数词 (人教版高三英语下册教学论文)

2025-01-05

数词 (人教版高三英语下册教学论文)（精选7篇）

数词 (人教版高三英语下册教学论文) 篇1

数词

1. dozen , score

2. in the (early/ late)nineties / in the 1990s/ in the 90’s 在九十年代

in one’s (early/ late)nineties 在某人九十多岁

3. 分数的表达法:

1/2 a half/ one half 1/4 a/ one quarter

3/4 three fourths / three quarters 3 1/4 three and on quarter

4. nine ----ninth / ninety

four---- fourth/ forty (第九四十有变化)

5. 小数的读法

0.4 zero point four / point four 10.23 ten point two three

1.03 one point o three

1.03 meters/ 0.5 meter

6. 百分数的读法

50% fifty percent (percent 无复数形式)

7. 加减乘除法

① 加用 plus, and , add 等于用is , make, equal, 提问用how much,

② 减用minus , take from

③ 乘用 time , multiply

④ 除用 divide 的过去分词表示

注意: 加,乘的谓语单复皆可, 而减，除的谓语用单数.

Two and three is equal to five=Two and three make five.= Two added to three equals five.

Take 6 from ten and the remainder is four. = Six taken from ten is four.

Multiply three by four, we get twelve.= The multiplied by four makes 12.

Sixteen divided by four is / equals/ makes four.

主谓一致

1. 一些固定不变的名词的复数形式

如: crossroads(十字路口), barracks(兵营) , headquarters(总部), means(方法,手段) , species(种类,品种), series(系列), works(工厂)等. 动词的单复数取决于限定词或上下文内容中作者要表达的意思.

2. 以s 结尾的学科名词用单数谓语动词:

economics(经济学), electronics(电子学), mathematics(数学), politics(政治学) 等

3. 有些表示成双成对的词,常用复数形式,且谓语动词用复数.如:eyeglasses, pants(裤子), scissors(剪刀), shoes, shorts(短裤), socks(短袜), stockings(长统袜), trousers,等.

4. 集合名词: 强调整体时用单数,强调集体的成员时用复数:如:army , audience(观众), board(委员会), committee(委员会), crew(全体队员,船员,机组人员), crowd(人群), firm(公司), government(政府), group(组群), majority(多数人), minority(少数人), public(公众), staff(全体工作人员), union(联盟)等.

注意: the public 表示公共场所的人时谓语单数或复数都可以.

man(人类), police(警察)只能做复数名词使用,谓语只能用复数.

5. 表示人名,地名,国家名等专有名词或不可数名词的谓语一律用单数.

6. 注意一些名词的特殊复数形式: phenomenon-phenomena(现象), goose-geese(鹅肉), mouse-mice(老鼠), 等

7. 不定代词或every 加名词做主语: every, each, either, neither, one, no one, somebody, anybody, nobody, everyone, someone, anyone, everyone, something, anything, nothing, everything,等,在句中做主语,或做限定词限定一个名词或加of时, 谓语用单数.

8. 限定词加名词做主语: all, any, many, more, most, some的谓语取决于他们所修饰的名词.

注意: many a / more than one 是固定搭配, 谓语也用单数.

9. 含有of的短语和介词短语做主语时

① half of, all of, any of, a lot of, most of, --- percent of , some of, five sevenths of , the rest of 等短语的谓语取决于of后的名词.

②a number of 与the number of

10. 就前原则

当主语间由介词with, together with, along with, as well as, as much as, no less than, more than, not to mention, including , like, but, except等连接时, 其谓语取决于此介词前一个主语.

11. 就近原则

not only---but also , either,--- or, neither---nor, or 等连接多个主语时, 谓语取决于离谓语最近的那个主语.

12. 比较: The singer and the dancer are going to attend our party.

The singer and dancer is going to attend our party.

13. 固定词组: a knife and fork, a cup and saucer(带茶托的茶杯), ice-cream and cake (冰淇淋蛋糕), iron and steel, 不管作复合名词还是形容词, 谓语都用单数.

14. 凡是计量时间,距离,金钱,体积,尺寸等的度量衡作主语时, 位于都用单数, 常见的有:

years, dollars, dozens, miles, length, width等.

15. 数学上的加减乘除的规律是: 加,乘的谓语单复皆可, 而减，除的谓语用单数.

16. 分类词做主语是: form, kind, part, piece, portion, quantity, section, sort, type 等加of形成的短语作主语时,谓语取决于这些词本身的单复数.

The newest types of computer are on show.

17. 动名词和不定式作主语时, 谓语一律用单数.

18. 从句作主语时, 主句的谓语用单数,担当what, all(that),或such引导的句子作主语时谓语要取决于后面的表语.

What they want are some books.

All that the ask for is money.

19. 定语从句的关系代词在从句中充当主语时, 从句的谓语应与先行词保持一致.

She is the only/very one of the students who has passed the examination.

She is one of--- who have ---

责任编辑：李芳芳

数词 (人教版高三英语下册教学论文) 篇2

我国基础教育《英语课程标准》在其基本教学理念中倡导“让学生在教师的指导下, 通过感知、体验、实践、参与和合作等方式, 实现任务的目标, 感受成功。”这要求英语教师从组织教学活动入手, 加强对学生实际语言能力的培养。

因此, 本节课主要借助多媒体手段, 采用视听法、情景模拟、情感激励及任务型教学等相结合的方法, 导入、练习、归纳过去进行时态的陈述句与疑问句, 通过听说读写等多种语言实践活动交替进行, 使学生认识到语言学习过程的多样性。学生通过自主学习, 角色扮演, 实践体验, 合作与互助等学习方式, 来掌握本课的知识和技能, 从而开发学生的思维能力, 尊重学生的个性发展, 使学生学习语言的过程同时成为学生形成积极的情感态度、主动思维、大胆实践的过程, 使枯燥的语言变得丰富多彩, 易于接受。

二、教学背景分析

(一) 教学内容分析

注:含本课时在本单元的教学定位分析

Unit3以“What were you doing when the UFO arrived”为课题, 谈论过去某一时刻正在发生的动作或状态。如何在各项语言实践中正确使用过去进行时态是本单元的重、难点。本课是Unit3的第一课时, 围绕着UFO到达时人物在做什么这一话题展开, 主要通过听说形式让学生初步学习、应用过去进行时态, 让学生能使用这一时态表述在过去某一时刻正在发生的事情或状态, 从而为本单元接下来的语言教学打下基础。本课教学内容容易激发学生学习兴趣, 并贴近生活实际, 易于引发学生使用目标语言进行简单的交际与交流。在学习活动中, 通过观察图片、情景思维、俩俩对话, 角色扮演等形式, 使学生能够自主学习, 合作交流, 完成任务, 培养学生的语言综合运用能力和实践能力。

(二) 学生情况分析

本课的主要目标是学习掌握过去进行时态的陈述句和疑问句, 学会描述过去正在发生的事情或状态, 它是在学生已经学习了现在进行时态和一般过去时态的基础上进行的。对于八年级的学生来说, 他们已经有了一定的词汇量, 特别是对要用到的一些动词, 大部分学生有了一定的基础, 这样便于教学内容的突破。教材选编了富有科普意义的UFO作为话题的引入, 能激发学生的好奇心和学习兴趣。所以对于本课的学习内容, 学生应该能较为轻松地掌握。

三、教学目标分析

(一) 知识与技能目标

大部分学生能认读、听懂、理解目标词汇和过去进行时态的陈述句和疑问句;90% 的学生能根据教师提供的分层情境, 两人或多人运用过去进行时态进行对话。

(二) 过程与方法目标

通过创设贴近学生日常生活的语言情境, 采取小组合作互动的方法, 开展对过去进行时态的学习, 尊重学生个性特点, 在自主学习的基础上合作探究, 解决问题。

(四) 情感与价值目标

通过创设新闻播报、抓凶手等情境, 激发学生的兴趣, 使他们亲身感受和体验语言, 学以致用, 培养他们自主学习、合作学习、善于学习的习惯, 并让他们在实践中体验成功。

四、教学重点、难点分析

(一) 教学重点

在语言情境中使学生理解过去进行时态的意义。

(二) 教学难点

学生会正确使用过去进行时态的陈述句和疑问句进行会话等语言交际行为。

五、教学过程设计

课前:歌曲欣赏 :“Yesterday once more”《昨日重现》。

(一) 学习目标

1. To be able to read, listen and understand the statements and questions with the Past Progressive.

能够认读、听懂并理解过去进行时态的陈述句和疑问句。

2. To learn to talk about the past events by using the Past Progressive.

会用过去进行时态谈论过去正在发生的事件。

3. To be able to cooperate with your partners and use the target language to solve the real problems..

能在小组内与同伴进行合作互助学习, 并学以致用。

(二) 新课导入

1. 图片导入

T: Look at the picture. What’s this? (老师指着图中的UFO)

S: A UFO.

