第一篇：高中英語語法教案

高中英語語法教案

Teaching Goals:

1.To enable Ss to know about the way to express possibility and improbability.2.To enable Ss to master the usage of “may”, “might”, and “likely”.3.To help Ss learn how to use modal verbs “may” and “might” to express conjecture.Teaching Procedures: Step 1.Revision

Check the answers to the Vocabulary exercises in the Workbook.Step 2.Function 1.Ask Ss to do Activity 1 on page 54 and call back the answers.Then give them the correct answers.2.Ask Ss to identify the creatures in the pictures in Activity 4 on page 55, by using “may” or “might”.Arouse their interest in talking about possibility.3.Ask Ss to do Activity 2 on page 54 individually.Then check their answers.Step 3.Grammar

1.Leading-in

Ask Ss to work in groups and discuss the question in Activity 1 of Grammar on page 57.Then give them the right answer.2.Explanation

Explain how to use modal verbs to talk about something which happened in the past—perhaps.(1)對過去的事情進行猜測，但把握較小時，肯定形式一般用may have done，否定形式一般用may not have done。如：

He may have gone back home, because he didn’t say he would take part in her birthday party.He may not have paid for the bill, because he had lost his job.(2)對過去的事情進行猜測，但把握更小時，肯定形式一般用might have done，否定形式用might not have done。如：

They helped send her bat to the hospital;otherwise, she thought, the baby might have died.She might not have left home when I got to school.(3)對過去的事情進行猜測，并且可能性較大時，肯定形式一般用must have done，否定形式一般用can’t have done。如：

Your score is the highest;you must have studied very hard.You can’t have seen her in her office last Friday;she’s been out of town for two weeks.3.Practice Ask Ss to do Activity 2 on page 57.Then call back the answers and correct them.4.Supplements

Explain how to use modal verbs to talk about something which happened at present—perhaps.用來表猜測的情態動詞有：must, can, may等，但它們所表示可能性是不同的。(1)對現在的事情進行猜測，并且可能性較大時，肯定形式一般用must加動詞原形，此時，must不再表示“必須”，而是表示“肯定”；否定形式一般用can’t加動詞原形，此時，can不再表示“能夠”，而是表示“肯定不??”。如：

I saw him go out just now.He can’t be in his own room.It must be Linda in the classroom, because she is on duty today.(2)對現在的事情進行猜測，但把握較小時，肯定形式一般用may加動詞原形，此時，may不再表示“可以”，而是表示“可能”；否定形式一般用may not加動詞原形。如：

He may tell the truth to his father.She may not angry because she is good-tempered.(3)對現在的事情進行猜測，但把握更小時，肯定形式一般用might加動詞原形；否定形式一般用might not加動詞原形。如：

She might not be angry because she usually is very patient.He might be at home now, but I’m not sure.(4)情態動詞+動詞現在進行時，表示對現在或將來正在進行的情況進行推測。如： At this moment, our teacher must be correcting our exam papers.Doctor Wang isn’t here.He might be giving a lecture in the hall.(5)情態動詞+動詞的現在完成進行時，表示對過去正在發生事情的推測。如： Your mother must have been looking for you.The light was on the whole night.He may have been doing his homework all the time.5.Consolidation

Ask Ss to translate the following sentences.(1)他們也許錯過了那班飛機。

(2)快點！他們正在機場等我們。

(3)Tom是個誠實的孩子。他今晚可能會把真相告訴他父親。

(4)他五年前來看過我，他也許不費勁就能找到我的住處。Step 4.Homework

1.Ask Ss to review Grammar.2.Ask Ss to finish Grammar exercises in the Workbook pages 97~98.

第二篇：高中英語語法課教案

高中英語語法“虛擬語氣”的教學設計

一、教材分析：

本課是結合外研社版高中英語教材選修6中有關虛擬語氣的語法內容，進行高三虛擬語氣的復習，教學中將語法知識的傳授和語言基本技能的學習結合到一起，注重復習語法與語言的運用。采用任務型教學法和小組合作探究學習法，從而擴大課堂的語言輸入量及學生的語言輸出量。

二、學情分析：

在高一和高二英語學習基礎上，高三學生已經掌握基本的語言結構和一定程度的聽說讀寫能力。在高三語法復習的過程中，結合學生原有的知識掌握水平，鞏固基礎強化正確使用語法知識，提高學生運用語言的深度和難度.但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差，主動學習的動力不夠，然而他們學習比較認真，渴求知欲旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師。只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。

三、教學重點:

1.復習的重點---語法虛擬語氣的句型結構.2.語法虛擬語氣的運用

四、教學難點:

1.結合復習的語法知識，以課堂教學為依托，全面訓練學生的聽、說、讀、寫能力，加強和提高運用英語的綜合能力。

2.虛擬語氣在真實的生活語境中的使用。

五、教學目標: 1.知識目標:

引導學生掌握情態動詞在虛擬語氣之中的使用。培養學生通讀，分析，理解，綜合的能力，教會學生體察語境，結合上下文，附和邏輯推理和合理的想象，結合語法和題干中的語境解決高考題。在運用語言過程中培養學生的觀察力、分析力、想象力和自學能力，提高思維能力和運用英語的綜合能力。2.能力目標：

利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中，充分調動學生的思維活動和情感體驗，規范學生運用英語知識準確表達的能力，同時，發展學生綜合語言運用的能力，分析問題和解決問題的能力，培養學生自主學習。3.德育目標：

用情態動詞和虛擬語氣的句子結構表達思想感情和正確的世界觀、人生觀。

六、教學策略: 通過活動課、小組討論等具體形式，創設有利于高中生自己自我認識、自我反省、自我調節的情境，利用他們自身較高的自我意識水平對自己的學習進行調節、監控。因此，本課采用教學方法---任務型教學法。以任務為中心，任務的設計焦點是解決某一具體的貼近學生生活的問題。教師要從學生“學”的角度來設計教學活動，使學生的學習活動具有明確的目標。在的各種“任務”中，學生能夠不斷地獲得知識并得出結論。

七、學習策略:

非測試性評價體現新課程標準的實施效果，評價體系“正確反映外語學習的本質和過程，滿足學生發展的需要?！?本課將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養成自主學習與合作學習的能力，培養創新意識和實踐能力，以及具備科學的價值觀。

八、教學用具：

黑板、錄音機、多媒體輔助（將本課所需要的圖片、文字、音樂等制成PPT課件）

九、教學過程

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?? 設計說明：

1.教師首先展示美國聾啞女作家 海倫·凱勒的影片圖片和主要作品，然后請學生閱讀以下片段：假如給我三天光明（節選）請學生思考一下這個問題：假如你只有三天的光明，你會怎么做？教師通過多媒體呈現圖片，目的吸引學生的注意力，并激發起好奇心。

2.利用新穎和形象的圖片導入，有利于學生參與教學活動，進行討論和對話活動。幫助學生學會珍惜擁有，學會生活。Step2 Presentation（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

?? Task2：Choose the best group that read the poem with their deepest feeling.評價工具（選票）：選出朗讀最好的學生。設計說明：

1.用配樂英文詩歌朗誦的方式導入語法---虛擬語氣的學習。該詩歌幾乎每句都使用虛擬語氣來表達思想，傳遞情感。

2.任務型活動：課題的引入采用詩歌朗誦競賽的形式，學生小組活動，對英文詩歌進行翻譯，激發參與學習過程的熱情和競爭意識。最后由全體同學對各組參與代表投票進行非測試性評價。Step3 Revision（7 minutes）

Firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar.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.設計說明：

1.教師在進行語法教學的過程中把握好教學內容和教學范圍的度, 適應高三復習的需要，加強語法教學的交際性，科學性和可操作性。

2.合作學習活動，學生在活動中運用語言，調動起學生的認知結構和主體意識。教師把語法規則活化為活動，把教學活動活化為交際活動。設分組競答游戲活動，激發學生的參與意識。Step4 Consolidation(5minutes)

1.If Newton lived today, he would be surprised by what ______ in science and technology.A.had discovered B.had been discovered C.has discovered D.has been discovered

2.This printer is of good quality.If it ____ break down within the first year, we would repair it at our expense.A.would B.should C.could D.might 3.---John went to the hospital alone.---If he ____ me about it, I would have gone with him.A.should tell B.tells C.told D.had told 設計說明： 以選擇題的形式，降低學習學習的難度。通過課堂測試進行反饋，進而了解學生的掌握情況，以學生的為本，注意個體差異，因材施教。Step5 Writing（20 minutes）

Task1: Summarize the grammar with the students and write down what they said on the blackboard.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

1.I regret wasting the time which I should have spent on my studies playing computer games.2.I could have been good at English, but I devoted too little time and energy to it.3.If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.Task3: Ask the students to translate the sentences into English.1.我的老師建議我制定學習計劃并認真的執行。

(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…

2.現在，我學習起來好像永不疲倦一樣。我相信，堅持不懈和決心會助我成功。

At present, I am learning as if I were never tired.I believe that my perseverance and determination will lead to my success.設計說明：

1.讓學生圍繞該話題展開討論，以確認可以使用虛擬語氣的地方。課堂教學過程中，注重 “精講精練，以練為主；點到為止，注重運用”。

2.在學生找到可使用的句子之后，鼓勵學生靈活運用多種虛擬語氣的表達方式對語言進行深層次的句法處理.調動學生參與課堂學習活動的熱情，增強面對高考的自信。Step5 Assignment

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 journey, and so on.Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the composition.(寫作訓練)設計說明：

任務型活動：課外作業是課堂教學活動的延伸，學生可以互相合作完成該寫作任務。該環節是本課所有教學環節的延續，通過寫作的練習，使學生逐步學會運用語法知識，討論自己感興趣的話題，表達自己的思想，達到形成和提高寫作能力與技巧的目的，完成學習的任務。讓學生在反復接觸和運用語言的過程中逐步體會和感知語言的規律性，從而使學生的語法知識內化成語言能力。

Blackboard design(板書設計)

Revision---the subjunctive mood

1?did/were , ?would/could/should/might do? 2?had done , ?would/could/should/might have done? 3?did/ were to/should do ,?would/could/should/might do?

If

but for

Reflection after teaching（教學反思）

本節課通過不同的任務設置，讓學生在小組活動中通過合作和探究來完成各個任務。新教材要求將語言的形式與其意義、交際功能有機的結合起來，通過在實際的語言運用中內化語言規則，從而使學生達到能準確運用語言進行有效交際的目的。大多數學生離開課堂之后并沒有多少聽說英語的練習機會，他們十分缺少環境英語的反復刺激。導致學生的語言基礎不扎實，在表達自己的看法和用英語進行討論時，不時有學生夾雜著漢語。在學生進行小組活動時，應盡量給學生更多的幫助，主動了解學生的語言困難。學生在有限的課堂中學到的知識畢竟有限，讓他們掌握語言的同時，將課堂學到的知識內化為能力，繼而實現語言學習并運用的目的。同時，運用寫作引導學生體驗語言的用法，提升學生的能力。

第三篇：高中英語語法試講教案（本站推薦）

語法試講教案

Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1)Help students to learn the usage of ….2)Help students to grasp the sentence pattern of…..Teaching aids Multimedia devices, blackboard Teaching important and difficult points 1)the sentence pattern of… 2)some special cases 3)enable students to use … in real life Teaching procedures Step 1 Lead-in(5min)Show some pictures to the students and ask them to describe the picture.引導學生運用語法項目

Step 2 Explanation(18min)Explain the usage of ….Present several examples of the grammar item.Step 4 Practice(15min)Ask the students to do the exercises.Step 3 Summary(4min)Invite students to summarize the usage of … Make some supplements and stress the important points.Step 5 Homework(3min)Ask students to finish related exercise on the textbook.Ask the students to write a passage about ….(You have all done a really good job today.I believe you already have a good knowledge of /master the knowledge of…..For homework, you are required to complete exercises on page 201 and to write a passage about ….[I’d rather you search more information about… and some of you will be invited to share your findings with us in the next class.] Clear? Ok.See you next class.)寫作試講教案

Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1)enable students master the procedure of writing this kind of composition 2)improve students’ writing skills

3)help students to get more knowledge of … Teaching aids Multimedia devices, blackboard Teaching important &difficult points 1)Help students to express their ideas in proper English 2)Help students to learn the structure in English writing Teaching procedures Step 1 Warming-up(5min)Show some pictures of … to the students and ask what do they know about … Then lead the students to the topic of writing.(Good morning, boys & girls.How are you doing? Fine? Good.Now let’s start our new lesson.Here I have some pictures for you.Do you know what’s in the picture?)Step 2 Pre-writing(10min)Activity 1: brainstorming.Provide Ss some questions about the topic and ask them to discuss the questions in group and write down every idea that comes to their mind.After discussion, invite representatives of each group to present their ideas to the whole class.Activity 2: planning.Encourage Ss to work on their own to repot ideas that they think are valuable and think about how to organize their ideas.Step 3 While-writing(20min)Ask the students to write down their own articles.Step 4 Post-writing(7min)Ss will work in group and read each other’s composition.They should choose the best composition of the group and read it in front of the class.Step 5 Writing assessment(2min)Ask Ss: What’s you most difficult thing during the whole process?

