7th grade English syntax summary
. Usage of verb be (is,am,are)
I (I) use am, you (you) use are, is following him (he), she (she), it (it). Is for singular nouns, and are all plural nouns. It's easier to change it, and then it's not added. Change the question, go ahead, don’t throw away the question mark at the end of the sentence. There is another thing to note: Don’t forget the capital letters at the beginning of the sentence.
2. This, that and it usage
(1)this and that are indicative pronouns, it is a personal pronoun.
(2) Use this for people or things that are close to the speaker, and use that for people or things that are far away from the speaker. For example:
This is a flower. This is a flower. (nearby)
That is a tree. That is a tree. (Far)
(3) Two things put together, first talk about this, then talk about that. For example:
This is a pen. That is a pencil. This is a pencil. That was a pencil.
(4) When introducing someone to someone, say this is…, and don’t say that that is…. For example:
This is Helen. Helen, this is Tom. This is Helen. Helen, this is Tom.
(5)This is not abbreviated, while That is can be abbreviated. For example:
This is a bike. That’s a car. This is a bicycle. It was a car. When making a call, introduce yourself to use this and ask the other person to use that. For example:
—Hello! Is that Miss Green? Hello, is it Miss Green?
—Yes, this is. Who’s that? Yes, I am, who are you?
Note: Although "I" and "you" are used in Chinese, you must never say when making a phone call in English: I am..., Are you...? /Who are you?
(7) When answering questions about this or that as subject, use it instead of this or that. For example:
①—Is this a notebook? Is this a notebook?
—Yes, it is. Yes, it is.
②—What’s that? What is that?
—It’s a kite.
. These and those usage
this, that, these and those are indicator pronouns, these are the plural form of this, referring to time, close distance or persons or things to be mentioned below; those are the plural form of that, referring to time, far distance or people or things mentioned above.
① This is my bed. That is Lily’s bed. That was Lily's bed.
②These pictures are good. Those paintings are good.
③ Are those apple trees? Are those apple trees?
When answering questions whose subject is these or those, they are usually replaced by these or those to avoid duplication. For example:
④ Are these/those your apples? Are these (those) your apples?
Yes, they are. Yes, they are.
4. The indefinite articles a and an
a and an are both indefinite articles, representing the meaning of one (one, branch, original, block...), but do not emphasize the concept of quantity, but emphasize categories and is used to qualify nouns. a is used in front of singular nouns starting with consonant phonemes, such as: a pencil (a pencil), a book (a book); an is used in front of nouns starting with vowel phonemes, such as an eraser (a piece of eraser). If there is a modifier before the noun, whether a is used or an, then the first phoneme of the modifier decides whether a is used or an. For example:
a clock
an old clock
a book A book
an English book An English book
a nice apple A cute apple
an apple A apple
an apple
5. Noun +’s own
6. There be sentence pattern
(1) There be sentence pattern is mainly used to express "there is someone (something) somewhere (something)." Its basic structure is "There is a basic structure" be + something (someone) + place (sometime)” where there is a guiding word, without a meaning; the subject is the noun after be, and be a predicate verb. In general, be only two forms are is and are.
The following song can help you remember the sentence structure of there be:
There be the first sentence, and the subject follows. The earth and time are placed at the end of the sentence, emphasizing the front. For example:
There is a book on the desk.
Sometimes in order to emphasize the place, preposition phrases can also be placed at the beginning of the sentence.For example:
On the desk there is a book.
(2)How to determine the be verb in the be sentence pattern? Please first look at the following song:
Be verb, there are three, am, is and are. "There be" is really special. If you don't leave am, just two, that is, there are also are.
to use is or are, it depends on whether the following noun is singular or plural. If it is an singular or uncountable noun, use is. For example:
① There is a tree behind the house.
②There is some water in the bottle.
③There are some pearls in the box.
(3) Note: If the subject after "be" is two or more nouns connected by and, then the form of be must follow the principle of "distant relatives are not as good as close neighbors". That is, the form of "be" is determined by the noun closest to it. If that noun is an singular or uncountable noun, use is, and use are. For example:
①There is a book and some pens on the floor.
②There are some pens and a book on the floor.
