高中语法课教案
高中语法课教案
【篇一：高中英语语法课教学设计】
篇一：高中英语语法课教学活动的设计
高中英语语法课教学活动的设计
密云县第二中学季李红
【摘要】本文结合三个课例，探讨了高中英语语法课教学活动设计可遵循
的原则，以实现学生在课堂中的主体地位，发展思维能力，促进
综合语言运用能力的形成。
【主题词】语法教学活动设计主体地位
笔者以课例研究的方式对语法教学进行了大量实践，认为语法课教学活动的设计应注意以下原则。
一、教学活动的设计与教学目标一致
教学活动的设计要与教学目标一致，为教学目标达成服务，因此每个教学活动要有明确的目的。以北师大版第五模块第13单元语法项目---情态动词表推测，
语言鲜活。为了实现教学的第一个目标，笔者对教材设计的教学练习做了如下调
推测的句子，没有足够调动学生的主动性，激发他们的思维活动；事实上，要学生关注目标语法结构前，教师应对语料进行必要的阅读理解处理，这有利于解决教学难点。此外，文中有18个含情态动词的句子；其中4个不是情态动词表推测的句子。若学生能将他们成功挑出，说明他们不但回顾了旧知识，理解了must, may, may not, might, can’t, could 表推测时，在上下文中表达的语气，而且更将注意力关注于目标语法。
本课的教学难点为：use the proper forms of modal verbs to express guesses about what happened and what is happening now. 为了在教学中突破难点，笔者将
测的深层含义，同时又关注、归纳出了语法规则。
在归纳法语法教学模式中，学生首先接触的是包含语法规则的真实上下文情景，然后根据上下文的信息归纳出使用规则。这种教学法有助于培养学生的语感。通过分析归纳总结语言使用规律课深化学生对用法的理解，培养学生的逻辑思维能力。但教师必须提供充足
的，以语境为依托的语料，教学活动的形式适合学生的认知水平，他们的观察、体验、探究、合作等主动学习行为才得以开展。
二、教学活动的设计是形式和意义的结合
高中阶段的语法教学，应从语言运用的角度出发，把语言的形式、意义和用法有机地结合起来。要引导学生在语境中了解和掌握语法的表意功能。例如：在强化巩固情态动词对发生了的事情表推测的句型时，笔者认为教材p13 ex-8 的活动设计得很好，例如：a housewife is cheering. 针对这个情境，学生的语言产出为：
1) her husband may be cooking.
2) she may have got a surprising gift.
3) her husband may have been promoted.
4) she could be pregnant.
学生的表达多样，富于想象，不是对例句的机械模仿，他们在努力传达内心所想，这使得课堂气氛越来越活跃。
三、教学活动的设计具有层次性和梯度
变化是学习的调料，是教学的调节剂。由于学生水平的差异，课堂上活动任务应有一定的梯度，使各层次的学生都能学到东西。另外, 过于单一、没有挑战性的教学活动会使学生对语法教学产生厌倦情绪。
语法练习一般分为结构认知性练习、控制和指导性练习、交流性练习。教学过程中，教师的指令要简洁明确，做出清晰的示范，以保证练习效果。在本课例中，练习设计的层次和形式如表格所示：
片传达的信息要明确，切忌含有分散学生注意力的动画和声效。四、教学活动的设计保持话题一致性
运用得当的语法结构表达意思，离不开词汇的支持。为了实现语言的输入与输出的一致，教学活动的设计要保持话题的一致性。笔者认为话题应在贴近学生生活实际的前提下，尽量保持与单元话题一致。例如: 北师大版第二模块，第六单元—定语从句的教学设计。该单元话题为文学与艺术，如果要学生描写一位艺物，又能激发学生的表达欲望，定语从句会被学生自然地运用到文段中，为语言的输出搭建了平台。
五、教学活动的设计与教学资源整合
教材是语言教学的媒介之一，教师应对教材认真分析，对学生的需求和水平进行深入了解，补充和调整教材内容，进行有效的资源整合，使之为教学目标服务。首先，教师可以进行单元内或单元之间的教学材料重组。例如：人教版模块5第四单元语法---v-ing 作定语
和状语。在目标语言项目呈现环节，笔者没有采用第四单元的课文，其中含有动词-ing 形式的句子少。本人将三单元的课文a master of nonverbal humor 做了缩写，集中呈现了动词-ing 形式的四种用法，让学生通过观察，依据其成分功能进行分类，复习已学动词-ing 形
式作表语、补语、定语，发现新的语法点---动词-ing 形式做状语。
笔者呈现的练习如下：教版教材等，其中的练习有权威性，具有很
高的参考价值。
结束语
教学活动是实现教学理念的载体，合理的练习设计可以激发学生的
学习动机，提高课堂学习的效果。学生的思维能力在活动中得到锻
炼与发展。这是师生对课堂教学价值最大化的实现。参考书目：
1．陈琳王蔷程晓堂《英语课程标准解读》江苏教育出版社2003
年
2． diane larsen-freeman 《语言教学：从语法到语言技能》
外语教学与研究出版社2005年
3．北京市基础教育课程改革实验工作领导小组《北京市普通高中
新课程英语学科教学指导意见和模块学习要求》2007年
篇二：高中英语语法课教案
高中英语语法“虚拟语气”的教学设计一、教材分析：
本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基
本技能的学习结合到一起，注重复习语法与语言的运用。采用任务
型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学
生的语言输出量。
二、学情分析：
在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构
和一定程度的听说读写能力。在高三语法复习的过程中，结合学生
原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生
运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运
用英语进行交际活动的能力较差，主动学习的动力不够，然而他们
