner, I‘ll give you a lift.To denote other meanings
Apart from the above-mentioned meanings, the present progressive may also be used to denote an action in the immediate past which is generally expressed by communication verbs such as tell, talk, say, exaggerate, etc, eg: You don‘t believe it? You know I‘m telling the truth.I don‘t know what you are talking about.The present progressive may also be used to make even politer requests than does the attitudinal past with such few verbs as hope, wonder dealt with in 11,2.2, eg:
I‘m hoping you‘ll give us some advice.I‘m wondering if I may have a word with you.As mentioned before, the present progressive is commonly associated with durative dynamic verbs.With momentary verbs, i.e.verbs denoting actions of very short duration, the use of the present progressive will be understood to express repetition or a series of momentary actions, rather than just a single action.11.4 Uses of past progressive
The use of the past progressive(was/were+-ing participle)has much in common with that of the present progressive, only the time reference being pushed back to the past, often overtly expressed by a time-when adverbial.The following are the uses of the past progressive.To denote an action in progress at a definite point or period of past time
This is the most common use of the past progressive.In this use, the past time reference is usually indicated by a temporal adverbial or implied by the context.In the past progressive, the notion of incompleteness is more clearly indicated than in the present progressive, eg:
What were you doing yesterday at seven p.m.? They were building a dam last winter.It is based on this use that the past progressive may have the effect of surrounding a particular event by a temporal frame, or serve, at the beginning of a text, as the background in past time narrative, eg:
The students were still laughing when the teacher stepped in.To denote a past habitual action
The habitual action denoted by the past progressive is most clearly characterized by its temporariness, in contrast with the past habit denoted by the simple past, eg:
George was getting up at five every day that week.As in the case of the present progressive, the past progressive can also collocate with such adverbials of frequency as always, constantly, continually, forever, to express emotional feelings, especially feelings of annoyance or disapproval on the part of the speaker, eg:
My brother was always losing his keys.To denote futurity in the past
In specific contexts, the past progressive can be used to denote a future action in the past according to a definite plan or arrangement.This use is also found in some adverbial clauses of time or condition, eg:
They were leaving a few days later.He told me to wake him up if he was sleeping.To make polite requests and express hypothetical meanings
The past progressive has a similar function to that of the simple past and of the present progressive as described in 11.2.2 and 11.3.4.Of the three forms, the past progressive is the most tentative in making polite requests.Compare: I hope you can send me some books.I hoped that you could send me some books.I am hoping you can send me some books.I was hoping you could send me some books.To express hypothetical meanings, the past progressive only occurs in certain conditional clauses and in subclauses after ―I wish‖, ―I‘d rather‖, ―it‘s time‖, etc:
I wish they were not talking so loudly.I‘d rather you were going at once.Would you stay a little longer, if you were enjoying yourself? If they were leaving tonight, I‘d like to go with them.It is time we were leaving.Contrast between past progressive and simple past
In the previous sections we have touched upon notional differences between the simple past and the past progressive.There are a few more points to note.To denote an action in completion, we use the simple past;to denote an action in progress, we use the past progressive.To state a mere past fact, we use the simple past;to lay emphasis on the duration of the action, we use the past progressive.When two actions co-occur in a sentence, the action of shorter duration is to be denoted by the simple past, while that of longer duration by the past progressive.In colloquial speech, the past progressive is sometimes used to show what one says is casual, unimportant and aimless, whereas the use of the simple past means differently.Compare: I was talking to Margaret the other day.I talked to Margaret the other day.Compare the time sequence of the two actions in the following sentences:
When we arrived, she was making some fresh coffee.When we arrived, she made some fresh coffee.In the first sentence, the action of making coffee was already in progress when we arrived, whereas in the second sentence, the action of making coffee followed our arrival in time sequence.Lesson 12 Tense and aspect(II)
教學(xué)重點及難點：
1.Differences between present/past perfective and present/past perfective progressive.2.Perfective aspect and since-clause, perfective aspect vs.have got/have got to.教 學(xué) 基 本 內(nèi) 容
1.Present perfective has two chief uses: ―finished‖ use and ―unfinished‖ use.The former refers to the present result of a past event still operative at the present moment, while the latter one denotes that an action or state extends over a period lasting up to the present moment.2.Past perfective progressive also has ―finished‖ and ―unfinished‖ use, only with time reference back-shifted to a specified past moment.3.There are a few more points that merit our attention concerning the use of the perfective aspect: perfective aspect and since-clause, perfective aspect vs.have got/have got to and perfective aspect in ―It is/will be the first time + that-clause‖.Lecture 12 Tense and Aspect(II)The perfective aspect can combine with the two tenses, forming present perfective and past perfective, which can again combine with the progressive aspect, resulting in present perfective progressive and past perfective progressive.12.1 uses of present perfective(progressive)
This section deals with the two chief uses of the present perfective(progressive)and how the present perfective(progressive)is distinguished in meaning from the simple past.Present perfective
Present perfective, a combination of the perfective aspect with the present tense(have / has+-ed participle), has two chief uses: ―finished‖ use and ―unfinished‖ use.This ―finished‖ use refers to the present result of a past event still operative at the present moment.The ―unfinished‖ use of the present perfective denotes that an action or state extends over a period lasting up to the present moment, possibly extending into the future as well.The difference between these two uses manifests itself in the fact that in the ―unfinished‖ use, the present perfective is commonly accompanied by an adverbial expressing duration, but no such accompanying adverbial is present in the ―finished‖ use.Compare:
He‘s turned off the light.(―The light is still off now.‖)
He‘s lived here since 1960.(―The period of residence extends either to the present—the usual interpretation—or to some specified date in the past.‖)
Present perfective progressive
The use of the present perfective progressive(have/has been +-ing participle)has much in common with the ―unfinished‖ use of the present perfective.Compare:
I‘ve been writing letters for an hour(and I‘ve still got some more to do).I‘ve been sitting in the garden(and have just come indoors).There are cases, however, where these two forms are not interchangeable in that the present perfective progressive has also the meanings of continuousness, temporariness and incompleteness.Compare:
Who‘s been eating my dinner?(―Some of it is left.‖)Who‘s eaten my dinner?(―It‘s all gone.‖)
Contrast between present perfective(progressive)and simple past
As has been pointed out, the action or state denoted by the present perfective(progressive), though referring to some indefinite happening in the past, has some connection with the present.Hence, if an action or state happened in the past and has no connection with the present, it will have to be expressed by the simple past or the past progressive.Compare:
His sister has been an invalid all her life.(―she is still alive.‖)His sister was an invalid all her life.(she is now dead.)