(difficult to organize the ideas in a logical way;you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea)Step 6 Homework(1min)1)Here are some handouts I prepared for you.Read it after class, I believe you can find answers towards your questions.2)Improve your composition according to the handout.聽力課試講教案

Grade level: First grade of high school Lesson type: Listening Duration: 45 min Teaching objectives 1)Enable students to master different listening skills 2)Help students to learn more about …..Teaching aids: Multimedia devices;blackboard Teaching important and difficult points 1)Help students to understand the listening material 2)Encourage students to apply listening skills when listening to the material Teaching procedures Step 1 Warming-up(2min)Show some pictures to the students and have a free talk with the students.Step 2 Pre-listening(5min)Organize the students to have a brief discussion about the topic.Invite some students to share their ideas with the class.Predict the main idea of the passage.After that, present new words and expressions to the students.Step 3 While-listening(25min)1)Listen for main idea Ask Ss to listen to the passage but do not look at the questions, ask them to get the main idea of the passage.Invite students to share their ideas.2)Listen for answers to the exercises/detailed information Ask Ss to listen to the passage again.This time ask them to try their best to get answers to the questions.After listening, check whether Ss get the correct answer, and ask why.3)Play the tape again, focus on the part where they did not get the right information.Do you have any questions? Step 4 Post-listening(10min)Show them the listening text and ask them to read it aloud together.Step 5 Summary(2min)In this period, we mainly focus on the listening ability.It’s very important.If your listening is poor, you’d better practice more.The more you listen to English, the better your listening is.Remember: Practice makes perfect.Step 6 Homework(1min)1)Read the listening texts again and try to retell the passage in your own words 2)Search more information about ….口語課試講教案

Grade level: First grade of high school Lesson type: Speaking Duration: 45 min Teaching objectives 1)Students will be able to use some important words and expressions 2)Students will be able to express their ideas or thoughts clearly.Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Help Ss to master the expressions of giving advice: 2)Talk about … by using … Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play the tape and ask Ss to listen to the dialogue.Ask Ss to predict what we will learn today.Step 3 Provide key sentence patterns & expressions Provide Ss useful sentence patterns and expressions to express …..Step 4 Role-play/ Discussion Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation.Ask the Ss to discuss the topic with their partners.After that, invite Ss to present their ideas in front of the class.Step 5 Summary In this period, we mainly focus on how to….It’s very important.You should know how to … in real life after this period.You should memorize the useful expressions we learned today.I hope you can practice more after class.Remember: practice makes perfect.Step 6 Homework 1)Collect more expressions and sentence patterns that can be used to express …..2)Find a partner to practice how to … in different situations.詞匯課試講教案

Grade level: First grade of high school Lesson type: Vocabulary Duration: 45 min Teaching objectives 1)Enable students to know the meaning of new words and grasp the usages of such important new words 2)Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Explain the meaning and usage of the words to the students 2)Enable Ss to use the new words when they express themselves Teaching procedures Step 1 Lead-in Revision.Last period, we have finished the reading of the passage.Now we will learn the new words in the passage.Let’s look at the underlined/italic/bold words.Step 2 Guess Ask Ss to guess the meaning of the words in the context.Or give students some examples and ask Ss to guess the meaning of the words.Step 3 Explanation Explain the meaning of the words to the Ss.After explanation, present the usage of the words to the students and provide examples to help them understand how to use them.Step 4 Practice Ask the students to make sentences with new words by themselves.Invite Ss to share their sentences with the whole class.Step 5 Summary This, period, we have learnt several new words:...we have learnt the usage of these new words.I hope you will memorize these words, as well as the usage of these words.I suggest you use the new words as often as possible.In this way, you will know how to use the words, instead of only knowing the meaning of the words.Step 6 Homework 1)Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.2)Finish Exercise 2 on page 11.require.async(['wkcommon:widget/ui/lib/sio/sio.js']，function(sio)

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New words: New phrases: Step5: Summary Ss summarize what we have learnt and key points.Make an assessment on each group.Step6: Homework Write a diary with simple past tense.Blackboard design： Title: Questions: New words : 文章線索（便于復述）

口語課教學過程：看圖，問答練習，重點句呈現講解，小組練習，展示成果 Teaching Objectives: 1.Be able to master the following words and sentence pattern.And learn the expression of giving advice.2.Be able to talk about one?s health problems and give advice fluently 3.Improve the cooperative spirit and care more about yourself and your family members? health.Teaching Aids: Pictures, a tape recorder and ppt.The teaching Focus: 1.Master the following words and sentence pattern.2.Master the expressions of giving advice The Teaching Difficulties: 1.Students may find it difficult to remember all the target new words in the class;2.Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.Teaching procedure: Step1：Warming up Greet Ss by asking them: How are you today? Then I?ll tell Ss that I?m not feeling well today(Write the sentence on the blackboard and guide Ss to read it.)and get Ss to guess the reason freely.If Ss can?t get the answer, I?ll tell them that I didn?t have a good sleep last night.So I have a headache.(I say this by doing a gesture)Step2: Presentation of words and sentence patterns 1.Let one student imitate he has a kind of disease and ask the class guess what ?s the matter with him.Use the following sentence:”what?s the matter with him?” “I have a stomache.”

2.Show Ss pictures of diseases.(Write the words on the black board.)Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What?s the matter? I?m not feeling well.I have a … Step4: Presentation of expressions of giving advice Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn?t do… During this activity, some phrases will be learned:...Step5: Role play 1.Show the sample dialogue and ask Ss to complete it according to the picture orally.Ask Students to make a four-people group, one of them is a doctor, the other three are patients.Ask the Ss to role play a dialogue.A: What?s the matter with you? B: I?m not feeling well.I have a _______.A: When did it start? B: About______ ago.A: Oh, that?s too bad./ I?m sorry to hear that.You should/shouldn?t ________ and you should/shouldn?t ________...B: Yes, I think so.A: _________________.B: Thank you, doctor.Step5: Summary Ss summarize what we have learnt.Make an assessment on each group.Step6: Homework Try to make a story according to the dialogue.Blackboard design： Title: New words and phrases : Sentence pattern : 語法課：復習導入，查找標記相關句子，總結規律，練習（造句，討論）Teaching objectives: 1.Enable the Ss to know the uses of adjectives ending in-ing /-ed and the differences between them.2.Master the following words and sentence pattern.Main word and Expression: amazed, amazing, interested, interesting, bored, boring.Main structure: The classroom was amazing.I was completely amazed by the classroom.Teaching aids: Pictures, a tape recorder and ppt.Teaching important points: Get the Ss to know the differences between the adjectives ending in-ing and-ed and learn the uses of them in the sentences.Teaching difficult points: Understand the differences between the adjectives ending in –ing and –ed and apply them in the sentences.Teaching procedure: Step 1 Lead in Greet the students and say some words which includes the language points.Then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed.Ask students to think about the question below and try to figure out the right answer.---Can you make a distinguish between the two sentences? I am bored.I am boring.Step 2 discovering and explaining.Ask the students to read the text and try to find out the sentences which have the adjectives ending in-ING and –ED.Try to find the differences and understand the meaning of these adjectives.Step 3 Group work Let students work in groups and have a discussion.Try to find the differences of these adjectives and explain the meaning of these sentences according to the context.Step 4 Conclusion and exercise Invite students to make a report about their group discussion and teacher will make a conclusion according to their report.Find the grammar rules: 1: The –ing form describes the people or things that cause the feeling;（令人?）2: The –ed form tells us how people feel.（感到?）

Give some examples to show what they have learned and ask students to do exercise and check the answers.Fill in the blank with the correct forms of words.It is a ____(bore)party and I feel__(bore).Step 5 Homework 1.Find out more adjectives ending in-ing and-ed and sentences.2.Use the-ED and-ING form of the words “bore” “interest” “amaze” and “embarrass” to make sentences.Blackboard design： Title:

Teaching procedures:

Step 1: Greetings

T: Good morning, everyone.S: Good morning, Mr Dai.Step 2: Lead-in

T: My lovely Ss, please look at the screen.What is the topic of our class?

Ss: Unforgettable experiences.T:Yes.Please use one word to describe it, such as “happy”.S1:…

S2:…

… …

T: perfect, all of you are knowledgeable.(Ask Ss one by one, and choose some words write down on the blackboard.)

T:Okay.You see, all of you used many different words to describe, like…(write down on the blackboard.)

Step 3: Activities

1.Acitivity1: Telling story

(Make a short conclusion)

T: Different people have different understanding of our topic.Now, look at the screen, I’ll show you some aspects of our topic.First, unforgettable experience sometimes means something leaves deep impression on you.Such as……(the words of Ss’)It also can means events, some are good, and some are bad.(Olympic Games, natural disasters, etc.)Or, it may be means something very meaningful.And, it also can means your unforgettable trip;you went to some famous places.For example, went to zoos.Yes, I have gone to Linyi Wild Zoos last week.I saw many different kinds of animals there.It’s so enjoyable and meaningful.You can see the pictures….Do you want to know more information about my “Zoo’s trip”?

Ss: Yes.T: OK.Let’s see it together.(Present the route of my tour on the blackboard or ppt, use First—Next—Then—Finally to describe.)

T: Look at my route on the Blackboard:

(My own experience:

It was a fun day.I went to Linyi Wild Zoos with my friends.First, we took on the bus at bus station.Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc.After about half an hour, we backed to the station.Next, we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so on.Then, we went to see the animals’ shows.They are so lovely, interesting and smart.Finally, we went to the restaurant to have dinner.Although all of us were very tired, we were happy and enjoyable.)

T: How do you think of my experience?

Ss:…

T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.T:I can see all of you are eager to tell your stories...., who do you think has the most interesting story in our class?

S1:**.T:OK.Thank you.Jack, please share your unforgettable experience.S2:…

T:You say that… Whose story are you interested in , you can call his or her name.…

…

T.All of you did a very good job.And I am very proud of you.Give you a big hand.If you want to know more, you can communicate with your classmates after class.2.Activity2: Making story

T: Next, let’s play a mini-game.Looking at the blackboard, there are two faces, one is… the other is…

I will ask two students to write down some relevant words or phrases.… …

T: Now, I have several envelopes in my hands.Do you want to know what is it in it?

Ss:Yes.T:Okay.I will divide you into several groups.Each group chose one envelope.And you will know the secret in it.(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)

Step4: Summary

T: We have learned many useful words, phrases, and sentences to describe our own experience.In next days, you can use them to talk about things, people and events in your own daily life.Step5: Homework

T: After class, each group prepare a play according your story.At next class, you will have a role play.Are you clear?

高中英語教師資格證面試教案模板二

Teaching Objectives(教學目標)

1.Language Objectives(知識目標)

2.Ability Objectives(能力目標)

(1)Enable students to …

(2)…

3.Moral Objectives(情感、態度及價值觀目標)

(1)Help students to learn that…

(2)…

注：

1.Teaching Objectives的三個目標可以根據授課內容不同加以取舍。

2.語言目標主要包括本課將講授的重點單詞，短語或句型結構。

3.能力目標指對學生聽說讀寫能力的培養。

Important Points(教學重點)

1.Master two important reading skills

2.…

Difficult Points(教學難點)

1.How to analyze the text and grasp the main idea of the text;

2.…

Teaching Methods(教學方法)

1.Communicative Approach.........2.Teaching Aids: a tape recorder, a projector and a computer …

1.注：教學方法根據教學內容選擇。

Teaching Procedures(教學過程)

Step I Lead-in(1 mins)導入

1.…

2.…

注：Lead-in部分是通過復習、圖片、問問題、提問、討論相關話題等教學手段引入本節課的授課內容。

Step II Fast Reading(3 mins)新課學習

注：Reading是通過 skimming 或scanning等教學手段使學生對課文大意，或課文結構等有所了解。

Step III Important words and phrases:(3 mins)新課學習

Eg.1.apply for …(頂多講兩個!)

2.…

注：詞匯課是通過對單詞或短語的講解使學生對具體知識等有詳細了解，并通過小題練習，或者互相提問相關問題理解并掌握運用知識。

Step IV Careful Reading(5 mins)(頂多講兩個!)

注：Careful Reading主要是處理課文中較難的單詞，短語，句子結構，或課文篇章理解。如：

Eg.1.The teacher is a very enthusiastic woman called Ms.Shen.called Ms.Shen 是過去分詞短語作定語，與所修飾的詞之間存在著邏輯上的被動關

系，相當于定語從句who/that was called Ms.Shen。如：

---We visited the new library built three weeks ago.---The first textbooks written for teaching English as a foreign language came out in the 18th century.---Most of the artists invited to the party were from South Africa.注：短語一般放在被修飾詞之后，單個過去分詞放在被修飾詞之前.2.…

Step V Summary(1 mins)(小結)

注：Summary 是總結討論本節課的學習內容。如：

We have known the Likang’s life at Senior High, is your English classroom like Likang’s? Is your class the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discuss with your partner and compare your school life with Likang’s.Step VI Homework Assignment(1 mins)(作業布置)

第四篇：高中英語語法222

高中英語語法

目錄: 1名詞性從句

2“It”用法及其句型和固定搭配講解 3 高中英語語法中的省略現象 4主謂一致 5動詞不定式 6 倒裝結構

7定語從句 8被動語態 9祈使句 10感嘆句 11疑問句 12名詞

一． 主語從句

主語從句是在復合句中充當主語的從句，通常放在主句謂語動詞之前或由形式主語it代替，而本身放在句子末尾。

1.It 作形式主語和it引導強調句的比較

It 作形式主語代替主語從句，主要是為了平衡句子結構，主語從句的連接詞沒有變化。而it引導的強調句則是對句子某一部分進行強調，無論強調的是什么成分，都可用連詞that。被強調部分指人時也可用who/whom。例如：

a)It is a pity that you didn’t go to see the film.你不去看那場電影真可惜。

b)It doesn’t interest me whether you succeed or not.我對你成功與否不感興趣。

c)It is in the morning that the murder took place.謀殺案是在早上發生的。（強調句型）

d)It is John that broke the window.是John打碎的窗戶。（強調句型）

2.用it 作形式主語的結構

(1)It is ＋ 名詞 ＋ 從句

It is a fact that ?

事實是?

It is an honor that

?非常榮幸

It is common knowledge that

?是常識

(2)It is ＋ 形容詞 ＋ 從句

It is natural that?

很自然?

It is strange that?

奇怪的是?(3)It is ＋ 不及物動詞 ＋ 從句

It seems that?

似乎?

It happened that?

碰巧?

It appears that?

似乎?(4)It ＋ 過去分詞 ＋ 從句

It is reported that?

據報道?

It has been proved that?

已證實?

It is said that?

據說?

3.主語從句不可位于句首的五種情況：

（1）if 引導的主語從句不可居于復合句句首。

（2）It is said /reported?結構中的主語從句不可提前。例如：

正確表達：It is said that President Jiang will visit our school next week.錯誤表達：That President Jiang will visit our school next week is said.（3）It happens/occurs?結構中的主語從句不可提前。例如：

正確表達：It occurred to him that he failed in the examination.錯誤表達：That he failed in the examination occurred to him.（4）It doesn’t matter how/whether ?結構中的主語從句不可提前。例如：

正確表達：It doesn’t matter whether he is wrong or not.錯誤表達：Whether he is wrong or not doesn’t matter.（5）含主語從句的復合句是疑問句時，主語從句不可提前。例如：

正確表達：Is it likely that it will rain in the evening?

錯誤表達：Is that will rain in the evening likely?

