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《Grammar and usage》知识清单一、词类（Parts of Speech）1、名词（Noun）普通名词（Common Noun）：如“book”（书）、“table”（桌子）。
专有名词（Proper Noun）：如“China”（中国）、“Tom”（汤姆）。
可数名词（Countable Noun）和不可数名词（Uncountable Noun）：可数名词有复数形式，如“apples”；不可数名词没有复数形式，如“water”。
2、动词（Verb）及物动词（Transitive Verb）和不及物动词（Intransitive Verb）：及物动词后需接宾语，如“eat an apple”；不及物动词后不接宾语，如“sleep”。
动词的时态（Tenses）：包括一般现在时（Simple Present Tense）、一般过去时（Simple Past Tense）、一般将来时（Simple Future Tense）、现在进行时（Present Continuous Tense）、过去进行时（Past Continuous Tense）、现在完成时（Present Perfect Tense）、过去完成时（Past Perfect Tense）等。
3、形容词（Adjective）形容词用于描述或修饰名词，如“beautiful girl”（漂亮的女孩）。
形容词的比较级（Comparative Degree）和最高级（Superlative Degree）：如“taller”（更高的）、“the tallest”（最高的）。
4、副词（Adverb）副词用于修饰动词、形容词或其他副词，如“run fast”（跑得快）、“very beautiful”（非常漂亮）。
副词的比较级和最高级：如“more carefully”（更仔细地）、“most carefully”（最仔细地）。
5、代词（Pronoun）人称代词（Personal Pronoun）：如“I”（我）、“you”（你）、“he”（他）等。
《英语》（选择性必修·第一册）Unit 4 Exploring poetryGrammar and usage江苏省通州高级中学林红梅I. Learning objectivesBy the end of the lesson, students will be able to:1. identify and categorize the use of to-infinities, verb-ing, and verb-ed forms;2. summarize general rules of to-infinitives, verb-ing, and verb-ed forms;3. use the right forms of to-infinitives, verb-ing, and verb-ed to finish tasks such as rewriting sentences, completing an article and writing on the importance of reading poems.II. Key competence focus1. Learn how to use the right forms of to-infinitives, verb-ing, and verb-ed in different situations.2. Write on the importance of reading poems using the right forms of to-infinitives, verb-ing, and verb-ed.III. Predicted area of difficulty1. Use the right forms of to-infinitives, verb-ing, and verb-ed in different situations.2. Use the right forms of to-infinitives, verb-ing, and verb-ed to w rite on the importance of reading poems.IV. Teaching proceduresStep 1 Exploring and working out the rules1. Explore general rules of to-infinitives, verb-ing and verb-ed forms and work out Rules 1 and2.(1) T presents to Ss some sentences with to-infinitives, verb-ing and verb-ed forms in the previous units.·I had enough food and water to last a whole week.·The family chatting online look so happy.·Treated with the new medicine, the patient soon recovered.·What did the person cutting your hair think about the app?·The results indicated that something produced by the mould had killed the bacteria.(2) T asks Ss to go through these sentences and work out Rules 1 and 2.·The to-infinitive often refers to an action that will happen in the future; the verb-ing form, a continuing action; and the verb-ed form, a past action.·Generally speaking, the verb-ing form expresses a(n) (1)active meaning, while the verb-ed form expresses a(n) (2)passive meaning.【设计意图：学生在之前的课文中，已经接触了大量的含有to-infinitives，verb-ing和verb-ed 形式的句子，对to-infinitives，verb-ing和verb-ed形式在句子中的作用都有了了解。
高中英语非谓语动词知识点总结High School English Non-Finite Verb Forms Knowledge Point SummaryNon-finite verb forms, including infinitives, gerunds, and participles, play a crucial role in English grammar and are an essential component of high school English language education. These verb forms, which do not inflect for person or number, provide a versatile and nuanced means of expressing ideas and constructing complex sentences. In this comprehensive summary, we will delve into the key knowledge points regarding non-finite verb forms, their usage, and their importance in high school English language learning.InfinitivesThe infinitive is the basic form of a verb, often preceded by the particle "to." Infinitives can serve as subjects, objects, or complements in a sentence, and