12.2.Uses of past perfective(progressive)
Let us now turn to the uses of the past perfective(progressive).Past perfective
The past perfective also has two chief uses: ―finished‖ use and ―unfinished‖ use, only with time reference back –shifted to a specified past moment.In the ―finished‖ use, the past perfective denotes an action or state already in completion before a specified past，and in its ―unfinished‖ use, an action or state extending over a period up to a past moment and possibly into the future in the past, e.g.:
I had written the article when he came.By six o‘clock they had worked twelve hours.Past perfective progressive
The past perfective progressive is basically similar in use to the present perfective progressive, only with time reference back-shifted to a specified past.The chief use of the past perfective progressive has also something in common with the ―unfinished‖ use of the past perfective, and, therefore, in many cases, these two forms can be used interchangeably, though in colloquial speech, the past perfective progressive is more frequently used than the past perfective.Compare:
I‘d been working for three hours when he called.I‘d worked for three hour when he called
Past perfective in sentences with when-/ before-/after-/ until-clauses
Subordinators such as when, before, after, until can sometimes be used interchangeably when they connect clauses where two actions happen one after another.The general rule is that the earlier happenings are expressed by the past perfective and the later happening by the simple past.Compare:
When I reached the station, the train had already left.I reached the station after the train had left.I didn‘t reach the station until after the train had left.The train had left before I reached the station.
第四篇：八年級下冊 英語語法總結(jié)
八年級下冊 英語語法總結(jié)（全書）
初二語法復(fù)習(xí)
1.so+謂語+主語：…也一樣.謂語:be動詞/助動詞/情態(tài)動詞
2.so+主語+謂語:的確如此,真的這樣.3.help yourself/yurselves to．．．請隨便吃點．．．
4.發(fā)現(xiàn)sb做sth : find sb doing sth
5.不完全同意I don’t really agree.完全不同意I really don’t agree.6.或者．．或者．．．either…or…..就近原則
既不．．也不．．neither…nor….就近原則
既．．．．又．．．both…and….謂語用復(fù)數(shù)
7.看起來，似乎It seems/seemed that…..8.由于．．．而聞名be famous for….更詳細(xì)的語法可以看這里：）
第五篇：八年級上冊英語語法總結(jié)
八年級上冊英語語法總結(jié)
1)leave的用法
1.“l(fā)eave+地點”表示“離開某地”。
例如：When did you leave Shanghai?你什么時候離開上海的？
2.“l(fā)eave for+地點”表示“動身去某地”。
例如：Next Friday, Alice is leaving for London.下周五，愛麗斯要去倫敦了。
3.“l(fā)eave+地點+for+地點”表示“離開某地去某地”。
例如：Why are you leaving Shanghai for Beijing?你為什么要離開上海去北京？
2)情態(tài)動詞should“應(yīng)該”學(xué)會使用
should作為情態(tài)動詞用，常常表示意外、驚奇、不能理解等，有“竟會”的意思。例如：How should I know? 我怎么知道？
Why should you be so late today? 你今天為什么來得這么晚？ should有時表示應(yīng)當(dāng)做或發(fā)生的事。
例如：We should help each other.我們應(yīng)當(dāng)互相幫助。
我們在使用時要注意以下幾點：
1.用于表示“應(yīng)該”或“不應(yīng)該”的概念。此時常指長輩教導(dǎo)或責(zé)備晚輩。例如：You should be here with clean hands.你應(yīng)該把手洗干凈了再來。
2.用于提出意見勸導(dǎo)別人。
例如： You should go to the doctor if you feel ill.如果你感覺不舒服，你最好去看醫(yī)生。
3.用于表示可能性。should的這一用法是考試中常常出現(xiàn)的考點之一。例如：We should arrive by supper time.我們在晚飯前就能到了。
She should be here any moment.她隨時都可能來。
3)What...? 與 Which...? 1.what 與 which 都是疑問代詞，都可以指人或事物，但是what僅用來詢問職業(yè)。
如：What is your father?
