考研英语：语法(形容词及用法)（精选13篇）
1)定语：
what a fine day! 多好的天气!
he is a self-made man. 他是个自学成材的人。
2)表语：
the scene was horrifying. 这景象很恐怖。
i am getting bored and homesick. 我感到有些厌烦想家。
his comments were well-meant. 他说这些都是出于好心。
3)宾语的补语(构成合成宾语)：
i find this hot weather very trying. 我感到这种炎热天气很难受。
do you think it necessary? 你认为这有必要吗?
4)状语：
she was back, eager to see her friends. 她回来了，极想见她的朋友们。
she gave him the overcoat, anxious to be of service. 她把大衣拿给他，极愿为他服务。
he arrived home, hungry and tired. 他又饿又累的回到家里。
2. 形容词在句中的位置
有的形容词放在被修饰的名词之前，称为前置形容词;少数形容词放在被修饰的名词之后，称为后置形容词。
1)当名词被多个前置形容词修饰时，形容词之间有一个先后顺序问题。一般规则为：
(限定词)→一般描绘性形容词→表示大小、长短、高低的形容词→表示年龄、新旧的形容词→表示国籍、地区、出处的形容词→表示物质、材料的形容词→(名词)。 用一句话来说就是“美小圆旧黄，法国木书屋”。如：
there is a famous fine old stone bridge near the village.
村子附近有一座著名的漂亮的古代石桥。
i bought a cheap blue plastic pencil box yesterday.
昨天我买了一个便宜的蓝色塑料铅笔盒
they have got such a round brown wooden table.
他们有一张褐色的木制圆桌。
2)当形容词词组相当于一个定语从句时，或形容词用来修饰somebody, something, anything, nothing 等的时候，便会出现后置形容词。如：
the boy (who is) interested in music is my brother.
对音乐赶兴趣的那个男孩是我弟弟。
guilin is a city (which is) famous for its scenery.
桂林是一个以风景闻名的城市。
do you have anything interesting to tell us?
你有什么趣闻告诉我们吗?
there is nothing wrong with the machine.
关键词：词汇,特点,技巧
1 考试要求
2010年10月教育部颁布的《高职高专教育英语课程教学基本要求 (试行) 》 (以下简称《基本要求》) 提出:B级测试要求学生认知2500个英语单词 (包括入学时要求掌握的1000个词) 以及由这些词构成的常用词组, 对其中1500左右的单词能正确拼写, 英汉互译。掌握基本的英语语法规则, 在听, 说, 读, 写, 译中能正确运用所学语法知识。从我校考生历年考试结果分析词汇用法和语法结构题是能力B级考试的一个难点, 该题型测试内容主要包括两个方面:section A语法基础知识, section B常用词汇的基本用法。语法基础知识考试中的一些语法规则学生在中学已学很多而且做过很多类似题型, 所以在做题时能轻松把握题型。而词汇用法题型学生在中学接触很少, 虽然题型简单但很多学生做题时对题型把握不准, 分析不当导致得分率很低, 但掌握该题型特点以及解题技巧那就迎刃而解了。
2 命题特点
1) 符合《基本要求》
高职高专英语课程教学要求以高职高专人才培养目标为依据。整个教学过程要遵循“实用为主, 够用为度”的原则, “强调打好语言基础和培养语言应用能力并重;强调语言基本技能的训练和培养实际从事涉外交际活动的语言应用能力并重。”“目前要特别注意加强听说技能的培养。”为此, 本考试主要考核学生听和读的理解能力、翻译与写作的应用能力, 同时也对词语用法、语法结构的掌握程度进行考核。
2) 紧扣教材使用现状
我国的高职高专教育虽然起步较晚, 但发展十分迅速, 然而与之相应的教材建设相对滞后。就高职英语学科而言, 2000年教育组织专家制定了高职高专基础课程的《基本要求》之后, 才组织专家编写高职高专对口教材, 相继出版了由高等教育出版社出版的21世纪高职高专规划教材《实用英语》, 上海教育出版社出版的《新世纪高职高专英语综合教程》和外语教学与研究出版社出版的《新视野英第二部分词汇用法题型语教程》等几套材料。这几套教材课后练习题型都是与B级考试题型紧密相扣。第二部分词汇用法题型在每个单元都有相关练习。
3) 考查词汇记忆及使用
词汇是信息的载体, 词汇学习的质量, 特别是高频词的掌握, 对考试起着至关重要的作用。很多学生背了很多单词但在考试时则漏洞百出、错误连篇, 该题型要求学生学会使用有效的记忆策略。比如:使用分类记忆、词缀记忆、派生记忆、对比记忆等方法来记单词这样在考试中就能运用自如了。
3 考列点评
分析从2007年到2009年三年考题, 在词汇用法10个考题中动词仍是词汇用法题的主要考查项目, 主要是对词形转换、时态语态、短语搭配等语法进行重点考查, 还对比较级、情态动词、主谓一致、强调句、倒装进行考查。下面就词汇用法考题中重点考查项目, 结合三年真题中的难点, 探讨其考题特点及解题技巧。
3.1 词性转换
此类题是该部分重点考查的内容, 考查分数比例占到30%。做这类题考生除了牢记动词、名词、形容词、副词之间的词性转换, 还要注意根据题意推敲所给词在题中所做的成分。
1) What a (wonder) _______party it was!I enjoyed every minute of it. (2009.12)
此题空格前面有不定冠词a, 后面为名词party, 因此推断空格处应该填入形容词作定语。答案:wonderful, 符合题意“多么令人愉快的一次聚会啊!每分钟都是享受”。
2) The new rules for environmental protection have been (wide) _______accepted by the public. (2008.12)
此题空格前面有be动词, 后面为过去分词, 这样就构成了被动结构, 空格处的词语应该在句中充当状语, 所以句中应填入wide相应的副词widely.符合题意“环境保护的新规定已经被大众广泛接受”。
3.2 动词的时态、语态
此类题是该部分重点考查的内容, 考查分数比例占到30%做这类题要求考生除了记住时态语态的基本用法还应有很强的语感, 关键要善于找出句中的时态语态标志性的单词, 短语或句型。
1) When you arrive tomorrow, my secretary (meet) _______you at the airport. (2009.12)
