七年级英语语法教案大全

第一篇：七年级英语语法教案大全

七年级英语语法虽然是从简单的一些日常用语出发的，但语法中常会有一些知识点看起来很细小，容易被忽视，但这些知识点掌握不熟练，往往会造成一些语法应用上的错误。因此在学习七年级英语语法时，要认真、细心，不要觉得一些地方不重要而得过且过。

下面从几个方面，总结出了七年级英语语法，如果要复习英语句法的同学，可以参考一下，一、七年级英语语法——词法

1、名词

A）、名词的数

我们知道名词可以分为可数名词和不可数名词，而不可数名词它没有复数形式，但可数名词却有单数和复数之分，复数的构成如下：

一）在后面加s。如：fathers, books, Americans, Germans, apples, bananas 二）x, sh, ch, s, tch后加es。如：boxes, glasses, dresses, watches, wishes, faxes

三）1）以辅音字母加y结尾的变y为i再加es 如：baby-babies, family-families, duty-duties, comedy-comedies, documentary-documentaries, story-stories 2）以元音字母加y结尾的直接加s。如：day-days, boy-boys, toy-toys, key-keys, ways

四）以o结尾加s（外来词）。如：radios, photos, 但如是辅音加o的加es：如: tomatoes西红柿, potatoes马铃薯

五）以f或fe结尾的变f为v再加es(s)。如：knife-knives, wife-wives, half-halves, shelf-shelves, leaf-leaves, yourself-yourselves

六）单复数相同（不变的）有：fish, sheep, deer鹿子, Chinese, Japanese 七）一般只有复数，没有单数的有：people,pants, shorts, shoes, glasses, gloves, clothes, socks

八）单词形式不变，既可以是单数也可以是复数的有：police警察局，警察, class班，同学, family家，家庭成员

九）合成的复数一般只加主要名词，多数为后一个单词。如：action movie-action movies, pen pal-pen pals;但如果是由man或woman所组成的合成词的复数则同时为复数。如：man doctor-men doctors, woman teacher-women teachers

十）有的单复数意思不同。如：fish鱼 fishes鱼的种类, paper纸 papers报纸，卷子，论文, work工作 works作品，工厂, glass玻璃 glasses玻璃杯，眼镜, orange桔子水 oranges橙子, light光线 lights灯, people人 peoples民族, time时间 times时代, 次数, chicken 鸡肉 chickens 小鸡

十一）单个字母的复数可以有两种形式直接加s或’s。如：Is(I’s), Ks(K’s)。但如是缩略词则只加s。如：IDs, VCDs, SARs

十二）特殊形式的有：child-children, man-men, woman-women, foot-feet, mouse-mice, policeman-policemen, Englishman-Englishmen

B）名词的格

当我们要表示某人的什么东西或人时，我们就要使用所有格形式。构成如下： 一）单数在后面加’s。如：brother’s, Mike’s, teacher’s 二）复数以s结尾的直接在s后加’，如果不是以s结尾的与单数一样处理。如：Teachers’ Day教师节, classmates’;Children’s Day六一节, Women’s Day三八节

三）由and并列的名词所有时，如果是共同所有同一人或物时，只加最后一个’s，但分别拥有时却分别按单数形式处理。如：Mike and Ben’s room迈克和本的房间（共住一间），Mike’s and Ben’s rooms迈克和本的房间（各自的房间）

2、代词

项目 人称代词 物主代词 指示代词 反身代词 人称 主格 宾格 形容词 名词性 第一人称 单数 I me my mine myself 复数 we us our ours ourselves

第二人称 单数 you you your yours yourself 复数 you you your yours yourselves 第三人称 单数 she her her hers herself he him his his himself it it its its this that itself

复数 they them their theirs these those themselves

3、动词

A）第三人称单数

当动词是第三人称单数时，动词应该像名词的单数变动词那样加s，如下： 一）一般在词后加s。如：comes, spells, waits, talks, sees, dances, trains 二）在x, sh, ch, s, tch后加es。如：watches, washes, wishes, finishes 三）1）以辅音字母加y结尾的变y为i再加es。如：study-studies, hurry-hurries, try-tries

2）以元音字母加y结尾的直接加s。如：plays, says, stays, enjoys, buys 四）以o结尾加es。如：does, goes 五）特殊的有：are-is, have-has B）现在分词

当我们说某人正在做什么事时，动词要使用分词形式，不能用原形，构成如下： 一）一般在后加ing。如：spell-spelling, sing-singing, see-seeing, train-training, play-playing, hurry-hurrying, watch-watching, go-going, do-doing

二）以不发音e的结尾的去掉e再加ing。如：dance-dancing, wake-waking, take-taking, practice-practicing, write-writing, have-having

三）以重读闭音节结尾且一个元音字母＋一个辅音字母（注意除开字母组合如show –showing, draw-drawing）要双写最后的辅音字母再加ing。如：put-putting, run-running, get-getting, let-letting, begin-beginning

四）以ie结尾的变ie为y再加ing。如：tie-tying系 die-dying死 lie-lying 位于

4、形容词的级

我们在对两个或以上的人或物进行对比时，则要使用比较或最高级形式。构成如下：

一）一般在词后加er或est(如果是以e结尾则直接加r或st)。如：greater-greatest, shorter –shortest, taller –tallest, longer –longest, nicer-nicest, larger-largest

二）以重读闭音节结尾且1个元音字母＋1个辅音字母(字母组合除外，如few-fewer fewest)结尾的双写结尾的辅音再加er /est。如：big-bigger biggest, red-redder reddest, hot-hotter hottest

三）以辅音字母＋y结尾的变y为i加er/est。如：happy-happier happiest, sorry-sorrier sorriest, friendly-friendlier friendliest(more friendly most friendly), busy-busier busiest, easy-easier easiest 四）特殊情况：(两好多坏，一少老远)

good/wellmore most bad/ill – worse worst little-less least old-older/elder oldest/eldest far-farther/further farthest/furthest

5、数词(基变序，有规则；一、二、三，自己背；五、八、九、十二；其它后接th；y结尾，变为i, eth跟上去。)first, second, third;fifth, eighth, ninth, twelfth;seventh, tenth, thirteenth, hundredth;twenty-twentieth, forty-fortieth, ninety-ninetieth 二、七年级英语语法——句式 1.陈述句

肯定陈述句 a)This is a book.(be动词)

b)He looks very young.(连系动词)c)I want a sweat like this.(实义动词)

d)I can bring some things to school.(情态动词)e)There’s a computer on my desk.(There be结构)

否定陈述句 a)These aren’t their books.b)They don’t look nice.c)Kate doesn’t go to No.4 Middle School.d)Kate can’t find her doll.e)There isn’t a cat here.(=There’s no cat here.)2.祈使句

肯定祈使句 a)Please go and ask the man.b)Let’s learn English!c)Come in, please.否定祈使句a)Don’t be late.b)Don’t hurry.3.疑问句

1)一般疑问句 a)Is Jim a student? b)Can I help you? c)Does she like salad?

d)Do they watch TV? e)Is she reading?

肯定回答: a)Yes, he is.b)Yes, you can.c)Yes, she does.d)Yes, they do.e)Yes, she is.否定回答: a)No, he isn’t.b)No, you can’t.c)No, she doesn’t.d)No, they don’t.e)No, she isn’t.2)选择疑问句 Is the table big or small? 回答 It’s big./ It’s small.3)特殊疑问句

① 问年龄 How old is Lucy? She is twelve.② 问种类 What kind of movies do you like? I like action movies and comedies.③ 问身体状况 How is your uncle? He is well/fine.④ 问方式 How do/can you spell it? L-double O-K.How do we contact you? My e-mail address is cindyjones@163.com.⑤ 问原因 Why do you want to join the club?

⑥ 问时间 What’s the time?(=What time is it?)It’s a quarter to ten a.m..What time do you usually get up, Rick? At five o’clock.When do you want to go? Let’s go at 7:00.⑦ 问地方 Where’s my backpack? It’s under the table.⑧ 问颜色 What color are they? They are light blue.What’s your favourite color? It’s black.⑨ 问人物 Who’s that? It’s my sister.Who is the boy in blue? My brother.Who isn’t at school? Peter and Emma.Who are Lisa and Tim talking to?

⑩ 问东西 What’s this/that(in English)? It’s a pencil case.What else can you see in the picture? I can see some broccoli, strawberries and hamburgers.11问姓名 What’s your aunt’s name? Her name is Helen./She’s Helen.What’s your first name? My first name’s Ben.What’s your family name? My family name’s Smith.12 问哪一个 Which do you like? I like one in the box.13 问字母 What letter is it? It’s big D/small f.问价格 How much are these pants? They’re 15 dollars.15 问电话号码 What’s your phone number? It’s 576-8349.16 问谓语(动作)What’s he doing? He’s watching TV.17 问职业(身份)What do you do? I’m a teacher.What’s your father? He’s a doctor.三、七年级英语语法——时态

1、一般现在时 表示普遍、经常性的或长期性的动作时使用一般现在时，它有：

Be 动词：She’s a worker.Is she a worker? She isn’t a worker.情态动词：I can play the piano.Can you play the piano? I can’t play the piano.行为动词：They want to eat some tomatoes.Do they want to eat any tomatoes? They don’t want to eat any tomatoes.Gina has a nice watch.Does Gina have a nice watch? Gina doesn’t have a watch.2、现在进行时 表示动词在此时正在发生或进行就使用进行时态，结构为sb be v-ing sth + 其它.I’m playing baseball.Are you playing baseball? I’m not playing baseball.Nancy is writing a letter.Is Nancy writing a letter? Nancy isn’t writing a letter.They’re listening to the pop music.Are they listening the pop music? They aren’t listening to the pop music.

第二篇：七年级英语语法课件

七年级英语语法课件

一、学生分析

教学对象为武汉枫叶国际学校强化2级的学生，智力发展趋于成熟。

他们进入这个新的学校，接触新的教学模式已接近两个月，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。

在我们这个新型的教学模式里，我们想让学生乐在其中并学在其中，因此我特别注重提高课堂的趣味性和学生用英语进行思维和表达的能力。

他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。

通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。

学生已经经过近两个月的学习，渐渐习惯了我的教法。

不过，本班学生的水平参差不齐，有些差距还相当大。

因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。

二、教材分析

由于我是教的语法，按照教学大纲，结合语法体系，我这节课将要讲到的是过去进行时态。

因为之前学生已经学习了一般现在时、现在进行时、一般过去时，所以这个时态对于学生来说并不是很难的。

让学生在一个轻松快乐的环境中很好的掌握好此时态是我的目标。

所以我针对教学内容（动名词变化规律、时态里面的主谓一致、时态的三种句式即肯定，否定和一般疑问句、特殊疑问句），设计了一系列的活动，让整个教学内容很好的贯穿于一个个活动中。

为了节约时间和吸引学生注意力，我用了和过去进行时态的动画导入，并且在教学过程中很好的结合了课件教学。

三、教学目标

本课为语法课型，主要介绍过去进行时的相关用法。

通过课堂的一系列活动，让学生们积极踊跃的参与，口头和书面的练习该掌握的语法知识是本课目的。

培养学生的独立思考能力、快速反应能力和团队合作意识也是一个重要方面。

四、教学策略

环环相扣，设计紧凑。

先利用动画和录音引起兴趣，然后模仿回答动画中的句子，通过观察句子的相似性，让学生得知了过去进行时态的基本形式。

随后讲解过去进行时态的意义所在。

紧接着设计一系列的课堂活动让学生掌握动名词变化规律、时态里面的主谓一致、时态的三种句式即肯定，否定和一般疑问句、如何变特殊疑问句。

采用多媒体教学，用一些与学生日常生活有关的句子，引起学生听说写的兴趣，减少陌生感。

课前需要准备单词卡片及句子卡片。

五、教学过程

1.导入

1）用多媒体展示一段有着What were you doing…? 和 I was doing…等不同句式的卡通动画引出今天的主题——过去进行时态（was/ were+doing）.让学生仔细听对话并且用动画中的句子回答我的提问，因为之前已经学习过了现在进行时态，所以学生能比较容易的用正确形式复述过去进行时态的形式。

在学生回答我问题的同时，将下列句子板书在黑板上：

He was listening to the radio at 8 o’clock yesterday morning.He was reading books at 10 a.m.yesterday.He was doing some washing at 2 p.m.yesterday

He was watching TV at 8 p.m.yesterday

2）让学生观察黑板上的句子，找出相似之处（was doing），然后介绍这就是今天要学习的新时态——过去进行时。

格式是 was/ were doing sth.2.意义理解

通过观察此种时态的例句，特别是时间状语，得出过去进行时的意义，即表示在过去的某一时间点（比如 at seven o’clock yesterday morning）或时间段(比如 last Sunday morning)里面持续进行的动作。

3.复习动名词变化规律

由于此规律学生在之前的现在进行时态里接触到过，在这堂课里是一个复习巩固的过程。

用游戏的方法使学生既巩固了知识，又增添了竞争性，活跃了课堂气氛。

游戏一：看卡片抢答“上吊”游戏

准备约20张卡片，在上面写上不同的动词(每种规律都要涉及)，把学生分成两大组（男生一组，女生一组），要求学生以最快的速度说这个单词的ing形式是什么，最快最准的得分，每得一分就要给对方画一笔，哪一组先被画完一个“上吊”的小人儿就输掉这个比赛。

游戏完毕，一起总结规律，并在PPT上展示如下的总结表格，让学生更加清楚明白。

4.过去进行时态里的主谓一致

1)在黑板上板书:Lily was reading a book.Lily and her friends were reading a book.让学生注意到was were 所搭配的主语是有区别的，引导他们说出“he/ she/ I was doing sth;they/ you/ we were doing sth.”

2)游戏二：拍桌子

此游戏就是锻炼学生的听力和反应能力，我准备了十几个句子，要求学生注意这些句子的主谓一致是否正确，如果正确则很快的拍一下桌子，如果是错误的句子就不做任何动作，坐着不动拍错和拍得最慢的被淘汰起立。

最后剩下的几名学生就为胜利者，获得加分的奖励。

句子如下：

a.He was playing basketball yesterday afternoon.b.They was swimming in the lake.c.Your father was repairing the car.d.My mother and I were reading books.e.My friends was watching the match on TV.f.The children was leaning English.g.All of them was playing table tennis.h.My homeroom teacher was sitting in the office.i.I am looking at the picture.j.Neither Lily nor her parents were listening to the radio.5.过去进行时态的肯定式、否定式和一般疑问句形式

1）在PPT上显示如下，He was watching TV at 8:00 p.m.yesterday.(negative sentence)

①He didn’t watch TV at 8:00 p.m.yesterday.②He was not watching TV at 8:00 p.m.yesterday.③He was not watch TV at 8:00 p.m.yesterday.让学生做出判断，得出sentence ②是正确答案。

然后让学生回答出它的一般疑问句形式：

Was he watching TV at 8:00 p.m.yesterday?

