The new semester is about to begin. Teacher Xiaogu has sorted out and summarized the grammar points for the eighth grade for everyone. All versions are applicable. Everyone must collect them and take a look during winter vacation preview!
1. Comparative level of adjective/adverb and the highest
1. Comparative level of adjective/adverb and the highest composition rules
(1) Monosyllable words and a few bisyllable words ending with -er and -ow, the comparison level is added to -er and the highest is added to -est.
① Mono-syllable words
small→smaller→smallest
short→shorter→shortest
tall→taller→tallest
great→greater→greatest
② A few bisyllable words ending with -er and -ow
clever→cleverer→cleverest
narrow→narrower→narrowest
(2) Mono-syllable words ending with unpronounced e are added -r after the comparison level, and the highest level is added -st after the original level.
large→larger→largest
nice→nicer→nicest
able→abler→ablest
(3) In the closed syllable ending with a consonant letter (i.e.: consonant + vowel + consonant) words, first write the consonant letter at the end, add -er to the comparison level, and add -est to the highest level.
big→bigger→biggest
hot→hotter→hottest
fat→fatter→fattest
(4) A bisyllabic word ending with "consonant letter + y", change y to i, add -er to the comparison level, and add -est to the highest level.
easy→easer→easiest
heavy→heavier→heaviest
busy→busier→busiest
happy→happier→happiest
(5) Other bisyllable words and polysyllable words, add more in the comparison level, and add most in the highest level.
beautiful→more beautiful→most beautiful
different→more different→most different
easily→more easy→most easy
(6) There are a few adjectives and adverbs that have a comparative level and highest level that are irregular and must be memorized.
good→better→best
well→better→best
bad→orse→worth
ill→worth→worth
old→older/elder→oldest/eldest
many/much→more→most
little→less→ least
far → further/farther→ furtherthest/farthest
2. Usage of comparison-level adjectives and adverbs
(1) "A+be+(multiple)+adjective comparison-level+than+B" means "A is more than B..." or "A is more than B... several times".
Tom is taller than Kate.
Tom is taller than Kate.
This room is three times bigger than that one.
This room is three times bigger than that one.
This room is three times bigger than that.
(2) "A + actual intention verb + (multiple) + adverb comparative level + than + B" means "A is more than B..." or "A is more than B... several times".
I got up earlier than my mother this morning.
I got up earlier than my mother this morning.
I got up earlier this morning than my mother.
He runs three times faster than his brother.
He runs three times faster than his brother.
3. The most advanced usage of adjectives and adverbs
(1) "Subject + be + the + adjectives are the most advanced (+singular noun) + in/of..." means "...is the most... of...".
Tom is the tallest in his class./of all the students.
Tom is the highest among all students in their class/.
This apple is the biggest of the five.
This apple is the largest of the five.
(2) "Subject + actual intention verb + (the) + adverb the highest level + in/of..." means "...is the most... of...".
I jump (the) farthest in my class.
I am the one who jumped the farthest in our class.
2. Sentence component
1. Subject: the object stated in the sentence.
2. Predicate: The action issued by the subject. Generally, it is a verb with action meaning.
3. Object: It is divided into verb object and preposition object, which belongs to the recipient of the action.
4. -type verb : a verb that represents a state or state change, has no actual action meaning.Such as be, sensory verbs (look, sound, smell, taste and feel), keeping verbs (keep, stay and remain), state change verbs (become, get, turn and go), etc.
5. Descriptive words: Follow the components immediately after the verb.
6. Attribution: The component that modifies noun or pronoun.
7. Adverbial: Modify the components of adjectives, adverbs, verbs or sentences.
8. Complement: divided into object complementary and subject complementary. It is a supplementary explanation of the object and subject, and has an active or passive logical relationship with it.
For example: You should keep the room clean and tidy.
You should keep the room clean and tidy.
You should keep the house clean and tidy.
(You are the subject, should keep is the predicate, the room is the object, and clean and tidy is the object complement.)
This kind of food tastes delicious.
This kind of food tastes delicious.
This food tastes delicious.