时间状语从句中, 名词tomorrow“明天”表示将来时间。由此判断, 主句中的动词meet应使用一般将来时, 所以空格处填入will meet。符合句意:当你明天到达时, 我的秘书将会到机场迎接你。
2) we demand that the tour guide (tell) _______us immediately about any change in the schedule. (2008.12)
主句中动词suggest, order, propose, command, require, decide, advise, promise, recommend, demand表示提议、主张、要求、命令、坚持等意愿的动词时要求其后的宾语从句中需要使用虚拟语气, 谓语采用动词原形should+动词原形。因此空格处应填入 (should) tell。符合题意:我们要求, 到有应该立即告诉我们在日程安排上的任何变化。
3.3 动词短语搭配
此类题是该部分重点考查的内容, 考查分数比例占到30%。做这类题要求考生有很扎实的语言基础知识, 同时要具备很强的推敲能力。
1) Readers are not allowed (bring) _______food and drinks into the library at any time. (2009.12)
动词allow后面接动词不定式作宾语补足语即allow sb to do sth., 被动句中to也不可省去。所以空格处填入动词不定式to bring。符合题意:任何时候都不允许读者将食品和饮料带进图书馆。
2) I want (point out) _______that a decision about the matter must be made at once. (2008.12)
动词want后接动词不定式, 即want to do形式, 所以空白处应填入to point out
符合题意:我想指出的是, 必须立即对此事做出决定。
4 结束语
总之, 词汇用法题在高等学校英语应用能力 (B) 考试只有10个题, 但是考查内容涉及面广, 解题时应结合语境和英语使用习惯, 灵活运用语法、词汇知识选择相应的解题技巧透过现象看本质找准关键词, 和句型从而做出正确的答案。
参考文献
[1]教育部高等教育司.高职高专英语课程教学要求[M].北京:高等教育出版社, 2000.
1. More people from all over the world，attracted by the climate and lifestyle，will still immigrate to California，句中-ed分词分句作状语，表示人们去immigrate的原因。-ed分词表示被动或完成，这里-ed分词的逻辑主语是句子的主语more people from all over the world。又如，The castle，burnt down in 1845，was never rebuilt.（城堡于1845年被烧毁，再未重建。）这里烧毁的逻辑主语是句子的主语，形成被动关系。
-ed分词前也可以带连词，如when、though/although、as if/as though、if、even if、once、unless、until等等。如，
Even if invited，I wont go.即使受到邀请，我也不去。（a）
When heated，ice will melt into water.冰加热会变成水。（b）
上面两个句子中-ed分词的逻辑主语都是句子的主语，都有被动关系。
值得注意的是分词的逻辑主语与句子的主语时主动关系时，要用-ing分词。如
Climbing to the top of the tower，we saw a magnificent view.
这里climbing的逻辑主语是we，表示主动关系。
-ing分词前也可以带连词，如
He wrote his greatest novel while working as an ordinary seaman.（c）
Though understanding no Greek，he was able to communicate with them.（d）
上面两句钟的-ing分词与句子的主语形成主动关系。比较下面例句：
Seeing from space，we find the earth is blue.Seeing的逻辑主语是We，用-ing分词表主动。
Seen from space，the earth is blue.Seen的逻辑主语是The earth，用-ed分词表被动。
结论：分词充当状语，其逻辑主语是句子主语，以此判断主动和被动，且分词前可带连词。
以上-ed分词和-ing分词的逻辑主语都是句子的主语，也就是说依附于句子主语，如果-ed分词和-ing分词带有自己的独立的逻辑主语，就构成所谓的“独立主格结构”。如
The last bus having gone，we had to walk home.⑴
The question（having been）settled，the meeting adjourned.⑵
2. 从句也可作状语，所以More people from all over the world，attracted by the climate and lifestyle，will still immigrate to California，可以扩展成主从复合句：As they are attracted by the climate and lifestyle，more people from all over the world will still immigrate to California，对比两句可看出状语从句的省略，就是省略主语和操作词be。如
While（I was）waiting，I was reading some old magazines.
If（it is）carefully done，the experiment will be successful.
因此，上面例句（a）、（b）、（c）、（d）变成状语从句依次是：
Even if I am invited，I wont go
When it is heated，ice will melt into water
He wrote his greatest novel while he was working as an ordinary seaman.
Though he understood no Greek，he was able to communicate with them.
结论：状语从句如果从句主语和主句主语一致可以省略主语和操作词be。如果主从句主语不一致，就可以构成独立结构，上面⑴、⑵句相当于：
As the last bus had gone，we had to walk home.
Since/After the question had been settled，the meeting adjourned.