they can also be modified by adverbs. Infinitives are commonly used to express purpose, as in "I studied hard to pass the exam," or to indicate a desired or intended action, as in "She decided to apply for the scholarship." Additionally, infinitives can be used in complex sentence structures, such as "I want you to help me with my homework."One of the key knowledge points regarding infinitives is the distinction between "to-infinitives" and "bare infinitives." To-infinitives are the more common form, where the particle "to" precedes the verb, while bare infinitives appear without the "to" particle. Bare infinitives are typically used after certain modal verbs, such as "can," "may," "must," and "will," as well as after the verbs "let" and "make," as in "She can speak three languages" and "They made him clean the room."GerundsGerunds are verb forms that end in "-ing" and function as nouns in a sentence. Gerunds can serve as subjects, objects, or complements, and they can also be modified by adjectives or possessive nouns. Gerunds are often used to express actions or activities, as in "Swimming is my favorite exercise" or "I enjoy reading books."One important knowledge point about gerunds is their use in certain idiomatic expressions, such as "I'm looking forward to seeing you" and "She is good at playing the piano." Additionally, gerunds can be used after certain prepositions, as in "I'm tired of waiting in line" and "She's interested in learning a new language."ParticiplesParticiples are verb forms that can function as adjectives, modifyingnouns or pronouns in a sentence. There are two types of participles: present participles, which end in "-ing," and past participles, which often end in "-ed," "-en," or "-d." Present participles are used to describe ongoing or continuous actions, as in "The barking dog startled the neighbors," while past participles are used to describe completed actions or states, as in "The broken window was quickly repaired."One crucial knowledge point regarding participles is their use in forming compound verb tenses, such as the present perfect ("I have finished my homework") and the past perfect ("She had already left by the time I arrived"). Participles can also be used in adjectival phrases, as in "The smiling girl waved to her friends" and "The stolen car was found abandoned in the alley."Importance in High School EnglishThe mastery of non-finite verb forms is crucial for high school students in their English language development. These verb forms allow for more sophisticated and nuanced expression, enabling students to construct complex sentences, convey subtle shades of meaning, and engage in more advanced academic discourse. Proficiency in using infinitives, gerunds, and participles is not only essential for success in high school English classes but also prepares students for the demands of college-level writing and communication.Furthermore, the understanding of non-finite verb forms is a key component of the English language curriculum in many high school systems. Students are often required to demonstrate their knowledge of these verb forms in various assessments, such as grammar tests, essay writing, and standardized exams. Mastering the usage and application of infinitives, gerunds, and participles can significantly enhance a student's overall English language skills and contribute to their academic success.In conclusion, the knowledge points surrounding non-finite verb forms, including infinitives, gerunds, and participles, are crucial for high school students in their English language learning. By understanding the functions, usage, and nuances of these verb forms, students can develop a more sophisticated command of the English language, enabling them to express their ideas with greater clarity, precision, and complexity. Mastering non-finite verb forms is not only an important academic goal but also a valuable skill that will serve students well in their future educational and professional endeavors.。
