英语简单句

英语简单句（精选7篇）

英语简单句 篇1

1 引言

在世界经济、文化一体化的形势下, 作为21世纪人们必备的三项技能之一的英语受到了越来越多的关注和重视, “一切从娃娃抓起”的中国无疑为儿童英语教育的蓬勃发展提供了肥沃的土壤。

我国传统的英语教学法是语法教学[1], 即通过传授英语的语法结构, 培养初学者的语法结构意识来掌握语言。如“There is an apple in my hand”, 传统教学法讲解“There be”句型、系动词、冠词a/an/the的用法。这样孤立、机械的教词汇、语法, 使得学生学习兴趣下降, 学习效率低[2]。实验[3]表明, 多种感官的积极参与, 能使大脑接受信息的渠道和刺激多元化, 从而达到高效率学习。

基于上述理念, 一些教育者尝试发明或发现一种适合幼儿学习外语的最佳途径, TPR (Total Physical Response) 方法应运而生。TPR即全身反应法, 是美国著名心理学教授阿歇尔 (Asher) 在20世纪60年代提出的语言教学方法。Asher教授认为母语学习的过程为:先接受短句的刺激, 然后用肢体语言作出反应, 最后过渡到用简单的语言进行交际[6]。TPR教学法依靠学生的主动性和情感作用推进学习, 在国外广泛应用于幼儿、小学第二语言及外语教学。

国内学者对TPR进行了相关研究。TPR教学法主要是建立在记忆痕迹理论、脑分化理论、学习理论、人本主义教学理论的心理学基础上[2,8,9]。根据这些理论, 很多学者提出了TPR教学模式, 其中包括纸板法、表演法、游戏法、绘画法等[8,10]。对于优秀的施教者来说, 他们既需要掌握正确的教学方法, 还要具备较强的教具制作和运用能力;较强的模仿、表演能力;良好的故事创编能力和标准的英语语音及流畅的口语[11]。有学者以一首诗歌的学习为例在两个平行班级进行过两种教学方法的比较, 课堂气氛有明显的差异[12]。另一作者采取单组后测设计, 对自己的授课班级发放问卷, 调查TPR教学法受欢迎的程度, 并且进行了一个学期的TPR教学, 学生在期末测试中取得了较好的成绩。

基于以上论述, 本研究的目的是通过实验比较TPR教学法与传统教学法在幼儿英语词汇及简单句教学效果上的差异。

2 研究方法

2.1 被试

选取某幼儿园4个班的学生作为被试, 以每两个班为一组。全班所有学生都接受同一种方法的英语教学, 但为了便于计算数据, 每班随机选取15个有效被试的成绩, 对其数据进行统计分析。其中男生36人, 女生24人, 平均年龄为5±0.46岁。

2.2 实验材料

实验材料共2份, 包括5个名词, 1~2个动词, 1~2个简单句。对应的单词用实物展示。

2.3 实验设计与实验程序

本实验为2 (TPR教学法和传统教学法) ×2 (内容难度:单词和句子) 双因素混合实验设计。自变量1为教学法, 分为TPR教学法与传统教学法两个水平, 自变量2为教学难度, 分为单词与句子两个水平。同一英语老师教两个班的小朋友。A班采用TPR教学法, B班采用传统教学法, 教授单词与句子两个水平的相同内容。采取同样的测试材料测试两个班学生的词汇掌握量及简单句的掌握量。授课教师作为主考官, 另有一观察员记录每个学生的成绩。

2.4 实验数据的记录和整理

第二次上课时首先考核上次教学效果, 考核分单词和简单句, 两个班的考核内容和形式均相同。考核步骤为:第一, 单词考核。教师出示实物, 幼儿说对对应的单词记1分, 不能说对对应的单词记0分, 一共10个单词, 满分10分。第二, 句子考核。句子类型有两种:教师出示实物苹果, 问“What’s this?”学生能回答This is an apple或apple记2分, 不能回答记0分。教师说出含有动词的句子, 如“Touch your ear”, 学生能够正确做出动作记2分, 不能做对记0分, 共15个句子, 30分。

2.5 数据处理

本研究采用SPSS12.0进行统计分析。对全部60名被试的考核结果进行数据处理。

3 结果与分析

不同教学方法与内容难度的平均数与标准差见表1。以英语成绩为因变量, 2 (教学方法:TPR教学法和传统教学法) ×2 (内容难度:单词和句子) 混合实验设计的方差分析结果显示, 教学方法的主效应显著, F (1, 58) =19.34, P<0.01, 即传统英语教学法与TPR教学法教学效果差异显著, 且TPR教学法效果显著优于传统教学法效果;教学内容难度的主效应不显著, F (1, 58) =0.63, P>0.05, 即教学内容是句子或单词所造成的教学效果差异不显著;教学内容难度与教学方法的交互作用不显著F (1, 58) =0.02, P>0.05。

4 讨论

幼儿期是儿童言语不断丰富的时期, 是熟练掌握口头言语的关键时期。有关幼儿词类的研究表明, 幼儿先掌握的是实词, 其中最先掌握的是名词, 其次是动词, 再次是形容词。而全身反应法正是根据这样的顺序, 从名词出发, 如apple, eyes;然后是儿童喜欢的各种动作, 如jump, hop;最后在儿童熟练掌握形象直观的名词和动词后形容词自然出现。

人类言语发生发展的内在机制认为婴儿先天具有一种普遍语法[15], 言语获得过程就是由普遍语法向个别语法转化的过程。这一转化是由先天的语言获得装置 (LAD) 实现的。作为言语获得基础的这种先天机制, 后天必须及时地暴露于语言的刺激下而被激活, 否则就会失败。教师要与孩子多进行语言沟通, 及时地让孩子暴露在英语交流的环境下, 为以后言语和书面表达能力的提升打下坚实的基础, 最后达到自然运用。

本研究与其他研究者的结论[12,13]具有一致性——TPR对幼儿而言是一种有效的英语教学方法。

5 结论

对幼儿进行英语教学, TPR教学法显著优于传统教学法。

摘要：目的:考察TPR英语教学法与传统英语教学法的教学效果差异。方法:使用两因素混合实验设计。选取幼儿园4个班60名学生, 每两个班为一组, 分别用TPR和传统教学法教授相同内容。进行两个课时的教学后用相同的材料对2组同时进行考核, 对结果进行统计分析。结果:教学方法的主效应显著, 教学内容难度的主效应不显著, 教学法与内容难度的交互效应不显著。结论:对幼儿进行英语教学, TPR教学法显著优于传统教学法。

关键词：幼儿,TPR英语教学法,传统英语教学法,词汇简单句

参考文献

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英语简单句 篇2

make progress in …;fail in …’ be tired of …’ pass the examination;give sb.a passing grade;major in history 主修历史

