高二年级英语语法知识点

关键词：英语语法前缀知识点

高二年级英语语法知识点（共8篇）

篇1：高二年级英语语法知识点

1. 常用前缀

anti-(antipollution)

auto-(automobile)

co-(cooperate)

dis-(dishonest)

en-(enjoy)

in-(incorrect)

il-(illegal)

im-(impossible)

ir-(irregular)

inter-(international)

mis-(misunderstand)

multi-(multinational)

non-(nonsmoker)

out-(outnumber数量上超过)

over-(overwork)

post-(postwar)

pre-(preview) /re-(review) aero-(aeroplane)

sub-(subconscious)

super-(superstar)

tele-(telephone)

un-(unlock)

de-(decrease)/in-(increase)

mini-(miniskirt)

semi-(semicircle)

self-(self-control, self-tauht)

kilo-(kilometre)

2.常用后缀

-ability(capability)

-ibility(possibility)

-al(national a./arrival n.)

-an(Eropean)

-ian(musician)

-arian(vegetarian) -ee(employee)/-er(employer)

-or(actor) /-ss(actress)

-ar(scholar)

-hood(neighborhood)

-ist(artist)

-ese(Chinese)

-ness(kindness)

-y(difficulty n./noisy a.)

-ty(safety)

-ity(activity)

-th(wealth)

-ence(different—>difference)

-ance(ignorant—>ignorance) -dom(freedom)

-ation(invite—>invitation)

-tion(pollution)

-sion (discussion)

-ing(swimming)

-ure(failure)

-ment(development)

-age(marry—>marriage)

-ship(friendship, kingship)

-ism(socialism)

-ful(useful)

-ive(act—>active)

-ous(poisonous)

-ly(friendly，quickly)

-some(troublesome)

-en(wooden a./sharpen v.) -able(believable)

-ible(responsible)

-ize (modernize)

-ward(backward ad.)

-ify(beautify)

Unit Two

Word Formation

(Conversion & Compounding)

1.Conversion

(1)v./n.

try, visit, work, search, guess, request, demand, change, swim, look, wash, seat, interest, aim, shout, kick, cry, desire, doubt, love etc.

(2)a./ad.

long, back, straight

(3)a./n.

wrong, good, right

2.Compounding

(1)

homework, sunrise, headache, background, downtown, someone, nothing

(2)

guide-book,warm-hearted, well-known,good-looking, air-conditioned, left-handed

(3)

folk song, water pipe, dining room, post office

Unit Three

The Structure for Emphasis

The Emphatic –It

It+be+被强调成份+that/who…

Eg:

1.Bob went to the theatre with Jane last Sunday.

->It was Bob that/who went to the theatre with Jane last Sunday.

->It was with Jane that Bob went to the theatre last Sunday.

->It was to the theatre that Bob went with Jane last Sunday.

->It was last Sunday that Bob went to the theatre with Jane.

篇2：高二年级英语语法知识点

1.在there be/live/lie句型中用全部倒装:

2.在以there, here, now, then +be/come/go+主语的句子中用全部倒装:

注：如果主语是代词则不用倒装。

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

注：如果主语是代词则不用倒装。

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

注：①主句倒装，从句不倒装。

②Only+主语置于句首时，不倒装。

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

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

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

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

e.g.:

I have never been to Beijing. Nor has he.

She is a teacher, so am I.

8.so/such…that句型中，把so/such修饰的那部分放在句首时，主句要部分倒装:

9.as引导的让步状语从句，常把表语、状语置于主首，用倒装:

注：如果表语是单数可数名词，该词前一般不加冠词。

Child as he is, he knows a lot.

10.省略if的虚拟条件句置于句首时，用倒装:

11. Such作表语放在句首时，表示强调，用倒装:

篇3：浅析高中英语的语法知识

一、英语词性的语法知识

高中教育中关于词性的语法知识点有:人称代词、物主代词、双重所以格、反身代词、相互代词、指示代词、疑问代词和关系代词等。这些知识点一般只要学生做好归类, 反复复习便可以掌握。但有些知识点的语法功能用法比较多, 所以在运用到句子中时只有学生熟练掌握了才能够判别出来。比如相互代词的语法功能就比较多, a.相互代词可做动词宾语, b.可做介词宾语, c.相互代词加-’s可构成所有格形式。这种情况下如果学生没有很好掌握词性, 即使知道这些知识点也无法通读语句。