= What does your father do?
=What is your father's job? 你父親是干什么的？
Which 指代的是特定范圍內(nèi)的某一個人。如：
---Which is Peter? 哪個是皮特？---The boy behind Mary.瑪麗背后的那個男孩。
2.What...?是泛指，所指的事物沒有范圍的限制；而 Which...?是特指，所指的事物有范圍的限制。如：What color do you like best?（所有顏色）你最喜愛什么顏色？
Which color do you like best, blue, green or yellow?（有特定的范圍）你最喜愛哪一種顏色？ 3.what 與 which 后都可以接單、復(fù)數(shù)名詞和不可數(shù)名詞。如：Which pictures are from China?哪些圖片來自中國？
4)頻度副詞的位置
1.常見的頻度副詞有以下這些：
always（總是，一直）usually（通常）
often（常常，經(jīng)常）sometimes（有時候）
never（從不）
2.頻度副詞的位置：
a放在連系動詞、助動詞或情態(tài)動詞后面。
如： David is often arrives late for school.大衛(wèi)上學(xué)經(jīng)常遲到。b放在行為動詞前。
如：We usually go to school at 7:10 every day.我們每天經(jīng)常在7：10去上學(xué)。c有些頻度副詞可放在句首或句尾，用來表示強調(diào)。
如：Sometimes I walk home, sometime I rides a bike.有時我步行回家，有時我騎自行車。d.never放在句首時，主語、謂語動詞要倒裝。如：Never have I been there.5)every day 與 everyday 1.every day 作狀語，譯為“每一天”。
如： We go to school at 7:10 every day.我們每天7：10去上學(xué)。
I decide to read English every day.我決定每天讀英語。
2.everyday 作定語，譯為“日常的”。
如：She watches everyday English on TV after dinner.她晚飯后在電視上看日常英語。
What's your everyday activity?你的日?；顒邮鞘裁?？ 6)什么是助動詞 1.協(xié)助主要動詞構(gòu)成謂語動詞詞組的詞叫助動詞。被協(xié)助的動詞稱作主要動詞。
助動詞自身沒有詞義，不可單獨使用。例如：He doesn't like English.他不喜歡英語。
（doesn't是助動詞，無詞義；like是主要動詞，有詞義）
2.助動詞協(xié)助主要動詞完成以下功用，可以用來：
a.表示時態(tài)，例如：He is singing.他在唱歌。
He has got married.他已結(jié)婚。
b.表示語態(tài)，例如：He was sent to England.他被派往英國。c.構(gòu)成疑問句，例如：Do you like college life? 你喜歡大學(xué)生活嗎？
Did you study English before you came here?你來這兒之前學(xué)過英語嗎？
d.與否定副詞not合用，構(gòu)成否定句，例如：I don't like him.我不喜歡他。a.加強語氣，例如：Do come to the party tomorrow evening.明天晚上一定來參加晚會。
He did know that.他的確知道那件事。
3.最常用的助動詞有：be, have, do, shall, will, should, would 7)forget doing/to do與remember doing/to do 1.forget to do 忘記要去做某事。(未做)forget doing 忘記做過某事。
(已做)
The light in the office is still on.He forgot to turn it off..辦公室的燈還在亮著，它忘記關(guān)了。(沒有做關(guān)燈的動作)
He forgot turning the light off.他忘記他已經(jīng)關(guān)了燈了。(已做過關(guān)燈的動作)
Don't forget to come tomorrow.別忘了明天來。
(to come動作未做)
2.remember to do 記得去做某事
(未做)
remember doing 記得做過某事
(已做)
Remember to go to the post office after school.記著放學(xué)后去趟郵局。（未去）
Don't you remember seeing the man before? 你不記得以前見過那個人嗎?（已做）8)It's for sb.和 It's of sb.1.for sb.常用于表示事物的特征特點，表示客觀形式的形容詞，如easy, hard, difficult,interesting, impossible等：
It's very hard for him to study two languages.對他來說學(xué)兩門外語是很難的。
2.of sb 的句型一般用表示人物的性格，品德，表示主觀感情或態(tài)度的形容詞，如good, kind, nice, clever, foolish, right。
It's very nice of you to help me.你來幫助我，你真是太好了。
3.for 與of 的辨別方法：
用介詞后面的代詞作主語，用介詞前邊的形容詞作表語，造個句子。如果道理上通順用of，不通則用for.如：You are nice.(通順，所以應(yīng)用of)。
He is hard.(人是困難的，不通，因此應(yīng)用for。)9)對兩個句子的提問
例如：句子：The boy in blue has three pens.提問：1.Who has three pens?