学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，
才能让他们投入到课堂活动中来。
三、教学重点:
1.复习的重点---语法虚拟语气的句型结构.
2.语法虚拟语气的运用
四、教学难点:
1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2.虚拟语气在真实的生活语境中的使用。
五、教学目标:
1.知识目标:
引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2.能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3.德育目标：
用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。
六、教学策略:
通过活动课、小组讨论等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。
七、学习策略:
非测试性评价体现新课程标准的实施效果，评价体系“正确反映外语学习的本质和过程，满足学生发展的需要。” 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。
八、教学用具：
黑板、录音机、多媒体辅助（将本课所需要的图片、文字、音乐等制成ppt课件）
九、教学过程
step1 warming up（5 minutes）discuss about the pictures together , and express their ideas freely . such as, what would you do now, if you lost your vision or other valuable things ? you wish??
设计说明：
2.利用新颖和形象的图片导入，有利于学生参与教学活动，进行讨论和对话活动。帮助学生学会珍惜拥有，学会生活。
step2 presentation （8 minutes）
living life over
if i had my life live over i would have talked less and listened more
i would have invited my friend over to dinner even if the carpet was strained and the sofa faded
??
task2：choose the best group that read the poem with their deepest feeling. 评价工具（选票）：选出朗读最好的学生。
设计说明：
1.用配乐英文诗歌朗诵的方式导入语法---虚拟语气的学习。该诗歌几乎每句都使用虚拟语气来表达思想，传递情感。
2.任务型活动：课题的引入采用诗歌朗诵竞赛的形式，学生小组活动，对英文诗歌进行翻译，激发参与学习过程的热情和竞争意识。
最后由全体同学对各组参与代表投票进行非测试性评价。
step3 revision（7 minutes）
firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar.
2. if there _______ (not be) the war, people ______(live) a happier life in the future.
1.教师在进行语法教学的过程中把握好教学内容和教学范围的度, 适应高三复习的需要，加强语法教学的交际性，科学性和可操作性。
2.合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际
活动。设分组竞答游戏活动，激发学生的参与意识。 step4 consolidation (5minutes)
1. if newton lived today, he would be surprised by what ______ in science and technology.
a. haddiscovered
b. hadbeendiscovered
c. hasdiscovered
d. hasbeendiscovered
2. this printer is of good quality. if it ____ break down within the first year, we would repair it at our expense.
a. would
b. should
c. could
d. might
3. --- john went to the hospital alone.
--- if he ____ me about it, i would have gone with him.
a. should tell
b. tells
c. told
d. had told
设计说明：
以选择题的形式，降低学习学习的难度。通过课堂测试进行反馈，进而了解学生的掌握情况，以学生的为本，注意个体差异，因材施教。
step5 writing （20 minutes）
task1: summarize the grammar with the students and write down what they said on the blackboard. 1.
if?did/were , ?would/could/should/might do?
2. if ?had done , ?would/could/should/might have done?
3. if?did/ were to/should do ,?would/could/should/might do?
task 2: discuss the sentences in grou
ps and encourage the students to express their feelings in english as follows
2. i could have been good at english, but i devoted too little time and energy to it.
