高二英语语法教学论文

高二英语语法教学论文（精选6篇）

篇1：高二英语语法教学论文

Inversion

Teaching aims and requirements

1. Help students to learn the definition of inversion and when to use the inversion.

2. Students are expected to apply what they have learnt to practical use by finishing relevant exercises.

Teaching procedure

Step 1 General introduction

1. Give some examples of inversion to show what inversion is.

Did you go to visit the Louvre?

Seldom does he paint now.

He did not like the painting. Neither did I.

Note: Inversion is the changing of the order of the words in the sentence. We put the predicate or part of it before the subject, when we use inversion.

Step2 Explanation

倒装句(Inversion)

一、定义

英语句子的自然语序是主语+谓语。为了强调句中的某一部分把原来的语序重新调整，通常将谓语或谓语的一部分置于主语前。

二、倒装类型

1. Local negation

1) In a question

Did you go to visit the Louvre Museum?

What do you know about Van Gogh?

2) When the sentence begins with a negative word or phrase such as never, seldom, rarely, little, hardly, not, nowhere, scarcely, not until, by no means, in no time, under no circumstance, no sooner…than…, hardly… when…, not only…, neither

I can’t swim; neither can he.

Little does he care about others.

Never shall I forget the day when I met Mr. Wang in the countryside.

At no time is smoking permitted in the meeting room.

Hardly had he got into the room when the telephone rang.

Not a mistake did he make.

No sooner had I got home than it began to rain.

Not until then did he realize his own fault.

3) When only is used to modify an adverbial (clause) and put at the beginning of a sentence.

Only in this way can you solve the problem.

Only when he told me did I realize what trouble he was in.

Note: Inversion should not be used when only modifies the subject.

Only he can solve the problem.

4) When the sentence begins with so/such.( which introduces an adverbial clause of result)

So angry was he that he couldn’t speak.

Such a lovely girl is she that we all like her.

5) When the sentence begins with so, neither, nor.

He has been to Beijing. So have I.

If you don’t go there tomorrow, neither / nor will/shall I.

---He works hard.

---So he does and so do you.

Note: If a sentence has 2 or more predicates, we should use ‘It is/was the same with…’, or ‘So it is/was with…’

She is clever and always works hard. So it is with/It is the same with her brother.

6. When a sentence begins with ‘often, always, now and then, many a time’

Many a time has she helped me with my experiments.

Always does he ask me for money.

2. Complete inversion

1) When the sentence begins with a direct speech or part of it.

“I’ll come back in three days,” said Tom..

“What are you doing?” he asked (asked he).

“Why didn’t you join us?” Tom asked me.

2) When the subject is too long.

Present at the meeting were many important persons.

Gone are the days when women were looked down upon.

3) There be/ appear to be/ come/ happen to be/ lie/ live/ occur/ remain/ seem/ seem to be/ stand/ used to be…结构中

There appears to be no doubt about it.

There lies a lake near our city.

There seems little difference between the two words.

4) When the sentence begins with here, there, now, then, in, out, up, down,

away, off, thus, etc.

Here comes the bus.

There goes the bell.

Note:

1) If the subject is a pronoun, we can not use inversion.

Here he comes.

2) Simple present tense should be used with here, there, now

5) A sentence beginning with prepositional phrases.

On the top of the hill stands a temple.

At the end of the valley lies a small lake.

6) When such is used as predicative.

Such were the facts.

Such will be our future.

3 Inversion can also be used in formal language to talk about unreal conditionals.

Had it not been for the heavy rain, we would have finished the task.

Were I you (= If I were you), I would go abroad.

Should he come (=If he should come), please tell him to ring me up.

Were it to rain tomorrow, I would stay at home.

4. In the sentences containing the conjunctions like though, as, however.

Clever as he is, he doesn’t study well.

Child as he is, he knows a lot.

Try as she might, she failed.

However late he comes back home, his mother will wait for him.

5. When a sentence expresses good wishes.

May you succeed.

Long live the friendship.

Step 3 Translate the following sentences.

1. 虽然他是个孩子，但他懂得很多。

Child as he is, he knows a lot.

2. 只有用这种方式我们才能提高我们的英语水平。

Only in this way can we improve our English.

3. 如果明天下雨的话，我们将不开会了。

Were it to rain tomorrow, we wouldn’t have the meeting.

4. 我一回来就开始烧饭了。

Hardly had I got back when I started cooking.

5. 直到他失去健康，他才意识到好的身体意味着什么。

Not until he lost his health did he realize what good health meant.

Step4 Language points

1.twist one’s ankle 扭伤脚

2.make a reservation 预定

reservation n [C] 预定,预约;保留意见

We have reservations in the name of Smith.

They support the measures without reservation.

reserve v ~ sth (for sb/ sth) 预定;保留

I’d like to reserve a table for three.

These seats are reserved for special guests.这些座位是留给贵宾的。

book v 约定座位、房间、票等。 美国用reserve.

The performance is booked up.

The secretary has booked the manager in the Hilton Hotel.

Order 主要指订货或餐馆点菜、饮料等。

I ordered a beer and a sandwich.

I have ordered some new furniture from the shop.

3.fantastic adj.

1) excellent 极好的

She is a fantastic swimmer.

2) Very large巨大的;异乎寻常的

Their wedding cost a fantastic amount of money.

3)wild and strange荒诞的

They made up a fantastic story.

Step 5 Practice

1. Read part A on page41 and underline the inversions included in the text.

Keys:

1) Aunt really enjoyed France and so did I.

2) Hardly had we left the dormitory the next morning when we realized we had forgotten our map in the room.

3) Had you come with us, I think you would have enjoyed Europe too.

4) Is there anything special that I can bring you?

2. Read part B and invert the sentences using the structures with the negative words..

Keys:

1) Never have I seen such beautiful flowers in the city.

2) Neither do I have time to go to the museum today and nor do I want to.

3) Hardly had I started to look at the paintings when the teacher said it was time to leave the museum.

4) The artist is always drawing; seldom is he seen without a notebook in his hand.

