1、英语语法词法句法简介清华大学英语系测试：为中学英语量身定做.官方网站：http:/ 清华大学英语教授 50 年研究成果词法句法基本知识1 词类（parts of speech）词类英语名称 作用 所作句子成分例词名词Noun(n.)表示人或事物名称主语/宾语/表语/定语/状语/同位语/补语 man, car, China, Beijing, desk, advice(建议), 代词Pronoun (pron.)代替名词等主语/宾语/表语/定语I, it, them, that, his, who, any,数词Numeral (num.)表示数目或顺序主语/宾语/表语/定语one, two,
2、first, second 动词Verb (v.) 表示动作或状态谓语 is, am, are, have, study，work，want, like实词形容Adjective（adj.）修饰人、事物的特表语/定语/补语big，small，long，short, boring, 词 征 new, sad, funny 副词Adverb (adv.)修饰动词/形容词/副词状语/表语 also, too, very, often, here, there, not 冠词Article(art.)用在名词前，限制名词的意义a, an, the介词Preposition（prep.）表示名词或代词与
3、他词关系 of， in，on, for, at, about，with ，over, 连词Conjunction（conj.）用来连接词与短语/从句/句子的词/从句/句子and，but，or，because，when，where虚词感叹Interjection（interj.）表示说话的感情不作句子成分oh，aha ，hi, hello,词2 句子成分 (members of sentences)（1）句子成分：组成句子的各个部分。（2）英语句子成分有主语，谓语，宾语，表语，状语，同位语，补语定语等。 （3）主语（Subject）: 主语表示句子主要说明的人或事物。由名词、代词、动词不定式、动
4、名词、从句等充当。 This fish is rich in oil这种鱼很肥。（4）谓语动词（Predicate Verb）：谓语说明主语的动作，状态或特征。一般由动词充当。一般可分为两类： 1) 简单谓语：由动词( 或短语动词)或助动词+ 动词构成。 可以有不同的时态，语态和语气。 We study for the people. 我们为人民学习。（动词） I am studying in the classroom now. (助动词 am+现在分词 studing)2) 复合谓语：情态动词动词原形 I can speak a little English. 我可以说一点英语。 （5）宾
5、语（Object）：宾语表示动作行为的对象，跟在及物动词或介词之后。能作宾语的有名词，代词，数词，动词、不定式、动名词、从句等。 We love China. This book is for the students.一些及物动词可以带两个宾语，往往一个指人，一个指物，指人的叫间接宾语，指物的叫直接宾语。 He gave me some ink. 他给了我一点墨水。 有些及物动词的宾语后面还需要有一个补足语，意思才完整，宾语和它的补足语构成复合宾语。如： We make him our monitor. 我们选他当班长。 （6）表语（Predicative ）:表语是谓语的一部分，它位于系动
6、词如 be 之后，说明主语身份，特征，属性或状态。一般由名词，代词，形容词，副词，不定式，介词短语等充当。We are Chinese.（7）定语（Attribute/Attributive）: 在句中修饰名词或代词的成分叫定语。 用作定语的主要是形容词，代词，数词，名词，副词，动词不定式，介词短语、从句等。形容词，代词，数词，名词等作定语时，通常放在被修饰的词前面。 This is an exciting movie.但副词，动词不定式，介词短语等作定语时，则放在被修饰的词之后。 The bike in the room is mine. 房间里的自行车是我的。 （8）状语（Adverbia
7、l）：修饰动词，形容词，副词以及全句的句子成分，叫做状语。说明方式、因果、条件、时间、地点、让步、方向、程度、目的等。用作状语的通常是副词，介词短语，不定式和从句等。状语一般放在被修饰的词之后或放在句尾。副词作状语时可放在被修饰的词前或句首。 He lives in London. 他住在伦敦。He runs fast.（9）补语（Complement ）：补语又叫宾语补足语，位于宾语之后对宾语作出说明的成分。宾语与其补足语有逻辑上的主谓关系，它们一起构成复合宾语。宾语变为主语，宾语补足语则叫做主语补足语。由形容词、名词、代词、数词、介词短语、动词不定式、分词、从句充当。We elected
8、him monitor. He was elected monitor.I often find him at work. 我经常发现他在工作. I saw a cat running across the road. 我看见一只猫跑过了马路. （10）同位语（Appositive）：同位语是在名词或代词之后并列名词或代词对前者加以说明的成分，近乎于后置定语。由名词、代词、数词、从句等充当。如： We students should study hard. (students 是 we 的同位语，都是指同一批 学生 ） We all are students. (all 是 we 的同位语，都
9、指同样的我们） This is Mr.zhao, our headmaster.（11）插入语（Parenthesis）：一些句中插入的 I think , I believe 等。To be frank, I dont quite agree with you.3.基本句型（Basic Sentence Patterns）：英语中千变万化的句子归根结底都是由以下五种基本句型组合、扩展、变化而来的：1）主 + 动（SV）例如：I work. We study hard. 2）主 + 动 + 表（SVP）例如：John is busy. 约翰忙。状态系动词 be持续系动词 keep, rest,
10、 remain, stay, lie, stand,He always kept silent at meeting. 他开会时总保持沉默。This matter rests a mystery. 此事仍是一个谜。表像系动词 seem, appear, look,He looks tired. 他看起来很累。He seems (to be) very sad. 他看起来很伤心。感官系动词 feel, smell, sound, taste, This kind of cloth feels very soft.这种布手感很软。This flower smells very sweet.这朵花闻
11、起来很香。变化系动词 become, grow, turn, fall, get, go, come, run,He became mad after that. 自那之后，他疯了。She grew rich within a short time. 她没多长时间就富了。终止系动词 prove, trun out, 表达“证实“，“变成“ 之意， The rumor proved false. 这谣言证实有假。The search proved difficult. 搜查证实很难。His plan turned out a success. 他的计划终于成功了。 （turn out 表终止性结
