作為一名默默奉獻(xiàn)的教育工作者,，通常需要用到教案來輔助教學(xué),，借助教案可以讓教學(xué)工作更科學(xué)化。教案書寫有哪些要求呢,？我們怎樣才能寫好一篇教案呢,？下面是小編為大家?guī)淼膬?yōu)秀教案范文,，希望大家可以喜歡。

英語語法教學(xué)教案設(shè)計 英語語法教學(xué)教案篇一

teaching goals:

enable ss to know about the way to expre poibility and enable ss to master the usage of “may”, “might”, and “l(fā)ikely”. help ss learn how to use modal verbs “may” and “might” to expre ng procedures: step on

check the answers to the vocabulary exercises in the on ss to do activity 1 on page 54 and call back the give them the correct ss to identify the creatures in the pictures in activity 4 on page 55, by using “may” or “might”.arouse their interest in talking about ss to do activity 2 on page 54 check their r

g-in

ask ss to work in groups and discu the question in activity 1 of grammar on page give them the right ation

explain how to use modal verbs to talk about something which happened in the past—perhaps.(1)對過去的事情進(jìn)行猜測,，但把握較小時,，肯定形式一般用may have done，否定形式一般用may not have done,。如：

he may have gone back home, because he didn’t say he would take part in her birthday may not have paid for the bill, because he had lost his job.(2)對過去的事情進(jìn)行猜測,，但把握更小時，肯定形式一般用might have done,，否定形式用might not have done,。如：

they helped send her bat to the hospital;otherwise, she thought, the baby might have might not have left home when i got to school.(3)對過去的事情進(jìn)行猜測，并且可能性較大時,，肯定形式一般用must have done,，否定形式一般用can’t have done。如：

your score is the highest;you must have studied very can’t have seen her in her office last friday;she’s been out of town for two ce ask ss to do activity 2 on page call back the answers and correct ments

explain how to use modal verbs to talk about something which happened at present—perhaps.用來表猜測的情態(tài)動詞有：must, can, may等,，但它們所表示可能性是不同的,。(1)對現(xiàn)在的事情進(jìn)行猜測，并且可能性較大時,，肯定形式一般用must加動詞原形,，此時，must不再表示“必須”,，而是表示“肯定”,；否定形式一般用can’t加動詞原形，此時,，can不再表示“能夠”,，而是表示“肯定不??”,。如：

i saw him go out just can’t be in his own must be linda in the claroom, because she is on duty today.(2)對現(xiàn)在的事情進(jìn)行猜測，但把握較小時,，肯定形式一般用may加動詞原形,，此時，may不再表示“可以”,，而是表示“可能”,；否定形式一般用may not加動詞原形。如：

he may tell the truth to his may not angry because she is good-tempered.(3)對現(xiàn)在的事情進(jìn)行猜測,，但把握更小時,，肯定形式一般用might加動詞原形；否定形式一般用might not加動詞原形,。如：

she might not be angry because she usually is very might be at home now, but i’m not sure.(4)情態(tài)動詞+動詞現(xiàn)在進(jìn)行時,，表示對現(xiàn)在或?qū)碚谶M(jìn)行的情況進(jìn)行推測。如： at this moment, our teacher must be correcting our exam wang isn’t might be giving a lecture in the hall.(5)情態(tài)動詞+動詞的現(xiàn)在完成進(jìn)行時,，表示對過去正在發(fā)生事情的推測,。如： your mother must have been looking for light was on the whole may have been doing his homework all the idation

ask ss to translate the following sentences.(1)他們也許錯過了那班飛機(jī)。

(2)快點,！他們正在機(jī)場等我們,。

(3)tom是個誠實的孩子。他今晚可能會把真相告訴他父親,。

(4)他五年前來看過我,，他也許不費勁就能找到我的住處。step rk

ss to review ss to finish grammar exercises in the workbook pages 97~98.

英語語法教學(xué)教案設(shè)計 英語語法教學(xué)教案篇二

初四英語語法課教案 復(fù)習(xí)現(xiàn)在完成時

教學(xué)目標(biāo)：

1.復(fù)習(xí)現(xiàn)在完成時的用法,、構(gòu)成及標(biāo)志詞

2.常見的短暫性動詞及其連用的時間段的轉(zhuǎn)換。 3.利用現(xiàn)在完成時解決實際問題,。

教學(xué)重難點：

現(xiàn)在完成時中的非延續(xù)性詞在何種情況下轉(zhuǎn)化為延續(xù)性詞及如何轉(zhuǎn)化,。

教學(xué)步驟：step 1:free talk

are you doing now? did you do last night? do you like your english? are you gong to improve your english? you ever been to weihai? step2: revision by doing exercises !who ________(knock)at the door? is 12 o’ greens ________(have) ________ tom ________(come)from? _________(go)to school on foot every day.5.i ________(not do)my homework last 3: presentation our winter vacation was over, what did you do in your vacation? how many places have you been to? have you ever traveled to another country? now this cla we will revise the tense “ the present continue tense”.定義一:表示過去發(fā)生的動作對現(xiàn)在造成的影響或結(jié)果。

標(biāo)志詞：just是剛剛, before是以前, ever是曾經(jīng), never是從不, already是已經(jīng),，用在肯定中, yet是仍還,，用在否定句或疑問句中。例如： tom has just come 剛剛回來了,。

i have already finished my homework.我已經(jīng)完成我的作業(yè),。

mary hasn’t finished her homework 還沒完成她的作業(yè)。

in order to help the students understand the tense, and then let them do the following exercises: father ________(not come)back yet.2.i _______ never ________(be)to beijing before.3.i _________(not have)my lunch yet.4.________ you _______(see)the film before? ________already ________(finish)his work.:

定義二：表示從過去開始一直延續(xù)到現(xiàn)在的動作或狀態(tài),。在此必須強(qiáng)調(diào)動詞必須是延續(xù)性動詞,。這一點也是這一用法的重點和難點。常見的非延續(xù)動詞有come, start/ begin, buy, borrow, leave, die and so on.標(biāo)志詞：for, since.即看到for或since時,，動詞必須轉(zhuǎn)化成延續(xù)性動詞,，轉(zhuǎn)化關(guān)系如下：come 轉(zhuǎn)化為be here 或be in;start/ begin 轉(zhuǎn)化為be on;buy轉(zhuǎn)化為 have;borrow 轉(zhuǎn)化為keep;leave轉(zhuǎn)化為 be away(from);die 轉(zhuǎn)化為be dead,。例如：

我買這輛自行車兩年了。i have had the bike for two years.他爺爺死了十年了,。his grandpa has been dead for ten years.電影上演十分鐘了,。the film has been on for ten the students understand “for” or “since” by doing has been in beijing ______ ten country has changed a lot has made many friends _________ he came to this school.i have learned english _________ seven years.通過以上練習(xí)題，他們會發(fā)現(xiàn)后for跟時間段,；而since后跟時間點或從句,。注意：任何事物都不是一成不變的，通過上下文的理解來判斷時態(tài)也很重要,。step 4: exercises:(一)用所給詞的適當(dāng)形式填空,。1.______ you ________(read)the book before? _______ just _______(come)back.3.i _______(have)an allergy since i ________(be) father ________(be)much healthier since he _______-(give)up is your father? he ________(go)to work.6.________ you ________(finish)your homework? yes, i _______ you ________(finish)it? ten minutes long _______ you ________(collect)stamps?

（二）翻譯下列句子1.這位老人死了三年了。 2.格林一家來中國十年多了,。3.這部電影上演十分鐘了,。4.我買這塊手表四年了。5.我爸爸畢業(yè)二十年了,。

（三） poor man has died for a long have come to china for ten long may i borrow the bike? movie has started for ten has left school since ten years father has become much healthier since he gave up smoking.大量的練習(xí)是理解現(xiàn)在完成時的關(guān)鍵,。

homework:用現(xiàn)在完成時介紹一下你的假期生活。例如你去過哪些城市,，參觀過哪些名勝古跡等等,。

英語語法教學(xué)教案設(shè)計 英語語法教學(xué)教案篇三

初中英語語法教學(xué)教案

教學(xué)思路:

本節(jié)課我教的是情態(tài)動詞can和could作“能力”解時的區(qū)別。這節(jié)課我打算通過復(fù)習(xí)以前學(xué)過的情態(tài)動詞can的用法,，以及通過做游戲,，讓學(xué)生在輕松愉快的氛圍中掌握can的用法,，以及了解can和could的區(qū)別,。

一、teaching content:

topic:unit5can you play the guitar?

grammar：using “can”/ “could” to talk about ability

二,、teaching aims:

can talk about the ability at could talk about ability in the past.