从而得出过去进行时态的三种形式：即否定式是在 be动词后面加not;一般疑问句是把be动词提前放在句首。

（显示在PPT上）

2）口头及书面练习三种形式(PPT):

1.you / play / cards

You were playing cards.You were not playing cards.Were you playing cards?

2.Alice / walk / around the lake

Alice was walking around the lake.Alice was not walking around the lake.Was Alice walking around the lake?

3.they / read / a book about Canada

They were reading a book about Canada.They were not reading a book about Canada.Were they reading a book about Canada?

3）游戏三：你做我猜

准备10个卡片，每张卡片上写上“I was doing sth.”即每个卡片上有一个动作，比如打扫教室，骑自行车，做饭等等。

让一个学生在前面来抽签然后做动作（不能出声），其他学生猜测，并且要问“Were you doing …?”如果正确，则做动作者要回答：“yes, I was doing …”;如果错误，则回答：“no, I was not doing …”回答正确的学生有加分以及进行下一个动作表演的奖励。

通过此游戏一方面可以使学生们更熟练的运用过去进行时的三种形式，另一方面也可以激发学生学习和思考的兴趣，让课堂气氛在学生们有趣、逼真的动作表演中达到高潮。

卡片上的句子展示如下：

I was cycling.I was cleaning the classroom..I was talking to the teacher.I was cooking.I was swimming.I was listening to music.I was planting a tree.I was doing my homework.I was dancing.I was reading a newspaper.6.过去进行时态的特殊疑问句

1)在黑板上对所写的句子分部分提问，让学生举出更多的特殊疑问词，如when, where, which ,what time, how often, how many times, how long etc.2)在黑板上演示如何对句子提问：

I was listening to radio at 8 o’ clock yesterday morning.首先找出疑问词，因为是时间所以用 when ；随后紧跟一个一般疑问句格式（即提前be动词）；然后去掉画线部分，加上问号。

Step one: When

Step two: When were you listening to radio at 8 o’ clock yesterday morning.Step three: When were you listening to radio?

随后针对不同部分进行提问练习。

3)让学生做书面练习并核对答案，答案如下：

1.Where was Henry living last year?

2.When was Anita working at a restaurant?

3.Who was Ricky waiting for?

4.What was Sarah doing?

5.How many people was Joe speaking to?

6.When were Susan and her family having dinner?

7.Why was Bob walking home?

8.Who was driving home at half past seven?

9.Where were the children playing?

10.What was Claire doing?总结和家庭作业

用过去进行时态造十个句子，注意要用不同的主语和谓语。

六、课后反思

教学成功之处是引导学生一步接一步从浅到深，按预想教学内容理解并能运用了过去进行时态。

引入部分和环环相扣的游戏环节让学生在短时间里产生了学习的积极性和求知欲。

整个课堂气氛轻松活跃，让学生更加大胆地展现自己；同时也在奖励制度下，学生之间也存在着激烈的竞争，课堂表演的部分达到了师生课堂的高潮部分。

接下来的尾声又让学生迅速沉静下来好好做题，进一步巩固知识。

充分显示了“student-center”及以学生为中心的教学理念。

这和我平时课堂的设计也有着密不可分的关系，学生熟悉了我的教学模式，所以能在公开课时表现的很好。

不足之处是可能没有顾及到班上极个别基础比较差的学生，因为是公开课，对基础差的学生就比较看轻了一点，课堂节奏比较快，没有时间给予个别辅导。

第三篇：七年级英语语法一

演讲稿 工作总结 调研报告 讲话稿 事迹材料 心得体会 策划方案

七年级英语语法一

初一英语语法知识点总结讲解复习课时一教学任务

一、重点语法

1.动词be（am,is,are）的用法：

be动词包括―am‖, ―is‖, ―are‖三种形式。①第一人称单数(I)配合am来用。句型解析析：I am+… ②第二人称(You)配合are使用。句型解析：You are+…

③第三人称单数(He or She or It)配合is使用。句型解析：She(He, It)is +……

④人称复数(we /you/they)配合are使用。句型解析：We(You, They)are +……

例句 We are in Class 5,Grade 7.They are my friends.You are good students.用法口诀：

我(I)用am, 你(you)用are，is跟着他(he)，她(she)，它(it)。单数名词用is，复数名词全用are。变否定，更容易，be后not加上去。变疑问，往前提，句末问号莫丢弃。还有一条须注意，句首大写莫忘记。一.用括号中适当的词填空。1.I ________(am, are, is)from Australia.2.She _______(am, are, is)a student.3.Jane and Tom _________(am, is, are)my friends.精心收集

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4.My parents _______(am, is, are)very busy every day.5._______(Are, Is, Do, Does)there a Chinese school in New York? 6._______(Be, Are, Were, Was)they excited when he heard the news? 7.There _____(be)some glasses on it.8.If he _____(be)free tomorrow, he will go with us.一、用be 动词的适当形式填空

1.I ______ a boy.______ you a boy? No, I _____ not.2.The girl______ Jack's sister.3.The dog _______ tall and fat.4.The man with big eyes _______ a teacher.5.______ your brother in the classroom? 6.Where _____ your mother? She ______ at home.7.How _______ your father? 8.Mike and Liu Tao ______ at school.9.Whose dress ______ this? 10.Whose socks ______ they? 11.That ______ my red skirt.12.Who ______ I? 13.The jeans ______ on the desk.14.Here ______ a scarf for you.15.Here ______ some sweaters for you.16.The black gloves ______ for Su Yang.精心收集

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17.This pair of gloves ______ for Yang Ling.18.The two cups of milk _____ for me.19.Some tea ______ in the glass.20.Gao shan's shirt _______ over there.第二课时（1）英语人称代词和物主代词

一、人称代词

表示―我‖、―你‖、―他‖、―她‖、―它‖、―我们‖、―你们‖、―他们‖的词，叫做人称代词。人称代词有人称、数和格的变化，见下表：

I am a teacher.You are student.He is a student, too.We/You/They are students.人称代词宾格作宾语，表示动作行为的对象。Give it to me.Let’s go(let’s =let us)

二、物主代词

表示所有关系的代词叫做物主代词，也可叫做代词所有格。物主代词分形容词性物主代词和名词性物主代词二种，其人称和数的变化见下表。

而名词性物主代词则相当于形容词性物主代词+名词,故其后不必加名词。如： Is this your book?

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No,，it isn’t，it’s hers(her book)This pen is mine.代词练习

（一）一、选出括号中正确的词，在正确的词上打勾。1.This is（my / I）mother.2.Nice to meet（your / you）.3.（He / His）name is Mark.4.What’s（she / her）name? 5.Excuse（me / my / I）.6.Are（your / you）Miss Li? 7.（I/ My）am Ben.8.（She / Her）is my sister.9.Fine , thank（your / you）.10.How old is（he / his）

二、用所给代词的正确形式填空。1.These are ______(he)brothers.2.That is _______(she)sister.3.Lily is _______(Lucy)sister.4.Tom, this is _____(me)cousin, Mary.5.Now _____________(her parent)are in America.6.Those __________(child)are _____(I)father’s students.7.Do you know ______(it)name? 8.Mike and Tom __________(be)friends.9.Thanks for helping ________(I).10.______(Ann安)mother is ______(we)teacher.三、单项选择。

（）1.My family ____ a big family.My family ____all here.精心收集

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A.is, is B.are, are C.is, are D.are, is（）2.This is __________.A.a picture of family B.a picture of my family C.a family’s picture D.a family of my picture（）3.Let’s __________ good friends.A.be B.are C.is D.am（）4.Is she your aunt? Yes, __________.A.she’s B.her is C.she is D.he is

（）5.Are __________ coats yours? Yes, they are.A.they B.these C.this D.there（）6.Is that __________ uncle? No, it isn’t A.he B.she C.her D.hers（）7.Mrs.Green is __________ grandmother.A.Jim and Kate B.Jim and Kate’s C.Jim’s and Kate’s D.Jim and Kates’（）8.Do you know the name _____Mr.Green’s son? A.in B.of C.on D.or（）9.__________ the great photo of your family.A.thank for B.Thanks for C.Thank for D.thanks for（）10.Are those your friends? __________.A.Yes, they’re B.No, they are C.Yes, they are D.Yes, those are 代词练习

（二）一、用适当的代词填空

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1．We like ________(he, his , him)very much.2．Is this guitar ________(you, your, yours)? 3．________(She, Her, Hers)name is Li Li.4．Father bought a desk for ________(I, my, me, mine).5．________(It, It's, Its)is very cold today.6．Is this your book, Mike? Yes ,________(we, you, they)are.7．Are you and Tom classmates? Yes, ________(we, you ,they)are.8．Each of the students ________(have, has)a pen pal.9．He has a dog.I want to have ________(it, one),too.10．Her parents are ________(both, all ,either)teachers.11．The text is easy for you.There are ________(few, a few ,little, a little)new wor ds in it.12．I want ________(some, any)bananas.Give me these big ________(one, ones).二、选择正确的答案 1．Is this ________ book? A．you B．I C．she D．your 2．It's a bird.________ name is Polly.A．Its B．It's C．His D．It

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3．What's that ?________ a jeep.A．it's B．Its C．It's D．its 4．What's that in English? ________.A．It's egg B．That's egg C．It's a egg D．It's an egg 5．Whose cat is this ? Is it yours? Is it a white _______? A．cat's B．one C．ones D．cats 6．Please give the book to ________.A．I B．me C．my D．mine 7．_________skirt is yours? A．Whose B．Where C．How D．Which 8．________ is this pen ? It's Wang Fang's.A．Who's B．Whose C．Where D．Which 9．Kate and Mike do ________ homework in the evening.A．one's B．his C．her D．their 10．There isn't ________ water in the bottle.A．any B．some C．no D．a 课时二（2）简单句 一 陈述句

陈述句的否定结构：

陈述句的否定式主要用两种结构来表达：

（1）句子的谓语动词为be , have 或者谓语动词有助动词、情态动词时，其否定结构为： 主语+谓语动词/助动词/情态动词 + not + 其他

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成分

I am not a teacher.我不是老师。

We have not(haven`t)any books on animals.我们没有任何有关动物方面的书。

The children are not(aren`t)playing in the playground.孩子们没在操场上玩。

He will not(won`t)come.他不会来。

We must not(mustn`t)forget the past.我们不能忘记过去。It could not(couldn`t)be lost.它不可能丢的。

（2）当句子的谓语动词是do(即行为动词)，而且没有助动词或情态动词时，其否定结构为：主语+do(does,did)+ not + 动词原形 + 其他成分

You do not(don`t)come here every day.你没有每天都来这里。He does not(doesn`t)teach this class.他不教这个班。They did not(didn`t)watch TV last night.昨晚他们没看电视。注意：陈述句的语调一般用降调。但在表示疑问的语气时，用升调，在书面上要用问号来表示。

You really want to go to Hong Kong ? 你真的想去香港吗？

这句话表示的是一种疑问，只不过是通过陈述的语序和疑问的语气来表达的 二 疑问句

疑问句是用来提出疑问的句子，句末用问号―？‖。常考的疑问句有

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四类，即：一般疑问句、特殊疑问句、选择疑问句、反意疑问句。第一节 一般疑问句

一般疑问句通常需要用yes 或no 来回答，所以又叫做―是非疑问句‖。在读这种句子时 要用升调。一般疑问句主要有以下几种类型：

1、―be + 主语 + 表语‖结构

— Are you sleepy ? 你困了吗？ — Yes, I am.是的，我困了。

3、―情态动词 + 主语言+ 行为动词（或be）‖结构

— May/Can I use the telephone? 我能用这部电话吗？ — Yes, you can.是的，可以。

5、―助动词（do, does, did）+ 主语 + 行为动词‖结构

— Do you like swimming in summer? 你喜欢夏天游泳吗？ — No, I don`t.不，我不喜欢。难点提示

回答否定性一般疑问句时，要在Yes 后面用肯定结构，表示肯定；在No 后面用否定结构，表示否定。注意在说法上正好与汉语习惯相反。诀窍是在回答的时候，只要把它当成没有加否定形式的普通一般疑问句看待就可以了。注意下面例句的回答和它的意思。— Is he not your elder brother? 他不是你的哥哥吗？

—Yes, he is.不，他是（我的哥哥）。No, he is not.是的，他不是（我的哥哥）。— Isn`t she very clever? 她难道不是很聪明吗？ — Yes, she is.不，她很聪明。— No, she is not.是，她不聪明。第二节 特殊疑问句

一、特殊疑问句是用来提出来特定问题的疑问句，要求听到问题的人

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针对特定情况来做具体的回答，不能像一般疑问句一样简单地用Yes 或No 来回答，特殊疑问句要用降调来读。

二、特殊疑问句的结构： 特殊疑问词 + 一般疑问句

Who do English homework in the evening?谁晚上做英语家庭作业？ What do you do in the evening?你晚上做什么？

What homework do you do in the evening?你晚上做什么家庭作业？ When do you do English homework?你什么时候做英语家庭作业？

三、注意：

对人提问时who―谁‖

对所属（谁的）提问用whose―谁的‖ 对哪一个提问用which―哪一个‖

对时间提问用when―什么时候‖或what time―几点‖ 对物体提问用what―什么‖ 对地点提问用where―哪里‖ 对原因提问用why―为什么‖ 对方式提问用how―怎么样‖

对数量提问用how many―多少‖（用于可数名词复数）或how much―多少‖（用于不可数名词）

四、难点提示

1、以why开头的特殊疑问句否定形式常用于表示建议、请求等。Why don`t you have a try? 你为什么不试试呢？

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2、特殊疑问句常用到一些缩略形式，在平时学习中要注意习惯这些用法。

I don`t want to go there.How about you? 我不想去那儿，你呢？ But what else? 可是还有什么呢？ 把下列句子变成否定句： 1.I am listening to music._______________________________________ 2.Mike is a student._______________________________________ 3Sarah can clean the classroom.________________________________________ 4.They are in the zoo.________________________________________ 5.There are some flowers in the vase.________________________________________ 6.This is my sister._________________________________________ 7.We are sweeping the floor.__________________________________________ 8.We need some masks._________________________________ 9.They like making the puppet._________________________________ 10.Su Hai and Su Yang live in a new house._________________________________________________ 11.I put a book on my head._________________________________________________

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12.They sing ―In the classroom‖ together._______________________________________________ 13.We play basketball on Sundays._________________________________________________ 14.Tom likes listening to music ____________________________________________ 肯定句改一般疑问句的方法肯定句改一般疑问句的方法肯定句改一般疑问句的方法肯定句改一般疑问句的方法————————三步法

1.有be动词/情态动词：be动词/情态动词提到句首，其余照抄，(some改成any，my改成your）句末用问号。

2.无be动词/情态动词，在句首加Do/Does/Did，其余照抄，(some改成any，my改成your）句末用问号。

3.加Does、did 的句子注意，句子动词要变成原型。例如： 陈述句: They are in the park.He can play the guitar..一般疑问句: Are they in the park? Can he play the guitar? 陈述句: I like the ducks.He likes the dogs.一般疑问句： Do you like the ducks? Does he like the dogs? 把下列句子变成一般疑问句