He has the best record in school.他的成绩最棒。get a doctor’s degree 获得博士学位 be more interesting to sb.learn about;succeed in…;be active in class(work);take an active part in …;learn… by heart;work out a(maths)problem;improve oneself in …;get 90 marks for(English);get an “A” in the exam;have a good command of…

lay a good foundation in(language study)英语作文书面表达常用句型及短语：师生关系

2、师生关系

get on well with sb;like to be with students;

be gentle with us;be kind to sb;

be a strict teacher;be strict with one’s pupils;

be strict in work

We think of him(her)as …;help sb with sth;

praise sb for sth …;blame sb for sth..give advice on …;question sb on …

be satisfied with …

correct the students’ homework carefully and prepare for the next day;

give sb a lot of work;try to teach sb good study habits;make one’s lessons lively and interesting;teach sb.sth.;teach sb to do sth.devote all one’s time to work;admire(sb.for)his devotion to the cause of education 佩服他对于教育事业的献身精神。

英语作文书面表达常用句型及短语：课余活动及周末生活

3、课余活动及周末生活

spend one’s time in many different ways;enjoy doing things by oneself;go swimming;go for an outing;have an outing at(the seashore);see the sights of Beijing;play the piano(violin);play chess(basketball);have a swim;have dances on weekends;have a picnic over the weekend;go to the cinema;have a party;hold a sports meeting;do some reading;help sb do sth;enjoy a family trip;get everything ready for;ride one’s bike with sb.to(the park);There are a lot of activities at(the beach).We enjoy a change from our busy life in the city.She would like to bring sth.to the picnic.It was a very relaxing Sunday.There are good programmes on TV on weekends.英语作文书面表达常用句型及短语：彼此沟通信息

4、彼此沟通信息

take a message for sb;send a message to sb;hear from sb;talk about/of sth;tell sb to do sth;get information about…;

express one’s idea(feelings)in English;Write sb a letter saying…;apologize to sb for …;thank you for …;make a speech t at the meeting;explain sth to s;look upon sb as …;think sb to be …;take sb’s side

英语作文书面表达常用句型及短语：事件中人的态度

5、事件中人的态度

would like to do;allow sb to do;

keep sb from doing(prevent sb.from doing);

call on sb to do;be afraid to do(be afraid of …)；

fee like doing;insist on doing;drive sb.off;

speak highly of sb;speak ill of sb;think highly of sb;

force sb to do;offer to do;refuse to do;agree to do;regret doing;

prefer to do A rather than do B;had better do;would rather(not)do.英语作文书面表达常用句型及短语：事情过程

6、事情过程

have the habit of doing…;have no trouble doing;make up one’s mind to do;prepare sb for …;give up doing…;do sth as usual;do what he wants us to do;set about doing;try one’s best to do…=go all out to do;get into trouble;help sb out;do one’s bit for New China;wait for sb to do;find a way to do;make friends with sb;show(tell)sb.how to do…;take(send)sb to …;I’m trying to find…;I’m afraid we are out of …;

pass the time doing;feel a little excited about doing…;

can’t help doing…;do some good deeds to people;be prepared for more hard work;Some are doing A, others are doing B, and still others are doing C.英语作文书面表达常用句型及短语：感观活动与思维活动

7、感观活动与思维活动

look around for …;look up(down)at …;catch sight of …;

take a look at …;hear sb do(doing);take notice of …;

take view of …;have a good understanding of …;

consider sb(sth)to be …;come to know…;

realize that …;know that +从句

英语作文书面表达常用句型及短语：情感与欲望

8、情感与欲望

be pleased with …;be delighted in doing…;

take a pleasure in doing;be worried about;

feel surprised at …

be sorry for …;be angry with sb for sth;

be angry about …(为某事生气)；

look forward to doing…;wish to do;expect to do;

long for(long to do);be sick for one’s home;

have a strong desire to do …;

英语作文书面表达常用句型及短语：健康状况及治疗

9、健康状况及治疗

be in good shape;be in good(poor)health;

feel weak(well, terrible, sick);have got a high(slight)fever;

have a slight(bad)cold;take one’s temperature;

have got a pain in …;be good(bad)for one’s health(eyes);

It’s nothing serious.stay in bed until…;

save one’s life

英语作文书面表达常用句型及短语：其它

10、其它

It(take)sb.some time to do…;It is said that …;

be fit for;be short of;be well dressed;

miss the lecture(train);change…into…;

waste time doing;spend time doing;be busy doing;

have no choice but to do;I can’t help it.be in need of…;

be mistaken about …;fall behind…;catch up with;

on behalf of;instead of;be welcome to do…;

Running, biking and swimming are popular in summer.Skiing and skating are my favorite winter sports.英语作文书面表达常用句型及短语：信件开头常用语

11、信件开头常用语

You letter came to me this morning.I have received your letter of July the 20th.I’m writing to you about the lecture to be given next Monday.I’m writing to ask if you can come next week.How time flies!It’s three months since I saw you last.Thank you for your letter.In reply to your letter about(the exhibition this year)…;

Let me tell you that…

英语作文书面表达常用句型及短语：信件结尾常用语

12、信件结尾常用语

Please remember me to your whole family.Give my best regards(wishes)to your mother.Best wishes.With love.Wish you a pleasant journey.Wish you success.Wish you the best of health.(luck)

Looking forward to your next visit to China.Looking forward to the pleasure of meeting you.Expecting to hear from you as soon as possible.英语作文书面表达常用句型及短语：阅路和应答

13、阅路和应答 Go down this street Turn night/left at the first crossing It’s about…metres from here You can’t miss it In front of behind at/a the corner(不用in)Pass two blocks

一句简单的话 篇3

Then， just before I turned 29， Dad retired and my parents moved from Victoria to Queensland. As I’m an only child， my friends were shocked that my parents could move so far away from me. I just shrugged， not feeling at all 2）fazed by the situation—instead seeing it as an opportunity to have somewhere warm to go on holidays.

But six months into their retirement， my mother phoned to say she had some bad news： Dad had cancer.“But don’t worry，” she told me. It was 3）lymphoma and the doctors had assured her this was the most treatable kind. With 4）chemotherapy， he would be “5）right as rain” in a couple of months. However， when I arrived in Queensland for a visit two months later， I was shocked by my father’s appearance. He was frail， underweight and had lost all his hair from the chemo. Although he was only 65， he looked as though he had aged 20 years.

It was a sad sight and I felt my emotions welling up inside. Before I knew what was happening， I fell upon my dad with hugs and kisses， and for the first time in my life I said， “I love you， Dad！” He seemed a little taken aback， but awkwardly told me he loved me， too.