二、英语中的句型知识

高中英语中要学习的句型可以笼统地分为:简单句、并列句和复合句。简单句的基本句型有五种:a.主语+不及物动词, b.主语+及物动词+宾语, c.主语+助动词+主语, d.主语+双宾动词+间接宾语+直接宾语, e.主语+宾补动词+宾语+宾语补足语。高中语法当中的定语从句、宾语从句、表语从句等都是从简单句的基础知识演化而来的。高中语法中的并列语句就是由两个简单句加并列词组成的一个简单句。例如:“He was a teacher.He had a lot of students.”转换成一个简单句:“He was a teacher, and he had a lot of student.”。

高中期间最难掌握的便是复合句型了, 复合语句又可划分为主语从句、宾语从句、表语从句、定语从句、状语从句和同位语从句。其中最常见的便是宾语从句、状语从句和定语从句。不过学生在掌握了简单句的基础之上来学习复合句就比较简单了。因为复合句的基本句型就是简单句+从属连词+简单句。在复合句型的理解上, 只要将简单句的主要成分划分出来, 复合句型的基本意思就可以理解了。比如:“She was going to sleep when I came in.”这当中是由she was go ing to sleep和I came in两个简单句组成的时间状语从句。

三、案例分析:语法中小品词to的用法

1、表示比较, 与英语中以-ior结尾的形容词连用表示比较。例如:I often feel inferior toother.

2、与表示一些先后顺序的形容词等连用。例如:second to、next to等

3、表示修饰关系, 如表示回复、建筑构件词汇及人物职位等连用。例如:answer to question

4、与表示依据、伴随意义的词连用。例如:according to

5、与表示反对、赞同等词汇连用。例如:consent to、object to

由此可窥一斑知全貌, 发现英语词汇中的百变性, 只有结合语境才能具体问题具体分析, 进行有效地学习。

四、学习语法的方法

(一) 重视教材的导引作用

学习语法知识不单单只靠讲、听理论和练习, 更离不开课本的辅助。由于语法知识太过枯燥, 学生不能结合语境来学习, 所以可引导学生根据课本的顺序循序渐进将语法知识印于脑海之中。同时要注意课本中标注的各种知识点对英语学习也是十分重要的。因此对高中生来说, 要重视英语课本上知识层次的结构和知识点的学习。只有对课本的内容娴熟了, 高中生的词汇量、语法知识才可信手拈来、不成问题。

(二) 重视培养学生的英语语感

英语的学习要重视培养学生的语感, 这一点只有进行大量的阅读才能够做到。因此, 无论是课本上还是英文报刊杂志上的文章都可以做为阅读材料。在材料的选择上, 应该根据学生各自的英语阅读水平来, 即太过简单或太过困难都无法达到提高的目的。所以, 培养学生的语感就要阅读大量的文章, 这样不仅仅可以增加学生的词汇量, 还能够更好地理解句子的意思, 长期以往的坚持积累, 可有效使学生对文章的理解和阅读文章的速度都获得相应的提高, 这就可以达到事半功倍的效果了。

(三) 及时的温故知新

及时练习, 巩固语法知识是学习英语语法的重要方法。在记忆语法的过程中应该结合相应的练习, 以便及时发现自己的不足之处然后改正。学生要将练习题目变成检验学习水平的方式, 而不是提高英文水平的手段。当然也要引导学生明白, 题目是做不完的, 过多的纠结于如何去攻克题海是在浪费宝贵的时间。同时根据目前英语的普及程度来看, 英语在日常生活中的应用也十分重要, 所以学生不仅要注重笔试的成绩, 更加要注重口语的练习, 即学习英语应该要多听、多读、多写, 才能真正全面提高英语能力。

结语:

篇4：高二英语下学期部分语法知识精析

1. 根据动词短语的不同特点,掌握其运用规律。

(1) 动词+副词(不及物)

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

(2) 动词+副词(及物)

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

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

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

(3) 动词+介词(及物)

I’m looking for my glasses. 我在找我的眼镜。

注意:①其后跟宾语时,必须把宾语放在介词后面,人称代词也不例外。

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

(4) 动词+副词+介词

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

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

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

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

(1) 同一动词和不同介词搭配。例如:

①hear from收到……的来信 hear of听说

②look after照料 look at看 look for寻找

(2) 同一动词和不同副词搭配。例如:

①ring back回电话 ring off挂断电话 ring up打电话

②put away放好 put on穿,上演 put up挂起,举起

(3) 不同动词和同一介词搭配。例如:

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

(4) 不同动词和同一副词搭配时,意义上的差异。例如:

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

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

英语否定概念的表达形式一般借助否定词或含否定意义的句型。总结如下表:

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

I don’t think you are right. 我认为你错了。

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

问:Is it going to rain?