7. 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 sentence pattern changes of the behavioral verbs generally present in the following table:
8. Sentences change to plural, note the following five elements
(1) The main singular personal pronoun should become the corresponding plural main singular personal pronoun, that is, I→we, you→you, she,he,it→ they. For example:
She is a girl. → They are girls.
(2)am, is to be changed to are. For example:
I’m a student. →We are students.
(3) The indefinite article a, an should be removed. For example:
He is a boy. → They are boys.
(4) Ordinary singular nouns should be changed to plural forms. For example:
It is an apple. → They are apples.
(5) indicating the pronoun this, that needs to be changed to these, those. For example:
This is a box. →These are boxes.
9. Notation of English date
In English, the names of month and week are both proper nouns, and their initial letters must be capitalized and there is no need to use articles in front.
represents dates in English, and the order is month + day + year, and the day and year must be separated by commas. For example: August 2nd, 2003 (August 2, 2003). It can also be expressed in day + month + year. For example: 10th May, 2003 (May 10, 2003). Use of prepositions before date in English: If it refers to which year or month, use preposition in. If it is specific to a certain day, use preposition on. For example:
①She was born in 1989
②She was born in August.
③She was born in August 1989.
④She was born on 2nd August, 1989.
0. Noun singular to plural
In English, nouns are divided into countable nouns and uncountable nouns.Uncountable nouns are not divided into singular or plural numbers, and when used, they are only used as singular or plural numbers; countable nouns are divided into singular or plural numbers, and a or an should be used in front of one, eg: a pencil, a basketball, a dictionary, an egg, an ID card, and the plural number, that is, two or more, need to change accordingly. The situation is as follows:
(1) The general word directly + "s"
book→books, pen→pens, car→cars, map→maps, cartoon→cartoon→cartoons
(2) Words ending with s, x, sh, ch + "es"
box→boxes, watch→watches
(3) Remove "y" from nouns ending with consonant letters + y, change it to "i", and add "es"
family→families, comedy→comedies
(4) Words ending with f or fe, first remove f or fe, change it to "v" and then add es
knife→knives, wife→wives, handkerchief→handkerchieves
(5) Special words, special changes, need to be recorded separately:
child→children, man→men, foot→feet, woman→women
tooth→teeth, sheep→sheep, deer→deer
. Time expression
(1) Direct reading formula, that is, directly read the time number
7: 05 seven five
8:16 eight sixteen
(2) The difference, that is, what point difference, what point passes. (Taking 30 points as the dividing line)
1:25 twenty-five past one
2:30 half past two
3:43 seventeen to four
4:38 twenty-two to five
(3)12-hour system
6:00 a.m. 6 am
8:20 p.m. 8:20 pm
(4)24-hour system
13:00 13 o'clock
22:15 22:15
(5)15 minutes available quarter
4:15 a quarter past four
5:45 a quarter to six
(6) The preposition is usually used before time at
at 5 o’clock
at 7:30 p.m.
twelve. Question about time
(1) Ask a question when, "when" can be a longer time period or a shorter time point, such as:
①When is your birthday? When is your birthday?
②My birthday is Dec. 29th. My birthday is December 29th.
Here refers to the time period of the day
①When do you go home? When do you go home?
②I go home at 4:30 p.m. I go home at 4:30 p.m.
Here is the specific time.
(2) What specific points we usually ask questions using what time, such as:
①What time is it now?/What’s the time now?
It’s 9:26. Now 9:26.
②What time is it by your watch? What time is it by your watch?
It’s 8:36. Oh, It’s 50 minutes late. 8:36, Oh, it’s 50 minutes slow.
③What time do you get up? When do you get up?
I get up at 6:00 a.m. I get up at 6:00 a.m.
8th grade English grammar summary
. 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→worth→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 of adjectives and adverbs
(1) "A+be+(multiple)+adjective comparison level + than+B" means "A is more than B..." or "A is more than B...".
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... among...".
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. -based 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 house 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 kind of food is the subject, tastes is the verb, and delicious is the verb.)
Note: subject, predicate, object, verb, prologue, and complement are the main components of a sentence; attributives and adverbials are the modifier components of a sentence, not the main components.
. 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 using parallel conjunctions 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 + 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 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. 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
0 The clause in which the object is an object 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 am afraid I will 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, the general present-time variation of the behavior verb (see table below). For example:
When the subject is a third-person singular, the sentence pattern changes of the behavior verbs generally in the present time are as follows:
7. Current progress
Now progress 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 + general question
They’re having a meeting now.