Step 6 Consolidation

1. Finish workbook exercises,

2. Some extra exercises on reference books.

Homework

1. Finish relevant exercises

2. Finish C1 and C2 on page 118.

篇2：高二英语语法教学论文

一、一般疑问句中几个情态动词的问与答

1. Need I/he/…?

Yes,you/he/…must.(不用need)

2. Must I/ he/…?

No,you/ he/…needn’t/don’t(doesn’t,won’t)have to.(不用mustn’t)

3. May I/ he/…?

No,you/ he/…mustn’t.(少用may not)

4. Could(Can)you…?

Yes,I can (不用could)

5. Shall I/she/ he…?

No,you(she,he)needn’t/can’t/mustn’t

二、情态动词表“推测”

1.can,may,must使用的句式：

1)肯定陈述句中：must表“肯定、必定、一定”意，may/might表“也许，或许”意。

2)否定陈述句中：can’t/couldn’t表“不可能”意，may not/might not表“也许不、可能不”意。

3)疑问句中：只能用can或could,不能用must,may或might。

注意：表推测的could,might并不是指过去时间，而是表示比can,may把握性略小些的情况。

2.对目前状态的推测：

1)must/may/might/can/could+be+表语

例如：She must be a teacher.她肯定是老师。She can’t/couldn’t be a doctor.她肯定不是医生。 He may not/might not be a doctor.他可能不是医生。

2)must/may/might/can/could+一些不能用于进行时的静态动词(如:have,exist,live,like,hate,own,belong to等)

例如：She must have her own car,for she has a lot of money.

That kind of bird may live in the valleys.

3.对目前正在发生的事情进行推测：

句式：must/may/might/can/could+be doing

例如：They must be waiting for us.他们肯定正在等我们。

She may/might be doing her homework.她可能正在做作业。

Can/Could he be playing football?他会正在踢足球吗?

4.对已发生的事情进行推测：

句式：must/may/might/can/could+have done

例如：There’s no lignt in the room. They must have gone to bed./She knows nothing about the film. She can’t/couldn’t have seen it./Can/Could he have been a doctor?/He may/might(not)have been a teacher./They must have been watching TV at nine last night./Can/Could she have stayed in Beijing last year?

注意：will have done句式也可表“肯定/可能已经…”推测意。

例如：He will have learned advanced mathematics,for he knows a lot about it. 他肯定/可能学过高等数学，因为他对此懂得很多。

三、“情态动词+have done”用法

1.should/ought to +have done,意“本应该…”，含有责备或后悔意。

例如：You should have come here a little earlier./I ought to have sent him to school./

2.shouldn’t/oughtn’t to+have done,意“本不应该”，含有责备或后悔意。

例如：You shouldn’t have watered the flower./I oughtn’t to have scolded her for such a small thing.

3.might have done,意“过去可能做”;could have done意“本能够做”，两者都含有委婉批评或遗憾之意，也可表对过去情况的推测。

例如：He might have gone to Nanjing with Professor Wang.last week,but he was ill.上星期他本可以和王教授一起去南京的，可他病了。We could have finished the work ahead of time.我们本来是能够提前完成工作的。

四、情态动词在反意疑问句中的用法

1.“肯定祈使句+附加问句”结构，附加问句常用will/would/won’t you形式。

例如：Stand still,will/would/won’t you?

2.“否定祈使句+附加问句”结构，附加问句常用will/would you形式。

例如：Don’t watch TV,will/would you?

3.Let’s…,shall we? ; Let us…,will/won’t you?

4.含有must句子的反意问句

1)must表示“必须”时，附加部分常用needn’t,也可用mustn’t.例如：He must go with you,needn’t/mustn’t he?

2)mustn’t表“一定不能”时，附加部分用may.例如：She mustn’t leave,may she?

3)must表“一定、想必”推测意时，附加部分主要有下列几种形式：

A.He must be an engineer,isn’t he?They must be writing now,aren’t they?(这类句子问句前部分含“must be…”或“must be doing…”。)

B.She must have a car/live there, doesn’t she?

C.He must have seen the film,hasn’t he?(这类句子问句前部分的谓语为must have done,句子无具体过去时间状语。)

D.He must have seen the film last week,didn’t he?(这类句子问句前面部分的谓语为must have done,句子有具体过去时间状语。)

E.Mother must have been shopping then,wasn’t she?(前面部分谓语为must have been doing。)

5.含有may表推测的句子，其反意问句形式与must表推测的反意问句形式相似。

例如：She may have finished her homework,hasn’t she?

五、几组词语辨析

1.must与have to:must强调说话者的主观看法，have to强调客观需要，表示“不必”意要用needn’t或don’t/didn’t/won’t have to,不能用mustn’t。

2.can/could与be able to:can多用于现在时，也可用于将来时，could只用于过去时，be able to可用于各种时态。表示“过去经过努力而做成(或没做成)”要用was/were(not) able to ，而不用could(not)。例如：He worked hard,but he wasn’t able to pass the exam.

3.will,would,used to:都可表“习惯”意。①will表示不受时间限制的习惯性动作。如：Fish will die out of water./ She’ll sit for hours without saying anything.

②would表示过去习惯性的动作，但不涉及与现在情况的对比。如：He would walk by the river in the morning.注意：would后不能跟表状态动词。例如不能说He would be late for school last year. ③used to表示过去习惯性的动作或状态，但这种习惯现在已不存在了。如：He used to get up early. He used to be late for school.

4.dare与need

六、虚拟语气在if引导的条件句的用法

1)与现在事实相反的结构：

2)与过去事实相反的结构：

3)与将来事实相反的结构：

**当条件状语从句表示的行为和主句表示的行为所发生的时间不一致时，动词的形式要根据它所表示的时间来调整。例如：

If you had worked hard, you would be very tired.

(从句说的是过去,主句指的是现在.)

5以上句型可以转换成下列形式:

**省略if,用“were, have, should +主语”. 例如:

Were I in school again, I would work harder.

Had you been here earlier, you would have seen him.

Should there be a meeting tomorrow, I would come.

**用介词短语代替条件状语从句：but forwithout.例如:

Without air, there would be on living things.

But for your help, I couldn’t have done it.

七、虚拟语气在名词性从句中的用法

1.“wish +宾语从句”表示不能实现的愿望,汉语可译为“可惜……”. “……就好了”, “悔不该……”, “但愿……”等.

