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综合英语语法总结

新题型：

- Which of the following sentences is INCORRECT?

- Which of the following determiners (限定词) can be placed before both singular count nouns and plural count nouns?

- Which of the following refelxive pronouns (反身代词) is used as an appositive (同位语)？

- Which of the following sentences expresses WILLINGNESS?

- Which of the italicized parts functions as a subject?

- Which of the italicized parts functions as an object?

- All the following sentences have an appositive EXCEPT .

- Which of the following best explains the meaning of “Shall we buy the tickets first”?

- Which of the following contains an adverbial clause of cause?

- Which of the following prepositional phrases can function as an adverbial?

- Which of the following prepositional phrases is an adverbial of concession?

- "..." The sentence means that .

《综合教程》（修订版）第一册

1）simple past, past progressive, past perfect; 一般过去时，过去进行时，过去完成时

Use of simple past tense:

1) The simple past tense is used to talk about completed actions and habits in the past.

e.g. Shakespeare died in 1616.

We used to walk a mile in the morning when we were in London.

2) Past tense of verbs such as want, wonder, hope is used for polite inquiries.

e.g. I wondered how you liked the film.

Use of past progressive:

1) The past progressive indicates a limited duration of time and is thus a convenient way to

indicate that something took place (in the simple past) while something else was happening.

e.g. Carlos lost his watch while he was running.

2) The past progressive can express incomplete action.

e.g. I was sleeping on the couch when Bertie smashed through the door.

※as opposed to the simple past, which suggests a completed action

e.g. I slept on the couch last night.

3) The past progressive is also used to poke fun at or criticize an action that is sporadic but

habitual in nature.

e.g. Tashonda was always handing in late papers.

4) We use the past progressive of verbs such as wonder to show politeness.

e.g.I was wondering if you could give me a lift.

※This use is even more polite and tentative than the simple past.

Use of past perfect tense:

1) The past perfect tense expresses the idea that something occurred before another action in the

past. It can also show that something happened before a specific time in the past.

e.g. I had never seen such a beautiful beach before I went to Kauai.

2) If the past perfect tense is not referring to an action at a specific time, it is not optional. Compare the examples below. Here the past perfect tense is referring to a lack of experience rather than an action at a specific time. For this reason, the past perfect tense cannot be used.

e.g. She never saw a bear before she moved to Alaska. Not Correct

She had never seen a bear before she moved to Alaska. Correct

2）verbs of perception + ing form/ -ed form/ infinitive form;

感官动词的-ing/-ed/不定式形式

Verbs of perception are a set of verbs denoting the use of one of the physical senses. Some verbs of perception see, look at, hear,listen, and feel, along with watch and sense can be used with objects followed by verbs in -ing form, -ed form and infinitive form.

e.g. We heard you leave. (Emphasis on our hearing.)

We heard you leaving. (Emphasis on your leaving.)

John has never heard the piece played before. (Emphasis on the passive voice of play.)

3）special word order with as and though as/though 引导的让步状语从句

In a concessive clause introduced by though or although, the complement or the adverbial can be placed at the beginning of the sentence. The formula for the inversion is:

e.g. Old as / though he is, he works hard as a young man.

Hard as / though he studied, he did not pass the examination.

Unit 2

1）generic reference and specific reference of a/an and the 不定冠词和定冠词的形式、语法意义及用法

We usually use ―the‖ when we talk about things that are unique: the sun, the sky, etc, and about things that are context specific and are known by both the speaker and the listener. If we want to describe a particular instance of these we can use ―a/an‖.

e.g. I could see the plane (context specific, both the speaker and the listener know about the

plane that is mentioned) high up in the sky (unique).

When I woke up there was a bright blue sky (an instance).

2）go to school or go to the school 用法区别

A/an, the and zero articles can all be used in set collocations or fixed collocations and idioms. Caution that collocations with different choices of articles can mean differently.

e.g. A man is standing in the front of the house. (The man is in the house.)

A tree is standing i n front of the house. (The tree is outside the house.)

I go to school every day. (=I go to the school to study every day.)

I went to the school today. (=Today I went to some place and that place was a school.)

Unit 3

1）more…than construction; 了解和掌握比较级最高级的结构、用法和所表达的意义

※You can use ―a little‖, ― a lot‖, ―a bit‖, ―a great deal‖, ―any‖, ―far‖, ― even‖ ―still‖, and ―much‖ in front of more than construction.

e.g. Tom is a little younger than Tim.

You get far more than you pay for it.

2）as…as construction;

The basic pattern is as +adjective / adverb + as.

e.g. John is as bright as Bob.

The swimming pool isn't as wide as that one.

※You can use ―just‖, ―almost‖, ―nearly‖ , ―quite‖ in front of "as… as"

construction,

e.g. Listening skills are just as important as speaking.

Maybe I didn't love you quite as often as I should have.

3）the most

The superlative construction is used when three or more than three people or things are compared. In this construction there is usually a scope of comparison which may be expressed by a prepositional phrase, a relative clause, or a non-finite clause. Sometimes the scope of comparison is understood in the context and need not be expressed. In some set expressions, a scope of comparison is unnecessary at all. The negative form of the superlative construction is "the least", which, in practical usage, is usually replaced by the superlative degree of antonymous adjectives or adverbs.

e.g. This is the least difficult book I have ever read.

The idea of highest degree can also be expressed by other constructions. In some contexts the positive or comparative degree expresses the same meaning as is usually conveyed by the superlative.

e.g. George did more work than anyone else.