从上面一、二可以看出：
More people from all over the world，attracted by the climate and lifestyle，will still immigrate to California，
=As they are attracted by the climate and lifestyle，more people from all over the world will still immigrate to California，
这两个句子的变化形式，有助于学生掌握分词的基本用法状语从句，也有助于理解非限制性定语从句、状语从句、从句中的省略之间的联系。其实，英语在其发展过程中已形成一个完整的语法体系。学生在学习过程中只要细心体会，学起来必然事半功倍！
参考文献：
【速记口诀】
名词所有格，表物是“谁的”，
若为生命词，加“’s”即可行，
词尾有s，仅把逗号择;
并列名词后，各自和共有，
前者分别加，后者最后加;
若为无生命词，of所有格，
前后须倒置，此是硬规则。
【妙语诠释】 ①有生命的名词所有格一般加s，但如果名词以s结尾，则只加“’”;②并列名词所有格表示各自所有时，分别加“’s”，如果是共有，则只在最后名词加 “’s”;③如果是无生命的名词则用of表示所有格，这里需要注意它们的顺序与汉语不同，A of B要翻译为B的A。
接不定式作宾语的动词
【速记口诀】
三个希望两答应，两个要求莫拒绝;
设法学会做决定，不要假装在选择。
【妙语诠释】 三个希望两答应：hope，wish，want，agree，promise
两个要求莫拒绝：demand，ask，refuse
设法学会做决定：manage，learn，decide
二、一般上说，形容词的位置是紧贴在被修饰的名词前面;不然的话，就跟在接系动词(linking verb)后面充当补足语(complement)。例如：
① Sam is an industrious professional designer.
② What is it that bulky box? May I know?
③ Homeless cats are seen wandering about the field.
④ David looks cheerful everyday.
⑤ Janet is being nasty today.
⑥ The sky suddenly turned dark.
①-③里的形容词修饰它们后头的名词;④-⑥里的形容词是补足语。
三、形容词作定语一般要放在名词前面，但当形容词修饰不定代词something，nothing，anything时要放在所修饰的不定代词之后。如：something important，nothing serious。
当形容词带有表示度量的词或词组作定语或表语时，定语或表语要后置。如：
We have dug a hole two meters deep.
The hole is about two metres deep.
四、单个形容词：
单个形容词修饰名词时，一般要放在名词前。前面常常带有冠词、形容词性物主代词、指示代词、数词等。a clever boy 一个聪明的男孩 my own book 我自己的书
五、形容词词组：
词组或形容词后面有介词短语或不定式短语等补足成分时，形容词必须置于名词后。
It is a problem difficult to work out。这是一道难以解决的问题。
形容词
三、形容词(adj.) 表示人和事物的特征，对名词起修饰和描绘作用
四、副词(adv.)表示动作特征或性状，主要修饰动词、形容词、副词及整个句子
(一)形容词的用法及位置
1.形容词在句中作定语、表语、宾语补足语等，作定语时一般放在名词前。
Eg. She has short hair.(作定语)
Paul is tall.(作表语)
We must keep our room clean.(作宾补)
2.形容词修饰不定代词时放在其后。
eg.She has something important to tell us./
There’s nothing wrong in the sentence.
(二)副词的种类、用法及位置
1.副词的种类
(1)时间副词
①表示大体时间：now,then,yesterday,today, tonight,before,justnow,recently,so far
②表示频率：always,usually,often,sometimes.seldom,never
③其它作用：already,yet,late,early,soon,at once,immediately,atfirst,at last,finally
(2)地点副词
①表地点：here,there,home,abroad,upstairs,downstairs,anywhere,everywhere,
nowhere,somewhere.
②表位置关系(后接宾语时，用作介词)：
above,below,round,around,down,up,in,out,inside,outside,across,back,along,over,
away,near,off,past
(3)方式副词表示谓语动词“怎样地”，(此类副词大部分由形容词加ly构成)：
badly,bravely,gratefully,calmly,carefully,carelessly,nervously,proudly,patiently,
politely,sadly,properly,rapidly,
wrongly,suddenly.
(4)程度副词 多数用来修饰形容词或副词：much,(a)little,a bit,very,sO,too,enough,quite,rather,completely,terribly,deeply,nearly,almost,hardly
(5)疑问副词 构成特殊疑问句：how,when, where,why
(6)连接副词 连接主语、宾语或表语从句：how,when,where,why
(7)关系副词 引导定语从句：when,where,why
(8)其它性质的副词对整个句子进行说明，一般用逗号与主句隔开：
frankly(坦率地说,说真的)，generally(一般说来)，luckily(幸运地是)，first of all(首先)等。
2.副词的用法及位置
(1)修饰动词作状语
①多数位于动词之后,及物动词的宾语或介问的宾语之后。
eg.The farmers are working hard in the field.
She speaks English well.
The nurse looks after the babies carefully.
②频度副词放在动词前，情态动词和助动词之后。
eg.He always goes to school On foot.
She was often late for school.
I have never been to Beijing・
(2)修饰形容词作状语，放在形容词前。
eg.He has a very nice watch.
The box is too heavy.
(3)修饰另一副词作状语，放在另一副词前。
eg.She paints quite well.
You speak too fast.I can’t understand you.
(4)作表语，放在系动词后。
eg.Is anybody in?
(5)作宾语补足语，放在宾语之后。
eg.I saw him out just now.
(6)作定语,放在名词之后。
eg.There is a man：here On vacation.
(7)疑问副词、修饰整个句子的副词以及perhaps,first,sometimes,finally等副词，一般放在句首。
eg.Finally,I finished the work.
Perhaps he’s watching TV at home.
(8)表示程度的副词一般放在被修饰词前，而enough则放在它所修饰的词后。
eg. He is old enough to go to school.
(三)形容词和副词的比较等级
1.比较级、最高级的构成
(1)单音节和少数双音节词
①一般在词尾加er或est
great――greater――greatest,young――younger――youngest,slow→slower→slowest
②以e结尾的只加r或st
nice――nicer――nicest,large――larger―largest.