表示现在不能实现的愿望,从句的谓语动词用过去式;表示将来不能实现的愿望用“would(could) +动词原形”;表示过去不能实现的愿望时用“had +过去分词”或“(could)would +have +过去分词”.例如:

I wish it were spring all the year round.

I wish you could go with us.

We wish we had arrived there two hours earlier.

2.虚拟语气在动词一个坚持(insist);两个命令(order，demand);三个建议(advise,suggest,propose);四项要求(demand,require,request,ask),等后面的宾语从句中用“(should)+动词原形”.例如:

We suggested that we (should) have a meeting.

We insisted that they (should) go with us.

The doctor ordered that she (should) stay in bed for a few days.

He demanded that we (should) start right away.

**注意:insist作“力言”, “强调”解时,宾语从句不用虚拟语气,只有当insist作 “坚持(认为)”, “坚持(应该)”解时宾语从句才用虚拟语气.例如:

Mike insisted that he had never stolen anything.

又如suggest

3.虚拟语气用于表语从句、同位语从句

作advice, idea, order, demand, plan, proposal, suggestion, request等名词的表语从句和同位语从句,其谓语动词要用虚拟语气的结构“(should)+动词原形”.例如:

We all agreed to his suggestion that we (should) go to Beijing for

sightseeing.

My idea is that we (should) exercises first.

4.虚拟语气在 as if(as though)中，引导的表语从句或状语从句中的应用.

如果从句表示的动作发生在过去，用过去完成时，指现在状况，则用过去时，指将来则用过去将来时.例如：

He looked as if he were an artist.

He speaks English so fluently as if he had studied English in England.

Even if he were here，he could not solve the problem.

5.虚拟语气用于主语从句.

在主语从句中，谓语动词的虚拟语气结构用“ should 十动词原形”的结构，表示惊奇、不相信、惋惜、理应如此等.例如：

It is necessary( important，natural，strange，etc) that … we should clean

the room every day.

It was a pity ( a shame，no wonder，etc) that you should be so careless.

It will be desired( suggested，decided，ordered，requested，proposed，etc)

that she should finish her homework this afternoon.

在上述三种主语从句中，should意为“应该”,“竟然”，可以省去，但不可换用would.主句所用动词的时态不限.

注意：这种从句表示的是事实.如果说话人对这种事实表现出惊奇的情感，就可用虚拟语气.反之，如果不表示惊奇等情感，that从句也可用陈述语气，例如：

It is a strange that he did not come yesterday.

It is a pity that you can’t swim.

八.几种常见的其他虚拟语气结构

1.虚拟语气用于定语从句

这种从句常用在 It is( high) time( that)…句型中，定语从句的谓语动词用过去式，或 should十动词原形( should不能省略，be用 were)来表示，意为“(现在)该……”。例如：

It is ( high) time we left (should leave).

lt is high time we were going.

2.虚拟语气用于 if only引导的感叹句中,用法同.wish

If only I had taken his advice.

我要是听他的话就好了.

If only I were a bird.我如果是一只鸟就好了.

3.虚拟语气在简单句中的应用

l)情态动词的过去式用于现在时态时，表示说话人谦虚、客气、有礼貌或语气委婉，常出现在日常会话中，例如：

It would be better for you not to stay up too late.

Would you be kind enough to open the door?

2)用于一些习惯表达法中，例如：

Would you like a cup of tea?

I would rather not tell you. You had better go now.

3)用“ may 十动词原形”表示“祝愿”、“但愿”. may须置于句首，例如：May you be happy! May you succeed!

4.would rather-----

篇3：高二英语语法教学论文

1.“生成语法”Generative grammar, (N. Chomsky) 。

生成语法学不是一般人所理解的语法学。其研究对象是内在性语言, 而不是外表化语言, 是指人脑对语法结构的认识以心理形式体现。生成语法学研究范围限于人的语言知识或语言能力, 而不是语言的使用。生成语法学以描写和解释语言能力为目标, 提出语法假设和理论来揭示其规律, 说明其原因。乔姆斯基说, 与其把生成语法看作一种理论, 不如看作一门“学科”, 其性质和研究方法与以往的语言学有本质的区别, 它是建立在三个基本的假设之上:

(1) 语言是一个自足的认知系统, 语言能力独立于人的其他认知能力。

(2) 句法是一个自足的形式系统, 独立于语言结构的词汇和语义部分。

(3) 描写语义的手段是以真值条件为基础的某种形式逻辑。

2.“认知语法”Cognitive Grammar, (Langacker, R.W) 。

跟“生成语法”注重形式、从形式出发相反, “认知语法”注重意义、从意义出发。Langacker据此提出三个与“生成语法”针锋相对的假设:

(1) 语言不是一个自足的认知系统;对语言的描写必须参照人的一般认知规律。

(2) 句法不是一个自足的形式系统;句法 (和词法) 在本质上跟词汇一样是一个约定俗成的象征系统;句法分析不能脱离语义。

(3) 基于真值条件的形式逻辑用来描写语义是不够用的, 因为语义描写必须参照开放的、无限度的知识系统。

二、用“生成语法”指导基本语法规则教学

众所周知, 英语最基本的语法规则几乎都是固定的。对于基本的语法规则, 学习者几乎不可能从意义出发去掌握这些规则。“A generative grammar views linguistics combinatorially, through use of formal grammars. A generative grammar is defined as one that is fully explicit, in the sense that it consists of a set of rules by which it is possible to decide whether any given sentence is grammatical or not.” (N. Chomsky) 。乔姆斯基在此强调了“rules” (语法规则) 对“explicit” (达意) 的影响。因此, 要想真正学好英语语法, 就要在学习中自觉运用“生成语法”的基本原理:“语言是一个自足的认知系统, 语言能力独立于人的其他认知能力” (N. Chomsky) , 排除来自于母语思维的影响, 牢记语法基本原则, 构建基本的语法框架。具体说来应该掌握以下几个方面知识:

(1) 词类:名词、动词、形容词、副词、数词、代词、冠词、介词、助词、连词。

(2) 时态:现在、过去、将来时态, 然后在此基础上拓展相应时态。

(3) 语态:主动语态与被动语态;主动语态用来表示被动语态。

(4) 语气:真实条件与虚拟语气。

(5) 句式:简单句五种基本句式, 八种感叹句的特殊表达。

(6) 从句:名词性从句 (主、宾、表、同位语) , 定语从句, 状语从句体系。

三、用“认知语法”指导对语法难点的理解

在掌握了基本的语法规则之后, 学习者常常会发现对于一些复杂的语法现象难以理解。这时就需要运用“认知”这个概念。“认知语法”认为人类语言由语义单位 (semantic units) 、语音单位 (phonological units) 以及符号单位 (symbolic units) 组成。该理论也是目前为国内大多数人接受的理论模式。“Target structure is the result of conceptualization. It is essentially the coding of language unit and the context.. grammar plays the role of supplying potential conventionalization.” (Langacker) .要使语义单位达到“conceptualization” (概念化) 的结果, 必须先要经过大量“conceptualized”的训练, 也就是说在符合基本语法规则的前提下, 才可能实现这一目标。如下面两句话:

(1) We can’t help her break the code. It’s too elaborate.

(2) We can’t help her breaking the code. It’s too simple.

在这两个句子中, 学习者用“生成语法”的原理, 记住了“can’t help sb do sth”, “没法帮助某人做某事”, 但是如果仍这样去理解 (2) , 那就大相径庭了。这时候就需要把语义单位 (semantic units) 和文脉关系 (contextual details) 结合在一起。由于后面的单词“Simple”提供了另外一个语义, 从而理解“can’t help sb doing sth”中“help”实为“prevent”之意。

又如:

(3) Some authors write because they have a story to tell.

(4) Some authors write because they have to tell a story.

初看两句话, 似乎无多大区别。但是这种语序的调整, 带来了意思上本质的不同。“If the target structure is acknowledged by grammar, it can be converted to a perceptible expression, with schematization and conceptualization with or across structures .The expression can be processed either directly or with cognitive interventions like schematization and conceptualization.” (Langacker) 所以, 根据“cognitive interventions” (认知干预) 可知 (3) 为:“有些作家写文章是因为感到有东西可写。”而 (4) 的意思则为“有些作家写文章是因为非写不可。”

四、结语

Ross (1972) 在其论文“The category squish” (《范畴的果酱性》) 中指出了语法中存在的一些概念模糊和范畴模糊的现象:“语法规则不是要么适用要么不适用, 而是在一定程度上适用;语法成分不是要么属于某一语法范畴或要么不属于某一语法范畴, 而是在一定程度上属于。”Quirk (1985) 亦认为语法在某种程度上是一个不明确的体系, 在许多不同范畴或结构之间, 往往缺乏明确的界限, 而且这种模糊性分布很广。学习者在学习语法的过程中一定不要生搬硬套某一种理论。就目前现存的这两种主流的语法理论, 笔者认为也应“模糊”两种理论的界限, 综合运用两种理论中最适用的部分来指导自己学习英语语法。

摘要：本文在对比认知语法与生成语法的基础上, 根据两种理论的基本原理, 用简单通俗的语言阐明其在英语语法教学中的实际应用, 并力图模糊语言理论边界, 根据有利于掌握英语语法的原则, 把两种看似对立的理论统一地运用于英语语法教学之中。

关键词：生成语法,认知语法,英语语法教学

参考文献

[1]RONALDW.LANGACKDER.认知语法基础 (II) ——描写与运用[M].北京大学出版社, 2004, 9.

[2]徐广联.大学英语语法讲座与测试[M].华东理工大学出版社, 1998, 11.

[3]卢植.认知与语言——认知语言学引论[M].上海外语教育出版社, 2006.

[4]王寅.认知语法概论[M].上海外语教育出版社, 2006.

篇4：高二英语下学期部分语法知识精析

1. 根据动词短语的不同特点,掌握其运用规律。

(1) 动词+副词(不及物)

Harry turned up after the party when everyone had left. 晚会后,人们都已离去,哈里出现了。

(2) 动词+副词(及物)

Please turn every light in the house off. 请把房子里的每一盏灯都关掉。

注意:①如果宾语较长,应避免把副词同动词分开。例如:She turned off all the lights which had been left on. 她关掉了所有还亮着的灯。

②如果宾语是人称代词,只能放在动词和副词之间。例如:She gave them away. 她送掉了它们。

(3) 动词+介词(及物)

I’m looking for my glasses. 我在找我的眼镜。

注意:①其后跟宾语时,必须把宾语放在介词后面,人称代词也不例外。

②动词短语可以放在句子或从句末尾。例如:She’s got more work than she can cope with. 她的工作多得使她应付不了。

(4) 动词+副词+介词

I look forward to seeing you soon. 我盼望不久就见到你。

注意:“动词+介词”、“动词+名词+副词”、“动词+副词+介词”,这三种搭配都是及物的,如变成被动语态,不可漏掉介词。

例如:In this way both grain and vegetable can be well looked after.(不能漏掉after) 这样一来,粮食和蔬菜都能兼顾了。

2. 熟悉同一动词和不同介词或副词、不同动词和同一介词或同一副词搭配在意义上的差异。

(1) 同一动词和不同介词搭配。例如:

①hear from收到……的来信 hear of听说

②look after照料 look at看 look for寻找

(2) 同一动词和不同副词搭配。例如:

①ring back回电话 ring off挂断电话 ring up打电话

②put away放好 put on穿,上演 put up挂起,举起

(3) 不同动词和同一介词搭配。例如:

look for寻找 call for去取(某物),去接(某人) ask for请求 wait for等候 send for派人去叫

(4) 不同动词和同一副词搭配时,意义上的差异。例如:

①break out发生,爆炸 carry out进行,开展 go out熄灭 hand out分发 let out放出 look out当心 sell out卖完 set out出发 take out取出 work out算出

②break down出毛病 come down落下来 get down下车 take down取下 write down写下

英语否定概念的表达形式一般借助否定词或含否定意义的句型。总结如下表:

在think,suppose,imagine,believe,expect,guess等动词所接的宾语从句中,谓语动词的否定应前移到这些动词前。但hope不属于该用法之列。例如:

I don’t think you are right. 我认为你错了。

not常放在上述动词及be afraid之后代替一个有否定含义的从句。例如:

问:Is it going to rain?

肯定回答:I suppose so.