肯定回答:I suppose so.

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

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

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

1.简单句中的省略

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

2) 省略主谓语或主谓语的一部分。例如:

No smoking. (省略了主谓语There is)

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

3) 省略宾语。例如:

—Do you know Mr. Smith?

—I don’t know. (省略了宾语him)

4) 省略表语。例如:

—Are you hungry?

—Yes, I am. (省略了表语hungry)

5) 同时省略几个成分。例如:

—Are you feeling better now?

—Much better. (省略了I am feeling...now)

6) 其他省略结构。例如:

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

We spent the weekend at the Smith’s.

(2) what和how引导的感叹句中,常可省略主语it和be动词。例如:

What a wonderful victory (it is) for her!

(3) 不定式省略,单独使用不定式符号to:

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

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

②在have,need,ought,be going,used等后。例如:

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

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

—Will you join us?

—I should love to.

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

—Are you a sailor?

—No, but I used to be.

—He hasn’t finished yet.

—Well, he ought to have.

但是,当前面句子中出现的是复合助动词时,在省略句中只需保留一个。例如:

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

—I would, I think.

当后一个句子中的助动词不同于前句的助动词时,则应重复。例如:

—I think Mary should be told.

—She has been

当be和have作实义动词时,其后的有关成分可以省去。例如:

—I am tired.

—I am, too.

而其他动词则不可以这样。例如:

—Do you like the play?

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

2. 并列句中的省略

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

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

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

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

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

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

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

3. 主从句中的省略

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

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

2) 宾语从句中的省略

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

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

3) 一般状语从句中的省略

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

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

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

(2) 当从句的主语和主句的宾语一致时,也有这样的省略。例如:

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

(3) 用so或not代替上文内容,用if so/not的省略句式。例如:

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

4) 比较状语从句中的省略

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

We are more confident than(we have) ever

(been).

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

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

(3) 比较状语从句中的宾语一般情况下不可省略。例如:

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

但是,当谓语动词为动词替代词do时,宾语可以省略。例如:

He speaks English as well as his teacher does.

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

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

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

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

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

2. 用助动词“do/does/did+动词原形”来表示强调。例如:

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

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

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

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

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

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

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

Why ever did you do so? 你究竟为什么要这么做?

This is just what I wanted. 这正是我所要的。

He was badly wounded. 他伤得很严重。

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

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

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

What on earth is it?它究竟是什么?

Do you know at all?你到底知不知道?

6. 用感叹句来表示强烈的感情。例如:

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

What a beautiful day! 多好的天气啊!

7. 用倒装句将要强调的部分置于句首来加强语气。例如:

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

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

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

8. 用if来表示强调:

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

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

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

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

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

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

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

A. turned downB. turned over

C. fallen downD. fallen over

2. To keep healthy, Professor Johnson

cycling as a regular form of exercise after he retired.

A. took upB. caught on

C. carried outD. made for

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

A. made forB. set out

C. took offD. turned up

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

A. speaks a native speaker

B. a native speaker does

C. will a native speaker

D. a native speaker is

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

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

A. to doB. to

C. doingD. doing so

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

A. not havingB. not have

C. you not haveD. you not to have

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

A. So curious the couple was

B. So curious were the couple

C. How curious the couple were

D. The couple was such curious

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

A. man did knowB. man knew

C. didn’t man knowD. did man know

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

A. the government cares

B. does the government care

C. doesn’t the government care

D. the government doesn’t care

10. Autumn coming, down _______.

A. do the leaves fall

B. the leaves will fall

C. fall the leaves

D. the leaves have fallen

11. —_______that he managed to get the information?

—Oh, a friend of his helped him.

