高中英语语法教案英文

高中英语语法教案英文（精选8篇）

1.高中英语语法教案英文 篇一

从句 clause从属句 subordinate clause并列句 coordinate clause名词从句 nominal clause定语从句 attributive clause状语从句 adverbial clause宾语从句 object clause主语从句 subject clause同位语从句 appositive clause时间状语从句 adverbial clause of time地点状语从句 adverbial clause of place方式状语从句 adverbial clause of manner让步状语从句 adverbial clause of concession原因状语从句 adverbial clause of cause结果状语从句 adverbial clause of result目的状语从句 adverbial clause of purpose条件状语从句 adverbial clause of condition真实条件状语从句 adverbial clause ofreal condition非真实条件状语从句 adverbial clause of unreal condition

句子 sentence简单句 simple sentence并列句 compound sentence复合句 complex sentence并列复合句 compound complex sentence陈述句declarative sentence疑问句 interrogative sentence一般疑问句 general question特殊疑问句 special question选择疑问句 alternative question附加疑问句 tag question反义疑问句 disjunctive question修辞疑问句 rhetorical question感叹疑问句 exclamatory question 存在句 existential sentence肯定句 positive sentwence否定句 negative sentence祈使句 imperative sentence省略句 elliptical sentence感叹句 exclamatory sentence基本句型 basic sentence patern

人称 person第一人称 first person第二人称 second person第三人称 third person

一致 agreement主谓一致 subject-predicate agreement语法一致 grammatical agreement概念一致 notional agreement就近原则 principle of proximity

语态 voice主动语态 active voice被动语态 passive voice 语气 mood陈述语气 indicative mood祈使语气 imperative mood虚拟语气 subjunctive mood

句子成分 members of sentences主语 subject谓语 predicate宾语 object双宾语 dual object直接宾语 direct object间接宾语 indirect object复合宾语 complex object同源宾语 cognate object补语 complement主补 subject complement宾补 object complement表语 predicative定语 attribute同位语 appositive状语 adverbial 时态 tense过去将来时 past future tense过去将来进行时 past future continuous tense过去将来完成时 past future perfect tense一般现在时 present simple tense一般过去时 past simple tense一般将来时 future simple tense现在完成时 past perfect tense过去完成时 present perfect tense将来完成时 future perfect tense现在进行时 present continuous tense过去进行时 past continuous tense将来进行时 future continuous tense过去将来进行时 past future continuous tense现在完成进行时 present perfect continuous tense过去完成进行时 past perfect continuous tense

否定 negation否定范围 scope of negation全部否定 full negation局部否定 partial negation转移否定 shift of negation语序 order自然语序 natural order倒装语序 inversion全部倒装 full inversion部分倒装 partial inversion 直接引语 direct speech间接引语 indirect speech自由直接引语 free direct speech自由间接引语 free indirect speech

语法 grammar句法 syntax词法 morphology结构 structure层次 rank句子 sentence从句 clause词组 phrase词类 part of speech单词 word实词 notional word虚词 structural word单纯词simple word派生词derivative复合词compound词性part of speech名词 noun专有名词 proper noun普通名词 common noun可数名词 countable noun不可数名词 uncountable noun抽象名词 abstract noun具体名词 concret noun物质名词 material noun集体名词 collective noun个体名词 individual noun介词 preposition连词 conjunction动词