2.Which boy has three pens? 3.What does the boy in blue have? 4.How many pens does the boy in blue have? 10)so、such與不定冠詞的使用
1.so與不定冠詞a、an連用，結(jié)構(gòu)為“so+形容詞+a/an+名詞”。如： He is so funny a boy.Jim has so big a house.2.such與不定冠詞a、an連用，結(jié)構(gòu)為“such+a/an+形容詞+名詞”。如：It is such a nice day.That was such an interesting story.11)使用-ing分詞的幾種情況
1.在進行時態(tài)中。如： He is watching TV in the room.They were dancing at nine o'clock last night.2.在there be結(jié)構(gòu)中。如：There is a boy swimming in the river.3.在have fun/problems結(jié)構(gòu)中。如： We have fun learning English this term.They had problems getting to the top of the mountain.4.在介詞后面。如： Thanks for helping me.Are you good at playing basketball.5.在以下結(jié)構(gòu)中：enjoy doing sth
樂于做某事
finish doing sth
完成做某事 feel like doing sth 想要做某事
stop doing sth 停止做某事
forget doing sth 忘記做過某事
go on doing sth 繼續(xù)做某事
remember doing sth 記得做過某事
like doing sth 喜歡做某事
keep sb doing sth 使某人一直做某事
find sb doing sth 發(fā)現(xiàn)某人做某事
see/hear/watch sb doing sth 看到/聽到/觀看某人做某事
try doing sth 試圖做某事 need doing sth 需要做某事 prefer doing sth 寧愿做某事 mind doing sth 介意做某事 practice doing sth 練習(xí)做某事 be busy doing sth 忙于做某事 can't help doing sth 禁不住做某事 miss doing sth 錯過做某事
12)英語中的“單數(shù)”
1.主語的第三人稱單數(shù)形式，即可用“he, she, it”代替的。
如： he, she, it
my friend, his teacher, our classroom, Tom, Mary's uncle 2.名詞有單數(shù)名詞和復(fù)數(shù)名詞。
如： man（單數(shù)）---men（復(fù)數(shù)）banana（單數(shù)）---bananas（復(fù)數(shù)）3.動詞有原形，第三人稱單數(shù)形式，-ing分詞，過去式，過去分詞。如：go---goes---going---went---gone
work---works---working---worked---worked
watch---watches---watching---watched---watched 當(dāng)主語為第三人稱單數(shù)的時候，謂語動詞必須用相應(yīng)的第三人稱單數(shù)形式。如：
The boy wants to be a sales assistant.Our English teacher is from the US.Their daughter makes her breakfast all by herself.13)名詞的復(fù)數(shù)構(gòu)成的幾種形式
名詞復(fù)數(shù)的構(gòu)成可分為規(guī)則變化和不規(guī)則變化兩種。
I 名詞復(fù)數(shù)的規(guī)則變化
1.一般在名詞詞尾加-s。
如：pear---pears hamburger---hamburgers
desk---desks
tree---trees 2.以字母-s,-sh,-ch,-x結(jié)尾的名詞，詞尾加-es。如：class---classes dish---dishes
watch---watches box---boxes 3.以字母-o結(jié)尾的某些名詞，詞尾加-es。
如： potato---potatoes tomato---tomatoes
Negro---Negroes hero---heroes 4.以輔音字母加-y結(jié)尾的名詞，將-y變?yōu)?i,再加-es。如：family---families dictionary---dictionaries city---cities country---countries 5.以字母-f或-fe結(jié)尾的名詞，將-f或-fe變?yōu)?v，再加-es。如： half---halves leaf---leaves thief---thieves knife---knives
self---selves wife---wives
life---lives wolf---wolves
shelf---shelves loaf---loaves
但是：scarf---scarves(fes)roof---roofs serf---serfs gulf---gulfs
chief---chiefs proof---proofs
belief---beliefs II 名詞復(fù)數(shù)的不規(guī)則變化
1.將-oo改為--ee。如： foot---feet tooth---teeth 2.將-man改為-men。如： man---men woman---women policeman---policemen postman---postmen 3.添加詞尾。如：child---children 4.單復(fù)數(shù)同形。如：sheep---sheep deer---deer
fish---fish people---people 5.表示“某國人”的單、復(fù)數(shù)變化。即“中日瑞不變英法變，其它國把-s加后面”。
如：Chinese---Chinese Japanese---Japanese
Swiss---Swiss
Englishman---Englishmen Frenchman---Frenchmen
American---Americans Australian---Australians
Canadian---Canadians Korean---Koreans
Russian---Russians Indian---Indians 6.其它。如：mouse---mice apple tree---apple trees man teacher---men teachers 14)肯定句變否定句及疑問句要變化的一些詞 1.some變?yōu)閍ny。
如：There are some birds in the tree.→There aren't any birds in the tree.但是，若在表示請邀請、請求的句子中，some可以不變。如：
Would you like some orange juice?
