高三英语语法复习

高三英语语法复习（精选8篇）

高三英语语法复习 篇1

高三英语语法复习课

广东省兴宁市兴民中学 刘飞宇

英语教学是一种动态教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。本人结合区级研究课题“高中英语任务型课堂教学课题”的实施和本班学生的实际，对高三语法复习课---虚拟语气进行了操作性较强的处理。

一、教材分析：

本课是结合外研社高中英语教材选修6中有关虚拟语气的语法内容，进行高三英语语法---虚拟语气的复习，我在教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一和高二两年英语学习的基础上，高三学生已经掌握了基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度，为高考和大学的进一步学习研究打下坚实的基础。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价，求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学重点:

1.把握本课复习的重点---语法虚拟语气的句型结构

2.语法虚拟语气的运用

四、教学难点:

1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2.虚拟语气在真实的生活语境中的使用。

五、教学目标:

1.知识目标:引导学生准确把握情态动词在虚拟语气之中的使用。根据该语法规律解决实际问

题。重语境，探语义，培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，依靠语法但不拘泥于语法，结合语法和题干中的语境解决高考题。在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

2.能力目标：利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，着重提高学生获取信息，处理信息，分析问题和解决问题的能力，培养学生自主学习。

六、教学策略:

本课我主要采用教学方法---任务型教学法：任务型教学法是让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。它应具备以下特点：（1）以任务为中心，而不是以操练语言形式为目的。（2）任务的设计焦点应该是解决某一具体的贴近学生生活的问题。在任务型语言教学中，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标，并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中，学生能够不断地获得知识并得出结论，从注重语言本身转变为注重语言习得。

七、学习策略:

非测试性评价体现新课程标准的实施效果，评价体系“正确反映外语学习的本质和过程，满足学生发展的需要。” 为了达到这一目标，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

八、教学设计:

1.总体思路

将本节课的主要内容分为 Warming up（热身）Presentation（导入）Revision（语法复习）Consolidation（知识巩固）以及Writing（写作应用）。其中热身及导入部分相结合，由欣赏名篇名句入手，再进行英文诗歌朗诵比赛活动，旨在让学生处于兴奋的状态，是学生通过听、说、读等活动熟悉学习的主题。学习的主体环节由复习、巩固和实际应用三个环节构成，所设计的问题精心挑选，学习活动层层深入，着眼于提高学生对语法知识的运用能力。

2.教学过程

Step1 Warming up（5 minutes）Discuss about the pictures together , and express their ideas freely.Such as, What would you do now, if you lost your vision or other valuable things ? You

wish„„

Step2Presentation（8 minutes）

Hold an English poem recital competition.Task1：Divide the whole class into a number of groups.Each group asks one student to act as the competitor with music

Living life over

If I had my life live over I would have talked less and listened more

I would have invited my friend over to dinner even if the carpet was strained and the sofa faded I would have taken the time to listen to my grandfather ramble about his youth…

I would never have insisted the car windows be rolled up in the summer day because my hair had just been teased and sprayed.I would have burned the pinked candle sculpted like a rose before it melted into storage

I would have sat on the lawn with my children and not worried about the grass strains

I would have cried and laughed less while watching television---and more while watching life I would have gone to bed when I was sick instead of pretending the earth would go into a holding patter if I were not there for the day.I would never have bought anything just because it was practical would not show soil or was guaranteed to lastlife time.There would have been more “I love you”…… more “I am sorry”……but mostly ,given another shorts at life ,I would seize every minute…look at it and really see it ……live it ……and never give it back.（译文:如果时间倒流，我会少说多听。我会请朋友来家里吃饭，即使地毯脏了，沙发褪色了。我会抽时间听祖父唠叨他的青年时代。我不会因为刚刚把头发梳理定型而要求夏天关上车窗。我会点燃那支雕成玫瑰状的蜡烛，而不会让它在尘封中融化。我会与孩子们坐在草地上，不去担心草地上的污渍。我会把泪水和笑声更多得留给观察人生，而不是看电视。如果生病了，我会卧床休息，而不是自认为没有我，地球就不转了。我不会买那些仅仅是实用或者不显脏或者保证能用一生的东西。我会更多地说，“我爱你”„„ “对不起”„„然而，最重要的是，如果有来生，我会抓住每一秒，看人生„„体验人生„„再也不放手。）Task2：Choose the best group that read the poem with their deepest feeling.Step3 Revision（6 minutes）

Firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar.And then find out how to use the grammar correctly.1.If there _______(be)no computer, the students _______(learn)much now.2.If there _______(not be)the war, people _______(live)a happier life in the future.3.If you ________(come)yesterday, you _______(see)Jackie Chen.4.If you________(attend)the concert , your oral English ________(become)better now.5.But for the PLA, people _______(suffer)a lot in the earthquake.Step4 Consolidation(5minutes)

Give the students some examples that have been used in the Tianjin College Entrance Examination, which can promote the students to prepare for the examinations from the bottom of their hearts.13.If Newton lived today, he would be surprised by what ______ in science and technology.A.haddiscoveredB.hadbeendiscovered

C.hasdiscoveredD.hasbeendiscovered

15.This printer is of good quality.If it ______ break down within the first year, we would repair it at our expense.A.wouldB.shouldC.couldD.might

15.---John went to the hospital alone.---If he ____ me about it, I would have gone with him.A.should tellB.tellsC.toldD.had told

Step5 Writing（20 minutes）

How to express true feelings with the help of the grammar.And ask the students to say and write down their ideas in English.Task1: Summarize the grammar with the students and write down what they said on the blackboard.(3 minutes)

1.If…did/were , …would/could/should/might do…

2.If …had done , …would/could/should/might have done…

3.If…did/ were to/should do ,…would/could/should/might do…

Task 2: Discuss the sentences in groups and encourage the students to express their feelings in English as follows(4 minutes):

1.我现在有些后悔把本该用在学习上的时间浪费在玩电脑游戏上了。

I regret wasting the time which I should have spent on my studies playing computer games.2.英语本该是我擅长的学科，但我在上面投入的时间和精力都太少了。

I could have been good at English, but I devoted too little time and energy to it.3.如果我两年前像现在一样用功，现在我的成绩就会令人满意的多。

If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.Task 3: Broaden their horizon to use the grammar in some other different ways , discuss their ideas and write the answers on the blackboard.(6minutes)

1.我的老师建议我制定学习计划并认真的执行。

(1)My teacher suggests that I should make a study plan and carry it out very seriously.(2)It is suggested that I should make…

(3)My teacher’s suggestion is that I should make…

(4)My teacher has made the suggestion that I should make…

2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心会助我成功。At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my success.Task 4: Encourage the students to collect the main ideas to form a good composition，the students can cooperate to finish the task, as follows(7 minutes)：

It will be a few months before we take the College Entrance Examination.And I should be devoted to my studies.Now I regret wasting the time which I should have spent on my studies playing computer games.I could have been good at English, but I devoted too little time and energy to it.In my view, if I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.As a result, My teacher suggests that I should make a study plan and carry it out very seriously.Believe it or not, I got a high mark at the exam, which encourage me a lot.At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my success.Step5 Assignment（1 minute）

1.Oral practice---summarize the grammar and talk about where and how we can use it.(口语练习)

2.Ask the students to finish the composition we have talked about or write a composition about your dream that can hardly be realized in your daily life , such as walking in the space , living under the sea , making a journeyin 3000 and so on.Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(写作训练)

本节课我通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求教师改变单纯进行语法教学的方式，将语言的形式与其意义、交际功能有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。但是，在农村大多数学生离开课堂之后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止。所以在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。

总之, 学生在有限的课堂中学到的知识毕竟有限，我们要让他们掌握语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。

高三英语语法复习 篇2

一、突出语法重点

结合自身这几年的英语教学, 我认为全面集中的语法复习是不可取的, 也是不必要的。在当前的素质教育形势下, 学生在校时间相对过去要少得多, 这样复习工作就显得时间紧, 任务重。在这种情况下, 突出语法重点就显得必要了。我建议语法复习过程中, 突出非谓语动词、动词的时态语态、复合句、倒装、情态动词虚拟语气, 主谓一致、it的用法等重要语法项目;甚至我认为有必要在平时就渗透这些语法知识, 强化学生语法意识。久而久之, 学生就会逐渐明白这到底是怎么一回事。当然, 在给学生复习这些语法项目时, 也要有个重中之重, 以非谓语动词为例, 绝不可以把非谓语动词的所有相关知识一股脑全兜给学生, 这样反而会使学生越复习越糊涂。

二、强调特殊情况

在复习过程中, 首先让学生把握基础的语法知识, 可是也有一些特殊情况要学生掌握, 这时就要把这些特殊情况加以强调, 以引起学生的足够重视。以非谓语动词中分词作状语为例, 无论是使用范围还是考查范围都是相当广的。一般情况下, 分词作状语遵循这样一个原则:分词和主句主语之间如果是主动关系, 就用现在分词形式;分词和主句主语之间如果是被动关系, 就用过去分词形式。如: (1) Following the teacher, the students came into the classroom. (2) Followed by the teacher, the students came into the classroom.可是如果作状语的分词为系动词, 该词和主句主语之间尽管存在有逻辑上的被动关系, 仍用-ing分词形式。如:Tasting good, the roasted ducks were sold out soon.再有分词的独立主格结构, 分词和主句的主语之间没有关系, 而是带有自己的逻辑主语。如: (1) Everything considered, he began to carry out the plan. (2) Time permitting, I’ll drop in on you.分词作状语的第三种特殊情况是分词作句子状语, 此时, 分词和主句的主语之间没关系而是修饰整个句子的。分词作句子状语常用词为:Considering, taking sth.into consideration, judging from, generally speaking、supposing、providing、provided、given等。如:Taking value into consideration, the dictionary is good for money.当然, 在每个语法项目中都有特殊情况, 只要老师加以强调, 再配以适当练习, 一切问题就会迎刃而解。