三,、

how to use “can” and “could” to expre ability in the present and past.四、teaching methods:

task-based language teaching method

五,、teaching procedures:

step 1：warming up task 1: revision

t: what can you do now? s1: i can sing.s2: i can draw s3: i can dance.t: can you ride a bike / swim / fly a kite / play football / play che? ss:yes, i can./ no, i can’ 2: playing a game

t: now letusplay a students come to the front and perform for the cla according to ers answer my questions.t : what can she do?

ss : she can ride a bike /swim/ fly a kite/ play football / play che.t: can she swim/ fly a kite/play football /play : yes ,she can? no, she can’t.t: say the whole sentences: eg: acan ride a can’t / cannot 2:presentation

t: can you ride a bike now? s1:yes.i can

t:couldyou ride a bike five years ago ?

yes, i could./ no, i couldn’t(help him answer)s1:yes, i could./ no, i couldn’t.t: we can use “could” t talk about the past

. can play computer , last year i couldn’t play.t: could you row a boat last year? s1:yes i , i couldn’t.t: could she he row a boat last year?(ask other students)ss: yes she he she he couldn’t t:yes, a could ride a bike five years couldn’t swim five years ago.(teach the students to say the whole sentences): a could ride a bike five years couldn’t swim five years ago.)

(ask other students in the same ways)step3:practice :work in pairs t: ask your partner more questions eg:could he / she …?

(yes, he / she could./ no, he / she couldn’t.)...step 4: production task 3: explanation

t: let’s work out the rule.①肯定句式: cancould

②否定句式: can’tcouldn’t

③疑問句式: can??could??

t:we can use “am(is , are)able to “ instead of “can”,and“was(were)able to “ instead of “could“.eg.①mike can sing more than 20 english is able to …

②she could speak english when she was was able to…

t: please give tice 5:summary

t:inthis cla,wehavelearnt the use of can and could about talking about knows the differences between “can” and “could”

step 6:homework

finish off the practice on the workbooks ,fill in the blank with can/could

英語語法教學(xué)教案設(shè)計 英語語法教學(xué)教案篇四

教

案

課程名稱

英語語法

lecture 1 sentence structure

教學(xué)

1.

the claification of bound morpheme and the frequently applied bound morphemes;

2.

the basic clause types and their transformation and expansion

教 學(xué) 基 本 內(nèi) 容

1.

basic concepts of morphemes, words, phrases, clauses, and sentences; of word-formation: affixation, derivation and composition; of sentence analysis: one ways is to spanide the predicate into predicate verb, object, complement and other way is to spanide the predicate into two parts: the operator and the clause types include svc, sv, sva, svo, svoa, svoc, and affirmative clause can be transformed into a negative;a statement into a question, and a active clause into a these add varieties to the basic clause e 1 sentence structure owing to the fact that sentences in authentic language differ structurally in thousands of ways, what is described here as sentence structure, sentence elements, or sentence patterns is only concerned with the simple sentence, or rather with the clause.1.1 clause elements as has been pointed out before, the clause or the simple sentence is structurally a sequence of phrases and logically a construction of ―subject+ predicate‖.that is to say, the clause or the simple sentence is not just an agglomeration of phrases;it is a group of phrases organized into a construction of ―subject+ predicate‖.1)subject and predicate a full-fledged clause can generally be spanided into two parts: the subject and the subject is the topic or theme of the sentence, which tell of what the sentence is predicate says something about the subject and bear the new information which the speaker or writer wants to transmit to the listener or subject is generally realized by a noun phrase or an equivalent of noun phrase, while the construction of the predicate, which is more complicated, generally consists of a verb phrase with or without complementation.2)two ways of sentence analysis to facilitate description of how english language works, sentences can be analyzed in two way is to spanide the predicate into predicate verb, object, complement and elements together with the subject make the five clause other ways of sentence analysis is to spanide the predicate into two parts: the operator and the operator is usually the auxiliary or the first auxiliary in a complex verb phrase, while the predication comprises the main verb with its complementation(object, complement or adverbial).1.2 basic clause types and their transformation and expansion in terms of the different combinations of clause elements, english clauses can be claified into seven basic rable authentic sentences are structured on the basis of these clause types.1)basic clause types the seven basic clause types are svc, sv, sva, svo, svoa, svoc, and seven combinations of clause elements are wholly or largely determined by the main verb in the main verb in an svc pattern is a linking or copula verb which must be followed by a subject main verb in an sv pattern is an intransitive verb which is not to be followed by any obligatory element except for a limited number of intransitive verbs which require an obligatory adverbial, thus constituting the pattern sv main verb in an svo pattern us a monotranstitive which must be followed by an object, and with some monotransitives the object must again be followed by an obligatory adverbial, thus constituting the pattern svo main verb in an svoc pattern is a complex transitive verb which must be followed by an object+ object main verb in an svoo pattern is a ditransitive verb which is to e followed by two objects: indirect and direct object.2)transformation and expansion of basic clause types the basic clause types are all affirmative statements with verbs in the active affirmative clause can be transformed into a negative;s statement into a question;and an active clause into a these add varieties to the basic clause basic clause types and their variants can also be expanded into larger grammatical units through adding modifiers at various levels, and these larger units can again be expanded through coordination and subordination into compound, complex and compound-complex es 2&3 subject-verb concord

教學(xué)重點及難點： appliance of grammatical, notional and proximity concords in some special conditions;

2.

problems of subject-verb concord.教 學(xué) 基 本 內(nèi) 容

1.

the concepts of three principles guiding subject-verb concord: grammatical concord, notional concord and proximity concord.2.

problems of concord with a coordinate subject: concord with ―and‖ or ―both…and‖, concord with ―or‖/ ―either…or‖, ―nor‖/ ―neither…nor‖, ―not only…but also‖;

3.

problems of concord with expreions of quality as subject: concord with expreion of definite quality as subject, concord with expreion of indefinite quality as subject;

4.

other problems of subject-verb concord: problems of concord with a nominal clause as subject, subject-verb concord with a non-finite clause or subject, subject-verb concord in relative clauses, cleft-sentences, and existential e 2 subject-verb concord(i)2.1 guiding principles

1)grammatical concord

2)notional concord

3)proximity 2.2 problems of concord with nouns ending in-s disease and game names ending in –s

they are mostly treated as singulars.a few such names can be used either as singular or as t names ending in –ics

such names are generally singular nouns, but some such nouns are treated as plural when used in other senses than subject phical names ending in –s

plural except for a few treated as singular when used as country names.4)

other nouns ending in –s disease and game names ending in –s

they are mostly treated as singulars.a few such names can be used either as singular or as s, mumps, rickets, shingles, diabetes, arthritis, phlebitis, aids, t names ending in –ics

such names are generally singular nouns, but some such nouns are treated as plural when used in other senses than subject ics, claics, electronics, informatics, linguistics, mechanics, optics, plastics, thermodynamics, phical names ending in –s

plural except for a few treated as singular when used as country nouns ending in –s

calipers, compaes, flares, forceps, glaes, jeans, pants, pincers, pliers, scales, sciors, shades, shorts, suspenders, spectacles, etc.2.3 problems of concord with collective nouns as subject 1)collective nouns usually used as plural

people, police, cattle, militia, poultry, vermin, etc.2)collective nouns usually used as singular

foliage, cutlery, poetry, machinery, equipment, furniture, merchandise, etc.3)collective nouns used either as plural or as singular

couple, crew, government, majority, opposition ,etc 4)a committee, etc + plural noun

a committee / board / panel of

lecture 3

subject-verb concord(ii)teaching contents 3.1 problems of concord with a coordinate subject 3.2 problems of concord with expreions of quantity as subject 3.3 other problems of subject-verb concord