3. if i had worked two years ago as hard as i do now, my grades would be much more satisfactory now.
task3: ask the students to translate the sentences into english.
1.我的老师建议我制定学习计划并认真的执行。
(1) my teacher suggests that i should make a study plan and carry it out very seriously.
(2)it is suggested that i should make?
(3)my teacher’s suggestion is that i should make?
2.现在，我学习起来好像永不疲倦一样。我相信，坚持不懈和决心
会助我成功。
at present, i am learning as if i were never tired. i believe that my perseverance and determination will lead to my success.
设计说明：
1. 让学生围绕该话题展开讨论，以确认可以使用虚拟语气的地方。课堂教学过程中，注重“精讲精练，以练为主；点到为止，注重运用”。
2. 在学生找到可使用的句子之后，鼓励学生灵活运用多种虚拟语气的表达方式对语言进行深层次的句法处理.调动学生参与课堂学习活动的热情，增强面对高考的自信。
step5 assignment
设计说明：
任务型活动：课外作业是课堂教学活动的延伸，学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作的练习，使学生逐步学会运用语法知识，讨论自己感兴趣的话题，表达自己的思想，达到形成和提高写作能力与技巧的目的，完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性，从而使学生的语法知识内化成语言能力。
blackboard design (板书设计)
revision--- the subjunctive mood
1?did/were , ?would/could/should/might do?
2?had done , ?would/could/should/might have done?
3?did/ were to/should do ,?would/could/should/might do?
if
but for
reflection after teaching（教学反思）
本节课通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务。新教材要求将语言的形式与其意义、交际功能有机的结合起来，通过在实际的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之后并没有多少听说英语的练习机会，他们十分缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。学生在有限的课堂中学到的知识毕竟有限，让他们掌握语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提升学生的能力。
篇三：综合运用型高中英语语法课的教学设计
高中英语语法课的教学设计
—— v-ing form as subject and object
一、教材依据
人教版高一教材模块4第二单元discovering useful structures部分的内容为动词 -ing 形式用作主语和宾语。
二、设计思想
英语新课程标准明确指出：“此次英语课程改革的重点就是要改革英语教学过分强调语法和
【篇二：语法课教案】
unit 5 nelson mandela----a modern hero
grammar
一．教学目标（teaching aims:）
1、knowledge aim: learn the attributive clauses by where, when and why.
2、ability aim: let the students learn how to use the relative adverbs to make up
an attributive clause.
二．教学重难点（teaching important points）:
the attributive clause
三．教学手段（teaching aids）:
media-computer.
四．教学方法（teaching methods）:
explanation and practice.
五．教学过程（teaching procedures）:
step 1revision
revise what we have learnt about the attributive clause by asking questions.
step 2 lead-in
show the students the sentence structure of the attributive clause by when, where and why. ask the students to discover how to join two simple sentences into a compound sentence with when, where and why.
when the people’s republic of china was founded.
3. i don’t know 5. we’step 3explanation
the teacher explain to the students how and why we a relative adverbs. 1.where表示地点，只能跟在表地点或场合的名词后，在定语从句中只能作地点状语。注意：where不在从句中作主语或宾语。
it’s one of the few countries where people drive on the left.
think of a place where we can go for dinner.
2.when表示时间，只能跟在表时间的名词后，在定语从句中只能作时间状语。oct.1, 1949 was the day when the people’s republic of china was founded.do you remember the day on which you joined our club?
3.why表示原因，通常跟在reason后引导定语从句，在定语从句
中只能作原因状语。
i don’t know the reason why she looks unhappy today.
this is the reason why(＝ for which) he cried.
4.介词＋which/whom结构
(1)当关系代词在定语从句中作介词宾语时，从句常由“介词＋
which/whom”引导；关系副
词有时也可以被此
结构代替。
tomorrow i will bring here the magazine (that/which) you asked for.
＝tomorrow i will bring here the magazine for which you asked. step 4practice
show the students the exercises of the attributive clause “choose the right answers” on the screen.
step 5 homework
do the exercise 1, 2 on page 71.