與此相關(guān)的一些不定代詞如something, somebody等也要進行相應(yīng)變化。2.and變?yōu)閛r。
如：I have a knife and a ruler.→I don't have a knife or a ruler.3.a lot of(=lots of)變?yōu)閙any或much。如： They have a lot of friends.（可數(shù)名詞）
→They don't have many friends.There is lots of orange in the bottle.（不可數(shù)名詞）
→There isn't much orange in the bottle.1.already變?yōu)閥et。
如： I have been there already.→I haven't been there yet.16)in與after in 與 after 都可以表示時間，但二者有所區(qū)別。
2.in 經(jīng)常用于將來時的句子中，以現(xiàn)在為起點，表示將來一段時間。如： He will leave for Beijing in a week.一周后他會動身去北京。
3.after 經(jīng)常用于過去時的句子中，以過去為起點，表示過去一段時間。如：He left for Beijing after a week.一周后他動身去了北京。4.不過，如果after后跟的是具體的時刻，它也可用于將來時。
如： We will finish the work after ten o'clock.十點后我們會完成工作的。5..注意區(qū)分以下的in的用法。
I'll visit him in a week.一周后我會去拜訪他。
I'll visit him twice in a week.一周內(nèi)我會去拜訪他兩次。17)不定冠詞a與an的使用 1.a 用在以輔音音素開頭的單詞前。如： There is a “b” in the word “book”.單詞book中有個字母b。
類似的字母還有：c, d, g, j, k, p, q, t, u, v, w, y, z。
She has a small knife.她有一把小刀。2.an 用于以元音音素開頭的單詞前。
如： There is an “i” in the word “onion”.單詞onion中有個字母i。
類似的字母還有：a, e, f, h, l, m, n, o, r, s, x。
如： Do you have an umbrella?你有一把雨傘嗎？
3.以元音字母開頭的單詞前面不一定都用an；以輔音字母開頭的單詞前面也不一定都用a。如：a useful book a universe
a one-letter word
an hour
an uncle an umbrella
an honest person 18)如何表達(dá)英語中的“穿、戴”？
英語中表示“穿、戴”的表達(dá)方法有好幾種，常見的有以下這些： 1.put on 主要表達(dá)“穿”的動作。
如： He put on his coat.他穿上了他的外套。
You'd better put on your shoes.你最好穿上你的鞋子。2.wear 主要表示“穿、戴”的狀態(tài)。
如： The old man wears a pair of glasses.老人戴著一副眼鏡。
The girl is wearing a red skirt.那女孩穿著一條紅色的短裙。
3.dress 可作及物動詞，有“給......穿衣”的意思，后接“人”，而不是“衣服”。如： Please dress the children right now.請立即給孩子們穿上衣服。
dress 也可作不及物動詞，表示衣著的習(xí)慣。
如：The woman always dresses in green.那位婦女總是穿綠色的衣服。4.be in 表示穿著的狀態(tài)
。如：
John is in white today.約翰今天穿白色的衣服。19)a little, a few 與 a bit(of)a little, a few 與 a bit(of)都有“一些、少量”的意義。他們的區(qū)別在哪里呢？
1.a little 意為“一些、少量”，后接不可數(shù)名詞。
如：
There is a little water in the bottle.瓶子里有一點水。
還可以接形容詞。
如： He is a little shy.他有些害羞。
2.a few 意為“一些、少數(shù)”，后接復(fù)數(shù)的可數(shù)名詞。
如： There are a few people in the room.房間里有一些人。
3.a bit 意為“一點兒”，后接形容詞。如：
It's a bit cold.有點冷。
a bit of 后接不可數(shù)名詞。
如：
He has a bit of money.他有一點兒錢。
4.a little 表肯定意義，little 表否定意義；a few 表肯定意義，few 表否定意義。如：There is a little soda in the glass.杯子里有一點兒汽水。
There is little soda in the glass.杯子里幾乎沒有汽水了。
I have a few Chinese friends.我有一些中國朋友。
Few people like him.幾乎沒有人喜歡他。
5.a little = a bit of, 后接不可數(shù)名詞；
a little = a bit = a little bit = kind of, 后接形容詞，意為“有點兒”。
20)關(guān)于like的用法
like 可以作動詞，也可以作介詞。
1.like 作動詞，表示一般性的“愛好、喜歡”，有泛指的含義。如：
Do you like the color?你喜愛這種顏色嗎？
like 后可接不定式（like to do sth），也可接動詞的-ing分詞（like doing sth），有時意思不盡相同。如： She likes eating apples.她喜愛吃蘋果。（習(xí)慣）
She likes to eat an apple.她喜愛吃一粒蘋果。（平常不喜歡吃）
like 與 would 連用，后接不定式，表示愿望或客氣的請求。如：
Would you like a cup of tea?您愿意喝杯茶嗎？
“喜歡某人做某事”可以用結(jié)構(gòu)“l(fā)ike sb to do sth/doing sth”。
如： They all like me to sing/singing English songs.他們都喜歡我唱英文歌。2.like 作介詞，可譯成“像......”。
如： She is friendly to us like a mother.她對我們友好，就像母親一樣。
It looks like an orange.它看起來像個桔子。
3、區(qū)分以下句子：
A.What does he look like? 為“他長相如何？”指一個人的外貌特征
B.What is he like? 譯為“他人怎么樣？”指人的性格特點。
C.The boy like Peter is over there.D.A boy like Peter can't do it.A句指外貌相似，而D句指性格相似。