③以辅音字母加y结尾的，先变y为i,再加er或est
heavy――heavier――heaviest, easy――easier――>easiest,
busy――busier――busiest, funny――funnier――+funniest,
early――earlier→earliest
④以重读闭音节结尾的词，先双写最末的一个辅音字母，再加er或est
big――bigger――biggest, thin――thinner――>thinnest,fat―fatter→fattest,
fitt―fitter→fittest
(2)多音节和部分双音节词，前加more为比较级，加(the)most为最高级
careful→more careful――most careful
useful――more useful――most useful
popular→more popular→most popular
carelessly――more carelessly――most carelessly
(3)不规则变化的.词
good/well→better→best
bad/ill/badly→worse→worst
many/much→more→most
little→less→least
old→older/elder→oldest(指年龄大小)/eldest(指长幼顺序)
far→farther/further→farthest(指距离)/furthest(指程度)
2.形容词和副词比较级、最高级的用法
(1)形容词和副词比较级的用法
①用于两者比较，表示“比…更…”：
“A+系动词+形容词比较级+than+B,
eg.I am two years older than my little sister.
“A+谓语动词+副词比较级+than+B：
eg. She gets to school earlier than the other students.
②用于两者之间的同级比较，表示“…和…一样”：
“A+系动词+as+形容词原级+as+B,
eg.Bill is as funny as his father.
“A+谓语动词+as+副词原级+as+B”
eg.Lucy speaks Chinese as well as Lily.
③表示甲在某方面不如乙：
“A+系动词+notas/so+形容i司原级+as十B”
eg.These books aren’t as interesting as those.
“A+助动词/情态动词+not+谓语动词+aS/SO+B”
eg.She didn’t sing sO well that night as she usually does.
④表示某个范围内的两者相比：
“A十动词十the+比较级+of短语(比较范围)” eg.Penny is the taller of the two girls.Penny是这两个女孩中较高的一个。
⑤表示“越来越…”：“比较级+and+比较级”
eg.In spring the days are getting longer and longer. 在春天，白天变得越来越长。
⑥表示“越…越…”：“the+比较级…the+比较级”
eg.The mort：you practice using English,the better you’ll learn it 你英语练得越多，就会学得越好。
①可以用much,far,even,a bit,a little,a lot等修饰比较级表示程度，但决不可用very修饰。
eg.Tom is a little taller than Mike.Tom比Mike稍高一点;
it is even colder today than yesterday. 今天甚至比昨天更冷
⑧在比较级中,为了避免重复,可用that或those代替前面提到过的事情。
eg.The weather here is much hotter than that Ofour hometown.这儿比我的老家热得多。
The pants in this shop are a lot better than those in that shop.这家商店的裤子比那家商店的裤子质量好得多。
(3)形容词和副词最高级的用法
对三者或三者以上的人或物进行比较时用最高级。形容词最高级前面要加定冠词the,副词最高级前可加the,也可省掉the;后面可带of/in短浯来说明比较范围：
“主语+系动词+the+形容词最高级+of短语/in短语”
eg.She is the youngest Of all.
“A+谓语动词+(the)+最高级+of短语/in短语”
关键词：三维语法,职中英语,形式,意义,用法
1 语法教学在英语教学中的重要性
要不要讲语法, 语法教学是用显性方式 (explicit) 还是用隐性方式 (implicit) , 在外语教学领域一直存在着争议, 教学研究的结果也不尽相同。新的课程标准指出“此次英语课程改革的重点就是要改变英语课程过分重视语法和词汇知识的讲解讲解与传授、忽视对学生语言运用能力的培养的倾向……”。这一提法被一些教师误解为:语言运用能力主要是口语表达能力, 因此就纠枉过正, 过分地强调口语的重要性而忽视语法教学在英语教学中的重要性, 认为实施新课程就是要淡化语法。
英语对中国学生来说是外语, 在国内缺乏相应的语言环境, 也就是说学生们除了在课堂上能接受到语言输入 (input) , 课后并没有足够的语言刺激, 不可能像在英国、加拿大等国把英语作为第二语言来习得 (acquire) 。没有足够的输入, 学生难以自然地习得语言规则。语法知识的欠缺会制约学生运用英语的准确性 (accuracy) 。研究表明, 在正式场合的言语精确率仅靠交际实践难以达到较高的程度, 有必要进行语法讲解。
2 职中语法教学的状况
2.1 学生的对语法的掌握情况
职业中学学生已经过了小学初中多年的英语学习, 他们已接触过大部分的英语的基本语法内容, 词法、时态、语态、从句及非谓语动词等。但由于职中学生普遍英语基础较薄弱, 而且在初中语法教学没有得到足够的重视, 所以他们对语法知识的掌握也是很不牢固的。
他们对每个语法项目都有个初步地认识, 而对每个语法项目的具体形式、含义、规则及用法却是模糊不清的。
例如, 他们知道有进行时, 却对这一时态的结构 (form) be doing把握不准确, 大多只记得动词用doing, 对be动词的用法常忽略或误用;对它的意义 (meaning) 的理解也比较片面, 只知道是正在发生的事;对它的用法 (usage) 也掌握不全, 只记得常与now一起连用。因此, 常见这样的句子:I doing my home-work./He is read now./We is watching TV.