verb主动词 main verb及物动词 transitive verb不及物动词 intransitive verb系动词 link verb助动词 auxiliary verb情态动词 modal verb规则动词 regular verb不规则动词 irregular verb短语动词 phrasal verb限定动词 finite verb非限定动词 infinite verb使役动词 causative verb感官动词 verb of senses动态动词 event verb静态动词 state verb感叹词 exclamation形容词 adjective副词 adverb方式副词 adverb of manner程度副词 adverb of degree时间副词 adverb of time地点副词 adverb of place修饰性副词 adjunct连接性副词 conjunct疑问副词 interogative adverb关系副词 relative adverb代词 pronoun人称代词 personal pronoun物主代词 possesive pronoun反身代词 reflexive pronoun相互代词 reciprocal pronoun指示代词 demonstrative pronoun疑问代词 interrogative pronoun关系代词 relative pronoun不定代词 indefinite pronoun物主代词 possecive pronoun名词性物主代词 nominal possesive prnoun形容词性物主代词 adjectival possesive pronoun冠词 article定冠词 definite article不定冠词 indefinite article数词 numeral基数词 cardinal numeral序数词 ordinal numeral分数词 fractional numeral形式 form单数形式 singular form复数形式 plural form限定动词 finite verb form非限定动词 non-finite verb form原形 base form从句 clause从属句 subordinate clause并列句 coordinate clause名词从句 nominal clause定语从句 attributive clause状语从句 adverbial clause宾语从句 object clause主语从句 subject clause同位语从句 appositive clause时间状语从句 adverbial clause of time地点状语从句 adverbial clause of place方式状语从句 adverbial clause of manner让步状语从句 adverbial clause of concession原因状语从句 adverbial clause of cause结果状语从句 adverbial clause of result目的状语从句 adverbial clause of purpose条件状语从句 adverbial clause of condition真实条件状语从句 adverbial clause of real condition非真实条件状语从句 adverbial clause of unreal condition含蓄条件句 adverbial clause of implied condition错综条件句 adverbial clause of mixed condition句子 sentence简单句 simple sentence并列句 compound sentence复合句 complex sentence并列复合句 compound complex sentence陈述句 declarative sentence疑问句 interrogative sentence一般疑问句 general question特殊疑问句 special question选择疑问句 alternative question附加疑问句 tag question反义疑问句 disjunctive question修辞疑问句 rhetorical question感叹疑问句 exclamatory question存在句 existential sentence肯定句 positive sentence基本句型 basic sentence patern否定句 negative sentence祈使句 imperative sentence省略句 elliptical sentence感叹句 exclamatory sentence句子成分 members of sentences主语 subject谓语 predicate宾语 object双宾语 dual object直接宾语 direct object间接宾语 indirect object复合宾语 complex object同源宾语 cognate object补语 complement主补 subject complement宾补 object complement表语 predicative定语 attribute同位语 appositive状语 adverbial句法关系 syntatic relationship并列 coordinate从属 subordination修饰 modification前置修饰 pre-modification后置修饰 post-modification限制 restriction双重限制 double-restriction非限制 non-restriction数 number单数形式 singular form复数形式 plural form规则形式 regular form不规则形式 irregular form格 case普通格 common case所有格 possessive case主格 nominative case宾格 objective case性 gender阳性 masculine阴性 feminine通性 common中性 neuter人称 person第一人称 first person第二人称 second person第三人称 third person时态 tense过去将来时 past future tense过去将来进行时 past future continuous tense过去将来完成时 past future perfect tense一般现在时 present simple tense一般过去时 past simple tense一般将来时 future simple tense现在完成时 past perfect tense过去完成时 present perfect tense将来完成时 future perfect tense现在进行时 present continuous tense过去进行时 past continuous tense将来进行时 future continuous tense过去将来进行时 past future continuous tense现在完成进行时

present perfect continuous tense过去完成进行时 past perfect continuous tense语态 voice主动语态 active voice被动语态 passive voice语气 mood陈述语气 indicative mood祈使语气 imperative mood虚拟语气 subjunctive mood否定 negation否定范围 scope of negation全部否定 full negation局部否定 partial negation转移否定 shift of negation语序 order自然语序 natural order倒装语序 inversion全部倒装 full inversion部分倒装 partial inversion直接引语 direct speech间接引语 indirect speech自由直接引语 free direct speech自由间接引语 free indirect speech一致 agreement主谓一致 subject-predicate agreement语法一致 grammatical agreement概念一致 notional agreement就近原则 principle of proximity强调 emphasis重复 repetition语音 pronunciation语调 tone升调 rising tone降调 falling tone降升调 falling-rising tone文体 style正式文体 formal非正式文体 informal口语 spoken/oral English套语 formulistic expression英国英语 British English美国英语 American English用法 usage感情色彩 emotional coloring褒义 commendatory贬义 derogatory幽默 humorous讽刺 sarcastic挖苦 ironic

2.高中英语语法教案英文 篇二

When people come and do things together, each presents himself or herself to the other by acting out an image suitable to the situation.If people do things that damage self-image, their face is damaged.According to Brown and Levinson (1987) , face is something that is emotionally invested, and that can be lost maintained, or enhanced, and must be constantly attended to in interaction.

Brown and Levinson (1987) construe face as consisting of two specific desires or face-wants:negative face and positive face Negative face means people’s desire that they be free to do things and that others’will be not imposed on them.Positive face means that their wants be considered desirable and appreciated.Nowadays, the use of polite language is an important sign of social civilization and advancement.In the following part, we will make a detailed analysis of the grammatical features of English polite language.

Grammatical Features

1. The use of Tense and Aspect

(1) Simple Past Tense.Simple Past Tense can be used with verbs expressing volition or mental state to reflect the tentative attitude of the speaker, rather than past time.

e.g.2-1

A:Did you want to see me?

B:Yes, I wondered if you could help me.

The speaker and the hearer of this conversation comply with the Tact Maxim and try to minimize cost to each other.Although they are talking about the present time, they both use Simple Past Tense, postponing their desire in the past.Thus, each of them has the freedom of regretting and refusing in order to preserve their negative face.

(2) Present Progressive.The term aspect refers to a grammatical category which reflects the way in which the verb action is regarded or experienced with respect to time.Unlike tense, aspect is not deictic, in the sense that it is not relative to the time of utterance (Quirk et al.1985) .The Progressive Aspect indicates a happening in progress at a given time.Temporariness is one of the characteristics of the Progressive Aspect.For example, “Jane is singing well”indicates it is a temporary rather than a permanent phenomenon.In the sentence“Jane was singing well”, the Progressive Aspect makes us see the event as enduring over a period rather than happening all the time.

Verbs such as wish, wonder, think, hope, etc, occur with Present Progressive when temporariness or tentativeness is being emphasized.In this way, the tone is moderated and the speaker can show modesty and politeness.For example.

e.g.2-2

I am hoping to borrow some money.