T: What’s the man doing?

S: He’s looking at the UFO standing...

T: Yesterday afternoon a UFO arrived on the earth. At that time a man was standing near it. What were you doing when the UFO arrived?

S1: I was doing my homework.

S2: I was cleaning my room. ….

T : V e r y g o o d . T h i s c l a s s w e ’ l l l e a r n “ u n i t 3 What were you doing when the UFO arrived?”

First let’s look at some pictures of places.

设计意图:导入课题, 为本节课的学习打下基础。

2. 出示图片

bedroom, kitchen, bathroom, barber, barber shop, barber chair… (新词呈现)

T: What place is it? (依次指着图片, 让学生猜什么地方)

S: It’s a bedroom…

设计意图:在这个环节通过各种图片资料把学生带入新课。

(三) 图片展示

出示图片:

T: Where was the girl when the UFO arrived? (老师指向图中人物a发问)

S: She was in front of the library. (老师依次提问人物b-f)

T: Now imagine you are one of the persons. Talk about what you were doing when the UFO arrived with your partner.

Pair Work:

A: Where were you when the UFO arrived?

B: I was in the front of the library.

(同学结组谈论1a图片中的人物当UFO到达时他们在哪里)

设计意图:通过此环节练习目标词汇和句型“当什么时候某人在哪里”。

(四) 猜一猜:

依次出示五张图片:T:What was she he doingat 9:00 yesterday morning …?

引导学生回答S: Was she he doing sth. ?

T: Yes, she was. No, she wasn’t. She wasdoing sth.

设计意图:通过此环节创设情境, 呈现目标语言。

(五) A flash:“What were you doing when theUFO arrived?”

T: What was he doing when the UFO arrived? (老师引导学生进行复述)

S: He was…

设计意图: 通过观看flash, 使学生能说出当UFO到达时flash中的人物分别正在做什么, 练习由第一人称变为第三人称。

(六) 听录音, 排顺序

这一环节旨在通过听力练习目标语言, 培养学生捕捉关键词语的能力。

(七) Pairwork

W h a t w a s h e / s h e d o i n g w h e n t h e U F O arrived?

He/ She/ was doing……..

设计意图:由学生结组谈论当UFO到达时图片中不同的人物活动, 进一步练习目标语言。

(八) News Report

昨天晚上10点钟一个不明飞行物降落在我们学校, 当时你正在哪里?在做什么?

A: Where were you when the UFO arrived?

B: I was in the barber shop.

A: What were you doing at that time?

B: I was cutting hair.

(活动要求:可以小组内两两对话进行展示, 也可由一人提问, 轮流回答。最后由一人进行汇报。)

设计意图:通过这一环节, 使学生在亲身经历中运用过去进行时进行交流和汇报, 使学生熟练掌握重点句型。

(九) Activity: Catch the Killer

昨天夜里, 一名男子被谋杀了。张警官对此事进行了调查。但是每名嫌疑人都能说出当时他在做什么。凶手到底是谁?请你来当“一分钟警官”。

(游戏规则:请每组扮演警官的同学在一分钟内, 尽可能多地询问其它小组同学, 那时他在哪里、在做什么?无法回答或回答不符合逻辑的同学即为“凶手”。完成任务最多的警官即为“最佳警官”。被抓到的“凶手”在课后要完成警官布置的额外作业。)

设计意图:通过设计一个学生感兴趣的情景, 在游戏中再一次复习了重点句型。

(十) Group Work: A Lifestyle Survey

请学生调查组内的其它同学上周一晚上8点分别在做什么, 然后由调查人进行汇报。

设计意图:在这一活动中, 进一步使用目标句型进行交流, 增进对彼此生活的了解, 让学生懂得要拥有健康的生活方式。

(十一) Summary

小组合作归纳过去进行时的用法 (过去进行时表示什么样的动作或状态, 你认为常与哪些时间状语连用。)

设计意图:通过让学生自己归纳, 加深他们对重点、难点的印象, 让学生学会小结、反思, 知道自己对本单元知识的掌握情况, 做到有的放矢。

(十二) 课堂即时性评价

每个小组准备一套题 (每人一份) , 八个小组交换题目, 当堂完成, 由出题的小组对其进行现场评价。最后老师和同学们共同评出最佳出题小组, 最佳完成小组, 本课最佳合作小组、明星小组各一个, 其余小组为希望小组。

设计意图:在这一过程中锻炼学生自己发现问题、解决问题的能力, 让他们成为学习的主人。

(十三) 布置作业

以“Yesterday Once More” (昨日重现) 为题, 写一写在昨天这些不同的时刻你和家人在哪里、在做什么, 60词左右。

设计意图:作业设计旨在通过写作的形式使学生灵活地应用目标语言, 达到举一反三的效果。

板书设计:Unit3 What were you doing when the UFO arrived?

T: Where was the girl when the UFO arrived?

S: She was in front of the library.

T: What was he / she doing when the UFO arrived?

S: He/ She was……..

六、教学评价设计

(一) 评价内容:

1. 教师在教学过程中采取一些激发学生学习兴趣的活动, 例如:提问、竞争、表演、游戏、调查等, 使全体学生参与其中, 让他们能够在情境中较好地掌握和理解这两种语言的差别。同时对学生在这些活动中的合作、创新和探究能力进行评价, 这有益于学生更好地认识自我, 树立自信。评价的主体既包括教师, 也包括学生。

2. 针对本课所学语言点, 由学生小组互相评价。这有助于帮助学生反思和调控自己的学习过程, 关注学生的个体思维方式, 培养学生乐于合作, 勇于创新的精神, 起到促进学生发展的作用。

(二) 评价方法:

1. 观察法。

人教版《新目标》英语八年级下册篇3

本单元谈论的话题是“Fun places”,其功能项目是“Talk about past experiences”，通过对比、使用现在完成时态、一般过去时态谈论过去曾经去过的地方. Section A的内容是在复习巩固一般过去时用法的基础上学习使用Have you ever been to…这个句式表述过去曾经去过的地方。

学情分析：

八年级学生已经具备了一定的语言知识，能够就简单的话题进行小组讨论，并且已经接触了多种时态，学习使用现在完成时态表达过去曾经去过的地方，难度不是很大。根据教学对象的特点，合理运用多媒体辅助教学，通过师生间的闲聊、动画片欣赏、创设情境等方式，优化课堂教学结构，培养学生综合语言运用能力，提高课堂教学效率。

设计思路

通过情境导入提出Have you ever been to…? 的问题，引导学生积极参与课堂口语交际，学习使用新的词汇和短语，来训练和强化现在完成时态句型Have you ever been to …?的答语形式，,最终达到使用该句型描述过去的某个经历。

教学目标

1、知识目标

掌握现在完成时态句型Have you ever been to ……?及答语形式Yes,… have/ No, … haven’t；通过情景设置、两人一组对话练习、小组合作等方式学会谈论过去曾经到过的地方。

2、能力目标

通过情境导入来引导学生谈论过去发生的事，提出Have you ever……?的问题，继而引出一些新的词汇和句型，然后通过精讲多练的课堂教学来达到本节课的教学目标。

3、情感目标

以学生的某种经历为依托，培养学生热爱家长、热爱生活、热爱大自然的美好情怀。

教学重难点

1. 掌握重点句型Have you ever been to an amusement park? Yes, I have. /No, I have never been to an amusement park.學会使用该句型与其他人谈论过去曾经去过的地方，并能对该地的风景、娱乐等方面进行简单的描述。

2. 熟练运用现在完成时态句型Have you ever been to…?描述过去曾经去过的地方，并能就这个话题进行讨论。

教学设备

多媒体教学课件

教学方法

分层教学法、任务型教学法

教学流程

Step 1 Warming-up

1. Make conversations with some students to talk about past events.

T: Tom, what did you do yesterday?