4.what 與that 在引導主語從句時的區別

what 引導主語從句時在句時在從句中充當句子成分，如主語．賓語．表語，而that 則不然。例如：

a)What you said yesterday is right.b)That she is still alive is a consolation

二．賓語從句

賓語從句就是在復合句中作賓語的名詞性從句，通常放在主句謂語動詞(及物動詞)或介詞之后。

1.作動詞的賓語

(1)由that引導的賓語從句(that 通常可以省略), 例如：

I heard that be joined the army.我聽說他參軍了。

(2)由what, whether(if)引導的賓語從句，例如：

a)She did not know what had happened.她不知道發生了什么。

b)I wonder whether you can change this note for me.我想知道你是否能幫我改一下筆記。

(3)動詞＋間接賓語＋賓語從句。例如：

She told me that she would accept my invitation.她對我說她會接受我的邀請。

2.作介詞的賓語，例如：

Our success depends upon how well we can cooperate with one another.我們的成功取決于我們之間的合作。

3.作形容詞的賓語，例如：

I am afraid(that)I’ve made a mistake.我恐怕我已經犯了一個錯誤。

注意：that 引導的從句常跟在下列形容詞后作賓語：anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以將此類詞后的that 從句的看作原因狀語從句。

4.it 可以作為形式賓語

it 不僅可以作為形式主語，還可以作為形式賓語而真正的賓語that 從句則放在句尾，特別是在帶復合賓語的句子中。例如：

We heard it that she would get married next month.我聽說她下個朋就會結婚了。

5.后邊不能直接跟that 從句的動詞

這類動詞有allow, refuse, let, like, cause, force, admire, condemn, celebrate, dislike, love, help, take, forgive等。這類詞后可以用不定式或動名詞作賓語，但不可以用that引導的賓語從句。如：

正確表達：I admire their winning the match.錯誤表達：I admire that they won the match.6.不可用that從句作直接賓語的動詞

有些動詞不可用于“動詞＋間接賓語＋that從句“結構中，常見的有envy, order, accuse, refuse, impress, forgive, blame, denounce, advise, congratulate等。例如：

正確表達：He impressed the manager as an honest man.錯誤表達：He impressed the manager that he was an honest man.7.否定的轉移

若主句謂語動詞為think, consider, suppose, believe, expect, fancy, guess, imagine等，其后的賓語從句若含有否定意義，一般要把否定詞轉移到主句謂語上，從句謂語用肯定式。例如：

I don’t think this dress fits you well.我認為這件衣服不適合你穿。

三.表語從句

表語從句在復合句中作表語的名詞性從句，放在系動詞之后，一般結構是“主語＋連系動詞＋表語從句”?？梢越颖碚Z從句的連系動詞有be, look, remain, seem等。引導表語從句的that?？墒÷浴Ａ硗?，常用的還有the reason is that? 和It is because 等結構。例如： 1)The question is whether we can make good preparation in such a short time.2)This is why we can’t get the support of the people.3)But the fact remains that we are behind the other classes.4)The reason he is late for school is that he missed the early bus.四.同位語從句

同位語從句就是在復合句中作名詞的同位語的名詞性從句。

1.同位語從句的功能

同位語從句對于名詞進一步解釋，說明名詞的具體內容，一般由that引導，例如：

1)The king’s decision that the prisoner would be set free surprised all the people.2)The order that all the soldiers should stay still is given by the general.2.同位語在句子中的位置

同位語從句有時可以不緊跟在它所說明的名詞后面，而是被別的詞隔開。例如：

He got the news from Mary that the sports meeting was put off.3.同位語從句與定語從句的區別

(1)定語從句中的that既代替先行詞，同時以在從句中作某個成分（主語或賓語），而同位語從句中的that是連詞，只起連接主句與從句的作用，不充當句中任何成分。

(2)定語從句是形容詞性的，其功能是修飾先行詞，對先行詞加以限定，描述定的性質或特征；同位語從句是名詞性的，其功能是對名詞進行補充說明。例如： 1)The news that he told me is that Tom would go abroad next year.（他告訴我的消息是湯姆明年將出國。）（第一個that引導的從句是定語從句，that在從句中作賓語）

2)The news that Tom would go abroad is told by him.（湯姆將出國的消息是他講的。）（同位語從句，that在句中不作任何成分）

高一英語名詞性從句專項練習

1．____he does has nothing to do with me.A.whatever B.No matter what C.That D.If 2.The manager came over and asked the customer how____

A.did the quarrel came about

B.the quarrel had come about

C.had the quarrel come about

D.had the quarrel come about 3.Energy is ____makes thing work..A.what B.something C.anything

D.that 4.Information has been put forward ____ more middle school graduates will be admitted into universities.A.while B.that C.when D.as 5.This is ___the Shenzhou V Spaceship landed.A.there

B.in which

C.where

D.when 6.They have no idea at all____.A.where he has gone

B.where did he go

C.which place has he gone

D.where has he gone

7.The doctor did a lot to reduce the patient’s fear ____he would die of the disease.A.that

B.which

C.of which

D.of that

8.The order came ___the soldiers ____the small village the next morning.A.that;had to leave

B.that;should leave

C./;must leave

D.when;should leave 9.___is no possibility ____Bob can win the first prize in the match.A.There;that

B.It;that

C.there;whether D.It;whether 10.The question came up at the meeting_____ we had enough money for our research.A.that

B.which

C.whether

D.if 11.Is _____he said really true?

A.that B.what C.why

D.whether 12.____the meeting should last two days or three days doesn’t matter.A.That B.Whether C.If

D.Where 13.It worried her a bit _____her hair was turning gray.A.while

B.if

C.that D.for

14.???_____more countries can use natural energy in the future remains to be seen.A.Whether

B.This

C.who

D.If

15.____he will go to work in a mountain village surprises all of us.A.What B.That

C.Whether

D.If 16.____you don’t like him is none of my business.A.What B.That

C.Who

D.How 17.____all the inventions have in common is ____they have succeeded.A.What;what B.That;that

C.what;that D.That;what 18.____appeared to me that he enjoyed the food very much.A.What

B.It

C.All that

D.That 19.It is widely ______that smoking can cause cancer.A.believed

B.think

C.say

D.hoped 20.____caused the accident is still a complete mystery.A.What

B.That

C.How

D.Where

Keys:

1—5 ABABC 6—10 AABAC 11—15 BBCAB 16—20 BCBAA

第二章 “It”用法及其句型和固定搭配講解

“It” 用法及其句型和固定搭配，是高中英語語法的重點、難點，又是近幾年高考的熱點，因此應給予充分的重視，現將it用法歸納如下：

一、It用作實詞

表達以下概念:指代前文提到的事物，前文中的this, that；替代前文中的內容；指代一位性別不明的小孩或未知的人；指代未指明但談話雙方都知道的那件事；指代時間、天氣、氣候、距離等自然現象??

二、It用作形式主語

替代作主語的從句、動詞不定式、動名詞，而把真正作主語的從句、動詞不定式、動名詞置于句尾。

It 作形式主語的常見句型：

1.代作主語的動詞不定式，其句型為

(1)It be adj.(for sb.)to do sth.此處adj.通常為描述事件的形容詞：easy, difficult, hard, necessary, unnecessary, possible, impossible, likely, unlikely, right, wrong, important, unimportant, legal, illegal, well-mannered, ill-mannered, polite, impolite, clear, obvious, certain, suitable, proper, fit, useful, useless, dangerous…

例

It is illegal(for a teenager)to drive a car without a license.(2)It be adj.of sb.to do sth.此處adj.通常為描述人的形容詞：kind, unkind, nice, rude, cruel, considerate, thoughtful, thoughtless, careful, careless, silly, foolish, stupid, clever, wise, crazy.例

It's kind of you to help me with the problem.(3)It替代作主語的動名詞的常見句型

It's no good/use doing…

It's(well)worth doing…

It's(well)worth one's while doing/to do… It's(well)worth while doing/ to do

例

It's no use crying over spilt milk.2.It替代作主語的從句常見句型

(1)It is + noun +從句

(2)It is adj.+clause

It's surprising that?(should)???竟然??

It's a pity/shame that?(should)???竟然??

例

It's important that you should apologize to her for your rudeness.(=It's of much

例

It is no secret that the president wants to have a second term at office.importance that you should apologize to her for your rudeness.)

(3)It verb sb.+ clause= It is v-ing + clause

It+surprise/delight/interest/disappoint/worry/disturb/annoy/amaze

/bother/concern/frighten/please/anger sb.that…

例

It worried me that she drove so fast.(= It was worrying that she drove so fast.)

(4)It verb(to sb.)that…= sb/sth verb to do

(verb = appear, seem, come about, emerge, follow, chance, happen, occur, transpire, turn out , work out)

例

It(so)happened/chanced that they were out.(= They happened/chanced to be out.)

(5)It is v-ed that…=sb/sth is to do

(verb=say, report, think, believe, hope, expect, agree, accept, decide, determine, intend, plan, understand, know）

例

It is said that the couple have gotten divorced.(=The couple are said to have gotten divorced.)

(6)It is v-ed that …(should)…

(verb=demand, request, require, order, suggest, advise, recommend

例

It is suggested that they should begin with the third question.三、It作主語的句型

1.It takes sb.? to do?(=sb takes?to do?)某人用多長時間做某事

例

It took the men a week to mend our roof.(= The men took a week to mend our roof.)

2.It's(just)(un)like sb.to do?（不）像某人做某事的風格

例

It was(just)like him to think of helping us.3.It's(about/high)time that? should /v-ed?是該做某事的時候了

例

It's(about/high)time that we should take action.4.It's the x-th time(that)? have v-ed?第幾次做某事了

例

It's the third time that he has failed the driving test.5.It is/has been? since ?continuous v-ed(延續性動詞)某動作已有多長時間不發生了

例

It's 10 years that he lived here

6.It was(not)? before?過(不)了多長時間某動作發生了

例

It was not long before they arrived.四、It 作形式賓語

用來替代作賓語的從句、動詞不定式、動名詞，而把真正作賓語的從句、動詞不定式、動名詞置于句尾。

It 作形式賓語的常見句型：

1.verb+ it+ adj./noun(for/of)to do/clause(verb=think, believe, suppose, consider, feel, make, keep…)

例

I think it hard for you to do the task on your own./I think it hard that you'll do the task on your own.2.verb+it+adj./noun(one's)doing(adj.=useless/worth/worthwhile)(noun=no use/no good/worth one's while/a waste of time/money/energy/words)(verb=think, believe, suppose, consider, feel, make, keep…)

例

I'll make it worth your while telling me about his secret.3.verb+it+ important/unimportant/necessary/unnecessary/natural/essential that …(should)…

verb+it+of much/great/no/little importance that…(should)…

(verb=think, believe, suppose, consider, feel, make, keep…)

例

I think it important that you(should)attendthe conference.4.verb + it+ as+ noun/adj.+ clause(verb=accept, regard, take, see, view)

例

The lecturer takes it as encouraging when so many students attend his lecture.5.v.+it + prep.+ that…

owe it to sb.that?把?歸功于?

leave it to sb that?把?留給某人去做

take it for granted that ?想當然

keep it in mind that…

例

Don't bother to arrange anything.Just leave it to me to sort out.6.It用在不能直接跟賓語從句的動詞后面，尤其是表示好惡的動詞后，enjoy, like, love, dislike, resent, hate, don't mind, be fond of, feel like, see to 賓語從句緊跟it之后

例

I hate it you can swim so well and I can't.7.It用在不能直接跟賓語從句的介詞后面，賓語從句緊跟it之后（except that例外）

例

I'm for it that you will follow their advice.五、強調句型

It is/was+被強調部分+ that(who)? 強調句型用來強調謂語動詞以外的任何句子成分。當被強調部分是人時也可以用who。

在使用強調句型時需注意以下幾點：

1.請注意強調句型的特殊疑問句

例

When was it that he changed his mind to take part in the activity？

2.在強調原因狀語從句時，只能強調由because所引導的從句

例

It was because he was ill that he didn't come to school yesterday.3.在強調not ? until結構時必須把not與until一起放到被強調的位置上

例

It was not until she took off her dark glasses that I realized she was my brother.4.注意強調句型與定語從句的區別

例

It was at 7 o'clock that he came here yesterday.(強調句型)

It was 7 o'clock when he came here yesterday.(定語從句)

六、It 常用的固定搭配

1.make it

(1).在口語當中相當于succeed,表示：成功、做到、說定、趕上、及時到達

例

It's hard to make it to the top in show business.(2).在口語中相當于fix the date for,表示“約定好時間”

例

—Shall we meet next week?

—OK.We just make it next Saturday.2.as it is

(1).相當于in fact, in reality表示“事實上，實際情況是??”

例

We had planed to finish the task today, but as it is we probably won't finish it until next week.(2).相當于方式狀語從句，表示“照原樣”

例

Leave the table as it is.3.as it were 相當于as one might say, that is to say, 表示“也就是說，可以說，換句話說”

例

He is, as it were, a modern Sherlock Holmes.4.if it weren't for?/if it hadn't been for?用來引導虛擬語氣，相當于without, or but for, 表示“如果不是??，要不是??”

例

If it weren't for Tom, I wouldn't be alive today.5.that's it

(1).相當于That's all.That's so much.表示“至此為止，沒有別的了”

例

You can have one more sweet, and that's it.(2).相當于 That's right.表示“對啦”

例

— I guess the key to the problem is thechoice “A”

—That's it.6.catch it 在口語中，相當于be punished/scolded for doing sth.wrong.表示“因做錯事而挨罵，受責備，受批評，受懲罰”

例

We'll really catch it form our teacher if we're late for class again.7.have it

(1).相當于say, insist表示“說，主張，表明，硬說”

例

Rumour has it that they are getting divorced.(2).相當于get to know something,表示“了解，知道，獲悉”

例

I had it from John that she was going abroad.8.have what it takes在口語中，相當于be well qualified for, 表示“具有成功的條件”

例

You can take it from me that your daughter has what it takes to be a star.9.so it seems / appears.10.Keep at it!(Don't give up!)相當于go on,表示“繼續做，不放棄”

例

My teacher asked me to keep at it.11.Go it!(Go on!)拼命干, 莽撞

12.Now you have done it!(You have done sth.wrong.)

13.Now you'll catch it!(You'll be punished.)

14.As it happened, ? 在口語中，相當于it's a pity that?, 表示“真不湊巧，真遺憾”

例

As it happened, they were out.15.As it turned out,?在口語中，相當于it was found to be in the end, 表示“最后被證明是”

例

As it turned out, his statement was false.16.Such as it is(they are)在口語中，相當于although it may not be worth much, 表示“雖然沒有多大價值”

例

You can borrow my exam notebook, such as it is.17.Take it/things easy.相當于Don't worry or don't hurry.用來勸告別人，表示“不要慌，別擔心，存住氣”

例

Take it easy!He will do it well.18.Take it from me.在口語中，相當于believe me what I say.表示“請相信我的話，我敢擔?！?/p>

例

You can take it from me that he will make it this time.19.For what it is worth?在口語中，相當于although I'm not sure it's of value, 表示“不管其價值如何”

例

Here is the article I promise you, for what it's worth.20.Worth it 在口語中，相當于useful, 表示“有好處，值得做”

例

Don't hesitate about it!It's worth it.21.Believe it or not.表示“信不信由你”

例

Believe it or not, Tom is getting married to Mary next Sunday.22.Take it or leave it.v.要么接受要么放棄

例

That is my last offer.You can take it or leave it.23.It all depends/that all depends 在口語中，相當于it hasn't been decided yet, 表示“那得看情況，還沒有定下來”

例

—Are you going to the countryside for holiday?

—It/That all depends.24.It's up to sb.在口語中，相當于it's decided by sb.表示“由??決定，由??負責，取決于??”

例

—Shall we go out for dinner?

—It's up to you.“It”用法及其句型和固定搭配專練

1.Was it during the Second World War_____ he died? A.that

B.while

C.in which

D.then(88)

2.Is ____ necessary to complete the design before National Day? A.this

B.that

C.it

D.he(89)

3.I don't think ____ possible to master a foreign language without much memory work.A.this

B.that

C.its

D.it(91)

4.Does ______ matter if he can't finish the job on time? A.this B.that C.he D.it(91)5.It was not _____ she took off her glasses _____ I realized she was a famous film star.A.when , that

B.until , that

C.until , that

D.when , then(92)6.I was disappointed with the film.I had expected ______ to be much better.A.that

B.this

C.one

D.it(93)

7.It was not until 1920 ______ regular radio broadcasts began.A.while

B.which

C.that

D.since(94)

8.______is a fact that English is being accepted as an international language.A.There

B.This

C.That

D.It(95)

9.It was only when I reread this poems recently _____ I began to appreciate their beauty.A.until

B.that

C.then

D.so(97)

10.I hate_____when people talk with their mouths full.A.it

B.that

C.these

D.them(98)

11.It is the ability to do the job _____ matters not where you come from or what you are.A.one

B.that

C.what

D.it(2000)

12.I like ___ in the autumn when the weather is clear and bright.(2004)A.this

B.that C.it

D.one

13.—Do you like ___ here?