2.2《中职英语教学大纲》语法的项目的解读
职业高中英语在语法部分的要求没有普通中学那么高, 由《中职英语教学大纲》 (2009年) (下称〈大纲〉) 所列出的语法项目表上可以看出, 在基础模块里的语法项目基本上是复习巩固初中所学过的语法, 如时态只有一般现在、一般过去、一般将来、现在进行和现在完成这五种, 甚至比初中阶段要求的还少;主语从句和表语从句, 非谓语动词等已属基础模块中较高要求部分了;而倒装、强调等句式已划到了拓展模块中了。
2.3 职中语法教学的特殊性
在《大纲》中对语法的要求是:理解“语法项目表”中的语法项目的形式和意义并使用。而这正是Larsen Freeman所提出的三维语法的思想是不谋而合的, Larsen Freeman提出了任何一项语法都由form (形式) , meaning (意义) 和use (用法) 三个维度组成, 在教学中要对这三方面给予同样的重视, 而且提出了语法技能 (grammaring) 这一概念, 指出语法与听说读写同样可以作为一种技能来训练。
因此, 职中的语法教学思路应该是抓好对基本语法的掌握, 采用种多样的教学手段, 让学生掌握每个语法项目的形式、意义与用法这三个维度。而对于职中学生来说, 巩固对语言的形式和意义的掌握尤其重要, 语言的拓展运用也要按学生的实际情况作相应的要求。
3 三维语法教学在职中英语教学中的实践
3.1 语法的三个维度
有研究表明, 语法教学应采用以隐性教学为主, 显性教学为辅的教学方式。在起始阶段, 在初中英语语法教学中, 应多采用隐性的教学方式, 在高级中学可适当增加显性教学的成分。如本文前面所述, 职业高中教材中的语法内容是学生已接触过的, 甚至可以说相当部分学生对语法的掌握处于一种石化 (fossilization) 的状态, 对于这样的学习者适于加强显性教学的成分, 增加控制练习的分量。
语言形式的掌握并不是语言学习的最终目的, 同一个语言形式可以表达不同的含义。如现在进行时可表达的意思就有
1) 说话期间正在发生的事或进行的动作, 如She is watch-ing TV now。
2) 说话当时并不一定在进行, 但在现阶段持续的一件事情, 如:She is writing a new novel currently.
3) 可以表示已确定将要进行的事情, 如:She is visiting our school tomorrow.要让学生理解在不同的语境中, 现在进行时的不同含义。
学习语言的最终目的是为了能够进行交际。真正的语言能力是在交际使用中培养的, 因此语法教学最终要体现在运用语言进行交际。教师要灵活运用多样的教学手段, 创设各种真实的 (authentic) 情境, 让学生灵活地运用所学语言知识去进行交际。
3.2 三维语法的教学实例
用Will和Be going to do表示将来的用法的实例运用:
Will和be going to do是中学阶段最多介绍的表示将来的两种语法形式。怎么从形式、意义及用法三个维度来让学生掌握区分和运用这两种语法形式呢?下面是相应的教学思路和步骤。
Step 1:Focus on forms
活动1:中国的某些地方有这样的习俗, 在饭店吃饭最后会送上一碟点心, 在点心下面会压一张纸条, 是预测将要发生在顾客身上的事。用英语写下一些预言, 如:meet an old friend, get an A in the exam, win a lot of money等。让每组学生写出至少5个, 各组不能有重复的短语。
用will和be going to do写出完整的句子。
如:You will meet an old friend.
You are going to win a lot of money.
此活动, 旨在让学生对will, be going to的形式与意义有个初步的认识, 紧接着向学生介绍will, be going to肯定、否定和疑问三种形式。
活动2:写5句话, 预测你同学的将来, 要包括肯定句和否定句。
如:He will go to college.
She will not stay at home.
He is going to pass the exam.
She is not going to play the piano today.
对你的同学说出你的预测, 对方提出反问, 如:
Q:Will I go to college?A:Yes, you will.
Q:Am I going to pass the exam?A:Yes, you are.
此活动, 旨在让学生对will, be going to的否定、疑问等各种形式进一步熟练掌握。
活动1和活动2的目的都在于巩固对语言形式 (forms) 的掌握。在活动中鼓励学生根据实际生活, 多举不同的例子。在这一阶段, 不必对学生是否能准确地区分be going to和wil的用法做评价。
Step 2:Focus on meaning.
紧接着给学生举例说明will和be going to的区别, 也就是对这一语法形式的意义进行阐述。
1) “be going to do”这一语法形式的意义
(1) be going to表示有迹象表明立刻要发生的事, 给出相关的情景和例句。
Be careful!That chair is going to break. (The chair is falling down)
Look, it's going to rain soon. (There are dark clouds and the wind is blowing hard.)
(2) Be going to表示计划和意图, 说话前已决定要做的事。
We are going to spend our holiday in England. (We have planned it.)
I am going to be a dancer when I grow up. (It is my dream I have thought it over.)
2) “will do”这一语法形式的意义
(1) Will表示一般的对将来的推测判断, 不是立刻就会发生的事, 也不带有说话人或主语的意愿和感情色彩等。
Will the test be difficult?
How long will you stay in China?
(2) will表示即时的决定, 与be going to do的区别是做出决定没经事先的考虑, 而是在当时情景下, 当场做出的决定。
A:The phone is ringing.
B:OK.I'll answer it. (B is not waiting for a particular cal and doesn't know who's calling.)
Son:Mum, there is no milk left in the fridge.
Mum:Oh, I'll buy some today. (Mum didn't know that before her son told her.)
(3) Will表示严肃、郑重的承诺。
I will always love you.
I won't tell anybody.You can count on me.
Step 3:Focus on use
学习的最终目的是在实际情境中运用。在这环节中, 教师要创设一些较真实的情境, 学生比较熟悉的一些情境。此类活动, 旨在训练学生灵活运用语言的能力。毕竟, 我们是在外语的环境下学习英语, 学生不能去直接和外国朋友进行口头交流, 但现在可利用的媒体很多, 教师可充分利用音像、网络等创设出真实的情境, 让学生去练习, 达到熟练运用。
4 结束语
三维语法教学并没有一个固定的模式, 并不是一个机械的过程。提出这一教学理念是对我们曾经过于或者说只注重语法形式的做法给予一定程度上的扭转。把语言的这三个维度有机地结合在教学过程中, 选择适当的材料, 组织相应的语言活动, 让学生逐渐地熟悉一个语法项目的形式, 理解其意义, 掌握其用法, 这才是我们语法教学的目的。
参考文献
[1]教育部.普通高中英语课程标准 (实验) [M].北京:人民教育出版社, 2003.
[2]周文筑.新课程下的中学英语语法教学[J].中小学外语教学, 2003 (3) :1-4.