否定回答:I suppose not. 或I don’t suppose so.

对于hope和be afraid,否定回答只能说I hope not. 和I’m afraid not.

省略的目的是为了避免重复,使语言精练。大体上来说,被省略的部分是上文已出现过的词语。有些被省略的部分,虽非上文出现的内容, 但是在意义上是不言自明的。

1.简单句中的省略

1) 省略主语。例如:Get up. (省略了主语you,祈使句中的主语通常被省略)

2) 省略主谓语或主谓语的一部分。例如:

No smoking. (省略了主谓语There is)

Have a cup of tea? (省略了主语及谓语的助动词部分will you)

3) 省略宾语。例如:

—Do you know Mr. Smith?

—I don’t know. (省略了宾语him)

4) 省略表语。例如:

—Are you hungry?

—Yes, I am. (省略了表语hungry)

5) 同时省略几个成分。例如:

—Are you feeling better now?

—Much better. (省略了I am feeling...now)

6) 其他省略结构。例如:

(1) 名词所有格所修饰的名词,表示住宅、店铺、教堂或上文已暗示或明确指出过的事物时,常常可以省略。例如:

We spent the weekend at the Smith’s.

(2) what和how引导的感叹句中,常可省略主语it和be动词。例如:

What a wonderful victory (it is) for her!

(3) 不定式省略,单独使用不定式符号to:

①代替动词不定式后被省略的动词,常在be afraid,expect,forget,hope,intend,like,love,mean,prefer,refuse,seem,try,want,wish等后边。例如:

I asked him to see the film, but he didn’t want to.

②在have,need,ought,be going,used等后。例如:

I didn’t want to go there, but I had to.

③在某些形容词glad,happy,pleased,delighted等后。例如:

—Will you join us?

—I should love to.

注意:如不定式中有be, have, have been, 则常保留be, have, have been。例如:

—Are you a sailor?

—No, but I used to be.

—He hasn’t finished yet.

—Well, he ought to have.

但是,当前面句子中出现的是复合助动词时,在省略句中只需保留一个。例如:

—You wouldn’t have won if I hadn’t helped you.

—I would, I think.

当后一个句子中的助动词不同于前句的助动词时,则应重复。例如:

—I think Mary should be told.

—She has been

当be和have作实义动词时,其后的有关成分可以省去。例如:

—I am tired.

—I am, too.

而其他动词则不可以这样。例如:

—Do you like the play?

不可以说:Yes, I like. 而应该说:Yes, I like it / I do.

2. 并列句中的省略

如果后一个句中含有与前面一个句子相同的部分(主语、谓语、宾语或表语),我们通常将此予以省略。例如:

He sang and (he) played the guitar. (省略主语)

John washed (his own shirt) and ironed his own shirt. (省略宾语)

I haven’t read this book yet but I will (read it) later.(省略谓语)

Peter has recently become(a hard-working students), and his brother always was, a hard-working students. (省略表语)

但如果be, have和do在前一个句中作主要动词,而在后一个分句中用作助动词,这时后一个分句中的助动词不可以省去。例如:

Jane has a good memory and has recited all the poems we taught her last night.

3. 主从句中的省略

1) 定语从句中作宾语的关系代词that, which, whom常可以省略;当先行词是time, reason, place时,作状语的关系副词when, why, where也可省去。例如:

This is the first time (when) he had trouble with the boss.

2) 宾语从句中的省略

在以疑问代词和疑问副词引导的宾语从句中,如该宾语从句涉及的是上下文所谈的内容,有时可以省去宾语从句中除疑问词以外的部分,而意思不受影响。例如:

The doctor believed something was wrong with Mike’s chest and he was trying to find out what (was wrong with Mike’s chest).

3) 一般状语从句中的省略

(1) 如果状语从句中的主语与主句的主语相同,而谓语又含有动词be(包括连系动词和助动词),这时可以把从句的主语和be动词一同省去。例如:

While (I was) walking along the street, I heard my name called.

Though(he was) tired, the little girl kept on studying.

(2) 当从句的主语和主句的宾语一致时,也有这样的省略。例如:

Her father told her to be careful when crossing the street.

(3) 用so或not代替上文内容,用if so/not的省略句式。例如:

Get up early tomorrow. If not, you will miss the first bus.

4) 比较状语从句中的省略

(1) 如从句中含有与主句相同的成分,通常仅保留参与比较的部分(即比较的另一方),省略其他成分。例如:

We are more confident than(we have) ever

(been).

(2) 如从句中含有先行主语it时,通常省略it和其指代部分(名词性从句或不定式)。例如:

He spent more money than(it) was intended (that he should spend).

(3) 比较状语从句中的宾语一般情况下不可省略。例如:

James enjoyed the movie more than Susan enjoyed it. (不能省略it)

但是,当谓语动词为动词替代词do时,宾语可以省略。例如:

He speaks English as well as his teacher does.

强调是对一定语境下的部分内容进行突出的一种修辞手法。有些是语法上的需要,同时也对信息起到强调作用。强调句的常见用法如下:

1. 用强调句型“It is(was)+被强调的部分+that(who)+原句其他部分”来强调说话人的意愿。

对主语进行强调:It was I that/who didn’t realize all my mistakes until you told me yesterday.

对宾语进行强调:It was all my mistakes that I didn’t realize until you told me yesterday.

对状语进行强调:It was not until you told me yesterday that I realized all my mistakes.

2. 用助动词“do/does/did+动词原形”来表示强调。例如:

He does know the place well. 他的确很熟悉这个地方。

Do write to me when you get there. 你到那儿后务必给我来信。

3. 用形容词very, only, single, such等修饰名词或形容词来加强语气。例如:

That’s the very textbook we used last term. 这正是我们上学期用过的教材。

Not a single person has been in the shop this morning. 今天上午这个商店里连一个人都没有。

How dare you buy such expensive jewels?你怎么敢买这么贵的宝石呢?

4.用ever,never,very,just等副词和badly,highly,really等带有-ly的副词来进行强调。例如:

Why ever did you do so? 你究竟为什么要这么做?

This is just what I wanted. 这正是我所要的。

He was badly wounded. 他伤得很严重。

I really don’t know what to do next.我的确不知道下一步该怎么做。

5.用in the world,on earth,at all等介词短语可以表达更强的语气(常用于疑问句)。例如:

Where in the world could he be? 他到底会在哪儿?