如：
The book speaks of my hometown.那本書提到我的家鄉(xiāng)。
talk 意為“談話、講話”，如果只有一方對 21)stop to do sth 與 stop doing sth 1.stop to do sth 意為“停下來去做某事”。
如：
The students stop to listen to their teacher.學(xué)生們停下來去聽他們老師講話。
2.stop doing sth 意為“停止做某事”。
如：
The students stopped talking.學(xué)生們停止了談話。
與它們相反的句式是：go on to do sth “繼續(xù)做某事（與剛才一事不同）”和 go on doing sth “繼續(xù)做某事（與剛才同一件事）”。
如：
He finishes his homework and goes on to study English.他完成了作業(yè)，接著繼續(xù)去念英語。
They went on playing games.他們繼續(xù)玩游戲。22)tell, speak, say 與 talk 1.tell 意為“告訴、講述”，指某人把某一件事、一條信息傳送給別人或講述一件事。如：
He tells me that he wants to be a teacher.他告訴我說他想成為一位教師。
Father always tells interesting stories to us.爸爸總是給我們講有趣的故事。
tell sb sth 意為“告知某人某事”。
如：
He told me something about his past.他告訴我一些他的往事。
tell sb to do sth 意為“告訴某人去做某事”。
如： David told his son to do the homework.大衛(wèi)要他的兒子去做作業(yè)。
1.speak 意為“說話、講話”，后面主要接語言。
如：
He can speak English and a little Chinese.他能講英語和一點漢語。
2.speak to 意為“和.....講話、談話”。
如： Can I speak to Mr Zhang? 我能和張先生講話嗎？
3.speak of 意為“提到、說起”。另一方說話時，一般用 talk to；如果雙方或多方交談，多用 with。如：
Please talk to him right now.請立即同他談話。
He is talking with his friend.他在和朋友交談。
talk about 意為“談?wù)?.....”。如：
They are talking about the movie.他們在談?wù)撃遣侩娪啊?/p>
have a talk with 意為“與......交談”。
如： Can I have a talk with you? 我可以和你交談嗎？
4.say 意為“說”。
如：
Can you say it in English once more? 你能用英語再說一遍嗎？
say to 意為“對......說”。
如： He said to his students that they would have a test.他對他的學(xué)生說他們將有一個測試。
It is said that...意為“據(jù)說”。
如： It is said that he could stay under the water for a long time.據(jù)說他能呆在水里很長時間。23)Excuse me!與 I'm sorry!
1.Excuse me!意為“打攪了！對不起！”，一般是為了與陌生人搭話，或者要打斷對方所說（做）的事。如：
Excuse me, is there a hotel in the neighborhood?請問，附近有旅館嗎？
Excuse me, could I say something?打攪一下，我能說一些嗎？
2.I'm sorry!意為“對不起！”，表示道歉。如：
I'm sorry, Mr Zhang.I won't do it again.對不起，張先生。我不會這么做了。
表示時間的in, on 與 at 都可以和表示時間的詞（組）連用。
1.in 表示時間的一段或較長的時間。如：
in the morning 在上午
in May, 2004 在2004年五月
in a week 在一周之內(nèi)（后）
2.on 主要指在具體的一天。如： on Sunday 在星期天
on May Day 在“五一”節(jié)
on a hot afternoon 在一個炎熱的下午
3.at 表示時間的一點或比較短的時間。如： at 8:00 在八點
at noon 在中午
25)Other及其用法
Other 及其相近的詞（組），如 others, the other, the others, another, any other 等，一直是中學(xué)生朋友們比較困擾的問題，平常的考試、作業(yè)中經(jīng)常出錯。下面是它們的一些用法：
1、other 指其余的人或物，所有格是 other's，復(fù)數(shù)形式是 others，the other 指“兩個人或物中的另一個”，其復(fù)數(shù)形式是 the others，others 相當(dāng)于“other + 名詞”，所以不能充當(dāng)定語，修飾名詞。others指整體中去掉一部分后剩余的部分，但不是全部的，即 some...others（一些...其余的人...）。the others 強調(diào)整體中除去一部分后剩余的全部，即some...the others.2、another 泛指三個以上的不定數(shù)目中的“另外一個”。由 an 和 other 合并構(gòu)成，所以不能和冠詞連用。another 修飾單數(shù)名詞，比如：another pencil.3、any other 指除去本身以外的“任何其他的人或物”，后面要用名詞的單數(shù)形式。26)look 短語
常見的look短語有以下這些： 1.look at 朝......看
Please look at the map of China.請看中國地圖。(look at=have a look at)2.look for 尋找
The old man is looking for his dog.老人在尋找他的狗。1.look like 看起來像
Nancy looks like her mother.南?？雌饋硐袼赣H。2.look the same 看上去一樣
Li Ping and Li Jing look the same李萍和李晶看上去一樣。5.look up 查找
Please look up the word in the dictionary.請在詞典中查找這個單詞。6.look over 仔細(xì)檢查
The doctor looked over Mary carefully.醫(yī)生仔細(xì)檢查了瑪麗。7.look after 照顧，照看
You must look after your old father.你必須照顧你的老父親。8.look around 到處尋找、查看