【篇三：高中英语语法虚拟语气教学设计】
高中英语语法虚拟语气教学：the subjunctive mood
厦门第十中学吕瑞珠
一、概述
本节课是高中英语语法教学课，授课内容为虚拟语气，授课对象是高三年学生。从呈现、加深记忆、巩固到实践并将语言项目运用于
写作中并做适当的点评，大概需要两课时。但我这里着重阐述的是
第一课时的教学内容、教学策略等。
通过本节语法教学课的学习，学生重新整合自己的有关虚拟语气的知识，复习已知的虚拟语气的表达形式如：i wish i could fly freely in the sky like a bird; it is high that you got up.等等，并学习新
的表达形式如：the english teacher suggested that we should read the english newspaper every day; i would have passed
the english exam if i had worker harder in the past 20 days.最为重要的是，学生在学习完虚拟语气的表达形式后，要在写作中运用。虚拟语气在高中英语语法的难点之一，多数学生感到费解，因此也
更需要老师的指导与相应的实践与运用，并且较好地掌握虚拟语气
的表达形式，有助于扫除学生阅读过程中对个别句子的理解。
二、教学目标分析
1．知识与技能
1）复习学生已掌握的虚拟语气表达的句型：i wish i were… / i could …
it is high time that you did your homework.. if i were you, i would…
2) 学习虚拟语气新的表达方式，尤其是if引导的虚拟条件状语从句，掌握与现在事实、与过去事实、与将来事实相反的三种虚拟语气的
表达，特别是主句与从句时态的呈现；还有引导出的宾语从句需要
运用虚拟语气的动词，如suggest, insist, propose, demand and so on.
3）培养学生运用所学知识表达自己的思想的能力。 2．过程与方法 1）引导学生在欣赏英文歌曲an angel的情景教学过程中，开启对
虚拟语气表达已有的知识记忆。
2）引领学生在师生问答语言交际过程中，慢慢理解并领悟if引导的虚拟条件句的表
达形式，并通过句子翻译得以巩固。
3）在小组讨论协作学习过程中近一步巩固虚拟语气的表达形式，为
在写作中得体运用虚拟语气的表达做充分的准备。
4）学生在写作中运用虚拟语气表达形式。 3．情感态度与价值观
学生可以尝试运用虚拟语气的表达形式抒发内心美好的想法，如if i had a large amount of money, i would set up a new school for the children in the village；或者对曾经应该做好却没有做到的行为进行反思，像if my grandmother had not passed away , i would have spent more time with her；也可以利用写信的方式表达对身
边人的感恩，如if i could spare more time, i would help my mother to do more housework..
三、学习者特征分析
1．授课对象并不是我本校的学生，而是集美区乐安中学高三的学生，学生英语听、说、读、写综合能力差，基础知识很薄弱缺失较多，
运用英语思维的能力差，语言表达能力有待提高。
2．学生虽然已经接触过虚拟语气，但并没有掌握只是处于一知半解
的层面，对于相当一部分的学生而言，虚拟语气并没有在头脑储存，而是几乎全部还给了老师。
3）对于这样的学生，教学设计的起点就要适当降低，要增加教学设
计的娱乐性与趣味性，调动其学习的积极性，设计语言实践任务时
符合学生的水平，使他们有发挥的空间。
四、教学策略选择与设计
1）根据学生的实际情况，我以“学教并重”的教学策略为主，既照顾
到学生的主体作用，又充分考虑到学生的现状：基础知识薄弱，理
解吸收能力欠缺，使其在学习过程对老师的依赖较大，因此教师的
主体作用应得到充分的发挥。
2）整个教学过程中运用了师生互动策略：就ppt展示的资料和提出的问题进行师生听说活动，教师巧妙引导出虚拟条件句。
3）小组协作策略：在某些话题中展开小组讨论，最后由小组成员共
同总结发言。4）评价激励策略：对于积极参与课堂教学活动的学生，利用形成性评价记录表，记录他们曾经的学习过程，从而使他们受
到一定的激励。
五、教学资源与工具设计
教学媒体选择分析表
六、教学过程 step 1: warming up
教师随机询问几个学生对高中学习生活的感受：what do you think of senior high school life?
boring? busy? even painful? ( 问题的设置是为了引起学生在情感
上的共鸣，从而可以很
自然地过渡到英语歌曲的欣赏上，使之在紧张的学习中得以放松。)
oh, yes, boring because of from classroom to the dining room and from the dining room to the dormitory day after day.
oh, maybe busy because of so much homework and endless exams.
painful! why do you think so? you have to be under a lot of pressure. you often get depressed and sometimes you want to give up.
so now i’ll give you a chance for you to relax. let’s enjoy a
song together.