三、注重对比分析

在语法项目的复习过程中, 我认为对比分析是帮助学生掌握语法要点的一个极佳方法。通过对比分析, 学生会发现一些用法不同之处之所在, 在练习中他们只要稍加注意, 错误就可以避免了。在复习分词作状语时, 我给学生写了这样三个句子: (1) () with this book, that one is more interesting. (2) () with this book, you’ll find that one is more interesting. (3) () with this book and you’ll find that one is more interesting.选择项分别为:A.Compare、B.Comparing、C.To compare、D.Compared.通过分析, 让学生明白以下内容。在第 (1) 句中, 主句的主语和分词之间是被动关系, 故选D, 而在第 (2) 句中主句的主语和分词之间是主动关系, 故选B。而第三句是由and引导的一个并列句, 故选A。除此之外, 在复合句中也需要作对比分析, 学生更容易混淆定语从句、状语从句和名词性从句。以下面三个句子为例稍加分析对比: (1) Where did you get to know him?It is on the farm () we worked. (2) where is my coat?It is () you left it. (3) The story happened in () was called xi’an then.A.that、B.what、C.in which、D.where。第 (1) 句为一个非完整的强调句。这个强调句中包含有一个定语从句, 先行词在该定语从句中作地点状语, 故应用关系副词where或介词+关系代词on which, 因此, 第 (1) 句选D。第 (2) 句是一个名词性从句中的表语从句, 故选D。此时不少学生会误选C。应给学生强调:只有在定语从句中才可能把关系副词转化为介词+关系代词。第 (3) 题同样是名词性从句, 介词后缺宾语成分, 而在宾语从句中又缺主语成分, 故选B, 可学生这题也易误选D, 只要学生会分析连接副词where不可作主语就可以排除D选项。

四、讲清易错点

在语法项目的复习过程中, 教师应组织一些学生易错的内容及相应的巩固练习, 只要把易错点平时多强调, 高考时学生才不会出错。例如, 学生常常会译出这样的句子: (1) Watching TV, the door bell rang. (2) The car belonged to me is red.在第 (1) 中, 学生错误所在是分词和主句的主语不一致。“The door”不会发出“watch TV”这一动作。因而此句可改为:When I watched TV, the door bell rang或者Watching TV, I heard the door bell ring.第 (2) 句是学生常犯的典型错句, 显然此句要表达的主句是The car is red.而belong to me是the car的修饰限制语。故应改为定语从句The car which/that belongs to me is red.或分词作定语The car belonging to me is red.因为the car和belong to之间是主动关系, 故用-ing分词形式作定语。再如, () to the sun is bad for your skin.A.Exposed、B.Being exposed、C.To expose、D.To be exposed.因your skin和“expose”之间是被动关系且句中缺主语成分, 故应用动名词的被动式B, 可大多学生会选A, 岂不知过去分词是不可以作主语的。

五、克服学生思维定式

学生在学了一部分语法知识和做了一部分练习后, 往往会不加分析去做题而造成错误。如 (1) where did you meet him?It was in the hotel () I stayed.A.that、B.Which、C.what、D.where.学生一看是强调句, 就会条件反射似的选A。可是这是一个简略强调句。 () I stayed是修饰限制the hotel的。故应选D。再如: (1) Is this factory () you visited last year? (2) Is this factory () you worked last year? (3) Is this the () you visited last year? (4) Is this the factory () you worked last year?A.that、B.where、C.the one that、D.the one where.学生往往会想当然地第 (1) 句选A而第 (2) 题选B。

复合词是初中英语词汇中很独特的一种现象, 其数量庞大, 表现形式灵活, 并且难以掌握。在英语课堂教学中, 让学生牢固地掌握复合词, 往往成为教学中的一个难点。本文针对英语课堂的复合词教学, 简述分解联系法在教学过程中的应用。

一、复合词的定义及形式

简单来说, 所谓复合词就是用复合法生成的词汇。严格来讲, 复合词是由两个或以上的词 (自由词素) 构成的词, 中间可用也可不用连字符;复合词与词组有所区别, 在重音上复合词中一成分的重音削弱, 在成分间的停顿上复合词的时间缩短。

复合词的书写形式多样, 既存在两个自由词素之间使用连字符的复合词, 如hard-working, 也存在两个自由词素之间没有连字符的复合词, 如blackboard;除此之外, 还存在两个自由词素分开写的复合词, 如air raid。有些语言学家将复合词单纯地定义为用连字符书写的单词, 这其实是不可靠的。

复合词的读音比较有规律, 许多复合词的重音都落在第一个组成部分上, 比如good-looking等;也有许多复合词其主重音落在第一个组成部分上, 而次重音则落在第二个组成部分上, 比如blue bottle、washing-machine等。然而这个规律却不可作为判断复合词的准则, 因为一些短语也具有这样的特点, 如waiting-room。而且, 也有可以双重音读出的复合词存在, 如roller-skating等。

关于复合词的词义, 由于复合词一般是由两个或以上的词语构成的词, 因此, 有些复合词的语义也可以由其组成词的词义推导得出, 比如sunrise“日出”, 便是由sun“太阳”和rise“升起”组成的复合词, 这两个词的词义相组合就是“太阳升起”, 也就是“日出”的意思了。但是, 并非所有的复合词的词义都是由其组成词的词义相加而得到的。如复合词ladybird, 它是由lady“女士”和bird“鸟”这两个单词组成, 但是其意思却不是什么“女士鸟”而是“瓢虫”。

由此可以看出, 复合词书写形式多样、读音不固定、语义不简单, 然而其在英语中又大量存在, 因此, 复合词的教学成为了我国英语教学中的一个难点。

二、分解联系法在复合词教学中的应用

复合词的课堂教学中, 若是教师不懂得使用一定的技巧和方法, 只知道像教普通词汇那样进行复合词的教学, 虽然最终也能实现教学目标, 但是考虑到因复合词的特点而可能给学生带来的困惑, 无疑会使教学过程中的效率大打折扣。因此, 教师在进行复合词的教学之前, 应该仔细分析所要教授的复合词的结构特点以及语义含义, 对其进行肢解和剖析, 务必弄清其来龙去脉。只有这样, 才能在教学时帮助学生保持一个清晰的思维, 才能使学生系统地进行复合词的学习和记忆, 才

细加分析, 大家会发现 (1) (2) 句中缺少先行词, 故答案应为 (1) C、 (2) D。与 (3) (4) 题稍作对比, 学生就会发现问题之所在。

当然, 在语法复习的过程中, 教师要提醒学生注意的还有很多。教师在平时的教学过程中, 也要注意适当地进行语法知识的渗透, 还要注意做学生的错题记录。要反思每堂课的内容能提高教学的效率。

分解联系法, 便是通过将复合词进行分解, 从它的组合词出发, 通过词义上的联系和联想以及隐喻上的理解, 完成对复合词词义的理解和记忆的一种方法。纵观复合词的结构, 其中不少是存在述谓结构的。如复合词heartbeat, 其组成词heart和beat就存在主谓关系, 而复合词blackboard就存在偏正关系。通过对这些复合词中所存在的语义关系或是结构关系的分析和理解, 学生对于复合词的学习和理解无疑会变得更加系统和有方法, 教师在进行复合词的教学时也能事半功倍。

比如, 复合词thanksgiving“感谢”。由于是生词, 学生们一开始都不知道其意思。这位教师见到这种情况, 先是分别在黑板上书写了两个单词thanks和giving, 然后要学生说出这两个单词的意思。学生们很容易就说出了这两个单词的意思是“谢谢”和“给予”。这位教师就根据学生所说出的单词的词意, 对学生进行引导。这位教师先引导学生对thanksgiving这个复合词的词性进行判断。学生们都判断出是名词词性。之后这位教师又对学生说道:“同学们既然都知道这两个单词的意思, 那么同学们想一想, ‘谢谢给予’指的会是什么呢?”经过一番引导, 很快就有几个反应快的学生脱口而出:“感谢!”听到这个回答, 其他学生也恍然大悟, 纷纷表示赞同。而这位教师, 也通过引导的方式让学生主动参与到了课程当中。

三、运用分解联系法有利于发挥学生的主动性以及培养想象力

教师在教学中所使用的方法, 往往会被学生吸收并利用。而分解联系法在课堂中的运用, 无疑能发挥学生在英语学习中的主动性, 并培养他们的想象力。

如学习单词forever时, 通过运用分解联系法, 学生就会知道这是个由for和ever两个简单词组成的复合词。运用分解联系法对这个单词的词义关系进行分析, 学生可以知道这两个单词组成的是偏正关系, 那么, for在其中便是起到了形容词的作用, 修饰的是ever这个单词。而根据for和ever的词意, “为了”“永远”“一直”, 进行简单的结合便是“为了永远”, 而经过联系联想之后, 就不难得出“永恒”的意思了。

在这个过程中, 学生不仅能自行运用分解联系法进行主动学习, 在得出正确词意的过程中还能锻炼他们的想象力, 可谓是一举两得。

总结:分解联系法作为英语课堂复合词教学方法的一种, 在英语课堂教学中往往能起到提高效率, 使教学事半功倍的效用。而教师将这种方法传授给学生, 还能培养学生的学习主动性, 提高他们的想象力。

(南京树人国际学校英语组)

高三英语语法复习1+1 篇3

1.情态动词shall

A 用在第一，三人称表请求或征询他人建议

例：You are sweating with that huge suitcase. ___ I give you a hand?

A. shallB. shouldC. willD. would

B用在第二，三人称表警告，命令，建议；说话者意图；相关法规，命令

例：China has warned America that it ____ be responsible for its arms sale to Taiwan.

A. canB. mayC. willD. shall

2.情态动词must

A必须

B一定是must be+n./adj./doing(肯定)/can’t be+n./adj./doing（否定）

一定已经 must have done sth. (肯定)/couldn’t have done sth.（否定）

(常在反意疑问句和虚拟语气中有所涉及)

例：1) She must be a teacher, isn’t she?