S1:I played basketball.

T:(writing the words on the board) Tom played basketball yesterday. (to another student) Mary, What did you do last Sunday?

S2:I went to the zoo.

T:(writing on the board) Mary went the zoo last Sunday.

2. Make a short conversations in pairs. (两人一组进行以上的对话练习)

( 设计意图：用闲聊的方式带领学生走进课堂，给学生创造轻松愉快的学习氛围，学生容易接受。同时以简单的对话方式复习前面所学的内容，过渡自然。小组对话练习不但可以提高学生对过去发生事情的表述能力，还可以提高他们的听说能力，达到较好的复习效果，为新课的学习做好铺垫)

Step 2 Leading in

1. Learn the new sentence “ Have you ever been to …?” with some pictures. ( 长城、北京、红峪上庄) T: I went to the Great Wall last week.

I have ever been to the Great Wall. Have you ever been to the Great Wall?

Yes, I have. / No, I haven’t.

2. Practice in pairs by using some pictures.

提示句型：

A: Have you ever been to …?

B: Yes, I have. (No, I haven’t) Have you ever been to…?

A: Yes, I have./ No, I haven’t.

(设计意图：用学生熟悉的图片引出本节课的重点句型，学生用已学过的单词操练新句型，降低学生的学习难度,小组对话练习提高学生的小组合作能力，重点句型提示能帮助不同知识层面的学生完成教师布置的任务。)

Step3 Learning new words

1.Watch a short play （Disney 动画片）

2. Learn the new words by some pictures. Using some Disney Character to talk about the amusement park.

3. Practice in pairs (Ask some students to practice in pairs)

4. Talk about 1a

（设计意图：使用Disney动画片《猫和老鼠》引出“游乐园”这一话题，通过视听感官激发学生的学习积极性，提高学生们参与口语活动的热情，简单的两人一组的对话降低了口语练习的难度，使不同英语基础的学生都能具有成就感）

Step 4 Listening

1. 1b Listen. Have these students ever been to these places?

2. Read the listening materials loudly.

3. Talk about the places that Claudia and Sarah have ever been to.

(设计意图：谈论听力材料中的人物曾经的经历又将听力内容进一步升华，增加了一定的难度，学生不但要听懂听力材料，而且还要能用自己的话进行表述，在此项活动中，学生的听力、口语、语言表达能力都能得到不同程度的提高)

Step 5 Groupwork

Talk about your unforgettable place that you have ever been in groups.

(温馨提示：Have you ever been to …? When did you go there? How did you go there ?Have you taken any photos there? Bring some of your photos here and write a short composition to introduce the place you have ever been to.)

(设计意图：谈论自己曾经到过的难忘的地方，对于部分学生来将有一定的难度，以小组活动的方式来完成，做到人人参与，共同进步)

Step 6 Homework

1. Make a survey (小组合作，共同完成)

《家乡知多少》，谈谈对自己家乡的认识，比如：曾经到过哪些旅游景点，什么时间、怎么去的那里？你对家乡旅游景点的看法？都做了什么？等等）

Where have you ever been?

When did you go there ?

How did you go there ?

What did you do there ?

How do you like it ?

做完调查之后，让学生来做汇报。

（提示句型：Report : ***has ever been to … .

He / She went there ***.

He /She went there by ***.

He /She ***. He /She thinks it’s ***.）

2. Write your unforgettable place that you have ever been .

数词 (人教版高三英语下册教学论文) 篇4

2. Now there is a TV show named “Communicate in Chinese” can help you to improve your Chinese. It often plays at 9：50 and 15：15 from Tuesday to Saturday on the international channel 9 CCTV. The three parts of it are “ Social Chinese, Tour Chinese and Sport Chinese” and the last one will start to be played at the beginning of the Olympic Games in 2008. The DJ is an Canadian man named Da Shan Who has ample experience in learning Chinese. So this TV show is easy to understand and learn and it also can make you know more about Chinese culture.

评语：句子结构有问题，还有中英文表达不准确。11 分

Save the Source

From the passage we know that peter didn’t turn off the tap which was used by others because he thought it was none of his business. But Mary turned off it and felt disappointed about Peter .

From my point of vies, I think highly of Mary’s action. Because we live on the same earth, saving sources is our duty. Peter is a boy without any duties. Peter is a boy without any duties and doesn’t fit in our society.

In my campus, students around me always do their best to save the source. They turn off the light when they leave the classroom, they collect waste paper for recycling, they collect the used batteries as well. So precious is the source that we can’t afford to waste it. All of us will try our best to establish a source.

评论：summary 写得比较全面到位，下面的感言主要是用词不够准确，最后一句表达意思不清楚。得分：19分

数词 (人教版高三英语下册教学论文) 篇5

优点：包括了基本信息内容，连贯性较好。

不足：语言运用能力较差，单词拼写错误如Canadia、experiense。主持人应该是host，冠词使用不当;第三人称单数没加s;另外，漏信息点，如08年“奥运”始播。

得分：7

Save the Water

Peter and Mary were noticed that water tap was forgot to turn off when they were passing by. Mary rushed to the tap and turned it off, but Peter seemed not to have noticed it. Mary was disappointed about what Peter had done.

Each of us should follow Mary as a example. Water plays a important role in our life. No one can live without the water. To save the water is the duty of everyone. So I hope everyone can save the water as the Mary done.

My mother taught me how to save the water by her actions. She always collect the water which was used to washing or bath by a tank and water the flowers by it. She save the water as her words.

It’s our duty to save the water in our daily life.

优点：Summary部分基本能把原文要点概括全。正文能按要求写，举例子，有总结句，结构完整。

不足：冠词(定冠词和不定冠词)使用错误。Summary部分，被动语态使用不当。第三段举例时时态不统一，过去时和现在时混用，表达不流畅。冠词使用不当，如water没特指时要零冠词。

得分：3+12

数词 (人教版高三英语下册教学论文) 篇6

英语常用的句型结构

1、 S + vi

2、 S + link verb + predicative

3、 S + vt +o

4、 S + vt + o (间接) + o (直接)

5、 S +vt+ o + o c

6、 There be + s + …

简单句的五个基本句型

种类句型主语

S. 谓语部分

谓语动词V. 表语P. 宾语O. 宾语补足语OC.

第1种 S +V We work.(不及物)

第2种 S+V+O He plays(及物) the piano.

第3种 S+V+P We are(系动词) students.

第4种 S+V+ino(间接宾语)+Do(直接宾语) She gave(及物) me a pen.

第5种 S+V+O+C He made(及物) the boy laugh.

第6种 There be+S There are thirty days this month.

主语部分谓语部分

谓语动词修饰语/补语/宾语

8. Flowers

Flowers

Many beautiful flowers

Betty, your younger sister,

Some students in my class

you

(You) bloom。

bloom

looks

speak

Do... understand

Read

in the gardens.

in the gardens in spring.

to school by bicycle every day.

very pretty.

English very well.

these sentences?

Lesson Two, Mary.

句子的成分

1. 主语-主语是谓语讲述的对象，表示所说的“是什么”或“是谁”。一般由名词、代词、不定式或相当于名词的词或短语来充当。它在句首。

注意：不定式作主语时，常用形式主语it句型。

2. 谓语-说明主语“做什么”，“是什么”或“怎么样”。

谓语(谓语部分里主要的词)必须用动词。谓语和主语在人称和数两方面必须一致。它在主语后面。

3. 表语-表语说明主语“是什么”或者“怎么样”，由名词、形容词、副词、介词、不定式及相当于名词或形容词的词或短语来担任。它的位置在系动词后面。

*注意区别：My job is teaching.(teaching 为表语) 与 I am teaching now.(am teaching 为谓语)

4. 宾语-宾语是动作、行为的对象，由名词、代词、不定式或相当于名词的词、短语来担任，它和及物动词一起说明主语做什么，在谓语之后。

5. 状语-状语用来修饰动词、形容词或副词。一般表示行为发生的时间、地点、目的、方式、程度等意义，一般由副词、介词短语、不定式或相当于副词的词或短语来表示。状语一般放在句末，但有的可以放在句首、句中。

6. 定语-定语是用来修饰名词或代词的。形容词、代词、数词、名词、介词短语、不定式或相当于形容词的词或短语等都可以担任定语。因为它是修饰名词或代词的，而名词和代词又可以作主语，还可以作表语和宾语，所以定语的位置很灵活，凡是有名词、代词的地方都可以有定语。

简单句、并列句、复合句

1. 简单句

句型：主语+谓语

只包含一个主谓结构，而句子的各个结构都只由单词或短语表示。

2. 并列句

句型：简单句+并列连词（或连接副词）+简单句

*由两个或两个以上的简单句并列连接起来的句子叫并列句。并列句中的各简单句意义同等重要，相互之间没有从属关系，是平行并列的关系。它们之间用连词连结。

1、联合关系：

常用的连词有and, not only…but(also), neither…nor等。

Eg. Tom doesn’t smoke, nor does his brother.