3.1 problems of concord with a coordinate subject coordination by "and" or "both …and"

it is usually treated as plural when it refers to two or more than two persons/things, but it is singular when referring to one person or ll and swimming are usually summer friend and adviser has agreed to lend me his "each… and each…" or "every… and every…", the verb is also in the singular form: man and each woman is asked to flower and every bush is to be cut indefinite pronouns anybody/anyone, everybody/everyone, nobody/no one, and somebody/someone combine with singular verb forms, even though co-referent pronouns and determiners may be plural forms.e.g.[everybody]‘s doing what they think they‘re supposed to has their fridges repaired any more, they can‘t afford /every… he/she/they

the moment each of the girls was too busy thinking about her own personal safety to care much about the ―each/every+ singular n.… they/their‖ is right as of the students should have his/their own member brings their own such exams as toefl, the pronoun referring to

―nobody/everybody/everyone/someone/somebody/anybody/anyone/no one‖ can only be he/his instead of they/r, as english learners it must be known that ―everyone…they‖ is used more often than ―everyone…h(huán)e‖.ne warned you, didn‘t they?

has anybody brought their camera? no one could have blamed themselves for one / each / each one /*every one of the students should have their/his own books.2)coordination by "or" / "either…or", "neither…nor", "not only...but also" here the problem is dealt with according to the principle of proximity. sisters or my brother is likely to be at my father or my brothers are ally we can have the following use: r he nor his wife have formal cases, especially in exams, ―neither‖ is used with singular verb.r of them is used with plural nouns in informal cases, ―neither‖ can also be used with plural verb.r of the books are/is very interesting.---i can‘t swim.----neither can i.---he didn‘t like the play.---nor did r is usually in formal cases, but nor is often used in spoken english.3)subject + as well as, as much as, rather than, more than, no le than;with, along with, together with, in addition to, except + verb(determined by the form of the subject of the workers, as well as the manager, were working during the one except two students was late for the dinner.3.2 problems of concord with expreions of quantity as subject 1)concord with expreion of definite quantity as subject

a)when regarded as a single unit, the verb is singular;when regarded as the inspaniduals that constitute the quantity, the verb takes plural years in prison was the penalty he had to pay.b)a fraction/percentage + of-phrase+(

d)one in/out of + plural noun + verb(ar;) in ten students has/have failed the exam.2)concord with expreion of indefinite quantity as subject.a)all of/some of/ none of /half of/most of + noun phrase of indefinite quantity +(

usage is fairly evenly spanided between singular and plural concord with none of: ne of us has been aboard except of us really believe it‘s ever going to happen not to us, she said at last.[fiction] however, none alone shows a distinct preference for singular concord: e.g.[none] describes him/herself as such in the party‘s official literature.(news)plural concord is the norm in conversation, while in the written registers there is an overall preference for singular of + n.+ v 1)當(dāng)none與不可數(shù)名詞連用或指代不可數(shù)名詞時,，其謂語動詞總是用單數(shù)。e.g.i wanted some more coffee, but there was none left.2)當(dāng)none與復(fù)數(shù)名詞連用或指代復(fù)數(shù)名詞時,，傳統(tǒng)語法規(guī)定其謂語動詞必須用單數(shù),。此用法得到英語教材和各類英語實體的肯定和強(qiáng)調(diào)。但是,，實際應(yīng)用中人們往往使用―概念一致‖原則,，用動詞的復(fù)數(shù)形式。所以，quirk說：―用復(fù)數(shù)動詞較為常見,，并且,，在正式用法中也為人們普遍接受?！? ne of the books has/have been placed on the but the brave deserves the fair.唯有勇者才配得上美女,。

none are so deaf as those who will not hear.不愿聽從的人是最聾的人。

no one 單獨使用時只用于指人,。

one should pride themselves on this result.但是,，no one之后接-of短語時，既可指人也可指物,。 one of you could lift it.i reach three books on this subject, no one of which was 既可指人也可指物,。

many elephants did you see? one of them really understands the one 與no-one在英語里是并存的，目前尚未統(tǒng)一形式,。no-one 為英國英語,，而no one是美國英語

b)lots of/heaps of/loads of/scads of/plenty of + noun phrase +(

there is a collection of pictures at the town hall.a great deal / a great many

a great(good)deal之后要加介詞of才能與名詞連用，而a great(good)many可以直接與名詞連用,。另外，a great deal of跟不可數(shù)名詞連用,，而a great many則與可數(shù)名詞連用,。

chest contained a great/good deal of money.a great deal還可作形容詞或副詞比較級的修飾語 job was a great deal easier.a lot of 既可跟不可數(shù)名詞也可跟可數(shù)名詞，謂語動詞決定于名詞的單復(fù)數(shù)。 is a lot of beer in those bottles of 與amounts of , quantities of 不同,，后兩者是中心詞而非修飾語,。

amounts of money were spent on the ties of food were on the table.a variety of + n.做主語時,，其謂語動詞決定于名詞的數(shù)，也就是說，此處起作用的是概念一致原則,。

e.g.a great variety of books were recently published.a wide range of + pl.n.充當(dāng)主語時，其謂語動詞應(yīng)用單數(shù),；a bouquet of flowers也是用單數(shù)。

e.g.a wide range of washing-machines and refrigerators is displayed in our showroom.a bouquet of flowers was presented to the vicar‘s wife.a set of + pl.n.做主語時,，人們使用謂語動詞的形式并不是很一致。

is a set of rules that you must follow if you are going are set of unscrupulous scoundrels.d)determiner + species nouns(kind/type/sort)of + noun phrase(singular countable noun/uncountable noun)+verb(singular) kind of apples is highly countable nouns there tends to be agreement in number between the species noun and the following noun( kind of thing kinds of things).but we also find: singular species noun + e.g.i don‘t know what kind of dinosaurs they all are.i mean, do we want these kind of people in our team?

s noun + singular noun s tended to target certain types of car he said.e)many a + noun phrase + verb(singular)

more than one + singular noun + singular verb

more + than one + a man has sacrificed his than one member has protested against the persons than one have been involved.f)in "an average of/a majority of + noun phrase(pl.)+ verb", when noun is regarded as the inspaniduals that constitute the quantity, the verb takes plural form;otherwise, it is singular.e.g.a majority of the towns younger men are moving to the city.a majority of three votes to one was recorded.3.3 other problems of subject-verb concord 1)problems of concord with a nominal clause as subject when the subject is a nominal clause introduced

by what, which, how, why, whether, the verb usually takes the singular when two or more such clauses are coordinated by and or both…and, a plural verb is i saw was a i saw and think are no busine of svc construction with a what-clause as subject,，when the subject complement is plural, or when the what-clause is plural in meaning, the verb of the main clause can be they want are promises.2)subject-verb concord with a non-finite clause as subject generally speaking, the verb is when two or more such clauses are coordinated by and, the verb of the main clause is singular when the subject refers to one thing, and is plural when the

subject refers to separate eat well is all he asks.3)subject-verb concord in relative clauses one of + plural noun + relative clause(verb)the(only)one of + plural noun + relative clause(singular verb)4)subject-verb concord in cleft-sentences here the verb is determined by the number of the focal element functioning as subject in the clause.i----am;me---third person singular number is i who am to is me that is to blame.5)subject-verb concord in existential sentences generally the verb is determined by the notional the notional subject is a coordinate construction, the verb form goes with the first coordinate element of the notional in informal style, spoken language, the verb is often singular. is a book on the is many people in the is more grace and le an and dutch beer are much lighter than short term and the long term loan are handled differently.按英語慣用法,，一個單數(shù)名詞受前置限定時，如果此名詞表示兩個或兩個以上的事物,，根據(jù)概念一致的原則,，其謂語動詞用復(fù)數(shù),；但是當(dāng)此類名詞受后置限制時,，其謂語動詞用單數(shù)。

er from america and holland is much lighter than british ty

許多英美出版的語法書和慣用法都指出,，majority和minority不能與不可數(shù)名詞連用,。 的―current english usage‖(p161)說： ―majority may be used only for number with countable nouns, not for amount or quantity with ma nouns: the majority of the eggs were bad is correct;the majority of the butter was bad is rly, we cannot speak of the majority of the land/time/one‘s must use most, or the greater part‖.但是，practical english usage(1980)有一例： majority of the damage is easy to 的觀點來使用the majority of,。

majority雖然在語法上是個單數(shù)名詞,，但在概念上卻具有復(fù)數(shù)的意義：most, almost all, many。因此一般與復(fù)數(shù)動詞連用,。 majority of children like majority of doctors believe smoking is harmful to health.若后面沒有-of短語時,，the majority 作主語時。如果泛指多數(shù)（與少數(shù)相對）,，謂語單復(fù)數(shù)均可,。eg，the majority is /are doing its/their best,。//in favor of the plan,。//against him。