This request possesses the characteristics of temporariness.It is a temporary idea which may end in any time.The request is not the result and has been thought carefully by the speaker for a period.The speaker complies with Leech’s Tact Maxim by minimizing cost to the hearer and leaves a leeway for the hearer to disagree or refuse, so even if the request is refused, it doesn’t threaten anyone’s face.

(3) Past Progressive.Verbs such as wish, wonder, think, hope, etc, can also be used with Past Progressive, which can be regarded as a combination of Present Progressive and the attitudinal past, to emphasize temporariness and tentativeness.For example,

e.g.2-3

I was hoping we could have dinner together.

Since Past Progressive indicates both temporariness and the past, the utterance exerts no obligation on either party.This is in accordance with Leech’s Tact Maxim—minimize cost to other.

(4) Future Progressive.Compared with Present Progressive and“be going to”, “will/shall+be+V-ing”can be regarded the most polite way to make an inquiry, because Future Progressive possesses the least of subjective feelings and the emphasis is on people’s action not on their willingness.This is in accordance with Leech’s Tact Maxim—minimize cost to other.Consider the following utterances;

e.g.2-4

a.Will you be visiting us?

b.Will you visit us?

The first utterance puts emphasis on the event itself, so it won’t threaten the hearer’s face even if the hearer replies“No”, whereas the speaker of the second utterance asks about the willingness of the hearer, so the hearer’s negative face will be threatened if the hearer gives a negative answer.

2. The use of Passive Voice.

Passive Voice can be used as expressions of politeness, because it puts emphasis on the thing rather than on the doer.For example.

e.g.2-5

a.Turn in the paper tomorrow, if you can.

b.Turn in the paper tomorrow, if it can be done.

The first utterance stresses“you”, whereas the second one emphasizes“it”, minimizing the expression of beliefs which imply cost to others and avoiding threatening the hearer’s negative face.This is also in accordance with Leech’s Tact Maxim.

3. The use of negative clause.

Negative clause can be divided into two categories:partial negation and complete negation.In our daily communication, we tend to use partial negation instead of complete negation for the purpose of politeness.For example

e.g.2-6

a.I don’t like Chinese food very much.

b.I don’t like Chinese food.

The first utterance is milder than the second in tone, and the first speaker complies with Leech’s Approbation Maxim, trying to minimize the expression of beliefs which express dispraise to others.

Besides, transferred negation can also be used as a polite communicative technique.For example, “I don’t think he is a good teacher”is milder in tone than“I think he is not a good teacher”.

4. The use of conditional clause.

Conditional clause can be used to make suggestions more tentative and people feel comfortable to hear that.For example,

e.g.2-7

It would be nice if you helped me a little with the housework.The speaker is actually saying“Help me with the housework”, but he complies with Leech’s Tact Maxim and tries to minimize cost to the hearer.He uses conditional clause to add subjunctive mood to this request.In theory, if the speaker gives a positive response, he still doesn’t have to shoulder any responsibility.

Conclusion

In the present study, we only study grammatical features in polite language.Actually, there are many other features which are common in polite communication, such as the use of phonological techniques, lexical devices, rhetorical devices, body language, and so on.But the most important is that we as teachers should teach students how to use these devices properly in our daily lives according to the actual context and there is amount of room for us to further study English polite language.

参考文献

[1]Brown, G. & S. C. Levinson. Politeness: Some Universals in Language Use [M]. Cambridge: Cambridge University Press, 1987.

[2]Leech, G. N. Principles of Pragmatics [M]. London: Longman, 1983.

[3]Quirk, R. G. et al. A Comprehensive Grammar of English Language[M]. London: Longman, 1985.

[4]何兆熊.新编语用学概要[M].上海:上海外语教育出版社, 2000.

3.高中英语语法教案英文 篇三

本节课我教的是have和has作“有”解时的区别。这节课我打算通过复习前一课时语篇中have和has的用法，以及通过做游戏，让学生在轻松愉快的氛围中掌握have与has的用法和区别。

一、teaching content：

topic： Unit3 Our animal friends

grammar：using “have”/ “has” to talk about“拥有”

二、teaching aims：

1.can talk about “have”.

2.can talk about “has”.

三、teaching key and difficult points：

how to use “have” and “has” correctly.

四、teaching methods：

task-based language teaching method

五、teaching procedures：

1.Task1： revision

（1）T： What animal friends do we have？

Yes，We have...You have... They have...She has... He has... It has...

（设计意图：让孩子通过复习已学旧知，唤起对have和has用法的区别。）

（2）Look and discuss with your partner：

■ ■

He ______ a basketball. She ______ a book.

■ ■

They ______ a football. It ______ a football.

■ ■

They______ two kites. She ______ a volleyball.

■

It ______ a pot. They ______ a cake.

（设计意图：教师通过创设一些图片情境让孩子在情境之中去运用，符合孩子的认知特点和心理特点，使得have/has的区别在直观的辨别之中给孩子更为清晰的理解与运用。继而为下面抽象总结及书面练习的有效运用作铺垫。）

2.Task2：Lets fish

（1）he，they ，my friends，Liu Tao，my mother，she，I，it，Bobby， the dog，I，we，you

■

have has

（设计意图：虽然是较为抽象总结，但是教师还是尽可能创设游戏的形式让孩子对have/has的区别在快乐游戏之中给孩子更进一步的理解与归纳，继而为书面练习的有效运用进行铺垫。）

（2）你能说出have与has的区别吗？

①have用于第一人称（I，we），第二人称（you），和第三人称复数（they）

②has用于第三人称单数（he，she，it）或单数名词

（设计意图：再让学生讨论说一说它们的区别及运用，转为理性层面的内化。）

3.Task3：Lets practise

用have，has的适当形式填空：

Nancy____two big eyes；They___no legs or arms；My cats___long tails；

His cousin___some toy cars；LiuTao and Mike___two animal friends；It__four legs and a short tail.