( 学生欣赏英语歌曲“天使” 并且在老师的引导下关注虚拟语气的句
子 )
an angel
i wish i had your pair of wings i had them last night in my dreams i was chasing butterflies till the suise broke my eyes
tonight the sky has glued my eyes because what they see is
an angel hive ive got to touch that magic star and greet the angels in their hive sometimes i wish i were an angelsometimes i wish i were you sometimes i wish i were an angelsometimes i wish i were you
all the sweet honey from abovepour it all over me sweet love while youre flying around my headyour honey kisses keep me fed
i wish i had your pair of wings just like last night in my dreams i was lost in paradise i wish i had never opened my eyessometimes i wish i were an angel
sometimes i wish i were yousometimes i wish i were an angelsometimes i wish i were you but theres danger in the airtrying so hard to be unfair dangers in the air
trying so hard to give us a scare but were not afraid
sometimes i wish i were an angelsometimes i wish i were you sometimes i wish i were an angelsometimes i wish i were you
欣赏完歌曲，教师再次通过师生间的问答，让学生深刻体会虚拟语气的表达的意义。
question1: is the singer an angel? of course not, so she sang: i wish i were an angel but in fact she is not an angel. ( 导入话题虚拟语气 ) question 2: did the singer open her eyes? of course yes, so she sangi wish i had never opened my eyes but actually she opened her eyes.
conclusion: so you know, if you want to talk about something that is not realistic, that is not a fact or that is difficult to come true, you can use . ( 幻灯打出本节课要复习的语法虚拟语气)
step2: presentation ( 条件从句的虚拟语气，与现在、过去和将来事实相反 ) t: ( 显示姚明图片) a popular basketball player and in the beijing olympic ga mes ybe you are also yao ming’s fan and 照片2：美国新当选总统奥巴马
高中英语语法教学方式
高中英语语法教学方式 导读：本文高中英语语法教学方式，仅供参考，如果觉得很不错，欢迎点评和分享。 高中英语语法教学方式 陈波 （重庆市开县临江中学） 摘要：学习语法是学习英语的一个重要途径和环节，高中英语语法教学对于学好高中英语有着重要意义，能够充分展现学生对于英语学习的运用能力，因此掌握科学的语法教学方式，教师才能够更好地开展高中英语教学活动。 关键词：高中英语；语法教学；教学方式 高中英语教学是我国高中课程中一门非常重要的课程，关系着学生综合素质的培养和提升，在英语教学过程中，语法教学是英语教学的难点和重点，掌握好的语法教学方式能够帮助学生学好英语，提高学生的书面表达能力，在教学过程中全面提升我国高中英语教学质量。 一、基础教学 在语法教学过程中，教师需要主动去了解学生的学习难点，对于学生在学习语法过程中存在的偏差给予正确的指导，针对语言学科的学习特点，教师能够给予学生科学指导，更好地为高中英语语法教学奠定基础。在教学过程中，教师需要详细认真地对教学大纲进行分析，通过掌握基础教学方式，从而依据大纲要求能够将语法教学按照难易
程度划分等级，这样有利于针对不同学习情况的学生展开教学活动。 二、教学方式 必须要将语法和教学内容联系起来，不能够抓着语法讲单词，在语法教学过程中，需要重视语法的运用，对照课文内容能够学会采用案例的形式进行语法分析，这样语法教学也不会变得太枯燥、太乏味，将语法渗透到日常教学中，学生在无形中就可以掌握语法的基本运用。比如，like to do sth. /sb，I like watching “Three Kingdoms”。/I like my English teacher very much.在语法专项训练过程中，可以利用学生已经掌握的语法、词汇等进行举例，这样学生就能够调动自己的好胜心和好奇心去学习语法，将自己的注意力全部集中到语法教学中，利用教师选取的案例很好地完成语法学习。 同时在教学过程中，学生也能更充分地理解语法的作用，对于语法教学有一个完整的认识，而不是为了学习语法才学习语法，通过语法教学能让学生的英语整体水平，比如阅读能力、写作能力和表达能力得到明显提升。从整体上来说，语法教学是比较枯燥的，因此，教师需要把握好语法教学的进度，不能够为了完成教学任务而开展教学活动，这样的教学效率是非常低的，在教学过程中，需要对已经学过的课文内容进行很好的讲解，从而提高高中英语语法教学效率。 三、反思教学法 这种教学方式就是要求教师对自己的教学内容经常进行反思，寻找更好的教学方式，根据学生的实际学习情况，不断调整教学计划，从而有重点地完成语法教学。教师经常对教学内容进行更新和整理，
高中英语语法大全