[3]柴金红.新教学理念指导下的语法教学[J].中小学外语教学, 2005 (10) :26-28.
[4]王笃勤.英语教学策略[M].北京:外语教学与研究出版社, 2002.
正：It is a pleasure to talk with you.
其后一般不接不定式，但可接of doing sth，但此时的pleasure前一般有定冠词。如：
May we have the pleasure of your company for lunch? 请和我们共进午餐好吗?
There’s nothing to compare with the pleasure of being with you. 跟你在一起是无比的愉快。
有时也后接in doing sth，但此时的pleasure前通常不用冠词。如：
He takes great pleasure in teaching children. 他很喜欢教小孩。
Children find endless pleasure in playing with water. 小孩子从玩水中可以找到无穷的乐趣。
注意下面这样的句子，句首的it为形式主语，其后后通常可接不定式(用作句子真正主语)。如：
It gives me great pleasure to grow flowers. 种花给很大的乐趣。
注意：下面两句从语法结构上看是一样的，但是从交际角度上看，第二句不可接受的：
正：May I have the pleasure of dancing with you? 我可以和你跳舞吗?
误：Will you have the pleasure of dancing with me?
比较 my pleasure和 with pleasure:前者用来回答感谢，意为“不用谢”;后者用来答应对方的请求或邀请等，意为“可以”“没问题”。如：
A:Thank you for helping me. 谢谢你帮了我。
B:My pleasure. 别客气。
A:Will you lend me the book? 这本书你借给我好吗?
B:With pleasure. 可以。
2.表示递进关系的，如in addition， what is more， furthermore， moreover等。注意in addition 与in addition to 的区别：in addition 是副词性质；而in addition to 是介词性质，后面必须接宾语。
3.表示转折关系的，如 however， nevertheless， nonetheless， on the contrary， in contrast， 等等。要注意不要把however 当成连词。如：
误：In ， the United States launched the war on Iraq on account of Iraq possessing weapons of mass destruction （WMD）， however， no WMD has been found in Iraq so far.
英语中形容词有三级，即原级、比较级和最高级。对于学生来说，熟练地运用它们并不是一件容易的事。下面我就自己的教学经验加以总结，以便学生掌握它们的用法。
1. 规则变化
1)单音节词末尾加-er和-est，如果末尾是e，则只加-r和-st。
2)以一个辅音字母结尾的重读闭音节词，先双写这个辅音字母，再加-er和-est。
3)以辅音字母+y结尾的词，变y为i后，再加-er和-est。
4)大部分双音节词和多音节词，在其前加单词more和most。
2. 不规则变化
good/well—better—best
bad/ill—worse—wors
far—farther—farthest或further—furthest
many/much—more—most
little—less—least
often—more often—most often或often—oftener—oftenest
有些形容词没有比较等级：wrong, empty, perfect, favourite等。
二、形容词比较等级的用法
形容词的比较等级分别以下列形式出现在句子当中：
1) as+原级+as...
2)比较级+than...
3) the+最高级+of (in)...
4) more and more...
5) The more...，the more...
1. 形容词原级的用法
原级用于两者同级的比较。
肯定句：A+动词+as+原级+as+B
如:He is as tall as I.
否定句：A+动词+not as (so)+原级+as+B
如:Japanese is not as useful as English.
疑问句：Be+A+as+原级+as+B?
如:Is Lesson 1 as difficult as Lesson 2?
2. 形容词比较级的用法
A+动词+比较级+than+B
如:This box is heavier than that one.
在形容词的比较级前面可以用much, even或a little等修饰。
如:Lucy’s dress is much cheaper than yours
It’s much colder here in February than in March.
Japan is a little larger than Germany.
The pottery is more expensive than any other portery.
3. 形容词最高级的用法
A+动词+最高级+of (in)...，最高级用于两者以上的比较。注意：in+范围，场所
如:Tom is the tallest boy in my class.
of+复数(与主语同一类的人或事物)
例:Tom is the tallest of the three boys.
三、比较结构需要注意的几点
(1)在形容词比较级前还可用a lot, many, far, a bit, much, even, still, a good deal等来修饰，表示“……得多”，“更……”，“……一些”。也可在比较级前加any, no, some，数量词等。
如:People’s life is much better than it was thirty years ago.
(2)...times+形容词比较级+than...表示倍数。
如:Our room is twice larger than theirs.
(3)表示“大几岁”，“高几厘米”时用表示数量的词+比较级表示。
如:I’m ten years older than you are.
My sister is two years younger than me.
(4)比较级+than any other+单数名词，或比较级+than the other+复数名词，表示“比任何其他都……”。
如:He is taller than any other student in the class.
=He is taller than the other students in the class.
(5) the+比较级+of the two表示“两个中比较……的”。
如:He is the cleverer of the two.
(6) more and more表示“越来越……”。
如:She is getting taller and taller.
It’s becoming more and more difficult to find a job.
Holiday fights are getting less and less expensive.
The Chinese people’s life is getting better and better.
(7) The more...，the more...表示“越……就越……”。
如:The harder you work, the cleverer you will become.
The younger you are, the easier it is to learn.
(8) more than表示“超过”;less than表示“不到……”;more or less表示“基本上，大体上，大约”;no less than表示“多达，不少于”。
如:He is more than eighty years old.
All is ready in less than a month.
The work is more or less finished.
more than, less than和worse than可用来修饰形容词，表示“非常……”“极为……(不)”。
(9) not as/so...as常与less...than转换。
如:This story is not as interesting as that one
=This story is less interesting than that one.
=That story is more interesting than that one.
(10)最高级常与比较级转换。
如:The Changjiang River is the longest river in China.
=The Changjiang River is longer than any other river in China.