1．如果指整體,、統(tǒng)一體,，majority 常被看作單數(shù)。

the majority is always able to impose its will on the minority,。// is for him,。2.如果指多數(shù)中的各個成員, majority 被看成復(fù)數(shù)。

the majority are of different minds on the matter 3．如果指多出的數(shù)目,，majority 看成單數(shù),。

her majority was 5 vote //his majority was a big(small)one..the rest(+of noun)+verb 遵循概念一致原則，而非語法一致原則,。 rest are to wait for rest needs no + adjective 做主語：

1）當(dāng)表示一類人的整體時,， young, the old, the poor, the rich, the blind, the dead, 謂語動詞用復(fù)數(shù)。

wise look to the wiser for advice.2）當(dāng)表示具體的人,，而不是某一類人的整體,，謂語動詞用單數(shù)形式。 deceased is my uncle.3）表示抽象的概念或某種籠統(tǒng)的東西時,，謂語動詞用單數(shù)形式,。 best is yet to unknown is always something to be + of + , 其謂語動詞形式

取決于上下文和所表達(dá)的真正意思。當(dāng)充當(dāng)of賓語 的名詞具有重要意義時,，謂語動詞用復(fù)數(shù)形式,，當(dāng) 所表達(dá)的價值具有重要意義時,，則謂語動詞用單數(shù) 形式。

a thousand pounds‘ worth of cigarettes were stolen.（此處重要的是香煙被盜）大約價值1000英鎊的香煙被盜,。

there is nearly a thousand pounds‘ worth of cigarettes on that shelf.（此處重要的是香煙的價值）在那個架子上的香煙價值大約為1000英鎊

leon 4

noun and noun phrase

教學(xué)重點及難點：

number forms of the collective, material, abstract and proper noun.教 學(xué) 基 本 內(nèi) 容

1.

claification of nouns: simple, compound and derivative nouns, proper and common nouns, count and noncount nouns.2.

number forms of nouns: regular and irregular plural forms of nouns;

3.

number forms of the collective, material, abstract and proper noun: number forms of the collective noun, number forms of the material nouns, number forms of the abstract noun, number forms of the proper noun;

4.

partitives: the definition of partitives, general partitives, partitives related to the shape of things, partitives related to volume, partitives related to the state of action, partitives denoting pairs, groups, e 4 noun and noun phrase

teaching contents 4.1 claification of nouns and function of noun phrases 4.2 number forms of nouns 4.3 partitives 4.1 claification of nouns and function of noun phrases 1)claification of nouns a)simple, compound and derivative nouns: by word-formation b)common and proper nouns: by lexical meaning c)countable noun and uncountable noun this claification is based on the grammatical features of nouns instead of whether they are ing grammatical features, uncountable nouns cannot have numeral before them(*two information), have no plural forms(*informations)and cannot be modified by ―how many‖ but by ―how much‖

2)functions of noun phrases nouns can function as all the elements in a sentence except the predicative verb.y elected him chairman of the returned last night.a photo is taken each time this button is pushed

the general pattern of noun phrase is

(determiner)+(premodifier)+noun+(postmodifier)the premodifier of noun phrase can be noun as well as participle.e.g.a table leg, water supply, the life sciences when noun is used as premodifier, it can be either singular, plural, or both.(1)singular noun as premodifier legs = legs of a table / tables

a shoe store = a store that sells shoes

a car race = a race between cars

a kitchen sink = a sink in a kitchen when the plural noun in the postmodifier is changed into premodifier, it usually becomes singular.e.g.a cloth for dishes = a dish cloth

decay of teeth = tooth decay

a station for buses = a bus station

a pocket for trousers = a trouser pocket

a tray for ashes = an ash tray(2)singular or plural noun as premodifier

re is ambiguity n language(s)department= department of foreign languages

(foreign language department = department of a foreign language)soft drinks manufacturer = manufacturer that produces several kinds of soft drink soft drink manufacturer = manufacturer that produces one kind of soft drink ent meanings

art degree = a degree in fine art an arts degree = a degree in the humanities(3)only plural noun as premodifier e.g.a customs officer, a goods train, clothes hanger, sales technique, contents bill, savings bank

it is more popular to use plural nouns as premodifiers in british english than in american it tends to increase.(4)when the head of the noun phrase is collective noun or name of an organization, the plural noun as the premodifier can have two forms, but the same ists(‘)institute for public information but the singular noun is seldom teachers/ teachers‘/ *teacher‘s college 4.2 number forms of nouns

number is a grammatical distinction which determines whether a noun or determiner is singular or plural.1)regular and irregular plural the regular is formed by adding –s or –es to the base, while the irregular is formed by changing the internal vowel or by changing the ending of the lar plurals also include some words of foreign origin, borrowed from greek, latin or plural forms are known as ―foreign plurals‖, —bases, criterion— borrowed words have two plural forms: a foreign plural and an english —media – mediums for some, their singular and plural number share the same form,，a)animal names singular form and regular plural coexist: antelope, elk, fish, flounder, herring, reindeer, shrimp, woodcock（羚羊，麋,，魚,，比目魚，鯡魚,，馴鹿,，蝦,，丘鷸（別名山鷸） caught several fish/three little went catching shrimp/shrimps.i shot two elk/elks.b)singular form is usually used: bison, grouse, quail, salmon, swine（野牛 , 松雞，鵪鶉,，鮭（大麻哈魚）,，豬） farmer raises many quail/quails and chickens.c)singular form is always used: cod, deer, mackerel, trout, sheep.（鱈，鹿,，鮐魚,，真鱒） is a are deer.b).nationality nouns some words ending in sound /z/ or /s/ use singular form: chinese, japanese, lebanese, portuguese, sinhalese, vietnamese, swi e.g.i am a are four chinese in the training cla.c)quantitative nouns(hundred/thousand/million/billion)a)cardinal numeral + hundred/thousand/million/billion + hundred / *two hundred of years ago that‘s going to take hundreds of/*hundreds al numeral + million + al numeral + millions of + millions of dollars

three million dollars when the noun is omitted, if it is not monetary unit, the singular form is more often used than the plural form;if it is, the regular plural form is used. population rose to four million / firm had to pay three millions.b)several/many/a few + singular / plural(of)+ has played the part several hundred times / several hundreds of + regular plural + has played the piano some hundreds of times / many, many times.(some hundred times = about a hundred times)c)dozen, score bought three score(of)eggs.i have been there dozens of has already asked me several dozens of/ many scores of times.2)number forms of the collective, material, abstract and proper nouns a)number forms of the collective noun some are countable, while some are ble nouns behave like inspanidual uncountable one has no plural form;if we want to count the number, we will use a kind of inspanidual noun related semantically to the collective, — collective nouns can be used in either singular or plural following verb is determined by the singular or plural sense.b)number forms of the material noun generally they are [u] and have no plural r, some items can be used either uncountably or material nouns can take plural endings to convey the large quantity or scope , /sands, snow/snows

sometimes material nouns are [c] to expre ―one type of‖ or ―various types of‖ this material.e.g.i n britain tea is usually drunk with sugar in it.i‘d like to have a famous hardly bought wine at lunch like wines and material nouns become [c] to expre ―packet of ‖, ―cups of‖. many beers were you wanting?