Nothing in my life shook me so deeply as my first visit to China.

Unit 4

1）any, each, all, every and their compounds; any, each,all,every以及它们的复合词

2）countable and uncountable nouns; 可数名词和不可数名词Common nouns can be classified into 1) countable nouns and uncountable nouns, or 2)

individual nouns, collective nouns, material nouns and abstract nouns. Usually individual nouns and collective nouns are countable while material nouns and abstract nouns are

uncountable. But sometimes abstract nouns and material nouns can be countable if they are used in specific sense, for example with an attribute.

e.g. My children are a great joy (an attribute) to me.

His room, at sixteen dollars a day, was a disappointment (something specific, and something that disappoints people).

Sri Lanka produces many teas (many kinds of tea).

3）prepositions 介词的用法和特点及其语法意义

Unit 5

1）imperative sentences; 祈使句

Imperative sentences, also known as ―commands‖ begin with a verb in the imperative mood and express a command, an instruction, an order, a warning, a request, a suggestion, a wish, an invitation, etc.

There are three kinds of imperatives: the second person imperatives, the first person imperative, and the third person imperatives.For the second person imperatives, if we want to enhance the force of the imperative, we can add an emphatic DO or YOU at the beginning of the sentence.

e.g. Mr. Smith, you sit over there.

Do come in.

Let me have a look.

Let‘s stop and finish it later.

Don‘t let anyone shirk his responsibility.

2）question tags added to imperative clauses; 祈使句的反意问句的构成和作用

Sometimes we add question tags to the imperative sentences to soften the imperative tone.

For the second person imperatives, after a positive imperative, the question tag can be ―will/would/can/can‘t/won‘t you/?‖ ―Won‘t‖ is used to invite. ―Will you‖ is often used as request. ―Won‘t you‖ is used to show less forceful orders. ―Would‖ is less forceful than ―will‖ and much less common. ―Can‘t you‖ can show the speaker‘s annoyance. After a negative imperative, the question tag is ―will you?‖

If t he part addressed includes only the speaker the question tag usually is ―will/won‘t you?‖ If the part addressed includes both the speaker and the listener, the tag should be ―shall we?‖

e.g.Don‘t be so noisy, will you?

Stop talking, will/won‘t/would/can/can‘t you?

Let me drive you home, will you?

Let‘s take a taxi, shall we?

3）anther, other(s), the other(s) 用法特点及表达的意义

*―Another‖ means 1) additional, one more (sometimes two more, three more ...) person or thing of the same type; 2) a different one, not the same person or thing.

e.g. I need another week / two weeks to finish this investigation.

We finally moved to another apartment.

*―Other‖ is always followed by plural nouns. It means 1) additional; 2) else, different. ―Others‖ means more people or things.

e.g. Danny is playing with two other children.

Saudi Arabia produces more oil than any other country (Singular noun must be used after ―any other‖.)

I only know about this book, but there might be others (= other books).

*―The other (one)‖ me ans t he second of the two people or things. ―The others‖ (= the other ones) means the rest of the people or things. Note that here there must be a specific context.

e.g. You can park on the other side of the street.

She‘s much brighter than all the other children in her class (―In her class‖ serves as a specific context.).

Unit 6

1）simple prepositions and complex prepositions; 介词和复合介词

①The prepositions, such as in, of, at, and to, are all single words. We call them SIMPLE

PREPOSITIONS.

②COMPLEX PREPOSITIONS consist of two- or three-word combinations acting as a

single unit. Here are some examples: according to, but for, except for, in terms of, in point of, with regard to, in the case of, etc.

e.g. regardless of but for in terms of except for according to in case of

2) conjunctions 连词

Conjunctions are used to express a connection between words. There are two types of conjunctions. COORDINATING CONJUNCTIONS(or simply COORDINATORS) connect elements of equal syntactic status.

e. g. Paul and David

I play tennis but I don't play well.

meat or fish

On the other hand, SUBORDINATING CONJUNCTIONS (or SUBORDINATORS) connect elements of unequal syntactic status.

e.g. I left early because I had an interview the next day.

I'll be home at nine if I can get a taxi.

Unit 7

1)modal auxiliary + infinitive; 情态动词+不定式的构成方式及表达的

不同语法意义

Modal auxiliaries are a special type of verb in English language.Syntactically, modal auxiliaries (or ―modals‖ for short) can only be the initial element of a finite verb phrase and are invariably followed by a bare infinitive.

e.g.

*Notice that: when a modal auxiliary takes the predictive meaning, the infinitive after it may appear in the perfect form to denote past time

She must have seen how scared I was and reached over.

and in the progressive form to denote future time.

I sh ouldn‘t be eating them anyhow.

When the modal auxiliary takes the non-predictive meaning, the infinitive after it usually appears in its base form as in the first example.

I could hear small pockets of soothing conversation everywhere.

3) hypothetical past 假设性过去时的用法及语法意义(虚拟)

We use hypothetical past to talk about unreal condition in the present, future and past. And in this case, we use simple past to replace the original simple present or simple future, and past perfect to replace the original past tense.

e.g. I am so nervous → If only I weren‘t so nervous.

You are not telling the truth → I wish you were telling the truth.

You didn‘t listen to me and you are in great trouble now. If you had listened to me, you wouldn‘t be in such trouble now.