(This kind of food is the subject, tastes is the verb, and delicious is the verb.)
Note: subject, predicate, object, verb, pronoun, and complement are the main components of a sentence; attributives and adverbials are the modifier components of a sentence, not the main components.
3. Sentence type
1. The basic form of a simple sentence is composed of a subject plus a predicate.
2. A composite sentence consists of one main sentence and one or more clauses.
3. A sentence formed by two or more simple sentences is composed of parallel conjunctions and is called parallel sentences. Its basic structure is "simple sentence + parallel conjunction + simple sentences".
4. Five basic sentence patterns of simple sentences
1. "Subject + Predicate" (i.e. "Subject + Predicate" sentence pattern)
Example: They arrived in Harbin yesterday morning.
Analysis: "they" (subject) "arrived" (predicate).
2. "Subject + Predicate + Object" (i.e. "Subject and Predicate" sentence pattern)
Example: I study English.
Analysis: "I" (subject) "study" (predicate action) "English" (object is the object involved in the action).
3. "Subject + Predicate + Indirect Object + Direct Object" (i.e. "Subject + Predicate Double Object" sentence pattern)
Example: Our teacher teach us English.
Analysis: "our teacher" (subject) "teach" (predicate action) "us" (indirect object) "English" (direct object).
4. "Subject + Predicate + Object + Object Complementary" (i.e. "Subject and Predicate Binwei" sentence pattern)
Example: He asked her to go there.
Analysis: "he" (subject) "asked" (predicate action) "her" (object is the object involved in the action) "to go there" (complement - supplementary explanation what the object does).
5. "Subject + verb + descriptive" (i.e. "subject + descriptive" sentence pattern)
Commonly used descriptive verbs include be, keep, lie, remain, stand, become, fall, get, go, grow, turn, look, feel, seem, smell, sound, taste, etc.
Example: I am a teacher. I am a teacher.
Analysis: "I" (subject) "am" (verb) "a teacher" (denoted - that is, indicating the identity of the subject).
5. Object clause
1. The meaning of object clause
The clause in which the object is used in the main sentence is called object clause.
For example: She knew that the teacher had seen the film.
She knew that this teacher had seen the movie.
"that the teacher had seen the film" is the object of know, and it is also a clause guided by the conjunction word that, so it is called an object clause.
2. Classification of object clauses
(1) Verb object clause: As the name suggests, it is an object clause behind a verb.
such as: He asked whose handwriting was the best in our class. He asked who in our class has the best calligraphy.
(2) Preposition object clause: As the name suggests, it is an object clause behind the preposition.
such as: I agree with what you said just now.
(3) Adjective object clause: As the name suggests, it is an object clause behind the adjective.
such as: I am afraid that I will be late. I'm afraid I'm going to be late.
3. The connection word that guides noun clause
(1) that: has no meaning, does not make components in the object clause
(2) whether/if: indicates whether, does not make components in the object clause.
I don't know if /whether he still lives here after so many years.
(3) Connection pronoun: what, which, who, whom, whose (because the subject, object, form and attribution in the object clause)
Connection adverb: where, when, how, why (because the adverbial in the object clause)
The small children don't know what is in their stockings. (what as the subject in the object clause)
These kids don't know what is in their stockings.
Could you tell me why you were late for the meeting this morning? (Why is the adverbial reason in the object clause)
Can you tell me why you were late for a meeting this morning?
4. When doing the question of the object clause, you should pay attention to two points
(1) tense:
① When the main sentence is the present tense, the object clause can use any tense as needed.
I don't know when he will come back. I don't know when he will be back.
He tells me that his sister came back yesterday. He told me that his sister was back yesterday.
②When the main sentence is a past tense, the object clause must be a past tense.
She asked me if I knew whose pen it was. She asked me if I knew whose pen it was.
He said that he could finish his work before supper. He said he would finish his work before supper.
③When a sentence that represents objective facts or universal truth is used as an object clause, the general present time is used at any time.
The teacher said that the earth goes round the sun. The teacher said that the earth revolves around the sun.
(2) Word order: Any clause uses the declarative sentence order, and the object clause is of course no exception.