2、转折关系

常用的连词有but, yet, still, however, while(而，然而)，when（那时，然后）等。

Eg. He got up very early, (and) yet he failed to catch the morning train.

We played outside till sunset, when it began to rain.

She is tired, (but) still she will make another test.

*yet 和still是连接副词，又叫半连接句。

*however(然而，不过，但是)意义接近yet,可放在句首、句末或插入句子中间。

3、选择关系：

常用的连词有or（或者，还是，否则），otherwise, or else, either…or等。

Eg. Hurry up, or we’ll be late for school.

4、因果关系

连词有：for, so, thus, therefore, and so 等。

Eg. He studied hard, thus he succeeded in passing the exam.

The Frenchman coughed loudly, so he decided to go and get some medicine for it.

*for 表示附加或推断的理由、原因。 Therefore较so更正式，and so 较口语化。

3. 复合句

句型：主句+连词+从句；或连词+从句+主句（包含一个主句、一个或一个以上的从句，或只包含一个从句，但有两个或两个以上的主句的句子叫复合句。）

动词时态，被动语态

一、一般现在时

1.一般现在时表示经常发生、习惯性动作、客观真理、科学事实、格言，目前的特征、状态、能力等。

2.主句是一般将来时,时间、条件状语从句中用一般现在时表示将来。如：

I’ll go there after I finish my work./ If it rains tomorrow, I won’t go there.

3.在以here, there开头的句子里，go, come等少数动词的一般在时表示正在发生的动作。

例如：There goes the bell.铃响了。There comes the bus.汽车来了。Here she comes.她来了。

二、现在进行时

1.表示正在进行的动作。

2.表示按计划安排即将发生的动作。

例如：She is leaving for Beijing.她要去北京。

He is working as a teacher tomorrow.从明天起他要做老师。

My father is coming to see me this Saturday.这个星期六我爸爸要来看我。

3.代替一般现在时，描绘更加生动。

例如:The Changjiang River is flowing into the east.江水滚滚向东流。The sun is rising in the east.太阳从东方冉冉升起。

4.大多数动词可用于进行时，但也有些动词不用于进行时。常见的有：exist, live, understand, mean, owe, belong to, know, doubt, suppose, remember, forget,

believe,trust,want,wish,refuse,like,hate,dislike,prefer,mind,hope等。

三、现在完成时

1.表示过去发生的动作对现在产生的影响或结果，或说话时已完成的动作。

例如：I have finished the report./ She has cleaned the room.

2.表示从过去开始，待续到现在的动作或状态，往往和“for…”, “since…”表述的一段时间状语连用。例如：He has learned English for six years./ They have worked here since they left college.

3.现在完成时与一般过去时的区别：

1）用两种时态来表述发生在过去的某一动作，现在完成时强调这一过去动作对现在产生的影响或结果，而一般过去时只表达过去的动作或状态，和现在关系不大。例如：She has cleaned the room. It’s very clean now.(此句has cleaned就不能改为cleaned.一是因为cleaned与现状无关，二是因为一般过去时不可突然跳到It’s…这样的一般现在时。)

2）汉语中的“了”、“过”、“曾”等词常用完成表达，如：I have seen that film.（我看过那部电影了。）但是如果是在特定的过去时间“看了”、“做过”，就不可用完成时而必须用一般过去进来表达。例如：When did you see that film? I saw it yesterday.(你什么时候看了那部电影？我昨天看的。)不能说：When have you seen that film? I have seen it yesterday.

4.表示“曾经到过某地（人已回来）”用“have/has been to”,表示“到某地去了（还未回来）”用“have/has gone to”.例如：

--Where is Li Hua? －He has gone to the reading-room.

--She knows a lot about Shanghai.－She has been there.

5.短暂动词（即瞬间动词），join, lose, buy, borrow, leave, go, come, arrive, die, marry, finish, complete, begin, start, break out等，在完成时态中，其肯定式不能和表示一段时间的状语连用。例如不能说：He has finished the work for three hours.要翻译“他已完成工作三小时了。”可采用1）“ago法”：He finished the work three hours ago.2）“延续法”：He has been through(with)the work for three hours.3）“since法”：It is/has been three hours since he finished the work.

四、现在完成进行时

1.用来表示从过去某一时刻开始一直持续到现在（或今后还要继续一去）的动作。例如：He has been doing the maths problems since 8:00./ It has been raining for two days.

2.凡是不能用于现在进行时的动词均不能用于现成完成进行时。

五、一般过去时

表达特定的过去时间内发生的动作或存在的状况，或过去某一时间内经常发生或反复发生的动作或行为。

六、过去进行时

1.表示过去某一时刻或某一段时间内正在进行的动作（这一过去时间须用时间状语表示）。例如：He was preparing his lecture all day yesterday.

2.表示动作在另一过去动作发生时进行。例如：They were still working when I left.

3.用在两个过去进行时动作同时发生。例如：I was writing while he was watching TV.

4.表示过去将来动作。例如：He said she was arriving the next day.

七、过去完成时

1.表示在过去某一时间以前已经完成的动作。例如：He had shut the door before the dog came up./ Everything had been all right up till this morning.

2.表示动作或状态从过去某个时刻开始一直延续到另一个过去时刻才完成，甚至还要继续下去。例如：At the age of ten, he had learned 500 English words. He had been ill for a week when we learned about it.

3.常用hope, expect, think, intend, want, suppose等动词的过去完成时来表示未实现的希望、打算或意图。例如：We had expected that you would be able to win the match.

八、一般将来时

一般将来时表示将来要发生的动作和存在的状况。有下列一些形式：

1.will/shall do （侧重将来行为，不突出计划安排去做某事）

2.be going to do (主观上打算或客观上可能发生)

3.be doing (按计划将要发生，常和表示最近的将来时间连用)

4.be about to do (按计划即将发生)

九、将来完成时

用来表示在将来某个时刻（前）将完成的动作。常和by短语，when, before引起的时间状语连用。例如：We will have finished senior Book 2 by the end of this term.

被动语态

一、被动语态的句型

1.常见句式是：主语（受动者）＋be＋过去分词＋（by＋施动者）

例如：He was scolded by the English teacher.

2.主语＋get＋过去分词＋其它成分

例如：The boy got drowned last summer./ She got fired because of her faults.

注意：使用这种结构不能带有“by＋施动者”

3.带有双宾语（直接宾语和间接宾语）的主动句变为动句，其主语可以是直接宾语，也可以是间接宾语。

例如：She lent me a bike.

被动：1）I was lent a bike(by her). 2）A bike was lent to me(by her).

4.情态动词＋be＋过去分词

例如：This problem must be worked out in half an hour.

5.双重被动式：主语＋被动式谓语＋不定式的被动式＋其它成分

例如；These magazines are not allowed to be taken out of the reading-room./The murderer was ordered to be shot.

二、主动表示被动的几种情况

1.不及物动词与状语连用，用以表示主语的品质和状态。常见动词是：cut, sell, read, write, fill, cook, lock, wash, drive, keep等。例如：This knife cuts well.这把刀好切。These books sell well.这些书好卖。The pen writes smoothly.这支笔写起来流畅。Meat won’t keep long in such hot weather.肉在这样热的天气里放不长久。The cloth washes well.这种布好洗。

2.一些连系动词的主动式＋形容词。常见动look, smell, taste, sound, feel, prove, turn out等。

例如：The apples taste good./The flower smells wonderful./The news proved/turned out true./Cotton feels soft.

注：prove也可用于被动式，如：His answer(was) proved right.