A. Where was itB. What was it

C. How was itD. Why was it

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

A. she let out the secret

B. was the secret let out

C. out she let the secret

D. out let the secret

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

A. being fully accepted

B. fully accepted

C. fully accepting

篇5：高二英语语法必考知识点梳理

比较状语从句从某种角度上说，它也是一种方式状语从句，它通常可和以下关联词来引导as(或so)...as，than，according as，in proportion as等。

1、as...as...

eg. I have never seen so much rain as fell that February. 我从未见过像那个二月那么多雨。(否定结构常用so…as, 也可用as...as)

2、than

eg. The youth of today are better off than we used to be. 今天的年轻人比我们过去的境况要好。

3、according as

eg. You will be praised or blamed according as your work is good or bad. 你受表扬还是责备得看你的工作好坏决定。

4、in proportion as

eg. Men are happy in proportion as they are virtuous. 人之幸福与德行成正比。

5、The most…in/of

eg. This book is the most interesting of the three.这本书是三本中最有趣的。

6、the + 形容词+est…of/in

eg. This road is the busiest street in our city. 这条路是我们城市最繁忙的街道。

7、no more than只不过(嫌少的意思)

eg. I have no more than 10 yuan.我只有十元。

8、not more than不如.....(前者不如后者)

eg. She is not more beautiful than her mother.她没她妈妈好看。

9、one of the + 名词(复数) …之一(用于级)

篇6：高二英语重点语法知识点总结

1)作主语：

Three will be enough for us.

三个对我们来说就足够了。

Two of the girls are from Tokyo.

这些姑娘中有两位来自东京。

2)作宾语：

Four people applied for this job, but we only need one.

四个人申请这工作，但我们仅需一人。

3)作表语：

The population of China is over 1.3 billion.

中国有十三亿多人口。

I’m twenty while my brother is sixteen.

我二十岁，我弟弟十六岁。

4)作定语：

We have 300 workers in our company.

我们公司有三百名员工。

Forty students were involved in the interview. 四十名学生参加了这次采访。

5)作同位语：

You two clean these seats.

你们两个打扫这些位子。

Have you got tickets for us three?

篇7：高二英语必修五语法知识点第一讲

1.English is a widely used language.2.He threw away the broken cup.3.This is one of the schools built in 1980s.4.Prices of daily goods bought through a computer can be lower than store prices.单个过去分词作定语，常放在被修饰词的前面;

过去分词短语作定语，常放在被修饰词的后面。

spoken English

= English which is spoken

terrified people

= the people who are terrified

an organized way

= a way that is organized

affected area 灾区

= the area which is affected

stolen culture relics

= culture relics that had been stolen

the book recommended by the teacher

= the book which was recommended by the teacher

printed articles

= articles that are printed

1)Doctor John Snow was a well-known doctor in London.定语

2)John Snow told the astonished people in Broad Street.定语

3)He got interested in the two theories.表语

4)Neither its cause, nor its cure was understood 表语

Past Participle as the Attribute定语 Past Participle as the Predicative表语

1.terrified people1.people who are terrified

2.reserved seats2.seats that are reserved

3.polluted water3.water that is polluted

4.a crowded room4.a room that is crowded

5.a pleased winner5.a winner that is pleased

6.Astonished children6.children who look astonished

7.a broken vase 7.a vase that is broken

8.a closed door8.a door that is closed

9.the tired audience9.the audience who feel tired

10.a trapped animal10.an animal that is trapped

There are many fallen leaves on the ground.= There are many leaves which had fallen on the ground.(地上有许多落叶)

Some of them, born and brought up in rural villages, had never been to Beijing.= Some of them , who had been born and brought up in rural villages, had never been to Beijing.(他们中的一些人，在农村出生并长大，从没去过北京)

及物动词的过去分词表示结束了的被动动作或者没有一定的时间性,只表示被动关系。

polluted water

= water which is polluted

reserved seats

= the seats which were reserved

trapped animal

= the animal which was trapped

不及物动词的过去分词不表被动，只表示动作发生在谓语动词之前，含有动作完成，动作结束之含义。

boiled water

= water which has boiled

fallen leaves

= the leaves which have fallen

risen sun

= the sun which has risen

过去分词作定语也可用作非限制性定语，前后用逗号隔开。

The books, written by Guo Jingming, are very popular with teenagers.这些书是郭敬明写的，深受青少年的喜爱。