1.I am listening to music.__________________________ 2.Mike is a student._______________________________________ 3.Sarah can clean the classroom.________________________________________

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4.They are in the zoo.________________________________________ 5.There are some flowers in the vase.________________________________________ 6.This is my sister._________________________________________ 7.We are sweeping the floor.__________________________________________ 8.We need some masks._________________________________ 9.They like making the puppet._________________________________ 10.Su Hai and Su Yang live in a new house._________________________________________________ 11.I put a book on my head._________________________________________________ 12.They sing ―In the classroom‖ together._______________________________________________ 13.We play basketball on Sundays._________________________________________________ 14.Tom likes listening to music ____________________________________________ 关于特殊疑问词

1、根据划线部分确定是什么疑问词, 后面写原句变成的一般疑问句，句末问号。

2、how many后必须先写物品，再写一般疑问句等。

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1、A: _______ is the boy in blue? B:He’s Mike.2、A: _______ pen is it? B:It’s mine.3、A: _______ is the diary? B:It’s under the chair.4、A: ___ is the Chirstmas Day? B: It’s on the 25th of December.5、A: _______ are the earphones? B:They are 25 yuan.6、A: _______ is the cup? B:It’s blue.7、A: _______ is it today? B:It’s Sunday.8、A: _______ was it yesterday? B: It was the 13th of October.9、A: _______ this red one? B:It’s beautiful.12.A:_______ is your cousin? B: He’s 15 years old.13、A:_______ do you have dinner? B: At 6 o’clock 综合练习

The children have a good time in the park.否定句：___________________________________ 一般疑问句：___________________________________ 1.There is only one problem.否定句：__________________________________________ 一般疑问句：________________________________________ 肯定/否定回答：____________________________________ 7.She has some bread for lunch today.否定句：__________________________________________ 一般疑问句：_________________________________

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肯定/否定回答：____________________________________.句型转换题

1.The girl is singing in the classroom.(改为否定句）改为一般疑问句 5.I can speak English.(改为一般疑问句）6.I am writing now.(同上）

7.I have a desk and a chair.(用He做主语改写句子）

8.She is buying some food in the supermarket.（改为否定句）10.Does she like growing flowers?（给予否定回答）

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第四篇：七年级英语语法测试题

1、Our school is _________ a park and a big library、A、between B、next C、across D、in2、Tom and Mike enjoy _______ TV、A、see B、watch C、watching D、to watch3、Let's __________________、A、go shopping B、went shopping C、goes shopping D、going shopping4、They want _________ the zoo very much、A、to go B、to go to C、go to D、going to5、There ______ some Chinese girls in Miss Gao's class、A、is B、are C、am D、will6、_________ do you come from? China、A、When B、Where C、Why D、Who7、We had fun in ______ games、A、play B、plays C、to play D、playing8、_______ it going? Pretty good!

A、How's B、What's C、How D、Where's9、Thank you very much、________、A、You're welcome B、That's rightC、You're right D、Don't thank me10、Thank you for _____ us so much help、A、giving B、give C、to give D、gives11、Can you tell _____ the way to the shop?

A、he B、his C、her D、she12、You'd better _____ a taxi to the park、A、to take B、takes C、take D、taking13、______ you _____ a cup of tea? Yes, please、A、Are, like B、Does, like C、Do, like D、Would, like14、I don't like cabbage _______、A、at all B、a little C、a lot of D、very15、How many ____ do you want?

A、rice B、tomatos C、pieces of bread D、potato16、My work is interesting, but _____ dangerous、A、a kind of B、a kind C、kinds of D、kind of17、Let's _____ TV now、A、to watch B、watch C、look D、see18、Mother often goes ______ on Sundays、A、shop B、a shop C、buy D、shopping19、We often play ____ after school、A、a basketball B、the basketball C、basketball D、a football20、He is very hungry、He buys ____ hamburgers、A、many B、much C、a lots of D、all of them21、'What does he do?' means ____________

A、who is he B、Where is he C、What is he D、what is he doing22、The girl wants ______ a doctor、A、being B、to C、to be D、to do23、Please _____ late for school next time、A、don't be B、aren't C、doesn't be D、be not24、My parents often cook noodles ____ me、A、to B、for C、in D、of25、One of the children _____ in the river last summer、A、was swimming B、is swimming C、are swimming D、were swimming26、_______ are the books? They are 20 yuan、A、How much B、What C、How many D、How money27、Sorry, I'm late ______ school、A、for B、to C、at D、from28、She _____ lunch at home yesterday、A、doesn't B、didn't have C、doesn't have D、hasn't29、Would you like _____ orange juice ? Yes, please

A、some B、any C、a D、many30、We _____ to a movie last Sunday、A、go B、went C、did go D、was go31、What _____ your sister _____? She is an actor、A、does, does B、do, does C、does, do D、do, do32、Why not ______ see the smart dolphins?

A、come to B、to come C、coming and D、coming33、We can ______ taxi to the town、A、by B、take C、ride D、take a34、Welcome to our school!____________!

A、Fine B、Thank you C、It doesn't matter D、Very good35、We often _____ TV after school、A、are watch B、watch C、watches D、watching36、What time is it? __________、A、It's fine B、It's OK C、It's Tuesday D、It's nine37、Let's take some ________、A、photo B、photoes C、photos for you38、Yesterday, there ______ nobody in the room、A、is B、was C、are D、were39、What time do you leave school ______ the weekend?

A、in B、on C、/ D、of40、You can _____ it in English、He can ______ English well、A、speak, speak B、tells, say C、say, speak D、talks, say41、What ______ you do over the weekend?

A、are B、do C、did D、does42、______ Yes, I'd like a cup of tea、A、Excuse me、B、Can I help you?C、Are you OK? D、Good morning!

43、Did you play football last Friday? ____________、A、No, we don't B、No, we didn't C、No, we aren't D、Yes, we play44、______ do you usually go to school?

A、What B、How C、Who D、Where45、She _______ her homework on Sunday、A、didn't B、doesn't C、didn't do D、doesn't did46、Mr、Smith is badly ill、Now he is ______ hospital、A、in the B、in C、/ D、the47、What do you want ________ ?

A、to do B、do C、be D、doing48、_______ does the child _______?

A、Where, comes from B、Where, fromC、Where, come from D、Where, is from49、Your dress is very beautiful、___________、A、Thank you B、You're right C、Don't say so D、yes, it is50、________ books are there on the desk?

A、How much B、How many C、How about D、How far51、Let ______ help _______、A、they, you B、us, your C、her, their D、us, you52、I want to cook some food ______ dinner、A、in B、for C、at D、on53、What do you do? I am a ______、A、hospital B、work C、post office D、worker54、Mary ______ do sports last week、A、isn't B、doesn't C、didn't D、does55、Where is the bank? It is ______ the market、A、on B、next C、or D、next to56、Lily can _______ all kinds of things、A、does B、do C、did D、doing57、_______ you like? A cup of tea, please、A、What would B、What C、Would D、How many58、_______ your favorite singer? She is Sun Yue、A、What's B、Who's C、Where's D、Who59、Li Ping isn't here、Let's go ______ find him、A、/ B、and C、or D、but60、______ Mary _______ bananas?

A、Is, like B、Do, likes C、Does, like D、Do, like61、Look!The man ______ the right is ______ Africa、A、on, from B、from, from C、on, in D、to, in62、We have no time ______ home for lunch、A、go B、going C、to go D、to go to63、She likes to _______ jokes、A、talk B、tell C、say D、speak64、Mr、Green is a short man _____ long hair、A、with B、in C、has D、grows65、I'd like you ______ my friends Tom、A、meet B、to meet C、meeting D、meets66、_______ do you like English? Very much、A、What B、How C、Which D、Where67、Everyone in China _______ eating dumplings、A、like B、liking C、to like D、likes68、What does your mother ______ ? She is tall and thin、A、look B、like C、look like D、be like69、He has ________ friends at school, so he feels unhappy、A、a few B、few C、a little D、little70、_______ he often do his homework at home?

A、Do B、Does C、Is D、Would71、I'd like _____ you、A、play with B、to play C、to play with D、playing with72、There _____ some tomatoes and milk in the box、A、is B、were C、was D、have73、They often watch TV _______ Sunday evening、A、at B、in C、on D、of74、I helped him _____ his pen、A、to find B、finding C、finds D、found75、________ the weather in Australia now?

A、What B、When C、How D、How's76、I can't ______ the cold weather、A、like B、need C、stand D、want77、Do you enjoy _______ the story books?

A、seeing B、reading C、to read D、to look78、When _____ the King _______ to China?

A、was, come B、did, came C、did, come D、was, came79、What ______ the boy and girl ______?

A、is, do B、is, doing C、are, do D、are, doing80、It often _______ here in autumn、A、rained B、will rain C、rains D、is raining81、Can you help me _____ my homework?

A、of B、with C、to D、for82、The boy is sitting ____ the tree, there are many apples ____the tree、A、in, on B、on, in C、in, of D、on, of 83、______ there ______ meat on the table?

A、Is, some B、Are, any C、Is, any D、Are, some84、Who can play ping-pong _______ me?

A、to B、of C、with D、for85、Welcome _______ our talk show!

A、for B、at C、to D、of86、Look!They ______ in the hallway、A、run B、running C、are running D、are runing87、We have classed ______ Monday ______ Friday、A、to, from B、from, to C、on, on D、on, and88、_______ your mother ______ the new house?

A、What is, like B、What do, think of C、What does, like D、What does, think of89、Lucy doesn't mind _______ the dishes after dinner、A、wash B、washing C、to wash D、washed90、There are ______ on the desk、A、three cups of teas B、three cup C、three cups of tea D、three teas91、What are you doing now? I _____ my homework、A、go B、do C、doing D、am doing92、What color is your cat? ___________、A、Yes, it's red B、No, it isn't red C、It's red D、Its red93、What ______ she look like?

A、is B、do C、does D、doing94、The weather is ________、A、sunny B、rain C、cloud D、wind95、Is your mother a worker ______ a doctor?

A、and B、or C、with D、too96、_______ do you like koalas? Because they are cute、A、Why B、Why do C、What do D、Where do97、Oh, it's time ______ home、A、to go B、for go C、going D、would go98、I want to go shopping、_______ you?

A、How are B、What about C、Can I help D、Would99、_______ here、A、Don't smoking B、No smoke C、No smoking D、Doesn't smoke100、Do you have to _____ by 10 o'clock?

A、go bed B、to go bed C、go to bed D、going to bed

答案-5 ACABB 6-10 BDAAA 11-15 CCDAC 16-20 DBDCA 21-25 CCABA 26-30 AABAB 31-35 CADBB 36-40 DCBBC41-45 CBBBC 46-50 BACAB51-55 DBDCD 56-60 BABBC61-65 ACBAB 66-70 BDCBB71-75 CBCAD 76-80 CBCDC81-85 BACCC 86-90 CBDBC 91-95 DCCAB 96-100 AABCC

初一英语语法总结

一、词法

1、名词 A）、名词的数

我们知道名词可分为可数名词和不可数名词，但不可数名词没有复数形式，但可数名词有单数和复数形式。

一）在后面加s、如：fathers,books,Americans,Germans,apples,bananas

二）x,sh,ch,s,tch后加es、如：boxes,glasses,dresses,watches,wishes,faxes

三）1）以辅音字母加y结尾的变y为i再加es 如：baby-babies,family-families,duty-duties,comedy-comedies,documentary-documentaries,story-stories

2）以元音字母加y结尾的直接加s、如：day-days,boy-boys,toy-toys,key-keys,ways

四）以o结尾加s（外来词）、如：radios,photos,但如是辅音加o的加es：如:tomatoes西红柿,potatoes马铃薯

五）以f或fe结尾的变f为v再加es(s)、如：knife-knives,wife-wives,half-halves,shelf-shelves,leaf-leaves,yourself-yourselves

六）单复数相同（不变的）有：fish,sheep,deer鹿子,Chinese,Japanese

七）一般只有复数,没有单数的有：people,pants,shorts,shoes,glasses,gloves,clothes,socks

八）单词形式不变,既可以是单数也可以是复数的有：police警察局,警察,class班,同学,family家,家庭成员

九）合成的复数一般只加主名词,多数为后一个单词、如：action movie-action movies,pen pal-pen pals;但如果是由man或woman所组成的合成词的复数则同时为复数、如：man doctor-men doctors,woman teacher-women teachers

十）有的单复数意思不同、如：fish鱼 fishes鱼的种类,paper纸 papers报纸,卷子,论文,work工作 works作品,工厂,glass玻璃 glasses玻璃杯,眼镜,orange桔子水 oranges橙子,light光线 lights灯,people人 peoples民族,time时间 times时代,次数,chicken 鸡肉 chickens 小鸡

如何记住英语语法：

我们要给自己随身准备一本笔记本来记录我们新学的英语语法，这样，才能够回头找时间来复习这些。

然后，我们在学习新的语法知识时，要注意老师给我们讲的例句之类的内容，自己也要学会有规律地去体会一些相关的语法知识，英语的语法有些是类似的，可以一起记忆。

像一些语法内容都是动词加上to do something，所以我们可以把这一类动词一起记忆。

也有少数例外是由动词加doing something，这类词并不多，所以我们可以自己总结出来，方便我们记忆。

还有的就是一些固定句型，这些就要重点把握它们的例句，看例句来记忆它们会更好。

第五篇：英语语法 教案

教

案

课程名称

英语语法

Lecture 1 Sentence Structure

教学重点及难点：

1.The classification of bound morpheme and the frequently applied bound morphemes;