《英语》（必修·第一册）Unit 1 Back to schoolGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1.identify different elements in a sentence;2.understand five basic sentence structures;3.apply the rules in new situations;4.write a short passage about how to achieve the goal for the new term.II. Key competence focus1. Understand different elements in a sentence and basic sentence structures.2. Apply grammar knowledge to expressing ideas.III. Predicted area of difficulty1. Use five basic sentence structures in new situations.2. Create a passage based on given topics and sentence structures.IV. Teaching proceduresStep 1 Lead-inT asks students to link randomly presented words into a logical and meaningful sentence.Miss Yan to was excited to the opportunity give be given really a speech.→Miss Yan was really excited to be given the opportunity to give a speech.【设计意图：通过连词成句的方式导入，引发学生对句中不同成分的注意和思考，为后续环节中的句子成分和五大基本句式的内容做好铺垫。
《英语》（必修·第三册）Unit 2 Natural disastersGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. understand the functions of to-infinitives as attributives and adverbials of result;2. use to-infinitives as attributives and adverbials of result properly in different situations;3. rewrite a passage using to-infinitives.II. Key competence focusUse to-infinitives as attributives and adverbials of result correctly and properly.III. Predicted area of difficulty1. Use to-infinitives as attributives and adverbials of result in new situations.2. Rewrite a passage using to-infinitives.IV. Teaching proceduresStep 1 Lead-inT: Hello, everyone. Last period we read two news reports about the lucky escapes from two natural disasters. First, I’d like to show your some sentences in these two news reports.•Alice Brown, head teacher at Falmont Primary School, was teaching when the floor began to shake.•The moment the shaking stopped, Miss Brown sensed it was the best time for the class to make their escape.•She signalled to her students to exit the classroom in an orderly line covering their heads with their hands.•The kids were calm enough to protect themselves during the earthquake.•“We practise earthquake safety procedures twice a year,” said Miss Brown, “so the kids were calm enough to protect themselves during the earthquake.”T: In all these sentences, there’re to-infinitives used as different sentence elements. In today’s class, we will explore the rules concerning to-infinitives as attributives and adverbials of result and learn to use them in different situations.【设计意图：学生在初中阶段已经接触过动词不定式的一部分用法，所以先在学生相对熟悉的语境中呈现含有动词不定式的句子，然后再呈现新的语法知识——动词不定式作定语和结果状语，用这个方法帮助学生建立新旧知识之间的联系，从而顺利过渡到新知识的学习。
《英语》（必修·第三册）Unit 4 Scientists who changed the worldGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. understand the meaning of verb-ed forms as attributives, adverbials and object complements;2. learn how to use verb-ed forms as attributives, adverbials and object complements in different situations;3. write a passage using verb-ed forms, verb-ing forms and to-infinitives.II. Key competence focusLearn how to use verb-ed forms as attributives, adverbials and object complements in different situations.III. Predicted area of difficulty1. Use verb-ed forms as attributives, adverbials and object complements in new situations.2. Write a passage using verb-ed forms, verb-ing forms and to-infinitives.IV. Teaching proceduresStep 1 Lead-inT asks students to find to-infinitives, verb-ing forms and verb-ed forms in the reading passage and figure out their functions.1. T asks students to find to-infinitives in the reading passage and point out their functions.