Some of them, born and brought up in rural villages, had never been to Beijing.他们中的一些人，在农村出生并长大，从没过北京.The book _written by the farmer(一本农民写的书)is very popular.The building built last year(去年建的楼房)now collapsed in the Wenchuan earthquake.The problem discussed at the meeting yesterday(在昨天会议上讨论的)was very difficult to solve.The window broken by that naughty boy被那个顽皮男孩打破的)is being repaired.The children examined in the hospital yesterday昨天在医院检查的)were seriously ill.The people exposed to the sun(暴露在阳光下的)got sunburnt.The boy punished severely by the teacher(受到老师严厉惩罚的)is now a college student.The water delivered to his home(送到他家的水)carried disease.The English today is quite different from the English spoken in the past 300 years(300年前所说的).Most of the artists invited to the party(被邀请去参加聚会的)were from South Africa.The students inspired by the teacher(受到老师鼓舞的)worked harder than ever before.The Olympic Games, __A_ in 776 B.C.did not include women players until 1912.A.first played B.to be first played

C.first playing D.to be first playing

①过去分词做定语与其修饰词之间是动宾关系且过去分词表示的动作已完成。

②现在分词作定语表示动作正在发生，与修饰词是主谓关系。

③不定式作定语表示将要发生的动作

first played in 776B.C.= which was first played in 776 B.C.Consolidation 巩固

1.Prices of daily goods ____ through a computer can be lower than store prices.A.are bought B.bought

C.been bought D.buying

2.With a lot of different problems ____，the newly-elected president is having

a hard time.A.settled B.settling

C.to settle D.being settled

3.Don’t use words, expressions or phrases ____ only to people with specific knowledge.A.being known B.having been known

C.to be known D.known

4.When I got back, I saw a message ____ to the door____ “Sorry to miss you;will call later.”

A.pin, read B.pinning, reading

C.pinned, reading D.pinned, read

2)作表语表示主语的心理感觉或所处的状态。许多动词的过去分词已经被当作形容词使用。如：disappointed, excited, moved, puzzled, pleased, surprised, lost等。

The window is broken.窗户碎了。

Don’t get so excited.别这么激动。

1.用作表语的过去分词被动意味很弱，主要表示动作的完成和状态，此时相当于一个形容词。

2.被动语态的过去分词动词意味很强,句子主语为动作的承受者，后面常跟by短语。

① The glass is broken.The glass was broken by Tom.② The windows are closed.The windows are closed by Jack.3.表示“感觉流露”的一些过去分词(如:interested，surprised, excited, frightened, shocked)和一些过去分词(如dressed, drunk, devoted, lost, known)常用作表语,表示状态.其中有些仅表示状态,毫无被动意味。

① How did the audience receive the new play?

They got very excited.② How did Bob do in the exams this time?

Well, his father seems pleased with his results.③ She was very disappointed to hear the result.④ He’s quite experienced in teaching beginners.作表语练习：

Cleaning women in big cities usually get ________by the hour.A.pay B.paying C.paid D.to pay

该题考查分词作表语的用法。“to pay sb.by the hour” 计时给某人报酬。此题被动结构作表语。类似的有：get burnt, get hurt , get wounded.1.The rooms are ____, so you can’t move in.A.painted B.painting

C.being painted D.to be painted

2.As soon as he entered the city, he ____.A.was losing B.got losing

C.grew lost D.got lost

3.What he has done is really ____.Now his parents

are _____ him.A.disappointing;disappointed at

B.disappointing;disappointed about

C.disappointing;disappointed with

D.disappointed;disappointing by

现在分词和过去分词做定语的区别

现在分词表示主动意义，过去分词表示被动意义.现在分词表示正在进行，过去分词表示状态或完成.a moving movie 感人的电影

a moved audience 被感动的观众

boiling water 正在烧(煮沸)的水

boiled water

已煮沸的水

developing countries 反展中国家

developed countries 发达国家

falling leaves 落叶(正在进行)

fallen leaves 落叶(已经完成)

篇8：高二年级英语语法知识点

纵观中学英语课堂, 我们发现显性语法教学仍占主流地位, 在应试教育的影响下, 很多老师为了图省事或节约时间通常把语法规则和说明直接呈现给学生, 在很大程度上导致了满堂灌式的教学模式, 磨灭了学生对语法的学习兴趣, 产生了语法知识惰性化的沉积, 从根本上造成了语法课效率较低的状况。Larsen-Freeman (2003) 指出, 语法随语言发展不断发生变化, 因此语法教学不是僵化的教学规则, 而是培养学生使用语法的能力 (grammaring) 。中学英语课程标准和教材主张改变以语法为纲、过多讲解语法知识、削弱学生语言实践的倾向, 要将传统的语法静态讲述式教学变为师生、生生一起活动的动态运用式教学。本文探讨的隐性语法教学是指把语法现象藏在语言材料和语言活动之中, 教师帮助学生通过听、说、读、写的活动体验, 逐步习得其中的语法 (刘道义2010) 。