But the 6）tidal wave of emotion didn’t stop there as I fell upon my mother in the same fashion， expressing my love for her， too. Then I gently pulled away， expecting some kind of 7）reciprocation. But it never came. Instead， she appeared frozen in horror. Hurt and humiliated， I struggled to understand this rejection. What was wrong with me？ What was wrong with her？

The holiday was over all too quickly. When I was back at work once again， I overheard a workmate on a personal phone call to her mother. At the end of it she said， “I love you， Mum.” As simple as that. Declarations of love were clearly effortless in her family. Why wasn’t it like that in mine？ Tears welling up， I ran to the toilets， where I cried so hard I thought my heart would break. This wasn’t right！ Something had to be done about this love situation 8）once and for all.

My opportunity came the next Sunday during my weekly phone call to my mother. After we had dispensed with our usual 9）pleasantries and updates， I took a deep breath and asked， “Do you love me， Mum？” After a short hesitation， she replied brusquely， “You know I love you. Don’t be silly.”

“Do I？ I don’t remember ever hearing it from you.”

“Well， we never said things like that in my family.”

“Well， I want it to be said in ours. From now on I want to end our conversations with ‘I love you.’ And that goes for Dad， too.”

My mother reluctantly agreed， and for the first time our telephone conversation ended with， “I love you， Mum，”and she replied， “I love you， too.” Within a short time， “I love you” became easy to say， until it was very natural and we couldn’t consider saying goodbye without it. Birthday and Christmas cards went from silly to sentimental， and when Mum bought Dad a Christmas card that year with the words “I love you！” spelt out in 10）holly， I almost cried.

In the meantime， Dad had bravely completed his cancer treatments and， twelve months after being diagnosed， thankfully went into remission. A year later the lymphoma 11）flared up again， but once more he 12）valiantly fought it off.

Unfortunately， the stress and worry had 13）taken its toll on my mother， and in May 2000 she was diagnosed with 14）pancreatic cancer. I was told that only five percent of patients survive.

Just five months after being diagnosed， Mum was admitted to hospital. It was a few days before I was due to fly out for another visit. Her condition was serious but not critical， and I phoned every morning to check on her. One morning when I rang， she sounded in good spirits， but that evening my instincts told me I needed to ring again.

My worst fear was confirmed when a nurse answered the phone and regretfully informed me that my mother’s condition had rapidly deteriorated. She wasn’t expected to make it through the night.

Knowing I couldn’t get a flight in time， I asked the nurse to put the phone next to my mother’s ear so I could talk to her.“She’s barely conscious，” the nurse replied. “It’s unlikely she’ll hear you.” But I didn’t care. I wanted to do it anyway.

Once she’d placed the phone by my mother’s ear， I started sobbing and telling Mum over and over again that I loved her， hoping she could hear. At first， all I could hear from the other end was “Hmmmm” —but then， like a miracle， with a deep sigh she said， “Love you . . . love you， darling.” It was the last thing she said before drifting into unconsciousness. She never spoke again. My mother died at four o’clock the next morning， with my father by her side.

Although I was devastated by her death， the startling part was how well I coped. Of course， losing a parent is 15）excruciatingly painful and I shed many tears， but receiving those lovely last words made it much more bearable. I had closure in the best possible way.

Slowly， Dad has now adapted to living alone for the first time in his life. And， Now there’s just the two of us， we’re closer than ever.

Then last year， Dad was diagnosed with cancer again. This time it’s skin cancer， and to date he has been through two courses of radiotherapy. I don’t know whether Dad will win this latest battle. At 79， he’s not as strong as he once was， but he’s still as determined as ever to go down fighting. But there is one thing I do know： whatever happens， whatever the future holds—for Dad and for me—our last words to each other will be “I love you.” Of that I’m certain.

傻气的生日卡在我们家很常见。而表达爱意的感性卡片则受到轻视，并对此感到有点难为情。此刻回想过去，我不记得我们曾说过“我爱你”三个字。

在我还不到29岁时，我爸爸退休了，爸妈从澳大利亚的维多利亚市搬到了昆士兰。我是他们唯一的孩子，他们竟然搬到离我如此遥远的地方生活，我的朋友们对此都感到惊讶。我只是耸耸肩，完全不感到担忧——反而把这当成是个可以到温暖的地方度假的机会。

但在他们退休六个月后，我母亲打电话来说有个坏消息：爸爸得了癌症。“但不要担心，”她说。那是淋巴癌，医生跟她说那是最容易治愈的一种癌症。经过化疗，他将会在几个月后完全恢复健康。然而，两个月后，我到昆士兰看望他们时，父亲的容貌变化让我感到震惊。他很虚弱，很瘦，因化疗而掉光了头发。虽然他只有65岁，但他看起来比实际年龄老了20岁。

看到这让人伤心的一幕，百般滋味涌上了心头。我还没了解清楚情况就扑到他身上拥抱他、亲吻他，并第一次说出：“我爱你，爸爸！”他似乎有点吃惊，但他还是略显尴尬地说他也爱我。

激动的情绪并没有收敛，我以同样的方式扑向母亲，同样向她表达了爱意。然后，我慢慢地松开怀抱，期待着她的回应。但她没有任何回应。相反的，她好像笼罩在恐惧之中。我感到伤心、委屈，难以理解这般抗拒的反应。我做错了什么？她怎么了？

转眼间，假期就结束了。我回去上班时，无意中听到一位同事给她母亲打电话。她最后说：“我爱你。妈妈。”就那么简单随意。在她家里，互诉爱意显然是一件轻松的事儿。为什么我家不能这样呢？我顿时热泪盈眶，跑到卫生间痛哭一场，感觉心都要碎了。这不正常！我要彻底改变这个关于爱的问题。

我的机会来了，下周日，我和母亲进行每周一次的通话。我们一阵寒暄并彼此说了近况后，我深呼吸，问道：“你爱我吗，妈妈？”一阵短暂的迟疑后，她粗声说道：“你知道我爱你的。别犯傻了。”

“我怎么会知道呢？我不记得你有对我说过。”

“哎，在我家，我们从来没有说过这样的话。”

“但我希望在我们家能听到这句话。从现在起，我希望我们聊天结束时能对彼此说‘我爱你。’跟爸爸也一样。”

我母亲勉强同意了，那是我第一次在我们通话最后说“我爱你，妈妈，”她回应：“我也爱你。”在短时间内，“我爱你”变得容易说出口了，后来说得很自然了，我们每次说再见都要说这句话。生日卡和圣诞卡也不再乏味，变得充满情感。当我看到妈妈在给爸爸的圣诞卡上用冬青叶拼写出“我爱你！”时，我几乎要哭出来了。