Unit 8

1）real and unreal conditionals; 真实条件句和非真实条件句

2）it + be + … + that 强调句的用法及表达的不同语法意义

Sentences introduced by "It is"or "It was"are often used to emphasize a specific subject or object. The introductory clause is then followed by a relative pronoun. ―It + be + … + that‖ can be used to highlight the subject, object, adverbial of time, place, manner, cause.

e.g.It is Jenny who spends all her money on shoes. (subject)

It is shoes that Jenny spends all her money on. (object)

It was in London that he met his first wife. (place)

It was only when he phoned that I realized what had happened. (time)

It is learning English that I find most enjoyable nowadays. (gerund action)

Unit 9

1）simple present tense; 一般现在时

①The simple present is used in the expression of eternal truths and proverbs, scientific and

other statements made for all time.

e.g. A rolling stone gathers no moss.

London stands on the River Thames.

②The simple present can express habitual or recurrent actions.

e.g. Percy often goes to his office by underground.

He always sleeps with his windows open.

③The simple present can be used to denote a momentary phenomenon that exists at the time of speaking.

e.g.What‘s the matter with you? You look pale.

④The simple present can be used to denote future time.

e.g. I hope she likes the flowers.

If it doesn‘t rain tomorrow, we will go to the countryside.

⑤The simple present can occasionally be used to denote past time. This use of the simple

present is usually found with such verbs as tell, say, hear, write, learn.

e.g.Mary tells me you‘re entering college next year.

I hear poor old Mrs. Smith has lost her son.

2）present progressive; 现在进行时

①The present progressive is used to denote an action in progress at the moment of speaking.

e.g.Hurry up! We‘re all waiting for you.

②The present progressive can express an action in progress at a period of time including the

present.

e.g. Jane is studying law while her sister is doing physics.

③The present progressive is used to denote a future happening according to a definite plan or arrangement.

e.g.I‘m going to Shanghai for the summer holiday.

When you are talking with him, take care not to mention this.

④The present progressive can be used to denote an action in the immediate past and to make even politer requests with such verbs as hope, wonder.

e.g.You don‘t believe it? You know I‘m telling the truth.

I‘m wondering if I may have a word with you.

3）progressive verb vs. non-progressive verbs 延续性动词和非延续性动词的用法和语法意义

The present progressive is commonly associated with durative dynamic verbs such as work, play, study, live, write, etc. which are progressive verbs. Those momentary verbs, denoting very short duration, such as shoot, jump, nod, put, etc. and stative verbs such as think, know, belong, believe, like, etc., are non-progressive verbs.

e.g.Peter shoots and —yes, it‘s a goal. The crowd are cheering and the other players are

running up to congratulate him.

Unit 10

1）The passive voice; 被动语态

If the agent is important (the person, company or thing that does the action) , use ―by‖. If it is not definite and does not carry any essential information, it can be omitted.

※Only verbs that take an object can be used in the passive voice.

e. g. Houses are built.

My bike was stolen.

2）subordination 引导状语从句的连词的用法和语法意义Subordination (abbreviated variously SUBORD, SBRD, SUBR or SR) is a complex syntactic construction in which one or more clauses are dependent on the main clause. Dependent clauses are also called ―subordinate clauses‖.

Subordinate clauses are introduced by a subordinating conjunction, such as, after, although, as much as, as long as, as soon as, because, before, if, in order that, lest, since, so that, than, that, though, unless, until, when, whenever, where, wherever, whether, and while, etc.

e.g. I don't know if George is awake yet.

George overslept because his alarm clock was broken.

Unit 11

1）reported speech; 间接引语的表述方法

Note:

● Backshift of Simple Present is optional if the situation is still unchanged or if you agree with the original speaker.

● Advisory expressions with must, should and ought are usually reported using advise / urge.

● The expression let’s is usually reported using suggest. In this case, there are various

possibilities for reported speech: gerund or statement with should.

2）subject-verb agreement 主谓一致的用法

Most likely, your verb will agree with the first noun to the left of the verb.

e.g. The Supreme Court judge decides the appropriate penalty.

Occasionally, a sentence has the subject after the verb instead of before it. This strategy is often used for poetic effect.

e. g. Over the ripples glides a small canoe.

If subjects are joined by or or nor, the verb should agree with the closer subject.

e. g. Either the actors or the director is at fault.

The relative pronouns (who, whom, which, and that) are either singular or plural, depending on the words they refer to.

e. g. The sales manager is a good researcher who spends a great amount of time surfing

the Web for information.

Indefinite pronouns(someone, somebody, each, either one, everyone, or anyone) are considered singular and need singular verbs although they may convey plural meaning.

e. g. Anyone who wants to pursue higher education has to pass entrance exams.

A few nouns can be either plural or singular, depending on whether they mean a group or separate individuals. These words are rarely used as plurals in modern writing.

e. g. The jury is sequestered.

A few subjects look plural but are really singular or vice versa.

e. g. The news of the discovery is spreading.

The mass media have publicized the facts.

Unit 12

1）the relative clause; 关系从句的形式及语法意义

A relative clause is a clause that is introduced by a relative word—either by a relative pronoun or by a relative determiner, or by a relative adverb. Relative clauses may be restrictive or non-restrictive. antecedent

a) The relative that is normally used as subject complement in an SVC construction or there be

construction. In this use, "that" is usually omitted.

e.g. When Mary was born, Dorothy decided her daughter would be the singer (that) she

always wanted to be.

The 9.15 is the fastest train (that) there has ever been.

b) When the antecedent is an indefinite pronoun such as all, anything, something, or nothing,

the following relative clause usually requires a relative that as subject, and that/zero as

object.

e.g. All that live must die.