2.The basic clause types and their transformation and expansion

教 学 基 本 内 容

1.Basic Concepts of morphemes, words, phrases, clauses, and sentences;2.Ways of word-formation: affixation, derivation and composition;3.Ways of sentence analysis: one ways is to divide the predicate into predicate verb, object, complement and adverbial.The other way is to divide the predicate into two parts: the operator and the predication.4.Basic clause types include SVC, SV, SVA, SVO, SVOA, SVOC, and SvoO.An affirmative clause can be transformed into a negative;a statement into a question, and a active clause into a passive.All these add varieties to the basic clause types.Lecture 1 Sentence structure Owing to the fact that sentences in authentic language differ structurally in thousands of ways, what is described here as sentence structure, sentence elements, or sentence patterns is only concerned with the simple sentence, or rather with the clause.1.1 clause elements As has been pointed out before, the clause or the simple sentence is structurally a sequence of phrases and logically a construction of ―subject+ predicate‖.That is to say, the clause or the simple sentence is not just an agglomeration of phrases;it is a group of phrases organized into a construction of ―subject+ predicate‖.1)Subject and predicate A full-fledged clause can generally be divided into two parts: the subject and the predicate.The subject is the topic or theme of the sentence, which tell of what the sentence is about.The predicate says something about the subject and bear the new information which the speaker or writer wants to transmit to the listener or reader.The subject is generally realized by a noun phrase or an equivalent of noun phrase, while the construction of the predicate, which is more complicated, generally consists of a verb phrase with or without complementation.2)Two ways of sentence analysis To facilitate description of how English language works, sentences can be analyzed in two ways.One way is to divide the predicate into predicate verb, object, complement and adverbial.These elements together with the subject make the five clause elements.The other ways of sentence analysis is to divide the predicate into two parts: the operator and the predication.The operator is usually the auxiliary or the first auxiliary in a complex verb phrase, while the predication comprises the main verb with its complementation(object, complement or adverbial).1.2 basic clause types and their transformation and expansion In terms of the different combinations of clause elements, English clauses can be classified into seven basic types.Innumerable authentic sentences are structured on the basis of these clause types.1)Basic clause types The seven basic clause types are SVC, SV, SVA, SVO, SVOA, SVOC, and SVoO.These seven combinations of clause elements are wholly or largely determined by the main verb in the clause.The main verb in an SVC pattern is a linking or copula verb which must be followed by a subject complement.The main verb in an SV pattern is an intransitive verb which is not to be followed by any obligatory element except for a limited number of intransitive verbs which require an obligatory adverbial, thus constituting the pattern SVA.The main verb in an SVO pattern us a monotranstitive which must be followed by an object, and with some monotransitives the object must again be followed by an obligatory adverbial, thus constituting the pattern SVOA.The main verb in an SVOC pattern is a complex transitive verb which must be followed by an object+ object complement.The main verb in an SVoO pattern is a ditransitive verb which is to e followed by two objects: indirect and direct object.2)Transformation and expansion of basic clause types The basic clause types are all affirmative statements with verbs in the active voice.An affirmative clause can be transformed into a negative;s statement into a question;and an active clause into a passive.All these add varieties to the basic clause types.The basic clause types and their variants can also be expanded into larger grammatical units through adding modifiers at various levels, and these larger units can again be expanded through coordination and subordination into compound, complex and compound-complex sentences.Lectures 2&3 Subject-verb Concord

教学重点及难点： 1.The appliance of grammatical, notional and proximity concords in some special conditions;

2.Problems of subject-verb concord.教 学 基 本 内 容

1.The concepts of three principles guiding subject-verb concord: grammatical concord, notional concord and proximity concord.2.Problems of concord with a coordinate subject: concord with ―and‖ or ―both…and‖, concord with ―or‖/ ―either…or‖, ―nor‖/ ―neither…nor‖, ―not only…but also‖;

3.Problems of concord with expressions of quality as subject: concord with expression of definite quality as subject, concord with expression of indefinite quality as subject;

4.Other problems of subject-verb concord: problems of concord with a nominal clause as subject, subject-verb concord with a non-finite clause or subject, subject-verb concord in relative clauses, cleft-sentences, and existential sentences.Lecture 2 Subject-verb Concord(I)2.1 Guiding principles

1)Grammatical concord

2)Notional concord

3)Proximity 2.2 Problems of concord with nouns ending in-s Disease and game names ending in –s

They are mostly treated as singulars.A few such names can be used either as singular or as plural.Subject names ending in –ics

Such names are generally singular nouns, but some such nouns are treated as plural when used in other senses than subject names.Geographical names ending in –s

Plural except for a few treated as singular when used as country names.4)

Other nouns ending in –s Disease and game names ending in –s

They are mostly treated as singulars.A few such names can be used either as singular or as plural.Measles, mumps, rickets, shingles, diabetes, arthritis, phlebitis, AIDS, etc.Subject names ending in –ics

Such names are generally singular nouns, but some such nouns are treated as plural when used in other senses than subject names.Acoustics, classics, electronics, informatics, linguistics, mechanics, optics, plastics, thermodynamics, etc.Geographical names ending in –s

Plural except for a few treated as singular when used as country names.Other nouns ending in –s

Calipers, compasses, flares, forceps, glasses, jeans, pants, pincers, pliers, scales, scissors, shades, shorts, suspenders, spectacles, etc.2.3 problems of concord with collective nouns as subject 1)Collective nouns usually used as plural

People, police, cattle, militia, poultry, vermin, etc.2)Collective nouns usually used as singular

Foliage, cutlery, poetry, machinery, equipment, furniture, merchandise, etc.3)Collective nouns used either as plural or as singular

Couple, crew, government, majority, opposition ,etc 4)A committee, etc + plural noun

A committee / board / panel of

Lecture 3

Subject-verb Concord(II)Teaching Contents 3.1 Problems of concord with a coordinate subject 3.2 Problems of concord with expressions of quantity as subject 3.3 Other problems of subject-verb concord

3.1 Problems of concord with a coordinate subject Coordination by “and” or “both …and”

It is usually treated as plural when it refers to two or more than two persons/things, but it is singular when referring to one person or thing.e.g.Baseball and swimming are usually summer sports.Your friend and adviser has agreed to lend me his money.After “each… and each…” or “every… and every…”, the verb is also in the singular form: e.g.Each man and each woman is asked to help.Every flower and every bush is to be cut down.The indefinite pronouns anybody/anyone, everybody/everyone, nobody/no one, and somebody/someone combine with singular verb forms, even though co-referent pronouns and determiners may be plural forms.e.g.[Everybody]‘s doing what they think they‘re supposed to do.Nobody has their fridges repaired any more, they can‘t afford it.each/every… he/she/they

e.g.At the moment each of the girls was too busy thinking about her own personal safety to care much about the luggage.But ―each/every+ singular n.… they/their‖ is right as well.e.g.Each of the students should have his/their own books.Every member brings their own lunch.In such exams as TOEFL, the pronoun referring to

―nobody/everybody/everyone/someone/somebody/anybody/anyone/no one‖ can only be he/his instead of they/their.However, as English learners it must be known that ―everyone…they‖ is used more often than ―everyone…he‖.e.g.Everyone warned you, didn‘t they?

Has anybody brought their camera? No one could have blamed themselves for that.Every one / each / each one /*every one of the students should have their/his own books.2)Coordination by “or” / “either…or”, “neither…nor”, “not only...but also” Here the problem is dealt with according to the principle of proximity.e.g.My sisters or my brother is likely to be at home.Either my father or my brothers are coming.Informally we can have the following use: e.g.Neither he nor his wife have arrived.In formal cases, especially in exams, ―neither‖ is used with singular verb.e.g.Neither of them is bright.When used with plural nouns in informal cases, ―neither‖ can also be used with plural verb.e.g.Neither of the books are/is very interesting.---I can‘t swim.----Neither can I.---He didn‘t like the play.---Nor did we.Neither is usually in formal cases, but nor is often used in spoken English.3)Subject + as well as, as much as, rather than, more than, no less than;with, along with, together with, in addition to, except + Verb(determined by the form of the subject e.g.Some of the workers, as well as the manager, were working during the holidays.No one except two students was late for the dinner.3.2 Problems of concord with expressions of quantity as subject 1)Concord with expression of definite quantity as subject

a)When regarded as a single unit, the verb is singular;when regarded as the individuals that constitute the quantity, the verb takes plural form.e.g.Twenty years in prison was the penalty he had to pay.b)a fraction/percentage + of-phrase+(<--)verb e.g.Thirty-five percent of the doctors were women.c)“A + B /A×B” + Verb(singular/plural);“A－B/A÷B”+ Verb(singular)e.g.Forty minus fifteen leaves twenty-five.40-15=25

d)one in/out of + Plural noun + Verb(fml.Singular;infml.plural)e.g.One in ten students has/have failed the exam.2)Concord with expression of indefinite quantity as subject.a)all of/some of/ none of /half of/most of + noun phrase of indefinite quantity +(<--)verb e.g.Most of the money was recovered by Deputy Player.Usage is fairly evenly divided between singular and plural concord with none of: e.g.None of us has been aboard except Vinck.None of us really believe it‘s ever going to happen not to us, she said at last.[Fiction] However, none alone shows a distinct preference for singular concord: e.g.[None] describes him/herself as such in the party‘s official literature.(NEWS)Plural concord is the norm in conversation, while in the written registers there is an overall preference for singular concord.None of + N.+ V 1)当none与不可数名词连用或指代不可数名词时，其谓语动词总是用单数。e.g.I wanted some more coffee, but there was none left.2)当none与复数名词连用或指代复数名词时，传统语法规定其谓语动词必须用单数。此用法得到英语教材和各类英语实体的肯定和强调。但是，实际应用中人们往往使用―概念一致‖原则，用动词的复数形式。所以，Quirk说：―用复数动词较为常见，并且，在正式用法中也为人们普遍接受。‖ e.g.None of the books has/have been placed on the shelves.None but the brave deserves the fair.唯有勇者才配得上美女。

None are so deaf as those who will not hear.不愿听从的人是最聋的人。

no one 单独使用时只用于指人。

e.g.No one should pride themselves on this result.但是，no one之后接-of短语时，既可指人也可指物。e.g.No one of you could lift it.I reach three books on this subject, no one of which was helpful.None 既可指人也可指物。

e.g.How many elephants did you see? None.No one of them really understands the problems.No one 与no-one在英语里是并存的，目前尚未统一形式。No-one 为英国英语，而no one是美国英语

b)lots of/heaps of/loads of/scads of/plenty of + noun phrase +(<--)verb e.g.Lots of stuff is going to waste.c)a portion of/a series of/a pile of/a panel of + noun phrase + verb(singular)e.g.A substantial portion of reports is missing a collection of + pl.n.+ singular verb

There is a collection of pictures at the Town Hall.a great deal / a great many

a great(good)deal之后要加介词of才能与名词连用，而a great(good)many可以直接与名词连用。另外，a great deal of跟不可数名词连用，而a great many则与可数名词连用。

e.g.The chest contained a great/good deal of money.A great deal还可作形容词或副词比较级的修饰语 e.g.That job was a great deal easier.a lot of 既可跟不可数名词也可跟可数名词，谓语动词决定于名词的单复数。e.g.There is a lot of beer in those bottles there.lots of 与amounts of , quantities of 不同，后两者是中心词而非修饰语。

e.g.Large amounts of money were spent on the bridge.Quantities of food were on the table.a variety of + n.做主语时，其谓语动词决定于名词的数，也就是说，此处起作用的是概念一致原则。

e.g.A great variety of books were recently published.a wide range of + pl.n.充当主语时，其谓语动词应用单数；a bouquet of flowers也是用单数。

e.g.A wide range of washing-machines and refrigerators is displayed in our showroom.A bouquet of flowers was presented to the vicar‘s wife.a set of + pl.n.做主语时，人们使用谓语动词的形式并不是很一致。

e.g.There is a set of rules that you must follow if you are going mountain-climbing.There are set of unscrupulous scoundrels.d)determiner + species nouns(kind/type/sort)of + noun phrase(singular countable noun/uncountable noun)+verb(singular)e.g.This kind of apples is highly priced.With countable nouns there tends to be agreement in number between the species noun and the following noun(e.g.that kind of thing v.all kinds of things).But we also find: Singular species noun + pl.noun e.g.I don‘t know what kind of dinosaurs they all are.I mean, do we want these kind of people in our team?

Pl.species noun + singular noun e.g.Thieves tended to target certain types of car he said.e)many a + noun phrase + verb(singular)

more than one + singular noun + singular verb

more pl.noun + than one + pl.verb e.g.Many a man has sacrificed his life.More than one member has protested against the proposal.More persons than one have been involved.f)In “an average of/a majority of + noun phrase(pl.)+ verb”, when noun is regarded as the individuals that constitute the quantity, the verb takes plural form;otherwise, it is singular.e.g.A majority of the town's younger men are moving to the city.A majority of three votes to one was recorded.3.3 Other problems of subject-verb concord 1)Problems of concord with a nominal clause as subject When the subject is a nominal clause introduced

by what, which, how, why, whether, the verb usually takes the singular form.But when two or more such clauses are coordinated by and or both…and, a plural verb is used.e.g.What I saw was a car.What I saw and think are no business of yours.In SVC construction with a what-clause as subject，when the subject complement is plural, or when the what-clause is plural in meaning, the verb of the main clause can be plural.e.g.What they want are promises.2)Subject-verb concord with a non-finite clause as subject Generally speaking, the verb is singular.But when two or more such clauses are coordinated by and, the verb of the main clause is singular when the subject refers to one thing, and is plural when the

subject refers to separate things.e.g.To eat well is all he asks.3)Subject-verb concord in relative clauses one of + plural noun + relative clause(verb)the(only)one of + plural noun + relative clause(singular verb)4)Subject-verb concord in cleft-sentences Here the verb is determined by the number of the focal element functioning as subject in the clause.I----am;me---third person singular number e.g.It is I who am to blame.It is me that is to blame.5)Subject-verb concord in existential sentences Generally the verb is determined by the notional subject.When the notional subject is a coordinate construction, the verb form goes with the first coordinate element of the notional subject.But in informal style, esp.in spoken language, the verb is often singular.e.g.There is a book on the desk.There is many people in the street.There is more grace and less carelessness.American and Dutch beer are much lighter than British.The short term and the long term loan are handled differently.按英语惯用法，一个单数名词受前置限定时，如果此名词表示两个或两个以上的事物，根据概念一致的原则，其谓语动词用复数；但是当此类名词受后置限制时，其谓语动词用单数。

e.g.Beer from America and Holland is much lighter than British beer.majority

许多英美出版的语法书和惯用法都指出，majority和minority不能与不可数名词连用。T.Wood 的―Current English Usage‖(p161)说： ―Majority may be used only for number with countable nouns, not for amount or quantity with mass nouns: The majority of the eggs were bad is correct;The majority of the butter was bad is not.Similarly, we cannot speak of the majority of the land/time/one‘s wealth.We must use most, or the greater part‖.但是，Practical English Usage(1980)有一例： e.g.The majority of the damage is easy to repair.建议按照T.Wood的观点来使用the majority of。

Majority虽然在语法上是个单数名词，但在概念上却具有复数的意义：most, almost all, many。因此一般与复数动词连用。e.g.The majority of children like sweets.The majority of doctors believe smoking is harmful to health.若后面没有-of短语时，the majority 作主语时。如果泛指多数（与少数相对），谓语单复数均可。Eg，The majority is /are doing its/their best。//in favor of the plan。//against him。

1．如果指整体、统一体，majority 常被看作单数。

The majority is always able to impose its will on the minority。// is for him。2.如果指多数中的各个成员, majority 被看成复数。

The majority are of different minds on the matter 3．如果指多出的数目，majority 看成单数。

Her Majority was 5 vote //His majority was a big(small)one..the rest(+of noun)+verb 遵循概念一致原则，而非语法一致原则。e.g.The rest are to wait for us.The rest needs no telling.the + adjective 做主语：