3.不定式在某些形容词之后，且与主语有动宾关系。常见形容词有：hard, difficult, easy, heavy, fit, good, comfortable, convenient, impossible等。例如：The problem is easy to do./The question is difficult to answer./The box is heavy to carry./The project is impossible to complete in a year.比较：The problem is to be done./The question is to be answered.没有形容词时，虽然不定式与主语是动宾关系，但必须用被动式。

三、容易误用被动语态的几种情况：

1.I teach myself French.不可变为Myself is taught French.因为反身代词不可作主语。

2.We help each other/one another.不可变为Each other/One another is helped by us.因为相互代词不可作主语。

3.He lost heart.不可变为Heart was lost by him.因为象lose heart, make a face, keep silence, lose in thought这类动宾结构的固定短语只能用于主动式，不能用被动式。

4.She took part in the sports meet.不能变为The sports meet was taken part in by her.因为象take part in, belong to ,own, have, hate, fail, contain等表状态动词没有被动语态。

主谓一致Agreement

在英语的句子中，谓语动词的形式应与主语的人称和数保持一致。如何判定，则要看句子的意思。多数情况下，根据句子的主语形式就能判定，但有的则要看整句的意思，及强调的内容。下面我们就常用的、易混的几种情况作一下解释。

1、以单数名词或代词、不定式、动名词短语或从句作主语时，谓语动词要用单数形式。如：

1）To work hard is necessary.（It is necessary to work hard.）

2）How you get there is a problem.

2、复数主语跟复数动词。

3、在倒装句中, 动词的数应和它后面的主语的数一致。如以here, there开头，be 动词与后面第一个名词一致。如：1）Here comes the bus.

2）On the wall were two famous paintings.

3）Here is Mr Brown and his children.

4、and连接两个或两个以上的并列主语时，谓语动词用复数。如果主语后跟有with, together with, except, but, perhaps , like, including, as well as, no less than, more than, rather than等引起的短语，谓语动词仍与短语前的主语的形式保持一致。如：

1）Jane, Mary and I are good friends.

2）He and my father work in the same factory.

3）His sister, no less than you, is wrong.

4）The father, rather than the brothers, is responsible for the accident.

5）He, like you and Xiao Liu is very diligent.

6）Every picture except these two has been sold.

7）Alice with her parents often goes to the park on Sundays.

8）Alice as well as her friends was invited to the concert.

9）Nobody but Mary and I was in the classroom at that time.

5、并列主语如果指的是同一个人、同一事物或同一概念时，谓语动词用单数，and后面的名词没有冠词。如：

1）The writer and worker is coming to our school tomorrow. 这位工人作家明天要来我们学校。

2）Bread and butter is their daily food. 面包和黄油是他们每日的食品。

3）The writer and the worker are coming to our school tomorrow.（两个人）

6、and连接的并列单数名词前如有each, every, no, many a修饰时，谓语动词要用单数形式。如：

1）Every boy and girl has been invited to the party. 所有的孩子都被邀请参加这次聚会。

2）No teacher and no student is absent today.

3）Many a student is busy with their lessons.

7、each, either, one, another, the other, neither作主语时，谓语动词用单数形式。如：

1）Each takes a cup of tea.

2）Either is correct.

3）Neither of them likes this picture.

8、由every, some, any, no构成的合成代词作主语时，谓语动词用单数形式。如：

1）Is everyone here?

2）Nothing is to be done. 没有什么要干的事儿了。

9、关系代词who, that, which等在定语从句中作主语时，其谓语动词的数应与句中先行词的数一致。如：

1）Those who want to go please sign their names here.

2）Anyone who is against this opinion may speak out.

3）He is one of the students who were praised at the meeting.

10、表示时间、距离、价格、度量衡等的复数名词或短语作为一个整体看待时，其谓语动词常用单数形式。

11、复数形式的专有名词作为整体看待（如人名、地点、国家、组织、书籍、报刊等），动词用单数形式。如：

1）The United States is in North America.

2）The United Nations has passed a resolution(决议)。

3）“The Arabian Nights”（《天方夜谭》）is an interesting book.

12、有些集体名词如family, team, group, class, audience（听众，观众），government等作主语时，如看作是一个整体，谓语动词则用单数形式；如强调各个成员时，谓语动词要用复数形式。如：

1）My family is going to have a long journey.

2）My family are fond of music.

3）The class has won the honour. 这班获得了荣誉。

4）The class were jumping for joy.

13、all, more, most, some, any, none, half, the rest等作主语时，既可表示复数意义，也可表示单数意义，谓语动词要根据实际情况而定。如：

1）All of the apple is rotten. 整个苹果都烂了。

2）All of the apples are rotten. 所有的苹果都烂了。

3）Most of the wood was used to make furniture (家具)。

14、the + 形容词（或分词）作主语时，常指一类人，谓语动词用复数形式。如指的是抽象概念，谓语动词则用单数形式。如：

1）The young are usually very active.

2）The wounded are being taken good care of here now.

15、or, either…or…, neither…nor…, whether…or, not only…but (also)连接的是主语,谓语动词与后一个主语一致。如：

1）Either you or I am going to the movies.

2）Not only you but also he is wrong.

16、不可数名词没有复数形式，作主语时，谓语动词用单数形式。如：

1）Water is a kind of matter.

2）The news at six o’clock is true.

17、集合名词如：people, police ,cattle等作主语，谓语动词用复数形式。如：

1）The police are searching for him.

2）The cattle are grassing (吃草)。

18、population当人口讲时，谓语动词用单数形式；当人们讲时，谓语动词用复数。如：

1）The population of China is larger than that of Japan.

2）One third of the population here are workers.

19、the number of + 名词复数，是表示“…的数字”，作主语时，谓语动词用单数形式；a (large / great) number of + 名词复数，表示许多，作主语时；谓语动词用复数形式。

1）The number of the students in our school is increasing year after year.

2）A number of students have gone for an outing.

20、means, politics, physics, plastics等作主语时，谓语动词用单数形式。

复合句

( 1 ) 定语从句

I. 定语从句起了形容词的作用，在句中修饰一个名词或代词。被修饰的词叫做先行词，引导定语从句的词叫关系词，他的作用一是放在先行词与定语从句中间起了连接作用，二是在从句中担当一个成分，并与先行词保持数的一致。

关系词先行词从句成分例句备注

关系代词 Who 人主语 Do you know the man who is talking with your mother? Whom, which和that在从句中做宾语时，常可以省略，但介词提前时后面关系代词不能省略，也不可以用that

Whom 人宾语 Mr. Smith is the person with whom I am working

The boy (whom) she loved died in the war..

Whose 人，物定语 I like those books whose topics are about history.

The boy whose father works abroad is my deskmate.

That 人，物主语，宾语 A plane is a machine that can fly.

She is the pop star (that) I want to see very much.

Which 物主语，宾语 The book (which) I gave you was worth $10.

The picture which was about the accident was terrible.

As 人，物主语，宾语 He is such a person as is respected by all of us.

This is the same pen as I lost yesterday. As做宾语一般不省略

关系副词 When 时间时间状语 I will never forget the day when we met there. 可用on which

Where 地点地点状语 This is the house where I was born. 可用in which

why 原因原因状语 I can’t imagine the reason why he turned down my offer. 可用for which

II. That与which, who, whom的用法区别：

情况用法说明例句

只用that的情况 1．先行词为all, everything, anything, nothing, little, much,等不定代词时。

2．先行词被all, any, every, each, much, little, no, some, few等修饰时

3．先行词有形容词最高级和序数词修饰时

4．先行词既指人又指物时

5．先行词被the only, the very修饰时

6．句中已经有who时，为了避免重复时 1.He told me everything that he knows.

2.All the books that you offered has been given out.

3.This is the best film that I have ever read.

4.We talked about the persons and things that we remembered.

5.He is the only man that I want to see.

6.Who is the man that is making a speech?

只用which, who, whom的情况 1．在非限制性定语从句中，只能用which指代物，用who/whom指人

2．在由“介词+关系代词”引导的定语从句中，只能用which指物，whom指人。

3．先行词本身是that时，关系词用which, 先行词为those, one, he时多用who。 He has a son, who has gone abroad for further study.

I like the person to whom the teacher is talking.

Those who respect others are usually respected by others.

III. As与which的区别：

定语从句区别例句

限制性定语从句中名词前有such和the same修饰时，关系代词用as,不能用which He is not such a fool as he looks.