2）They must have passed the exam, haven’t they?试比较：

They must have passed the exam yesterday, didn’t they?

C 偏要

例：“May I smoke here?” “If you ____, do it in the smoking section.”

A. canB. must C. will D. shall

3.情态动词should

A 应该

例：“I wonder if I can board the plane with this return ticket.” “There ____ be no problem. Your ticket is valid until the end of this month.”(2011, 南京二模，25题)

A. must B. shallC. should D. might

B 竟然

例：She just couldn’t believe that her husband, to whom she had been loyal for many years, ____ desert her after he became rich. （2009 陕西师大附中二模）

A. might B. shouldC. shall D. must

C 万一

例：The iPod is of good quality. If it ____ break down within the first year, we would repair it at our expense. (2011, 扬州三模，31题)

A. would B. should C. could D. might

D 聯想：虚拟语气中含should的句式

1)suggest(建议)/insist/order/command/require/request/demand that sb. (should) do sth.

4.情态动词+have done结构

1）must have done 2)may/might have done 3)can/could have done 4)should/ought to have done 5)needn’t have done 6)would like to have done 7)had better have done 8)would rather have done

例：“John is really expert at fighting cybercrime!” “Yes, but he ____ his potential if it had not been for his desire to meet the new challenge.” (2011, 南通一模25题)

A. never realized

B. would never realize

C. would never have realized

D. had never realized

5.从句省略

if, unless引导的条件状语从句；although; though引导的让步状语从句；when, while引导的时间状语从句，如果这三类从句的主语和主句的主语一致，可将这三类从句中的主语和be动词省略。

例：Alcohol is classified as a downer, and although it is legal, it can damage the liver and and do great harm if ____ in large quantities.

A. consume B. to consume

C. consumedD. consuming

6.倒装句

A 完全倒装

例：For a moment nothing happened, then ____ all shouting together. (2009福建)

A. voices had comeB. came voices

C. voices would comeD. did voices come

Ba.部分倒装(not until…)

例: Not until all the fish died in the river ____ how serious pollution was.

A. did the villagers realize

B. the villagers realized

C. the villagers did realize

D. didn’t the villagers realize

句型归纳：They didn’t have dinner until their father came home last night.

It was not until his father came home last night that they had dinner.

Not until their father came home last night did they have dinner.

Bb.部分倒装(so/such位于句首)

例： “It’s raining cats and dogs.” “____.”

A． So it isB． So is it

C． Neither it isD． Neither is it

Bc.部分倒装(as引导让步状语从句)

Child as he is, he knows a lot about the history of our country.

7.强调句常考题型

A 强调句的疑问句式

Can you tell me ____ makes LiuXiang so successful?

A. what is it thatB. why it is that

C. what it is thatD. what it is which

B 复杂句型中的强调句

It was just in the room ____ he was born ____ he died.

A. where; whichB. that; that

C. where; that D. which; that

8. with复合结构

1.He came in with a book in his hand.

2.In summer, people like to sleep with window open.

3.With work done, he left the office and went home.

4.With winter coming, many birds fly to the south.

5.With a lot of work to do, we have to stay up late tonight.

9.非谓语动词

A have

have sb. do/doing sth.

have sth. done

have sth. to do/have sth. to be done

have trouble/difficulty/problem/pleasure/a difficult time in doing sth.

B remain

例：With the ____ ten dollars, I can only buy some bread.

A. remined B. remains

C. remainD. remaining

C 考查主從句主语是否一致

例：To be qualified for the job, ____.

A. practical skills in electronics are needed

B. it is reported that one has practical skills in electronics

C. one needs to acquire practical skills in electronics

D. practical skills in electronics are important

10.句型sb. be said(reported, believed, thought…) to be+n./adj./doing

sb. be said (reported, believed, thought…) to do

sb. be said(reported, believed, thought…) to have done sth.

sb. be said(reported, believed, thought…) to have been doing

11. 倍数表达

1. My room is three times the size of that one.

2. I have twice as many books as you do.

3. The building is twice higher than that one.

4. The length of the railway is three times what it was ten years ago.

12. before在……之前；还没来得及……就……

例：The doctors said it would be months ____ he was fit for work.

A. thatB. whenC. onceD. before

以上选取的习题均是近三年在高三英语语法复习阶段的考题。通过重新编排与组合，希望能给学生们带来一些帮助。习题无限，但通过老师们的思考和探索，完全可以将学生们从题海中解放出来，达到最好的复习效果。

参考文献：

1.《完胜——新高考英语一轮优化讲练》

2.2008-2009全国各地高考试题

高三英语语法复习 篇4

模块四 简单句 并列句 复合句 省略句

崔玲玲

☆基础知识自助餐互学释疑，举一反三!☆

考点聚焦 【基本规则、功能与用法】

一.简单句

简单句的定义：简单句就是由一个分句构成的句子。在简单句中，分句和句子合二为一，从而结构合一，分句的成分就是句子的成分。陈述句、疑问句和感叹句都可以在简单句中使用。如：

(1)In your letter you asked about the time in different areas of the States .你在来信中问到美国不同地区的时间问题。(陈述句)

(2)Is American country music about modern life ?美国乡村音乐写的是现代生活吗?(疑问句)

(3)Wash your hands with soap at the end of your experiment . 在做完实验后要用肥皂洗干净你的双手。(祈使句)

(4)What a difficult case I must have been to this young teacher ! 对这位年轻教师来说，我是一个多么难教的学生啊!(感叹句)

简单句的结构

简单句包含一个分句，也就是一个“主语+谓语”(基本成分)的结构。如：

(1)It is a very slow task . 它是一项费时的工作。

(2)Flies and mosquitoes are very dangerous insects。 苍蝇和蚊子是害虫。(主语并列)

(3)He studied law in his spare time and became a lawyer . 他在业余时间学法律，还当了律师。(谓语并列)

(4)The north has warm , dry winters and hot , wet summers . 北方有温暖、干燥的冬天和炎热、潮湿的夏天。(宾语并列)

二.并列句

并列句(compound sentence)就是由两个或两个以上的分句构成、且各个分句地位相等的句子。如：

(1)I have a problem and I’m writing to ask you for advice . 我有一个问题，所以写信来征求你的意见。

(2)We couldn’t find it ;it was lost . 我们没能找到它;它丢了。

(3)Then she looked at the judges , one of them nodded and she began . 然后她望着裁判，其中一个点点头，接着她开始了。(三个分句)

并列句的结构

(1)陈述分句与陈述分句并列。如：

The woman belongs in the home , and the man must go out into the business world . 男主外，女主内。

(2)疑问分句与疑问分句并列。如：

Who are good listeners to you ,and what do they do well ?哪些人是你的善听者，他们什么做得好?

(3)祈使分句与祈使分句并列。如：

Pass judgement on me and give him what he wants . 对我宣判吧，给他想要的东西。

(4)感叹分句与感叹分句并列。如：

You’re alive ! And she’s dead ! 你还活着!而她却死了!

(5)不同种类分句的并列。如

Please let me stay in the company ; I enjoy working here . 请让我留在公司吧，我很喜欢在这里工作。(祈使分句与陈述分句并列)。

并列句的连接方法

在并列句中，各个分句都是独立分句。把各个分句连接在一起有三种方法。

①用并列连词连接，并列连词有and , but , or , nor ，关联并列连词有not only…but also . 如

(1)Right now it is the summer vacation and I’m helping my Dad on the farm . 眼下正是暑假期间，我帮爸爸在农场干活。

(2)Right now they were going to Bonn with the tickets and passports , and their Dad was going on his own to Frankfort . 就在这时，他们正带着车票和护照去波恩，而他们的爸爸却自己往法兰克福去了。

(3)Many people were killed in their cars , but a few lucky ones were not hurt . 很多人被撞死在自己的汽车里，但也有少数幸运的人没有受伤。

(4)The two concerts cost 4 million dollars , but 7 million dollars were collected from ticket sales and a further 7 million dollars came from radio and TV companies . 两场音乐会耗资400万美元，但是仅门票收入就筹集到700万美元，此外，从电台和电视台还筹到了700万美元。

并列连词or前可用也可不用逗号。如：

(5)Do you come to school alone , or do you come with a friend ? 你是独自来学校，还是与朋友一道来?

用关联并列连词not only … but also 连接分句时通常用倒装结构。如：

(6)Not only do disabled people read , write , draw pictures and cook , but they also study , go to university , take exams and have jobs . 残疾人不仅能读书、写字、绘画和烹调，而且还能学习、上大学、参加考试和工作。

②用连接副词连?或两个以上的分句构成，而且其他分句从属于一个主要分句的句子。如：

(1)People read advertisements partly for information and partly because they are interesting . 人们读广告，部分是为了获取信息，部分是因为它们有趣。

(2)Many of the forests where they lived were destroyed . 许多它们栖息的森林被破坏了。(关联词是where)

使用了关联词之后，分句的性质就发生%2述分句K都要遵守规矩;谁要是破坏了规矩，谁就要受到惩罚。

有时用冒号，表结果。如：

(9)In old stories , the squirrel was usually described as a good animal:it saved something for the future . 在古老的故事里，松鼠通常被描写成好动物，它储存东西供将来用。

三.复合句

复合句(complex sentence)就是由两个或两个以上的分句构成，而且其他分句从属于一个主要分句的句子。如：

(1)People read advertisements partly for information and partly because they are interesting . 人们读广告，部分是为了获取信息，部分是因为它们有趣。

(2)Many of the forests where they lived were destroyed . 许多它们栖息的森林被破坏了。(关联词是where)

使用了关联词之后，分句的性质就发生了变化。由关联词引导的分句已经不能单独构成句子，所以叫做非独立分句。没有关联词的分句仍旧可以单独构成句子，所以叫做独立分句。

复合句的结构

简单句是由一个独立分句构成，并列句由两个或两个以上的独立分句构成，复合句则由一个独立%o you think why the boy had a weak smile on his face)