1）当表示一类人的整体时，e.g.the young, the old, the poor, the rich, the blind, the dead, 谓语动词用复数。

e.g.The wise look to the wiser for advice.2）当表示具体的人，而不是某一类人的整体，谓语动词用单数形式。e.g.The deceased is my uncle.3）表示抽象的概念或某种笼统的东西时，谓语动词用单数形式。e.g.The best is yet to come.The unknown is always something to be feared.Worth + of + pl.noun , 其谓语动词形式

取决于上下文和所表达的真正意思。当充当of宾语 的名词具有重要意义时，谓语动词用复数形式，当 所表达的价值具有重要意义时，则谓语动词用单数 形式。

e.g.Nearly a thousand pounds‘ worth of cigarettes were stolen.（此处重要的是香烟被盗）大约价值1000英镑的香烟被盗。

There is nearly a thousand pounds‘ worth of cigarettes on that shelf.（此处重要的是香烟的价值）在那个架子上的香烟价值大约为1000英镑

Lesson 4

Noun and noun phrase

教学重点及难点：

Number forms of the collective, material, abstract and proper noun.教 学 基 本 内 容

1.Classification of nouns: simple, compound and derivative nouns, proper and common nouns, count and noncount nouns.2.Number forms of nouns: regular and irregular plural forms of nouns;

3.Number forms of the collective, material, abstract and proper noun: number forms of the collective noun, number forms of the material nouns, number forms of the abstract noun, number forms of the proper noun;

4.Partitives: the definition of partitives, general partitives, partitives related to the shape of things, partitives related to volume, partitives related to the state of action, Partitives denoting pairs, groups, flocks.Lecture 4 Noun and Noun Phrase

Teaching Contents 4.1 Classification of nouns and function of noun phrases 4.2 Number forms of nouns 4.3 Partitives 4.1 Classification of nouns and function of noun phrases 1)Classification of nouns a)Simple, compound and derivative nouns: by word-formation b)Common and proper nouns: by lexical meaning C)Countable noun and uncountable noun This classification is based on the grammatical features of nouns instead of whether they are countable.Regarding grammatical features, uncountable nouns cannot have numeral before them(*two information), have no plural forms(*informations)and cannot be modified by ―how many‖ but by ―how much‖

2)Functions of noun phrases Nouns can function as all the elements in a sentence except the predicative verb.e.g.They elected him chairman of the board.He returned last night.A photo is taken each time this button is pushed

The general pattern of noun phrase is

(Determiner)+(premodifier)+noun+(postmodifier)The premodifier of noun phrase can be noun as well as adj.or participle.e.g.a table leg, water supply, the life sciences When noun is used as premodifier, it can be either singular, plural, or both.(1)Singular noun as premodifier e.g.table legs = legs of a table / tables

a shoe store = a store that sells shoes

a car race = a race between cars

a kitchen sink = a sink in a kitchen When the plural noun in the postmodifier is changed into premodifier, it usually becomes singular.e.g.a cloth for dishes = a dish cloth

decay of teeth = tooth decay

a station for buses = a bus station

a pocket for trousers = a trouser pocket

a tray for ashes = an ash tray(2)Singular or plural noun as premodifier

a.There is ambiguity here.foreign language(s)department= department of foreign languages

(foreign language department = department of a foreign language)soft drinks manufacturer = manufacturer that produces several kinds of soft drink soft drink manufacturer = manufacturer that produces one kind of soft drink b.different meanings

e.g.an art degree = a degree in fine art an Arts degree = a degree in the humanities(3)Only plural noun as premodifier e.g.a customs officer, a goods train, clothes hanger, sales technique, contents bill, savings bank

It is more popular to use plural nouns as premodifiers in British English than in American English.Now it tends to increase.(4)When the head of the noun phrase is collective noun or name of an organization, the plural noun as the premodifier can have two forms, but the same meaning.e.g.Scientists(‘)Institute for Public Information But the singular noun is seldom used.e.g.Yibin Teachers/ Teachers‘/ *Teacher‘s College 4.2 Number forms of nouns

Number is a grammatical distinction which determines whether a noun or determiner is singular or plural.1)Regular and irregular plural The regular is formed by adding –s or –es to the base, while the irregular is formed by changing the internal vowel or by changing the ending of the noun.Irregular plurals also include some words of foreign origin, borrowed from Greek, Latin or French.Their plural forms are known as ―foreign plurals‖, e.g.basis—bases, criterion—criteria.Some borrowed words have two plural forms: a foreign plural and an English one.e.g.medium—media – mediums For some, their singular and plural number share the same form，A)Animal names Singular form and regular plural coexist: Antelope, elk, fish, flounder, herring, reindeer, shrimp, woodcock（羚羊，麋，鱼，比目鱼，鲱鱼，驯鹿，虾，丘鹬（别名山鹬）e.g.He caught several fish/three little fishes.They went catching shrimp/shrimps.I shot two elk/elks.b)Singular form is usually used: bison, grouse, quail, salmon, swine（野牛 , 松鸡，鹌鹑，鲑（大麻哈鱼），猪）e.g.The farmer raises many quail/quails and chickens.c)Singular form is always used: cod, deer, mackerel, trout, sheep.（鳕，鹿，鲐鱼，真鳟）e.g.This is a deer.Those are deer.B).Nationality nouns Some words ending in sound /z/ or /s/ use singular form: Chinese, Japanese, Lebanese, Portuguese, Sinhalese, Vietnamese, Swiss e.g.I am a Chinese.There are four Chinese in the training class.C)Quantitative nouns(hundred/thousand/million/billion)a)Cardinal numeral + hundred/thousand/million/billion +n.e.g.two hundred / *two hundred of years ago That‘s going to take hundreds of/*hundreds years.Cardinal numeral + million + n.Cardinal numeral + millions of + n.e.g.three millions of dollars

three million dollars When the noun is omitted, if it is not monetary unit, the singular form is more often used than the plural form;if it is, the regular plural form is used.e.g.The population rose to four million / millions.The firm had to pay three millions.b)several/many/a few + singular / plural(of)+ n.e.g.He has played the part several hundred times / several hundreds of times.some + regular plural + n.e.g.He has played the piano some hundreds of times / many, many times.(some hundred times = about a hundred times)c)dozen, score e.g.She bought three score(of)eggs.I have been there dozens of times.He has already asked me several dozens of/ many scores of times.2)Number forms of the collective, material, abstract and proper nouns a)Number forms of the collective noun Some are countable, while some are not.Countable nouns behave like individual nouns.An uncountable one has no plural form;if we want to count the number, we will use a kind of individual noun related semantically to the collective, e.g.poetry—poem.Some collective nouns can be used in either singular or plural sense.The following verb is determined by the singular or plural sense.b)Number forms of the material noun Generally they are [U] and have no plural form.However, some items can be used either uncountably or countably.Some material nouns can take plural endings to convey the large quantity or scope , e.g.sand/sands, snow/snows

Sometimes material nouns are [C] to express ―one type of‖ or ―various types of‖ this material.e.g.I n Britain tea is usually drunk with sugar in it.I‘d like to have a famous tea.We hardly bought wine at lunch time.We like wines and liquors.Some material nouns become [C] to express ―packet of ‖, ―cups of‖.e.g.How many beers were you wanting?

How many tins of beer were you wanting? When referring to the material itself, they are [U];otherwise, they are [C], e.g.stone, rubber

c)Number forms of the abstract noun Mostly they are [U] and cannot take such determiners as a/one or plural forms.A few are [C], e.g.victory—victories.Some are not [C], although they have plural endings, e.g.*several difficulties.The addition of a plural ending to some can change the meaning of the base, e.g.experience—experiences.Some can only use singular form with ―a‖, some only plural form, some both.e.g.He has a dislike/dread/hatred/horror/love of cats.He had a good knowledge of mathematics.Give my best regards to your parents.He refused with much regret / many regrets.I have a suspicion / suspicions that he‘s right.Some abstract nouns can have indefinite article to express ―a type of‖ or ―an example of‖.a)Some can have an indefinite article only if modifier exists.e.g.They are doing *a business / a brisk business.I attach an exaggerated importance/importance to regular exercise.b)If modifier is implied, ―a/an‖ can appear.e.g.She has had an education(= a good education).c)Some can have ―a/an‖ regardless of modifier.e.g.A knowledge/ A good knowledge of English is essential.d)Number forms of the proper noun They have no plural forms, except for such proper name as the United States, the Philippines, the Netherlands.When one takes a plural ending, it takes on some characteristics of a common noun, e.g.the Browns

4.3 Partitives

They are also called unit nouns and used to denote a part of a whole or the quantity of an undifferentiated mass.1)general partitives: piece, bit, item, article 2)partitives related to the shape of things: cake, bar, drop, ear, flight, grain, head, loaf, lump 3)partitives related to volume: bottle, bowl, pail, bucket, handful, spoonful.4)partitives related to the state of action: a fit of anger/coughing/laughter/fever 5)partitives denoting pairs, groups, flocks: pair, herd, litter, swarm, bench, troupe, shoal.Lesson 5 Genitive noun

教学重点及难点：

1.The differences between ‗s genitive and of genitive;

2.The use of independent genitive and double genitive

教 学 基 本 内 容

1.Formation of genitive nouns, meanings of genitive nouns as possessive genitive, subjective genitive, objective genitive, genitive of origin, time, distance, etc, descriptive genitive;

2.Use of genitive nouns: genitive nouns are mostly used as central determiners and therefore perform the same function as ―possessive determiners‖;

3.Independent genitive and double genitive: independent genitive is used when the missing noun ahs occurred somewhere in the context, when the missing noun refers to somebody‘s house or residence, church, school, or other public buildings.The formation of double genitive and the difference between double genitive and of genitive.Lecture 5

Genitive Noun Teaching Contents 5.1 Formation, meanings and uses of genitive nouns

5.2 Independent genitive and double genitive

Case is a grammatical category and denotes the changes in the form of a noun or a pronoun showing its relationship with other words in a sentence.As modern English is basically an analytic language, English nouns have not a complicated case system like that of Latin, German, or modern Russian.The different grammatical functions of English nouns in a sentence are mostly determined by the word order, not by case form.It is in this sense that the genitive case may be viewed as a relic of the old case system.The genitive was traditionally labelled as the possessive case.Two Case systems: the unmarked common case and the marked genitive case: boy, boy‘s

The genitive case: the inflected genitive(the –s genitive)(屈折所属格）and the periphrastic genitive(the of-genitive)（迂回所属格）e.g.the children‘s toys，the toys of children 5.1 Formation, meanings and uses of genitive nouns 1)Rules of formation of the –s genitive a)adding ‘s to singular nouns and to those plural nouns that don‘t end in –s , e.g.my mother‘s arrival, women‘s clothes

b)adding an apostrophe to plural nouns ending in –s, e.g.the teachers‘ college, the workers‘ achievements

c)adding ‘s to the compound nouns or to the end of a postmodified noun phrase, e.g.my brother-in-law‘s friend, a cat and dog‘s life, [the teacher of music]‘s room

d)In coordinate nouns, the genitive ending is added to each of the coordinate elements when denoting respective possession, and only to the last coordinate element when denoting common possession, e.g.America‘s and England‘s problems(respective);

America and England‘s problems(in common)

Coordinated genitive

1.The head of the noun phrase is singular: Charles and Louise‘s / Charles‘s and Louise‘s child is really lovely.(The child is a joint offspring of Charles and Louise.)2.The head of the noun phrase is plural: Charles and Louise‘s / Charles‘s and Louise‘s children are really lovely.(The children are joint offspring of Charles and Louise.)

3.John‘s and Mary‘s children:

A.the children who are offspring of John and Mary B.John‘s child and Mary‘s child C.John‘s children and Mary‘s child D.John‘s child and Mary‘s children E.John‘s children and Mary‘s children Coordinated genitives are formal.Tom and his brother‘s children F

4.How to avoid ambiguity? a.I‘m interested in Henry and Herbert‘s book(s)/ the book(s)of Henry and Herbert.b.Henry‘s house and Mr.Jones‘s are not far from here.5.―Or‖ only connects coordinated genitive Is that a lady‘s or gentleman‘s wrist-watch? Is that a wrist-watch of a lady or gentleman? I wonder whether it is Tom‘s or Peter‘s house / the house of Tom or Peter.e)In the construction of ―noun phrase + appositive‖, the genitive ending is added to the end of the appositive, or both to the end of the noun phrase and to the appositive, e.g.Where is my classmate Nancy‘s car? Tom has gone to Basel‘s, the blacksmith‘s shop f)In personal names ending in sibilant /z/, the genitive ending can either be ‘s or an apostrophe only, but it can only be ‘s when personal names end in other sibilant sounds，e.g.Burns‘ / Burns‘s poem(sibilant /z/);

Ross‘s poem

2)Meanings of genitive nouns The genitive is chiefly used to denote possession, and therefore, is traditionally called ―possessive case‖.But genitive meanings are by no means restricted to possession, as shown in the following: a)Possessive genitive，e.g.my son‘s wife, Mrs.Johnson‘s passport

b)Subjective genitive, e.g.the student‘s application

c)Objective genitive e.g.the family‘s support d)Genitive of origin e.g.the girl‘s story

e)Descriptive(Classifying)genitive(not of-genitive)e.g.a women‘s college

(=college for women/*of women)f)Genitive of measure e.g.a four days‘ journey, two dollars‘ worth of apples

3)Uses of genitive nouns Genitive nouns are mostly used as central determiners and therefore perform the same function as ―possessive determiners‖,(traditionally called possessive pronouns), e.g.the boy‘s father= his father Mary‘s letter = her letter

a)As central determiners, genitive nouns can‘t collocate with other central determiner, nor can they be preceded by a premodifier.e.g.Mary‘s letter, * a Mary‘s letter;

Mary‘s interesting letter, * interesting Mary‘s letter

This, however, does not apply to some other genitive nouns such as the descriptive genitive and the genitive that denotes time, distance, value or measure.These genitive nouns are not used as determiners but as premodifiers in the noun phrases, e.g.a/the children‘s book, a pleasant three day‘s journey

Classifying genitive differ in a number of respects from specifying constructions.1)They respond to the question ―What kind of …?‖ rather than ―whose …?‖, which displays their similarity to adjectives and other such noun premodifiers, rather than to determiners.In fact, they cannot be replaced by possessive determiners.2)They can be preceded by determiners and modifiers of the whole noun phrase, rather than of the genitive noun alone: a new children‘s book.This again is true also for adjective and noun premodifiers of nouns.3)They form an inseparable combination with the following noun and do not usually allow an intervening adjective: *children‘s new book.4)They are frequently paraphrased by a for-phrase rather than an of construction, as in books for children.Compare again constructions with noun premodifier like baby clothes.These characteristics reflect the close bond between a classifying genitive and the following head noun.b)The choice of genitive