Don’t read such books as you can’t understand.

非限制性定语从句中 as和which都可以指代前面整个主句。如果有“正如，象”的含义，并可以放在主句前，也可以放在后面，那么用as；而which引导的从句只能放主句后，并无“正如”的意思。 They won the game, as we had expected.

They won the game, which we hadn’t expected.

As is well known, he is a famous film star in the 1980s.

IV. 限制性定语从句与非限制性定语从句的区别：

类别语法意义及特征例句

限制性定语从句对先行词起修饰限制作用，如果去掉，主句意思就不完整明确，这种从句与主句的关系十分密切，写时不用逗号分开。 The accident happened at the time when I left.

非限制性定语从句对先行词作附加的说明，与主句的关系不十分密切，较松散。从句和主句之间用逗号分开, 相当于一个插入语, 不能用that引导，关系代词做宾语时也不能省略。 His mother, whom he loved deeply, died ten years ago.

( 2 )状语从句

状语从句在主从复合句中修饰主句中的动词、形容词或副词等，按意义可分为地点、原因、目的、结果、条件、方式、比较等。

1、时间状语从句

由从属连词when, whenever, as, while, before, since, once, till. Eg. I waited till he had finished his work.

A. when, as, while 作时间从属连词的区别。

When可引导持续性动作，又可引导短暂性动作。它可表示主从句的动作同时发生，或从句的动作发生在主句动作之前。 Eg. When I was a boy, I used to go to the seashore on Sundays. (同时)

B. as 引导持续性动作，侧重表示主句和从句动作同时发生。 Eg. He hurried home, looking behind as he went.

C. while “在某一段时间里”、“在……期间”

While引导的动作必须是持续性的，它也强调主句和从句动作的同时发生，往往侧重主句和从句动作的对比。

Eg. Please don’t talk so loud while others are working.

*当when, as, while(正当……的时候)表示主句和从句的动作同时发生时，可以换用。

*当when引导的状语从句是系表结构（名词作表语），其主语又和主句主语一致时，往往可用as引导的省略从句代替，应注意as在这里是连词，不是介词，后边名词与年龄有关。

Eg. As a young man(=when he was a young man)he was a postmaster.

D. before 如果when和before引导的句子位于主句之后，有时要译为“才”、“这时”等。

Eg. He almost knocked me down before he saw me. I was having lunch when someone knocked at the door.

E. by the time, each time, every time, immediately, the moment, soon after, shortly after等也可以作为连词，引导时间状语从句。Eg. Each time he came to Beijing on business, he would call on me. I recognized you the moment I saw you.

F. 时间状语从句中的谓语动词一般不能用任何一种将来时,只能用现在时或过去时态表示将来时。

E. hardly…when; no sooner ...than=as soon as

这两个句组只能用于过去时，即从句谓语动词用一般过去时，主句谓语动词用过去完成时。Hardly、no nooner放在句首时，主句主谓倒装。

Eg. He had hardly fallen asleep when he felt a soft touch on his shoulder.

Hardly had he fallen asleep when he felt a soft touch on his shoulder.

Eg. I had no sooner come home than it began to rain. No sooner had I come home than it began to rain.

2、地点状语从句：where, wherever引导

Eg. Go back where you came from. Where there is water, there is life.

3、原因状语从句

由连词because, as, since, now than (既然，由于)

because引导的从句是全句意思的重心所在。在有上下文的情况下，可以不要主句而单独成句。as与since则不能。

在回答why开始的问句时只能用because。

*在强调句式中强调原因状语从句，只能用because引导从句，不能用as或since.

Eg. It was because he was ill that he didn’t go with us.

*as （由于）所引导的从句一般放在主句之前，说明原因；后边的主句说明结果。主句和从句表达的内容同等重要。 Eg. As there was no answer, I wrote again.

以as引导的从句位于主句之后时，它的力量更弱一些，类似一种附带的说明。As在口语中使用较多。

*since(既然，因为)：用以表示显然的或已知的理由、原因。从句的意思是次要的，主句是全句意思的重心所在。

Eg. Since he can not answer the question, you’d better ask someone else.

*now that与since, as 同义。其区别是now that用来说明一种新情况，然后再加以推论，从句与主句的因果关系很小，而since和as连接的句子因果关系比较明显。

Eg. Now that you have finished the work, you are free to do what you like.

注意：*用了以上表示原因的从属连词，主句不可再用并列连词so.

*并列连词for有时表示因果关系，有时是对前面分句的内容加以解释或推断。

当for表示因果关系时，可和从属连词because同样使用，但语气较弱。

Eg. He could not have seen me, for (or: because) I was not there.

4、目的状语从句

that, so that, in order that, for fear that(以免，唯恐)，lest(唯恐，免得)：lest从句中谓语(should)+v, in case (万一)等。

Eg. We remained at home lest(=for fear that) they should come in our absence.

目的状语从句的消语常含有may(might),can, could, should, will等情态动词。通常主句在前，从句在后，主句与从句之间没有逗号。

*lest 只用于正式文体，在现代英语中多以for fear that, so that…not等代替。

5、结果状语从句

由连词that, so that, so…that , such…that etc.

注意区别that, so that引导的目的状语从句和结果状语从句。根据上下文来判断，从句之前有逗号的常是结果状语从句；从句中有情态动词的多半是目的状语从句。

Eg. She hurried, so that she caught the bus. (结果) She hurried so that she might catch the bus.(目的)

6、条件状语从句

通常由if, unless(除非)，as long as, so long as只要，in case (that)万一

*unless 从句的谓语只能用肯定式

*主将从现

7、方式状语从句

连词as, as if(as though)等引导从句多用虚拟语气。 Eg. He walked as if he were drunk.

8、比较状语从句

as…as, not so (as)…as, than等引导 eg. Peter swims as well as Tom does.

*the +比较级（从句），the+比较级（主句） eg. The harder we work, the happier we feel.

9、让步状语从句

though, although, as(虽然)，even if, even though, whoever, whatever, whichever, whenever, however, no matter who (what, which, etc)

eg. Wherever you work, you can always find time to study.

Whether he comes or not, we’ll discuss the problem this afternoon.

*让步状语从句可放在句首、句中、句尾

though与although同义。Although 较为正式，多置于句首，as引导的让步状语从句多用于书面语。它比用though(although)引导的让步状语从句更有表现力，语气更强。As引导的让步状语从句要使语序部分倒装。

Eg. Child as he was, he had to help support the family.

*even if (though)从句所说的不一定是事实。 Though从句一般说的是事实。

*whether一般引导名词性从句。当引导让步状语从句时，必须有逗号和主句分开，而且其前边可加no matter.

Eg. You’ll have to do it, (no matter) whether you like it or not.

*让步状语从句和主句之间不可再用but等纯并列连词，但可用yet, still, nevertheless等副词来加强语气。

Eg. Though he was tired, yet (still, nevertheless) he went on working.

*不可将no matter与“疑问词+ever”连用。

Eg. Whatever (no matter what )you say, I won’t agree you .

No matter whatever you say, I won’t agree with you .(错)

倒装句

I. full inversion

1、there (here) + be + S

eg. Here is the milkman. There comes the bus.

*在there和here的后面还可跟一些不及物动词，如stand, lie, go, fall等。句子的谓语时态为一般过去时或一般现在时。如例2

2、单个副词位于句首的倒装句

单个副词位于句首，句子的主、谓需倒装，表示强调。这类副词有in, out, now, up, down etc.句子的谓语一般为be动词或不及物动词。

Eg. Down came the rain. Up went the flag. Away he ran.

如果这类句子中的谓语动词是短语动词则不能将短语动词中的副词移到句首。

Eg. Up it blew.(错)____blew up: exploded

*但有时也例外，当句子的主语在对比的情况下，作主语的人称代词也可与作谓语的be 动词形成倒装。

Eg. There were they, reading in the classroom, while we were cleaning outside.

3、介词短语作状语位于句首的倒装句。在这类句子中，谓语一般为be或不及物动词。

Eg. Near the forest is a small lake. In the doorway stood my brother.

在上述单个副词和介词短语位于句首的倒装句子中，谓语用一般现在时或一般过去时。

4、so, nor, neither, no more 引导的倒装句，句子全部倒装。

Eg. He finished his job, and so did I. Peter doesn’t like pop music. No more does his brother.