（设计意图：教师通过设计一些典型练习加以巩固，对have与has有更清晰准确的理解和运用。）

4.Task4：Lets share

（1）First share some animal pictures

（2）选择一个自己喜欢的动物介绍并请其他同学猜猜看哦！

... have/has an animal friend.

It is... It has... It can...What is it？

（设计意图：教师通过创设动物图片，让孩子对have/has知识的综合加以运用巩固，从而进一步对have与has有深刻的理解和运用。）

4.高二英语省略语法教案 篇四

1)省略主语：祈使句中通常省略主语，但为了强调也可以使用主语。例如 Stop singing and start to prepare for your recitation.不要唱了，开始为背诵做些准备把。You perform a dance first.你先表演个舞蹈吧。

2)谓语的省略：多出现在并列句及对话中，谓语部分相同时。例如： I was born in China and Lucy(was born)in America.我出生在中国，露西出生在美国。

What we can’t get seems better than what we have(got).我们没有的东西似乎比已经拥有的更好。

Reading makes a full man and writing(make)an exact man.读书使人充实，写作使人准确。

Some of us study French, others(study)GERMAN.我们有的学法语，有的学德语。

3)宾语的省略：在并列句或对话中，如果主语、谓语不同而宾语相同时，常把这一部分宾语省略。例如：

Peter enjoys swimming but Mike hates(swimming)比得喜欢游泳，而迈克则讨厌游泳。－Which program do you like? 你喜欢哪一个节目？ －It’s hard to tell.很难说。

4)在含有比较结构的复合句中，常在as和than引导的分句中省略某些与主句相同的部分或省略在特定上下文或特定情景中某些不言而喻的成分或整个as, than从句。例如: The piano in the other shop will be cheaper(than those in this shop), but not as good(as those in this shop).另一家商店里的钢琴更便宜，但是并不一样好。

How beautifully she sings!I’ve never heard a better voice(than hers).她唱得多好！我从没有听过比这更好的嗓音。

5)一般疑问句和祈使句的答语中，常用“Yes/ No+主语+助动词”，而省略主要动词或其他成分，但助动词应和原句的动词时态保持一致。回答特殊问句的答语中常省略和问句相重复的部分，只保留新信息部分。例如：

－Could I borrow your dictionary? 我可以借你的字典吗？

－Yes, of course you can(borrow my dictionary).当然可以。－Have you ever been to Hong Kong? 你去过香港吗？ －Never.从来没有去过。

6)复合句中从句的句尾和主句相同时，从句的句尾可省略。例如： Mary is going to sweep the floor though Alice won’t(sweep the floor).玛丽要打扫地板，而艾丽斯不做这件事情。7)两个或两上以上被形容词修饰的同一名词，前面的常被省略；重复出现的形容词，后边的可以省略。例如：

There were middle-aged(men)and elderly men to attend the meeting.有几个中老年男人出席了会议。We are young boys and(young)girls.我们是少年男女。

8)表示时间、条件、比较、方式或让步状语从句中，如果谓语动词是be，主语和主句的主语一致或主语是it时，常常省略主语和谓语部分。例如：

When(it is)heated, water sends out steam.加热时水会变成蒸汽。

He often kept silent unless(he was)spoken to.他常常保持沉默，除非有人和他说话。

Many roofs were replaced with new ones where(it is)necessary.必要的地方屋顶被换成了新的。

She hurried away as if(she was)very angry.她匆忙离开了，似乎是很生气。

She went on working though(she was)exhausted.尽管筋疲力尽，她仍然继续工作。

9)当不定式所表示的内容上文已经出现，为避免重复，不定式里的动词及其后续部分省略，只保留to。例如：

You’d better give a performance if you should be asked to.你最好进行表演，如果被邀请的话。

I think he should get a job, but you can’t force him to if he is not ready to.我想他应该得到一份工作，但如果他不愿意，你不能强迫他。

但当被省略的内容如果是“情态动词+动词完成式”时，或不定式后有be的任何形式时，to后要保留到have和be。例如：

He didn’t come to the meeting, but he ought to have.他没有来参加会议，但是他本应该来的。The young girl is not what she used to be.那个女孩子不是原来的样子了。

10)某些动词短语之后的介词可以省略。例如：spend…(in)doing sth.花（时间）做某事；stop/ prevent sb.(from)doing sth.阻止某人做某事；be busy(in)doing sth忙于做某事；waste time(in)doing sth.浪费时间做某事。11)宾语从句中，连词that可省略，但如有两个以上的宾语从句，除第一个that外，其他的that都不可省略。另外，定语从句中，that, which, whom作宾语时可以省略。例如：