They are 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 questions: 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.
General basic structure in 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 form: am/is/are not going to +verb prototype
General question form: 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 going to spend his holidays in London.
He is going to spend his holidays in London.
Look at the dark clouds. There is going to be a storm.
Look at the dark clouds. It's going to rain.
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?
0. Mode verb
can (yes, yes), may (yes, maybe, maybe), must (must, must, yes) have to (must, have to)
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.)
11. 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 a question on the scribed part, remove the scribed part, and the rest becomes the general queries. (Exceptions to ask the subject) For example:
My name is Lily. What’s your name?
The river is 500 kilometres. Hong long is the rive.
9th grade English grammar summary
. Object clause
1. The meaning of object clause
The clause that acts as an object in the whole 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.
For example: 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.
For example: I agree with what you said just now.
(3) Adjective object clause: As the name suggests, it is an object clause behind the adjective.
For example: 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, object, form and attribution in the object clause)
Connection adverb: where, when, how, why (because 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 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.
2. Attribute clause
1. The concept of attributive clause
In a compound sentence, the clause that modifies a certain word or pronoun is called an attributive clause. The modified noun or pronoun is called avant-garde , and the word that guides the attributive clause is called a relational word, and the attributive clause is generally placed after the avant-garde.
2. Relational word of attributive clause
guides the relationship words of attributive clauses include relational pronouns and relational adverbs. Common relational pronouns include that, which, who (binger whom, possessive whose), etc., and relational adverbs include where, when, why, etc. Relational pronouns and relational adverbs play a link between predecessors and at the same time serve as important components of attributive clauses.
3. Classification of Attribution Clauses
According to the relationship between the attribution clause and the precursor, attribution clauses can be divided into restrictive attribution clauses and non-restrictive attribution clauses. The restrictive attributive clause follows the precursor, and the main clause and clause do not need to be separated by commas, and clauses cannot be omitted. There is a comma separation between the non-limiting attributive clause and the main clause, which serves as a supplementary explanation. If omitted, the meaning will still be complete.
4. Usage of relational pronouns
(1) that can be used to refer to people or objects. It is the subject, object or expression in the clause. It cannot be omitted when used as the subject, but it can be omitted when used as the object. For example:
Mary likes music that is quiet and gentle.
Mary likes soft music. (that is the subject)
The coat (that) I put on the desk is blue.
The coat I put on the table is blue. (that is the object)
(2) which refers to objects and is used as subject, object or expression in sentences. It cannot be omitted as the subject, but it can be omitted as the object. For example:
The building which stands near the train station is a supermarket.
The building located near the train station is a supermarket. (As subject)
The film (which) we saw last night was wonderful.
The movie we watched last night was very good. (As an object)
(3) who,who is used to refer to people, who is used as subject,who is used as object. In spoken language, who can sometimes be used instead of whom.who and whom are also omitted when using object. For example:
The girl who often helps me with my English is from England.
The girl who often helps me in English is from England.
The girl who often helps me in English is British. (As an subject)
Who is the teacher (whom) Li Ming is talking to?
Who is the teacher who is talking to Li Ming? (As an object)
5. Usage of relational adverb
(1) when refers to time, and its predecessor represents time, and when it is an adverbial time in the attributive clause. For example:
This was the time when he arrived.
This is the time when he arrived.
(2) where refers to the place, and its predecessor represents the place, where is used as an adverbial place in the attributive clause. For example:
This is place where he works.
This is where he works.
(3) why refers to the reason, and its predecessor is the reason, and why is used as an adverbial reason in the attributive clause. For example:
Nobody knows the reason why he is often late for school.
Nobody knows why he is always late for school.
. When the present is completed
1. The basic structure of the present is completed
affirmative sentence: subject + have/has + past participle of the verb + other
negative sentence: subject + have/has + not + past participle of the verb + other
general question sentence: Have/Has + subject + past participle of the verb + other
special question sentence: special question word + general question sentence (have/has + subject + past participle + others)
2. Usage of the present is completed
(1) It is used to indicate that the actions that have been completed in the past have impact or consequences on the present.That is, the action or state occurs in the past but its effects still exist, emphasizing the present.