6. Generally, the present time
generally represents regular and habitual actions, or represents the current characteristics and status.
When the subject is a non-third person singular, acts as the general present-time variation of the verb (see the table below). For example:
When the subject is a third-person singular, the current sentence pattern changes of the behavior verbs are generally as follows:
7. Current progression
Now progression indicates what is happening at this moment. It is often used in conjunction with words such as now, at the moment, look, and listen.
The little boy is watching TV now.
This little boy is watching TV now.
Listen! She is playing the guitar in the next room.
Listen! She was playing the guitar in the next room.
The basic structure of the present progress:
Affirmative form: am/is/are+doing (now participle)
Negative form: am/is/are not +doing (now participle)
General question: Am/Is/Are + subject +doing (now participle) + other
Special question: special question word + general question
They’re having a meeting now.
They’re having a meeting now.
They aren't having a meeting now.
They aren't having a meeting now.
Are they having a meeting now?
Are they are having a meeting now?
What are they doing now?
What are they doing now?
8. Generally, the past time
generally represents the action or state that occurred at a certain time in the past (without the present). It is often used in conjunction with past adverbial adverbials such as yesterday, last week, in 1989, just now, a moment ago, the other day, etc.
He was here just now.
He was still here just now.
What did you do yesterday?
What did you do yesterday?
Generally the basic structure of past time
1. Affirmative sentence form: subject + verb past tense + other
I was an English teacher one year ago.
A year ago I was an English teacher.
I bought a yellow dress yesterday afternoon.
Yesterday afternoon I bought a yellow dress.
2. Negative sentence form: ① was/were+not; ② Add didn't before the action verb, and restore the action verb
I wasn't an English teacher one year ago.
A year ago I was not an English teacher.
I didn't buy a yellow dress yesterday afternoon.
I didn't buy a yellow dress yesterday afternoon.
3. General question sentence : ① was/were mentions the beginning of the sentence; ② Did+subject+verb prototype+other?
Were you an English teacher one year ago?
A year ago were you an English teacher?
Did you buy a yellow dress yesterday afternoon?
Did you buy a yellow dress yesterday afternoon?
4. Special question sentences: Special question words + general question sentences
What were you one year ago?
What did you do a year ago?
9. Generally, in the future,
generally represents the action or state that will occur at a certain time in the future, or the actions or state that will occur frequently in the future.
Generally the basic structure of the future
1. will+verb prototype
Negative formula: will not=won't
General question formula: will+subject+verb prototype+other?
Special question form: special question word + general question form?
I will do a better job next time.
I will do a better job next time.
Oil and water will not mix.
Oil and water cannot be mixed together.
2. am/is/are going to +verb prototype
Negative formula: am/is/are not going to +verb prototype
General question formula: am/is/are + subject + going to +verb prototype + others?
Special question form: special question word + general question form?
He is going to spend his holidays in London.
He is planning to take a vacation in London.
Look at the dark clouds. There is going to be a storm.
Look at the dark clouds. It's almost raining.
Is he going to collect any data for us?
Will he help us collect data?
What are you going to do tomorrow?
What are you going to do tomorrow?
10. Mode verb
can(can, can), may(can, may, maybe), must(must, must, must) have to(must, must)
1. Affirmative sentence structure: subject + can/may/must+verb prototype + others, for example:
I must go now.
2. Negative sentence structure: add not after can/may/must, for example:
You mustn’t talk aloud in the library.
3. General question sentence structure: Put can/may/must before the subject, for example:
Must you go now? (Yes, I must. No, I needn’t.)
May I open the window? (Yes, you may. No, you needn’t.)
1. had better usage
had better+The verb prototype means "it's best to do...", and when changing to a negative sentence, add not after having better. For example:
You had better catch a bus.
You’d better not catch a bus. (You had= You’d )
Twelve. Transformation of special questions
When asking questions about the scribing part, remove the scribing part, and the rest becomes the general scribing part. (Exceptions to ask questions to the subject) For example:
My name is Lily. What’s your name?
The river is 500 kilometres. Hong long is the river?
written at the end
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