二、案例呈现

传统的语法复习往往从用法、练习两方面着手, 以教师讲解为主, 加以各种训练, 课堂往往缺乏趣味性, 也忽略了将语言用于交流的基本功能。在《牛津初中英语》9B中宾语从句的复习课的设计中1, 我们选取了中考必考内容“宾语从句”为语法课题, 打破了传统语法课的授课模式, 尝试将语法复习与口语、听力结合起来, 巧妙运用情景策略, 大胆进行活动创新, 将生活场景搬至课堂, 把语法知识系统地安排在语境中, 让学生在活动中体验、感悟那些含有语言知识的语言材料, 多角度地运用语言, 有效地达成了复习目标, 成功地实践了隐性语法复习模式, 得到了与会专家的高度肯定。

(一) 在视频语料中激活主题

课前借助视频循环播放歌曲“Whatever Will Be Will Be”, 让学生以欣赏的心境步入课堂, 营造轻松的学习氛围。上课后, 简单评价一下歌曲, 要求学生再听一遍歌曲, 布置任务:1.What did the lady ask her mother when she was a little girl?2.What did she ask her sweetheart?听完后, 要求学生用宾语从句回答, 在教师提示语的帮助下, 学生很准确地给出答案:She asked her mother what she would be/if she would be pretty/if she would be rich.She asked what lay ahead/if they would have rainbows every day.由此点出本节课主题:复习宾语从句。

评析:成功的导入起着酝酿情绪、集中注意、渗透主题和带入情境的作用。本环节最大的亮点就在于注意了选材的关联性, 所以很巧妙地激活了宾语从句这个话题。关联理论认为:人们对话语和语境假设的思辨、推理越成功, 话语的内在关联就越清楚, 因而无须付出太多努力, 就能取得最佳的语境效果, 最终获得交际成功。此外, 学生在回答这两个问题时是近乎自然的表达, 宾语从句这个语法概念似乎已被淡化。

(二) 在语篇素材中激活旧知识

切入正题后, 从江苏省口语听力考纲材料中选取一篇阅读文章1:

One day, when Tom came home from work, he found a diamond necklace outside his door.Tom wondered where it came from.Tom thought that the necklace must belong to someone, so he planned to take it to the police.He thought they would be able to find the owner.Just then, the police came to Tom’s home and saw the necklace in his hand.Tom was shocked when he was charged with robbery.A policeman told him about a robbery at the jewelry shop.A witness said she saw someone run from the shop into Tom’s building.

首先让学生用正确的语音语调朗读该篇文章, 学生和老师对该生的朗读情况进行评价指点, 然后要求他们从中挑选出所有的宾语从句。

评析:脱离了语境的语言往往会失去意义, 语境的创设可通过为学生提供可理解性输入材料来实现。Ellis (2002) 提出, 教师应为学生提供足够的可理解性输入, 指导学生观察和留意语篇中包含的目标语法特征, 并作归纳总结, 然后练习使用。本环节巧妙地结合朗读材料要求学生通过朗读找出宾语从句, 可谓一举两得, 在读中训练口语, 在寻找中重拾对宾语从句的回忆。教师对朗读情况进行适度点评有利于学生对朗读技巧的掌握, 学生答题的结果让教师更好地了解学生对宾语从句概念结构等的掌握情况, 学生在找的过程中也进一步激发了复习宾语从句的欲望。

(三) 在图片模态中激活语法意义

教学片段1:

猜一猜, 依次呈现画面

1) Guess:What does the Big Big Wolf say?

The Big Big Wolf often says that_____________________________.

2) Guess:What did the boy say?

The boy said that_____________.

3) Guess:What did Obama say?

He said that_______________________.

操作陈述:要求学生猜想the Big Big Wolf、小男孩、奥巴马可能会说些什么内容, 先隐去圈中的话语, 给予必要的主句提示, 以竞赛的形式要求学生放开思维进行brainstorming活动, 学生们按照自己的思维尽情表达, 在学生们兴致盎然给出了很多意想不到的答案后, 提供老师的预设答案, 通过这种方式巧妙地复习了that引导的宾语从句的用法。

教学片段2:听一听, 依次呈现画面

1) Listen:What did the boy ask?