从句的种类

①主语从句。如：

(1)How much income we can expect this year is not yet known .我们今年能有多少收入还不知道。

②表语从句。如

(2)The answer is that he is one of the top three physics experts in hisparticular field . 答案是在他的特殊领域里，他是三位顶尖的物理学家之一。

③宾语从句。如：

(3)Seientists explain that the outside of the earth is made of a numberof different plates . %B全句为陈述句;主句为疑问分句，全句为疑问句，等等。有一种复合句结构较特殊：主句为疑问分句，从句为带疑问词的疑问分句，这时疑问词要置于全句之首。如?br>(2)Why do you think the boy had a weak smile on his face ?你认为这个男孩为什么脸上露出淡淡一笑?(等于do you think why the boy had a weak smile on his face)

从句的种类

①主语从句。如：

(1)How much income we can expect this year is not yet known .我们今年能有多少收入还不知道。

②表语从句。如

(2)The answer is that he is one of the top three physics experts in hisparticular field . 答案是在他的特殊领域里，他是三位顶尖的物理学家之一。

③宾语从句。如：

(3)Seientists explain that the outside of the earth is made of a numberof different plates . 科学家解释说，地球的表层是由许多不同的板块构成的。

④同位语从句。如：

⑤定语从句。如：

(4)The kiwi which is New Zealand’s national bird , is one of these types of flightless birds . 驼是新西兰的国鸟，它就是这些不能飞行的鸟类之一。

⑥状语从句。如：

(5)Listen and be quiet while others are talking !在别人说话时要听着，不要做声!

复合句的关联词

引导从句的关联词可分为七类。

①从属连词，有although , because , if , since , that , until , when , so that , as if , as … as 等，详见连词部分。如：

(1)Although he had a disease of the brain which was getting worse , he decided to continue with his research and his writing . 尽管他患了一种日益严重的脑病，他决定继续他的研究和写作。

②疑问代词，有who , whom , whose , which , what . 如：

(2)Did he say what it was about ?他说是有关什么事了吗?

③疑问副词，有when , where , why , how .如：

(3)The difficulty was how he could prove his ideas to other scientists.困难在于他怎样才能够向其他科学家证实他的想法。

④关系代词，有who , whom , whose , which , that 。 如：

(4)This is useful for scientists who work in forests and in agriculture.这对于从事森林和农业工作的科学家有用处。

⑤关系副词，有when , where , why . 如：

(5)I remember the time when we needed a permit to go out after dark . 我记得我们天黑以后外出需要通行证的那个时代。

⑥缩合关系代词，有who , whoever , whom , whomever , which , whichever , what , whatever . 如：

⑦缩合关系副词，有when , where , why , how . 如：

(6)Special cameras can produce pictures showing where different metals can be found . 特殊的摄像机可以拍摄照片，表明在什么地方可以找到各种不同金属。

四.省略句

省略句的含义：一个分句或句子通常包含多种成分，主语和谓语是最基本的;如果谓语为及物动词，则宾语也是必须的。这种句子叫做完全句。另外有一些句子却缺少一种或几种成分，也就是说在结构上是不完整的，可是它们仍然能够为听话者所理解，也就是说，说话者和听话者对句子缺少的成分有共同的认识。这些句子符合句子的定义，“能表达一个比较完整的独立的概念。”这种句子就叫做省略句。如：

(1)Any other questions ?还有什么问题吗?(等于Do you have any other questions )

省略句在对话中使用很普遍。简略答语即只回答提问的那部分，有助于语言的简洁。如：

(2)“What time is it by your watch , please ?”“A quarter to eight .”“请问你的表几点了?”“差一刻八点。”(等于It is a quarter to eight by my watch)

在包含两个分句的并列句和复合句中，后一分句中与前一分句中相同的部分可以省略，以减少不必要的重复。如：

(3)I want to improve , but I don’t know how ( to improve ).我想提高，但是不知道如何提高。(并列句)

省略句的种类

①省略主语，如：

(1)(I)Haven’t see you for ages . 好久没有见到你了。

(2)(It)Doesn’t matter . 没关系。

②省略谓语，如：

(3)They learn French and we (learn)English .他们学法语，我们学英语。

③省略表语，如：

(4)Broad boats are difficult to take into the port , but narrow boats are not (difficult to take into the port )。宽大的船只很难引进港口，而狭小的船只却不难。

④省略宾语，如

(5)Keep away ( this bottle ) from children . 谨防儿童接近。

⑤省略主语和助动词。如

(6)( Have you ) Found the treasure ? 找到财宝了吗?

(7)( Would you )Like some more tea ?再来些茶好吗?

⑥省略主语和连系动词，如：

(8)( I’m ) Sorry to hear that . 听到这件事很难过。

(9)( Are you ) Happy ?快活吗?

⑦省略主语和谓语，如：

(10)“What does he want to eat ?”“( He wants ) Some rice and vegetables . ”“他想吃什么?”“一些米饭和蔬菜。”

⑧省略实义动词和宾语，如：

(11)We do not visit my parents as much as we ought to ( visit my parents ). 我们没有像我们所应该的那样经常去看望父母。

⑨省略从句，如

(12)You would do the same ( if you were in my position ). 你也会那样做的(如果你处在我的地位)。

⑩省略整句，如：

(13)“Can I take a message ? ”“You can take a message . ”“我可以捎话吗?”“可以。”

另外，还有许多在口语中常用的套话，大多同名词短语构成，不管听话人还是说话人都难以确切指出它们究竟省略了什么词语。如Good morning (早上好)，Good afternoon (下午好)，Good evening(晚上好)，Hello(喂)，Yes(是呀)，Yeah(是)，All right(好)，OK(可以)，No(不)，Not at all(你太客气了)，Happy New Year(新年好)，Happy Birthday(生日快乐)，Happy Christmas(圣诞快乐)，Never mind(没关系)，(My)God(天哪)，(Good)Heavens(上帝)，Congratulations(恭喜)，Fuck off(滚开)等。这些句子严格说来不属于省略句的范围，有的语法书称之为“非句子”。

还有一种句子，也只由一个或几个名词短语构成。它们的表现力很强，常用于文学作品中，如：

(14)Then silence . 然后一片寂静。

高三语法复习之冠词 篇5

Unit2 冠词

一、考点聚焦

1.不用冠词的情况

(1)专有名词、物质名词、抽象名词、人名、地名等名词前，一般不加冠词。

China , America, Smith

Air is matter.

(2)可数名词前有物主代词、指示代词、名词所有格等限制时，不加冠词。

This dictionary is mine.

(3)季节、月份、星期、节日、假日、一日三餐名称前一般不加冠词。

March, May Day, National Day, Children’s Day, Women’s Day

Have you had supper?

Spring is the best season of the year.

(4)称呼语或指家用雇用的nurse、cook等名词前及表示头衔职务的名词作宾语、补语及同位语时，一般不加冠词。

What’s this, Father? We made him our chairman.

Ask nurse to put the child to bed. Professor Li.

(5)学科名称、球类、棋类名称前不加冠词。

Do you study physics?

He likes playing football/chess.

(6)复数名词表示泛指一类人或事物时前不用冠词。

They are peasants/ workers.

(7)在与by连用的交通工具名称前不加冠词。

by car, by bus,by bike, by train, by air/ water/ land

但：take a bus, come in a boat, on the train/ bus需注意。

(8)某些固定词组中不用冠词。

①名词词组中：

husband and wife, brother and sister, body and soul, day and night, knife and fork

②介词词组中：

to(at, from) school, in (to)class, in (to,at, from)university(college),to(in, into, from)church, to(in,into, out of)prison(hospital, bed), to(at, from, out of)work, to(in, from) town,at (from)home, to(at)sea, at night(noon, midnight), by car (bus, bicycle, plane), on foot

注意：在有些词组中，有无冠词含义不同。

in hospital 住院(因病)

in the hospital在医院(工作、参观等)

in front of在前面，指某物体之外

in the front of在前部，指某物之内

in charge负责，主管 out of question没问题

in the charge由……负责 out of the question不可能

(9)as引导的让步状语从句中，作表语的名词不带冠词。

Child as she is, she knows a lot of French.

(10)系动词turn(作“变成”解)后作表语的单数可数名词前习惯不用冠词。

The young girl has turned writer.

= The young girl has become a writer.

(11)在单数名词 + after + 同一单数名词(表示“一个接一个”)结构中，单数可数名词前不加冠词。

She did experiment after experiment.

类似的还有：shop after shop, mistake after mistake

(12)形容词的最高级前、序数词前也有不用定冠词的情况。

①“most + 形容词原级”作“十分、非常、极”解时，前面不用定冠词。

Oh, it’s most beautiful.

②当两个形容词最高级并列修饰同一个名词时，第二个形容词前通常不用定冠词。

She is the tallest and fattest girl in our school.

③当形容词最高级作表语，不表示与其他人或物相比时，其前不用定冠词。

The market in the country is busiest in winter.

④形容词最高级前有名词所有格或物主代词时，不能用定冠词。

A wolf in a sheep’s skin is our most dangerous enemy.

⑤序数词前面一般加定冠词表示“第……”之意，但在second、third等词前加不定冠词表示“又一，再一”之意。

…why you took a second arrow

注意：下句中“a first”表示“第一名、冠军”。

He is a top student in our class, he often gets a first in maths.

(13)no与such连用时应放在such之前，such后面的名词不用冠词。

No such thing has ever happened in this village.