—Oh, yes.The air, the weather, the way of life.Everything is so nice.(全國卷)

A.this B.These

C.That

D.it

14.We needed a new cupboard for the kitchen.So Peter made ___ from some wood.(全國卷)A.it

B.One

C.Himself

D.another

15.The foreign Minister said, “ _____ our hope that the two sides will work towards peace.”(2004北京)

A.This is B.There is C.That is

D.It is

16._____ is reported in the newspaper, talks between the two countries are making progress.(2004北京)

A.It

B.As

C.That

D.What 17.— How often do you eat out?(2004, 天津)— ________, but usually once a week.A.Have no idea

B.It depends

C.As usual

D.Generally speaking 18.We wanted to get home before dark, but it didn't quite _____ as planed.(2004浙江卷)A.make out

B.turn out

C.go on

D.come up

19.— What do you want to do next? We have half an hour until the basketball game.—________.Whatever you want to do is fine with me.A.It just depends

B.It's up to you

C.All right

D.Glad to hear that

20.It was ____ back home after the experiment.A.not until midnight did he go B.until midnight that he didn't go C.not until midnight that he went D.until midnight when he didn't go

KEYS:

1-5 ACDDB 6-10 DCDBA

11-15 ACDBD 16-20 BBBBC

第三章 高中英語語法中的省略現象

在英語語言中，為了使語言簡潔明了，重點突出或上下文緊密相連，可以省去某些句子成分而保持句子愿意不變，這種語言現象稱之為省略?，F就英語中的種種省略現象分析如下：

一、并列復合句中的省略

在并列句中后邊的分句可以省略與前邊分句中相同的成分。如：

a)The boy picked up a coin in the road and(the boy)handed it to a policeman.這個男孩在馬路上拾起一枚硬幣并把他交給了警察。

b)Your advice made me happy but(your advice made)Tom angry.你的建議使我高興但使湯姆生氣。

c)Tom must have been playing basketball and Mary(must have been)doing her homework.湯姆肯定一直在打籃球，瑪麗一直在寫作業。

d)Gao Xiumin was born in 1959 and Fu Biao(was born)in 1963.高秀敏出生于1959年，傅彪出生于1963年。

二、主從復合句中的省略

1．狀語從句中的省略

一般說來省略現象多出現在下列五種狀語從句中：由 when ,while ,as ,before, after , till, until, once等引導的時間狀語從句；由whether ,if , unless 等引導的條件狀語從句；由though , although ,even if ,whatever等引導的讓步狀語從句；由 as ,than 等引導的比較狀語從句；由as, as if , as though 等引導的方式狀語從句。上述狀語從句在省略時應遵循下面原則： 1)當狀語從句的主語與主句的主語一致時，可以省略狀語從句的主語和系動詞be，這時從句中可出現如下結構：(1)連詞（as, as if , once）+ 名詞;(2)連詞（though, whether , when）+形容詞；(3)連詞(whether, as if ,while)+介詞短語；(4)連詞(when , while , though)+ 現在分詞；(5)連詞(when ,if ,even if ,unless ,once ,until, than , as)+ 過去分詞；(6)連詞(as if ,as though)+ 不定式。如：

a)Once(he was)a worker ,Pang Long now becomes a famous singer.龐龍曾經是個工 人，現在變成一位著名的歌手。

b)Work hard when(you are)young ,or you'll regret.趁年輕要努力學習，要不然你會后悔的。

c)He looked everywhere as if(he was)in search of something.他到處看似乎在找什么東西。d)While(he was)holding talks with President Hu Jintao ,US President George W.Bush thanked China for its important role in the Six-Party Talks.美國總統布什在與胡錦濤主席會談時，感謝中國在六方會談中起的重要作用。

e)The exhibition is more interesting than(it was)expected.這次展覽比被預料的有趣的多。

f)Olympic gold medallist hurdler Liu Xiang opened his lips as if(he were)to speak。奧林匹克金牌獲得者跨欄運動員劉翔張開嘴好像要說什么。注意：

1)當從句的主語和主句的賓語一致時，間或也有這樣的省略,如：

Her father told her to be careful when(she was)crossing the street.當她過馬路時父親告訴她要當心。

2)當從句的主語是 it，謂語動詞中又含有系動詞be 時，可以把it和系動詞be一起省略。此時構成連詞(if , unless ,when , whenever)+形容詞的結構。如：

Unless(it is)necessary ,you'd better not refer to the dictionary.如果沒有必要，你最好不要查字典。

2．定語從句中的省略

1）一般說來，在限制性定語從句中，作賓語的關系代詞 that ,which , whom 可以省略；如：

Is this reason(that)he explained at the meeting for his carelessness in his work?這就是他在會上解釋他工作中粗心的原因嗎？（2002上海春季）

而在非限制性定語從句中作賓語的關系代詞 which , whom 不可以省略。試比較：

Tom(whom)you saw yesterday fell ill.(whom可以省)你昨天見到的湯姆病倒了。

Tom , whom you saw yesterday ,fell ill.(whom不可以省)湯姆病倒了，你昨天見到他了。

2）在口語和非正式用語中，關系副詞when ,where , 和 why 經常用that 來代替，甚至還可省略。如：

a)This is the first time(when/that)he had trouble with the boss.這是他第一次麻煩老板。

b)He wants to find a good place(where/that)we can have a picnic during the “golden week ”holiday.他想找一個能在黃金周期間野餐的好地方。

c)Could you tell us the reason(why/that)he was so unhappy ? 你能告訴我們他為什么如此不高興嗎？

3）當先行詞為表示方式的 the way 時，從句不能用 how 來引導，應該用that 或 in which，或將它們全部省略。如：

I don't like the way(that/in which)you laugh at her.我不喜歡你嘲笑他的行為。

3．賓語從句中的省略

1）在及物動詞后面所接的賓語從句中，連詞that 一般可以省略；但如果及物動詞后面是由that引導的兩個或兩個以上的并列的賓語從句，那么只有第一個that可以省略。如：

a)I think(that)the reform of the renminbi's exchange rate is necessary.我認為人民幣兌換率的改革是必要的。

b)He said(that)the Anti-secession law had been passed and that President Hu Jintao had signed a presidential order 他說《 反分裂國家法》已被通過，而且胡錦濤主席已簽署了主席令。2）由 which , when ,where , how,和 why 引導的 賓語從句，可以全部或部分省略。如：

a)I know that NBA star Yao Ming will come to our city but I don’t know when(he will come to our city).我知道NBA明星要到我們城市來但我不知道他什么時候來。

b)He wants to move abroad but his parents wonders why(he wants to move abroad)他想搬遷到國外但他的父母想知道為什么。

4．在與suggest ,request ,order ,advise 等詞相關的名詞性從句中，須用虛擬語氣形式“should +動詞原形”，should可以省略。如：

Chirac, President of the Republic of France suggested that the China-France Culture Year(should)last long in various forms.法國總統希拉克建議中法文化年以各種各樣的形式長期持續。

5．主句省略多用于句首。如：

(It is a)Pity that I didn’t go to Mary's birthday party yesterday.很遺憾，我昨天沒有去參加瑪麗的生日聚會。

6．在答語中，主句可全部省略。如：

—Why were you absent from school last Friday ?—(I was absent from school)Because my mother was ill.—上周五你為什么沒有上學？ —因為我媽媽病了。

三、簡單句中的省略

1．省略主語

1）祈使句中的主語通常被省略 如：

(You)Open the door, please.請開一下門。

2)其它省略主語多限于現成的說法 如：

a)(I)Thank you for your help 謝謝你的幫助。

b)(It)Doesn’t matter.沒關系。

2．省略主謂語或主謂語的一部分 如：

a)(There is)No smoking.禁止抽煙

b)(Is there)anything else ? 還有其他事嗎 ？

c)(You come)This way please.請這邊走。

d)(Will you)Have a smoke ? 抽煙嗎 ？

3．省略賓語 如：

—Do you know Mr.Li ? 你認識李先生嗎？— I don’t know(him.)我不認識他 4．省略表語 如：

—Are you thirsty ? 你30歲了嗎？ Yes , I am(thirsty).是的，我是。

5．同時省略幾個成分 如：

a)—Are you feeling better now? 你覺得好些了嗎 ？—(I am feeling)Much better(now)好多了。

b)(I wish)Good luck(to you).祝你好運/祝你順利。

四、動詞不定式省略，只保留to 的場合1．不定式作某些動詞的賓語時，這些動詞常見的有：love, like, care, wish, hope, expect, prefer, refuse, mean , try , oblige , advise , persuade , agree , want , afford , forget , remember , try , manage等。如：

a)— You should have thanked her before you left.—I meant to ,but when I was leaving I couldn’t find her anywhere.—你本該在離開前謝謝她?！冶敬蛩氵@么做，但當我就要離開的時候我卻找不到她了。（2000上海春）

b)You can do it this way if you like to.如果你想做，你可以這么做。

2．不定式作某些動詞的賓語補足語或主語補足語時，這些動詞常見的有：ask , tell ,advise, force, persuade, wish, allow, permit , forbid ,expect, order ,warn 等。如 ：

a)The boy wanted to ride his bicycle in the street ,but his mother told him not to.男孩想在街上騎他的自行車，但他母親不讓。(NMET1995)b)She wants to come but her parents won’t allow her to(come).她想來，可是她父母不讓。

3．不定式在句中作某些形容詞的狀語時，常見的形容詞有：happy, glad ,eager , anxious , willing , ready 等。如：

— I will be away on a business trip.Could you mind looking after my cat ?

— Not at all.I would be happy to(look after your cat).—我要出差，你能幫我照顧一下我的貓嗎？—沒關系，我很愿意。

4．不定式作某些復合謂語時，常見結構如：be able to, be going to, have to, ought to, used to等。如：

He doesn’t like fish but he used to 他現在不喜歡吃魚，但過去喜歡。

五、動詞不定式to 的省略

1．主語部分有to do ,系動詞 is 或 was 時，作表語的不定式通常省去to。如：

The only thing you have to do is press the button.你必須做的惟一事情是按按鈕。

2．作介詞but ,expect ,besides 的賓語，前面又有實意動詞 do時，不定式通常省去to.如：

He said that Chen Shuibian had nothing to do except push a pro-“independence” timetable.他說陳水扁除了推進支持“獨立”的時間表外，什么也沒有做。

3．主語部分暗含to do，表語中的不定式通常省去to。如：

All I want(to do)is go to school and study hard.我想要（做）的就是上學，努力學習。

4．當兩個或多個不定式并列時，其后的不定式符號可以省略，但有對比關系時不可省略。如：

It is easier to say than to do.說起來容易，做起來難。

5．在would rather?than? 等結構中，不定式符號常常要省略.如：

I would rather stay at home than go to see a film.我寧愿呆在家也不愿去看電影。

6．在see ,watch ,notice ,hear, listen to ,look at ,feel ,have, make, let ,observe 等詞后作賓語補足語時省略不定式符號to；why(not)do 結構 中, 不定式不帶to。如：

a)I saw her enter the room.我看見她進入了房間

b)Why not join us ?為什么不加入到我們的行列里來呢？

六．其他一些省略結構

1．名詞所有格修飾的名詞，若表示住宅、店鋪、教堂或上下文已暗示或明確指出過的事物時，常?？梢允÷浴Ｈ纾?/p>

We spent the weekend at the Mary's.我們在瑪麗家過的周末。

2．What和 how引導的感嘆句中，常可省略主語 it 和be動詞 如：

a)What a wonderful victory(it is)for Tom!這對Tom來說是個多么大的勝利呀！

b)How beautiful(it is)to be treated like a normal child.被當作一個正常孩子對待對他而言是多么美妙的一件事呀。

第四章 主謂一致

主謂一致(Subject-Verb Agreement)，指”人稱”和”數方面的一致關系.如: He is going abroad.They are playing football.可分為:語法一致, 內容一致, 就近一致.(一)語法一致原則: 即主語為單數,謂語用單數,主語為復數,謂語也用復數.以下為注意事項: 1.單數主語即使后面帶有with , along with, together with, like(象), but(除了),except, besides, as well as, no less than, rather than(而不是), including, in addition to 引導的短語, 謂語動詞仍用單數.如: Air as well as water is matter.空氣和水都是物質.No one except two servants was late for the dinner.除了兩個仆人外, 沒有一個人遲來用餐。

2.用and連接的并列主語,如果主語是同一個人,同一事,同一概念, 謂語動詞用單數, 否則用復數.如:

The poet and writer has come.那位詩人兼作家來了.(一個人)A hammer and a saw are useful tools.錘子和鋸都是有用的工具.(兩樣物)用and連接的成對名詞習慣上被看成是一個整體, 如:bread and butter(黃油抹面包), knife and fork(刀叉)等作主語時, 謂語動詞用單數。

3.不定式(短語), 動名詞(短語), 或從句作主語時, 謂語動詞用單數.如: Serving the people is my great happiness.為人民服務是我最大的幸福.When we’ll go out for an outing has been decided.我們什么時候出去郊游已決定了。

4.用連接的并列主語被each, every 或no修飾時, 謂語動詞用單數.Every boy and every girl likes to go swimming.每個男孩和每個女孩都喜歡去游泳.No teacher and no student was absent from the meeting.沒有老師也沒有學生開會缺席.Each man and(each)woman is asked to help.每個男人和每個女人都被請去幫忙。

5.each of + 復數代詞, 謂語動詞用單數.復數代詞+each, 謂語動詞用單數.如: Each of us has something to say.我們每個人都有話要說。

6.若主語中有more than one 或many a/an , 盡管從意義上看是復數, 但它的謂語動詞仍用單數。但more+復數名詞+than one做主語時, 謂語動詞仍用復數.如: Many a boy likes playing basketball.許多男生都喜歡打籃球.More than one student was late.不只一個學生遲到

More persons than one come to help us.不止一個人來幫助我們。

7.none 做主語時,謂語動詞可用單數, 也可用復數;但在代表不可數的東西時總是看作單數,因而謂語動詞要用單數.如: None of us are(is)perfect.人無完人。

None of this worries me.這事一點不使我著急。

8.名詞如: trousers, scissors, clothes, goods, glasses 等作主語時, 謂語動詞必須用復數.如: His clothes are good.但這些名詞前若出現 a pair of , 謂語一般用單數.如: A pair of glasses is on the desk.桌上有一副眼鏡。9.形復意單名詞如:news;以ics 結尾的學科名稱如: physics, mathematics, economics;國名如: the United States;報紙名如: the New Times;書名如: Arabian Night <天方夜談>;以及The United Nations<聯合國> 等作主語時, 謂語動詞用單數。

10.“a +名詞+and a half “, “one and a half + 名詞”, “the number of + 名詞” 等作主語時, 謂語動詞要用單數.如: Only one and a half apples is left on the table.注意: one or two + 復數名詞作主語, 謂語動詞用復數形式, 如: One or two places have been visited.參觀了一兩個地點。

(二)內容一致原則:

1.主語中有all, half, most, the rest等, 以及”分數或百分數+名詞”做主語時,謂語動詞單復數取決于連用的名詞.如: The rest of the bikes are on sale today.剩下的自行車，今天出售。

60%of the apple was eaten by little boy.這個蘋果的60%都被這個小男孩吃了。Most of the apples were rotten.大部分的蘋果都是爛的。Most of the apple was eaten by a rat.這個蘋果的大部分被老鼠吃了。