how many tins of beer were you wanting? when referring to the material itself, they are [u];otherwise, they are [c], , rubber

c)number forms of the abstract noun mostly they are [u] and cannot take such determiners as a/one or plural forms.a few are [c], y— are not [c], although they have plural endings, e.g.*several addition of a plural ending to some can change the meaning of the base, ence— can only use singular form with ―a‖, some only plural form, some both. has a dislike/dread/hatred/horror/love of had a good knowledge of my best regards to your refused with much regret / many regrets.i have a suspicion / suspicions that he‘s abstract nouns can have indefinite article to expre ―a type of‖ or ―an example of‖.a)some can have an indefinite article only if modifier are doing *a busine / a brisk busine.i attach an exaggerated importance/importance to regular exercise.b)if modifier is implied, ―a/an‖ can has had an education(= a good education).c)some can have ―a/an‖ regardle of modifier.e.g.a knowledge/ a good knowledge of english is eential.d)number forms of the proper noun they have no plural forms, except for such proper name as the united states, the philippines, the one takes a plural ending, it takes on some characteristics of a common noun, browns

4.3 partitives

they are also called unit nouns and used to denote a part of a whole or the quantity of an undifferentiated ma.1)general partitives: piece, bit, item, article 2)partitives related to the shape of things: cake, bar, drop, ear, flight, grain, head, loaf, lump 3)partitives related to volume: bottle, bowl, pail, bucket, handful, spoonful.4)partitives related to the state of action: a fit of anger/coughing/laughter/fever 5)partitives denoting pairs, groups, flocks: pair, herd, litter, swarm, bench, troupe, 5 genitive noun

教學(xué)重點及難點：

1.

the differences between ?s genitive and of genitive;

2.

the use of independent genitive and double genitive

教 學(xué) 基 本 內(nèi) 容

1.

formation of genitive nouns, meanings of genitive nouns as poeive genitive, subjective genitive, objective genitive, genitive of origin, time, distance, etc, descriptive genitive;

2.

use of genitive nouns: genitive nouns are mostly used as central determiners and therefore perform the same function as ―poeive determiners‖;

3.

independent genitive and double genitive: independent genitive is used when the miing noun ahs occurred somewhere in the context, when the miing noun refers to somebody‘s house or residence, church, school, or other public formation of double genitive and the difference between double genitive and of e 5

genitive noun teaching contents 5.1 formation, meanings and uses of genitive nouns

5.2 independent genitive and double genitive

case is a grammatical category and denotes the changes in the form of a noun or a pronoun showing its relationship with other words in a modern english is basically an analytic language, english nouns have not a complicated case system like that of latin, german, or modern different grammatical functions of english nouns in a sentence are mostly determined by the word order, not by case is in this sense that the genitive case may be viewed as a relic of the old case genitive was traditionally labelled as the poeive case systems: the unmarked common case and the marked genitive case: boy, boy‘s

the genitive case: the inflected genitive(the –s genitive)(屈折所屬格）and the periphrastic genitive(the of-genitive)（迂回所屬格） children‘s toys，the toys of children 5.1 formation, meanings and uses of genitive nouns 1)rules of formation of the –s genitive a)adding ‘s to singular nouns and to those plural nouns that don‘t end in –s , mother‘s arrival, women‘s clothes

b)adding an apostrophe to plural nouns ending in –s, teachers‘ college, the workers‘ achievements

c)adding ‘s to the compound nouns or to the end of a postmodified noun phrase, brother-in-law‘s friend, a cat and dog‘s life, [the teacher of music]‘s room

d)in coordinate nouns, the genitive ending is added to each of the coordinate elements when denoting respective poeion, and only to the last coordinate element when denoting common poeion, a‘s and england‘s problems(respective);

america and england‘s problems(in common)

coordinated genitive

head of the noun phrase is singular: charles and louise‘s / charles‘s and louise‘s child is really lovely.(the child is a joint offspring of charles and louise.) head of the noun phrase is plural: charles and louise‘s / charles‘s and louise‘s children are really lovely.(the children are joint offspring of charles and louise.)

‘s and mary‘s children:

children who are offspring of john and mary ‘s child and mary‘s child ‘s children and mary‘s child ‘s child and mary‘s children ‘s children and mary‘s children coordinated genitives are and his brother‘s children f

to avoid ambiguity? a.i‘m interested in henry and herbert‘s book(s)/ the book(s)of henry and ‘s house and ‘s are not far from here.5.―or‖ only connects coordinated genitive is that a lady‘s or gentleman‘s wrist-watch? is that a wrist-watch of a lady or gentleman? i wonder whether it is tom‘s or peter‘s house / the house of tom or peter.e)in the construction of ―noun phrase + appositive‖, the genitive ending is added to the end of the appositive, or both to the end of the noun phrase and to the appositive, is my clamate nancy‘s car? tom has gone to basel‘s, the blacksmith‘s shop f)in personal names ending in sibilant /z/, the genitive ending can either be ‘s or an apostrophe only, but it can only be ‘s when personal names end in other sibilant sounds,，‘ / burns‘s poem(sibilant /z/);

ro‘s poem

2)meanings of genitive nouns the genitive is chiefly used to denote poeion, and therefore, is traditionally called ―poeive case‖.but genitive meanings are by no means restricted to poeion, as shown in the following: a)poeive genitive,， son‘s wife, n‘s paport

b)subjective genitive, student‘s application

c)objective genitive family‘s support d)genitive of origin girl‘s story

e)descriptive(claifying)genitive(not of-genitive)e.g.a women‘s college

(=college for women/*of women)f)genitive of measure e.g.a four days‘ journey, two dollars‘ worth of apples

3)uses of genitive nouns genitive nouns are mostly used as central determiners and therefore perform the same function as ―poeive determiners‖,(traditionally called poeive pronouns), boy‘s father= his father mary‘s letter = her letter

a)as central determiners, genitive nouns can‘t collocate with other central determiner, nor can they be preceded by a ‘s letter, * a mary‘s letter;

mary‘s interesting letter, * interesting mary‘s letter

this, however, does not apply to some other genitive nouns such as the descriptive genitive and the genitive that denotes time, distance, value or se genitive nouns are not used as determiners but as premodifiers in the noun phrases, e.g.a/the children‘s book, a pleasant three day‘s journey

claifying genitive differ in a number of respects from specifying constructions.1)they respond to the question ―what kind of …?‖ rather than ―whose …?‖, which displays their similarity to adjectives and other such noun premodifiers, rather than to fact, they cannot be replaced by poeive determiners.2)they can be preceded by determiners and modifiers of the whole noun phrase, rather than of the genitive noun alone: a new children‘s again is true also for adjective and noun premodifiers of nouns.3)they form an inseparable combination with the following noun and do not usually allow an intervening adjective: *children‘s new book.4)they are frequently paraphrased by a for-phrase rather than an of construction, as in books for e again constructions with noun premodifier like baby characteristics reflect the close bond between a claifying genitive and the following head noun.b)the choice of genitive

the –s genitive is favoured by the animate nouns in particular persons and animals with personal gender of-genitive is chiefly used with nouns denoting lower animals and with inanimate main factor governing the choice of the one or the other genitive form is the animate or rather the personal quality of the there is considerable overlap in the use of the two animate nouns normally take the –s genitive, but the of-genitive is also poible in most ate nouns regularly take the of-genitive, but a great many occur with the –s four claes of animate nouns normally take the –s genitive, but the of-genitive is also poible a)personal names---george washington‘s statue, susan‘s pupils b)personal nouns---the boy‘s new shirt, my sister-in-law‘s hat

c)collective nouns---the government‘s conviction, the majority‘s choice d)higher animals

---the horse‘s neck, the tiger‘s strips

the –s genitive is also used with certain kinds of inanimate nouns a)geographical names---continents: europe‘s future---countries: china‘s development