We looked around, but we found nothing strange.我們四處查看，但是我們沒有發(fā)現(xiàn)奇怪的東西。27)too，also與either 1.too用于肯定句和疑問句，一般放在句尾，其前常加逗號。如： We are in the same school, too.我們也在相同的學(xué)校。2.also用于肯定句和疑問句，一般位于實義動詞前、be動詞后。如：Sandra is also a Korean student.Sandra 也是一個韓國學(xué)生。3.either用于否定句，一般放在句末。
如： They don't know the answer, either.她們也不知道答案。4.as well as也有“也”的意思。
如：We have great mushroom pizza as well as soda.He is a happy boy as well.28)hard與hardly 1.hard既可作形容詞，也可作副詞。
如： It's a hard(adj.)question.(=difficult)
這是一個難的問題。The boy studies very hard(adv.).那男孩學(xué)習(xí)非常努力。句子結(jié)構(gòu)：It's hard for sb to do sth 做某事對某人來說是難的。如：It's hard for him to finish the work.完成那項工作對他來說很難。
注意區(qū)分：hard work 困難的工作
work hard 努力工作
2.hardly是頻度副詞，表示否定的意思。（=almost not）通常用在形容詞、副詞和動詞之前。如：I can hardly see it.我?guī)缀蹩床坏剿?/p>
29)sometime,sometimes,some time與some times 1.sometime是時間副詞，指不確定的將來或過去某一點時間（某時候或任何時候），不指一段時間。如： We'll go to Beijing sometime next month.我們下個月某一時候會去北京。2.sometimes是頻度副詞，指“有時”、“不時”的意思（=at times）。
如：Sometimes I get up very late on Sunday morning.有時候我在星期天早晨起得很晚。3.some time是名詞詞組，指一段時間（一些時間或若干時間）。
如：It took him some time to finish the book.她花了一些時間去完成作業(yè)。4.some times指“幾次”。
如： He met the woman some times last month.上個月他見過那婦女幾次。30)exercise的一些用法
1.作不及物動詞，譯為“運動，鍛煉”。
如： David exercises every morning.大衛(wèi)每天早晨進行鍛煉。1.作及物動詞，譯為“訓(xùn)練”。
如：Swimming exercises the whole body.游泳能使身體得到全面的鍛煉。2.作名詞，譯為“體育鍛煉、運動、體操、練習(xí)題”等。
如：It's good to do eye exercises every day.每天做眼保鍵操對眼睛有好處。Please do more exercise from now on.從今以后請多做運動吧。
4.注意：exercise指具體運動或體操時是可數(shù)名詞，復(fù)數(shù)形式為exercises；泛指運動時是不可數(shù)名詞。31)maybe與may be 1.maybe是副詞，譯為“也許、可能”，相當(dāng)于“perhaps”。
如：Maybe he can answer the question.也許他能回答那個問題。He maybe is from the USA, too.他可能也來自美國。2.may be中的may為情態(tài)動詞，譯為“可能是......”。如：He may be from the USA, too.他可能也來自美國。
32)same與different 1.same指“相同的”，前面通常要有一個定冠詞the，但是如果same前面已經(jīng)有this，those等詞，就不能再與the連用了。
如：We are in the same class.我們在同一個班級。
結(jié)構(gòu)：the same as 與......一樣
如： His mark is the same as mine.他的分?jǐn)?shù)和我的分?jǐn)?shù)一樣。2.different譯為“不同的”，其后的可數(shù)名詞應(yīng)為復(fù)數(shù)形式 如：We are in different classes.我們在不同的班級。
結(jié)構(gòu)：be different from 與......不同
如：This sweater is different from that one.這件毛衣與那一件不同。
different的名詞形式為difference, 復(fù)數(shù)形式為differences。33)動詞want的用法 1.want sth.想要某物
They want some help.他們需要一些幫助。2.want sb.to do sth.想要某人去做某事
My father wants me to help him on the farm.我父親要我在農(nóng)場上幫他。3.want to do sth.想要做某事
I want to study English in England.我想要在英國學(xué)習(xí)英語。4.want doing 需要...Your sweater wants washing你的運動衣該洗了。34)be good(bad)for、be good at的相關(guān)用法
1.be good for 對......有益
Doing morning exercises is good for your health.做早操對你們的建康有益。
2.be good at 擅長于......Li Ping is good at basketball.= Li Ping is good at playing basketball.李平擅長于籃球。
be good at = do well in 如：
I'm good at math.= I do well in math我擅長于數(shù)學(xué)。
3.be good to 對......好
Parents are always good to their children.父母親總是對他們的孩子好。35)how many與how much 1.how many表示“多少”，對數(shù)量提問，后面接可數(shù)名詞的復(fù)數(shù)形式。如：There are four people in my family.---How many people are in your family? 你家里有幾個人？