What on earth is it?它究竟是什么?

Do you know at all?你到底知不知道?

6. 用感叹句来表示强烈的感情。例如:

How interesting a story it is!这是一个多么有趣的故事啊!

What a beautiful day! 多好的天气啊!

7. 用倒装句将要强调的部分置于句首来加强语气。例如:

On the table were some flowers. 桌上摆着一些花。

Many a time have I climbed that hill. 我多次翻过那座山。

Only in this way can we solve this problem. 只有这样,我们才能解决这个问题。

8. 用if来表示强调:

1) if从句+I don’t know who/what,etc. does/is/has,etc.;主句部分也可以用nobody does/is/has,etc.或everybody does/is/has,etc.来代替。这里的if从句往往是正话反说,反话正说。例如:

If he can’t do it, I don’t know who can. 要是他做不了这件事,我不知道还有谁能做。(强调只有他能做)

If Jim is a coward, everybody is. 要是吉姆是个胆小鬼,那么人人都是胆小鬼。(强调吉姆不是胆小鬼)

2) if从句+it be主句(把所要强调的内容放在it be的后面,把其他内容放在由if引导的从句中)。例如:

If anyone knew the truth, it was Tom.如果说谁了解事实的真相,那便是汤姆。

If there is one thing he loves, it is money. 如果说世界上还有他爱的东西,那便是金钱。

1. In some western countries, demand of graduates from MBA courses has .

A. turned downB. turned over

C. fallen downD. fallen over

2. To keep healthy, Professor Johnson

cycling as a regular form of exercise after he retired.

A. took upB. caught on

C. carried outD. made for

3. It’s ten years since the scientiston his life’s work of discovering the valuable chemical.

A. made forB. set out

C. took offD. turned up

4. We all think you speak English as fluently as .

A. speaks a native speaker

B. a native speaker does

C. will a native speaker

D. a native speaker is

5. —You should have thanked her before you left.

—I meant ________, but when I was leaving I couldn’t find her anywhere.

A. to doB. to

C. doingD. doing so

6. You are putting on weight. Why _______ your milk without sugar?

A. not havingB. not have

C. you not haveD. you not to have

7.about wild plants that they decided to make a trip to Madagascar for further research.

A. So curious the couple was

B. So curious were the couple

C. How curious the couple were

D. The couple was such curious

8. Not until the early years of the 19th century _______ what heat is.

A. man did knowB. man knew

C. didn’t man knowD. did man know

9. In history of China sometimes little _______ about the economic development.

A. the government cares

B. does the government care

C. doesn’t the government care

D. the government doesn’t care

10. Autumn coming, down _______.

A. do the leaves fall

B. the leaves will fall

C. fall the leaves

D. the leaves have fallen

11. —_______that he managed to get the information?

—Oh, a friend of his helped him.

A. Where was itB. What was it

C. How was itD. Why was it

12. It was said that not until the old man had passed away _______ to his relatives.

A. she let out the secret

B. was the secret let out

C. out she let the secret

D. out let the secret

13. New ideas some times have to wait for years before ________.

A. being fully accepted

B. fully accepted

C. fully accepting

篇5：高二英语语法总结

魔法课

英语语法是一样繁琐的知识，对于处于懒散状态的高二学生来说，更加不想要去背和接触，下面提高了一些关于高二英语语法的总结，希望派上用场。

主谓一致

1、以单数名词或代词、动词不定式短语作主语时，谓语动词要用单数；主语为复数时，谓语用复数。（最基本的）

2、由and或both……and连接的并列成分作主语时，谓语动词用复数。

但并列主语如果指的是同一人、同一事物或同一概念，谓语动词用单数。

3、由and连接的并列单数主语之前如果分别由each, every, no修饰时，其谓语动词要用单数形式。

4、主语是单数时，尽管后面跟有 but ,except, besides, with，as well as，together with，along with，like 等引导的介词短语时，谓语动词与前面的主语一致。

注意：主语和谓语之间插入了分词短语，谓语要与主语保持一致。

5、一些只有复数形式的名词，如people, police, cattle, clothes等作主语时，谓语动词要用复数。

6、集体名词family, class, team, group 等看作整体时，谓语动词用单数；看作每一个成员时，谓语动词用复数。

7、当表示国家，城市，人名，书名，报纸，杂志，及组织机构等的专有名词做主语时，作为整体，谓语动词用单数形式。

The New York Times is reading all over the United States.《纽约时报》

8、news，maths，physics，politics等词貌似复数，实为单数，其谓语动词用单数.9、“the +形容词”(如the poor，the rich，the young，the old，the dead，the sick，the brave 等)作主语，谓语动词往往用复数

10、表时间、距离、价格、度量衡等的名词作主语时，谓语动词通常用单数。

11、由连词not……but……, or, either……or, neither……nor, not only…but also,等连接的并列主语，如果一个是单数，一个是复数，则谓语动词按就近一致原则，与最靠近它的主语一致。（这个就是就近原则）

12、There be句型、以here开头的句子谓语动词和靠近的主语一致。

13、a number of后面加复数名词或代词，其动词用复数形式；但the number of后面加复数名词或代词时，其谓语用单数。

14、在定语从句中主语是关系代词who , that , which , 谓语动词的数应与先行词的数一致。

注意：在“one of +复数名词+ who/that/which”引导的定语从句中，从句谓语的单复数取决 于one前是否有the(only)、the very。如果有，从句的谓语动词用单数，如没有the only，就用复数形式。

省略

Ⅰ、状语从句中的省略用法

以if从句为代表的状语从句中的特殊省略用法：通常省略了it is，that is，there is/are。

Ⅱ、定语从句中的省略用法

关系词的省略 关系代词that，which，whom等在限制性定语从句中充当宾语且不位于介词之后时，可以省略；in which或that在先行词way后作方式状语从句时可省略。

Ⅲ、虚拟语气中if及should的省略

1、当条件状语从句中有were，had，should等时省略if，把它们提至句首，形成倒装句。

2、Suggest，insist，order，require等表示建议、要求、命令的动词后接的名词性从句中，谓语动词常用“should+动词原形”，should可以省略。