I have already posted the photo.
I have already posted the photo.
and this usage are used in some vague adverbials of past time, such as already (positive sentence), yet (negative sentence/question sentence end), just, before, recently, still, lately, never, etc.
(2) can also be used to indicate that the action or state has occurred at a certain moment in the past, and it will continue until now and may continue.
He has lived here since 1978.
He has lived here since 1978. (The action started in 1978 and has lived until now. You may have to continue living there.)
This usage is often used in conjunction with for (+ time period), since (+ time point or sentences from the past). The predicate verb must be a continuation verb.
Some instantaneous verbs can be changed into continuation verbs:
go out---be out---be out
finish---be over
open----be open
die---be dead
buy---have
fall ill---be ill
come back----be back
catch a cold---- have a cold
3. Common test methods for completing now
For the test when completing now, students' ability to flexibly use tenses in the form of single choice, sentence conversion or word use tests. In the exam, everyone will be asked to determine whether it should be completed when it is now, or to test the knowledge that "instant verb" cannot be used in conjunction with adverbials that represent a period of time".
[Typical Example Question]
His father_____the party since 1978
A.joind
B.has joined
C.was in
D.has been in
Answer: D
Analysis: This question tests students' proficiency in completing when it is now. Since since 1978 expresses "from 1978 to the present", which means that this thing continues from the past to the present, and should be completed in the present, and the verbs must be continuation verbs. A and B are instantaneous verbs and cannot be used in conjunction with time periods, so it is excluded; C is the general past, and it is not possible.
4. Comparison of the similarities and differences between the general past and the current completion
(1) Common points: the actions are completed in the past.
I saw the film yesterday evening.
I have seen the film before.
(Watching movies is done in the past.)
(2) Difference:
① When the present is completed, it emphasizes the impact and results of the actions that have occurred in the past on the present, but generally the past is not related to the present, but only means that the time when a certain action occurs is in the past.
② Generally, the past is usually used with specific and clear adverbials of past time. For example, yesterday, last week, two years ago, just now, in 2002, etc.; when the present is completed, it is often used with vague adverbials of past time such as just , already , ever , never and other fuzzy adverbials of past time, these days , this week , since..., for... etc., represent adverbials of a period of time.
[Typical Example]
—_______ you your homework yet ?
—Yes . I _____ it a moment ago .
A.Did ; do ; finished
B.Have ; done ; finished
C.Have ; done ; have finished
Answer: B
Analysis: This question tests the difference between the usage of general past time and present completion. The yet in the question indicates that the current time should be used, while the a moment ago in the answer is a clear past time adverbial, which should be used general past time.
4. Passive voice
Passive voice is composed of the auxiliary verb be plus the past participle of the transitive verb. The auxiliary verb be has tenses, personal and number changes. The tenses of the passive voice are determined by the tenses of be. What is the tenses of be? What is the tenses of the whole sentence? The past participle after the be verb remains unchanged.
1. The passive voice structure of various tenses is as follows:
Generally passive voice in present time: subject + am / is / are (not) + past participle
Generally passive voice in past time: subject + was / were + past participle
Passive voice in present time: subject + have / has ＋ have ＋be ＋ past participle
General passive voice in future: subject + will ＋be ＋ past participle
Passive voice in past future: subject + would / should + be ＋ past participle
Passive voice in past future: subject + would / should + be ＋ past participle
Passive voice in past time: subject + was / were + be ＋Past participle
Passive voice when the past is completed: subject + had + been +Past participle
Passive voice of modal verb: modal verb + be + past participle
2. Usage of passive voice
(1) I don’t know or need to explain who the executor of the action is, and do not use by + action executor phrases.
Football is played widely all over the world.
Football is played widely all over the world.
(2) emphasizes the bearer of the action.
The bank was robbed yesterday afternoon.
The bank was robbed yesterday afternoon. When
(3) is an objective explanation, a passive voice sentence pattern is often used.
It is reported that about twenty children have died of flu in the USA.
About twenty children in the United States have been reported to die from the flu.
3. Steps to change the active voice sentence into passive voice
(1) Change the object in the original sentence into subject
(2) Change the verb to passive form, that is, be+past participle
(3) The original subject, if necessary, put it behind by; if not necessary, it can be omitted.