All (that) I want is peace and quiet.

c) When the antecedent is composed of a personal head with determiners as only, all, any, and

when the antecedent takes a premodifier in the superlative degree,the following relative clause is normally introduced by that rather than who or which.

e.g. Any man that wants to succeed must work hard.

Newton was one of the greatest men that ever lived.

d) A non-restrictive relative clause is usually introduced by who, whom, whose, which. The

antecedent of which may be a clause or part of a cause.

e.g. This book, which only appeared a year ago, has already gone through several editions.

He tried to stand on his hands for five minutes, which — as you know — is rather a difficult thing to do.

2）the present and the future 现在时和将来时的不同形式即语法意义Future time is expressed by means of model auxiliaries, by semi-auxiliaries, or by the simple present and present progressive forms.

1) will/shall +verb

e.g. The next train to Shanghai will leave at 8 a.m.

We shall know the result next week.

2) be going to +verb

e.g.He‘s going to be a doctor, when he grows up.

3) be +-ing (present participle): Verbs of movement from one place to another such as go, come, leave, start, arrive, etc. can be used in this structure.

e.g. The plane is taking off at 6.30.

4) be to +(infinitive)

e.g.I‘m to have tea with Betty this afternoon.

5) simple present

e.g. I‘ll give it to you after I return..

Unit 13

1）the infinitive and the –ing participle as object; 现在分词和不定式作为宾语的用法

a)Verbs that are followed by –ing participle include: admit, fancy, delay, miss, involve, postpone,

finish, imagine, avoid, deny, risk, practise, consider, enjoy, etc.

b)Verbs that are followed by the infinitive include: decide, hope, pretend, deserve, promise,

attempt, offer, agree, plan, aim, afford, manage, threaten, refuse, learn, fail, etc.

c)Either infinitive or –ing participle without change of meaning

Verbs that can take either an infinitive or an –ing participle as object include attempt, begin, can’t bear, continue, deserve, dread, hate, intend, like, loathe, love, need, neglect, omit, plan, prefer, require, start, etc. Following these words, an infinitive or an –ing participle can alternate without change in basic meaning.There are cases, however, where the transforms are not in free variation.

i) After process verbs such as begin, cease, continue, start and emotive verbs such as can’t

bear, deserve, dread, hate, intend, like, loathe, love, need, neglect, omit, plan, prefer, require, the infinitive is commonly used to refer to a specific act while the –ing participle is used to refer to a general act.

e.g. I can‘t bear living alone.

I can‘t bear to see the child so badly treated.

Phil prefers doing it that way.

He prefers to go by train this evening.

ii) After need, want, require, deserve, an active -ing participle can be used to denote a passive meaning which can also be expressed by a passive infinitive.

e.g. This letter needs signing by the manager.

= This letter needs to be signed by the manager.

The house wants rewiring.

= The house wants to be rewired.

iii) After begin and start, either infinitive or –ing form is possible, but when the infinitive is a stative verb, or when begin/start is in the progressive, we use the infinitive form.

e.g. We began to see what he meant.

It‘s beginning to rain.

d) Either infinitive or –ing participle with different meanings

The verbs such as forget, go on, leave off, mean, regret, remember, stop, etc. that can take an infinitive or an –ing participle with different meanings fall into five sub-classes:

i) After remember, forget and regret, the infinitive refers to the next action that follows the first, and the –ing participle to a previous event.

e.g. Can‘t you remember telling me the story last night?

= You told me the story last night. Can‘t you remember it?

You must remember to tell him all that.

= You must tell him all that. Don‘t forget it.

ii) After s top, leave off, go on, the –ing participle functions as object, while the infinitive as adverbial of purpose.

e.g. They stopped watching TV at 9:30.

= At 9:30 they did not watch TV any more.

He left off writing the book.

= He stopped writing the book.

He left off to write the book.

He left some place in order to write the book.

iii) After try, mean, can’t help, the choice between an infinitive and an–ing participle depends on the meaning of the preceding verb itself.

e.g. Your plan would mean spending hours.

I didn‘t mean to make you angry.

iv) After agree, decide,there is a choice between the infinitive and ―preposition + -ing‖.

e.g. They agreed to share the remuneration.

They agreed on sharing the remuneration.

v) After encourage, permit, allow, recommend, advise, authorise, either the –ing participle or the infinitive with an expressed logical subject can be used. Allow doing/allow sb to do

e.g.She doesn‘t allow smoking here.

She doesn‘t allow us to smoke here.

2）the non-finite forms as adverbial and noun phrase modifier; 非限定性形式做名词短语、副词短语修饰语

The non-finite forms include the –ing clause and the infinitive clause. An –ing participle clause usually refers to an active and/or progressive event, an –ed participle clause refers to an passive and/or experienced event while an infinitive clause suggests an event to be experienced. They can be used as adverbial or as noun phrase modifier.

e.g. She looked at us with a smiling face.

To determine the number of cells, a sample is put under a microscope.

Unit 14

1）need; need的用法

Need can be a lexical verb as well as a modal auxiliary. As a lexical verb, it is followed by a to-infinitive. As a modal auxiliary, it is non-assertive, which means it is usually used in negative sentences or questions. Note that in answer to a question introduced by need, we should use must in a positive response and needn’t in a negative response.

e.g. Do we need to stay this evening?

Need we work late today?

No, we needn‘t, but we must tomorrow.

When inquiring about the necessity of doing something, either must or need can be used. If the answer is negative, we can only use needn’t or don’t have to rather than mustn’t.

e.g. Need/must I see a doctor at once?

No, you needn‘t / don‘t have to for the time being.