---states: minnesota‘s immigrants

---cities/towns: hollywood‘s studios, london‘s water supply

---universities: harvard‘s linguistics department b)locative nouns denoting regions, heavenly bodies, institutions:---the world‘s economic organization, the moon‘s interior, the school‘s history c)temporal nouns---a week‘s holiday

d)nouns of special interest to human activity---my life‘s aim, love‘s spirit, the novel‘s structure, the wine‘s character, television‘s future

the use of the –s genitive and of-genitive(1)we must use the –s genitive when…

a)the noun modified is followed by a post-modifier or an appositive.---the monitor‘s brother, an actor was here then.b)it is a claifying genitive.---have you a copy of the teacher‘s book?

c)the –s genitive is used in some set expreions:---a wolf in sheep‘s clothing

people don‘t get their money‘s worth.*people don‘t get the worth of their must use the of-genitive when…

a)the noun in the of-phrase is followed by some modifiers or appositives---some sentences have been changed at the suggestion of the teachers present in the meeting.b)the definite article +-ed participle or adjective denoting a cla of people in the of-phrase structure---the life of the poor c)the prepositional complementation in the of-phrase exprees the origin of the headword modified

---the joy of his return(the joy derives from his return)

d)the genitive is used to expre the poeive relationship between part and whole---the middle of the night---the back of the claroom---the top of the page---the bottom of the ladder e)there are determiners before the two nouns---their knowledge of her feeling---this dog of the country

the difference between the –s genitive and the of-genitive(a)the –s genitive : regularity and continuity

the of-genitive : contingency of things---my last week‘s article(每周一次的連載文章）---my article of last week(偶爾刊登的文章）(b)the –s genitive: informal

the of-genitive: formal---the woman next door‘s husband---the foreign policy of china

(c)the –s genitive: literal sense(字面意義）

the of-genitive: extended meaning(引申意義）and symbolic meaning(象征意義）

---the tree‘s top（樹梢）

---the top of the tree(出類拔萃）---the table‘s top(桌面）

---the top of the table（上座，首席）

5.2 independent genitive and double genitive 1)independent genitive when the genitive occurs without a following head, the head of the noun phrase omitted, and functions independently as an element, it is called independent genitive.a)the noun occurring in the context can be retrieved---my car is faster than john‘s(car).b)names and nouns referring to persons which denote residence:

see you at harry‘s tomorrow.---shall we meet at his brother‘s(house).c)proper nouns for certain well-known buildings:

‘s(cathedral), queen‘s(college)‘s(palace)the noun: church, school, public buildings---he lives near ‘s(cathedral)in london.d)words for shops denoted by the type of shopkeeper: the baker‘s/butcher‘s/grocer‘s/greengrocer‘s commercial firms---i buy my meat at johnson‘s(shop).2)double genitive an independent genitive when functioning as prepositional complementation is called post- prepositional phrase with a post-genitive as complementation is called double genitive.---a friend of my father‘s 1)the use of the double genitive a)partitive meaning denoting ―one of…‖---this is a book of my mother‘s.(one of …)

nite, definite, personal---a friend of the doctor‘s(*the cover of a book‘s)attention to some points a)noun head with ―this, these, that, those‖: it has emotional colouring : praise, disapproval, pleasure, displeasure---that child of his sister‘s is very clever.---that son of henry‘s is a rascal.a boy of a girl 一般的of短語用來修飾或限制前面的名詞的,，但是,，在此處：限定詞+名詞1+of + a/an + 名詞2，of短語與前面的名詞構(gòu)成同位關(guān)系,，而且名詞2是概念的中心,，of短語是對名詞2進(jìn)行修飾的，就像一個形容詞：

an angel of a wife = an angelic wife;the fool of a policeman = the foolish policeman a boy of a girl 一個男孩氣的女孩子 *一個女孩氣的男孩 a palace of a house 宮殿般的房子

a great elephant of a woman 一個龐大如象的女人

此結(jié)構(gòu)的特點是：名詞2前必須使用不定冠詞,，而名詞1前可用任何限定詞(a, this, that, her, your) dog of a landlord 狗地主

that great pig of a louis xviii 大肥豬路易十八

this / a / their palace of a house *these palaces of a house

b)difference between double genitive and of phrase---he is a friend of my father‘s.(many, one of them)---he is a friend of my father.(in good terms)a: who told you that? b: a friend of your father‘s.a: if he says such things, he is not a friend of my father.c)the noun head: picture, portrait, printing, photograph, bust, statue the double genitive---the picture that one keeps the of phrase---the picture of one‘s own---this is a portrait of ‘s---this is a portrait of d)the noun head: criticism, opinion, judgment,，---a criticism of william‘s = a criticism offered by william---a criticism of william = a criticism about william correct the errors of the genitives if any: ‘s the dictionary of cathy‘s?

2.i don‘t know whether this is a lady or a gentleman‘s love of a child took the fancy of all of poem of shelly‘s he recited a hundred times was ode to the west and horatia‘s eyes dictionary of cathy‘s

2.a lady‘s or(a)gentleman‘s wristwatch 3.t 4.t 5.t

leon 6 determiners(i)

教學(xué)重點及難點：

ations between determiners: predeterminers, central determiners and postdeterminers.2.a comparative study of some determiner usage: some, any, every ,much, etc.教 學(xué) 基 本 內(nèi) 容

1.

collocations between determiners and nouns: determiners with all three claes of nouns, with singular count nouns, plural count nouns, noncount nouns, etc;

2.

collocations between three kind of determiners: the category of predeterminer ,central determiner and postdeterminer, word order of three subclaes of determiners: predeterminer + central determiner + postdeterminer;

3.

a comparative study of some determiner usage: many, much, a lot of, lots of, plenty of, a few, a little, some, any, all, both, every, each, either, iners, as a cla of words, include: article(definite article, indefinite article, and zero article), poeive determiners, genitive nouns, demonstrative determiners, relative determiners, interrogative determiners, indefinite determiners, cardinal and ordinal numerals, fractional and multiplicative numerals, and other quantifiers 6.ations between determiners and nouns

the choice of determiners is closely related to what might be called the three claes of nouns: singular count nouns, plural cont nouns and noucount se tree claes of nouns demand appropriate determiners to collocate iners with all three claes of nouns

determiners such as poeive determiners, genitive nouns and the definite article as well as some any, no, the other, and whom can go with all the three claes of nouns, eg: the car the cars the money his car his cars his money some book some books some money no book no books no money whose book whose books whose money determiners with singular count nouns only determiners such as a(n), one, another, each, every, either, neither, many a ,such a can only collocate with singular count nouns, eg: each worker every student either book neither book another book such a book determiners with plural count nouns only determiners such as, two, three, etc, another, two/ three, many,(a)few, several, these, those, a(great)number of can only collocate with plural count nouns, eg: both workers

(a)few words several girls

these / those tourists a number of men

many students determiners with noncount nouns only determiners such as a(little)bit of ,a great amount of ,a great deal of ,(a)little, much, le ,least can only collocate with noncount nouns, eg: much noise(a)little courage a bit of fun

a large amount of money le oil

(the)least oil determiners with singular and plural count nouns only determiners such as the first, the second, the last, the next can go with wither singular or plurals count nouns, eg‖ the first rose/ roses the last man/ men the next meeting/ meetings determiners with singular and noncount nouns only determiners such as this that can collocate with either singular or noncount nouns, eg: this/ that job

this / that work determiners with plural and noncount nouns only determiners such as a lot of , lots of , plenty of, enough, most, such, other can go with plural and noncount nouns, but not with singular nouns,eg: enough copies

enough bread more eays

more time most people

most work this cla of determiners may also include le and least, which, as has been mentioned above, normally occur with noncount nouns, but in present day english, especially in formal style, may occasionally occur with plural nouns,eg: le and le people can afford to go abroad for their cal programs on tv attract the least use of le and least is regarded by some as non-standard.6.2)collocations between determiners

as has been mentioned before, besides the collocations between determiners and nouns, there is the problem of word order between determiners if a noun 0phrase contains more than one l determiners, predeterminers and postdeterminers according to their potential, determiners fall into three subclaes: central determiners, predeterminers and l determiners included: the article;demonstrative determiner;poeive determiners;genitive nouns;some, any, no, every, each, either, neither, enough;what(ever),which(ever),whose, that central determiners are mutually exclusive and that no two members of the above-cited items ever occur together in a noun erminers are those hat precede central erminers are also mutually include: all, both, half, double, twice, three times, -third, two-fifths, etc;what, such(a/an).postdeterminers refer to those that follow central or terminers are not mutually exclusive, that is to say, two or more such items can co=occur in a noun subcla includes: cardinal numerals;ordinal numerals;next, another ,etc;many much,(a_ few,(a)little, fewer,(the)fewest, le(the)least, more, most;several, plenty of , a lot of lots of , a great/large/good number of, a great/good deal of , a large/ small amount of , order of three subclaes of determiners

when a noun phrase contains all three subclaes of determiners, their normal order is ―predetermine + central determiner + post determiner(s)‖: all the four students all these last few days both his two sisters if the noun phrase contains only two of the subclaed, they follow the same order, ie ―predeterminer + central determiner‖:

half his income both his parents all the tourists ―central determiner+postdeterminer‖: the author‘s last books some such alloy his last few words ―predeterminer+postdeterminer‖: all three books all other students half such people