2.不定數量的詞組, 如:part of , a lot of , lots of , one of , a number of , plenty of等作主語時, 謂語動詞的單復數取決于量詞后面名詞的數.如: A part of the textbooks have arrived.一小部分教科書已運到。

A part of the apple has been eaten up by the pig.這個蘋果的一部分被豬吃光了。

3.加減乘除用單數.如: Fifteen minus five is ten.15減去5等于10。

4.表示時間, 金錢, 距離, 度量等的名詞做主語時, 盡管是復數形式, 它們做為一個單一的概念時, 其謂語動詞用單數.如: Ten miles is a good distance.十英里是一個相當的距離。

5.(1)通常作復數的集體名詞.包括police , people, cattle 等, 這些集體名詞通常用作復數.如:

The British police have only very limited powers.(2)通常作不可數名詞的集體名詞.包括equipment, furniture, clothing, luggage 等.(3)可作單數也可作復數的集體名詞.包括 audience, committee, government, family, enemy, group, party, team, public 等.如: The committee has/have decided to dismiss him.委員會決定解雇他。

6.the +形容詞/過去分詞形式”表示一類人或事物, 作主語時, 謂語動詞用復數.如: The injured were saved after the fire.(三)就近原則

1.由here, there, where 等引導的倒裝句中,(有時主語不止一個時)謂語動詞與靠近它的主語在數上一致.如: Here comes the bus 公共汽車來了.Here is a pen and some pieces of paper for you.給你一支鋼筆和幾張紙。Where is your wife and children to stay while you are away? 你不在這兒的時候, 你愛人和孩子在哪兒呆呢？

2.用連詞or, either....or, neither?.nor, not only?.but also 等連接的并列主語, 謂語動詞與靠近它的主語在數上一致。如：

Neither the students nor the teacher knows anything about it 學生和老師都不知道這事.He or you have taken my pen.他或你拿了我的鋼筆。

注意: one of +復數名詞+who/that/which 引導的定語從句中, 定語從句的動詞為復數。如： Mary is one of those people who keep pets.瑪麗是飼養寵物者之一。

The only one of +復數名詞+ who/that./which 引導的定語從句中，定語從句的動詞應為單數。Mary is the only one of those people who keeps pets.瑪麗是唯一一個飼養寵物的人。

主謂一致練習

1.About 60 percent of the students _____ from the south, the rest of them _____ from the north and foreign countries.A.are/is

B.are/are

C.is/are

D.are 2.Half of the workers here _____ under 30 _____.A.is/years

B.are/year old

C.is/years old

D.are/years of age 3.Now Tom with his classmates _____ football on the playground.A.play

B.are playing

C.plays

D.is playing 4.The number of pages in this dictionary _____ about two thousand.A.are

B.has

C.have

D.is 5.Thirty dollars _____ too expensive.A.are

B.is

C.were

D.be 6.The audience _____ so large that no seat was left unoccupied in the great hall.A.is

B.are

C.was

D.has 7.The secretary and principal _____ at the meeting now.A.are speaking

B.is speaking

C.were making a speech D.have a speech 8.“If anybody _____, please put down _____ name,” said the teacher to the monitor.A.wants to buy the book/his

B.want to buy the book/their C.will buy the book/one's

D.wants to have the book bought/her 9.Nothing but one desk and six chairs _____ in the room.A.are

B.is stayed

C.is

D.are left 10.Having arrived at the station, _____.A.it was found that the train had left &nb, sp;B.th, e trai, n had left C.the train was found left

D.he found that the train had left 11.Between the two roads _____ a TV tower called “Skyscraper Tower”.A.stands

B.standing

C.which stands

D.stand 12.Either of you _____ going there tonight.A.will

B.was

C.is

D.are 13.You as well _____ right.A.I are

B.I am

C.as I am

D.as I are 14.All but Dick _____ in Class Three this term.A.are

B.is

C.were

D.was 15.--Shall I wait here for three hours?

--Yes.Three hours ___, __ t, , , , , o wait for such a doctor.A.are not very long for you

B.is not long enough fo, , , , , r you C.was not long enough for you

D.will be too long for you 16.Where to get the materials and how to get them _____ at the meeting.A.have not discussed

B.have not been discussed C.has not discussed

D.has not been discussed 17.I took mathematics and physics because I think that _____ very important for me to make further research in this field.A.what is

B.they are

C.this

D.which are 18.Every student and every teacher _____.A.are going to attend the meeting

B.have attended the meeting C.has attended the meeting

D.is attended the meeting 19.Three fourths of the bread _____ by Bob, and the rest of the bread _____ left on the table.A.was eaten/were

B.were eaten/was

C.were eaten/were

D.was eaten/was 20.This pair of shoes _____.A.is her

B.is hers

C.are hers

D.are her 21.There ______ no life on the moon.A.is said to have

B.are said to have

C.is said to be

D.are said to be 22.A group of ______ are eating ______ and ______ at the foot of the hill A.sheep;grass;leaves

B.sheeps grasses leaves C.sheep;grass leaf

D.sheeps grass leafs 23.My family raise a lot of _______, including two______.A.cattles cows

B.cows cattle C.cattle cows

D.cow, cattles 24.What he says and what he does_______.A.does not agree

B.do not agree C.does not agree with D.not agree 25.The boy and the girl each ______ toys.A.have their own B.has their own C.have her own D.has her own 26.She is the only one among the ______ writers who ______stories for children.A.woman, writes B.women write C.women writes

D.woman write 27.The railway station is ______from our school.A.two hour`s drive

B.two hours` drive C.two hour drive D.two hours drive 28.Mike and John`s ______.A.father is a teacher

B.fathers are teachers

C.father are teachers

D.fathers are teacher 29.A great deal of talking and listening that ______ under casual circumstance may seem to be aimless.A.is occurred

B.are occurred

C.occurs

D.occur 30._______ the classroom needs to be cleaned.A.Either the offices or

B.The offices and

C.Both the office and

D.The office and 31.Three-fourths of the homework ______today.A.has finished B.has been finished C.have finished D.have been finished 32.More than 60 percent of the world’s radio programmes ______in England.A.is

B.was

C.are

D.be 33.______work has been done to improve the people`s living standard A.A great deal of

B.A great many

C.A large number of

D.Many 34.The rest of the magazines ______ within half an hour.A.is sold out

B.are sold out

C.was sold out

D.were sold out 35.There ______ a lot of sugar in the jar.A.has

B.have

C.is

D.are 36.“All ______present and all ______going on well”, our monitor said.A.is is

B.are, are

C.are is

D.is are 37.Yesterday the League secretary and monitor ______ asked to make a speech at the meeting.A.is

B.was

C.are

D.were.38.Mary as well as her sisters ______ Chinese in China.A.are studying

B.have studied

C.studies

D.study 39.The rich______ not always happy.A.are

B.is

C.will

D.may 40.______can be done ______done.A.All, have been B.All that ,have been

C.All has

D.All that ,has been 41.Either of the plans ______equally dangerous.A.are

B.is C.has

D.have 42.The police ______the murderer everywhere when he suddenly appeared in a theatre.A.is searching

B.were searching for

C.are searching

D.was searching for 43.Your trousers ______dirty, you must have______ washed.A.is it

B.are it

C.are them

D.is them 44.The Olympic games ______held every four ______.A.is years

B.are years

C.is year

D.are year 45.He is the oly one of the students who______elected.A.are

B.have

C.has

D.is 46.______a good enough price for this book

A.Two yuans are B.Two yuan are

C.Two yuans is

D.Two yuan is 47.No bird and no beast ______in the lonely island A.are seen

B.is seen

C.see

D.sees 48.Every means ______prevent the water from______ A.are used to polluting

B.get used to polluting C.is used to , polluted

D.is used to ,being polluted 49.Each of the ______in the ship.A.passenger has his own room

B.passengers have their own room C.passenger have their own room

D.sengers has his own room 50.What we need ______good textbooks.A.is

B.are

C.have

D.has 51.What you said just now______to do with the matter we are discussing.A.have something

B.has something

C.had something

D.was something 52.Either your parents or your elder brother ______to attend the meeting tomorrow.A.is

B.are

C.are going

D.have

53.Neither of the novels which ______popular with us ______been translated into Chinese.A.are has

B.are have

C.is have

D.is has 54.Every boy and every girl ______to attend the evening party.A.wish

B.wishes

C.hope

D.are hoping 55._______ has been done.A.nety—nine percents of the work

B.Half of what he promised C.Two-fifths of the articles

D.Three quarter of the business

答案：

1-5 BDDDB

6-10 ABACD

11-15 ACDAB

16-20 DBCDB 21-25 CACBA

26-30CBACA

31-35 CCADC

36-40CBCAD

41-45 BBCBD

46-50 DBDDB

51-55 BAABB

第五章

動詞不定式不定式作賓語 1)動詞+ 不定式

afford, aim, appear, agree, arrange, ask, be, decide, bother, care, choose, come, dare, demand, desire, determine, expect, elect, endeavor, hope, fail, happen, help, hesitate, learn, long, mean, manage, offer, ought, plan, prepare, pretend, promise, refuse, seem, tend, wait, wish, undertake

The driver failed to see the other car in time.司機沒能及時看見另一輛車。I happen to know the answer to your question.我碰巧知道你那道問題的答案。

2)動詞+不定式；動詞+賓語+不定式

ask, beg, choose, expect, hate, help intend like, love, need prefer, prepare, promise, want, wish

I like to keep everything tidy.我喜歡每件東西都保持整潔。I like you to keep everything tidy.我喜歡你使每件東西都保持整潔。I want to speak to Tom.我想和湯姆談話。I want you to speak to Tom.我想讓你和湯姆談話。

3)動詞+疑問詞+ to decide, know, consider forget, learn, remember, show, understand, see, wonder, hear, find out, explain, tell

Please show us how to do that.請演示給我們如何去做。

There are so many kinds of tape-recorders on sale that I can't make up my mind which to buy.有這么多的錄音機，我都拿不定主意買哪一種。

注意

疑問詞帶不定式在句中作成分時，謂語動詞用單數。如：The question is how to put it into practice.問題是怎樣把它付諸實施。

2.不定式作補語

1)動詞+賓語+不定式(to do)advise, allow, appoint, believe, cause, challenge, command, compel, consider, declare, drive, enable, encourage, find, forbid, force, guess, hire, imagine, impel, induce, inform, instruct, invite, judge, know, like, order, permit, persuade, remind, report, request, require, select, send, state, suppose, tell, think, train, trust, understand, urge, warn

a.Father will not allow us to play on the street.父親不讓我們在街上玩耍。b.We believe him to be guilty.我們相信他是有罪的。

Find 的特殊用法

Find 后可用分詞做賓補，或先加形式賓語，再加形容詞，最后加帶to 的動詞不定式。find后也可帶一個從句。此類動詞還有get，have。

I found him lying on the ground.I found it important to learn.I found that to learn English is important.典型例題

The next morning she found the man ___ in bed，dead.A.lying

B.lie

C.lay

D.laying

答案：A.find的賓語后面，用分詞或分詞短語，起賓語補足語作用?，F在分詞表達主動，也表達正在進行，過去分詞表達被動。

2)to + be 的不定式結構，作補語的動詞。

acknowledge, believe, consider, think, declare(聲稱), discover, fancy(設想), feel, find, guess, judge, imagine, know, prove, see(理解), show, suppose, take(以為), understand

We consider Tom to be one of the best students in our class.我們認為湯姆是班上最好的學生之一。

典型例題

Charles Babbage is generally considered ___ the first computer.A.to invent B.inventing

C.to have invented

D.having invented

答案：A.由consider to do sth.排除B、D。.此句只說明發明這一個事實，不定式后用原形即可。而C為現在完成時，發明為點動詞一般不用完成時，且此處也不強調對現在的影響，因此不選C。

3)to be +形容詞

seem, appear, be said, be supposed, be believed, be thought, be known, be reported, hope, wish, desire, want, plan, expect, mean

The book is believed to be uninteresting.人們認為這本書沒什么意思。

4)there be+不定式

believe, expect, intend, like, love, mean, prefer, want, wish, undrstand

We didn't expect there to be so many people there.我們沒料到會有那么多人在哪里。

注意

有些動詞需用as 短語做補語，如regard, think believe, take, consider.We regard Tom as our best teacher.我們認為湯姆是我們最好的老師。Mary took him as her father.瑪麗把他當作自己的父親。

3.不定式作主語

1)It's easy(for me)to do that.我做這事太容易了。

easy, difficult, hard, important, possible, impossible, comfortable, necessary, better;the first, the next, the last, the best, too much, too little, not enough

It's so nice to hear your voice.聽到你的聲音真高興。

It's necessary for you to lock the car when you do not use it.當你不用車的時候，鎖車是有必要的。

2)It's very kind of you to help us.他幫助我們，他真好。

kind, nice, stupid, rude, clever, foolish, thoughtful, thoughtless, brave, considerate(考慮周到的), silly, selfish(自私的)

It was silly of us to believe him.我們真愚蠢，竟然相信了他。

It seemed selfish of him not to give them anything.他不給他們任何東西，這顯得太自私了。

注意

1)其他系動詞如，look，appear等也可用于此句型

2)不定式作為句子成分時，動詞用單數形式。

3)當不定式作主語的句子中又有一個不定式作表語時，不能用It is? to?的句型(對)To see is to believe.百聞不如一見。(錯)It is to believe to see.It's for sb.和 It's of sb.1)for sb.常用于表示事物的特征特點，表示客觀形式的形容詞，如easy, hard, difficult,interesting, impossible等：

It's very hard for him to study two languages.對他來說學兩門外語是很難的。

2)of sb的句型一般用表示人物的性格，品德，表示主觀感情或態度的形容詞，如good, kind, nice, clever, foolish, right。

It's very nice of you to help me.你來幫助我，你真是太好了。

for 與of 的辨別方法

用介詞后面的代詞作主語，用介詞前邊的形容詞作表語，造個句子。如果道理上通順用of，不通則用for。如：You are nice.(通順，所以應用of)。He is hard.(人是困難的，不通，因此應用for。)

4.不定式作表語

不定式可放在be動詞后面，形成表語。例如： My work is to clean the room every day.His dream is to be a doctor.5.不定式作定語

不定式做定語通常要放在被修飾的詞后。例如： I have a lot of work to do.So he made some candles to give light.6.不定式作狀語 1)目的狀語

To? only to(僅僅為了), in order to, so as to, so(such)? as to?(如此??以便??)He ran so fast as to catch the first bus.他飛快地跑以便趕上第一班車。I come here only to say good-bye to you.我來僅僅是向你告別。

2)作結果狀語，表事先沒有預料到的，要放在句子后面。What have I said to make you angry.He searched the room only to find nothing.3)表原因 I'm glad to see you.典型例題

The chair looks rather hard, but in fact it is very comfortable to ___.A.sit

B.sit on

C.be seat

D.be sat on 答案：B.如果不定式為不及物動詞，其后應有必要的介詞。當動詞與介詞連用時，常位于“形容詞+動詞不定式”結構的末尾。

用作介詞的to to 有兩種用法：一為不定式+動詞原形； 一為介詞+名詞/動名詞, to 在下面的用法中是第二種，即to+ 名詞/動名詞：admit to承認，confess to承認，be accustomed to習慣于，be used to習慣于，stick to 堅持，turn to開始，著手于，devote oneself to 獻身于，be devoted to 致力于，look forward to 盼望，pay attention to

注意

省to 的動詞不定式

1)情態動詞(除ought 外，ought to)： 2)使役動詞 let, have, make：

3)感官動詞 see, watch, look at, notice , observe, hear, listen to, smell, feel, find 等后作賓補，省略to。

注意

在被動語態中則to 不能省掉。

I saw him dance.=He was seen to dance.The boss made them work the whole night.=They were made to work the whole night.4)would rather，had better： 5)Why? / why not?：

6)help 可帶to，也可不帶to, help sb(to)do sth：

7)but和except：but前是動詞do時，后面出現的動詞用不帶to的動詞不定式。8)由and, or和than連接的兩個不定式，第二個to 可以省去：

9)通常在discover, imagine, suppose, think, understand等詞后，可以省去to be：He is supposed(to be)nice.他應該是個好人。舉例：He wants to move to France and marry the girl.He wants to do nothing but go out.比較：He wants to do nothing but go out.He wants to believe anything but to take the medicine.典型例題

1)----I usually go there by train.----Why not ___ by boat for a change?