The –s genitive is favoured by the animate nouns in particular persons and animals with personal gender characteristics.The of-genitive is chiefly used with nouns denoting lower animals and with inanimate nouns.The main factor governing the choice of the one or the other genitive form is the animate or rather the personal quality of the noun.But there is considerable overlap in the use of the two forms.The animate nouns normally take the –s genitive, but the of-genitive is also possible in most cases.Inanimate nouns regularly take the of-genitive, but a great many occur with the –s genitive.The four classes of animate nouns normally take the –s genitive, but the of-genitive is also possible a)Personal names---George Washington‘s statue, Susan‘s pupils b)Personal nouns---the boy‘s new shirt, my sister-in-law‘s hat

c)Collective nouns---the government‘s conviction, the majority‘s choice d)Higher animals

---the horse‘s neck, the tiger‘s strips

The –s genitive is also used with certain kinds of inanimate nouns a)Geographical names---continents: Europe‘s future---countries: China‘s development

---states: Minnesota‘s immigrants

---cities/towns: Hollywood‘s studios, London‘s water supply

---universities: Harvard‘s Linguistics Department b)Locative nouns denoting regions, heavenly bodies, institutions:---the world‘s economic organization, the moon‘s interior, the school‘s history c)Temporal nouns---a week‘s holiday

d)Nouns of special interest to human activity---my life‘s aim, love‘s spirit, the novel‘s structure, the wine‘s character, television‘s future

The use of the –s genitive and of-genitive(1)We must use the –s genitive when…

a)the noun modified is followed by a post-modifier or an appositive.---The monitor‘s brother, an actor was here then.b)it is a classifying genitive.---Have you a copy of the teacher‘s book?

c)the –s genitive is used in some set expressions:---a wolf in sheep‘s clothing

People don‘t get their money‘s worth.*People don‘t get the worth of their money.We must use the of-genitive when…

a)the noun in the of-phrase is followed by some modifiers or appositives---Some sentences have been changed at the suggestion of the teachers present in the meeting.b)the definite article +-ed participle or adjective denoting a class of people in the of-phrase structure---the life of the poor c)the prepositional complementation in the of-phrase expresses the origin of the headword modified

---the joy of his return(The joy derives from his return)

d)the genitive is used to express the possessive relationship between part and whole---the middle of the night---the back of the classroom---the top of the page---the bottom of the ladder e)there are determiners before the two nouns---their knowledge of her feeling---this dog of the country

The difference between the –s genitive and the of-genitive(a)The –s genitive : regularity and continuity

the of-genitive : contingency of things---my last week‘s article(每周一次的连载文章）---my article of last week(偶尔刊登的文章）(b)The –s genitive: informal

the of-genitive: formal---the woman next door‘s husband---the foreign policy of China

(c)The –s genitive: literal sense(字面意义）

the of-genitive: extended meaning(引申意义）and symbolic meaning(象征意义）

---the tree‘s top（树梢）

---the top of the tree(出类拔萃）---the table‘s top(桌面）

---the top of the table（上座，首席）

5.2 Independent genitive and double genitive 1)Independent genitive When the genitive occurs without a following head, i.e.with the head of the noun phrase omitted, and functions independently as an element, it is called independent genitive.a)The noun occurring in the context can be retrieved---My car is faster than John‘s(car).b)Names and nouns referring to persons which denote residence:

See you at Harry‘s tomorrow.---Shall we meet at his brother‘s(house).c)Proper nouns for certain well-known buildings:

St.Paul‘s(Cathedral), Queen‘s(College)St.James‘s(Palace)The noun: church, school, public buildings---He lives near St.Paul‘s(Cathedral)in London.d)Words for shops denoted by the type of shopkeeper: the baker‘s/butcher‘s/grocer‘s/greengrocer‘s commercial firms---I buy my meat at Johnson‘s(shop).2)Double genitive An independent genitive when functioning as prepositional complementation is called post-genitive.The prepositional phrase with a post-genitive as complementation is called double genitive.---a friend of my father‘s 1)The use of the double genitive a)Partitive meaning denoting ―one of…‖---This is a book of my mother‘s.(one of …)

b.indefinite, definite, personal---a friend of the doctor‘s(*the cover of a book‘s)Attention to some points a)Noun head with ―this, these, that, those‖: it has emotional colouring : praise, disapproval, pleasure, displeasure---That child of his sister‘s is very clever.---That son of Henry‘s is a rascal.a boy of a girl 一般的of短语用来修饰或限制前面的名词的，但是，在此处：限定词+名词1+of + a/an + 名词2，of短语与前面的名词构成同位关系，而且名词2是概念的中心，of短语是对名词2进行修饰的，就像一个形容词：

an angel of a wife = an angelic wife;the fool of a policeman = the foolish policeman a boy of a girl 一个男孩气的女孩子 *一个女孩气的男孩 a palace of a house 宫殿般的房子

a great elephant of a woman 一个庞大如象的女人

此结构的特点是：名词2前必须使用不定冠词，而名词1前可用任何限定词(a, this, that, her, your)e.g.that dog of a landlord 狗地主

that great pig of a Louis XVIII 大肥猪路易十八

this / a / their palace of a house *these palaces of a house

b)Difference between double genitive and of phrase---He is a friend of my father‘s.(many, one of them)---He is a friend of my father.(in good terms)A: Who told you that? B: A friend of your father‘s.A: If he says such things, he is not a friend of my father.c)The noun head: picture, portrait, printing, photograph, bust, statue The double genitive---the picture that one keeps The of phrase---the picture of one‘s own---This is a portrait of Mr.Black‘s---This is a portrait of Mr.Black d)The noun head: criticism, opinion, judgment，---a criticism of William‘s = a criticism offered by William---a criticism of William = a criticism about William Correct the errors of the genitives if any: 1.Where‘s the dictionary of Cathy‘s?

2.I don‘t know whether this is a lady or a gentleman‘s wrist-watch.3.Her love of a child took the fancy of all of us.4.The poem of Shelly‘s he recited a hundred times was Ode to the West Wind.5.Andrew and Horatia‘s eyes met.1.that dictionary of Cathy‘s

2.a lady‘s or(a)gentleman‘s wristwatch 3.T 4.T 5.T

Lesson 6 Determiners(I)

教学重点及难点：

1.collocations between determiners: predeterminers, central determiners and postdeterminers.2.A Comparative study of some determiner usage: some, any, every ,much, etc.教 学 基 本 内 容

1.Collocations between determiners and nouns: determiners with all three classes of nouns, with singular count nouns, plural count nouns, noncount nouns, etc;

2.Collocations between three kind of determiners: the category of predeterminer ,central determiner and postdeterminer, word order of three subclasses of determiners: predeterminer + central determiner + postdeterminer;

3.A Comparative study of some determiner usage: many, much, a lot of, lots of, plenty of, a few, a little, some, any, all, both, every, each, either, neither.Determiners, as a class of words, include: article(definite article, indefinite article, and zero article), possessive determiners, genitive nouns, demonstrative determiners, relative determiners, interrogative determiners, indefinite determiners, cardinal and ordinal numerals, fractional and multiplicative numerals, and other quantifiers 6.1.Collocations between determiners and nouns

The choice of determiners is closely related to what might be called the three classes of nouns: singular count nouns, plural cont nouns and noucount nouns.These tree classes of nouns demand appropriate determiners to collocate with.Determiners with all three classes of nouns

Determiners such as possessive determiners, genitive nouns and the definite article as well as some any, no, the other, and whom can go with all the three classes of nouns, eg: The car the cars the money His car his cars his money Some book some books some money No book no books no money Whose book whose books whose money Determiners with singular count nouns only Determiners such as a(n), one, another, each, every, either, neither, many a ,such a can only collocate with singular count nouns, eg: Each worker every student Either book neither book Another book such a book Determiners with plural count nouns only Determiners such as, two, three, etc, another, two/ three, many,(a)few, several, these, those, a(great)number of can only collocate with plural count nouns, eg: Both workers

(a)few words Several girls

these / those tourists A number of men

many students Determiners with noncount nouns only Determiners such as a(little)bit of ,a great amount of ,a great deal of ,(a)little, much, less ,least can only collocate with noncount nouns, eg: Much noise(a)little courage A bit of fun

a large amount of money Less oil

(the)least oil Determiners with singular and plural count nouns only Determiners such as the first, the second, the last, the next can go with wither singular or plurals count nouns, eg‖ The first rose/ roses The last man/ men The next meeting/ meetings Determiners with singular and noncount nouns only Determiners such as this that can collocate with either singular or noncount nouns, eg: This/ that job

this / that work determiners with plural and noncount nouns only Determiners such as a lot of , lots of , plenty of, enough, most, such, other can go with plural and noncount nouns, but not with singular nouns,eg: Enough copies

enough bread More essays

more time Most people

most work This class of determiners may also include less and least, which, as has been mentioned above, normally occur with noncount nouns, but in present day English, especially in formal style, may occasionally occur with plural nouns,eg: Less and less people can afford to go abroad for their holidays.Political programs on TV attract the least viewers.This use of less and least is regarded by some as non-standard.6.2)Collocations between determiners

As has been mentioned before, besides the collocations between determiners and nouns, there is the problem of word order between determiners if a noun 0phrase contains more than one determiner.Central determiners, predeterminers and postdeterminers According to their potential, determiners fall into three subclasses: central determiners, predeterminers and postdeterminers.Central determiners included: the article;demonstrative determiner;possessive determiners;genitive nouns;some, any, no, every, each, either, neither, enough;what(ever),which(ever),whose, etc.Note that central determiners are mutually exclusive and that no two members of the above-cited items ever occur together in a noun phrase.Predeterminers are those hat precede central determiners.Predeterminers are also mutually exclusive.They include: all, both, half, double, twice, three times, etc.one-third, two-fifths, etc;what, such(a/an).Postdeterminers refer to those that follow central or predeterminers.Postdeterminers are not mutually exclusive, that is to say, two or more such items can co=occur in a noun phrase.This subclass includes: cardinal numerals;ordinal numerals;next, another ,etc;many much,(a_ few,(a)little, fewer,(the)fewest, less(the)least, more, most;several, plenty of , a lot of lots of , a great/large/good number of, a great/good deal of , a large/ small amount of ,such.Word order of three subclasses of determiners

When a noun phrase contains all three subclasses of determiners, their normal order is ―predetermine + central determiner + post determiner(s)‖: All the four students All these last few days Both his two sisters If the noun phrase contains only two of the subclassed, they follow the same order, ie ―predeterminer + central determiner‖:

Half his income Both his parents All the tourists ―central determiner+postdeterminer‖: the author‘s last books some such alloy his last few words ―predeterminer+postdeterminer‖: all three books all other students half such people

―postdeterminer+postdeterminer‖ several hundred tourists three other girls many more copies 6.3)A comparative study of some determiner usage many, much, a lot of ,lots of, plenty of

Lesson 7 Determiners(II)--Articles

教学重点及难点：

1.Articles in use with different classes of nouns;

2.Some phrases applied with definite, indefinite and zero articles

教 学 基 本 内 容

1.Generic and specific reference: generic reference, specific reference, anaphoric, cataphoric and situational reference.2.Articles in use with different classes of noun: articles in use with the proper noun, articles in use with the common noun and other use of articles;

3.Some phrases applied with definite, indefinite and zero articles: phrases with zero articles as at anchor, in force, out of hand etc, phrases with definite articles as for the time being, on the spot, in the long run, etc, and examples with indefinite articles as before person‘s names, or before the non-finite element, etc.Lecture 7 Determiners(ii)---articles In the previous lecture we touched upon the fact that articles are the most typical of determiners.Now we will concentrate on this topic.English has two articles: the definite and the indefinite article.As we know, all English common nouns have article contrast, so with plural count nouns and noncount nouns, the absence of an article signals the presence of another kind of article---the zero article.It is in this sense that we may also say that English has three articles---the definite, the indefinite, and the zero articles.7.1 generic and specific references In discussing the use of article, we must distinguish between generic and specific reference.generic reference When we say the reference is generic, we are talking about any membe4r representative of a class of people of things.All the three forms of article can be used generically to refer to members of a class as a whole.In certain contexts, the definite article followed by a singular count noun often performs a generic function.The same function can also be performed by the definite article combining with certain adjectives or adjectival participles.Generic reference can also be denoted by the indefinite article followed by a singular count noun.This is especially common in giving definitions.In so doing, we can also use plural and noncount nouns without the presence of any determiner.This may be referred to as the generic use of the zero article.specific reference Specific reference is different from generic reference in that it does not refer to a class of people or things in general but to a particular specimen of the class.Specific reference falls into two kinds: definite specific reference and indefinite specific reference.Definite specific reference implies that a person or an object can be identified uniquely in the context or according to the common knowledge shared by speaker and hearer.The definite article is most frequently used in this sense.In the case of indefinite specific reference the person or thing referred to is also a specific object, but is not definitely identified.This kind of referential meaning is most commonly expressed by the indefinite article.In certain contexts and situations the zero article can perform the same function.anaphoric, anaphoric and situational reference Definite specific reference can be anaphoric, anaphoric, or situational.The word anaphoric means ―pointing backward‖.When what is referred to occurs in a previous context and the definite article has to point backward for its meaning, this is known as ―anaphoric reference‖.The anaphoric use of the definite article is called ―anaphoric THE‖.Anaphoric reference is also a kind of definite specific reference.The word means ―pointing forward‖.When the referential meaning of the definite article is determined by what follows the articles and the head, and the article has to point forward for its own interpretation, that is anaphoric reference.Situational reference is a kind of definite specific reference that depends not on any referent that has occurred in the context but solely on the common knowledge shred by speaker and hearer on a specific situation in which the reference is made clear.Situational reference is most commonly denoted by the definite article, but in certain situations the same function can also be performed by zero.Lesson 8 & 9 Pronouns(I, II)

教学重点及难点：

1.Pronouns concord in number, gender and case;2.The usage of personal pronouns, reflexive pronouns, and demonstrative pronouns.教 学 基 本 内 容

1.Pronouns concord in number, gender and case.In number: pronoun concord with every-,some-, any-compounds as antecedent, with coordinate construction as antecedent, with collective nouns antecedent, and with ―plural noun/ pronoun +each‖ as antecedent.In gender, Pronoun concord with male/female noun as antecedent, with common gender noun as antecedent, and with neutral gender noun as antecedent, etc;

2.Choice of pronoun forms: choice between subjective and objective case, choice between adjective and genitive case;

3.Possessive pronoun, reflexive pronoun, and generic use of personal pronouns;

4.Pronoun reference: anaphoric, cataphoric, situational reference, personal reference, and demonstrative reference.Teaching Contents 8.1 Pronoun concord in number 8.2 Pronoun concord in gender 8.3 Pronoun concord in person

Pronouns are a varied closed-class words with nominal function.English has a developed pronoun system, comprising:

1.personal pronouns 2.possessive pronouns 3.reflexive pronouns 4.reciprocal pronouns 5.demonstrative pronouns 6.interrogative pronouns 7.relative pronouns 8.indefinite pronouns 8.1 Pronoun concord in number Personal pronouns, possessive pronouns, reflexive pronouns, and corresponding determiners have their singular and plural forms.The number contrast of pronouns differs from that of nouns in that pronoun number contrast is morphologically unrelated, as in I/we, he/they, as opposed to the typical regular formation of noun plurals: boy/boys.The choice of pronoun number forms is generally determined by the number of its antecedent, that is, a pronoun must agree with its antecedent in number.---They haven‘t yet made up their own mind.1)Pronoun concord with every-, some-, any-compounds as antecedent:

everyone, everybody, someone, somebody, anyone, anybody, no one, nobody，take the singular form(grammatical)---Everybody looked after himself.---Nobody wants to go there, does he? In informal style, the plural form, esp.everyone or everybody:---Everybody knows what they have to do.everything, something, anything, nothing: singular---Everything is ready, isn‘t?