12、果）3）主 + 动 + 宾（SVO）例如：She studies English. 她学英语。动词+副词：He thought it over all the night. He thought over the plan all the night.动词+介词：He thought about it /the plan all the night. 4）主 + 动 + 间宾 + 直宾（SVOiOd）例如：My mother made me a new dress. 我母亲给我做了一件新衣裳。5）主 + 动 + 宾 + 补（SVOC）例如：Time would prove me right.
13、时间会证明我是对的。We made him monitor. 比较：We made him a good student.4.句子的种类（一）按使用目的可分为陈述句、疑问句、祈使句和感叹句。1） 陈述句（Declarative Sentences）：说明一个事实或陈述一种看法。Light travels faster than sound. 光比声速度快。 （说明事实）The film is rather boring. 这部电影很乏味。2） 疑问句（Interrogative Sentences）：提出问题。有以下四种：a.一般疑问句（General Questions）：be, have,
14、 情态动词，助动词开头Can you finish the work in time? 你能按时完成工作吗？b.特殊疑问句（W Questions; H Questions）：疑问代词、疑问副词Where do you live? 你住那儿？How do you know that? 你怎么知道那件事？who, what, which 作主语，按第三人称单数看what is sb.?问职业 Who is sb.?问姓名或与某人的关系 what is the date?问日期 What day is?问星期几how many how much how long how soonhow often
15、 how many timesc.选择疑问句（Alternative Questions）：Do you want tea or coffee? 你是要茶还是要咖啡？d.反意疑问句（Tag-Questions）：陈述句+简略问句He doesnt know her, does he? 他不认识她，对不对？陈述句含否定词 no,never,hardly,little陈述句主语为 this/that/nothing/动词不定式/动名词/从句，简略问句主语为 it陈述句主语为 these/those/nobody/everybody/somebody, 简略问句主语为 they陈述句主语为 ther
16、e be 句型，简略问句用 there:There will be a meeting tomorrow, wont there?陈述句为复合句，简略问句的主语和助动词与主句一致：She lived in Beijing when she was young, didnt she?但陈述句为复合句而主句的谓语动词为 think,suppose,believe, imagine,expect,feel,且主语为第一/第二人称时，简略问句只有肯定/否定与主句对应，而主语和时态要与宾语从句一致。I do not think that you are a student, are you?陈述句和简略
17、问句情态动词/ 助动词要保持一致，但有例外：have(拥有)-havent,donthave（进行某一动作）-donthave（构成完成时）-haventhave to -dontought to- oughtntmust（必须）-mustntmust (必要)-needntmust be/do（表示猜测） -be/domust have done（对过去某一时间的事情推测）-didntmust have done（对发生在过去但对现在造成影响的动作进行推测）-haventmust not（表禁止） -may简略问句部分表示语气否定祈使句+will you?肯定祈使句+wont you?（表示
18、邀请）肯定祈使句+ will you?Lets（包括对方）+shall we?（表示建议）Let us（不包括对方）+ will you?（表示请求）Let+第三人称+ will you?3）祈使句（Imperative Sentences）：提出请求，建议或发出命令，例如：Sit down, please. 请坐。Dont be nervous! 别紧张！4）感叹句（Exclamatory Sentences）：表示说话人惊奇、喜悦、愤怒等情绪，例如：What good news it is! 多好的消息啊！What a beautiful park it is!How beautiful
19、park it is!How beautiful the park is!How well she dances!（二）句子按其结构可以分为以下三类：1）简单句（Simple Sentences）：只包含一个主谓结构句子叫简单句，例如：She is fond of collecting stamps. 她喜欢集邮。(主 ) (谓)2）并列句（Compound Sentences）：包含两个或两个以上主谓结构的句子叫并列句，句与句之间通常用并列连词或分号来连接，有转折、因果、联合、选择并列句。 Module 1*buy v买 call v.打电话 drive v 开车 enjoy v. 享受 l
20、ie v. 躺下 *shop v 逛商店；购物 *take v 获得；拿；抓 take photos 拍照 *tell v 讲；告诉 *wait v 等 *for prep 为；为了 *wait for 等待；等候 *postcard n. 明信片 the Great Wall 长城 *really adv (表语气 )真的吗 a good time 美好时光 a lot 非常 anyway adv (转换话题、结束谈话时说)无论如何，反正 car n. 小汽车 put on 穿上 *thing n.事情；东西 leave v. 离开 work n.v. 工作 at home 在家 pub n
21、 洒馆 *restaurant n 饭馆 opera n 歌剧 ballet n 芭蕾舞 sleep n Traditional Pedagogy; ELT.以学生为主体的英语课堂教学内容摘要作者认为随着教学思想的发展和现代信息传播的流行，传统迂腐的教学法已不是最有效的方法了。传统的教学法倾向于单种技能而忽略其他。近年来，在教学大纲设计和外语教学法中，一个可能填补英语教学法与现实生活语言使用之间空白问题的方法就是采用以学生为主体的英语教学法。此种教学法强调使用学生带入班级的信息来组织教学，并相信全部学习活动均可以在学生自身经验的基础上进行。而且，它强调的不是个人自学而是在群体学习过程中的学习自
22、主性。它最终的目的是使学生能够在日常生活中“随心所欲”的使用外语。此种教学法优点颇多，它能提高学生的学习兴趣和动力，并还能有力的促进教师自身人格与专业发展。从原先充满安全操作的教学转向相信学习过程的力量和学生输入的力量，这无疑是需要勇气的，但相应的回报也将是巨大的。一个效率高的英语教学课堂需要以学生为主体的英语教学。关键词：学生为主教学法；传统教学法；英语教学.Learner-Based Teaching in ELT ClassThesis StatementThrough the linguistic theories and the current situation, one can