A.to try going

B.trying to go

C.to try and go

D.try going

答案：D.why not 后面接不帶to 的不定式，因此選D。2)Paul doesn't have to be made ___.He always works hard.A.learn

B.to learn

C.learned

D.learning

答案：B.make后接不帶to 的動詞不定式，當其用于被動時，to 不可省略。

動詞不定式的否定式

Tell him not to shut the window?

She pretended not to see me when I passed by.我走過的時候，她假裝沒看見。

典型例題

1)Tell him ___ the window.A.to shut not

B.not to shut

C.to not shut

D.not shut

答案：B。tell sb to do sth 的否定形式為tell sb not to do sth.2)She pretended ___ me when I passed by.A.not to see

B.not seeing

C.to not see

D.having not seen

答案：A。pretend 后應接不定式。其否定形式為pretend not to do sth.。

3)Mrs.Smith warned her daughter ___ after drinking.A.never to drive

B.to never driver C.never driving

D.never drive

答案：A。warn sb to do sth.的否定形式為warn sb not to do sth.此處用的是否定詞never.4)The boy wanted to ride his bicycle in the street，but his mother told him ____.A.not to

B.not to do

C.not do it

D.do not to

答案：A。not to 為not to do it 的省略形式?？梢灾挥胻o這個詞，而不必重復整個不定式詞組。及物動詞do后應有名詞、代詞等，否則不對，因此B，D不對。5)The patient was warned ___ oily food after the operation.A.to eat no

B.eating not

C.not to eat D.not eating 答案：C。warn一詞要求后用不定式，此處為不定式的被動，否定形式為be warned not to do。

不定式的特殊句型too?to?

1)too?to

太?以至于?

He is too excited to speak.他太激動了，說不出話來。

----Can I help you ? 需要我幫忙嗎?----Well, I'm afraid the box is too heavy for you to carry it, but thank you all the same.不用了。這箱子太重，恐怕你搬不動。謝謝您。

2)如在too前有否定詞，則整個句子用否定詞表達肯定，too 后那個詞表達一種委婉含義，意 為“不太”。

It's never too late to mend.(諺語)改過不嫌晚。

3)當too 前面有only, all, but時，意思是：非常? 等于very。I'm only too pleased to be able to help you.我非常高興能幫助你。He was but too eager to get home.他非常想回家。

不定式的特殊句型so as to 1)表示目的；它的否定式是so as not to do。

Tom kept quiet about the accident so as not to lose his job.湯姆對事故保持沉默是為了不丟掉他的工作。

Go in quietly so as not to wake the baby.輕點進去，別驚醒了嬰兒。2)so kind as to---勞駕

Would you be so kind as to tell me the time? 勞駕，現在幾點了。

不定式的特殊句型Why not “Why not +動詞原形”表達向某人提出建議，翻譯為：“為什么不???” “干嗎不???” 例如：Why not take a holiday? 干嗎不去度假?

不定式的時態和語態

時態語態

主動

被動

一般式

to do to be done

進行式

to be doing

完成式

to have done to have been done 完成進行式

to have been doing

1)現在時：一般現在時表示的動詞，有時與謂語動詞表示的動作同時發生，有時發生在謂語動詞的動作之后。

He seems to know this.I hope to see you again.= I hope that I'll see you again.我希望再見到你。2)完成時：表示的動作發生在謂語動詞表示的動作之前。I'm sorry to have given you so much trouble.He seems to have caught a cold.3)進行時： 表示動作正在進行，與謂語動詞表示的動作同時發生。He seems to be eating something.4)完成進行時：

She is known to have been wreaking on the problem for many years.動名詞與不定式

1)動名詞與不定式的區別：

動名詞表達的是： 狀態，性質，心境，抽象，經常性，已發生的 不定式表達的是： 目的，結果，原因，具體，一次性，將發生的 2)接不定式或動名詞，意義相同。

3)動名詞與不定式語義不同的有11 組：

stop to do stop doing

forget to do forget doing

remember to do remember doing

cease to do cease doing

try to do try doing

go on to do go on doing

afraid to do

afraid doing

interested to do interested doing

mean to do mean doing

regret to do regret doing

begin/start to do begin/start doing

特殊詞精講

stop doing/to do stop to do 停止，中斷做某事后去做另一件事。stop doing 停止做某事。

They stop to smoke a cigarette.他們停下來，抽了根煙。I must stop smoking.我必須戒煙了。

典型例題 She reached the top of the hill and stopped ___ on a big rock by the side of the path.A.to have rested B.resting

C.to rest D.rest 答案：C。由題意可知，她到了山頂，停下來在一個路邊的大石頭上休息。因此，應選擇“stop to do sth.停下來去做另一件事”。而不僅僅是爬山動作的終止，所以stop doing sth.不正確。stop doing/to do

forget doing/to do forget to do 忘記要去做某事。(未做)forget doing 忘記做過某事。

(已做)The light in the office is stil on.He forgot to turn it off.辦公室的燈還在亮著，它忘記關了。(沒有做關燈的動作)He forgot turning the light off.他忘記他已經關了燈了。(已做過關燈的動作)Don't forget to come tomorrow.別忘了明天來。(to come動作未做)

典型例題

----The light in the office is still on.----Oh, I forgot___.A.turning it off

B.turn it off

C.to turn it off

D.having turned it off 答案：C。由the light is still on 可知燈亮著，即關燈的動作沒有發生，因此用forget to do sth.而forget doing sth表示燈已經關上了，而自己忘記了這一事實。此處不符合題意。

remember doing/to do remember to do 記得去做某事

(未做)remember doing 記得做過某事

(已做)Remember to go to the post office after school.記著放學后去趟郵局。Don't you remember seeing the man before? 你不記得以前見過那個人嗎?

regret doing/to do regret to do

對要做的事遺憾。(未做)regret doing

對做過的事遺憾、后悔。(已做)I regret to have to do this, but I have no choice.我很遺憾必須這樣去做，我實在沒有辦法。I don't regret telling her what I thought.我不為告訴她我的想法而后悔。

典型例題

---You were brave enough to raise objections at the meeting.---Well, now I regret ___ that.A.to do

B.to be doing

C.to have done

D.having done 答案：D。regret having done sth.對已發生的事感到遺憾。regret to do sth.對將要做的事感到遺憾。本題為對已說的話感到后悔，因此選D。

cease doing/to do cease to do

長時間，甚至永遠停做某事。

cease doing

短時停止做某事，以后還會接著做。

That department has ceased to exist forever.那個部門已不復存在。The girls ceased chatting for a moment when their teacher passed by.姑娘們在老師走過時，停了會聊天。

try doing/to do try to do

努力，企圖做某事。

try doing

試驗，試著做某事。

You must try to be more careful.你可要多加小心。

I tried gardening but didn't succeed.我試著種果木花卉，但未成功。

go on doing/to do go on to do 做了一件事后，接著做另一件事。go on doing

繼續做原來做的事。

After he had finished his maths，he went on to do his physics.做完數學后，他接著去做物理。Go on doing the other exercise after you have finished this one.作完這個練習后，接著做其他的練習

be afraid doing/to do be afraid to do 不敢，膽怯去做某事，是主觀上的原因不去做，意為“怕”；

be afraid of doing 擔心出現doing的狀況、結果。doing 是客觀上造成的，意為“生怕，恐怕”。

She was afraid to step further in grass because she was afraid of being bitten by a snake.她生怕被蛇咬著，而不敢在草叢中再走一步。

She was afraid to wake her husband.她不敢去叫醒她丈夫。She was afraid of waking her husband.她生怕吵醒她丈夫。

be interested doing/to do interested to do

對做某事感興趣，想了解某事。

interested in doing

對某種想法感興趣，doing 通常為想法。

I shall be interested to know what happens.我很想知道發生了什么事。(想了解)I'm interested in working in Switzerland.Do you have any idea about that? 我對在瑞士工作感興趣。你想過這事嗎?

(一種想法)

mean to doing/to do mean to do

打算、想

mean doing 意味著

I mean to go, but my father would not allow me to.我想去，但是我父親不肯讓我去。To raise wage means increasing purchasing power.贈加工資意味著增加購買力。

begin(start)doing/to do begin / start to do sth

begin / start doing sth.1)談及一項長期活動或開始一種習慣時，使用doing.How old were you when you first started playing the piano? 你幾歲時開始彈鋼琴？ 2)begin, start用進行時時，后面動詞用不定式to do I was beginning to get angry.我開始生起氣來。

3)在attempt, intend, begin, start 后接know, understand, realize這類動詞時，常用不定式to do。I begin to understand the truth.我開始明白真相。4)物作主語時

It began to melt.感官動詞 + doing/to do 感官動詞 see, watch, observe, notice, look at, hear, listen to, smell, taste, feel + do

表示動作的完整性，真實性；+doing 表示動作的連續性，進行性

I saw him work in the garden yesterday.昨天我看見他在花園里干活了。(強調“我看見了”這個事實)I saw him working in the garden yesterday.(強調“我見他正干活”這個動作)昨天我見他正在花園里干活。

典型例題

1)They knew her very well.They had seen her ___ up from childhood.A.grow

B.grew

C.was growing

D.to grow 答案：A.因題意為，他們看著她長大，因此強調的是成長的過程，而非正在長的動作，因此用see sb do sth 的句型。

2)The missing boy was last seen ___ near the river.A.playing

B.to be playing

C.play

D.to play 答案：A.本題強調其動作，正在河邊玩，應此用see sb.doing sth句型。

第六章 倒裝結構

一 全部倒裝

全部倒裝是指將句子中的謂語動詞全部置于主語之前。此結構通常只用與一般現在時和一般過去時。常見的結構有：

1.here, there, now, then, thus等副詞置于句首, 謂語動詞常用be, come, go, lie, run。例如：

1)There goes the bell.鈴聲漸漸消失了。

2)Then came the chairman.然后主席就來了

3)Here is your letter.這是你的信。

2.表示運動方向的副詞或地點狀語置于句首，謂語表示運動的動詞。例如：

1)Out rushed a missile from under the bomber.轟炸機下面發出了一顆導彈。

2)Ahead sat an old woman.注意：上述全部倒裝的句型結構的主語必須是名詞，如果主語是人稱代詞則不能完全倒裝。例如：

1)Here he comes.他來了。

2)Away they went.他們走了。二 部分倒裝

部分倒裝是指將謂語的一部分如助動詞或情態倒裝至主語之前。如果句中的謂語沒有助動詞或情態動詞，則需添加助動詞do, does或did，并將其置于主語之前。

1.句首為否定或半否定的詞語，如no, not, never, seldom, little, hardly, at no time, in no way, not until? 等。例如：

1)Never have I seen such a performance.我從來沒看過這樣的表演。

2)Nowhere will you find the answer to this question.你在哪兒都不會找到這個問題的答案。

3)Not until the child fell asleep did the mother leave the room.媽媽直到孩子睡著才離開房間。

注意：當Not until引出主從復合句，主句倒裝，從句不倒裝。

注意： 如否定詞不在句首不倒裝。例如：

1)I have never seen such a performance.我從來沒看過這樣的表演。

2)The mother didn't leave the room until the child fell asleep.媽媽直到孩子睡著才離開房間。

2.帶有否定意義的詞放在句首，語序需要部分倒裝。常見的詞語有： not , never , seldom , scarcely , barely , little , at no time , not only , not once , under on condition , hardly ? when , no sooner ?than ?等。例如：

1)Not only did he refuse the gift, he also severely criticized the sender.他不僅拒收了禮品，還狠狠批評了送禮的人。

2)Hardly had she gone out when a student came to visit her.她剛要出門時有個學生來找她。

3)No sooner had she gone out than a student came to visit her.她剛要走時一個學生來看她。

注意：只有當Not only? but also連接兩個分句時，才在第一個分句用倒裝結構。如果置于句首的Not only? but also僅連接兩個并列詞語，不可用倒裝結構。例如：

Not only you but also I am fond of music.我和你都喜歡音樂。

3.表示“也”、“也不” 的so, neither, nor放在句首時，句子作部分倒裝。例如：

1)Tom can speak French.So can Jack.Tom能說法語，我也能。

2)If you won't go, neither will I.如果你不去，我也不去。

注意： 當so引出的句子用以對上文內容加以證實或肯定時，不可用倒裝結構。意為“的確如此”。例如：

1)Tom asked me to go to play football and so I did.Tom讓我去踢足球，我去了。

2)---It's raining hard.---So it is.---雨下得很大。---的確很大。

4.only放在句首，強調狀語（副詞，介詞短語或狀語從句等），全句語序要部分倒裝。例如：

Only in this way, can you learn English well.你只有用這種方法才能學好英語。

Only after being asked three times did he come to the meeting.他被請了三次才來開會。

注意：如果句子為主從復合句，則主句倒裝，從句不倒裝

Only when he is seriously ill, does he ever stay in bed.他只有病得非常嚴重時才會臥床休息。

三 as, though 引導的倒裝句

as / though引導的讓步從句必須將表語或狀語提前（形容詞, 副詞, 分詞, 實義動詞提前）。此時應注意：1)句首名詞不能帶任何冠詞；2)句首是實義動詞, 其他助動詞放在主語后。如果實義動詞有賓語和狀語,隨實義動詞一起放在主語之前。例如：

Try hard as he will, he never seems able to do the work satisfactorily.盡管他愿意努力工作，但是他好像從來都不能令他的工作満意。

注意: 讓步狀語從句中，有though，although時，后面的主句不能有but，但是 though 和yet可連用。

四 其他部分倒裝

1.so? that 句型中的so 位于句首時，需倒裝。例如：

So frightened was he that he did not dare to move an inch.他害怕得動都不敢動。

2.在某些表示祝愿的句型中，例如：

May you all be happy.望大家開心愉快。

3.在虛擬語氣條件句中從句謂語動詞有were, had, should等詞，可將if 省略，把 were, had, should 移到主語之前，采取部分倒裝。例如：