Peter 不喜欢流行音乐，他兄弟也是如此。

*在美式英语中，通常认为nor不能跟在but或and的后面。

Eg. John didn’t see the accident and nor did Mary.(错) John didn’t see the accident and neither did Mary.（对）

*当句子的主语与前句的主语为同一人或物，而so位于该句的句首时,后面so引导的句子不用倒装。

Eg. It’s raining . So it is.

5、as引导的倒装句

在正式书面文体中，as引导表示比较含义的从句，句子常用倒装句。

Eg. He likes sports, as do most of his friends. 他和他的大多数朋友一样，喜欢体育。

He is a college student, as are his sisters and brothers.

II. partial inversion

1、副词位于句首的部分倒装句

一些含有否定意义的副词位于句首时，句子倒装：seldom, rarely, scarcely, hardly, barely, little, never, few, not until, not only等。

Eg. Little did he know about mathematics. 他的数学知识极为贫乏。

Rarely did students attend his lectures. 学生很少去听他的讲座。

*如果scarcely, hardly, little和barely等副词位于句首，但它们在句中修饰主语，此时句子不倒装。

Eg. Little help can be expected from John. 不指望从约翰那里得到多少帮助。

Hardly twenty students are in that big room. 在那间大房子里还不足20名学生。

2、only引导的部分倒装句。

Only位于句首，后接状语，句子要倒装。

Eg. Only on Sunday does he go home. Only alone, does she feel sad.

*only修饰宾语，位于句首时，句子也可以倒装。Eg. Only their teacher will they obey.

*only修饰主语，位于句首，句子不用倒装。Eg. Only two of us got tickets.

3、not only …but also…引导的两个分句，前一个分句用倒装，后一个分句用倒装，后一个分句用陈述结构。

Eg. Not only does he speak English but also he speaks German.

*not only不位于句首，句子则不倒装 eg. He not only speaks English but also he speaks German.

4、hardly…when…; scarcely…when…; no nooner…than…

eg. Scarcely had he come in when the guests wanted to leave.

5、not+名词或副词组成的词组在句子中作状语或宾语，位于句首，句子需倒装。

Eg. Not a letter did he send home. Not once do I meet him. 我一次也没有见到他。

Not until the end of this week did she realize her mistakes.

*not在句首修饰主语，句子不必倒装。 Eg. Not many people came to the party.

6、当含有no的词组位于句首时，句子用倒装。

*Nowhere else in the world can you buy a better and cheaper camera than in our shop.

No longer are they cooperating with us.

By no means should you break the rules. 你决不能违反规章制度。

At no time should we give in to difficulties. 任何时候都不应在困难面前屈服。

*类似的短语：in no way决不，in no sense决不，in no case决不，under no excuse毫无理由，on no account决不

如果这类短语不在句首，句子不用倒装。

7、在if引导的虚拟条件句子中，如有had, were, should，可将if省去，而将had, were, should移到句首倒装。

Eg. Had I not seen it with my own eyes, I would not have believe it.

8、as, though引导的让步状语从句，形容词、名词作表语常位于句首，形成倒装。

Eg. Small though the room is, it can hold more than twenty people. Child as he is, he knows a lot.(省略冠词)

情态动词

I. 情态动词基本用法：

情态动词用法否定式疑问式与简答

can 能力（体力，智力，技能）

允许或许可（口语中常用）

可能性（表猜测，用于否定疑问句中） can not / cannot /can’t do Can…do…?

Yes,…can.

No,…can’t.

could couldn’t do

may 可以（问句中表示请求）

可能，或许（表推测）

祝愿（用于倒装句中） may not do May…do…? Ye,…may.

No,…mustn’t/can’t

might might not do Might…do…? Yes,…might

No,…might not.

must 必须，应该（表主观要求）

肯定，想必（肯定句中表推测） must not/mustn’t do Must…do…? Yes,…must.

No,…needn’t/don’t have to

have to 只好，不得不（客观的必须，有时态人称变化） don’t have to do Do…have to do…?

Yes,…do. No,…don’t.

ought to 应当（表示义务责任，口语中多用should ought not to/oughtn’t to do Ought…to do…?

Yes,…ought. No,…oughtn’t.

shall 将要，会

用于一三人称征求对方意见

用于二三人称表示许诺命令 shall not/shan’t do Shall…do…?

Yes,…shall. No,…shan’t

should 应当，应该（表义务责任）

本该（含有责备意味） should not/shouldn’t do Should…do…?

will 意愿，决心

请求，建议，用在问句中would比较委婉 will not/won’t do Will…do…?

Yes,…will. No,…won’t

would would not/wouldn’t do

dare 敢（常用于否定句和疑问句中） dare not/daren’t do Dare…do…?

Yes,…dare. No,…daren’t.

need 需要

必须（常用于否定句和疑问句中） need not/needn’t do Need…do…?

Yes,…must. No,…needn’t

used to 过去常常（现在已不再） used not/usedn’t/usen’t to do

didn’t use to do Used…to do…?

Yes,…used. No,…use(d)n’t

Did…use to do…?

Yes,…did. No,…didn’t.

II. 情态动词must, may, might, could, can表示推测：

以must为例。Must + do(be)是推测现在存在的一般状态进行；Must + be doing 推测可能正在进行的事情；must +have done是推测可能已经发生过的事情。

He must be a man from America. / He must be talking with his friend. / He must have already arrived there.

1. must“肯定，一定”语气强，只用于肯定句中

2. may和might“也许”，后者语气弱，更没有把握。可用语肯定句和否定句。

He may not be at home. / They might have finished their task.

3. can和could“可能”，could表示可疑的可能性，不及can’t语气强，用于肯定否定疑问句中。

The weather in that city could be cold now.

We could have walked there; it was so near.（推测某事本来可能发生，但实际上没有发生）

Can he be in the office now? No, he can’t be there, for I saw him in the library just now.(语气很强，常用于疑问句否定句中)

III. 情态动词注意点：

1. can和be able to: 都可以表示能力。但be able to可以表达“某事终于成功”，而can无法表达此意。Be able to有更多的时态。另外，两者不能重叠使用。

2. used to和would: used to表示过去常常做现在已经不再有的习惯,而would只表示过去的习惯或喜好,不涉及现在。

3. need和dare作情态动词和实义动词的区别：

两者作情态动词时常用于否定句疑问句。其形式为：needn’t/daren’t do, Need/dare…do…?

做实义动词时可用于肯定句，否定句和疑问句。其形式为：need(needs/needed)/dare(dares/dared) to do, don’t(doesn’t/didn’t) need/dare to do

非谓语动词

I. 非谓语动词的分类，意义，构成：

非谓语形式构成特征和作用

时态和语态否定式复合结构

不定式 to do

to be doing

to have done to be done

to have been done 在非谓语前加not for sb. to do sth. 具有名词，副词和形容词的作用

在句中做主、宾、定、表和状语

分词现在分词 doing

having done being done

having been done 具有副词和形容词的作用

在句中做定、表、宾补和状语

过去分词 done

动名词 doing

having done being done

having been done sb’s doing 具有名词的作用

在句中做主、宾、定和表语

II. 做宾语的非谓语动词比较：

情况常用动词

只接不定式做宾语的动词 hope, want, offer, long, fail, expect, wish, ask, decide, pretend, manage, agree, afford, determine, promise, happen

只接动名词做并于的动词或短语 mind, miss, enjoy, imagine, practise, suggest, finish, escape, excuse, appreciate, admit, prevent, keep, dislike, avoid, risk, resist, consider

can’t help, feel like, succeed in, be fond of, object to, get down to, be engaged in, insist on, think of, be proud of, take pride in, st about, be afraid of, be tired of, look forward to, devote oneself to, be worth, be busy, pay attention to, stick to

两者都可以意义基本相同 begin, start, like, love, hate, prefer, continue(接不定式多指具体的动作, 接动名词多指一般或习惯行为)

need, want, require（接动名词主动形式表示被动意义，若接不定式则应用被动形式）

意义相反 stop to do 停止手中事，去做另一件事

stop doing 停止正在做的事

意义不同 remember/forget/regret to do（指动作尚未发生）

remember/forget/regret doing（指动作已经发生） Go on to do（接着做另外一件事）

Go on doing（接着做同一件事）

try to do（设法，努力去做，尽力）

stop doing（试试去做，看有何结果） Mean to do（打算做，企图做）

Mean doing （意识是，意味着）

can’t help to do（不能帮忙做） can’t help doing（忍不住要做）

III.非谓语动词做宾语补足语的区别：

常见动词与宾语的逻辑关系及时间概念例句

不定式 ask, beg, expect, get, order, tell, want, wish, encourage 主谓关系。强调动作将发生或已经完成。 I heard him call me several times.

have, notice, see, watch, hear, feel, let, make

现在分词 notice, see, watch, hear, find, keep, have, feel 主谓关系。强调动作正在进行，尚未完成 I found her listening to the radio.