（1）表语从句 1．定义：用作表语的从句叫做表语从句。 2．构成：关联词+简单句 3．引导表语从句的关联词的种类： (1) 从属连词that。如： The trouble is that I have lost his address. 麻烦是我把他的地址丢了。 (2) 从属连词whether, as, as if。如： He looked just as he had looked ten years before. 他看起来还与十年前一样。 The question is whether they will be able to help us. 问题是他们是否能帮我们。 注：从属连词if一般不用来引导表语从句，但as if却可引导表语从句，如： All this was over twenty years ago, but it's as if it was only yesterday. gh能跟表语从句的谓语动词一般为系动词be, seem, look等。如： It looked as if it was going to rain. 看起来天要下雨了。 连接副词 where, when, how, why。 如：The problem is who we can get to replace her. 问题是我们能找到谁去替换她呢。 The question is how he did it. 问题是他是如何做此事的。 That was what she did this morning on reaching the attic. 那就是她今晨上了阁楼干的。 解释： 1．连词because可引导表语从句。如： I think it is because you are doing too much. 我想这是因为你做得太多。 2．在一些表示“建议、劝说、命令”的名词后面的表语从句中，谓语动词用虚拟语气。should+动词原形表示，should可省略。如： My suggestion is that we (should) start early tomorrow. 我的建议是我们明天一早就出发。（2）主语从句 1．定义：用作主语的从句叫做主语从句。 2．构成：关联词+简单句 3．引导主语从句的关联词有三类： (1) 从属连词that。如：That they were in truth sisters was clear from the facial resemblance between them. 很明显，她们确是亲姐妹，她们的脸型很相似。 (2) 从属连词whether。如： Whether he’ll come here isn’t clear. 他是否会来这里还不清楚。 (3) 连接代词who, whom, whose, what, which, whoever, whatever, whichever 连接副词 where, when, how, why。如： What she did is not yet known. 她干了什么尚不清楚。 How this happened is not clear to anyone. 这事怎样发生的，谁也不清楚。 Whoever comes is welcome. 不论谁来都欢迎。 Wherever you are is my home ---- my only home. 你所在的任何地方就是我的家----我唯一的家。 解释： 1．主语从句能用it作形式上的主语。常以it作形式主语的句型有： A. It+be+形容词(obvious, true, natural, surprising, good, wonderful, funny, possible, likely, certain, probable, etc.)+that从句。如： It is certain that she will do well in her exam. 毫无疑问她考试成绩会很好。 It is probable that he told her everything. 很可能他把一切都告诉她了。 B. It+be+名词词组(no wonder, an honour, a good thing, a pity, no surprise, etc.)+that
高中英语重点语法-高中英语基础语法
高中英语重点语法|高中英语基础语 法 【--高中生入党申请书】 高中英语语法是令所有高中生都头疼的一个英语知识，很多高中生学习高中英语语法时都感到很吃力。那么高中英语语法有哪些内容呢?下面由为大家整理的高中英语基础语法，希望对大家有所帮助! 高中英语基础语法 一、词法 1、名词
A)、名词的数 我们知道名词可以分为可数名词和不可数名词，而不可数名词它没有复数形式，但可数名词却有单数和复数之分，复数的构成如下： 一)在后面加s。如：fathers, books, Americans, Germans, apples, bananas 二)x, sh, ch, s, tch后加es。如：boxes, glasses, dresses, watches, wishes, faxes 三)1)以辅音字母加y结尾的变y为i再加es如：baby-babies, family-families, duty-duties, comedy-comedies, documentary-documentaries, story-stories 2)以元音字母加y结尾的直接加s。如：day-days, boy-boys,
toy-toys, key-keys, ways 3)以o结尾加s(外来词)。如：radios, photos, 但如是辅音加o的加es：如: tomatoes西红柿, potatoes马铃薯 4)以f或fe结尾的变f为v再加es(s)。如：knife-knives, wife-wives, half-halves, shelf-shelves, leaf-leaves, yourself-yourselves 5)单复数相同(不变的)有：fish, sheep, deer鹿子, Chinese, Japanese 6)一般只有复数，没有单数的有：people, pants, shorts, shoes, glasses, gloves, clothes, socks 7)单词形式不变，既可以是单数也可以是复数的有：
高一英语语法专项训练练习及答案
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高中英语语法最重要知识汇总
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