Were I you, I would try it again.如果我是你，我就再試一次。

第七章 定語從句

定語從句（Attributive Clauses）在句中做定語，修飾一個名詞或代詞，有時也可以修飾部分或整個句子。

被修飾的名詞，詞組或代詞即先行詞。定語從句通常出現在先行詞之后，由關系詞（關系代詞或關系副詞）引出。

關系代詞有：who, whom, whose, that, which, as。

關系副詞有：when, where, why, how。

關系代詞和關系副詞放在先行詞和定語從句之間，起連接作用，同時又可做定語從句的一個成分。當關系代詞做賓語時可以省略。

定語從句中的謂語動詞必須在人稱上和數量上和先行詞保持一致。

定語從句分為限制性定語從句和非限制性定語從句。、關系代詞引導的定語從句

1)who, whom, that 這些詞代替的先行詞是人的名詞或代詞，在從句中所起作用如下： Is he the man who/that wants to see you?（who/that在從句中作主語）He is the man whom/ that I saw yesterday.（whom/that在從句中作賓語）

2)whose 用來指人或物，（只用作定語，若指物，它還可以同of which互換），例如：

Please pass me the book whose(of which)cover is green.3)which, that 它們所代替的先行詞是事物的名詞或代詞，在從句中可作主語、賓語等，例如： A prosperity which / that had never been seen before appears in the countryside.（which / that在句中作賓語）

The package(which / that)you are carrying is about to come unwrapped.(which / that在句中作賓語)

關系代詞that和which 都可以指物，that 和Who 都可以指人，其用法區別：

不用that的情況：

a)在引導非限定性定語從句時

(錯)The tree, that is four hundred years old, is very famous here.b)介詞后不能用

We depend on the land from which we get our food.c)多用who 的情況 ①關系代詞在從句中做主語

A friend who helps you in time of need is a real friend.②先行詞為those, people 時

Those who were either fools or unfit for their offices could not see the cloth.③先行詞為all, anyone, ones, one 指人時

One who doesn't work hard will never succeed in his work.④在There be句型中

There is a stranger who wants to see you.⑤在被分隔的定語從句中

A new teacher will come tomorrow who will teach you German.⑥在有兩個定語從句的句子中，其一用who，其二用that,但若先行詞后接兩個以上的并列定語從句時，后一個必須重復前一個關系代詞。

The student who was praised at the meeting is the monitor that is very modest and studies very hard.There is a teacher who is always ready to help others and who enjoys what he does.2)只能用that作為定語從句的關系代詞的情況 a)在不定代詞，如：anything, nothing, everything, all, much, few, any, little等作先行詞時，只用that，不用which。

All that is needed is a supply of oil.Finally, the thief handed everything that he had stolen to the police.b)先行詞有the only, the very, the just修飾時，只用that。

He is the very man that helped the girl out of the water.c)先行詞為序數詞(the last)、數詞、形容詞最高級時，只用that。

The first English book that I read was “The Prince and the Pauper” by Mark Twin.d)先行詞既有人，又有物時。

He talked about the teachers and schools that he visited.e)當主句是以who 或which 開始的特殊疑問句時，用that 以避免重復。Who is the person that is standing at the gate.f)關系代詞在從句中做表語

He is not the man that he used to be.、關系副詞引導的定語從句

關系副詞可代替的先行詞是時間、地點、方式或理由的名詞，在從句中作狀語。關系副詞when, where, why, how的含義相當于“介詞+ which”結構，因此常常和“介詞+ which”結構交替使用，例如：

There are occasions when(on which)one must yield.Beijing is the place where(in which)I was born.Is this the reason why(for which)he refused our offer?

I'm surprised the way how(by which)he works out the problem.注意：

①在非限制性定語從句中，“介詞+ which”結構不能代替關系副詞。

如：They set up a state for their own , where they would be free to keep Negroes as slaves.②含有介詞短語的動詞一般不能拆開，介詞仍放在動詞后面。Is this the book which(that)she was looking for?

3、名詞/數詞/代詞 /形容詞最高級 + 介詞 + 關系代詞引導定語從句 She has written a book , the name of which I have forgotten.There are fifty-five students in our class , all of whom are working hard.There are five continents in the world , the largest of which is Asia.4、as, which 引導非限定性定語從句的差別

由as, which 引導的非限定性定語從句，as和which可代整個主句，相當于and this或and that。As一般放在句首，which在句中。

As we know, smoking is harmful to one's health.The sun heats the earth, which is very important to us.as可引導非限制性從句，常帶有“正如”的意思。As is know, smoking is harmful to one's health.用法區別：

(1)as 引導的定語從句可置于句首，而which不可。

As we all know, he never smokes.(2)as 代表前面的整個主句并在從句中作主語時，從句中的謂語必須是系動詞；若為行為動詞，則從句中的關系代詞只能用which。

(3)非限定性定語從句中出現expect, think, suppose 等表示猜測、想象、預料等時。She succeeded in her doing the research work , as we expected.(4)As 的用法 the same? as;such?as 中的as 是一種固定結構, 和??一樣??。I should like to use the same tool as is used here.We should have such a dictionary as he is using.定語從句語法專項練習習題精選

用適當的關系詞填空：

1.I still remember the night _______I first came to the house.2.I'll never forget the day________

we met each other last week.3.Mr Black is going to Beijing in October, _______is the best season there.4.I will never forget the days _______I spent with your family.5.I'll never forget the last day______ we spent together.6.This is the school ______I used to study.7.Do you still remember the place______ we visited last week? 8.Do you still remember the place_______ we visited the painting exhibition? 9.Have you ever been to Hangzhou,_____is famous for the West Lake? 10.Have you ever bee to Hangzhou, ______lies the West Lake? 11.Tom will go to Shanghai,______live his two brothers.12.I live in Beijing,____is the capital of China.13.There was a time ______there were slaves in the USA.14.It is the third time ______you have made the same mistake.15.It was in the street _____I met John yesterday.16.It was about 600 years ago____the first clock with a face and an hour hand was made.17.The moment _____I saw you, I recognized(認出)you.18.This is the very novel about____we've talked so much.19.This is the way____he did it.20.Who is the student _____was late for school today? 21.Who _____knows him wants to make friends with him? 22.What else was there in my brother____you didn't like? 23.He lives in the room____window faces to the south.24.He lives in the room, the window_____faces to the south.25.This is Mr.John for____son I brought a book yesterday.26.This is Mr.John for_____I bought a book yesterday.27.This is the hour_____the place is always full of women and children.28.And there is one point ______I'd like your advice.29.Winter is the time of year______the days are short and nights are long.30.I hope you will find this valley a beautiful place____you may spend your weekend.KEYS:

1.when

2.when 3.which

4.that/which

5.that 6.where

7.that/which 8.where 9.which

10.where 11.where

12.which 13.when

14.that

15.that 16.that

17.(that)

18.which

19.(that/in which)

20.that 21.that that

23.whose

24.of which

25.whose 26.whom

27.when

28.that

29.that

30.where

第八章 被動語態

一、語態概述

英語的語態是通過動詞形式的變化表現出來的。英語中有兩種語態：主動語態和被動語態。

主動語態表示主語是動作的執行者。巧記為：主動、主動、主去動。

被動語態表示主語是動作的承受者，即行為動作的對象。巧記為：被動、被動、主被動。例如：

English is spoken by many people.主語English是動詞speak的承受者。

主動態和被動態指的是動詞形式，是詞法概念；而主動句和被動句則指的是句子結構，從而是句法概念。所謂主動句就是由主動態動詞(詞組)作謂語動詞的句子，而被動句則是由被動態動詞(詞組)作謂語動詞的句子。例如：

He opened the door.他開了門。(主動句)

The door was opened.門被開了。(被動句)

二、被動語態的構成

被動語態由“助動詞be＋及物動詞的過去分詞”構成。人稱、數和時態的變化是通過be的變化表現出來的?，F以teach為例說明被動語態在各種時態中的構成。

一般現在時：am／is／are＋taught

一般過去時：was／were＋taught

一般將來時：will／shall be＋taught

現在進行時：am／is／are being＋taught

過去進行時：have／has been＋taught

現在完成時：have／has been＋taught

記憶歌訣：被動語態be字變，過去分詞跟后面。

注意：區分被動語態與“be+過去分詞”結構

be+過去分詞”并不一定都是被動語態，有時是系表結構。當“be+過去分詞”表示動作時為被動語態，be是助動詞，be后面的過去分詞是主要動詞，動作的對象是主語；當“be +過去分詞”表示主語所處的狀態時為系表結構，be是連系動詞。be后面的過去分詞是表語，相當于形容詞。其區分辦法如下： 如果強調動作或句中有介詞by引導出動作的執行者，該句一般為被動語態，否則為系表結構。例如:The glass is broken.玻璃杯碎了。(系表結構)The glass was broken by the boy.玻璃杯被那男孩打碎了。(被動語態)如果句中有地點、頻率或時間狀語時，一般為被動語態。如：The magazine is published in Shanghai.這家雜志出版于上海。(被動語態)The door is locked.門鎖著。(系表結構)The door has already/just been locked.門已經/剛剛被鎖上。(被動語態)The shop is opened.這家商店開門了。(系表結構)The shop is opened at 8 a.m.everyday.這家商店每天上午八點開門。(被動語態)被動語態除用于一般時態和完成時態外，還可以用于其他各種時態，而系表結構中的系動詞be只有一般時態和完成時態。

三、被動語態的用法 不知道或沒有必要說明動作的執行者是誰。例如：

1)Some new computers were stolen last night.一些新電腦在昨晚被盜了。(不知道電腦是誰偷的)

2)This book was published in 1981.這本書出版于1981年。強調動作的承受者，而不強調動作的執行者。例如：

1)This book was written by him.這本書是他寫的。

2)Eight hours per day for sleep must be guaranteed.每天8小時睡眠必須得到保證。

記憶歌訣：誰做的動作不知道，說出誰做的沒有必要；動作承受者需強調，被動語態運用到。

四、主動語態變被動語態的方法 把主動語態的賓語變為被動語態的主語。把謂語變成被動結構(be＋過去分詞)，根據被動語態句子里的主語的人稱和數，以及原來主

動語態句子中動詞的時態來決定be的形式。把主動語態中的主語放在介詞by之后作賓語，將主格改為賓格。例如：

1)All the people laughed at him.= He was laughed at by all people.2)They make the bikes in the factory.= The bikes are madeby themin the factory.記憶歌訣：賓變主，主變賓，by短語后面跟。謂語動詞變被動，be后“過分”來使用。

五、含有情態動詞的被動語態

含有情態動詞的主動句變成被動句時，由“情態動詞＋be＋過去分詞”構成，原來帶to的情態動詞變成被動語態后“to”仍要保留。

記憶歌訣：情態動詞變動，情態加be加“過分”，原來帶to要保留。例如：

1)We can repair this watch in two days.= This watch can be repaired in two days.2)You ought to take it away.= It ought to be taken away.3)They should do it at once.= It should be done at once

第9講祈使句

一.祈使句的句式特征

祈使句常常是表達說話人對對方的勸告、叮囑、請求或命令等。因此，祈使句中一般沒有主語，但根據其句意，實際上是省略了主語you。祈使句句末用感嘆號或句號，朗讀時，常用降調。在表達請求或勸告時，在祈使句前或句末可加, 上please，以使句, 子的語氣更加緩和, 或客氣。祈使句一般沒有時態的變化，也不能與情態動詞連用。例如：

Keep off the grass!勿踩草地！

Put the boxes in the small room.把那些盒子放到那個小房間里。

二.祈使句的肯定句式

祈使句的肯定句式一般分為以下三種類型：

1.行為動詞原形＋其他成分。例如：

Make sentences after the model.根據例句造句。

2.Be動詞＋其他成分（形容詞、名詞或介詞短語等）。例如：

Be careful when crossing the street.過馬路時要小心。

3.Let, ＋賓語＋動詞原, 形＋, 其他, 成分,。例如：

Let him go back now.讓他現在回去吧。

三.祈使句的否定句式

祈使句的否定句式，通常情況下在句首加上Don’t或Never，一般分為以下四種類型：

1.在祈使句的肯定句式前加Don’t，構成“Don’t＋行為動詞原形＋其他成分”。例如：

Don’t say that again!別再那樣說了！

2.在Be動詞引起的肯定祈使句前加Don’t，構成“Don’t be＋其他成分（形容詞、名詞或介詞短語等）”。例如：Don’t be careless.不要粗心。

注意：在這種句型中be不能省略；否定副詞not不可置于be之后。

3.Let引起的祈使句的否定形式有兩種：（1）Let開頭的祈使句，如果后面跟第一、第三人稱名詞或代詞的賓格，可在Let前加Don’t，也可在Let后賓格的名詞或代詞后面加not。（2）如果以Let’s開頭的祈使句，必須在Let’s后加not。例如：

Don’t let me go with her tomorrow.＝Let me not go with her tomorrow.不要讓我明天跟她一起去。

Let’s not tell her the truth whenever we meet her.無論什么時候我們碰到她，都不要告訴她真相。

4.在公共場合的提示語中，否定祈使句常用“No＋名詞/V-ing形式”結構，表示“禁止做某事”。例如：

NO PHOTOS!禁止拍照！

四.祈使句的反意問句

祈使句的反意疑問句須按其句子結構及講話人的語氣來決定其疑問部分。通常有以下三種形式：

1.祈使句為肯定句式，其反意疑問句表示請求時，通常用will you；表示邀請、勸說時，用won’t you。例如：

Be sure to write to us, will you?你一定要給我們寫信，好嗎？

Come to have dinner with us this evening, won’t you?

今晚來和我們一起吃飯，好嗎？

2.祈使句為否定句式，其反意疑問句通常只用will you。例如：

Don’t smoke in the meeting room, will you?

不要在會議室抽煙，好嗎？

3.Let開頭的祈使句構成反意疑問句時，除Let’s用shall we外，其他均用will you。例如：

Let the boy go first, will you?讓個那男孩先走，好嗎？

Let’s take a walk after supper, shall we?

晚飯后我們去散步，好嗎？

五.祈使句的回答

祈使句的動作通常是表示將來發生的動作，所以回答祈使句時，一般用will或won’t。在回答具有否定意義的祈使句時，要注意兩點：一是“形式一致”，即Yes與will保持一致；No與won’t保持一致。二是“意思相反”，即Yes是“不”的意思；No是“是”的意思。在回答時，要注意分析上下文語境中所提供的條件。例如：

---Don’t go out, please.It’s raining heavily outside.請不要出去。外面雨下得很大。

----Yes, I will.I have to meet my brother at the airport.不行，我得去機場接我弟弟。

六.祈使句與陳述句的并列使用

祈使句后接陳述句時，須用連接詞連接。如果祈使句與陳述句表示的是一種順承關系時，要用并列連詞and來連接；如果祈使句與陳述句存在一種否定條件關系時，要用并列連詞or來連接。例如：

Leave it with me and I will see what I can do.把它留給我吧，我想想有沒有辦法。

Hurry up, or we’ll be late.快點，否則我們要遲到了。

七.祈使句與條件狀語從句的連用

祈使句與條件狀語從句連用時，條件狀語從句可置于祈使句前或后。例如：

Tell him to make a phone call to me if he comes here tomorrow.如果他明天來這兒的話，叫他給我來個電話。

八.祈使句的強調形式

祈使句的強調形式通常在肯定祈使句式前加上助動詞Do（Do在句中無意義）。例如：

Do shut up!快住口！

九.特殊形式的祈使句

在英語中，有些祈使句不是以動詞原形來引起一個祈使句，而是以一個名詞短語來充當，且后接一個帶有并列連接詞的分句。實際上，這個充當祈使句的名詞短語相當于一個條件狀語從句。例如：

More water and the young trees couldn’t have died.＝If you had given them more water, the young trees couldn’t have died.如果你給那些小樹多澆點水，他們就不會死了。

十.運用祈使句的誤區

祈使句往往容易與不定式、分詞或條件狀語從句相混淆。在平時的練習或測試中，如果稍不留神，就會出錯。因此，要認真審題，認真分析句子結構，并根據上下文語境，作出正確判斷。例如：

___________ your composition carefully, some spelling mistakes can be avoided.A.Having checkedB.Check

C.If you checkD.To check

析：如果空白處選填B（Check）項，則視為祈使句，但后一分句前沒有并列連接詞and連接；如選A或D項（分詞或不定式），句中邏輯主語some spelling mistakes又不能執行這個動作，故均不符合句子結構。因此，只有C項（條件狀語從句）符合句子結構及句意。

第十章感嘆句。

感嘆句：一般是用來表示說話時的喜悅、驚訝等情感。英語感嘆句常用“what”和“how”引導，“what”和“how”與所修飾的詞置于句首，其它部分用陳述句語序。

感嘆詞 修飾對象 感嘆部分 主語 謂語+其他！

How（副詞）修飾形容詞 How nice How nice a girl the girl she is!is!