2)Pronoun concord with coordinate construction as antecedent(notional concord)---I bought bread and butter at the shop, and they cost 50c.---She likes bread and butter, but this is too thick.3)Pronoun concord with collective noun as antecedent(notional concord)---The government is doing its best to boost production.---The government have discussed the matter for a long time but they have shown no sign of reaching an agreement.4)Pronoun concord with ―plural noun / pronoun + each‖ as antecedent

The choice of the number forms of the pronoun and corresponding determiner depends on the position of the appositive ―each‖: before the verb---plural form;

after the verb---singular form---We each are accountable for our own families.---We are each responsible for his own family.8.2 Pronoun concord in gender Gender is a grammatical category.It is a set of grammatical forms of nouns, determiners and adjectives that tell of the distinctions of sex.English nouns have four genders: masculine(man), feminine(woman), neutral(book)and common(student).But we do not mean any overt grammatical forms that show the distinctions of sex, but the differences of natural sex denoted by the lexical meaning of nouns.1)Pronoun concord with male / female noun as antecedent---When Paul met Mary, he asked her to go to town.2)Pronoun concord with common gender noun as antecedent Some common gender nouns, such as doctor, teacher, engineer, lawyer, parent, student…… they can either be male or female.When they are used in the singular for generic

reference, these nouns are generally referred to as HE, a kind of practice that is opposed by feminists.---If a person breaks the law, he will be punished.---The parent of a teenage child often wonders where he went wrong.---Parents of teenage children often wonder where they went wrong.(plural form)---When a customer calls, ask him to leave his phone number.---When a customer calls, be sure to ask for a phone number.(No pronoun or determiner is used.)In formal writing as in legal documents, ―he or she‖, ―his or her‖ can also be used.---The parent of a teenage child often wonders where he or she went wrong.(2)Some common gender nouns such as baby, infant, and child are intermediate between personal and non-personal.When the speaker does not know , or is not interested in the sex of the baby or infant, he may use the neutral IT:---The baby was sleeping in its cot.But if the speaker is the baby‘s mother, she is unlikely to refer to her baby as IT:---Watch out!The baby is trying to put the toy watch into his mouth.3)Pronoun concord with neutral gender noun as antecedent When the antecedent is a singular noun of neutral gender, a noun denoting an inanimate or non-personal object, the neutral pronoun or the corresponding determiner is generally used.(it / itself / its)---That book has lost its cover.I will put a new one on it.(2)Just as a baby may be designated it, so a number of nonhuman species may be designated he or she.(car, ship)---The car needs some petrol.Let‘s fill her / him up at the next garage.(3)When the antecedent is an animal noun, it is generally referred to as it in nonexpert contexts.If the anima is spoken of with emotion or is personified, it may be referred to as he or she.---The cat is a useful animal because it eats rats.---The cat leaped onto my bed and coiled herself there.This is also true of the names of celestial bodies or abstract ideas: sun, moon, earth, nature, history, war, death---The sun is shining in all his splendid beauty.---Nature, the greatest artist, makes her common flowers in the common view.(4)Names of countries may be treated either as feminine or neutral.When used as geographical units, they are treated as inanimate and therefore neutral:---China is in East Asia.It is one of the largest countries in the world.If used as political or economic units, the names of countries are often feminine, she or her is generally used:---China has a history of over 5000 years.She is proud of her culture.8.3 Pronoun concord in person By pronoun concord in person, we mean two things: Pronoun concord in person on sentential level In a sentence, the person of a pronoun is determined by the person of its antecedent.---My brother has sold his car.If the antecedent is a coordinate construction containing a first or second person pronoun, the referring pronoun should be first and second person in plural number.---My friend and I are reading the manuscript.We‘ll be through in half an hour.---You and the accountant are familiar with him.You can both see him.2)Pronoun concord in person on textual level In a text pronouns should be consistent in person from beginning to end.This is a matter of speaking or writing from what point of view, from the speaker‘s or writer‘s point of view or from that of a third party.A consistent point of view is a guarantee of clarity in writing.Teaching Contents 9.1 Choice of pronoun case forms

9.2 Reflexive pronouns

9.3 Pronoun reference 9.1 Choice of pronoun case forms

9.2 Reflexive pronouns

9.3 Pronoun reference Pronoun reference is a kind of reference realized through the use of pronouns.When a pronoun is used it must refer to somebody or something.What is referred to is called antecedent.It is the antecedent that indicates the referential meaning of the pronoun.anaphoric, cataphoric and situational reference According to the relative position of the antecedent, pronoun reference can be anaphoric or cataphoric.When the antecedent occurs before the pronoun, which has to point backward for its own interpretation, that is anaphoric reference.---John has moved to a new house.He had it built last year.If the antecedent appears after the pronoun, and the pronoun has to point forward for its meaning, that is cataphoric reference.---When she has finished her work, Mary left the office.If the antecedent does not occur anywhere in a linguistic context, and the pronoun only refers to somebody or something indicated by an extra linguistic situation in which the utterance is given, that is situational reference.---How hard he studies English.When a pronoun is used, it can only refer to one antecedent.If a pronoun has two or more possible antecedents, that will lead to ambiguity.---He introduced me to the pilot who had looked after him when he was in hospital.---He introduced me to the pilot whom he had looked after in the hospital…

2)Personal reference Personal reference is established by personal pronouns, possessive pronouns, reflexive pronouns, and corresponding determiners.Personal reference is generally anaphoric.It may occur within the sentence boundary or across sentences.---When Mary has finished her work, she left the office.---John has moved to a new house.He had it built last year.Personal reference can also be cataphoric, but under limited conditions.Generally speaking, cataphoric personal pronouns usually occur in subordinate constructions, and where cataphoric reference occurs, anaphoric reference canbe used instead, but not conversely.---When she had finished her work, Mary left the office.(cataphoric)---When Mary had finished her work, she left the office.(anaphoric)---Mary bought a new dress, but she didn‘t like it.---She bought a new dress, but Mary didn‘t like it.3)Demonstrative reference Demonstrative reference is established by demonstrative pronouns and demonstrative determiners.All the demonstratives can be freely used in anaphoric reference.---The man gad been drinking too much;this explain his unsteady walk.A: I like the polar bears.These are my favorites.B: Those are my favorites too.---Our daughter got a bad sun-burn yesterday.That‘s why we couldn‘t come.As for cataphoric demonstratives, they are restricted to this and these, which are commonly used to refer to a following clause or sentence or a group of sentences.---―The great difficulty is this,‖ said the psychologist, ―you can move about in all directions of space, but you can‘t move about in time.‖

―That‖ and ―these‖ are rarely used cataphorically.When occasionally so used, they often take on sarcastic meanings.---How do you like that? He stabs you in the back and then professes to be your friend.Lesson 10 Verb and verb phrase

教学重点及难点：

1.The difference between finite and non-finite verb;

2.The classifications and usage of some phrasal verbs

教 学 基 本 内 容

1.Classification of verbs.According to different standards, verbs and verb phrases may falls into six types grammatically, semantically: Main verbs and auxiliaries, transitive verbs, intransitive verbs and linking verbs, dynamic verbs and stative verbs, single-word verbs and phrasal verbs, finite and non-finite verbs, regular and irregular verbs;

2.A survey of tense, aspect, voice and mood: tense and aspect, active and passive voice, finite and non-finite phrases.3.The classifications and usage of some phrasal verbs: V.+ Prep, V.+ adverb particle, V.+ adverb particle + prep.The usage of phrasal verbs as pride oneself on, take pride in and be proud of, etc.Lecture 10 Verb and Verb Phrase Teaching Contents 10.1 Classification of verbs(I)10.2 Classification of verbs(II)10.3 A survey of tense, aspect, voice and mood

10.1 Classification of verbs(I)1)Main verbs and auxiliaries

According to different roles played in the formation of verb phrases verbs are divided into two classes: main verbs and auxiliaries.As we know, a verb phrase may consist of a main verb only;this is called a simple verb phrase.A verb phrase may also take the form of a verb preceded by one or more auxiliaries;this is called a complex verb phrase.Main verbs are also called notional verbs functioning as the head and indicating the basic meaning of a verb phrase.Auxiliaries fall into three categories: primary auxiliaries, modal auxiliaries and semi-auxiliaries.a)Primary auxiliaries: be, do, have.Without lexical meanings of their own, these auxiliaries have only grammatical functions or grammatical meanings.Be is usually used to help the main verb to form the progressive aspect or the expressive voice.Auxiliary do is used to help the main verb to express negative meanings or to form question, and sometimes to help express the emphatic affirmative.The function of auxiliary have is to help the main verb to form the perfective or the perfective progressive aspect.b)Modal auxiliaries: can/could, may/might, will/would, shall/should, must, ought to, dare, need, used to.They express modal meanings.In a finite verb phrase, we can use only one modal auxiliary which is invariably followed by the bare infinitive or the base form.c)Semi-auxiliaries: have to, seem to.They can help the main verb to form the complex verb phrase and express the modal meaning on the one hand, and can, when preceded by other auxiliaries, function as main verbs on the other.2)Transitive verbs, intransitive verbs and linking verbs Verbs are divided in accordance with whether or not they must be followed by obligatory elements functioning as complementation and what kind of elements that must follow.a)Transitive verbs must be followed by an object.Some are followed by two objects, i.e.indirect object and direct object;.some by an object and an object complement;some by an object and an obligatory adverbial b)Intransitive verbs do not require an object.c)Linking verbs are followed by a subject complement.3)Dynamic and stative verbs a)Dynamic verbs refer to actions.They can be subclassified into three categories:

durative verbs, transitional verbs and momentary verbs.b)Stative verbs refer to present or past states, i.e.to a relatively stable state of affairs.They are normally incompatible with the progressive except in certain cases where there is a transfer of meaning.They can be classified into four categories.The first includes main verbs ―be‖ and ―have‖.The second includes verbs that include, as part of their meaning, the notion of being and having, such as apply to, belong to, differ from, cost, weigh, measure.The third includes verbs that refer to a sense perception, such as hear, see, feel, taste, smell.The fourth subclass includes verbs that refer to a feeling, a state of mind or an opinion, such as assume, believe, consider, detest, wish.Stative verbs are not used in progressive aspect, otherwise, they will be changed into dynamic verbs, such as be, have.e.g.He is being foolish(=is acting foolishly).We‘re having a wonderful time(= are enjoying ourselves).The verbs resemble and cost are stative verbs when they are used to mean respectively ―be like‖ and ―be worth‖, but when used in other meanings, these two verbs just like dynamic verbs can occur in the progressive.e.g.He resembles his father.He is resembling his father(= is becoming more and more like his father)as the years go by.Perception verbs when used in a non-volitional sense are stative verb, but when used in a volitional sense are dynamic verbs.e.g.I can taste pepper in it.I‘m tasting this soup.Attitudinal verbs such as think, imagine, understand are stative verbs, but they can occasionally be used dynamically to express different meanings, e.g.Be quiet.I‘m thinking(= giving thought to a problem).There are also cases of a special polite use of the progressive with verbs like want, hope, wonder.e.g.Were you wanting to see me? 10.2 Classification of verbs(II)According to word formation and grammatical form, English verb may be divided into single-verbs and phrasal verbs, finite verbs and non-finite verb, regular verbs and irregular verbs.4)Single-word verbs and phrasal verbs

A phrasal verb is a verb that is composed of two or more words.They can be classified into three categories: a)Verb + preposition e.g.The police are looking into the case.b)Verb + adverb particle e.g.The meeting has been called off.c)Verb + adverb particle + preposition e.g.I don‘t want to come down with the flu again.Phrasal verbs are verbal idioms which are equivalent to single-word verbs, transitive or intransitive, and which are different from simple verbal combination where the meanings are easily guessed from the parts.Some constructions such as verb + noun + preposition and verb + noun are also grouped under the category of phrasal verbs e.g.She soon realized that she was being made fun of.5)Finite and non-finite verbs Finite main verbs have tow finite forms and three non-finite forms.The two are the present tense and the past tense;the three are the infinitive, the –ing participle and the –ed participle.Finite verbs are marked for tense, and non-finite verbs have no tense distinctions.Most auxiliaries have the present and past tense forms but not all the three non-finite forms except for the primary auxiliary be.The modals do not have the non-finite forms or the base.6)Regular and irregular verbs Verbs whose past tense and –ed participle forms are derived by adding –ed are regular verbs, and otherwise they are irregular verbs.10.3 A survey of tense, aspect, voice and mood 1)Tense and aspect

Tense is a grammatical form associated with verbs that tells of the distinctions of time;that is, tense and time are related and different.Time is a universal concept with three divisions: past, present and future times.The notion of time is common to all mankind, when expressed linguistically, it is tense.Chinese is not an inflectional language and has its own ways to express tense.Aspect is also a kind of verb form which represents the action or the process expressed by the verb as something going on or completed at a given time.English has two aspects: the progressive and the perfective aspects.The uses of tense and aspect Tense:

present

past Aspect: progressive

perfective 1.A tense can be used independently:

1)simple present, 2)simple past 2.A tense can be combined with an aspect:

3)present progressive, 4)past progressive

5)present perfective, 6)past perfective 3.A tense can be combined with two aspects:

7)Present perfective progressive

8)Past perfective progressive

2)Active voice and passive voice

Voice is a grammatical category, showing whether the subject of a sentence acts or is acted on.English has two voices: the active and passive voices.When the subject is the agent or doer of an action, the verb takes the active voice;if the subject is the recipient of the action, the verb takes the passive voice and the sentence is called passive sentence.The passive voice is formed by the auxiliary be +-ed participle of the transitive verb.Since be can take different forms of tense and aspect, we have six passive forms: the simple present, the simple past, the present progressive, the past progressive, the present perfective and the past perfective.Of the three non-finite form, the infinitive and the –ing participle can occur in the passive, simple and perfective.―Modal auxiliary / semi-auxiliary + infinitive‖ are made passive by using a passive infinitive, which may occur in the simple or in the perfective form.When the passive is formed by get +-ed participle, it is called get-passive, distinguished from be-passive.But get isn‘t an auxiliary and cannot be used as operator in a negative statement or in a question.Get-passive usually used to denote sudden and unexpected happenings in contexts initiated by such expressions as ―in the end, eventually, at last‖.3)Indicative, imperative and subjunctive mood Mood, as a grammatical category, is a finite verb form that indicates whether an utterance expresses a fact(indicative mood), a command or request(imperative mood), or a non-fact and hypothesis(subjunctive mood)