Mr Wang said(that)the job was important and that we should try our best to do it.王先生说，那项工作很重要，我们应该尽力去做。

This is the computer(that)his father sent him as a birthday gift.这是他父亲送给他作为生日礼物的那台电脑。

12)主从复合句中主句中有一些成分被省略或省略一个从句或从句的一部分，用so或not代替，此时不要用it或that代替。例如：

－Do you think he will come tonight? 你认为他今晚会来吗？

－Yes, I think so./ No, I don’t think so.是的，我认为他会来。/不，我不认为他会来。－Are you feeling any better? 你感觉好些了吗？ －I am afraid not.恐怕不是这样。

类似的用法还有：How so? / Why so?/ Is that so? / I hope so./ I am afraidso.怎么会这样？/为什么会这样？/是那样吗？/我希望如此/恐怕是这样。

I suppose not./ I believe not./ I’m afraid not./ I hope not./ I guess not.我想不会的/我不相信会这样/恐怕不是如此/不希望如此/我认为不会如此。

1.The boy wanted to ride his bicycle in the street, but his mother told him________.(NMET1995)

A.not to

B.not to do

C.not to it

D.do not to 2.－Alice, why didn’t you come yesterday?

－I_________, but I had an unexpected visitor.(NMET1997)

A.had

B.would

C.was going to

D.that 3.－Does your brother intend to study German?

－Yes, he intends__________.(1998上海)

A.had

B.would

C.was going to

D.that 4.－I’ll be away on a business trip.Would you mind looking after my cat?

－Not at all._________.(NMET1995)

A.I’ve no time

B.I’d rather not

C.I’d like it

D.I’d be happy to 5.－Do you think it’s going to rain over the weekend?

－_________.(NMET1994)

A.I don’t believe

B.I don’t believe it

C.I believe not so

D.I believe not

KEYS!1.A

2.C

3.B

4.D

5.高一英语下册语法与词语教案 篇五

B.since

C.whether

D.until 2.The teacher spoke loudly _______ the students could hear him clearly.A.so as

B.that

C.so that

D.in order to 3.You can have the magazine _______ I finish reading it.A.in the moment

B.the moment

C.the moment as

D.in the moment when 4._______ leaves the room last ought to turn off the lights.A.The person

B.Anyone

C.Who

D.Whoever 5.The reason ______ he was late for school was _______ he had to send his mother to a hospital.A.that;why

B.why;because

C.why;that

D.that;because 6.Father made a promise _______ I passed the examination he would buy me a bicycle.A.that

B.if

C.whether

D.that if 7._______ you don’t like him is none of my business.A.What

B.Who

C.That

D.Whether 8._______ the old man’s sons wanted to know was ______ the gold had been hidden.A, That;what

B.What;where

C.What;that

D.What;if 9.It is said ______ ______ was all ______ he said.A.that;that;that

B.what;what;what C.that;which;what

D.that;that;which 10.He told us ______ he had done.Which of the following is WRONG? A.what

B.all that

C.that

D.all what 11.He always thinks of _______ he can do more for the people.A.what

B.how

C.if

D.whatever 12.The monitor suggested that we ______ for a picnic on Sunday.A.went

B.must go

C.could go

D.go 13.______ Wang Feng looked after the old woman a whole year moved us all.A.That

B.What

C.When

D.Why 14.______ gets homes first is to cook the supper.A.Who

B.Whom

C.Those who

D.Whoever 15.It depends on _______ he has enough money.A.if

B.weather

C.if or not

D.whether 16.Our hometown is quite different from ______before.A.that it was

B.what it was

C.which it was

D.when it was 17.They want to make it clear to the public ______ they do an important job.A.when

B.where

C.that

D.which 18.The fact ______ he didn’t see Lao Li yesterday is true.A.which

B.that

C.when

D.what 19.It is pretty well understood ______ controls the flow of carbon dioxide in and out the atmosphere today.A.that

B.when

C.what

D.how 20._______ made the school proud was _______ more than 90% of the students had been admitted to key universities.A.What;because

B.What;that

C.That;what

D.That;because 21.---Are you still thinking about yesterday’s game?---Oh, that’s _________.A.what makes me feel excited

B.whatever I feel excited about C.how I feel about it

D.when I feel excited

22._______ David says sounds right to Helen.That’s why she has made up her mind to leave with him _______ happens.A.Whatever;whatever

B.No matter what;whatever C.No matter what;no matter what

D.Whatever;however 23.Some of the scientists held the point ______ ______ the book said was right.A.what;what

B.what;that

C.that;that

D.that;what 24.There is little doubt _______ her advice is of greater value to us.A.that

B.whether

C.why

D.if 25.The fact came up _______ specific speech sounds are recognized by babies as young as 6 months old.A.what

B.which

C.that

D.whose 26.I agreed to accept _______ they thought was the best tourist guide.A.whatever

B.whomever

C.whichever

D.whoever 27.Sometimes we are asked ______ we think the likely result of an action will be.A.that

B.what

C.if

D.whether 28._______ the flight to New York will be delayed is ______ I’m especially worried about.A.If;what

B.Whether;that

C.When;that

D.Whether;what 29.Actually, girls can be ______ they want to be just like boys, whether it is a pilot, a nurse, or a general manager.A.who