5. infinitive
Verb infinitive is a non-predicate verb structure composed of "infinitive symbol to + verb prototype". Some verbs have infinitives without to.
verb infinitives can be used as the subject, descriptive, object, attributive, complement, adverbial or used alone in the sentence.
infinitive retains certain characteristics of verbs and can have their own object, adverbial, etc.
verb infinitives form a phrase together with the object, adverbial, etc. that follows it, which is called an infinitive phrase.
1. There are not many cases where the verb infinitive is placed at the beginning of the sentence as the subject. In most cases, it is used as the formal subject, and the real subject-verb infinitive is placed at the end of the sentence, especially when the infinitive phrase is long.
verb infinitive is the subject, and the predicate verb is in the third person singular form.
Infinitive phrases with question words are often placed at the beginning of a sentence.
It is our duty to try our best to deal with these problems.
It is our responsibility to do our best to deal with these problems.
.
The head teacher said it was necessary to talk with his mother.
The principal said it was necessary to talk with his mother.
How to learn English well is important.
How to learn English well is important.
To see is to believe.
Seeing is true; seeing is better than seeing at once.
2. Used as a predicate
verb infinitive as a predicate, often explaining the content, nature and characteristics of the subject. For example:
The best way is to join an English club.
The best way is to join an English club
The first thing is to listen to the teacher carefully.
First of all, you must listen to the teacher's lecture carefully.
3. The object
(1) The verbs that can be used as the object with to can be used as the object are mainly:
requires choice of agreement (ask, choose, agree);
expects to decide to learn (expect, hope, decide, learn);
would rather pretend to know (prefer, pretend, know);
hope to want to be willing (wish, want, would like / love). For example:
We dcided to talk to some students about why they go there.
We decided to talk to some students about why they go there.
We decided to talk to some students about why they went there.
He prefers to eat white bread and rice.
He prefers to eat white bread and rice.
I'd love to visitMexico.
I want to visit Mexico.
(2) After the verb feel, find, make, think, etc., it can be used as the formal object instead of the real object-verb infinitive, and the sentence structure is...feel / find / make / ... it+adj. / n.+to do... For example:
I find it difficult to remember everything.
I find it is difficult to remember everything.
I find it is difficult to remember everything.
I find everything.
(3) can be used to follow both the infinitive verb and the v-ing form as the object. Verbs with less meanings include begin, start, like, love, etc.
Generally speaking, verb infinitives list specific actions once and several times, future actions or the entire process, and v-ing forms represent habitual continuous actions. However, this difference is not very strict, especially in American English, even habitual actions can be used with verb infinitives. For example:
Then I started to watch TV.
Then I started watching TV.
I am beginning to understand my parents.
I am beginning to understand my parents.
I like to eat vegetables.
I like to eat vegetables.
(4) is followed by the verb infinitive or v-ing form as the object. Verbs with large differences in meanings include forget, remember, etc. The infinitive form is followed as the object, and the action has not yet occurred; the vented form is followed as the object, and the action has already occurred.
stop to do stop to do another thing, to do is the adverbial of purpose; stop doing stop doing and not doing the current thing, doing is the object;
try to do try to do try to do;
go on to do continue to do another thing, go on doing continue to do the original thing. For example:
When I left home, I forgot to bring it with me.
When I left home, I forgot to bring it with me.
When I left home, I forgot to bring it with me.
When I left home, I forgot to bring it with me.
When I left home, I forgot to bring it with me.
When I left home.
I stopped using them last year.
Last year, I stopped using them.
4. Used as the attributive
(1) table in the future.
The question to be discussed next meeting is a difficult one.
This issue to be discussed in the next meeting is very difficult.
(2) When the modified word is the highest or oral number or is modified by it.
He is always the first man to come to the office.
He is always the first man to come to the office.
He is always the first man to come to the office.
He is the best man to do the job.
He is the best person to do the job.
(3) When the modified word is an abstract noun.
This is the best way to work out the maths problem.
This is the best way to solve this math problem.
I have a chance to travel to London.
I have another chance to travel to London.
5. The verbs used as object complement
(1) The verbs with to be infinitive as object complement are mainly:
requires permission (ask, allow, , advice);
expects invitation and encouragement (expect, , invitation, encouragement);
teaches to tell (teach, tell, want);
wait for hope, willing (wait for, wish, would like / love). For example:
I’d invite her to have dinner at my house.