4)Finite and non-finite verb phrases Depending on whether the first element in a verb phrase is finite or non-finite, a distinction is made between finite verb phrases and non-finite verb phrases.Lesson 11 Tense and aspect(I)教学重点及难点：

1.The difference between the present perfect and the present perfect progressive;

2.The use of simple present, the present progressive, and present perfect

教 学 基 本 内 容

1.Use of simple present.The simple present can be used to denote: timeless present, habitual present, momentary and instantaneous present, simple present referring to the future, simple present referring to the past;

2.Use of present Progressive.The present progressive has the following uses: to denote an action in progress at the moment of speaking, an action in progress at a period of time including the present, a future happening according to a definite plan or arrangement and other meanings;

3.The two chief uses of the present perfective/progressive and how the present perfective/progressive distinguished in meaning from the simple past.Lecture 11 Tense and Aspect(I)In this and the next five lectures we are going to deal with features of tense, aspect, voice and mood expressed by the verb phrase.We will start with uses of the simple present, the simple past, the present progressive and the past progressive.11.1 Uses of simple present The simple present is the present tense form which is not accompanied by the category of aspect, that is , which is not marked for the progressive or the perfective aspect.The simple present can be used to denote the following meanings with greater restrictions on verbs:

Timeless present

The most common use of the simple present is found in the expression of eternal truths and proverbs, as well as in scientific, mathematical, geographical and other statements made for all time.This use of the simple present mostly applies to stative verbs, eg:

Honesty is the best policy.A rolling stone gathers no moss.London stands on the River Thames.Habitual present

A second use of the simple present, that of habitual or recurrent use, is typically associated with dynamic verbs, eg:

Percy often goes to his office by underground.Father doesn‘t smoke.Momentary and instantaneous present

The simple present can also be used to denote a momentary phenomenon that exists at the time of speaking.This phenomenon usually has some duration and therefore is mostly associated with stative verbs, eg:

What‘s the matter with you? What do you think, Jane?

A less common use.The simple present can be used to imply that the event takes place singly and once-for-all within the moment of speaking.Unlike momentary present, this kind of happening has little or no duration and therefore is confined to dynamic verbs denoting short actions.The use of the instantaneous present is rather restricted, occurring normally in certain speech situations such as radio and television commentaries of fast-moving sports, the running commentary of conjurors and demonstrators, and some formal declarations, eg:(page184)

Simple present referring to the future

The simple present can also be used to denote future time.This use is limited to future events conceived of as ―certain‖, either because they are determined in advance by calendar of timetable, or because they are part of a plan or an arrangement thought of as unalterable.This kind of future expression will be elaborated on in lecture 13.In the present lecture, we will just mention some subclauses in which the simple present is commonly used in the future sense.These subclauses include the that-clause following ―I hope‖, ―I bet‖, etc;the that-clause following such constructions as ―see to it‖, ―make sure‖, ―make certain‖;and the conditional / temporal clauses introduced by if /when, eg: I hope you have a good time.I bet it rains tomorrow.I‘ll see(to it)/ make sure/ make certain(that)you don‘t get lost.Simple present referring to the past

In addition to the meanings discussed above, the simple present can occasionally be used to denote past time.This use of the simple present is usually found with ―communication verbs‖ such as tell, say, hear, learn, and write to express the present effect of information received in the past, eg:

Alice tells me you‘re entering college next year.I hear poor old Mrs.Smith has lost her son.Simple present is also used as a device of story-telling and news reporting to add vividness to the description.This use of the simple present to refer to the past is what we call ―historic present‖, eg:

…I was just dozing off in front of the television when my wife rushes in shouting that the kitchen is on fire.11.2 Uses of simple past

The simple past is the past tense form which is not marked for the progressive or the perfective aspect.This tense form can be used to denote the following meanings:

Past event and past habit

The basic use of the simple past is to denote a simple event or state that happened or existed at a definite point or period of time in the past.This is what we call the event/state past, eg:

He left ten minutes ago.This town was once a beauty spot.The simple past can also be used to denote a habitual or recurrent action in the past, known as the habitual past, eg: In those days they sowed wheat by hand.He worked in a bank all his life.Neither the event/state pas nor the habitual past has any connection with the present moment, so what is denoted by the simple past must be something no longer existent at the moment of speaking.Compare: His father was an English teacher all his life.(―He is now dead.‖)His father has been an English teacher all his life.(―He is still alive.‖)

Attitudinal and hypothetical past

In specific contexts, the simple past can also denote the present or the future time.There are two uses.One is known as the attitudinal past, that is , the past tense is associated with the present time in independent clauses expressing a question, request or suggestion.Its effect is to make the question / request/suggestion less direct, implying a polite, somewhat tentative attitude on the part of the speaker, eg:

A: Did you want me? B: Yes, I wondered if you could give me some help.The other is what we call the hypothetical past.In this use, the simple past refers not to a fact but to a non-fact, and is typically found in that-clause following such constructions as ―It‘s time…‖, ―I wish…‖, ― I‘d rather…‖, etc., and in adverbial clauses of rejected condition, i.e.a condition which is not likely to be fulfilled, eg:

It‘s time you had a holiday.I wish you lived closer to us.I‘d rather you went now.If I had the money now, I‘d buy a car.11.3 Uses of present progressive

The present progressive(am/is/are+-ing participle)has the following uses:

To denote an action in progress at the moment of speaking

To denote what is going on at the present moment, we commonly use the present progressive, generally associated with durative dynamic verbs, eg:

A: What are you doing? B: I‘m writing a letter.The difference between the simple present and the present progressive referring to present time is that the former carries a permanent meaning and the latter a temporary meaning.Compare:

He lives in shanghai(permanent residence)He is now living in Shanghai.(temporary residence)

To denote an action in progress at a period of time including the present

The present progressive can also express an action that is gong on over a period of time including the present but not necessarily at the moment of speaking, that is, a temporary habit as distinguished from the permanent habit denoted by the simple present.Compare:

He works in a chemical factory.He is working in a chemical factory these days.Note that the present progressive when accompanied by an adverbial of frequency such as always, continually, constantly, or forever often imparts an emotional coloring, often of annoyance or disapproval.By contrast, the simple present lacks the subjective, emotional tone of the present progressive and states a fact objectively.Compare: She complains about the house.She is constantly complaining about the house.To denote a future happening according to a definite plan or arrangement

The present progressive used to refer to the future, more often than not the near rather than distant future, in connection with a definite plan, arrangement of program, usually occurs in situations with obvious future reference, eg:

Mr.Cameron is leaving China in a few weeks.I‘m going to Qingdao for the summer holiday.The present progressive denoting futurity also occurs in temporal and conditional clauses, on condition that there is future reference in the main clause, eg.:

I‘ll think about it while you‘re writing the report.If you are standing at the corner, I‘ll give you a lift.To denote other meanings

Apart from the above-mentioned meanings, the present progressive may also be used to denote an action in the immediate past which is generally expressed by communication verbs such as tell, talk, say, exaggerate, etc, eg: You don‘t believe it? You know I‘m telling the truth.I don‘t know what you are talking about.The present progressive may also be used to make even politer requests than does the attitudinal past with such few verbs as hope, wonder dealt with in 11,2.2, eg:

I‘m hoping you‘ll give us some advice.I‘m wondering if I may have a word with you.As mentioned before, the present progressive is commonly associated with durative dynamic verbs.With momentary verbs, i.e.verbs denoting actions of very short duration, the use of the present progressive will be understood to express repetition or a series of momentary actions, rather than just a single action.11.4 Uses of past progressive

The use of the past progressive(was/were+-ing participle)has much in common with that of the present progressive, only the time reference being pushed back to the past, often overtly expressed by a time-when adverbial.The following are the uses of the past progressive.To denote an action in progress at a definite point or period of past time

This is the most common use of the past progressive.In this use, the past time reference is usually indicated by a temporal adverbial or implied by the context.In the past progressive, the notion of incompleteness is more clearly indicated than in the present progressive, eg:

What were you doing yesterday at seven p.m.? They were building a dam last winter.It is based on this use that the past progressive may have the effect of surrounding a particular event by a temporal frame, or serve, at the beginning of a text, as the background in past time narrative, eg:

The students were still laughing when the teacher stepped in.To denote a past habitual action

The habitual action denoted by the past progressive is most clearly characterized by its temporariness, in contrast with the past habit denoted by the simple past, eg:

George was getting up at five every day that week.As in the case of the present progressive, the past progressive can also collocate with such adverbials of frequency as always, constantly, continually, forever, to express emotional feelings, especially feelings of annoyance or disapproval on the part of the speaker, eg:

My brother was always losing his keys.To denote futurity in the past

In specific contexts, the past progressive can be used to denote a future action in the past according to a definite plan or arrangement.This use is also found in some adverbial clauses of time or condition, eg:

They were leaving a few days later.He told me to wake him up if he was sleeping.To make polite requests and express hypothetical meanings

The past progressive has a similar function to that of the simple past and of the present progressive as described in 11.2.2 and 11.3.4.Of the three forms, the past progressive is the most tentative in making polite requests.Compare: I hope you can send me some books.I hoped that you could send me some books.I am hoping you can send me some books.I was hoping you could send me some books.To express hypothetical meanings, the past progressive only occurs in certain conditional clauses and in subclauses after ―I wish‖, ―I‘d rather‖, ―it‘s time‖, etc:

I wish they were not talking so loudly.I‘d rather you were going at once.Would you stay a little longer, if you were enjoying yourself? If they were leaving tonight, I‘d like to go with them.It is time we were leaving.Contrast between past progressive and simple past

In the previous sections we have touched upon notional differences between the simple past and the past progressive.There are a few more points to note.To denote an action in completion, we use the simple past;to denote an action in progress, we use the past progressive.To state a mere past fact, we use the simple past;to lay emphasis on the duration of the action, we use the past progressive.When two actions co-occur in a sentence, the action of shorter duration is to be denoted by the simple past, while that of longer duration by the past progressive.In colloquial speech, the past progressive is sometimes used to show what one says is casual, unimportant and aimless, whereas the use of the simple past means differently.Compare: I was talking to Margaret the other day.I talked to Margaret the other day.Compare the time sequence of the two actions in the following sentences:

When we arrived, she was making some fresh coffee.When we arrived, she made some fresh coffee.In the first sentence, the action of making coffee was already in progress when we arrived, whereas in the second sentence, the action of making coffee followed our arrival in time sequence.Lesson 12 Tense and aspect(II)

教学重点及难点：

1.Differences between present/past perfective and present/past perfective progressive.2.Perfective aspect and since-clause, perfective aspect vs.have got/have got to.教 学 基 本 内 容

1.Present perfective has two chief uses: ―finished‖ use and ―unfinished‖ use.The former refers to the present result of a past event still operative at the present moment, while the latter one denotes that an action or state extends over a period lasting up to the present moment.2.Past perfective progressive also has ―finished‖ and ―unfinished‖ use, only with time reference back-shifted to a specified past moment.3.There are a few more points that merit our attention concerning the use of the perfective aspect: perfective aspect and since-clause, perfective aspect vs.have got/have got to and perfective aspect in ―It is/will be the first time + that-clause‖.Lecture 12 Tense and Aspect(II)The perfective aspect can combine with the two tenses, forming present perfective and past perfective, which can again combine with the progressive aspect, resulting in present perfective progressive and past perfective progressive.12.1 uses of present perfective(progressive)

This section deals with the two chief uses of the present perfective(progressive)and how the present perfective(progressive)is distinguished in meaning from the simple past.Present perfective

Present perfective, a combination of the perfective aspect with the present tense(have / has+-ed participle), has two chief uses: ―finished‖ use and ―unfinished‖ use.This ―finished‖ use refers to the present result of a past event still operative at the present moment.The ―unfinished‖ use of the present perfective denotes that an action or state extends over a period lasting up to the present moment, possibly extending into the future as well.The difference between these two uses manifests itself in the fact that in the ―unfinished‖ use, the present perfective is commonly accompanied by an adverbial expressing duration, but no such accompanying adverbial is present in the ―finished‖ use.Compare:

He‘s turned off the light.(―The light is still off now.‖)

He‘s lived here since 1960.(―The period of residence extends either to the present—the usual interpretation—or to some specified date in the past.‖)

Present perfective progressive

The use of the present perfective progressive(have/has been +-ing participle)has much in common with the ―unfinished‖ use of the present perfective.Compare:

I‘ve been writing letters for an hour(and I‘ve still got some more to do).I‘ve been sitting in the garden(and have just come indoors).There are cases, however, where these two forms are not interchangeable in that the present perfective progressive has also the meanings of continuousness, temporariness and incompleteness.Compare:

Who‘s been eating my dinner?(―Some of it is left.‖)Who‘s eaten my dinner?(―It‘s all gone.‖)

Contrast between present perfective(progressive)and simple past

As has been pointed out, the action or state denoted by the present perfective(progressive), though referring to some indefinite happening in the past, has some connection with the present.Hence, if an action or state happened in the past and has no connection with the present, it will have to be expressed by the simple past or the past progressive.Compare:

His sister has been an invalid all her life.(―she is still alive.‖)His sister was an invalid all her life.(she is now dead.)

12.2.Uses of past perfective(progressive)

Let us now turn to the uses of the past perfective(progressive).Past perfective

The past perfective also has two chief uses: ―finished‖ use and ―unfinished‖ use, only with time reference back –shifted to a specified past moment.In the ―finished‖ use, the past perfective denotes an action or state already in completion before a specified past，and in its ―unfinished‖ use, an action or state extending over a period up to a past moment and possibly into the future in the past, e.g.:

I had written the article when he came.By six o‘clock they had worked twelve hours.Past perfective progressive

The past perfective progressive is basically similar in use to the present perfective progressive, only with time reference back-shifted to a specified past.The chief use of the past perfective progressive has also something in common with the ―unfinished‖ use of the past perfective, and, therefore, in many cases, these two forms can be used interchangeably, though in colloquial speech, the past perfective progressive is more frequently used than the past perfective.Compare:

I‘d been working for three hours when he called.I‘d worked for three hour when he called

Past perfective in sentences with when-/ before-/after-/ until-clauses

Subordinators such as when, before, after, until can sometimes be used interchangeably when they connect clauses where two actions happen one after another.The general rule is that the earlier happenings are expressed by the past perfective and the later happening by the simple past.Compare:

When I reached the station, the train had already left.I reached the station after the train had left.I didn‘t reach the station until after the train had left.The train had left before I reached the station.