B.which

C.whatever

D.no matter what 30.You should complete in time ______ the teacher has told you to.A.that

B.what

C.which

D.after 31.Every one could see ______ was happening and ______ George was already ready.A.what;/

B.what;that

C.that;that

D.that;/ 32.That warmhearted woman often helps ______ is in trouble.A.who

B.whom

C.whoever

D.whomever 33.______ surprised me most was ______ he was too late for the important meeting, for he was chairman of it.A.What;why

B.That;how

C.What;how

D.That;why 34.A man’s worth lies not so much in _____ he has as in ______ he is.A.that;what

B.what;what

C.that;that

D.what;that 35.The difficulty we now meet with is ______ we can persuade him to tell the truth.A.why

B.that

C.what

D.how 36.You have been walking a long way, so _____ is a good rest.A.that you really need

B.that you are really needed

C.what you really need

D.that you are really needing

37.The reason why he didn’t pass the final examination is ______ he wasn’t interested in study.A.that

B.because

C./

D.which 38.I’ve come to find someone, but I’m not sure ______ is the one I want to find.A.whom

B.whoever

C.who

D.whomever 39.I remember _______ this used to be a quiet village.A.when

B.how

C.where

D.what 40.After months of voyage, Columbus arrived in ____ later proved a new continent.A.where

B.which

C.what

D.that 41.You are saying that everyone should be equal, and this is ____ I disagree.A.why

B.where

C.what

D.how 42.A story goes ____ George W.Bush likes nothing more than starting wars against poor countries.A.when

B.where

C.what

D.that 43.---Look at what you are doing!

---Ah, I wonder _____ this boot won’t fit me.I’ve been trying to put it on the wrong foot.A.how

B.if

C.why

D.that 44.All finished, we sat down to enjoy____ we thought the most delicious dinner.A.that

B.which

C.what

D.it 45.______ is often the case, we have worked out the production plan.A.Which

B.When

C.What

D.As 46.I think Father would like to know _______ I’ve been up so far, so I decided to send him a quick note.A.which

B.why

C.what

D.how 47.What surprised me was not what he said but _______ he said it.A.the way

B.in the way that

C.in the way

D.the way which 48.After Yang Liwei succeeded in circling the earth, ______ our astronauts desire to do is walk in space.A.where

B.what

C.that

D.how 49.I have always been honest and straightforward, and it doesn’t matter ______ that I’m talking to.A.who is it

B.who it is

C.it is who

D.it is whom 50.The time is not far away _______ modern communications will become widespread in China’s vast countryside.A.as

B.when

C.until

D.before 51._______ you decided to take up, you should try to make it a success.A.If only

B.Unless

C.Whenever

D.Whatever 52.The news that we are going outing _______ a rush of excitement.A.set out

B.set off

C.set about

D.set down 53.In _______, the northerners are keen on dumplings while the southerners are fond of rice.A.common

B.general

C.total

D.particular 54.Our plan certainly _________;it was a great idea.A.paid off

B.paid back

C.carried out

D.paid for

参考答案：

6.高中英语语法教案英文 篇六

河北教师资格面试高中英语语法课教案设计

通过最新河北教师资格考试资讯、大纲可以了解到2016年河北教师资格考试时间与考试科目，河北教师资格考试一般一年进行两次，上半年1月报名，3月考试；下半年9月报名，11月考试。河北中公教师考试整理了河北教师资格笔试真题供考生备考学习。

Passive voice I Teaching aims: Knowledge aim: Students can master the usage of grammar item “passive voice”.Ability aim: Through different kinds of teaching activities, students can use “passive voice” to express themselves appropriately.Emotional aim: After learning this class students will become interested in learning grammar.II Teaching key point and difficult point: Key point: learn usage of the grammar item “passive voice”.Difficult point: use these grammar item correctly and fluently in daily communication.III Teaching procedures: Step 1 warming-up: Greeting and show some pictures about different kinds of animals, and ask students “which one do you like best? Why?”

Step 2 presentation Task 1.Show pictures about the antelope in the story and ask students to guess what happened to him.After discussion, show the teacher material on PPT and ask students to find answer and if there is any principle in this expression.Task 2.Lead students to find the “passive voice” form that have been used for the story.Ask students if there is any law in them, especially the form.河北中公教师考试网祝您备考成功！点击查看河北教师考试网

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Task 3.After students having a discussion, the teacher presents the principle of the “passive voice.” on the blackboard.Step 3 Practice Do some drills about “superlative degree”, like fill in blanks: How long _____ your uncle ______(be)in the city? Last year a large number of three____________(cut)down.I had hoped to see her off at the station, but I_________ too busy.The play had already been on for quite some time when we______ at the New Theatre.Step 4 production Group work: Divide students into 6 groups and try to imagine what will happen going on.Students should try to express themselves by using passive voice as much as possible.Step 5 summary and homework Do a summary by asking questions and ask students to write an article about the story.IV Blackboard design passive voice We’re being killed for the wool beneath our stomachs.Our fur is being used to make sweaters for people like you.As a result, we are now an endangered species 更多内容，一起来看看河北教师资格是如何设置教学的！

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7.高中英语语法教案英文 篇七

关键词：财经新闻,词汇特点,语篇特点

(一) 英文财经新闻的词汇特征

1. 其语言运用的最大特征就是专业名词和专业术语多, 而且许多常用词被赋予特殊的含义, 例如:

COMEX July copper futures slumped Friday morning as traders carried longs into September contract in the market’s only feature, dealer said.