―Needn‘t have +-ed‖ implies that somet hing was done but was unnecessary.

e.g.I needn‘t have gone to the station.

2）the non-finite form as noun phrase modifiers 名词性短语修饰语的用法及其语法意义

The –ing form of most intransitive verbs of English can be used attributively as adjectives to indicate what someone or something is doing. –ed adjectives may refer to a person‘s mental or emotional reaction to something or describe the expression or manner of the person affected. Most –ed adjectives are related to transitive verbs and have a passive meaning. A few –ed adjectives are related to the intransitive verbs and have an active meaning.

e.g. Most people like fresh food and don‘t like frozen food.

Some people say it is an interesting book while others say that it is a boring one.

《综合教程》（修订版）第二册

would v.s. used to; used to v.s. be used to

―Would do‖ refers to past actions and habits as well. Remember that ―would‖ is also used in a conditional sense. It‘s a good idea not to use ―would‖ in questions and negative sentences, as its meaning can easily be misunderstood in a conditional sense.

e. g. We’d spend a lot of money on projects that didn’t help the company.

They would ask a lot of crazy questions that didn’t seem to make any sense.

―Used to do‖ expresses something that we often did in the past, but don‘t do anymore. It is

often used in the positive form to speak about repeated actions. Generally, we use the form to contrast past habits with present situations.

e. g. I used to go jogging three times a week when I lived in Italy. Now, I’m too busy and can

only jog once a week.

Janice used to live in New York, but moved to Seattle last year.

―Be used to (doing) sth.‖ means someone has experienced something so that it no longer seems surprising, difficult or strange. It is always followed by a noun or gerund.

e. g.Sally is used to spending hours in front of the computer every day.

They’ve always lived in hot countries so they aren’t used to the cold weather here.

would, should, might, could

Would can be used in some forms that are viewed as more formal or polite. It can also be used to express willingness.

e. g.Would you get me a glass of water?

I told him not to go, but he would not listen.

Should is used to indicate that an action is considered by the speaker to be obligatory. It is used to form the future tense of the subjunctive mood, usually in the first person.

e. g.You should brush your teeth every day.

If I should be late, go without me.

Might can be used to express a present time possibility or uncertainty. It can be used in the first person to express that future actions are being considered. It can be used in a question to ask for permission.

e. g.John is not in the office today, and he might be sick.

I might go to the mall later.

Might your phone?

Like could and would, might can also be used in polite requests and suggestions.The auxiliaries could, would and might can be used to express differing degrees of politeness.Thus, might expresses the highest degree of politeness.

Could is used to express ability. It is also used to express beliefs about situations.

Could can be used to make requests.

e. g. I could speak English.

He couldn’t have left already; why would he want to get there so early?

Could you pass me the cheese?

didn’t need to do / needn’t have done

Both these patterns are used to talk about past events.―Needn‘t have done something‖

means that something was not necessary under circumstances where it was done.

e. g. I needn’t have prepared all that food. They phoned to say they wouldn’t be coming.

When I got home from the bakery, I found we still had plenty of bread, so I needn’t have bought a loaf.

―Didn‘t need to do something‖ means that there was no necessity to do something. And the thing was not done.

e.g. We had plenty of petrol in the tank, so I didn’t need to fill up.

We didn’t need to wait for long for them. They arrived just after us.

Dangling Participle

悬垂分词又叫“无依着分词”（Unattached Participle）,是指其逻辑主语与所处句子的主语不一致的分词。

Which sentence contains dangling participle?

Wrong: Leaving the classroom, the lights went out by themselves.

Right: Leaving the classroom, he found the lights went out by themselves.

Concrete nouns & abstract nouns

Experience: 经验; 经历

Youth: in youth, a youth年青人

抽象名词前加adj时,是可数名词

一些词泛指是不可数的, 指某一特殊情况时,可数

Quantifier量词

Determiner限定词Every, each, everyone, every one, all, both, ether or neither, some, any

Negation and inversion

Inversion involves putting an auxiliary verb before the subject of a clause. In formal English, it is quite common to use inversion after negative adverbial expressions and restrictive words such as only, never, hardly, little and seldom.

e. g. At no time did he get permission for what he was doing.

Not until the next morning did she realize how serious it was.

Only later did they learn his terrible secret.

Hardly had we walked in the door when the phone started ringing.

In some negative sentences, ―not‖ is to negate the predicates in form, but actually it is used to negate other elements of those negative sentences. Therefore, while translating, we should

transfer the negation in some cases.

e. g. Every man cannot be a scientist.

A high executive does not have a large vocabulary merely because of the opportunities of

his position.

A negative may be transferred from a certain part of the sentence to another in translation.

e. g. We don’t believe that our mother tongue is inferior t o any other language in the world.

I don’t think Father will fancy living an idle life like that.

Unit noun

There are a number of nouns in English which can be used with mass nouns to indicate units that you can count after all. Some of the other unit nouns have more restricted

collocations: they combine with certain nouns but not with others. Here are a few examples:

a slice of cake

a loaf of bread

a lump of sugar

a pinch or grain of salt

a stroke of luck

as … as, as vs. like

―As … as‖ is used as comparative subordinating conjunctions to join two clauses.

e. g. The house was as large as two put together.

The coat of paint is not as fresh as it used to be.

―Like‖ (when used to mean ―similar to‖) is a preposition. ―As‖ (when used to mean ―in the same manner‖) is a conjunction. Prepositions govern nouns, pronouns, and words used as nouns. Conjunctions join clauses.

e. g. Do as I say!