同时，爸爸勇敢地完成了癌症治疗，确诊一年后，让人欣慰的是，病情得以缓解。又过了一年，淋巴癌复发，但他再次勇敢地战胜了它。

不幸的是，压力和担忧击垮了母亲，2000年5月，她被诊断出患有胰腺癌。我得知只有百分之五的病人可以治愈。

确诊五个月后，妈妈被送往医院。几天后，我才能休假去看望她。她的情况很严重，但仍有希望治愈，我每天早上打电话去了解她的情况。一天早上，我在电话中听出她精神不错，但那天晚上，我的直觉告诉我要再给她打个电话。

我最担心的事情发生了，在电话中，护士遗憾地告知我，母亲的病情急剧恶化。她可能熬不过那个晚上。

我知道自己赶不及坐飞机到那边，于是让护士把手机放到母亲耳边，让我跟她说说话。“她几乎没有了意识，”护士回答道。“她不太可能听到你说话。”但我不在乎，我就是想跟她说话。

她把电话放在母亲耳边后，我就开始边抽泣边不停地对她说我爱她，希望她能听见。最初，我只能听到电话那头“嗯嗯”的声音，但后来，就像奇迹一般，她深深叹了一口气说：“爱你……爱你，亲爱的。”这是她陷入昏迷前说的最后一句话。她再也没有说过话了。我母亲在第二天清晨四点去世了，我父亲陪在她身边。

我对她的去世感到万分难过，但让我吃惊的是我的处理方式十分恰当。当然，失去母亲让我极度痛苦，流了很多眼泪，但最后听到充满爱意的话语让我心里好受了一点。我以最好的方式作了道别。

渐渐地，爸爸现在适应了有生以来的第一次独自生活。现在我们家只有我们俩人了，我们变得更亲密。

如何用简单句表达复杂思想 篇4

简单句包括S+V(主谓句),S+V+O(主谓宾),S+V+O+O(主谓宾宾),S+V+O+C (主谓宾宾补),S+V+C(主系表),复杂一些的句子无不是由这些简单句演变而来的。

同学们学了这么多年英语,为什么还不能写出好的句子?原因可能在于想得太复杂了。我们平时可以将要表达的汉语思想都由简单的句子表达出来,那么,同样的,在英语写作时我们也可以掌控简单句,然后再将简单句加以组合、润色,使之成为一篇高分作文。下面我们来看具体的例子。

大学生刚刚毕业就想立刻找到高薪的工作是不可能的。

看到这个汉语句子,一般我们的反应是要用It is impossible for sb.to do sth..这样的句型,然后想着往里填词:在sb.的位置填上“刚刚毕业的大学生”,在不定式的位置填上“找到高薪的工作”,形成这样的结构:

“It is impossible for刚刚毕业的大学生to找到高薪的工作.”

那么“刚刚毕业的大学生”怎么写?英语里面好像找不到一个表示“刚刚毕业的”形容词放在college students前面,所以就要用定语从句,写成college students who have just graduated,如果graduated不会写,先写成left;然后怎么写“高薪的”,英语里面也没有这样一个形容词放在jobs的前面,所以用定语从句,写成to find jobs which can give them a lot of money。于是这个句子将写成:It is impossible for college students who have just graduated to find jobs which can give them a lot of money.这样将两个定语从句放在这个句型里面,很容易犯错。实际上,“刚刚毕业的大学生”可以写成:newly-graduated students,而“高薪的工作”可以写成well-paying jobs,将这两个短语放进去,成为:It is impossible for newly-graduated students to find well-paying jobs.这与上面的定语从句相比会获得更高的分数,但这并不容易。

假如我们换一种思路,想得简单点,把上面一句话拆分成为四句:

1、每年,都有很多大学生毕业。2、他们都想找到工作。3、这些工作可以给他们很多钱。4、这是不可能的。

大部分考生很快就可以写出来:①Every year,many college students graduate.②They all want to find jobs.③These jobs can give them a lot of money.④This is impossible.

第一句话属于五种简单句中的主谓句,第二句是主谓宾,第三句是主谓间宾直宾,第四句是主系表。

下面我们来润色:第一句话我们将熟悉的many改为heaps and heaps of (一批一批的),这是换词;然后:from universities;又想到还有独立的学院,再加上and institutes。第一句话变成:Every year,heaps and heaps of college students graduate from universities and institutes.

第二句和第三句可以用定语从句连接起来,因为第三句的主语是第二句最后jobs的重复,所以②+③成为:They all want to find jobs,which can give them a lot of money.再进一步,give可以改为offer,a lot of money可以改为handsome salaries。利用学过的语法知识我们可以让这个句子更加复杂,在定语从句中加一个插入语:they hope,放在which后面,这样这句话就成为:They all want to find jobs,which they hope can offer them handsome salaries.

第四句话也可以和前两句连在一起,这次不采用主从复合句,而采用并列句。因为意思发生转折,故用but连接,而impossible太绝对了,改为hardly possible。于是成为:They all want to find jobs,which they hope can offer them handsome salaries,but this is hardly possible.

至此,最初的那句话,经过拆解、加工(换词和连句)形成了下面的一组句子:Every year,heaps and heaps of college students graduate from universities and institutes.They all want to find jobs,which they hope can offer them handsome salaries,but this is hardly possible.

上文总32个词,与我们刚才认为可以取得高分的那个句子It is impossible for newly-graduated students to find well-paying jobs.(10个词)相比毫不逊色。考生完全可以从熟悉的单词、句子着手,一步步从简单句变成出彩的段落,以表达复杂的思想。

写好四级作文,切勿好高骛远,一下子就想写出很复杂的句子可能得不偿失。如果我们将写作的过程视为一个看不见的汉译英的过程就会简单明了得多。英文写作的思路一般是先想主语,因为主语是一句话的开头;再想谓语,谓语中应该会先写助动词,所以先想用什么时态、语态、情态;接下来是动词,动词要考虑的是用及物动词还是不及物动词,是系动词还是实义动词。如果是及物动词就要考虑跟宾语,系动词就要考虑跟表语。下面,我们再来看几个例子。

例一:国际旅游业创造了很多就业机会。

首先想想写这句话主语是什么?应该是“国际旅游业”,谓语是“创造”,还要带一个宾语“就业机会”。这句话的主干就该是:旅游业创造就业机会。对应的简单句句型应该是主谓宾(S+V+O)。先写主语:International tourism;下面考虑时态,这是一个经常反复发生的动作,故用一般现在时,create这个动词应该加s;create是及物动词,所以后面加上many job opportunities,写成句子为:International tourism creates many job opportunities.

例二:外出工作让母亲们没法照顾好孩子。

这是一个稍难的句子,先想主语,是“外出工作”,在主语的位置要用动名词,写成Working outside;“让”不能写成let,要用make,时态用一般现在时,故make要加s;make是及物动词,后跟宾语mothers,“没法照顾好孩子”就成为宾语补足语,构成S+V+O+C的句型,宾语补足语用形容词,写成unable to take good care of their children。这样全句就成为:Working outside makes mothers unable to take good care of their children.