贸易是财经报道的另一大类, 句中futures并非名词将来的复数形势, 它是当今非常流行的一种贸易方式——期货贸易, 期货买卖可以卖出shorts (空头) , 也可以买入, 就如句中longs (多头) 。

2.英文财经报道为了体现新颖、通俗, 也经常用一些外来语、俗俚语、口语表达形式以及比较生动、灵活的小词。例如, 

“At the same time, Ortiz threw cold water on the idea advanced by several U.S.lawmakers…” (throw cold water意为“泼冷水”, 也是通俗的表达方式。) “The weak dollar…has hammered the earnings of the big exporters at the heart of Japan's economy.” (hammer原本指“用锤子钉…”, 是一个很形象的小词, 这里转意为“严重影响”。)

3. 随着市场经济不断发展和完善, 各行各业与经济的联系日益紧密, 一些企业, 特别是一些新兴行业, 如计算机, 通讯, 不断地介入经济领域, 有关这些行业的财经新闻层出不穷。例如, 

Yahoo!Buy.com.ebay.E trade and other prominent sites were paralyzed for hours at a time last week when hacker overloaded them with fake traffic.

Hacker本来是计算机领域中的专有名词, 特指那些具有操作系统和编程语言方面高级知识的程序员, 由于某些hacker对计算机网络的不断攻击, 造成数以亿计的经济损失而被称为“黑客”。

4. 财经报道用词的另一个突出特点是形容经济数据及市场变动的词通俗、形象。经济是一个比较严肃的话题, 但新闻必须面对老百姓, 为了尽量贴近日常语言, 贴近读者, 这类文章在使用各种专业术语的同时, 还经常采用生动的俗语和形象地比喻。例如, 

Iridium had hoped for an eleventh-hour rescuer.

Eleventh-hour生动地再现了营救铱星公司的最后一线希望。

5. 英文财经新闻信息量大, 内容更新快, 这就决定了其语言必须简练, 写连词和分词的使用满足了英文财经新闻快捷的特点, 大大提高了语言的表达速度。例如, WTO, GDP, SFC, export-led等词的广泛使用。

(二) 经济新闻英语语篇特点

与普通新闻报道的结构一样, 英文财经新闻报道也通常由三部分组成, 即标题 (Headline) 、导语 (Lead) 和正文 (Body) 。

标题以一种类似电报体 (telegraphic) 的语言形式, 十分简洁地告诉读者所发生的主要事件及有关消息。在句子中起语法限定作用的连接词、冠词、介词、代词等在标题中通常被省略。如:“E.U.Summit:Leaders Downplay, But Can’t Banish, EMU Strife” (欧联盟高峰会:首脑们有意回避却无法消除欧洲货币联盟争执) , 这一标题的完整表达形式应该是:“At the E.U.Summit the Leaders Downplay But They Cannot Banish the EMU Strife”。

正文则进一步阐述、说明事件发生的来胧去脉, 并提供一些必要的背景材料或知识。为达到客观真实的效果, 英文财经报道的正文中往往采用大量的引述。因此, 一篇报道中源引政府官员、市场人士、分析评论专家的话层出不穷。引述可以是一段完整的话, 或者一句话中的一部分, 甚至是原话中一两个词。例如下面这则报道中划线的部分均为直接引述:

“Tomorrow the government will go back to work and now the debate will begin in earnest on how to balance the budget in a way that is consistent with the interests and the values of the American people, ”Clinton told reporters at the White House shortly after the deal was announced on Capitol Hill.

除了以上这种直接引述外, 英文财经报道的正文中还有更多的间接引述。这类引述通常以一些常用的表达法引导, 如:“say” (说) , “express” (表示) , “tell” (告诉) , “according to…” (根据…) 等等。所有这些引述都旨在体现报道的客观性和真实性。

综上所述, 除需具备一定的专业知识外, 我们还应该对英文财经报道的语言运用规律和篇章特征有所认识, 只有这样, 才能发挥财经济报道传递信息的主要功能, 才能及时了解、准确掌握英文经济报道的信息内容。

参考文献

[1]朱娇燕.经济英语中的隐喻及翻译[J].成都教育学院学报, 2004.

[2]付慧琳, 戴卫平.论英语词汇发展的特点[J].职大学报, 2005.

[3]刘舒展.英语报刊标题歧义研究[D].山东大学学报, 2006.