Ⅳ、不定式符号to的省略

1、感官动词see，hear，feel，watch等和使役动词have，make，let等后接不定式作宾语时，不定式省略to。

2、在特定语境中为了避免重复，当不定式再次出现时，在want，wish，hope，try，plan，like，love，hate后往往只保留to，而省略后面的动词。但不定式后有be，have时，也保留be和have。

Ⅴ、So和not的替代性省略

用于避免重复前面所说过的内容，替代词so/not替代肯定或否定的名词性从句。可与believe，do，expect，fear，guess，hope，say，speak，suppose，think，I’m afraid等连用

倒装

1.在there be/live/lie句型中用全部倒装: 2.在以there, here, now, then +be/come/go+主语的句子中用全部倒装: 注：如果主语是代词则不用倒装。

3.以off, away, out, in, up, down等副词开头的句子以示强调或为了使情景更生动，句子用全部倒装:

注：如果主语是代词则不用倒装。

4.only, not until所修饰的介词短语、副词或状语从句放在句首时，要部分倒装:

注：①主句倒装，从句不倒装。

②Only+主语置于句首时，不倒装。

5.never, hardly, seldom, scarcely, barely, not, few, little, often, by no means, at no time等放在句首时，要部分倒装:

6.在no sooner…than;not only…but also;hardly/scarcely …when;句型中，前面的句子要部分倒装:

注：not only…but also, neither…nor连接两个主语不倒装。

7.以so, neither, nor开头的句子，表相同概念的肯定或否定时，要全部倒装:

e.g.:

I have never been to Beijing.Nor has he.She is a teacher, so am I.8.so/such…that句型中，把so/such修饰的那部分放在句首时，主句要部分倒装:

9.as引导的让步状语从句，常把表语、状语置于主首，用倒装:

注：如果表语是单数可数名词，该词前一般不加冠词。

Child as he is, he knows a lot.10.省略if的虚拟条件句置于句首时，用倒装:

11.Such作表语放在句首时，表示强调，用倒装:

12.为了保持句子平衡，或使上下文连接更紧，可把介词短语、形容词短语、副词或分词提到主语前，用全部倒装语序:

过去分词与现在分词

一、现在分词和过去分词的构成（形式）

现在分词的构成

主动语态 被动语态

一般式 doing being done

完成式 having done having been done

过去分词的构成：done

二、过去分词的用法

过去分词一般表示完成的和被动的动作，只有一种形式。

过去分词用法如下：

1.作定语 和现在分词作定语的用法相同。作定语用的过去分词如果是单词，一般放在名词的前面；如果是过去分词短语，要放在名词的后面。

2.作表语

3.作宾语补足语

4.作状语

三、现在分词的用法

1.作定语 作定语用的分词如果是单词，一般放在名词的前面。如果是分词短语，一般放在名词的后面，它的功用相当于定语从句。

2.作表语

3.作宾语补足语 分词在复合宾语中可作宾语补足语。可带这种复合宾语的动词有：see, watch, hear, feel, find, get, keep等。

注1：上述句子也可以变为被动式。如：Steam can be seen rising

from the wet clothes.注2：复合宾语中用现在分词和用不定式意义稍有不同。不定式表示动作发生了，指事物的全过程；分词则表示动作正在进行。

篇6：高二英语语法如何学

1.观察感悟：现行的高中英语课本每个单元的语法分别在三个板块中呈现和运用。1)在课文文本中呈现;2)在课本附录部分呈现;3)在单元同步练习中运用。这三个板块之间的排序是有一定逻辑关系和合理排序的。首先是在课本中自我观察、感悟和发现，对语法知识有一个初步的认识和留下第一印象。这个过程主要是观察结构特点、词形的表达方式、语序等。在此基础上再进入附录部分语法项目的进一步学习、观察和分析。由于附录部分有详细的说明和例句，所以为自主学习提供了重要的资源和保障。

2.作出结论：在反复观察和分析的基础上，尝试自己动手作出结论。比较可行的办法是：对每个例句分别进行归纳和总结，并且尝试用自己最简洁的语言表述出来。

3.初试牛刀：在得出基本结论和把握基本规则以后，马上进入课本中的练习。对于课本中相同的练习没有必要全做，根据需要选做一部分就可以了。每做完一个练习以后，要及时发现问题和反思纠错。

4.模仿运用：参考课本的例句，尝试用同样的方式来表达。在语法结构不改变的情况下，改变原句的某些内容(如不同的人称，不同的词语等)，写出新的句子(结构源于课本，但句子的具体内容又不同于课本)。

5.设计练习：通过归纳和模仿运用后，就可以进入自主设计练习了。以下是常见的设计方法：

1)对原例句挖空还原填空：把原句的关键词挖空(如：时态、语态、非谓语中的动词)，然后根据语境来还原填空;2)用完成句子的形式设计练习：把原来的例句变成完成句子的练习，保留原句的一部分，另一部分则变成中文提示，然后根据提示再现原句的本来面目。3)根据语法项目，自己动手编写单句中译英练习。4)表格填空：如果原来的语法知识是用表格来呈现和归纳的，那么就可以自己另外画一个新的表格，把原来的重要(关键部分)挖空，然后凭自己的回忆，边想边还原填空。5)基本概念挖空填空：把原来概念表述部分的关键词语挖空，然后还原填空。

6.综合运用：经过以上几个环节，就完全可以进入综合运用阶段了。学习语法的最终目的就是能够在具体的语境或语篇中进行运用。综合运用可以通过以下几种方式来实现：1)运用所学的语法知识写一段话;2)运用所学的语法知识编一段故事;3)拿一段完整的文章来根据语法项目的相关内容进行语篇挖空，然后还原填空;4)运用所学的语法知识编一段对话等。