23、see that leaner-based teaching should be adopted widely in English Language Teaching class.Outline.Introduction. The Linguistic TheoriesA. Views on languageB. Views on Language Learning. The Current SituationA. Traditional PedagogyB. Traditional Pedagogy and the Language Use in Real Life1. Writing i
24、n ELT Class2. Rote Learning without Meaningful Context. Learner-Based Teaching in ELT ClassA. Views on Learner-Based Teaching B. Advantages of Using Learner-Based TeachingC. Ways of Using Learner-Based Teaching1. Views on Learner-Based Teaching in Class2. Teachers Role in Learner-Based Teaching3. Tw
25、o Activities about Learner-Based Teaching . ConclusionLearner-Based Teaching in ELT Class. IntroductionIn teaching English as a foreign language, the importance of Learner-based Teaching has been widely recognized. However how to attain the aim in the English language Teaching (ELT) class is a probl
26、em faced by language educators all over the world. In the present dissertation the concerning linguistic theories and teacher changes and the advantages of the Learner-based Teaching in the ELT class will be surveyed and studied in the light of the Chinese students situation. The present dissertatio
27、n stresses that Learner-based Teaching is very essential in the ELT class. The teaching of language and Learner-based Teaching are of the same importance in the ELT class. Students and pedagogy are closely related in foreign language teaching is to enable the students to use the foreign language in
28、everyday life when necessary, but very often there is a big gap between the use of language in real life and the traditional foreign language pedagogy. There are clear links between this approach and the current trend towards Learner Autonomy, self-directed learning, and Learner Independence. Perhap
29、s unusually however, the emphasis here is on Learner Independence in the group mode rather than the individual self-study mode. Among its ancillary advantages is in power as a tool for teacher development. No teacher taking this route can fail to develop both as a person and as a professional. Furth
30、ermore Learner-based Teaching offers an exciting and rewarding alternative to those teachers willing to try it, it undoubtedly takes courage to cast off the security of control and pre-determined materials, to trust to the power of process and of Learner-input, but the rewards are correspondingly gr
31、eat. From years of my experience in teaching English as a tutor I gradually realize the importance of Learner-based Teaching to Chinese students. English teaching should be aimed at developing students communicative competence so that they would be able to react freely and proper with native speaker
32、s of English in various social situations. Learner-based Teaching should be adopted in ELT class. Its so important。. The Linguistic TheoriesA. Views on Language One question that all approaches of language teaching should answer is “What is language?” The answer to this question is the basis for syl
33、labus design, teaching methods, teaching procedures in the classroom, and even the techniques used in the class. Different views on language generate different teaching methodologies. To give a concise definition of the language has been an enormous amount of research in language in the past half ce