We have seven classes every day.---How many classes do you have every day? 你們每天上幾節(jié)課？ 2.how much也是表示“多少”，但它對不可數(shù)名詞進行提問。如：There is some milk in the bottle.---How much milk is there in the bottle? 瓶子里有多少牛奶？ 3.how much還可以對價格提問，表示“多少錢”的意思。如： The yellow T-shirt is only 35 yuan.---How much is the yellow T-shirt? 那件黃色的T恤衫多少錢？ 36)with的幾個用法
1.with表“和、同、與”。
如： Can you go to the park with me? 你能和我一起去公園嗎？ 2.with表“用、以、被”。
如：Don't write with the red pen.不要用那支紅色的鋼筆寫字。3.with表“隨著”。
如： Climate varies with the time of the year.氣候隨著時令的不同而不同。4.with表“帶有、有......的”。
如： The girl with long hair is my classmate.長頭發(fā)的女孩是我的同學(xué)。5.with表“因為、由于”。
如：They were angry with hard work.他們因為艱難的工作而生氣。6..一些with結(jié)構(gòu)：play with
與......一起玩
be angry with
對......生氣
talk with
與......交談
get on well with
與......相處融洽 37)a lot of(lots of)與many,much 1.a lot of意為“許多、大量”。相當(dāng)于lots of。它既可以修飾可數(shù)名詞，又可以修飾不可數(shù)名詞。如：I have a lot of friends in China.我在中國有很多朋友。The old man has lots of money.那位老人有很多的錢。2.many意為“許多”。它用來修飾可數(shù)名詞。
如：Do you have many beautiful skirts?你有很多漂亮的裙子嗎？ 3.much意為“大量”。它用來修飾不可數(shù)名詞。
如：There is much water in the lake.湖里有大量的水。
4.a lot of（=lots of）用在肯定句中，而many，much不受限制。如果將一個含有a lot of（=lots of）的肯定句改為否定句或疑問句，要將它們改為many或much。如：We can see a lot of birds in the tree.---We can't see many birds in the tree.我們在樹上看不到很多鳥兒。He wants lots of soda.---Does he want much soda? 他需要許多汽水嗎？
38)help用法舉例
help既可以作名詞，也可以作動詞。1.help作名詞，意為“幫助”。
如：He needs some help.他需要一些幫助。2.help作動詞，也是“幫助”的意思。如：Can you help me? 你能幫幫我嗎？ 3.help的結(jié)構(gòu)： help sb(to)do sth
幫助某人做某事 =help sb with sth
幫助某人做某事
如：They want to help the boy carry the heavy box.=They want to help the boy with the heavy box.他們想要幫助那位男孩搬那個重箱子。39)well的用法
well可以作副詞，也可以作形容詞。1.well作副詞，意為“（某事干得）好”。如：The boy draws very well.男孩畫得很好。2.well作形容詞，意為“健康、安好”。如：I'm not feeling well 我覺得不舒服。40)ago與before ago與before都表示“......以前”，但用法有所區(qū)別。
1.ago意為“以前”，表示從此刻算起的若干時間之前，常用于過去時的句子中。如： He took a photo a week ago.他一周前照了一張相片。2.before作為副詞時表示：
a.從過去某一時刻算起的若干時間以前，用于過去完成時的句子中。
如： The boy had already seen the comedy before.那男孩以前已經(jīng)看過那部喜劇片了。
b.籠統(tǒng)的“以前”，用于一般過去時或現(xiàn)在完成時的句子中，一般單獨使用，而ago不可以單獨使用。如：He's read this novel before.他以前讀過這部小說。41)need的用法
1.need作實義動詞，意為“需要”。
如：Do you need to stay at home? 你要呆在家里嗎？ 2.need作情態(tài)動詞，一般用于對must的否定回答。如：---Must he leave now?
他必須離開嗎？
---No, he needn't.不，他不必。
3.區(qū)分：a.need作實義動詞。
b.need作情態(tài)動詞，一般不用于肯定句。42)decide的幾種句式
1.decide to do sth
決定去做某事
They decide to fly kite on weekend.他們決定在周末去放風(fēng)箏。
2.decide on doing sth
決定做某事
They decide on flying kites.他們決定放風(fēng)箏。
3.decide on sth
就某事決定......Betty decided on the red skirt.貝蒂選定了那條紅裙子。
2.decide的名詞形式為decision，結(jié)構(gòu)：make a decision，意為“做決定” 如：He has made a decision.他已經(jīng)做一個決定了。
43)too many,too much與much too 1.too many意為“太多”，用于修飾可數(shù)名詞的復(fù)數(shù)。
如： There are too many students in our class.我們班上有太多的學(xué)生。2.too much意為“太多”，用于修飾不可數(shù)名詞。
如：We have too much work to do.我們有太多的工作要做。3.much too表示“太”，用來修飾形容詞或副詞。
如：The box is much too heavy, so I can't carry it.箱子太重了，所以我搬不動它。44)can的用法 1.表示能力。
如：We can carry the heavy box.我們可以搬得動箱子。Who can sing an English song?誰會唱英文歌？
2表示驚訝、不相信等態(tài)度，主要用于否定句和疑問句中。如：Can it be true?這會是真的嗎？ You can't be serious? 你不會當(dāng)真吧？3.表示允許，意思與may相近，主要用于口語中。如： Can I smoke here? 我可以在這兒吸煙嗎？ Can I go with him?我可以跟他一起去嗎？
點擊咨詢 