He eats like a pig.

When used as a preposition, ―as‖ means ―in the position of, in the form of‖.

e. g. Dad dressed up as Santa Claus.

Practice:

Insert as or like as appropriate in each sentence.

1. In 1939, ____________ in 1941, there was a great surge of patriotic feeling.

2. You‘re just ____________ what I expected.

3. You mustn‘t think of me ____________ being unhappy.

4. The child sang as sweetly ___________ a nightingale.

5. I received the same grade ___________ you did.

6. There‘s nothing ___________ a good night‘s sleep.

Key:

1. as

2. like

3. as

4. as

5. as

6. Like

the simple present and the present progressive

Simple present is used for activities that are long-lasting habits.

e.g. Helen exercises everyday.

Helen cooks Greek food often.

Present progressive is used for activities that occur at the moment of speaking activities.

e. g. Helen is taking a class at Skyline College this year.

Helen is studying Multimedia Arts this semester.

Helen is listening to her iPod now.

The present c ontinuous with words such as ―always‖ or ―constantly‖ expresses the idea that something irritating or shocking often happens.

e. g. She is always coming to class late.

He is constantly talking. I wish he would shut up.

Speakers use the present continuous to indicate that something will or will not happen in the near future.

e. g. I am not going to the party tonight.

Is he visiting his parents next weekend?

2. Position of adjectives

Unlike adverbs, which often seem capable of popping up almost anywhere in a sentence, adjectives nearly always appear immediately before the noun or noun phrase that they modify.

Sometimes they appear in a string of adjectives, and when they do, they appear in a set order according to category.

The categories in the following table can be described as follows:

A. Determiners— articles and other limiters.

B. Observation— postdeterminers and limiter adjectives (e.g. a real hero, a perfect idiot) and

adjectives subject to subjective measure (e.g. beautiful, interesting)

C. Size and Shape— adjectives subject to objective measure (e.g. wealthy, large, round)

D. Age— adjectives denoting age (e.g. young, old, new, ancient)

E. Color— adjectives denoting color (e.g. red, black, pale)

F. Origin— denominal adjectives denoting source of noun (e.g. French, American, Canadian)

G. Material— denominal adjectives denoting what something is made of (e.g. woolen, metallic,

wooden)

F. Qualifier—final limiter, often regarded as part of the noun (e.g. rocking chair, hunting

cabin, passenger car, book cover)

e. g. a beautiful old Italian touring car

four gorgeous long-stemmed red silk roses

her short black hair

several enormous young American basketball players

Numerals

Cardinal numerals基数

The different ways to express ―around‖: around, about, nearly, some, more or less, or so, thereabouts, etc.

Ordinal numerals序数

Ordinal numerals allow both articles ahead. Again, the article determines the noun only, not the numeral.

Fractional numeral分数is used to express parts of a whole. Commonly, it takes two forms:

1. Common fraction

Work according to the formula: Wholes + Numerator / Denominator

e. g.1 2/3 = (is equal to or means) one (whole) and / plus two thirds

Note the ―s‖ added to the denominator: ―thirds‖.

2. Decimal numbers小数

Work according to the formula: Whole numbers (point) decimals

e. g.12.15 = (is equal to or means) twelve fifteen, or twelve point fifteen

Have one‘s forty winks白天小睡，one in a thousand难得，杰出，at sixes and sevens乱七八糟，on all fours四脚着地，talk nineteen to the dozen 喋喋不休，ten to one很可能，a hundred and

初中英语语法知识点总结

英语语法大全初中英语语法学习提纲一、词类、句子成分和构词法： 1、词类：英语词类分十种：名词、形容词、代词、数词、冠词、动词、副词、介词、连词、感叹词。 1、名词(n.)：表示人、事物、地点或抽象概念的名称。如：boy, morning, bag, ball, class, orange. 2、代词(pron.)：主要用来代替名词。如：who, she, you, it . 3、形容词(adj..)：表示人或事物的性质或特征。如：good, right, white, orange . 4、数词(num.)：表示数目或事物的顺序。如：one, two, three, first, second, third, fourth. 5、动词(v.)：表示动作或状态。如：am, is,are,have,see . 6、副词(adv.)：修饰动词、形容词或其他副词,说明时间、地点、程度等如：now, very, here, often, quietly, slowly. 7、冠词(art..)：用在名词前,帮助说明名词。如：a, an, the. 8、介词(prep.)：表示它后面的名词或代词与其他句子成分的关系。如in, on, from, above, behind. 9、连词(conj.)：用来连接词、短语或句子。如and, but, before .

10、感叹词(interj..)表示喜、怒、哀、乐等感情。如：oh, well, hi, hello. 2、句子成分：英语句子成分分为七种：主语、谓语、宾语、定语、状语、表语、宾语补足语。 1、主语是句子所要说的人或事物,回答是“谁”或者“什么”。通常用名词或代词担任。如：I’m Miss Green.(我是格林小姐) 2、谓语动词说明主语的动作或状态,回答“做(什么)”。主要由动词担任。如：Jack cleans the room every day. (杰克每天打扫房间) 3、表语在系动词之后,说明主语的身份或特征,回答是“什么”或者“怎么样”。通常由名词、代词或形容词担任。如：My name is Ping ping .(我的名字叫萍萍) 4、宾语表示及物动词的对象或结果,回答做的是“什么”。通常由名词或代词担任。如：He can spell the word.(他能拼这个词) 有些及物动词带有两个宾语,一个指物,一个指人。指物的叫直接宾语,指人的叫间接宾语。间接宾语一般放在直接宾语的前面。如：He wrote me a letter . (他给我写了一封信) 有时可把介词to或for加在间接宾语前构成短语,放在直接宾语后面,来强调间接宾语。如：He wrote a letter to me . (他给我写了一封信) 5、定语修饰名词或代词,通常由形容词、代词、数词等担任。如： Shanghai is a big city .(上海是个大城市)