I want to invite her to my house for dinner.
We should allow the children to choose their own clothes.
We should allow the children to choose their own clothes.
We should allow the children to choose their own clothes.
(2) The verb infinitive is used as a complement, without to in active voice sentences, and when to in passive voice sentences, most verbs are sensory verbs and service verbs.
includes four "look": look at, observe, see, watch;
three "let": have, let, make;
two "listen": hear, listen to;
one "feel": feel;
one "note": notice. For example,
This picture makes me feel excited!
This painting made me feel very excited.
We saw Liu Yu play baseball last week.
Last week we saw Liu Yu play baseball.
(3) help is followed by the verb infinitive as a complement, to can be brought or not.
They can help you (to) learn English.
They can help you learn English.
6. Used as adverbial
(1), it is placed at the beginning or end of the sentence, and is often emphasized when placed at the beginning of the sentence. For example:
In order to catch the early bus, she got up very early.
In order to catch the morning bus, she got up very early.
.
A group of young people got together to discuss this question.
A group of young people got together to discuss this question.
A group of young people got together to discuss this question.
She came to this city to visit her daughter.
She came to this city to visit her daughter.
(2) Adverbial reason is more common in the structural sentence "sb.+be+adj.+to do...". For example:
I feel very lucky to have him.
I feel very lucky to have him.
(3) Result adverbials are mostly found in the structural sentences of "too...to" and "enough to...". For example:
I’m too tired to do it well.
I am too tired to do this.
The room is big enough for three people to live in.
This room is big enough for three people to live in.
This room is big enough for three people to live in.
7. Composite structure of verb infinitives
The composite structure of verb infinitives is "for / of sb. to do sth."
The use of for or of prepositions for the infinitive composite structure is mainly determined by the nature of the previous adjective.
Generally speaking, the adjectives before of are careful, clever, foolish, good, kind, nice, wise, etc., which explain human characteristics. The adjectives before
for are dangerous, difficult, easy, hard, heavy, important, interesting, necessary, etc. They generally explain the characteristics of infinitive actions. If the first noun is used in
, use for. For example:
It’s a good idea for parents to allow children to study in groups during the evening.
For parents, it is a good idea to let their children study in groups at night.
It’s wise of him to do it well.
It’s wise for him to do it well.
8. Infinitive phrases with question words
verb infinitives can be preceded by question pronouns what, which, who or question adverb how, when, where, why, etc. The structure of
is used as a noun, and is used as an object, subject, denotation, etc. in sentences, or alone. It should be noted that the infinitive behind why does not have to. For example:
(1) is used as a component of a sentence.
I don’t know what to try next. (As the object)
I don’t know what to try next.
Where to go is not decided yet.(as subject)
has not decided where to go.
(2) is equivalent to a special question when used alone.
What to do next?=What will we / you do next?
What will you do next?
Why go there?=Why do we / you go there?
Why go there?
9. Negative of verb infinitive
The negative of infinitive
The negative of infinitive is not / never to do...; the negative of infinitive without to is not / never do... For example:
They decide not to talk to each other.
They decide not to talk to each other.
They decide not to talk to each other.
His parents tell him never to play soccer in the street.
His parents told him not to play football on the street.
6. Gernoun
Gernoun is equivalent to a noun, and can be used as a subject, object, representation, attribution, etc. in a sentence.
1. As subject
Fighting broke out between the South and the North.
The south and the north have started war.
2. As object
Would you mind turning down your radio a little, please?
Do you mind turning down the radio a little?
3. As form
Babysister’s job is washing, cooking and taking care of the children.
The job of a nanny is to wash clothes, cook and take care of the children.
The job of a nanny is to wash clothes, cook and take care of the children.
4. Be the attribution
a washing machine
7. Usage of preposition by
1. Meaning "beside..." and "close".
Some are singing and dancing under a big tree. Some are drawing by the lake.
Some are singing and dancing under a big tree. Some paint by the lake.
2. Means "no later" and "up to... time".
Your son will be all right by supper time.
Your son will be all right by supper time.
How many English songs had you learned by the end of last term?
How many English songs have you learned by the end of last term?