The boy asked______________________.

2) Listen:What did the girl ask?

The girl asked the Spiderman______________________.

操作陈述:事先作好录音材料准备, 分别呈现Kobe投篮和蜘蛛侠的图片, 图片上附有问题及主句提示, 录音分别播放Wil Kobe come to visit China soon?Will you take me to the sky?学生通过听到的材料来回答每幅图的问题, 这里学生的思维要进行两次置换:首先要听懂录音内容, 其次要在回答问题时把一般疑问句转换成由if引导的宾语从句。

教学片段3:问一问, 依次呈现画面

1) What do you want to know about me?

I wonder what/where/how...______________________

2) What do you want to know about him?

I wonder what/where/how...______________________

操作陈述:以作者本人去加拿大交流学习这个话题为切入口, 很快激起了学生们的交流欲望, 他们迫切想要了解作者在那儿的学习和生活, 学生们围绕这个话题提出了很多问题:I wonder what the foreign teacher asked you to do in your class.I wonder where you often went in your free time.I wonder how you communicate with the local people...对他们的问题作者一一作了解答。然后再选取他们中的一名极具代表性的学生作为教学资源。由于该同学刚从外校转学至本班, 学生们同样对他的个人情况显示出了极大兴趣, 参与率空前高涨。据课堂观察, 有90%以上的学生在这个活动中有表达的愿望, 一些有创意的提问把课堂气氛一次次推向高潮, 学生在不经意的交谈中较全面地复习了含特殊疑问词的宾语从句。

评析:通过生活中学生所关心的人物图片, 给出语境, 让学生通过猜一猜、听一听、问一问的活动, 运用已知的能力去分析和推断语言规律, 通过提问、修正、澄清和重复等反馈手段培养学生主动运用外显知识监控语言输出的能力, 有效复习了宾语从句部分为陈述句、疑问句和特殊疑问句的三种宾语从句类型。本环节打破了以往教师通过解释语法形式的意义, 帮助学生回顾或重新认识语法点, 为操练作铺垫的模式, 实现了从单一的语法知识再现到“形、意、用”三维高度融合的转变。合作完全在活动中进行, 猜的目的并不是寻求答案, 而是通过这一手段让学生增加语言实践的机会, 激发学生的学习热情, 训练听说能力。此外, 复习过程中, 通过加强文本显性度来吸引学生注意语法规则。马智慧 (2009) 指出用不同颜色的字体、下画线及表格等方式, 使文本中正常情况下学生不会留意的语言形式变得醒目, 即通过有意识的控制来增强目的语结构的知觉显性度, 从而增加学习者注意它们的机会。

(四) 在合作探究中激活语法归纳

在开展与功能、话题相结合的听、说、读、写活动过程中, 学生们经历了观察、发现、体验、感悟、分析、综合, 此时让他们合作探究, 试着归纳该语法项目已水到渠成。学生们很清晰地归纳出三条规则:1.引导词:陈述句子用that;一般疑问是否 (if, whether) 代替;特殊问句更好办, 引导还用疑问词。2.时态:主句若为现在时, 从句时态应看意;主句若为过去时, 从句时态向前移;3.语序:从句永保陈述序。接着带领学生走进中考链接, 采用演绎和归纳相结合的方式, 师生合作解决如下问题:

1) —Do you know_______the man is?

—I hear he is much better these days1. (2010南通)

A.what B.how C.who D.where变题:

—Do you know_______the man is?

—I hear he is a doctor.

A.what B.how C.who D.where Tips:先分析从句, 看是否缺少成分, 然后根据句子的意思和连接词在从句中的作用作出选择。

2) —A:Could you tell me________?

—B:I’m not sure1. (2010连云港)

A.how many people have been out ofhospital

B.when is Thanksgiving Day

C.which animal does he like best

D.what time will the dolphin show start

Tips:从句一律为陈述句语序。当从句的原句为以下句子或以what、who等疑问词作主语时, 语序不变:What’s wrong?/What’s the matter?/What happened?

3) The teacher told us that light__________much faster than sound.