(14)never、ever置于作主语的名词前，这些名词前不用冠词。

Never did student study so hard.这个学生从未学得这么认真。

(15)有时为了节省空间、时间、金钱和精力，或为了引起注意力，省去a(n)或the,这主要用于新闻标题、工商业文件、广告、电报、公告、提纲、书名等。

Conference opens.会议召开了。

2.定冠词的使用情况

(1)使用定冠词的一般情况。

①特指或第二次提到。

②序数词前、最高级前、独一无二的东西前。

③用于表示发明物的单数名词前或某些专有名词前。

(2)定冠词使用特殊的场合。

① He hit him in the face.

beat sb. on the nose, take sb. by the arm, pat sb. on the head② the rich, the poor, the wounded 富人，穷人，伤员

③ the elder of the two, he more beautiful of the two两者中较年长的一位，较漂亮的一个

④ The sooner, the better.越快越好。

⑤ He got paid by the hour.他是按小时付工钱的。

by the yard/the dozen/the month/the year…

但：by weight按重量

⑥ in the 50s /in the 1870s(表示年代)

⑦ the Smiths/the Whites(表示一家人或夫妇俩)

⑧ in the water/field/light/shade/distance/middle/country/

rain

⑨ tell the truth/on the other hand/on the way home

⑩ 当抽象名词表示某一特定内容，特别是当它有一限定性修饰语时，

它与定冠词连用：

She is fond of music.

He is playing the music written by Beethoven.

Good advice is beyond price.

I’m sorry not to have taken the advice he gave.

3.不定冠词常用的几种情况

(1)表示“一”相当于“one”。I’ll return in a day or two.

(2)表示“每”相当于“per”。We have three meals a day.

(3)表示“同一性”相当于“the same”。The children are of an age.

(4)表示类指，表示“某类”。He wants to he a doctor.

(5)表示泛指，相当于“any”。A horse is a useful animal.

(6)表示某一个，相当于“a certain”。A Mr. Smith is asking to see you.

(7)与抽象名词连用，可以表示“一场、一次、一件”，如：a pleasure一件乐事，a surprise一件令人惊讶的事，a joy一件高兴的事，a pity一件遗憾的事，an honour一个(件)经以为荣的人(事)。

(8)与物质名词连用，表示“一种，一阵、一份”。

What a heavy rain!

What a good supper!

Please give me a black coffee!

4.冠词表类别的常见方式

(1)定冠词 + 单数可数名词，表示一个，代表一类。

The computer was invented in 1945.

The TV set was invented by Joan Baird.

The horse is a useful animal.

(2)不定冠词 + 单数可数名词(表示任意一个，某一个)。

A pen is a tool for writing.

A square has four sides.

A horse is a useful animal.

注意：man, woman表示泛指时，不用冠词，且常用单数。如：

Man is fighting a battle against pollution.

Man tries to be the protector of woman.

(3)可数名词或不可数名词，指类别(考虑到同类中的各个情况)。

Horses are useful animals.

Rice is a kind of food.

5.冠词位置问题

(1)不定冠词 + 副词 + 形容词 + 名词。

This is a very interesting story.

(2)such、what、both、all、quite、rather +不定冠词+形容词+名词。

I’ve never seen such a film!

Half a pound of pork,please!

What a good idea it is!

(3)as、so、too、how、however、enough+形容词+不定冠词+名词。

It is as pleasant a day as I have ever spent.

I can’t finish the task in so short a time.

This seems not too long a distance.

We wonder how difficult a problem he worked out.

However low te price you paid,you waste your money.

He is brave enough a hunter to kill the bear.

(4)定冠词位置。

①half、twice、three times + the + 名词

He paid twice the price for it.

Their house is three times the size of yours.

②all、both、double + the + 名词

Both the blind men were mistaken.

All the students in our class are eager to know the secret.

I offered him double the amount, but he still refused.

二、精典名题导解

选择填空

1.The warmth of ____________sweater will of course be determined by the sort of ___________wool used.(NMET )

A.The ; the B.the ; / C./; the D./; /

解析：答案为B。第一空格为特指，交待the warmth的内容，第二空格为泛指，the sort of wool used所用羊毛的种类。此题有三点需注意：①正确理解sweater 这一句词在句中的类别。②掌握determine在句中作“决定”、“取决于”这个意思。③掌握定冠词表特指的基本用法。

2.Most animals have little connection with_________animals of___________different kind unless they kill them for food.(NMET )

A.the … a B./ … a C.the … the D./ … the

解析：答案为B。名词复数表类别，其前不用冠词，故第一个空格不填冠词，表不定概念的“一种”，“某种”要用不定冠词a。要准确掌握冠词表类别的三种表达方式和不定冠词常用的几种情况，见前面要点考点聚

焦内容。

3.Paper money was in___________use in China when Marco Polo visited the country in __________thirteenth century.(NMET)

A.the … / B.the … the C./ … the D./ … /

解析：答案为C。题中in use是固定搭配，意为“在使用”，use为抽象名词，其前不用冠词。后者是序数词前用定冠词the。要牢记一些固定搭配如in use、under construction(在建设中)、in debt(欠债)、come to power(执政)、on fire(着火)、at table(用餐)、out of work(失业)等。

4.When you come here for your holiday next time don’t go to hotel; I can find you bed in my flat.

A. the; a B. the; 不填 C. a; the D. a; 不填

解析：答案为C。考定语从句。主句部分应是The English play at the New Year’s party was a great success. 从句补全为独立句子就是my students acted in the play.所以应选in which，其余介词不妥。

5.-John, there is Mr. Wilson on the phone for you.

-I’m in bath.

A. a; the B. the; a C. a; 不填 D. the; 不填

高三英语语法测试(三) 篇6

（三）1.We were all surprised when he made it clear that he __________ office soon.A.leavesB.would leaveC.leftD.had left 2.–Do you like the material?--Yes, it __________ very soft.A.is feelingB.feltC.feelsD.is felt 3.--__________ my glasses?

--Yes, I saw them on your bed a minute ago.A.Do you seeB.Had you seenC.Would you seeD.Have you seen

4.Helen __________ her keys in the office so she had to sait until her husband __________ home.A.has left, comesB.left, had comeC.has left, cameD.had left, came 5.―Hi Tracy, you look tired.‖

―I am tired, I __________ the living room all day.‖A.paintedB.had paintedC.have been paintingD.have painted 6.He’ll be an astronaut by the time he __________ thirty.A.isB.had beenC.will beD.is going to be 7.–Come on, Peter.I want to show you something.--Oh, how nice of you!I __________ you __________ to bring me a gift.A.never think, are goingB.never thought, were goingC.didn’t think, were goingD.hadn’t thought, were going 8.The reporter said that the UFO __________ east to west when he saw it.A.was travelingB.traveledC.had been travelingD.was to travel 9.–You’re drinking too much.--Only at home.No one __________ me but you.A.is seeingB.had seenC.seesD.saw 10.–John took a photo of you just now.--Really?What a pity!I __________.A.didn’t lookB.wasn’t lookingC.hadn’t lookedD.haven’t looked

11.Was Tom there when you arrived?

Yes, but he __________ home soon afterwards.A.had goneB.has goneC.is goingD.left 12.When their first son was born, they __________ for years.A.had marriedB.got marriedC.had been marriedD.had got married

13.Mary has just left, but I didn’t know she __________ until yesterday evening.A.Will leaveB.was leavingC.had leftD.has left 14.–Can he get the first prize for running?

--Impossible now.He __________ to do so, but he has just hurt his leg.A.expectsB.was expectedC.has expectedD.is expected

15.My son __________ his English composition last night, but I don’t know whether he has finished it now.A.wroteB.was writingC.had writtenD.has written 16.–Anything I can do for you?

--Yes, I bought this recorder here yesterday but it __________ work.A.doesn’tB.didn’tC.wouldn’tD.can’t 17.–I heard the peasants here __________ very poor in the past.--Yes, but there __________ great changes in the past few years.A.have been, have beenB.have been, wereC.were, have beenD.were, were 18.–Have you got your test result?

--Not yet.The papers __________.A.aren’t correctingB.haven’t corrected

C.are still being correctedD.have already been corrected 19.–What can I do for you?

--No, thanks.I __________.A.just looked aroundB.have just looked aroundC.am just looking aroundD.just look around 20.–Don’t forget to come to my birthday party tomorrow.--__________.A.I don’tB.I won’tC.I can’tD.I haven’t

21.Children at the beginning of this century __________ a lot and __________ themselves greatly even without television.A.used to read, enjoyingB.used to read, enjoyed

C.were used to read, enjoyingD.were used to reading, enjoy

高三英语 1

22.I wonder how he __________ that to the teacher.A.dare to sayB.dare sayingC.not dare sayD.dared say

23.Yesterday, Jane walked away from the discussion.Otherwise, she__________ something she would regret later.A.had saidB.might sayC.saidD.might have said 24.–Could I call you by yo9ur first name?--Yes, you __________.A.willB.couldC.mayD.might 25.–Will you stay for lunch?

--Sorry, __________.My brother is coming to see me.A.I mustn’tB.I can’tC.I needn’tD.I won’t 26.–Are you coming to Jeff’s party?

--I’m not sure.I __________ go to the concert instead.A.mustB.wouldC.shouldD.might 27.--__________ it be Mei who took my dictionary?

--No, it __________ be her.It __________ be Wang Fei who did it.A.Can, can’t mustB.Must, mustn’t canC.May, may not, mustC.Can, mustn’t may

28.–There’s lot of smoke coming out of the teaching building over there.--Really?It __________ be a fire, most probably.A.canB.ought toC.have toD.must 29.She __________ plumper(较丰满)，but she ate too little.A.can growB.can have grownC.could growD.must have grown

30.You __________ go to the party if you don’t finish your home work first.A.won’tB.don’tC.oughtn’tD.shan’t 31.–Why didn’t you buy the gold ring?

--I __________, but I didn’t have enough money then.A.would haveB.wouldC.boughtD.had had 32.–We’ll have four guests in all.--So fifteen bottles of beer __________ be enough.Do you think so?A.mayB.mightC.oughtD.should 33.–I promise that she __________ get a nice present on her birthday.--Will it be a big surprise to her?

A.shouldB.mustC.wouldD.shall 34.–The boy plays football well.--Yes, he is a good footballer.Better than he __________.A.used toB.used to beC.wouldD.would be 35.–Who do you think __________ have painted this?