8.构式语法对英语语法教学的启示 篇八

【关键词】构式语法 英语语法 教学启示

一、引言

语法教学在中学英语教学中起着举足轻重的作用，现行的中学英语语法教学方式单一，多以传统语法为基础，强调规约性，对描写性重视不够；强调语法形式，对意义关注不够，使得学生对语法学习的兴趣和热情不高。脱胎于认知语言学的构式语法（ construction grammars）从理论上揭示语言的本质、结构和功能， 对语言学习理论也产生了很大影响。构式语法强调通过对语言的使用形成以概括（generalization）为基础的语言习得机制，所倡导的语言习得理念可以为中学英语语法教学提供新的视角。本文以构式语法理论为基础，探索构式语法理论对中学英语语法教学的启示及其蕴含的教学理念。

二、构式语法简介

20世纪90年代，Adele E. Goldberg &Kay共同提出了构式语法（construction grammar）。构式语法，这一从认知语法中派生出来的新型语法理论日益受到学者们的亲睐。构式语法与生成语法所主张的原子组合观不同，构式语法认为语言是“规约语言单位的结构化清单，强调构式形式与功能的统一表征”。Goldberg认为“任何形式或意义的一些方面不能从其组成部分或其他先前已有的构式中完全推知的语言表达形式都看作是构式”。构式语法主张从句法、语义、语用、文化等角度来系统分析构式。

构式语法强调语言的实际学习和使用情况，在构式语法看来，语言能力就是使用自然语言构式的能力。构式语法认为语言是由形式各异的构式组成的，因此对语言的习得就可以归结为对构式的习得。首先习得范围狭窄的构式，通过反复的练习逐渐习得一些具体的语言结构，最后习得抽象复杂的构式。

三、构式语法对英语语法教学的启示

构式语法在英语语法教学上与生成语法所持的观点不同。传统的语法教学仅要求学生记住语法规则和结构，忽视理解语法本身的意义，以机械性操练为主，师生课堂互动机会少，学生只是死记硬背。此外，生成语法试图归纳出一套放之四海而皆准的规则来解释语言的本质及现象。然而，事实并非如此。例如：The more you practice， the easier it will get. 这句话的结构与一般句子不同，所以生成语法的规则可能无法解释这句话的本质。相反，构式语法在上述问题中可能会更有解释力。

构式语法认为，语言是由各种类型的构式组成的，所有构式都是形和义的配对体。构式语法将构式看作是语法的基本组成部分，认为语言中的词素、词汇、词法和句法是一个连续体。这一主张对英语语法教学有下列启示作用：

1.构式语法强调语法是由构式组成的，每个构式都有独特的意义。因此，教师在语法教学中要让学生明白每个基本构式的含义，而不是忽略含义不加考虑的背诵语法规则。根据这一思想，教师在日常教学中要将语法放在具体的生活情境中，这样可以生动的突显语法本身的意义，促进理解。

2.构式语法强调词汇和语法之间并非泾渭分明而是构成了一个意义的连续体。这一思想对英语语法教学的启示是：要将词汇和句法相结合。两种构式的自然衔接可以让学生更加流畅的习得语法、使用语言。学习语言的目的是用语言来表达想法。从这个角度看，割裂词汇构式和句法构式的连续关系是十分不妥的，这也就进一步表明了教学过程中要秉承词汇构式、句法构式并重的理念。

3.从具体构式到图式构式，再到具体构式的主张可以为日常的英语语法教学提供指导。例如，对高中英语“虚拟语气”的讲授，教师可以将其放在真实的情境中并采用归纳的方式。在真实的情境下展示一系列与“虚拟语气”有关的句子，通过观察句子特征，了解该语法要传递的意义，引导学生找出规律，总结出相关语法构式。这样的做法符合意义与形式统一理念。教师在今后的语法教学中也可以借鉴此种模式。例如，在讲授“过去进行时”时，可以从带领学生复习之前学过的构式现在进行时入手，通过转换时间状语向学生逐渐呈现含有过去进行时的句子，最后设置信息沟与学生在真实语境下交流互动，引导学生归纳出语法构式。这样的做法更加注重构式形式与意义的互动性与交流性。

4.之前提到的The more you practice， the easier it will get.这句话可以用构式语法来解释。该句子的构式为“The X-er， the Y-er”。这种构式可以被看作是一种图式性构式，教师在课堂上如果能将这一思想深入浅出地传递给学生，用这一理念向学生解释该句子，语法学习效率会提高。儿童在日常语言实例中不断进行抽象、概括，进而得到一系列的语言构式。从这个角度看，构式语法中蕴藏着一些以人为本的思想，笔者认为这与现今的“学生中心论”相契合。

四、结语

传统的教学语法过多地关注语法形式，忽略意义，不符合语言的教学与学习规律，给语言学习，特别是外语学习带来了一定的难度。构式语法以语言运用作为认知基础，把构式看成是形式与意义及功能的结合体，强调构式作为整体的构式义。构式语法强调以概括为基础的构式习得观，认为语法构式来源于学习者对其语言运用实例的抽象和概括，符合语言学习和外语学习的一般规律。

构式语法视阈下的语法教学内容包括形式和意义两部分，形式部分包括构式的语音特征、形态特征和句法特征：意义部分包括语义特征、语用特征和语篇功能特征，构式的形式和意义之间的对应关系由“象征对应连接链”连接。在语法教学过程中，教师应尽可能创建特定语境，尽可能展现语法构式形式和意义的各个层面。根据构式语法的理念，语法构式的教学应遵循从具体构式到一般构式、从原型构式到非原型构式、从简单构式到复杂构式的教学方法； 强调构式的形式与意义并重。

参考文献：

[1]Goldberg，A.E.et al.2005.“The role of prediction in construction-learning”.Journal of Child Language 32.

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