―postdeterminer+postdeterminer‖ several hundred tourists three other girls many more copies 6.3)a comparative study of some determiner usage many, much, a lot of ,lots of, plenty of

leon 7 determiners(ii)--articles

教學(xué)重點及難點：

1.

articles in use with different claes of nouns;

2.

some phrases applied with definite, indefinite and zero articles

教 學(xué) 基 本 內(nèi) 容

1.

generic and specific reference: generic reference, specific reference, anaphoric, cataphoric and situational reference.2.

articles in use with different claes of noun: articles in use with the proper noun, articles in use with the common noun and other use of articles;

3.

some phrases applied with definite, indefinite and zero articles: phrases with zero articles as at anchor, in force, out of hand etc, phrases with definite articles as for the time being, on the spot, in the long run, etc, and examples with indefinite articles as before person‘s names, or before the non-finite element, e 7 determiners(ii)---articles in the previous lecture we touched upon the fact that articles are the most typical of we will concentrate on this h has two articles: the definite and the indefinite we know, all english common nouns have article contrast, so with plural count nouns and noncount nouns, the absence of an article signals the presence of another kind of article---the zero is in this sense that we may also say that english has three articles---the definite, the indefinite, and the zero articles.7.1 generic and specific references in discuing the use of article, we must distinguish between generic and specific c reference when we say the reference is generic, we are talking about any membe4r representative of a cla of people of the three forms of article can be used generically to refer to members of a cla as a certain contexts, the definite article followed by a singular count noun often performs a generic same function can also be performed by the definite article combining with certain adjectives or adjectival c reference can also be denoted by the indefinite article followed by a singular count is especially common in giving so doing, we can also use plural and noncount nouns without the presence of any may be referred to as the generic use of the zero ic reference specific reference is different from generic reference in that it does not refer to a cla of people or things in general but to a particular specimen of the ic reference falls into two kinds: definite specific reference and indefinite specific te specific reference implies that a person or an object can be identified uniquely in the context or according to the common knowledge shared by speaker and definite article is most frequently used in this the case of indefinite specific reference the person or thing referred to is also a specific object, but is not definitely kind of referential meaning is most commonly expreed by the indefinite certain contexts and situations the zero article can perform the same ric, anaphoric and situational reference definite specific reference can be anaphoric, anaphoric, or word anaphoric means ―pointing backward‖.when what is referred to occurs in a previous context and the definite article has to point backward for its meaning, this is known as ―anaphoric reference‖.the anaphoric use of the definite article is called ―anaphoric the‖.anaphoric reference is also a kind of definite specific word means ―pointing forward‖.when the referential meaning of the definite article is determined by what follows the articles and the head, and the article has to point forward for its own interpretation, that is anaphoric ional reference is a kind of definite specific reference that depends not on any referent that has occurred in the context but solely on the common knowledge shred by speaker and hearer on a specific situation in which the reference is made ional reference is most commonly denoted by the definite article, but in certain situations the same function can also be performed by 8 & 9 pronouns(i, ii)

教學(xué)重點及難點：

ns concord in number, gender and case; usage of personal pronouns, reflexive pronouns, and demonstrative pronouns.教 學(xué) 基 本 內(nèi) 容

1.

pronouns concord in number, gender and number: pronoun concord with every-,some-, any-compounds as antecedent, with coordinate construction as antecedent, with collective nouns antecedent, and with ―plural noun/ pronoun +each‖ as gender, pronoun concord with male/female noun as antecedent, with common gender noun as antecedent, and with neutral gender noun as antecedent, etc;

2.

choice of pronoun forms: choice between subjective and objective case, choice between adjective and genitive case;

3.

poeive pronoun, reflexive pronoun, and generic use of personal pronouns;

4.

pronoun reference: anaphoric, cataphoric, situational reference, personal reference, and demonstrative ng contents 8.1 pronoun concord in number 8.2 pronoun concord in gender 8.3 pronoun concord in person

pronouns are a varied closed-cla words with nominal h has a developed pronoun system, comprising:

al pronouns pronouns ive pronouns ocal pronouns trative pronouns ogative pronouns ve pronouns nite pronouns 8.1 pronoun concord in number personal pronouns, poeive pronouns, reflexive pronouns, and corresponding determiners have their singular and plural number contrast of pronouns differs from that of nouns in that pronoun number contrast is morphologically unrelated, as in i/we, he/they, as opposed to the typical regular formation of noun plurals: boy/ choice of pronoun number forms is generally determined by the number of its antecedent, that is, a pronoun must agree with its antecedent in number.---they haven‘t yet made up their own mind.1)pronoun concord with every-, some-, any-compounds as antecedent:

everyone, everybody, someone, somebody, anyone, anybody, no one, nobody，take the singular form(grammatical)---everybody looked after himself.---nobody wants to go there, does he? in informal style, the plural form, ne or everybody:---everybody knows what they have to hing, something, anything, nothing: singular---everything is ready, isn‘t?

2)pronoun concord with coordinate construction as antecedent(notional concord)---i bought bread and butter at the shop, and they cost 50c.---she likes bread and butter, but this is too thick.3)pronoun concord with collective noun as antecedent(notional concord)---the government is doing its best to boost production.---the government have discued the matter for a long time but they have shown no sign of reaching an agreement.4)pronoun concord with ―plural noun / pronoun + each‖ as antecedent

the choice of the number forms of the pronoun and corresponding determiner depends on the position of the appositive ―each‖: before the verb---plural form;

after the verb---singular form---we each are accountable for our own families.---we are each responsible for his own family.8.2 pronoun concord in gender gender is a grammatical is a set of grammatical forms of nouns, determiners and adjectives that tell of the distinctions of h nouns have four genders: masculine(man), feminine(woman), neutral(book)and common(student).but we do not mean any overt grammatical forms that show the distinctions of sex, but the differences of natural sex denoted by the lexical meaning of nouns.1)pronoun concord with male / female noun as antecedent---when paul met mary, he asked her to go to town.2)pronoun concord with common gender noun as antecedent some common gender nouns, such as doctor, teacher, engineer, lawyer, parent, student…… they can either be male or they are used in the singular for generic