高二英语课文背诵方法

1. 抄诵法。俗话说：“抄一遍胜过读十遍。”读诗词或短文时先看一句抄一句;再看几句抄几句;最后看一段抄一段，直到看一篇抄一篇，也就是先读再抄，抄完再读。

2. 时空法。记住要背内容中表示时间方位顺序的词语。

3. 人物法。记住文章中依次(或分类)出现的几个人物，这样忆人思情，忆人思言，就有助于理解与背诵。

4. 情境法。创设具体情境，根据情境熟读容易理解和记忆。尤其是优美的诗歌与散文，运用此法效果更佳。

5. 情节法。掌握故事的起因、经过、发展、高潮、结果等具体情节，据情而背就容易的多了。

6. 延伸法。背短文或诗歌，可从开头逐句延伸背诵，即背会第一句，背第二句时把的一句带上，背会第一二句，背第三句时再把第一二句带上，如此延伸，直到全篇。

7. 对比法。把课文中具有对比的部分找出来，记住这个对比的性质、特点、作用，就容易背诵了。

8. 问题法。提出几个具有连贯性、系统性的问题，根据问题答案的顺序，记取背诵内容。

9. 提纲法。列出一个简单的提纲，然后根据提纲练习背诵。

10. 列表法 。记忆时先将需要背诵的内容进行列表归纳，使繁杂的内容简单化、特征化、条理化，一目了然，便于举一反三，加深印象。

11. 间隔法 。记忆课文的词语不能怕重复，第二、三天还要再读第一天读的词，温故知新，常读常新。

12. 歌诀法。将要背诵的内容，编为歌诀，读来顺口，记忆深刻。

13. 点线法 。抓住文章的脉络，提炼出各层次的关键词语、句子作为记忆的点，如表现人物形象的动词等，根据先后次序排列起来，再连点成线，连线成面，展开快速记忆，背诵课文，也就是按照文章写作的线索顺序，把全文的主要内容联系起来记忆。

14. 分合法。先分句背，在句中背关键词，这样逐句背，而后合背，由词连句，由句连段，再由段连篇。或先抓要背内容的主要部分，再带动次要部分，再合背。

15. 关系法。背诵之前，先弄清文章的结构关系，例如先总后分，先分后总，总分——总：有如动静关系，远近关系，等等。

16. 耳听法。这种方法是由一个人或一部分人朗读，大家洗耳恭听。或自己先把要背的东西录音，然后放音，仔细听记，用这种方法训练背诵，比单纯反复朗读效果会更好些。

高二英语怎么才能学好高中英语

一、坚持各种各样的读诵

1.朗读 对于我们所学的课文，一是要边听录音边读，让自己有正确的读音;二是大声反复朗读，且越读越快，直到自己能背诵;三是在读的时候，要眼、手、脑并用，把不熟悉的单词和句子写、记并思考其结构。

2.背诵 好的经典的文章应背熟，以记住好词好句，背诵大量的名言警句等，来培养自己的语感，并为写好作文积累素材。

3.速读 也就是读第一遍时用最快的速度读完，以提高阅读速度和理解能力，并逐渐培养不翻译直接理解英文的能力，即直接用英语思维的能力。

4.精读 也就是慢慢地咀嚼和揣摩，达到对每篇文章 准确理解，并熟悉语法结构， 篇章布局，加深对一些重点单词和词组的理解与记忆。

5.泛读 每天尽可能地抽出时间(不低于半小时)，读英语阅读理解一二册，遇到不会的单词在不影响文章理解的情况下，可以略过或根据上下文去猜测，从而提高阅读速度。尤其在读第一遍时不要查字典。

6.阅读内容要有广度，高考英语阅读理解题材趋向多样化、现代化和生活化，突显语言与文化相结合的特点。选材皆源于国外英文图书、社会、文化、史地、科普、政治、经济等，原汁原味，语言纯正地道，具有鲜明的英语语言特点。有较为丰富的文化蕴涵，重视人类的热点问题，追踪科技前沿，具有浓厚的时代气息，贴近实际生活。体裁分布比较均匀，包括记叙文、说明文、议论文、应用文。

二、坚持各种各样听力训练

1、从最基本的内容入手，听懂每个单词、每句话、每段话和文章，并逐步增加难度，每天坚持半小时左右。

2、听时，跟读，一方面可以加强听力，另一方面还可以训练口语，同时可以培养语感。

3、在听之时，要关注听力原文。听力原文很重要，它的内容和题材在很多情况下是大同小异的。听完之后，再去熟读文章，一直坚持下去，定会收到好效果的。

三、写的练习

1、单词、短语、句型都要反反复复读、写，加强记忆。

坚持今天 成就明天

2、坚持每周写一至二篇作文。可以是命题的，也可以是改写。坚持写日记，把每天所见所闻所想用英语写下来。还可以写信或E-mail。写好之后，可以让老师当面批改。

四、吃透弄懂常见语法

1、循序渐进，从基础到高级，掌握没一个语法点，并作好笔记，便于复习。 2、对于不熟悉的语法知识应反复复习应用，直到掌握。如果有不懂的，一定及时向同学和老师请教，直到弄懂为止。并做一些相关的练习。

五、坚持词汇的积累

1、每天记10—20个单词 ，并复习前一天记忆的单词。对于生疏的旧单词，可记录下来，随身携带并随时记忆。

2、所有记忆完的单词，要随时复习。重复是记忆单词最好的办法，也是很多记忆的根本方法。要不断地经常性地看看记记，坚持一段时间就不会忘了。

3、结合例句记忆单词，效果很好。最好理解了意思，放在上下文里去记，这样既快又好，不容易忘记。记忆时要注意力集中，边写边记，最好用黑色水在白纸上写，这样对大脑皮层冲击比较大，印象深刻。

六、坚持认真听课，保证课堂效率

课堂是我们吸取知识的主阵地，一个重要途径。我们应该认真听讲，做好笔记，并积极地跟着老师的思维去思考，遇到自己不理解的问题要及时提问，把它搞清楚。同时要带着积极的心态去上课，勇于回答老师的问题，学会充分表达自己的情感，尽量增加和老师之间的互动。只有注重了每堂课的效率，才会起到事半功倍，举一反三的效果。

七、适度的限时练习

定量的练习可以巩固所学知识，通过练习可以提高阅读理解能力，增加词汇量，加强对语法的掌握。但是，平时的作业和练习一定要限时定量少参考。平时做题时，不能不限时间，做做停停，再查资料甚至翻字典。而要限时记时，逐步养成在单位时间内思考、答题的好习惯，培养自己在短时间、高压力之下的判断力。

八、坚持心态调整，做到循序渐进