--It __________ be Mary, for I know she paints very well.A.must, mustB.can, mustC.must, canD.can, can 36.But she __________ never do it, you know, it was useless even to demand it of her.A.couldB.wouldC.shouldD.might 37.—Mary looks sad.Did you tell her about the accident?--Yes, but I __________ have told her later.A.mustB.shouldn’tC.shouldD.oughtn’t to 38.I __________ you’ll be late unless you start right now.A.I dare to sayB.do dare to sayC.dare sayD.dare saying 39.The weather in the south is generally warm, but it __________ be very cold sometimes.A.canB.mayC.mustD.should 40.If you won’t do as I tell you to, you __________ go to the party.A.won’tB.shan’tC.don’tD.can’t

41.Mr.Reed made up his mind to devote all he had to __________ some schools for poor children.A.set upB.setting upC.have set upD.having set up 42.Sandy could do nothing but __________ to his teacher that he was wrong.A.admitB.admittedC.admittingD.to admit 43.He used to __________ his teaching when he was young.A.devote toB.be devoted toC.devoting toD.being devoted to

44.If you go to Xi’an, you’ll find the palaces there more maganificent than commonly __________.A.supposingB.supposedC.to supposeD.suppose 45.Will those __________ the children from abroad come to the headmaster’s office?A.teachingB.teachC.who teachesD.who teaching 46.I __________ you some money, but I hadn’t any on me then.A.would lendB.would have lentC.could lendD.may have lent

47.Had you not walked so long a distance, you __________ tired now.A.had beenB.wouldn’tC.are notD.would have been

48.I __________ you a valuable present for your birthday, but I was short of money at that time.A.would like to giveB.liked to give

C.would have liked to giveD.liked to have given

49.–Did you get a ticket then

--Yes, Otherwise I __________ the concert last night.A.didn’t attendB.wouldn’t attend

C.hadn’t attendedD.wouldn’t have attended

50.The two strangers are talking warmly as if they __________ friends for years.A.shouldB.would beC.have beenD.had been 51.I thought it strange that he __________ the last examination.A.didn’t passB.wouldn’t passC.passesD.pass 52.–Did you quarrel with your boss?--Yes, but __________ that.A.I’d rather not have doneB.I’d rather do

C.I’d like to doD.I’d like to have done 53.–Why did you come to the concert to hear the pop singers you didn’t like?--I shouldn’t like __________, but my boy friend insisted.A.having comeB.comingC.to comeD.to have come 54.The question __________ at present has something important to do with our daily life.A.to be discussingB.to discuss

C.been discussedD.being discussed 55.They are looking forward with hope __________ from you soon.A.to hearingB.of hearingC.hearingD.to hear 56.Sometimes new ideas have to be tested many times before __________.A.accepting fullyB.being fully acceptedC.fully acceptingD.fully being accepted 57.The street is not in good order with rubbish __________ everywhere.A.lainB.layingC.laidD.lying

58.__________ in her finest skirt, the girl tried to make herself __________ at the party.A.Dressed, noticedB.Dressing, noticed

C.Dressed, noticingD.Dressing, being noticed

59.Has someone suggested there __________ be an international language all could understand and use __________?

A.can, itB./, /C.would, itD.may, /

60.The suggestion has been made __________ the basketball game __________ put off.A.for, toB.that, beC.which, should beD.to, being 61.―Have you ever been to Beijing?‖―No, but I wish I __________.‖

A.haveB.willC.doD.had 62.―What will you do during the summer holiday?‖―I don’t know, but it’s high time __________ something.‖

A.I’m decidingB.I’ll decideC.I decidedD.I decide 63.If only I __________ my watch!

A.hadn’t lostB.haven’t lostC.didn’t loseD.don’t lose 64.It’s the third time that John has been late, __________?

A.hasn’t heB.isn’t heC.isn’t itD.hasn’t it 65.It was in the street that I saw her, __________?

A.was itB.didn’t IC.did ID.wasn’t it 66.Better late than never, __________?

A.will youB.won’t youC.isn’t itD.shall we 67.You think he is a doctor, __________?

A.is heB.isn’t heC.do youD.don’t you 68.I don’t think he will come to our party, __________?

A.will heB.won’t heC.does heD.do I 69.You must have read about Dickens long ago, __________?

A.mustn’t youB.haven’t youC.wasn’t itD.didn’t you 70.__________ came that his __________ should be kept secret.A.A word, wordsB.The word, wordC.Word, wordsD.Words, word 71.Ten years had passed and I found she had __________.A.much white hairB.some white hairC.a few white hairsD.a few white hair 72.The farmer has a hundred __________ in all.A.head of cattleB.head of cattlesC.heads of cattleD.heads of cattles 73.–Is this bigger room yours?--No, it’s __________.A.Mike and John’sB.Mike’s and John’sC.mineD.ours

74.One splendid mountain __________ followed another during our journey from Micheelmore to Rurunz.A.viewB.glanceC.screenD.scene

75.At midnight they reached __________ small village __________ east of __________ Everwhite Mountain.A.a, /, theB.a, /, /C.the, the theD.the, an, an

76.Young as he is, David has gained __________ rich experience in __________ society.A./, /B.the, theC.a, /D./, the

77.Most animals have little connection with __________ animals of __________ different kind unless they kill them for food.A.the, aB./, aC.the, theD./, the

78.Lesson Eight is __________ most difficult lesson, but it isn’t __________ most difficult lesson in Book Two.A.a, aB.a, theC.the, theD.the, a

79.My brother and I wanted to see a new film, but we weren’t able to get the tickets for __________ two of us.A./B.theC.amongD.between 80.–How did you pay the workers?

--As a rule, they were paid by __________.A.an hourB.hoursC.a hourD.the hour 81.–My son is lost.Did you see a boy passing by here?

--I saw __________ boy hidden behind __________ tree over there.A.a, aB.the, theC.a, theD.the, a

82.He had decided to give it up, but on __________ second thoughts he decided to try __________ third time.A.the, aB./, /C.a, aD./, a

83.My brothers is usually on __________ duty in her office every __________ few days.A.the, aB./, aC./, /D.a, / 84.–Fxcuse me, where are __________ books for biology?

--Follow me.They’re on this shelf.Do you want __________ new or used book?A.a, aB.a, theC.the, aD.the, the

85.There is __________ saying that __________ success lies in hard work.A.a, theB.the, aC.a, /D.the, / 86.–What did you think of the place?

--I didn’t care for it at __________ first, but after __________ time I got to like it.A./, aB.the, aC.a, /D./, the

87.Judging from __________ number of cars, only __________ small number of people have come to the conference.A.a, theB.a, aC.the, theD.the, a

88.The police have __________ power to arrest bad people by __________ law.A.the, theB./, theC./, /D.the, /

89.–Lucy picked her sister __________ red and __________ white flower.--Oh, what a beautiful flower!

A.a, aB.a, /C.a, theD.the, the 90.–Why do you suggest Zhangjiajie(张家界)?--I believe __________ beauty of __________ nature there will make __________ excellent impression upon you.A.a, the, anB.the, the, anC.the, /, theD.the, /, an

91.Thing of __________ kind come together, people of __________ mind fall into __________ same group.A.a, /, theB./, /, /C.a, a, theD.the, the, the

92.__________ president of the Club and __________ secretary of the institute was going to give us a lecture.A.The, theB.A, aC.The, /D./, /

93.Our people lived quite __________ hard life during __________ World War II.A.a, theB./, /C.the, theD.a, /

94.Some people say that __________ British are __________ funny people.A.a, aB./, theC.the, theD.the, a

95.–Have you seen __________ Audi car?I parked it here this morning.--Is it __________ blue one?A young man has driven it away.A.a, theB.the, theC.an, theD.an, a

96.--__________ Mr Wang is asking for you in the reception room, master.--Is __________ Mr.Wang who has ordered our products?

A.The, /B.A, aC.The, theD.A, the 97.–Do you know who invented __________ telephone?--No, but it’s really __________ most useful invention.A.the, /B.a, /C.the, aD.an, the

98.The salesman showed her several bags and she chose __________ one as she didn’t want to spend too much money on it.A.the less expensiveB.less expensiveC.the least expensiveD.least expensive

99.Paper produced every year is __________ the world’s production of vehicles.A.the three times weight ofB.three times the weight ofC.as three times heavy asD.three times as heavier as 100.Last night I had a terrible cold and ached all __________.A.the wayB.overC.at onceD.the worst 101.We are all going to the games, why don’t you come __________?

A.upB.acrossC.alongD.to

102.We don’t care if a hunting dog smells __________, but we really don’t want him to smell __________.A.well, wellB.bad, badC.well, badlyD.badly, bad 103.–Are you feeling __________?

--Yes, I’m fine now.A.any wellB.any betterC.quite goodD.quite better 104.–Do you think he’ll succeed?

--Well, he’s helped by many people and, what’s more, he was extremely hard, so he will __________ succeed.A.perhapsB.possibleC.likelyD.probably 105.Thank you very much indeed.That’s __________ kind of you.A.muchB.mostC.moreD.the most

106.The shop manager always says to his assistants, ―We can never be __________ polite to our customers.‖

A.soB.tooC.thatD.more

107.–After the Gulf War, the American soldiers returned, __________.A.safe but tiredB.safely but tiring C.safely and tiredD.safe and tiring

108.However __________, the native people do have something in common.A.hardB.alikeC.differentD.similar

109.She had __________ little schooling that she couldn’t teach __________ little children.A.such, suchB.such, soC.so, soD.so, so, such 110.–We walked twenty li till we reached the seaside.--Did you walk __________ far?