当然还可以写成:Working outside makes it impossible for mothers to take good care of their children.这句话将原句进行了适当变通,使之成为“外出工作让母亲们照顾好孩子成为不可能”,然后活用了it作为形式宾语,将不定式后置。

第三种写法:Working outside deprives mothers of the chance to take good care of their children.这句话将原句进行了适当变通,使之成为“外出工作剥夺了母亲们照顾好孩子的机会”,活用了deprive sb.of这个句型。

所以英语写作有很多可能,同学们可选择自己最有把握的句子写出来。

例三:五月到九月份,公司的营业额极不稳定。

这句话在图表写作时可能遇到。五月到九月份可以理解为在五月到九月份之间,作时间状语,写成between May and September;主语选择“公司的营业额”,将原句理解为“……是极不稳定的”;谓语动词选择系动词be的过去式,为was;“不稳定的”用形容词erratic。由此,这句话可以写成主系表结构(S+V+C):Between May and September,the turnover of the company was fairly erratic.注意系动词所表示的“是”,经常在汉语思维中隐藏。

走近简单句的五种基本句型 篇5

[例句]1. The man cooks. 男人做饭。

2. The sun is shining brightly. 太阳在明亮地照耀着。

3. We all breathe, eat, and drink. 我们呼吸、吃和喝。

4. They talked for half an hour. 他们谈了半个小时。

5. They were singing when we arrived. 我们到的时候他们正在唱歌。

[分析]这些句子有一个共同的特点：谓语动词都能表达完整的意思，不需加宾语。这类动词叫做不及物动词，后面可以跟副词、介词短语、状语从句等。

二、主语＋及物动词＋宾语(S＋V＋DO)

[例句]1. Who knows the answer?谁知道答案?

2. He enjoys reading. 他喜欢看书。

3. They ate what was left over. 他们吃了剩饭。

4. He said “Good morning.” 他说：“早上好！”

5. I want to have a cup of tea. 我想喝杯茶。

[分析]这些句子的共同特点是：谓语动词都具有实义，都是主语产生的动作，但不能表达完整的意思，必须跟有一个宾语，即动作的承受者，才能使意思完整。这类动词叫做及物动词。

三、主语＋系动词＋表语(S＋V＋P)

[例句]1. This is an English-Chinese dictionary. 这是本英汉辞典。

2. The cake smells good. 蛋糕味道很好。

3. Everything looks different. 一切看来都不同了。

4. He is growing tall and strong. 他长得又高又壮。

5. The trouble is that they are short of money. 麻烦的是他们缺少钱。

6. Our well has gone dry. 我们的井干枯了。

7. His face turned red. 他的脸红了。

[分析]这些句子有一个共同的特点：谓语动词都不能表达一个完整的意思，必须加上一个表明主语身份或状态的表语构成复合谓语，才能表达完整的意思。这类动词叫做连系动词。系动词分两类：be, look, keep, seem等属一类，表示情况；get, grow, become, turn等属另一类，表示变化。be 本身没有什么意义,只起连系主语和表语的作用。其它系动词仍保持其部分词义。

四、主语＋及物动词＋间接宾语＋直接宾语(S＋V＋IO＋DO)

[例句]1. He brought you a dictionary. 他给你带来了一本字典。

2. She cooked her husband a delicious meal. 她给丈夫做了一顿美餐。

3. I showed him my pictures.我给他看我的照片。

4. I gave my car a wash.我洗了我的汽车。

5. I told him that the bus was late. 我告诉他汽车晚点了。

6. He showed me how to run the machine.他教我开机器。

[分析]这些句子有一个共同的特点：谓语动词必须跟有两个宾语才能表达完整的意思，故这类动词被称作双宾语动词。这两个宾语一个是动作的直接承受者，另一个是动作的间接承受者。一般来说指人的宾语叫间接宾语，指物的宾语叫直接宾语。通常情况下间接宾语在前，直接宾语在后；有时也可把间接宾语置于直接宾语后，此时间接宾语前需加介词for或to。间接宾语后置与for连用的动词有buy, make, cook, get, choose, sing, find等。例如：

Uncle Li bought me a birthday present.

= Uncle Li bought a birthday present for me. 李叔叔给我买了一件生日礼物。

间接宾语后置与to连用的动词有give, lend, teach, take, return, send, pass等。例如：

Please pass him a cup of tea.= Please pass a cup of tea to him.请递给他一杯茶。

注意：若直接宾语是人称代词，通常情况下将其置于间接宾语之前。例如：

误：Please give me them. 正：Please give them to me.

五、主语＋及物动词＋宾语＋宾语补足语(S＋V＋DO＋OC)

[例句]1. They called him James .他们叫他詹姆斯。

2.We will keep the table clean .我们将保持桌面干净。

3. They painted the door green. 他们把门漆成绿色。

4. What makes him think so？他怎么会这样想?

5. We saw him out. 我们送他出去。

6. He asked me to come back soon. 他要我早点回来。

7. I saw them getting on the bus. 我看见他们上了那辆公共汽车。

[分析]这些句子的共同特点是：谓语动词虽然是及物动词，但是只跟一个宾语还不能表达完整的意思，必须加上一个补充成分来补足宾语，才能使意思完整。宾语补足语的作用是说明宾语的动作或状态。宾语和它的补足语构成复合宾语。宾语补足语可以由名词、动词不定式、形容词、副词和介词短语等充当。注意：在使役动词make, let, have等引起的复合宾语中，若宾语补足语是动词不定式，则要省去不定式符号to。例如：

He made us laugh. 他使我们发笑。

I won’t let you go. 我不会让你走。

I have them come tomorrow morning. 我让他们明天早上来。

[巩固练习]

一、判断下列简单句的类型

1. The woman is singing now. ()

2. He gave her some apples. ()

3. All her other friends were now outside the door. ()

4. People eat fish and chips on the road. ()

5. I ask them to come tomorrow. ()

二、根据汉语提示，完成下列句子，每空一词

1. 明天我将给我女儿买块手表。

I will buy _______ tomorrow.

2. 看，他们在唱歌和跳舞。

Look, they _______.

3. 这块蛋糕看上去很大。

The cake _______ very _______.

4. 安邀请她的朋友参加她的生日聚会。

Ann asked her friends _______ to her birthday party.

5. 我不会让你走。

I won’t _______ you _______.

三、按下列要求改写句子，每空一词

1. He gave me some rice. (改为同义句)

He gave _______.

2. “Sit down.” The teacher told me. (合并为一句)

The teacher told me .