修飾副詞 How well How hard the boy the workers Is swimming!are working!修飾動詞 How =what the flowers How =how fast She she he he Loves the flowers!loves!runs!runs!What（形容詞）修飾單數可數名詞 What a nice girl =How nice a girl Jenny Jenny Was!was!

修飾復數可數名詞 What nice girls They Were!修飾不可數名詞 What fine weather what dirty water It he Is!drank!

感嘆句的特殊形式

感嘆句還可由陳述句、疑問句、祈使句，甚至一個詞組及單詞構成。例如： There was no face showing!He’s such a nice boy!

The Great Wall is a magnificent building!Isn’t it snowing heavily!Wonderful!Nonsense!Happy New Year to you!Cheer!

第十一章疑問句

疑問句（Interrogative Sentence）：

定義：表達疑問（亦即發問）或請求的句子叫做疑問句。例：

Is he a friend of your brother's?

（他是你哥哥的朋友嗎？——發問）

Can you do this for me?

（你能替我做這件事嗎？——請求）

疑問句的句末必須使用問號（Question mark）“？”來標示問句的結束。

疑問句：可分為一般疑問句、特殊疑問句、選擇疑問句、反意疑問句和否定疑問句。

種類 特征 語調 舉例 回答

一般疑問句 系+主+表+？

助動詞+主+動+？ 升調 Are you from London? Do you speak Russian? 用yes, no回答

特殊疑問句 疑問詞+系+表+？

疑問詞+助+主+動+？ 降調 How are you feeling? When will you get there? 直接回答，不用yes或no

選擇疑問句 一般問句：系+主+表+?or?？

助+主+動+?or?？ Or前升調。Or后降調 Is he tall or short? Does he stay home or go there? 直接回答問句中一個，不用yes, no

特殊問句：疑問詞+系+主+?or?？ 第一部分用降調，第二部分or 前升調，or后降調 Which is bigger, the sun or the moon? Who runs faster, Tom or Peter? 選一個答案，不用yes, no 反意疑問句 陳述部分肯定：陳述，助（系）+not+主？ 陳述部分用降調，一問部分用升調 It is raining, isn’t it? You did it, didn’t you? 答案肯定時用yes，否定時用no

陳述部分否定：否定陳述句，助（系）+主+？ 如對陳述肯定，可用降調 It isn’t fine, is it? They haven’t come, have they? 否定疑問句 系+not+主+表？

助+not+主+動+？ 表示驚異用升調。贊嘆、責難用降調 Aren’t they beautiful? Won’t you come in for a minute?

第十二章 名詞

在英語中，名詞用以表示人或事物的名稱，是各級各類考試的熱點之一，主要測試考生辨析近義詞和近形詞的能力。名詞不但有單復數的變化，而且有普通名詞和專有名詞之分，還有用法獨待的所有格形式。

1.名詞復數的規則變化

情況 構成方法

讀音 例詞

一般情況

加-s

1.清輔音后讀/s/;2.濁輔音和元音后讀 /z/;book---books bag---bags car----cars

以s, sh, ch, x等結尾的詞

加-es 讀 /iz/

bus-buses

watch-watches 以ce,se,ze，(d)ge等結尾的詞 加-s 讀 /iz/

license-licenses

以輔音字母+y結尾的詞

變y 為i 再加es 讀 /z/ baby---babies

2.名詞復數的不規則變化

1)以y結尾的專有名詞，或元音字母+y 結尾的名詞變復數時，直接加s變復數。

如： two Marys the Henrys

monkey---monkeys

holiday---holidays

比較： 層樓：storey---storeys

story---stories

2)以o 結尾的名詞，變復數時：

a.加s，如： photo---photos

piano---pianos

radio---radios

zoo---zoos；

b.加es，如：potato--potatoes tomato--tomatoes

c.均可，如：zero---zeros / zeroes

3)以f或fe 結尾的名詞變復數時：

a.加s，如： belief---beliefs roof---roofs

safe---safes

gulf---gulfs；

b.去f,fe 加ves，如：half---halves

knife---knives leaf---leaves wolf---wolves

wife---wives life---lives thief---thieves；

c.均可,如： handkerchief: handkerchiefs / handkerchieves

3.不可數名詞數的表示方法 1）物質名詞

a.當物質名詞轉化為個體名詞時。

比較：Cake is a kind of food.蛋糕是一種食物。(不可數)These cakes are sweet.這些蛋糕很好吃。(可數)

b.當物質名詞表示該物質的種類時，名詞可數。

This factory produces steel.(不可數)

We need various steels.(可數)

c.當物質名詞表示份數時，可數。

Our country is famous for tea.Two teas, please.請來兩杯茶。

我國因茶葉而聞名。

2）抽象名詞有時也可數。

four freedoms 四大自由

the four modernizations四個現代化

物質名詞和抽象名詞可以借助單位詞表一定的數量。

如： a glass of water 一杯水

a piece of advice 一條建議

4.定語名詞的復數

名詞作定語一般用單數，但也有例外。

1)用復數作定語。如：

sports meeting 運動會

students reading-room 學生閱覽室

talks table 談判桌

the foreign languages school外語學校

2)man, woman, gentleman等作定語時，其單復數以所修飾的名詞的單復數而定。

如：men workers

women teachers gentlemen officials

3)有些原有s結尾的名詞，作定語時，s保留。

如：goods train(貨車)

arms produce 武器生產

4)數詞+名詞作定語時，這個名詞一般保留單數形式。

如：two-dozen eggs 兩打/（二十四個雞蛋）

a ten-mile walk 十里路

two-hundred trees 兩百棵樹

a five-year plan.一個五年計劃

5.不同國家的人的單復數

名稱 總稱(謂語用復數)一個人

兩個人

中國人 the Chinese a Chinese two Chinese 俄國人 the Russians a Russian two Russians

瑞士人 the Swiss

a Swiss two Swiss

澳大利亞人 the Australians

an

Australian two Australians 意大利人 the Italians an Italian

two Italians

希臘人

the Greek a Greek two Greeks 法國人

the French a Frenchman two Frenchmen 日本人

美國人

加拿大人 印度人

the Japanese a Japanese

two Japanese

the Americans an American two Americans

the Canadians a Canadian two Canadians

the Indians an Indian two Indians

英國人

the English an Englishman two Englishmen 瑞典人

the Swedish a Swede two Swedes 德國人

the Germans a Germans two Germans

6.名詞的格

在英語中有些名詞可以加“'s”來表示所有關系，帶這種詞尾的名詞形式稱為該名詞的所有格，如：a teacher's book。名詞所有格的規則如下：

1）單數名詞詞尾加“'s”，復數名詞詞尾沒有s，也要加“'s”，如the boy's bag 男孩的書包，men's room 男廁所。

2）若名詞已有復數詞尾-s，只加“'”，如：the workers' struggle 工人的斗爭。

3）凡不能加“'s”的名詞，都可以用“名詞+of +名詞”的結構來表示所有關系，如：the title of the song 歌的名字。

4）在表示店鋪或教堂名字或某人的家時，名詞所有格的后面常常不出現它所修飾的名詞，如：the barber's 理發店。

5）如果兩個名詞并列，并且分別有's，則表示“分別有”；只有一個's，則表示'共有'。

如：John's and Mary's room（兩間）

John and Mary's room（一間）

6）復合名詞或短語，'s 加在最后一個詞的詞尾。

第五篇：淺談如何學好高中英語語法

淺談如何學好高中英語語法

濟陽一中

孫桂珍 本人從事高中英語教學工作

20多年，在實際教學中發現高中英語語法確實是讓一些學生頭疼的事情。那么語法有多重要?在高考試卷中出現語法知識的那些分值到底有多少? 隨著近幾年素質教育的推行，各類考試紛紛進行了改革，旨在取消或弱化對語法“顯性”的考察，轉而加強對語言運用能力的考察，對于語法“隱性”的考察卻從來沒有終止過！比如，對閱讀考試中令人頭疼的長難句的正確理解，寫作時地道漂亮的句式表達，無一不需要堅實的語法知識作為基石。因此，從某種程度上講，對語法的考核實際上變的更難了。在學習英語的過程中又怎樣學習語法?筆者認為要學好英語語法應做到以下幾點：

一、擺正心態。

首先，從心態上看，要正確看待語法及英語學習，消除“任務”或“投機”心態。俗話說，興趣是最好的老師，語法學習是一個長期積累、不斷提高的過程，在“任務”的心態之下，語法學習容易變成一種被迫的行為，很難持之以恒；而在“投機”的心態之下，語法學習容易變成一種短期行為，妄圖在短期內一蹴而就反而會遭遇“欲速則不達” 的困境。都是要不得的。因此，建議廣大英語學習者在語法學習的過程中，要善于發掘或培養自身的興趣，比如，平時喜歡閱讀的，不妨多看看適合自身水平的英語讀物；喜歡聽英語歌曲的，不妨多聽聽自己喜愛的歌手的歌曲。高中語法內容看上去很多,其實你要仔細細分一下,也就覺得不多了,但是一定要站在學習的主動性上,如果要被動學語法的話,恐怕高中再來三年都沒有什么用處.最好的學習語法方式應該從學習句子開始。

二、明確目的。

有些主張英語語法可以不學的人往往這樣說：我們中國人，如果智力正常，從小就會說漢語，能遣詞造句，沒見過哪個小孩先學語法再學話的。再說，英語講得多了，有了語感，語法還不是水到渠成的事。這種實踐出真知的說法，絕對是正確的。但我仍主張學一點英語語法。本人一直有這樣的看法：在我們中國，百年都沒有營造出正常情況下用正式英語交際的大氛圍和小氛圍，所以難以培養出一定的英語語感。語法，實際上就是給你語言整體上的語感，既給你能解釋語言現象的魚，又教你如何用語感去釣語言深層的魚，學習英語語法的目的：彌補氛圍難以在短期內培養一定語感的缺憾，比較經濟地獲得英語整體的語感。

三、掌握方法

第一、要記憶，但不要僵化。語法到底是不是一種“規則”？——曾經有不少學生這么問。個人認為，語法是規則，但又不完全是規則。為什么這么說？事實上，語言的運用總是遵循一定的規則，對于初學者而言，規則是要去遵守的，比如不同時態的構成形式，各類句式的構成要素等等，如果缺乏對規則的了解，面對一個個零散的單詞，就仿佛看著一堆雜亂無章的磚頭，是不可能建造起語言的大廈的。這也是為什么很多人面對長難句束手無策，想要表達自己的觀點卻搜腸刮肚寫不出來的原因之一。從這個意義上說，語法是語言運用的規則。要想運用好語法規則，具體作法如下：

1、熟練掌握語法內容。

對于所有英語學習者來說，熟記語法的各項條款是英語學習中一個必不可少的環節。請同學們把課堂筆記或你的參考書中關于語法的部分的論述仔細推敲并希望同學們能夠善于總結、提煉。

2、把語法結合到句子、文章中去學，靈活掌握。

例如我們都知道many 后要跟一個可數名詞復數，但同學們有時會看到這樣的句子：Many a student has seen this

painting.（許多同學都見過這幅畫）。這里many后加可數名詞單數謂語動詞用單數但表示復數意思；又如我們學過suggest后的從句通常用虛擬語氣，但同學們也許見過這句話The look on his face suggested that he was scared.(他臉上的表情表明他嚇壞了。)

物做suggest主語時有“表明、使人認為”的意思。

3、對語法規則不要摳的太細，對個別有爭議而又無妨大局的細枝末節，不必過分探究。

4、語法也不能包羅萬象，還要注意英語中的習慣用法和固定用法。

第二、勤練習，能舉一反三。

語言的掌握和運用，熟能生巧是關鍵。正如“拳不離手，曲不離口”一樣的道理。語法的規則和理論需要在實踐中鞏固、消化，乃至舉一反三。曾經碰到過這樣的學員，在PETS考試的前一天發郵件給我，問stop to do與stop doing是什么意思？其實，這樣的問題，在初學語法或者基礎比較薄弱的學習者中間經常會出現，原因就在于對語法規則的機械記憶和生搬硬套，卻忽視了這種語法現象所折射出的規則的實質。實際上，隨著語法學習的深入和英語水平的不斷提高，學習者會發現并不需要刻意去關注語法規則，這并不是說規則消失了，而是由于學習者已經熟練到感覺不到它的存在而已。英語語法書很多，學習英語語法的方法也不少。學好一樣東西，本沒有絕對好的方法。號稱包治百病的醫生，要么是庸醫，要么是騙子。事實上，每個人可以根據自己的實際情況，在不斷嘗試中摸索出適合自己的方法。

不管用什么方法學英語語法，進而學英語語言，一是要有整體語感，要學會歸納和演繹，由此及彼；還要借助對母語的了解，琢磨漢語和英語的異同之處，轉而進行兩種語言之間的由此及彼。語法最好在運用中掌握.就我個人經驗而言,首先盡量多閱讀,最好是中英雙語那種,自己先翻譯下,再對照.就會發現盡管詞語意思都懂,但由于語法原因會有所偏差.這時可以查閱語法書慢慢掌握.積少成多就扎實了.四、避開誤區

1、英語語法是自然習得的，不需要教。

2、語法是一套毫無意義的語言結構形式的集合.3、語法是硬行的死規定，毫無理由。

4、語法是枯燥乏味的。

5、語法是一條一條學會的

6、語法是在句子或小于句子的水平上學習的。

7、語法提供了所有語言結構的永恒的規則

總之，在學習英語的過程中語法雖重要，可別太去強求自己或逼自己去學習。這樣效果對你是沒幫助的。只要你有足夠的英語單詞量那么你可以先去閱讀一些易懂的書籍久而久之會對你學習英語枯燥的語法也會起很大的作用，也不會讓自己丟失學英語的興趣，相反別去刻意去讀一些高水準或聽不懂的新聞之類，這樣會讓你喪失對英語的興趣。