=The Changjiang River is longer than the other rivers in China.
the audience is [are] listening attentively. 听众都在聚精会神地听着。
the audience was [were] enjoying every minute of the performance. 观众对演出非常欣赏。
the audience is [are] always very excited by a wonderful goal. 一个精彩的进球总会使观众们非常激动。
2. 由于audience 是集合名词，所以an audience 不是指“一个观众”，而是指某一群观众、某一个场次观众、某一方面的观众等。如：
she has never spoken to such a big audience before. 她以前从未向这么多人讲过话。
he loves holding forth on any subject once he has an audience. 不管是什么问题，只要有人听，他就爱大发议论。
同样地，audiences 也不是指“多个观众”，而是指多群观众，多个场次观众，多个方面的观众等。
entertaining audiences is the purpose of movies. 娱乐观众是电影的目的。
the show had to be taken off because of poor audiences. 因观众太少而取消演出。
she has addressed audiences all over the country. 她曾向全国各地的听众演讲。
另外，audience作为集合名词，原则上不能用它表示个体，但every audience是例外，当要强调每一名观众时，可以这
样用。如：
the pianist made a conquest of every audience for which she played. 这位钢琴家以她的演奏征服了每一位听众。
3. 形容听(观)众人数之多或少，通常用big, large, huge, mass, vast, wide 以及small, thin等形容词修饰，但是不用many, few修饰。如：
there was a large audience of young people at the pop concert. 流行音乐演奏会上有大量青年听众。
her lecture had a crowded audience. 她的演讲挤满了听众。
the speaker had a small (thin) but attentive audience. 这位演讲者的听众不多(很少)，但很专心。
she felt nervous at having to sing before so large an audience [such a large audience]. 要在那么多观众面
前唱歌她感到很紧张。
4.要具体表示观众的数量，可参考以下表达：
there were at least three hundred people in the audience. 观众至少有300人。
the series has attracted an audience of more than 10 million. 这个系列片吸引了1,000多万观众收看。
an audience of millions watched the royal wedding on tv. 数以百万计的人们在电视上观看皇家婚礼。
不过，偶尔它也可直接受数字(通常为较大的数字)的修饰。如：
three thousand audience crowded the concert hall. 3,000名听众挤满了音乐大厅。
of 所有格既可用于有生命的人或物，也可用于无生命的东西。of 所有格有时可以与-’s 所有格互换：
mr smith’s son = the son of mr smith 史密斯先生的儿子
jim’s patience = the patience of jim 吉姆的耐心
the queen’s arrival = the arrival of the queen 女王的到达
2. 必须用 -’s 所有格的情形
①表类别时：
most of the cloth for men’s suits is made from wool. 男人套装的布料大多是羊毛制的。
the women’s 5,000 metres was won by jones. 女子五千米赛跑琼斯胜出了。
she works in television as well as writes children’s books. 她在电视台工作，还写儿童读物。
②表来源时：
he felt obliged to answer his father’s letter. 他感到不得不回他父亲的信。
③当被修饰的名词后有同位语修饰时：
mary’s husband, a policeman, has just been here. 玛丽的丈夫是个警察，刚刚来过这儿。
3. 必须用of 所有格的情形
①用于无生命的事物时：
he sat down on the edge of the bed. 他在床边上坐下。
that view of the case did not occur to me before. 对案情的这种看法过去没在我脑中出现过。
②表同位关系时：
the city of newcastle lies at the mouth of the newcastle river. 纽卡斯尔城位于纽卡斯尔河河口。
③当中心词是名词化的名词时：
you don’t understand the life of the poor. 你不理解穷人的生活。
④当of 所有格中的名词后跟有后置修饰语或同位语时：
一情态动词的基本用法
第一, 表示征求对方意见或许可的情态动词有must, can, could, may, might, shall等, 如:
——Must I hand in my homework today?——Yes, you must.Yes, you have to.
——No, you needn’t.No, you don’t have to (用mustn’t是讲不通的)
Can I come in and have a good look at your house with my girlfriend now? (比较口语化)
——Could I use your mobile phone as mine is power off? (语气委婉)
——Yes, you can. (回答不能用could)
MayMight I use your bicycle? (比较正式, 用might语气更委婉)
Shall I open the window to let in some fresh air? (shall此用法只用于第一和第三人称)
Shall he come to sit in this seat and listen to your speech? (同上)
第二, 表示邀请或请求的情态动词有can, will, would, could, 一般用于第二人称;用would和could时表示语气更加委婉, 如:
CanCould you lend me some money to buy some books and dictionaries?
WillWould you please tell us a story or joke for pleasure?
第三, 表示允许或许可的情态动词有can, may, 如:
You can sit here and do your homework because the seat is not occupied.
You may go to bed and get up as late as you like;nobody cares about that.
第四, 表示禁止的情态动词有can’t, mustn’t, shan’t等否定形式, shan’t多表按照某规定“不能”如:
They can’t wear whatever they like when they are at school.
Anybody mustn’t take books out of the library without permission.
You shan’t hand in your papers ahead of time in the examinations according to the regulations.
第五, 表示建议或劝告的情态动词有ought to, should, had better, need等, 如:
Parents ought to take care of their children when they are young and children ought to look after their parents when they are old. (ought to表示义务, 为别人做某事)
You should do a lot of exercise regularly to improve your health. (should表建议, 多指为自己做某事)
You had better put more clothes in case it is cold on the mountain, boy! (多用于上级对下级, 长辈对晚辈之间)
In order to learn English well, you need practice speaking English more often besides reading. (比较口语化)
第六, 表示能力的情态动词有can, could, be able to等。can表示现在的“能力”, could表示过去的“能力”, be able to用来填充can, could没有的时态, 但waswere able to除了表示过去的能力以外还表示“过去设法做成功某事”, 等于managed to do something或succeeded in doing something, 此用法不能被could代替, 如:
When I was in China I couldn’t speak English, but now in USA I can speak it fluently.