3. The fish tastes nice. (就划线部分提问)

_______ the fish taste?

4. He would like you to help him. (改为一般疑问句)

he _______ you to help him?

5. He cooked me delicious food this morning. (改为同义句)

英语简单句 篇6

关键词：初中英语,课堂教学,简单句,轻松学语法

目前, 广大教师追求有效教学、乃至高效教学的创建, 有效课堂、高效课堂是经久不衰的永恒主题。英语语法教学是初中英语教学中不可或缺的重要部分, 尤其是句子的类型、结构对学生而言重要性不言而喻, 不仅能让学生很好地组织语言进行口头表达, 又能规范英语写作和书面表达。而对于句子结构, 学生倍感陌生, 教师们教起来也倍感头疼。

本文结合已有的实践经验, 谈谈如何有效地进行“句子结构”的教学, 让学生轻松学语法Structures of sentences。

一从图示法入手, 力求可接受性

由于英语在我国是第二外语, 没有语言学习的环境和氛围, 随着词汇量的增加、语法难度的加大, 两极分化严重, 好多学生对英语望而生畏。尤其是语法知识和句法结构, 学生更感到无趣和枯燥, 教师上起来也似对牛弹琴。更何况, 句子的结构、成分, 中文都学得少, 学生对主、谓、宾、定、状、补一无所知, 要想学好英语句子结构、成分, 其难度之大不言而喻。那么, 要让学生学会句子的结构、把握句子的成分, 除了注重培养兴趣、调节课堂、活跃气氛外, 关键是将语法知识的教学从浅入深、图示法学习句子成分, 才能事半功倍。

如果按常规教学, 学习句子的结构时, 先介绍主、谓、宾、表、定、状和宾补的概念, 哪些词能充当这些成分等, 试想, 对句子成分一无所知的初中生谈这些, 恐怕会让他们听得昏昏欲睡。而运用人体的图示法展示句子成分会直观、易懂, 如头-主语、脖子-谓语、身体-宾语等, 比介绍动作的执行者是主语、主语发出的动作是谓语、动作的承受着是宾语等概念要形象得多、简便得多。人体图示法的意义在于:图示法的导入让学生产生视觉上的冲击, 激发学生学习的兴趣。

二点拨句子成分, 力求高效性

上文提到, 人体图示法可以让学生快捷、简单了解句子的成分, 但只限于表面的现象, 要学会, 适当点拨也不可少。那么, 如何点拨才能促成高效性, 从最基本的、学生最熟悉的句子开始是不错的选择。

1. 例句有趣味性是高效学习的基础

由每一位学生最熟悉的I love you, 启发学生思考, 这个句子说谁的?说的是I, 那么I就是主语, I做什么?love, 爱就是谓语, 爱的谁 (you) 就是宾语。这样的讲解简单、通俗、易懂。让学生造出这样的S+V+O句子如We love our English teacher.I hate you.We like English.Lily likes playing computer等会脱口而出, 让学生说出这些句子S+V+O的成分主、谓、宾就易如反掌了。

同样, 主系表结构的句子, 如果点拨到位, 更利于学生接受和理解。先启发学生观察、分析自己所造的句子中的动词特点:love、hate、like、likes都是实意动词, 如果是系动词be或半系动词become、turn、look、taste、seem等时, 句子就是S+V+P结构了。如He is a boy.It was Sunday yesterday.等。

2. 形象指出常见错误是句法教学不可忽略的关键所在

日常教学中, 出现I am like English的句子并不新鲜, 作业上、试卷上, 尤其是书面表达中这样的句子随处可见。究其原因, 学生说话、写话时, 通常会忽略谓语的问题而产生错误。于是, 一个简单句两个谓语动词的句子常常被学生“创造”出来。给学生展示人体图片:“一个人一个头、两个脖子是不正常的”, 学生会恍然大悟。提醒学生说句子、写句子、写英语作文时要处处留心, 避免“一人多脖子”的情况发生。然后, 再让学生观察、分析句子正确与否, 不攻自破。

三游戏法造句子, 力求练习高效性

学习了S+V、S+V+O、S+V+P、S+V+IO+DO、S+V+DO+OC等结构后, 教师先写出其中一个句子的结构如S+V+O, 让学生进行游戏, 一位学生写出一个主语S, 第二位同学写出谓语动词V, 第三个学生继续写出宾语O, 让第四位同学判断, 这三位同学写的句子是不是符合所给的句子结构。同样的方法按句式造句游戏, 不仅训练了学生的创新思维, 还使枯燥的语法知识增添了无穷的乐趣, 使学生在游戏中轻松学习, 也促使了学生由学会到会学的转变。

游戏过程中, 教师的引导和启发也不容忽视。如对于S+V+IO+DO结构不像S+V、S+V+O、S+V+P那么简单, 在S+V+IO+DO中, 难点在双宾语上, 有些动词后要加双宾语, 一个是人、一个是物, 那么人在前物在后。还有就是动词后接双宾语有必要和学生一起探讨归纳:由tell sb.sth.引导学生思考类似的接双宾的动词还有哪些:pass、make、buy、teach等, 然后再做游戏写句子, 就会少走弯路, 为造出准确的句子铺平了道路, 促使学生高效完成。

句子结构的确教起来不容易、学起来更难, 但只要教师采用利于学生接受的方法, 由浅入深、由易到难、循序渐进, 采用活动法、游戏法等让课堂活起来, 句法结构也定会上出精彩的高效课堂。

参考文献

[1]陈小端.当代西方有效教学研究的系统考察和启示[J].比较教育研究, 2005 (8)

简单句、复合句、并列句考点精讲 篇7

简单句是由一个主语或并列主语加一个谓语或并列谓语构成的句子。简单句有五大基本句型:

①主语+不及物动词(S+V)

在该句型中,有时为了表示动作发生的频率、原因、结果、目的、场所、时间等,句末常带有状语。如:

We have been waiting for hours.我们已经等了几个小时了。

②主语+及物动词+宾语(S+V+O)

在该句型中,宾语可以由名词、代词、不定式、v-ing形式等充当,有时句子中还含有状语。如:

You can put the books in your bag.你可以把这些书放在你的包里。

③主语+系动词+表语(S+V+P)

在该句型中,表语通常由名词、形容词、介词短语、不定式等充当。系动词有两类,一类是说明情况的,如be,look,feel,seem,taste,sound,smell等;另一类是表示变化的,如become,get,turn,grow等。

【考题再现】Apples of this kind______.(2012·宁夏·33)

A.tastes good B.tastes well C.taste good D.taste well

【答案解析】本题考查系动词的用法。句意:这种苹果尝起来味道很好。本句主语是apples,选项A和B中系动词用第三人称单数tastes,故是错误的。well用作形容词时意为“身体健康的”,不符合句意,只能用taste good,意为“尝起来味道好”。所以选C。

④主语+及物动词+间接宾语+直接宾语(S+V+IO+DO)

在该句型中,间接宾语有时也可以是一个由to或for引导的短语,放在直接宾语之后,构成“主语+及物动词+直接宾语+介词+间接宾语”句型。如:

Could you pass me the dictionary?=Could you pass the dictionary to me?请你把字典递给我好吗?