3. The expression method and means can be translated as "rely", "use", "pass", "ride", etc.
The monkey was hanging from the tree by his tail and laughing.
The monkey hanged his tail on the tree and laughed.
The boy’s father was so thankful that he taught Edison how to send messages by railway telegraph.
The father of the child was so grateful, so he taught Edison how to convey information through railway telegraph.
4. It means "one by one" and "batch by batch".
One by one they went past the table in the dark.
One one by one they went past the table in the dark.
5. means "based" and "according".
What time is it by your watch?
What time is your table?
6. Use it in conjunction with verbs such as take, hold to indicate contact with a certain part of the body.
I took him by the hand.
I took him by the hand.
7. Used in passive sentences, it represents the subject of the act, and is often translated as "just", "by", etc.
English is spoken by many people.
English is spoken by many people. (i.e. "Many people speak English.")
8. Usage of used to
used to means to do something in the past. Usage of
used to
1. Affirmative sentence: The word used has no personal change, and the verb is followed by the original form of the verb.
negative sentence is didn’t use to….
When I was a child, I didn’t use to like apples.
I didn’t like apples when I was a child.
The form of question is Did you use to…?
Where did you use to live before you came here?
Where did you live before you came here?
2. Do not use usedn’t + subject for an antonym of sentences containing used to, but use didn’t + subject.
——He used to smoke, didn’t he?
——He used to smoke, did he?
Yes, he did./ No, he didn’t.
Yes, he sucked. / No, he doesn't suck.
9. Subjective tone
If what we are saying is not a fact, but just a hypothesis, wish, suggestion or a fantasy that cannot be realized, use a submission tone.
Note: There are two types of conditional sentences, real conditional sentences and virtual conditional sentences. The subtitle tone is used only in virtual (non-real) conditional sentences; and in real conditional sentences, the declarative tone is used.
Please compare:
(1) If it is sunny tomorrow , we’ll go to the zoo.
If the weather is good tomorrow, we will go to the park.
In this sentence, it is completely possible to achieve good weather tomorrow. It is not virtual or fantasy, so it is a real conditional sentence. In this sentence, "The master will appear."
(2) If I were you, I would go at once.
If I were you, I would leave immediately.
In this sentence, the conditional sentence "if I am you", but in fact, I cannot be you, this is just a hypothetical situation, no possibility of realization. When the possibility of the condition being realized is very small, or even none, it needs to be expressed in a subtle tone.
subtitle means the opposite of the current facts. The clause is generally outdated, and the main sentence uses "should/would/ could/ might + the verb prototype. For example:
If I had time, I would go for a walk.
If I were invited, I would go to the dinner party.
If I won a million dollars in the lottery, I would put it in the bank.
If I were you , I’d wear a shirt and tie.
Note: In subtitle sentences, be verbs can only be used to be, not was.
. must/might/can/can't
1. mustl3
(1) must represent subjective view, meaning "must".
For example: You must stay here until I come back.
Must I hand in my homework right now?
For questions about must guidance, the positive answer is must, and the negative answer is needn't or don't have to .
For example: —Must I finish my homework?
—No, you needn’t.
(2) must also represent confident speculation, meaning "certain, affirmative", used in affirmative sentences.
such as: he light is on, so he must be at home now.
Its negative form mustn’t means "forbidden, not allowed".
For example: You mustn’t play with fire.
You mustn’t be late.
2. could
(1) The past tense of can, meaning "can, know", means past ability.
For example: He could write poems when he was 10.
(2) could In the question sentence, it means an euphemistic request tone. At this time, it could not mean the past tense.
For example: Could you do me a favour?
—Could I use your pen?
—Yes, you can. (Note the answer)
3. mighttml3
might is the past tense of may. might mean speculation, indicating that the possibility is lower than may (when might not mean the past tense), and when requesting to speak, it is more tactful than may's tone.
He is away from school. He might be sick.
Might I use your dictionary?
4. can
(1) means ability, generally translated as "ability, ability", especially refers to the ability that is born with.
For example: She can swim fast, but I can’t .
(2) means permission, often in spoken language.
For example: You can use my dictionary.
(3) means speculation, meaning "possible". It is often used in negative sentences and question sentences. At this time, can’t translated as "impossible".
such as:—Can the news be true?
—No, it can’t be our teacher. He is on a visit to the Great Wall.