A.suchB.tooC.thatD.much

111.Smith __________ knows where you can get the book you want.A.onlyB.aloneC.justD.even

112.If you want to change for a double room, you’ll have to pay __________ $15.A.anotherB.otherC.moreD.each

113.After the president made an official announcement, she expressed her __________ opinion.A.personalB.privateC.singleD.individual

114.Dr.Black comes from either Oxford or Cambridge, but I can’t remember __________.A.whereB.thereC.whichD.that115.–Do you want tea or coffee?

--__________.I really don’t mind.A.BothB.NoneC.EitherD.Neither 116.–Why don’t we take a little break?

--Didn’t we just have __________?

A.itB.thatC.oneD.this 117.–Are there any Japanese story-books in the library?--There are only a few, if __________.A.anyB.someC.muchD.many

118.The people sent to the country were one fourth of __________ sent to town.A.thatB.whichC.whomD.those 119.–Will you be on holiday soon?

--Well, I’m too busy to take a holiday now.I’ll be able to take __________ two months from now.A.thisB.thatC.itD.one 120.The woman is __________ of a singer.A.somethingB.anythingC.goodD.fit 121.–Was __________ Mary?

--Yes, it was __________ who phoned.A.she, herB.it, sheC.that, herD.her, her 122.The thieves ran away separately, __________ carrying a bag.A.allB.Those whoC.WhoeverD.No matter who 123.―Oh, how foolish __________!‖ cried the blind man.A.are youB.you are allC.are you allD.you all are 124.–I’m ringing to ask you a small favor, I hope you don’t mind.--No, of course not.__________ I can do, within reason.A.AnythingB.Something

C.NothingD.Everything which 125.–Can I help you?

--I’d like to buy a present for my father’s birthday, __________ at a proper price but of great use.A.thatB.oneC.anyoneD.everything 126.We were lucky, for no sooner __________ home __________ it rained.A.we turned…andB.did we return…when C.after we returned…andD.had we returned…than 127.Across the river __________.A.lies a new built bridgeB.lies a newly built bridge C.a new built bridge liesD.a newly built bridge lies 128.There in the garden __________ a tree about forty feet high.A.wereB.liveC.stoodD.lay 129.The nurse said that she was feeling well, __________?

A.didn’t sheB.wasn’t sheC.was sheD.did she 130.He is fifty, but doesn’t __________.A.look at itB.look for itC.look itD.look him

131.―Would you mind helping me in the kitchen?‖

―__________, I’d be happy to.‖

A.Yes, I wouldB.Yes, I willC.Of courseD.Of course not 132.She is a beautiful girl and she likes dancing very much.__________.A.So it is with MaryB.So is Mary C.So does MaryD.So Mary does 133.―They should have gone earlier.__________‖

A.have they?B.haven’t they?C.should they?D.shouldn’t they?

134.I wish to recollect where I met her, __________?

A.would IB.may IC.may not ID.can I

135.It was after he had made a thorough investigation __________ came to know the actual states of affairs.A.where heB.when heC.that heD.and he 136.I __________ love to sing an English song.A.beB.doC.amD.have 137.―I went to the Great Wall last Sunday.‖

―Oh, did you?__________.‖

A.So did IB.Neither did IC.So I didD.Neither I did 138.I __________ my son __________ a doctor, but he wasn’t good enough at science.A.hoped, becameB.hoped, would become

C.had hoped, would becomeD.had hoped, would have become 139.Who did the teacher __________ an articlee for the wall newspaper?

A.has writeB.has written C.have writeD.have written 140.Why did you just sit and watch?You __________ me.A.could helpB.should help

C.could have helpedD.must have helped 141.__________ me the truth, or I’m not going to leave the room.A.TellB.TellingC.To tellD.If you tell

142.The telephone ________ four times in the last hour, and each time it __________ for my roommate.A.has rung, wasB.has been ringing, is C.had rung, wasD.rang, has been 143.Even though I’d hurt my leg I __________ swim back to the boat.A.couldB.mightC.had toD.was able to 144.–Sorry, I’m late.--That’s OK.I __________ long.A.haven’t waitedB.don’t wait C.haven’t been waitingD.didn’t wait 145.–Nancy sat in the front seat on the left side of the classroom.--Oh!I thought she __________ in the back..A.would sitB.had satC.is sittingD.has sat 146.–Have you heard about the new school?

--No, when and where to build the new one __________ yet.A.is not decidedB.aren’t decided

C.hasn’t decidedD.haven’t been decided 147.While watching TV, __________.A.the boy came inB.my mother was cooking C.I heard a terrible noiseD.the doorbell rang 148.–What happened to you?

--I dropped the __________ and broke it.A.tea’s potB.coffee cup C.beer for glassD.vase of flower

149.–Oh, my God!It’s just a sea of cars.How can you __________ your car?

高三英语语法复习 篇7

高三英语复习阶段是高中阶段英语教学中的一个重要的组成部分, 不可或缺, 它不但能帮助学生整理思路, 梳理出所学的基础知识和考点, 归纳出一套完整的知识结构, 加深学生对知识点个理解和记忆, 而且还能培养学生的思考思维模式的整体性与全面性, 即使学生水平不一样也受益匪浅。因此, 高三的英语语法复习是非常重要的环节, 必须予以重视。

二、高三语法复习课中的问题

1.知识点繁杂、容量大。高三学生的复习是事事、时时都要根据高考大纲的要求, 对英语进行系统的语法复习, 但是因为英语所涉及的知识面太广、知识点太多, 学生往往表现出一脸茫然, 而在一般的情况下, 老师会在复习课堂上着重地讲解高考大纲上所包含的内容, 一个知识点都不漏。但是, 这样的教学所出来的效果并不是很好, 即使老师在课上讲得口干舌燥, 讲得疲惫不堪, 学生依然听得懵懵懂懂, 大脑依然处于稀里糊涂的状态。在这样沉闷的课堂上, 甚至有学生出现“打瞌睡”的情况, 显然, 学生学习的主观能动性尚未发挥出来, 那么复习课的教学效果也自然而然地大打折扣。

2.内容单一、枯燥无味。经过前高中前两年的学习, 学生对语法课都已经有大致的了解, 在高三的复习阶段就失去了神秘感, 语法内容已经对学生没有太大的吸引力。除此之外, 语法的复习也脱离了语境。比如, 许多教师都过于强调背诵, 什么都背, 即使是语法规则也是有着同样的要求, 周而复始地机械化的训练。目的就是为了能对语法知识点加深认识和巩固, 但是由于脱离了语境, 这样的复习效果往往不明显。这种局限于表面理解的语法复习也只能让课堂变得更加枯燥无趣。

3.学习目标笼统。不少老师对语法复习的目标定位设置得很广泛, 课堂上都是以罗列语法知识点为主, 出来的结果就是显得零星、散碎、杂乱, 知识之间缺乏衔接。由于不能有效地整合教材里面的语法知识点, 因此复习的目标体系也显得不够明确, 缺少了一个大方向, 这样的复习方式只能使得学生的语法复习常常处于被动的状态。

三、高三语法复习题的有效策略

1.“盯人”策略。高考的大纲常常在变, 高考题目也年年更新, 但是换汤不换药, 换包装不换内涵, 语法练习题都是大同小异, 所以复习的时候要加以理解、掌握并熟悉运用基础概念、结构和方法而不是像以往对语法规则盲目地背诵。学生对语法不但要知其然, 还要知其所以然。唯有这样, 在练习测试或者模拟考试中, 学生都能灵活运用。在课上, 面对老师的提问, 不懂的学生就会匆匆地要其他学生帮忙, 忽略了问题的答案以及背后的知识点, 导致这个学生课后练习依然不懂。因此, 实施“盯人”战略, 就是需要老师逐个突破, 把语法知识点一个一个地落到实处。以动词的时态复习为例:

They are not watch TV on Friday.叫学生用动词的一般现在时的适当形式填空, 但是该学生给出上述的答案。显然, 该学生没有掌握实义动词的否定形式, 经过一对一的辅导, 该同学也很快地明白其中的知识。再深入辅导练习, There are some water in the bottle.发现该同学对There be句型的就近原则不是很熟悉, 那么经过句子比较教导, 后来就能很顺畅很灵活地运用类似的结构了。“盯人”策略就是盯着某个学生的缺点不放, 防止在课上批评让学生丢失自信心, 这可以在课下进行, 这就要求教师有着高度的责任心。只要每个学生每个知识点落到了实处, 严格要求, 那么复习的效果就会得到提升。

2.“伙伴学习”策略。高考英语具有很强的灵活性, 所包含的知识点也很多, 还要求学生在高三备考的过程中面面俱到, 不可遗漏。上文也讲述到知识点已经失去其神秘感, 学生对语法的求知欲也有所下降, 所以这需要教师在课上花费一定的功夫, 让学生乐于学习, 让课堂重拾活跃的氛围。另外, 还要借助“伙伴学习”的策略, 让学生推着学生学习, 让学生主动起来。

3.情景模拟策略。当教学内容丰富多彩时, 学生都乐于参与探索, 教学效果也是最好的。教师可以设计出不同又合理的语境, 创造出欢快的课堂复习环境, 激发学生学习的潜能。比如:现在学生对流行的电视节目和流行歌曲非常关注。那么在复习动词时态的时候, 可以播放“爸爸去哪儿”的相关视频, 并让学生回答问题:Who are they? How much do you know them? 学生已经对这些人物非常熟悉了, 所以他们都能通过一般现在时的时态来介绍他们, 或者用一般过去时来陈述他们做过的事。

四、 结束语

在高三的语法复习课中, 教师应避免枯燥的语法复习方法, 避免让学生产生厌烦的情绪, 应多下功夫设计有趣味性的活动, 缓解沉闷的学习氛围, 提高学生的学习兴趣。一对一的专门辅导, 帮助学生查漏补缺, 对所学的语法进行系统的归纳整理, 把知识落到实处, 落到每一个学生, 进而大幅度的提高学习效果。

参考文献

[1]经海虎.提高高三英语复习效率的有效策略研究[J].英语画刊 (高级版) .2014 (11) .