They sang me a song.=They sang a song for me.他们给我唱了支歌。

★须在间接宾语前加to的常见动词有give,show,send,bring,pass,lend,tell,teach等;须在间接宾语前加for的常见动词有make,buy,do,sing,cook等。

★如果直接宾语为人称代词宾格时,则只能用“主语+及物动词+直接宾语+介词+间接宾语”的句型。如:

I'll show it to my brother.我要把它给我的弟弟看。

⑤主语+及物动词+宾语+宾语补足语(S+V+O+C)

宾语补足语的作用是补充说明宾语的动作或状态,它可以由名词、形容词、动词不定式或介词短语等充当。如:

Please keep the classroom clean.请保持教室清洁。

She asked me to call Simon again.她让我再给西蒙打个电话。

★使役动词make,let,have等后接不带to的不定式作宾语补足语。如:

He made me work twelve hours a day.他让我一天工作12个小时。

★感官动词see,hear,watch,feel,find,notice等后既可接不带to的不定式作宾语补足语,也可接v-ing形式作宾语补足语。前者表示动作已经结束,后者表示动作正在进行。试比较:

I saw a girl get on the bus.我看见一个女孩上车了。(上车的动作已经结束)

I saw a girl getting on the bus.我看见一个女孩正在上车。(上车的动作正在进行)

【考题再现】—Is Tom in the next room?

—Well,it's hard to say.But I heard him______loudly when I passed by just now.(2012·江苏盐城·13)

A.speak B.to speak C.spoken D.speaking

【答案解析】由when I passed by just now“刚才我经过时”可知是强调动作正在发生,hear sb.doing sth.“听见某人正在做某事”,现在分词作宾语补足语。故答案选D项。

备考精练

选择填空

( )1.There were few new words in the English competition for your daughter,______?

A.were there B.weren't there C.aren't there D.are there

( )2.______bad weather it is!It's rainy for nearly a month.

A.What B.What a C.How D.How a

( )3.—______is it to your home town from here?—Well,it takes more than two hours to get there by coach.

A.How soon B.How much C.How long D.How far

( )4.—______sweater do you like better,the red one or the blue one?—I prefer the blue one.

A.How much B.What C.Whose D.Which

( )5.Your English teacher has never lost his temper,______he?

A.has B.hasn't C.did D.didn't

复合句

复合句由一个主句和一个或一个以上的从句组成。初中涉及的从句有宾语从句、状语从句、定语从句等。

一、宾语从句

在复合句中作主句宾语的从句叫宾语从句。宾语从句考查的重点通常有引导词、语序和时态等。

1. 引导词

①that引导宾语从句时,无词义,在口语或非正式文体中常被省略,引导的宾语从句为完整的陈述句。

【考题再现】I know______I promised to take you to dinner,but I won't finish working until ten o'clock.(2012·江西·40)

A.that B.if C.what D.why

【答案解析】此题考查宾语从句的引导词。if意为“是否”;what意为“什么”;why意为“为什么”。从句是一个完整的陈述句,可以用that连接,故选A。此句中的that也可以省略。

②whether/if引导宾语从句时,whether或if在句中充当句子成分,意为“是否”,不可省略。

【考题再现】Do you know______Zunyi or not tomorrow?(2012·黔西南·23)

A.whether are they leaving for B.whether they are leaving for

C.if they are leaving for D.if are they leaving for

【答案解析】宾语从句要用陈述句语序,所以排除A、D选项;if不能与or not连用,故选答案B。

③what,when,where,how,why,who,whose,whom,which等疑问副词、疑问代词引导宾语从句时,疑问副词和疑问代词本身具有一定的意义,在宾语从句中充当一定的成分,因此不可省略。

【考题再现】—Could you tell me______?I'd like to take part in it.—On July 5th.(2012·江苏南通·10)

A.when will the fashion show be held B.when the fashion show will be held

C.where will the fashion show be held D.where the fashion show will be held

【答案解析】宾语从句中从句的语序应是陈述句语序,排除A、C项。由答语“On July5th.”可知上句是询问时间,由选项B中的when可知B项符合题意。

2. 语序

在含有宾语从句的复合句中,宾语从句须用陈述句的语序。

【考题再现】—Could you tell me______?

—Of course.(2012·浙江杭州·26)

A.where's there a good place to eat B.where there's a good place to eat

C.where is a good place to eat D.where a good place to eat

【答案解析】宾语从句用陈述句语序,A和C都是疑问句的语序,可排除;D选项中缺少谓语动词也应排除。故选B。

3. 宾语从句的时态

①当主句是现在时态时,宾语从句可以根据实际需要用各种时态。如:

【考题再现】—Can you tell me______the prize,Tom?—Last year.(2012·北京·34)

A.when you got B.when did you get

C.when will you get D.when you will get

【答案解析】宾语从句用陈述句语序,主句为一般现在时态,从句时态不受限制,答语为过去的时间,从句部分也应用一般过去时态,故选A。

②当主句谓语动词是过去时态时,宾语从句中的时态只能用过去时态的某一形式,一般不能用现在时态或将来时态。

【考题再现】—What did you say just now?—I asked you______.(2012·宁夏·27)

A.who is she B.who she is C.who was she D.who she was

【答案解析】宾语从句要用陈述句语序,所以排除A、C选项。本句主句I asked you是一般过去时,从句也应该用一般过去时,选项D是who she was,是一般过去时,符合题意。所以选D。

③如果宾语从句表示的是客观事实、客观真理,无论主句时态如何,宾语从句中的时态都使用一般现在时。

【考题再现】Our physics teacher told us light______faster than sound last term.(2007·潍坊)

A.travels B.travel C.traveled D.traveling

【答案解析】题意为“物理老师告诉我们,光的传播速度比声音的传播速度快”,宾语从句表示的是客观事实,所以选A。

二、状语从句

在复合句中,修饰主句中的动词、形容词或副词等的从句叫状语从句。状语从句根据表达的意思可以分为时间、地点、原因、目的、结果、让步、比较、条件等。

1. 时间状语从句。引导词有when,while,till,until,since,after,before,as soon as等。注意:在时间状语从句中,当主句是将来时态时,从句通常要用一般现在时。

【考题再现】Betty will ring me up when she______in Beijing.(2011·重庆·34)