reference, these nouns are generally referred to as he, a kind of practice that is opposed by feminists.---if a person breaks the law, he will be punished.---the parent of a teenage child often wonders where he went wrong.---parents of teenage children often wonder where they went wrong.(plural form)---when a customer calls, ask him to leave his phone number.---when a customer calls, be sure to ask for a phone number.(no pronoun or determiner is used.)in formal writing as in legal documents, ―he or she‖, ―his or her‖ can also be used.---the parent of a teenage child often wonders where he or she went wrong.(2)some common gender nouns such as baby, infant, and child are intermediate between personal and the speaker does not know , or is not interested in the sex of the baby or infant, he may use the neutral it:---the baby was sleeping in its if the speaker is the baby‘s mother, she is unlikely to refer to her baby as it:---watch out!the baby is trying to put the toy watch into his mouth.3)pronoun concord with neutral gender noun as antecedent when the antecedent is a singular noun of neutral gender, a noun denoting an inanimate or non-personal object, the neutral pronoun or the corresponding determiner is generally used.(it / itself / its)---that book has lost its cover.i will put a new one on it.(2)just as a baby may be designated it, so a number of nonhuman species may be designated he or she.(car, ship)---the car needs some ‘s fill her / him up at the next garage.(3)when the antecedent is an animal noun, it is generally referred to as it in nonexpert the anima is spoken of with emotion or is personified, it may be referred to as he or she.---the cat is a useful animal because it eats rats.---the cat leaped onto my bed and coiled herself is also true of the names of celestial bodies or abstract ideas: sun, moon, earth, nature, history, war, death---the sun is shining in all his splendid beauty.---nature, the greatest artist, makes her common flowers in the common view.(4)names of countries may be treated either as feminine or used as geographical units, they are treated as inanimate and therefore neutral:---china is in east is one of the largest countries in the used as political or economic units, the names of countries are often feminine, she or her is generally used:---china has a history of over 5000 is proud of her culture.8.3 pronoun concord in person by pronoun concord in person, we mean two things: pronoun concord in person on sentential level in a sentence, the person of a pronoun is determined by the person of its antecedent.---my brother has sold his the antecedent is a coordinate construction containing a first or second person pronoun, the referring pronoun should be first and second person in plural number.---my friend and i are reading the ‘ll be through in half an hour.---you and the accountant are familiar with can both see him.2)pronoun concord in person on textual level in a text pronouns should be consistent in person from beginning to is a matter of speaking or writing from what point of view, from the speaker‘s or writer‘s point of view or from that of a third party.a consistent point of view is a guarantee of clarity in ng contents 9.1 choice of pronoun case forms

9.2 reflexive pronouns

9.3 pronoun reference 9.1 choice of pronoun case forms

9.2 reflexive pronouns

9.3 pronoun reference pronoun reference is a kind of reference realized through the use of a pronoun is used it must refer to somebody or is referred to is called is the antecedent that indicates the referential meaning of the ric, cataphoric and situational reference according to the relative position of the antecedent, pronoun reference can be anaphoric or the antecedent occurs before the pronoun, which has to point backward for its own interpretation, that is anaphoric reference.---john has moved to a new had it built last the antecedent appears after the pronoun, and the pronoun has to point forward for its meaning, that is cataphoric reference.---when she has finished her work, mary left the the antecedent does not occur anywhere in a linguistic context, and the pronoun only refers to somebody or something indicated by an extra linguistic situation in which the utterance is given, that is situational reference.---how hard he studies a pronoun is used, it can only refer to one a pronoun has two or more poible antecedents, that will lead to ambiguity.---he introduced me to the pilot who had looked after him when he was in hospital.---he introduced me to the pilot whom he had looked after in the hospital…

2)personal reference personal reference is established by personal pronouns, poeive pronouns, reflexive pronouns, and corresponding al reference is generally may occur within the sentence boundary or acro sentences.---when mary has finished her work, she left the office.---john has moved to a new had it built last al reference can also be cataphoric, but under limited lly speaking, cataphoric personal pronouns usually occur in subordinate constructions, and where cataphoric reference occurs, anaphoric reference canbe used instead, but not conversely.---when she had finished her work, mary left the office.(cataphoric)---when mary had finished her work, she left the office.(anaphoric)---mary bought a new dre, but she didn‘t like it.---she bought a new dre, but mary didn‘t like it.3)demonstrative reference demonstrative reference is established by demonstrative pronouns and demonstrative the demonstratives can be freely used in anaphoric reference.---the man gad been drinking too much;this explain his unsteady walk.a: i like the polar are my favorites.b: those are my favorites too.---our daughter got a bad sun-burn ‘s why we couldn‘t for cataphoric demonstratives, they are restricted to this and these, which are commonly used to refer to a following clause or sentence or a group of sentences.---―the great difficulty is this,‖ said the psychologist, ―you can move about in all directions of space, but you can‘t move about in time.‖

―that‖ and ―these‖ are rarely used occasionally so used, they often take on sarcastic meanings.---how do you like that? he stabs you in the back and then profees to be your 10 verb and verb phrase

教學(xué)重點及難點：

difference between finite and non-finite verb;

claifications and usage of some phrasal verbs

教 學(xué) 基 本 內(nèi) 容

1.

claification of ing to different standards, verbs and verb phrases may falls into six types grammatically, semantically: main verbs and auxiliaries, transitive verbs, intransitive verbs and linking verbs, dynamic verbs and stative verbs, single-word verbs and phrasal verbs, finite and non-finite verbs, regular and irregular verbs;

2.

a survey of tense, aspect, voice and mood: tense and aspect, active and paive voice, finite and non-finite phrases.3.

the claifications and usage of some phrasal verbs: v.+ prep, v.+ adverb particle, v.+ adverb particle + usage of phrasal verbs as pride oneself on, take pride in and be proud of, e 10 verb and verb phrase teaching contents 10.1 claification of verbs(i)10.2 claification of verbs(ii)10.3 a survey of tense, aspect, voice and mood

10.1 claification of verbs(i)1)main verbs and auxiliaries

according to different roles played in the formation of verb phrases verbs are spanided into two claes: main verbs and we know, a verb phrase may consist of a main verb only;this is called a simple verb phrase.a verb phrase may also take the form of a verb preceded by one or more auxiliaries;this is called a complex verb verbs are also called notional verbs functioning as the head and indicating the basic meaning of a verb aries fall into three categories: primary auxiliaries, modal auxiliaries and semi-auxiliaries.a)primary auxiliaries: be, do, t lexical meanings of their own, these auxiliaries have only grammatical functions or grammatical is usually used to help the main verb to form the progreive aspect or the expreive ary do is used to help the main verb to expre negative meanings or to form question, and sometimes to help expre the emphatic function of auxiliary have is to help the main verb to form the perfective or the perfective progreive aspect.b)modal auxiliaries: can/could, may/might, will/would, shall/should, must, ought to, dare, need, used expre modal a finite verb phrase, we can use only one modal auxiliary which is invariably followed by the bare infinitive or the base form.c)semi-auxiliaries: have to, seem can help the main verb to form the complex verb phrase and expre the modal meaning on the one hand, and can, when preceded by other auxiliaries, function as main verbs on the other.2)transitive verbs, intransitive verbs and linking verbs verbs are spanided in accordance with whether or not they must be followed by obligatory elements functioning as complementation and what kind of elements that must follow.a)transitive verbs must be followed by an are followed by two objects, ct object and direct object;.some by an object and an object complement;some by an object and an obligatory adverbial b)intransitive verbs do not require an object.c)linking verbs are followed by a subject complement.3)dynamic and stative verbs a)dynamic verbs refer to y can be subclaified into three categories:

durative verbs, transitional verbs and momentary verbs.b)stative verbs refer to present or past states, a relatively stable state of are normally incompatible with the progreive except in certain cases where there is a transfer of can be claified into four first includes main verbs ―be‖ and ―have‖.the second includes verbs that include, as part of their meaning, the notion of being and having, such as apply to, belong to, differ from, cost, weigh, third includes verbs that refer to a sense perception, such as hear, see, feel, taste, fourth subcla includes verbs that refer to a feeling, a state of mind or an opinion, such as aume, believe, consider, detest, e verbs are not used in progreive aspect, otherwise, they will be changed into dynamic verbs, such as be, is being foolish(=is acting foolishly).we‘re having a wonderful time(= are enjoying ourselves).the verbs resemble and cost are stative verbs when they are used to mean respectively ―be like‖ and ―be worth‖, but when used in other meanings, these two verbs just like dynamic verbs can occur in the resembles his is resembling his father(= is becoming more and more like his father)as the years go tion verbs when used in a non-volitional sense are stative verb, but when used in a volitional sense are dynamic verbs.e.g.i can taste pepper in it.i‘m tasting this dinal verbs such as think, imagine, understand are stative verbs, but they can occasionally be used dynamically to expre different meanings, quiet.i‘m thinking(= giving thought to a problem).there are also cases of a special polite use of the progreive with verbs like want, hope, you wanting to see me? 10.2 claification of ve