I am sure that this promising young man will be able to support his family in the future.
They charged 20 thousand dollars for the car but I was able to bring the price down. (managed tosucceeded in…)
第七, 表示推测的情态动词有may, might, must, can, could, should, ought to等。must表推测语气最强, 但只用于肯定式, 否定式中用can’t或couldn’t代替;mustmaymightcan’tcouldcouldn’t+have done表示对过去发生事情的推测;should, ought to表示“按理说应该”, 如:
It may be the headmaster’s office.I am not sure. (把握性不大)
He was careless.He might have won the first place otherwise. (过去的可能性很小)
——Who can it be? (can代替must)
——It must be our manager.
——No, it can’t he him.He is in Japan at the moment. (must不能用于否定句, 由can’t代替)
——Was it in the street that he played football yesterday?
——It could be in the street, but I am not sure. (可能性不大)
There were five men in your car during the long journey.It must have been uncomfortable. (=It couldn’t have been comfortable.可能性很大)
He was with me in the class at that time yesterday.He couldn’t have played basketball on the playground yesterday. (动词是过去式时用couldn’t have done, 不用can’t have done)
He should be over fifteen years old, because he is a student in the 11th grade.
She ought to turn up at any moment, for she is always on time for work.
第八, 表示轻微埋怨、责备或后悔的情态动词有shouldought toneedn’tcouldmight+have done, 如:
The movie star has died.You shouldought to have come here earlier. (过去该做而没做)
She is unhappy now.I shouldn’toughtn’t to have told her the bad news. (过去不该做而做了)
I needn’t have carried so much cash.All my bank cards could be available actually. (做了没必要做的事)
You could have married me at that time.I loved and love you but he doesn’t. (过去本可以做但没做)
She was out of mind.She might have passed the exam otherwise. (过去也许会但没有)
第九, 表示警告、允诺、命令或威胁的情态动词是shall, 常用于第二、三人称, 如:
You shall take the book to read as long as I finish it before Friday.
All the candidates shall remain at their seats until the bell rings announcing the end of the exam.
第十, 表示偏执的情态动词是must, 如:
If you must want to know my age, which is a privacy, let me tell you unwillingly.
Must you smoke at a no-smoking area?You will be punished seriously.
第十一, 表示怀疑的情态动词有should (竟然) , dare, can’t, 如:
Such a high official should be so rude to that little girl.What a shame!
How dare you say that I treated you unfairly?Actually I did it right.
Why can’t you know my telephone number and email address?We are good friends.
第十二, 表示习惯性的情态动词有will, would, will表示现在反复, would表示过去反复, 如:
After work he will go to the caféto have a cup of coffee every day.
Whenever and wherever he met him, he would stop the soldier and ask the same questions again and again in the army.
二情态动词用法区别
第一, must&have to。must表示主观上“必须”, have to表示客观逼迫“不得不”, 如:
We must study English very hard, which I like very much.
I have to study English very hard, because I have to pass the exam in the NMET.
第二, would, used to, be used to doing&be used to do sth。would表示过去反复的动作, 而uesd to则侧重“过去如此, 现在已经不是那样了”以及“过去存在的状态”;be used to doing是表示“习惯于做某事”, 其中be有时态和人称的变化, 后跟动名词;be used to do something表示“某东西被用来做某事”, 如:
When he was in that factory, he would go to that coffee shop at the corner after work every day.
He used to smoke and drink a lot, but now he doesn’t.
There used to be a big temple where there is a school now. (过去的状态)
He has been used to working in such bad conditions.
Wood can be used to make desks and chairs as well houses.
第三, didn’t need to do&needn’t have done。didn’t need to do表示“过去没必要做也没做”, 而needn’t have done表示“过去没必要做但已经做了”, 如:
It was raining yesterday.I didn’t need to work in the fields, so I stayed at home. (没去工作)
It was Sunday yesterday.I needn’t have gone to school.But I forgot it and went as usual. (去学校了)
第四, need&dare。这两个词既可用作情态动词, 也可用作实义动词, 一般来说, 情态动词多用于否定和疑问句;实义动词用于各种句式, 后跟动词不定式, I dare say是固定短语, 意为“我认为、我相信”, 如:
——Need I finish my report by six o’clock today? (情态动词)
——Yes, you mustyou have to.
——No, you needn’tyou don’t have to.
As a Chinese high school student, I need to work at least 10 hours a day. (实义动词)
My car needs repairingto be repaired thoroughly. (实义动词, 后跟动名词主动表被动)
Tom daren’t go out alone when it is dark at night. (情态动词)
Dare you go home to face your parents when you haven’t done well in the exams? (情态动词)
I don’t dare to feel the snake even if it is dead. (实义动词)
第五, can’t have done&couldn’t have donecould have done。can’t have done和couldn’t have done均可表示must的否定推测, 强调从现在角度出发推测过去某事“不可能”;但当主句的谓语动词是过去式时, 就必须用couldn’t have done;could have done表示“过去有能力或有可能做某事但没有做”, 有惋惜、遗憾、批评、责备等意思, 如:
His jacket is still here, so he can’t (couldn’t) have gone home. (must的否定式)
My sister met him at the Grand Theatre yesterday, so he couldn’t have attended your lecture. (过去不可能)
You could have walked here instead of taking a taxi;it is so near.
第六, would like to do&would like to have done。would like to do表示现在或将来“想做某事”, 而would like to have done表示过去“想做某事但没做成”, 如:
I would like to go to the concert tonight, but my parents don’t allow me to.
I would like to have gone to the concert last night but I had to review lessons for the exams.
参考文献
[1]张道真.实用英语语法[M].北京:外语教学与研究出版社, 2002
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