34、ntury; no authoritative answer has been given to “What is language?” Rather, people talk about views of language, seemingly allowing for or accepting different theories for the moment. However, “teachers clearly need to know generally what sort of entity they are dealing with and how the particular
35、language they are teaching fits into that entity (Brown, 1994). In the past half century, language teaching and learning practices have been influenced by three different views of language, namely, the structural view, the functional view, and the interact ional view. The structural view sees langua
36、ge as a linguistic system made up of subsystem; from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. The functional view
37、 sees language as a linguistic system but also as means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to be able to do things with it. To perform functions, learner
38、s need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are concept of present, past and future time; the expressions of certainty and possibility; the roles of agent and instrument within a sentence; and special relat
39、ionships between people and objects. The international view considers language as a communicative tool. Whose main use is to build up and maintain social relations between people? Therefore, learners not only need to know the grammar and vocabulary of the language but more importantly they need to k
40、now rules for using them in a whole range of communicative contexts.These three views present an ever wider of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the ru
41、les and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns
42、and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richards and Rodger, 1986), but more importantly, it is closely related to the understanding o
43、f language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than a system of structure, it is more important a tool, then to learn the language means to use it, rather than just study what
44、it is and how it is formed.B. Views on Language Learning The language learning theory underlying an approach or method usually answers two questions: 1) what are psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these
45、learning processes to be activated? Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories (Wang Qiang, 2000). Process-oriented theorie
46、s are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. Conditional-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of
47、 students, what kind of input learners receive, and the learning atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response and the Silent Way are based on one or more dimension of processes and condi
48、tions. At this level, It is too early to formulate a specific approach, because some aspects still too vague, for example, what is done in these processes.The behaviorist theory of language was initiates by behavioral psychologist Skinner, who applied Watson and Raynors theory of conditioning to the
49、 way humans acquire language (Harmer, 1983). Based on their experience, Watson and Raynor formulated a stimulus response theory of psychology. In this theory all complex forms of behaviormotions, habits, and suchare seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as others skills. The key point of the theory