大学英语语法大全_太经典了

大学英语语法学习提纲一、词类、句子成分和构词法： 1、词类：英语词类分十种：名词、形容词、代词、数词、冠词、动词、副词、介词、连词、感叹词。 1、名词(n.)：表示人、事物、地点或抽象概念的名称。如：boy, morning, bag, ball, class, orange. 2、代词(pron.)：主要用来代替名词。如：who, she, you, it . 3、形容词(adj..)：表示人或事物的性质或特征。如：good, right, white, orange . 4、数词(num.)：表示数目或事物的顺序。如：one, two, three, first, second, third, fourth. 5、动词(v.)：表示动作或状态。如：am, is,are,have,see . 6、副词(adv.)：修饰动词、形容词或其他副词,说明时间、地点、程度等。如：now, very, here, often, quietly, slowly. 7、冠词(art..)：用在名词前,帮助说明名词。如：a, an, the. 8、介词(prep.)：表示它后面的名词或代词与其他句子成分的关系。如in, on, from, above, behind. 9、连词(conj.)：用来连接词、短语或句子。如and, but, before . 10、感叹词(interj..)表示喜、怒、哀、乐等感情。如：oh, well, hi, hello. 2、句子成分：英语句子成分分为七种：主语、谓语、宾语、定语、状语、表语、宾语补足语。 1、主语是句子所要说的人或事物,回答是“谁”或者“什么”。通常用名词或代词担任。如： I’m Miss Green.(我是格林小姐) 2、谓语动词说明主语的动作或状态,回答“做(什么)”。主要由动词担任。如：Jack cleans the room every day. (杰克每天打扫房间) 3、表语在系动词之后,说明主语的身份或特征,回答是“什么”或者“怎么样”。通常由名词、代词或形容词担任。如：My name is Ping ping .(我的名字叫萍萍) 4、宾语表示及物动词的对象或结果,回答做的是“什么”。通常由名词或代词担任。如： He can spell the word.(他能拼这个词) 有些及物动词带有两个宾语,一个指物,一个指人。指物的叫直接宾语,指人的叫间接宾语。间接宾语一般放在直接宾语的前面。如：He wrote me a letter . (他给我写了一封信) 有时可把介词to或for加在间接宾语前构成短语,放在直接宾语后面,来强调间接宾语。如：He wrote a letter to me . (他给我写了一封信) 5、定语修饰名词或代词,通常由形容词、代词、数词等担任。如： Shanghai is a big city .(上海是个大城市)

初一英语语法及主要知识点归纳总结

初一英语语法及主要知识点归纳总结 Pleasure Group Office【T985AB-B866SYT-B182C-BS682T-STT18】

初一英语知识点归纳总结分类：英语学习 Unit 1 Where’s your pen pal from 一．短语： 1 ．be from = come from 来自于---- 2． live in 居住在--- 3． on weekends 在周末 4 ．write to sb = write a letter to sb 给某人写信；写信给某人 5 ．in the world 在世界上 in China 在中国 6．pen pal 笔友 14 years old 14岁 favorite subject 最喜欢的科目 7．the United States 美国 the United Kingdom 英国 New York 纽约 8．speak English 讲英语 like and dislike 爱憎 9．go to the movies 去看电影 play sports 做运动二．重点句式： 1 Where’s your pen pal from = Where does your pen pal from/ 2 Where does he live 3 What language(s) does he speak 4 I want a pen pal in China. 5 I can speak English and a little French. 6 Please write and tell me about yourself. 7 Can you write to me soon 8 I like going to the movies with my friends and playing sports. 三．本单元的国家，人民、语言对应。 1 Canada---- Canadian---- English / French 2 France------ French------French 3 Japan------Japanese----Japanese 4 Australia----Australian----- English 5 the United States------ American---- English 6 the United Kingdom---British----- Enghish Unit 2 Where’s the post office 一． Asking ways: (问路) 1．Where is (the nearest) …… （最近的）……在哪里 2．Can you tell me the way to …… 你能告诉我去……的路吗 3．How can I get to …… 我怎样到达……呢 4．Is there …… near here / in the neighborhood 附近有……吗 5．Which is the way to …… 哪条是去……的路二．Showing the ways: （指路） 1. Go straight down / along this street. 沿着这条街一直走。 2. Turn left at the second turning. 在第二个路口向左转。 3. You will find it on your right. 你会在你右手边发现它。 4. It is about one hundred metres from here. 离这里大约一百米远。 5. You’d better take a bus. 你最好坐公交车去。（You’d better+动词原形）