A.travelsB.traveled

C.would travelD.had traveled

Tips:从句表示客观真理、自然现象时, 时态保持一般现在时不变。

评析:归纳语法规则有助于帮助学生理清思路, 引导学生归纳时关注到三个关键元素:引导词、时态、语序, 教学重点此时得以体现。在学生总结一般规律完毕之后, 走进中考链接, 选取三道典型的中考题, 以给出Tips的形式着重解题技巧的辅导, 培养学生解题能力, 使本节课的指向更加明确, 有效地突破了本课重难点。对中考题的变式处理, 突出了对学生知识迁移能力的培养。

(五) 在梯度操练中激活语法巩固

以竞赛的形式要求学生三人一组根据下面所提供的提示词, 合作进行造句练习, 以巩固宾语从句的用法。游戏规则为一学生说主句, 一学生说连接词, 最后一位学生说宾语从句, 而且三个角色必须进行轮换, 给学生两分钟时间准备, 比赛时间为每组一分钟, 组句最多最正确的小组获胜。

在造句练习中, 学生可以对上述内容进行随意组合, 例如:

Can you tell me who he will visit?/who she can ask for help?/who he has told about the news?...

Can you tell me what he will buy?/what she can do for me?/what he has done?...

Can you tell me if he will come tomorrow?/if she can help me with my English?...

Can you tell me how many books he will borrow from the library?/how many months he has stayed in Canada?...

评析:以词形变化、句型转换、造句、填空等操练形式让学生复习巩固语法结构是非常有效的练习方式, 也是检测教学效果的有效手段, 对学生造句长短不作限制使得各个层次的学生都有能力去完成, 大容量、快节奏的训练提升了学生的参与率, 造句形式的半控式激活了学生的想象力和已有的知识, 为学生预留了知识生成的无限空间。

(六) 在拓展提升中激活语用元素

让学生观看一段近期日本地震的视频, 给出相关问题要求四人小组展开讨论 (尽可能多用宾语从句) :

1. How do you feel after watching it?

2. Why do you think there are so many natural disasters?

3. What can we do to reduce the disas-ter like this?

讨论完毕, 组内选出一名代表进行汇报, 同时由一名同学将本组汇报中所用的宾语从句呈现在黑板上, 教师及时进行点评。

评析:通过多种形式的具有情景和信息差的活动及较为真实的任务型活动, 学生灵活运用所学语法表达自己的思想, 实现“知行合一”是语法教学所追求的终极目标。通过讨论, 让学生进行开放性思维, 既操练了宾语从句, 又锻炼了写作能力。对在汇报中或呈现中所暴露的问题及时纠正、点评、强调, 起到了很好的反馈作用。同时本环节注重了对学生内心情感的激发, 胡庆芳 (2009:5) 认为, “把积极的情感、态度和价值观融会在主题体验中, 更容易收到潜移默化的效果”。有效的情感教育不是通过讲解培养的, 它搭载于情景话题、语言知识、小组互动、语篇的输入和输出之中, 学生在学习中不断感知、体会和反思, 直至形成积极向上的性格品质。

三、结语

通过对本语法课案例的深刻反思以及专家点评, 笔者对语法教学的几个关键点有了深刻的认识和感悟:

(一) 语法教学要在语境中进行

人们的交际活动总是在一定的情景中进行的, 这是因为人们表达思想和吸收信息的需要是由特定的言语情景激起的, 句子和语言也只有在具体的言语情景中才能体现它的意义。学生在教师精心设计的语境下运用语言, 在语法项目的运用中丰富体验, 更好地为语法在语言运用中找到恰当的位置, 达到激活知识的目的。

(二) 语法教学要与综合技能训练相结合

语法不可能是教学的最终目的, 而是交际的副产品。因此, 我们要根据语法的交际功能, 把语法教学与话题、功能有机结合, 将语法自然地融合, 渗透在听、说、读、写活动中, 从而进一步促进学生英语综合运用能力的发展。

(三) 语法教学呈现信息方式要切合实际需要

根据特定的语法结构、不同的学习目标、不同学习者的语法潜能, 交替使用归纳法和演绎法, 实现语法教学活动的最优化。

总之, 语法复习应达到不仅让学生明白语言形式, 还要弄清楚该形式在语境中的意义, 从而灵活运用, 这三个维度的和谐统一才能有效实现语法的优化复习。

参考文献

胡庆芳.2009.促进三维教学目标整合的课堂实践研究[J].中小学外语教学:中学篇 (10) :1-5.

刘道义.2010.研究如何优化中学英语语法教学[J].外语教学法研究 (2) :24-26.