过去分词动宾关系。动作已经完成，多强调状态 We found the village greatly changed.

IV. 非谓语动词做定语的区别：

区别举例

不定式与被修饰词往往有动宾关系，一般式表示将来，进行式表示与谓语动作同时发生，完成式表示在谓语动词之前发生 I have a lot of papers to type.

I have a lot of papers to be typed.

动名词通常指被修饰词的用途，无逻辑上的任何关系 Shall we go to the swimming pool?

现在分词与被修饰词之间是主谓关系，表示动作与谓语动作同时发生 The boiling water / the boiled water

The developing country/the developed country

The falling leaves / the fallen leaves

过去分词与被修饰词之间是被动关系，表示动作发生在谓语动作之前，现已经完成

V. 非谓语动词做主语和表语的区别：

区别举例

不定式多表示一个特定的具体的将来的动作，做主语时可以借助于it把不定式移到句子后面。做表语有时可和主语交换位置，而且意义不变，并且还能用what来提问主语或表语。 My dream is to become a teacher.

To obey the law is important.

(dream, business, wish, idea, plan, duty, task做主语时常用)

动名词与不定式的功能区别不大，然而它更接近于名词，表示的动作比较抽象，或者泛指习惯性的动作，有时也可以用it做形式主语，做表语时可以和主语互换位置。 It is no use saying that again and again.

Teaching is my job.

分词无名词的性质，不能做主语。但是有形容词的性质，可以做表语，多表明主语的特征性质或者状态等，可被very, quite, rather等副词修饰。

现在分词多含有“令人…”之意，说明主语的性质特征，多表示主动，主语多为物。过去分词一般表示被动或主语所处的状态，含有“感到…”之意，主语多是人。 The situation is encouraging.

The book is well written.

(常见分词有astonishing, moving, tiring, disappointing, puzzling, shocking, boring, amusing及其-ed形式)

If和whether

I. if 和whether都能引导主语从句。只不过if 引导主语从句不放在句首，而放在句尾。句首用it 作先行词，而whether引导的主语从句可放在句首或句尾。

*有些语法书说if不能引导表语从句。而在实际阅读中if引导表语从句的句子也是有的。

Eg. The question is if we should go on with the work.

II. if 与whether不能互换的情况：

1、介词后用whether不用if eg. It depends on whether he’s ready.

2、不定式之前用whether, 不用if eg. He worried whether to come.

3、名词之后用whether不用if eg. The decision whether to see her was mine alone.

4、whether可和or not直接连用，if不能。 Eg. I don’t know whether or not he is ready.

5、引导让步状语从句用whether不用if: eg. Whether you like it or not, you will have to do it.

6、如果宾语从句放在句首，用whether不用if. Eg. Whether this is true or not, I can’t say.

7、如果宾语从句是个否定句，用if引导不用whether引导。 Eg. I don’t care if he can’t come.

数词 (人教版高三英语下册教学论文) 篇7

1.学会“罐”等8个生字, 会写“股”等3个生字。

2.正确、流利、有感情地朗读全文, 品读课文精彩词句, 积累语言。

3.初步感受泉水“多、清、甜、美”的特点, 初步体验泉水欢快、急切的心情。

【教学流程】

一、渲染情境, 歌曲导入

1.师:小朋友们, 我们一起来听一首歌曲, 好吗? (大屏幕播放课文插图, 配上歌曲《泉水叮咚》。学生边听边思考用一个词来形容看到的泉水。)

2.师:这节课, 我们一起去感受泉水的美。请看老师书写课文的题目。 (学生齐读课题, 试着读出词语的节奏美。)

3. 学习“泉”字。

评析:语文课堂要有语文味, 开课即运用情景导入是语文课堂落实“三维目标”的第一步。运用课件直观介绍泉水是为下文想象说话铺路。板书课题即进行写字练习, 符合低段学生的学习特点, 培养学生良好的学习习惯。

二、了解任务, 读顺课文

1.师:让我们一起来看看今天的学习任务。谁完成得好, 会得到一份惊喜哦!快打开学习单, 看看第一个学习任务是什么吧。 (课件出示学习任务一:1.我会读准学习单上的词语: 清脆石缝水池瓦罐杜鹃花一股清泉阳光灿烂天然水塔;2.我能把课文读通顺, 不漏字, 不加字, 读完了, 再给课文段落标上序号;3.读完课文, 我们小组一起讨论, 完成下面的填空题:泉水有____、____、____、____的特点。流进____, 流过____, 流到____, 穿过____, 最后在____里相见。)

(学生开始独学, 然后在小组内进行对学、群学。教师在这个过程中关注学生的学习状态, 巡回指导。)

2.以小组汇报的形式交流、反馈。

汇报第一个学习任务:学习字词。预设①提醒“池”翘舌音, “脆”是平舌音;②利用课文插图理解“瓦罐”;③理解“清脆”一词。 (学生边读边想象与词语相关的情景)

评析:识字正音是读通课文的基础, 又是低段教学的重点。本环节的预设可以帮助学生学习词语的方法, 真正体现主导与主体的关系。

汇报第二个学习任务: 读通课文。预设①第五段中读“漏”字的句子:“画眉鸟在尽情地歌唱”中的“在”字, 让学生比较“在”字的作用。②第四段中读破句的句子的正确的读法:“泉水流到山坡的果园里, 果树大口大口地/喝水。”让学生感悟“大口大口”是个重复的词语, 不能分开读, 它是说明喝水的程度或状态。同时以此为契机进行词语积累, 让学生说说类似的词语。 (如:嫩黄嫩黄、碧绿碧绿、雪白雪白等重叠形式的词语。) ③第六段中读“多”字的情况:他们互相约定:“大海里见!”“再见”与“见”两个词的区别!

评析:教师不放过每一个学生, 采用不同方式帮助、指导, 引领学生把书读通、读好。关注读通课文这一环节等于关注学生的知识缺陷与理解的错位, 同时培养了学生良好的阅读习惯。

汇报第三个学习任务:理清条理。1.师用课件出示句子:泉水来到_________。小组汇报, 教师板书。 (水池、平地、果园、山谷) 课件展示4句完整的句子, 教师多次变换形式引读这些句子。

3.练说:读好一句话与四句话。

(1) 上述四个句子, 我们可以用一句话来表达吗? (小组练说, 在练说中感悟“和”字的用法:泉水来到_________, _________, _________和_________。)

(2) 用上“先, 接着, 然后, 最后”等关联词说说课文的大意。 (学生大面积地练说, 帮助学生在说中明白说话是有一定顺序的, 培养学生的概括能力。)

4.练习用上“和”字并说说泉水的特点。

评析:整体感知是重点品味的基础。这个环节设计的目的是让学生放下书本仍能记得内容, 为背诵课文蓄积力量。其二是搭建语言实践平台, 理解简单与具体的语言概念, 提高学生的语言素养, 培养学生良好的语感。

小组合作, 先学后教, 是高效课堂的一种常规教学手段。在第二环节的教学中采用了以小组汇报的形式进行检测, 培养学生自主学习的习惯;激励性的评价, 有利于落实“小组捆绑评价”, 实现“兵教兵”“兵练兵”的教学机制。

三、品读语言, 感悟泉水

1.出示学习任务二:自由读第2~6自然段, 选择喜欢的一段合作学习, 完成下列任务:①自由读喜欢的段落, 圈画出喜欢的词句;②互相说说自己喜欢的理由;③提出不理解的字词句, 在小组讨论;④尝试发表自己的感受。

2.学生自主学习, 围绕问题展开小组讨论。教师参与其中, 与学生一起交流、品读。

3.以小组汇报的形式交流、反馈。