A.arrive B.arrives C.arrived D.will arrive

【答案解析】本题考查时间状语从句的时态,如果主句和从句的动作都发生在将来,从句时态要用一般现在时表示将来,所以选B。

2. 原因状语从句。引导词有because,as,since等。注意:汉语中,我们经常说“因为……所以……”,但是在英语中,有了because,就不能再用so。

【考题再现】The family had to stay at hotel,______it was raining hard.(2012·山东临沂·23)

A because B.although C.until D.unless

【答案解析】根据句意:这一家人不得不待在旅馆,因为天正下着大雨。because意为“因为”;although意为“尽管,虽然”;until意为“直到”;unless意为“除非,如果不”。根据句意选A。

3. 比较状语从句。以than,as...as为引导词。

【考题再现】Bob often says that swimming is______than hiking in reducing weight,bu he always spends more time on swimming.(2012·江苏南通·13)

A.less useful B.less interesting C.more useful D.more interesting

【答案解析】由从句中than可知用比较级,通过后面but表达的转折句意“花更多的时间在游泳上”可知,前句句意为“Bob经常说对于减肥游泳不如远足有用”,用less useful than表达“不如……有用”。故选A。

4. 条件状语从句。以if,unless(=if not)引导。注意:和时间状语从句一样,主句是一般将来时,从句则用一般现在时。

【考题再现】If our government______attention to controlling food safety now,our health______in danger.(2012·广东·36)

A.won't pay;is B.doesn't pay;is

C.won't pay;will be D.doesn't pay;will be

【答案解析】if引导的条件状语从句使用一般现在时表示将来,主句使用一般将来时。句意为“如果政府现在不注意控制食品安全,我们的健康将会受到威胁。”故选D。

三、定语从句

在复合句中,修饰某一名词或代词的句子叫定语从句。定语从句所修饰的词叫先行词。定语从句作定语时位置在先行词的后面。引导定语从句的词有关系代词that,which,who(宾格whom,所有格whose)和关系副词when,where,why等。

1. 关系代词的用法

①that指物,有时也指人,在定语从句中作主语或宾语。作主语时不可省略,作宾语时可省略。

【考题再现】Zhang Lili is considered as the most beautiful teacher______gave her love to her students in danger.(2012·江苏扬州·12)

A.who B.that C.whom D.which

【答案解析】B。定语从句的先行词the most beautiful teacher是“人”,在定语从句中充当主语,因此用关系代词who或that引导来引导,同时先行词由形容词的最高级修饰,只能用that来引导,故选B。

②which指物,不指人,在从句中作主语或宾语。作主语时不可省略,作宾语时可省略。

【考题再现】Please pass me the cartoon book______has a Mickey Mouse on the cover(2012·天津·44)

A.whom B.whose C.who D.which

【答案解析】先行词the carton book是物,用which引导定语从句。故选D。

③whom指人,为who的宾格形式,在定语从句中只充当宾语。

【考题再现】—Do you know the kid with______Bob is talking over there?—Yes,it's my cousin.(2011·湖北黄石·29)

A.who B.that C.不填D.whom

【答案解析】定语从句修饰kid,kid是人,且关系代词在定语从句中作宾语,所以应用“whom”。故选D。

2. 关系副词的用法

①when指时间,在定语从句中作时间状语。如:I still remember the day when I firs came to the Great Wall.我还记得我第一次来长城的那天。

②where指地点,在定语从句中作地点状语。

【考题再现】This is the primary school______I studied three years ago.(2012·四川宜宾·26)

A.where B.when C.that D.which

【答案解析】定语从句的先行词the primary school,在定语从句中充当的是地点状语,所以用关系副词where引导,故选A。

③why指原因,相当于for which,在定语从句中作原因状语。如:That's the reason why she spoke.那就是她发言的原因。

备考精练

( )1.Miss Green asked him______.

A.where did he live B.when does he leave

C.where he lived D.when he leaves

( )2.Please asked that man______he will go to see the match.

A.who B.what C.whether D.which

( )3.I don't know if it______this afternoon.If it______,I won't go out.

A.will rain,rains B.will rain,will rain

C.rains,rains D.rains,will rain

( )4.The teacher said that the earth______around the sun.

A.will go B.goes C.went D.would go

( )5.The girl asked the teacher______.

A.what does the library look like B.what did the library look like

C.what the library look like D.what the library looked like

Keys:1—5 CCABD

并列句

并列句是两个或两个以上的简单句(即分句)由并列连词(and,so,but,or等)连在一起而构成的句子。

1.表示联合关系的并列句:

这类并列句常用并列连词and(和),not only...but also...(不但……而且……)等来连接,这时分句之间是并列关系或顺承关系。and一般不译出来。

【考题再现】______my father______my mother take good care of me.I love them so much.(2012·福建福州·39)

A.Either;or B.Both;and C.Neither;nor

【答案解析】either...or...,neither...nor...连接两个主语时,其谓语动词应与最近的一个主语在人称和数上保持一致。both...and...表示两者都……,谓语动词用复数形式。由句中谓语动词take可知主语为复数形式,故选B。

2.表示转折关系的并列句

这类并列句常用but(但是;可是),yet(可是),while(而)等来连接,前后分句之间有意义上的转折关系。

【考题再现】—How was the food in the town?

—Terrible,______we still had a good time there.(2012·浙江台州·18)

A.or B.so C.but D.because

【答案解析】terrible和had a good time存在一种转折关系,故选but。

3. 表示因果关系的并列句

这类并列句常用连词so(因此;所以),for(因为)等连接,后面分句与前面分句之间有因果关系。

【考题再现】A snake bit him,______he went to see a doctor at once.(2012·天津·37)

A.if B.where C.because D.so

【答案解析】句意“一条蛇咬了他,因此他立刻去看医生了”。根据句意可知,被蛇咬是原因,去看医生是结果,故用so来引导,选D。

4. 表示选择关系的并列句

这类并列句常用并列连词or(或者),either...or...(要么……要么……)等连接。【考题再现】—Do you prefer classical music______pop music?

—Pop music,I think.(2012·湖北襄阳·38)

A.to B.or C.than D.for

【答案解析】句意“你更喜欢古典音乐还是流行音乐?”or是“或者,还是”,故选B。

备考精练

( )1.When you're learning a foreign language,use it,______you'll lose it.

A.and B.or C.but D./

( )2 Work hard,______you'll pass the final exam.

A.or B.but C.because D.and

( )3.Mr Zhang doesn't feel well today,______he still works very hard.

A.but B.and C.or D.then

( )4.Speak loudly,______you are sure to speak good English.

A.but B.for C.and D.or

( )5.—Bob,you don't work hard at geography.—My dad says that the world is changing every day,______I decide to wait until it stops.