高三语法复习的创新教学 篇8

【关键词】高三英语; 语法复习; 创新教学

高三英语复习是整个高中英语学习的重中之重，如何提高高三英语语法复习的有效性是一个永恒的话题。所谓“ 语法的有效性”，主要是指通过教师在一段时间的语法教学之后，学生对所学的语法知识所获得的具体的进步或发展。也就是说，学生对语法学习有无进步或发展是语法教学有没有效益的唯一指标。语法教学有没有效益，并不是指教师有没有教完语法内容或教得认真不认真，而是指学生有没有学到语法知识或学生对语法知识掌握得好不好。

然而，在英语学习中，有一部分学生的学习能力较差，他们没有很好的英语基础，缺乏英语学习能力。对于他们来说，最令他们头痛的恐怕是语法了。但是，尽管实行了新课程改革，学习英语的目的始终未改变。因此，语法学习必不可少。

目前，随着教学观念的不断更新，英语语法教学成了一个敏感的话题，在语法教学中出现一些片面的教法。其中一种是不从学生的角度去设计教学，教法陈旧，模式单一。在实施教学的过程中，脱离现行教材和课程标准的要求，忽视了语言技能的训练，混淆了语法教学与语言能力的关系。另一种则忽视了语法教学在英语教学中的作用，误认为语法教学无足轻重，从而淡化语法教学，其结果是，学生不懂语法，更不会用于语法，在语言交际中，一张口、一动笔就会出错，语言极不规范。

因此，我们必须改革高三语法复习，创新高三语法复习教学方法！

第一，感知语法规则的语境，激发学生探求语法规则的欲望。

语法复习过程中，教师首先要考虑为学生创设涉及某个语法特征的语境，让学生在有意义的语境中体会语法规则的特定意义。

语境的创设可通过为学生提供可理解性输入材料来实现。教师要确保该材料能比较集中地体现某个语法特征，且尽量贴近学生生活，具有真实的交际意义，这样才能激发学生学习和探求语法规则并运用其进行表达的欲望。

第二，以教材为蓝本，以考纲为目标，搞好第一轮复习。

复习的过程是总结，归纳，系统，提高的过程，它是学习过程中一个重要环节。通过总结，归纳，学生把零散的知识连成线，连成片，构成系统的知识网络。那么，如何进行归纳，总结呢 ？笔者认为：应当以教材为蓝本，以考纲为目标，找准知识点，把握复习方向。我们知道每年高考题中的知识点源于教材，但题目必须具有原创性。鉴于这一点，以教材为蓝本，使考点成为有源之水，有本之木，必然收到较好的复习效果。怎样确定考点呢？应当以考纲为目标，做到有的放矢，目标明确。

第一轮复习中应当处理好三个关系，（一）教材与考纲的关系；（二）考点与知识点的关系；（三）知识与能力的关系。教材是知识点的载体，各种各样的知识点通过载体表现得千姿百态，异同有别；知识点以载体为背景，教材内容对知识点加以衬托，显现出知识点各自的特征，没有载体的知识点就成了无源之水，无本之木，就会造成学生理解、掌握知识的障耐。我们在第一轮复习中，怎样面对众多纷纭的知识点呢？不能面面俱到，而应轻重有别，要做到轻重有别，就要以考纲为目标。考纲上规定的，才是高考卷上可能出现的，考纲上没有的，我们根本没有必要去频繁地练习它、研究它，那样会造成事倍功半的后果。

第三，以语法项目为载体，进行语法知识的系统化和理论化归纳总结。帮助学生构建语法知识网络。

通过第一轮的复习，学生的语法知识有了一定的量的积累和一些感性的认识。但这些知识点是凌乱的，无章的，同时也是不牢固的。那么，第二轮复习为他们打造一个较为完善的语法知识网络显得尤为重要。但要做好这项工作也决非易事，得象织网一样严格有序地进行。

有人说中学英语语法项目的编写围绕两条主线即动词或句子。我觉得有些道理，动词涉及到：人称和数、时态、语态、语气、非谓语形式；句子涉及到句子成分、单句的五种基本形式、复合句、名词性从句（主语从句、表语从句、宾语从句和同位语从句）、形容词性从句（定语从句）和副词性从句（时间状语、条件状语、原因状语等8种从句）。这有助于让学生构建起一个基本语法框架，有一些较为理性的认识。

但这些是远远不够的，就象一颗大树只有躯干，没有枝叶，则没有了生机，失去了活力，也就没有了生命，所以接下来就是要以这一大的躯干为出发点，以每一个语法项目为枝叶，让它长出醉人的绿，丰硕的果！例如时态。基本时态有八种——一般现在时，一般过去时，现在进行时，过去进行时，现在完成时，过去完成时，一般将来时和过去将来时。每种时态都要求学生掌握其基本定义；谓语部分的基本结构以及与之搭配的常见时间状语。总之，掌握每种时态的本质含义是根本。接下来对于每一种具体的时态，我们又可以赋予它更多更具体更丰富的内容，如现在进行时，在考试中出现的频率较高，我们则要全面掌握它的四个基本用法：①表说话时正在进行的动作②表目前所处的状态③与起止性的词连用表示将来的时间概念④与always等连用表说话人的某种情感（不满，责备等）。如此往复，在躯干上长出枝条，在枝条上长出绿叶，在绿叶上发出更嫩的芽！这样不断丰富，不断完善，才会四季长青，枝繁叶茂。对于一般学生来说做到以上两步已属不易，但每 一个语言现象一般都不是孤立的，语法项目之间又存在着千丝万缕的联系，这就是我们所说的综合能力。如复合句中连词that的用法，很是让学生头痛。一提到“that”学生就会把它与定语从句等同起来，似乎that只用于定语从句一般。其实不然，应该较全面地掌握它在多种从句中的用法，乃至不同从句之间的转换关系。具体地说，that在名词性从句中有以下共性①在从句中不充当任何成分；②在从句中没有任何意义；③在主语从句，表语从句和同位语从句中一般不能省略；that在定语从句中一般：①在从句中充当主语，表语或宾语；②它的意义即为先行词的意义；③在从句中充当表语或宾语时可以省略，而充当主语时一定不能省略；④不能引导非限定性定语从句。

第四，改进语法练习的方式。

过去的语法复习通常是复习完某个知识点，然后马上进行一些简单机械的操练。有些学生不愿参加，因为感觉有些被动，甚至有些“幼稚”。确实，这些练习有时根本不用理解句子的意义照样可以完成，只要知道复习的是什么知识点就行了，实在无益于他们能力的提高。

所以，在语法复习的过程中，除了辅以精选的高考真题，我还采用了单句改错、英汉互译、改写句子、应用性的写作等方式，让学生把语法知识真正地运用起来，在运用中掌握规律。比如，复习定语从句时，我选用了大量英汉互译的练习，让学生在课上和课后选择性地完成，并让学生自己编写句子；复习非谓语动词时，练习的材料包括改写句子；写作中要求学生用到倒装句、强调句、复合句等等。这些练习方式给他们留下了思考的余地和空间，所以也就更有意义了。

第五，创设语言输出机会，内化语法规则，培养语感。

在语法复习过程中，不少教师只注意提供可理解性语言输入，让学生接触目的语形式并吸引学生注意语法结构。实际上，教师还应创造语言输出机会，让学生对语言知识进行内化。学生在语言输出过程中通过不断纠正错误，才能完善对语法规则的认识和理解。Swain(2000)和她的同事发现，许多学习者在接触了大量有意义的语言输入后，语言的准确度仍然不高。究其原因在于仅靠输入无法提高学习者的外语水平。此外，学习者在表达目的语时可以对语言进行更深层次的句法处理，因为他们必须从理解层面过渡到准确表达层面。Swain(同上)一再强调输出应作为一个过程，而不仅是语言学习的结果。DeKeyser(1 998)提出，注重语言输出的学习任务有助于学习者掌握接触过的语言形式。语言输出为外语学习者提供了表达语言和获得反馈的机会。把注意力集中在自己的语言输出上，学习者能发现自己的语言输出与目标语之间的差异，发现自己的不足之处。教师要重视让学生进行角色扮演，根据提供的语境设计对话或完成书面表达等语言输出活动。

笔者在设计虚拟语气输出这一环节时，课前展示的语篇材料，让学生再次通读材料，利用以确认可以使用虚拟语气的地方，这样就对课前提出的问题有了交代和呼应。学生很快就找到了材料中另外三处可使用虚拟语气的句子。然后，笔者让学生完成汉译英练习，实现语言输出。在此过程中，教师应鼓励学生灵活运用多种表达方式对语言进行深层次的句法处理，并对学生的学习效果及时进行反馈。

第六，落实分层教学，实施分层的教学评价。

“因材施教”一直是倍受推崇的教学方法.对于语法复习课来说,我觉得,它尤其有它的重要性和必要性.语法复习如果只是单纯地将语法重点再重新归纳总结演示一遍，基础好的学生会因为学不到新的东西而失去兴趣；基础不好的学生仍然是听不懂；而本来对分散的语法点稍有了解的学生可能会因为知识点的整合和归纳而混淆，出现“你不讲我还明白，你越讲我越糊涂”的现象。所以，在复习的最初就一定要注意教学方法的因人而异，给不同程度的学生确定不同的目标。评价方式也应该各有不同。只有在一开始就确定分层的评价制度，我们的教学才能更有针对性。因此，在复习前，我为班级不同程度的学生作出了具体的不同的要求。

对优等生：少讲多练，使之有时间自主学习，注重培养其综合运用知识的能力和解题技巧；对中等生：实施“双基”教学，注重课本中的原句和习题的处理，在掌握基础知识和提高基本技能上下功夫；对基础差的学生：以考点为主，使其掌握语法的基本概念，掌握必要的基本知识和解题技能。课堂上运用以好带差的方式，让学生相互之间帮助解决一些基本问题。平时的练习题分为基础题，综合题和提高题，分别对应三组学生，让他们在各自的基础上都有提高。