初二英语语法总结大全

初二期末英语必考的十二大语法点一. 形容词/副词的比较级和最高级 1. 形容词/副词的比较级和最高级的构成规则（1）单音节词和少数以-er，-ow结尾的双音节单词，比较级在后面加-er，最高级在后面加-est。 ①单音节单词 small→smaller→smallest short→shorter→shortest tall→taller→tallest great→greater→greatest ②少数以-er，-ow结尾的双音节单词 clever→cleverer→cleverest

narrow→narrower→narrowest （2）以不发音e结尾的单音节单词，比较级在原形后加-r，最高级在原级后加-st。 large→larger→largest nice→nicer→nicest able→abler→ablest （3）以一个辅音字母结尾的闭音节（即：辅音＋元音＋辅音）单词中，先双写末尾的辅音字母，比较级加-er，最高级加-est。 big→bigger→biggest hot→hotter→hottest fat→fatter→fattest （4）以“辅音字母＋y”结尾的双音节词，把y改为i，比较级加-er，最高级加-est。 easy→easier→easiest heavy→heavier→heaviest

busy→busier→busiest happy→happier→happiest （5）其他双音节词和多音节词，比较级在前面加more，最高级在前面加most。 beautiful→more beautiful→most beautiful different→more different→most different easily→more easily→most easily （6）有少数形容词、副词的比较级和最高级是不规则的，必须熟记。 good→better→best well→better→best bad→worse→worst ill→worse→worst old→older/elder→oldest/eldest many/much→more→most little→less→least far →further/farther→ furthest/farthest

高中英语语法大全归纳总结-高中语法归纳总结

高中英语语法权威解析目录: 第０１章名词性从句第0２章“Iｔ”用法及其句型与固定搭配讲解第03章高中英语语法中得省略现象第04章主谓一致第05章动词不定式第06章倒装结构第07章定语从句第０8章被动语态第09章祈使句第10章感叹句第１1章疑问句第12章名词第一章名词性从句在句子中起名词作用得句子叫名词性从句(Ｎｏun Cｌaｕsｅs)。名词性从句得功能相当于名词词组, 它在复合句中能担任主语、宾语、表语、同位语、介词宾语等,因此根据它在句中不同得语法功能,名词从句又可分别称为主语从句、宾语从句、表语从句与同位语从句、一. 主语从句主语从句就是在复合句中充当主语得从句,通常放在主句谓语动词之前或由形式主语it 代替,而本身放在句子末尾。 1. It 作形式主语与ｉt引导强调句得比较 It 作形式主语代替主语从句,主要就是为了平衡句子结构,主语从句得连接词没有变化、而i ｔ引导得强调句则就是对句子某一部分进行强调,无论强调得就是什么成分,都可用连词that。被强调部分指人时也可用who/ｗｈｏｍ、例如: ａ) It isａpitｙｔhaｔyoｕｄidn’t go ｔo seｅｔhｅｆilm.您不去瞧那场电影真可惜。 b) It doeｓn’tｉntereｓt me whethｅrｙou sｕｃceed or not、我对您成功与否不感兴趣、 c) Ｉｔisｉn thｅｍoｒnｉng thaｔｔｈe ｍurder took place. 谋杀案就是在早上发生得、(强调句型) d) Ｉt is Joｈn tｈat broke ｔｈeｗｉｎdow。就是Joｈn打碎得窗户。(强调句型) 2、用ｉt 作形式主语得结构 (1)It is + 名词＋从句 It is ａfaｃt tｈat…事实就是… Ｉt ｉs an honor ｔhat …非常荣幸 It ｉｓｃommon knowlｅdge ｔhat …就是常识 (2)Ｉt is + 形容词+从句 It is naturａl thａt…很自然… It ｉｓstrａｎｇe that…奇怪得就是…(3) It ｉｓ＋不及物动词+ 从句Ｉｔｓｅems thａｔ…似乎… Ｉt ｈappeneｄthat…碰巧… Iｔappeaｒs that…似乎…

高考英语语法精华总结代词的用法

代词用法一、代词分类人称代词物主代词反身代词指示代词不定代词疑问代词连接代词关系代词 I me my mine self this some who 名词从句定语从句二、人称代词：谁主格宾格并列人称代词的排列顺序：单数人称第二人称—第三人称—第一人称you,he and I 复数人称第一人称—第二人称—第三人称we,you and they 三、物主代词：表示所有关系谁的形容词性名词性my mine 形容词性物主代词与own连用表示强调I saw it with my own eyes. 用定冠词the代替形容词性物主代词表示身体的某个部位 Touch sb on the head hit sb on the nose strike sb in the face take/catch/pull sb by the arm/head on 表面的，很硬by 顺手牵羊in 内部的，软的部位名词性物主代词做主语、表语、宾语四、反身代词表示自己self（自己）做同位语，表强调（自己，亲自），要重读在名词或代词之后或句末My mother made the shoes herself. 固定搭配：take care of oneself 保重enjoy oneself by oneself 单独地of oneself 自动地for oneself 给自己in oneself 本性、本身between ourselves 天知地知你知我知among themselves 在…之间help youself 五、指示代词这个那个这些那些this that these those 六、疑问代词who whom whose which what 谁介词之后用whom What which 前者指人，后者指物；which是在有限的范围内选择，而what泛指哪一类Which book do you like best? What books do you like best? 七、连接代词引导名词性从句，主语、宾语、表语和定语who, whom ，whose, what ,which Who will teach you English is still unknown. 八、关系代词引导定语从句，又在从句中担任某种成分：作用：1、引导定语从句，修饰一个名词或代词（即先行词）, 2、代替先行词在从句中担任主语、宾语、定语或表语九、不定代词不确定而笼统地表示某些人、某些事物的代词 Both either neither all none every(每一个，侧重整体) each（侧重个体） Other another every other line every other day （每隔） * Every student should study hard. Each student has a book.. (人手一本书) few a few little a little many much a lot lots of many a (第三人称单数) 相互代词each other one another 形容词性与名词性 Others another the other(两者中的另一个) the others some others

人教版初二英语语法总结及复习要点

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