(1) Tu Youyou has become the first female scientist of the People’s Republic of China to receive a Nobel Prize, awarded for her contribution to the fight against malaria, one of the deadliest diseases in human history. (to-infinitive as attributive)(2) To speed up the process and ensure its safety, Tu and her team volunteered to test qinghao extract on themselves first. (to-infinitive as adverbial of purpose)T: The above two sentences have to-infinitives that serve as attributive and adverbial of result. 2. T asks students to find verb-ing forms in the reading passage and point out their functions. (1) She completed further training courses in traditional Chinese medicine,acquiring a broad knowledge of both traditional Chinese medicine and Western medicine.(2) When there was no research equipment, they had to extract herbs using household water containers.(3) Perhaps the next generation of scientists, drawing on the wisdom of traditional Chinese medicine, will indeed discover more medicines beneficial to global health care.T: The above three sentences have verb-ing forms that serve as adverbials.3. T asks students to find verb-ed forms in the reading passage and figure out their functions. (1) Tu Youyou has become the first female scientist of the People’s Republic of China to receive a Nobel Prize, awarded for her contribution to the fight against malaria, one of the deadliestdiseases in human history. (verb-ed form as attributive)(2) Thanks to her discovery of qinghaosu, malaria patients all over the world now have had a greatly increased chance of survival. (verb-ed form as attributive)(3) Even with large amounts of qinghao extract produced, however, they still faced another problem. (verb-ed form as attributive)(4) Born in 1930, in Ningbo, Zhejiang Province, Tu studied medicine at university in Beijing between 1951 and 1955. (verb-ed form as adverbial)(5) Inspired by an over 1,600-year-old text about preparing qinghao extract with cold water, Tu redesigned the experiments. (verb-ed form as adverbial)T: The above five sentences have verb-ed forms that serve as attributives and adverbials.【设计意图：学生在前面两个单元的语法部分已经学习了动词不定式和动词-ing形式的用法，对本单元的阅读文章内容也已经熟悉，所以先在学生相对熟悉的语境中呈现含有动词不定式和动词-ing形式的句子，然后再呈现新的语法知识—动词-ed形式作定语和状语。
主谓一致非谓语动词-概述说明以及解释1.引言1.1 概述主谓一致和非谓语动词是英语语法中两个重要的概念。
主谓一致是指主语和谓语在人称和数量上保持一致，是确保句子表达准确的基本要求之一。
非谓语动词是在句子中充当动词的其他形式，如动词的现在分词、过去分词、不定式等。
本文旨在介绍主谓一致和非谓语动词的概念、规则以及它们之间的关系。
首先，我们将详细解释主谓一致的定义和应用规则，以及提供一些实例来帮助读者更好地理解。
接着，我们将介绍非谓语动词的不同类型和用法，并给出一些例子。
最后，我们将重点讨论主谓一致和非谓语动词之间的关系，包括在一致性要求下可能出现的例外情况以及解决方法。
通过阅读本文，读者将能够更好地掌握主谓一致和非谓语动词的重要性，并在写作中正确应用这些知识。
正确应用主谓一致和非谓语动词对于提升文章的表达准确性和语法正确性至关重要。
它们是构建清晰、流畅的句子和段落的基石。
同时，掌握主谓一致和非谓语动词的知识还可以帮助读者更好地理解他人的写作，并提高审查和编辑他人作品的能力。
在写作中，正确应用主谓一致和非谓语动词也有一定的启示意义。
它们提醒我们在表达观点和论据时要注意句子的结构和动词的形式，以确保句子的逻辑一致性和语法正确性。
同时，对于非母语使用者来说，掌握主谓一致和非谓语动词的规则也有助于提高英语写作的水平和质量。
综上所述，本文将对主谓一致和非谓语动词进行详细介绍，并强调它们在写作中的重要性和应用方法。
通过深入了解和正确应用这些知识，读者将能够更好地理解和运用英语语法，并在写作中表达得更加准确、流畅和有说服力。
1.2 文章结构2.正文:2.1 主谓一致:2.1.1 定义:主谓一致是指在句子中主语与谓语动词在人称和数上要保持一致。
也就是说，当主语是单数时，谓语动词应该是单数形式；当主语是复数时，谓语动词应该是复数形式。
2.1.2 规则:在一般情况下，主谓一致的规则可以总结为以下几点：1.当主语是第三人称单数时，谓语动词要用第三人称单数形式。
高中英语非谓语知识点非谓语动词就是在句子中不能单独作谓语的动词，这样的动词没有人称和数的变化。
它包括动词的不定式、V-ing和V-ed三种形式。
非谓语动词具有双重性质，它既有动词性质，又有非动词性质。
下面小编给大家分享一些高中英语非谓语知识，希望能够帮助大家，欢迎阅读!高中英语非谓语知识1动词不定式动词不定式(infinitive)是动词的一种非限定形式，即非谓语动词形式，它有两种形式：一种是“to + 动词原形”构成(to- infinitive);另一种是不带to的不定式,即动词原形(bare- infinitive)。
所有行为动词都有不定式形式，其否定式是在不定式前加not。
动词不定式(或不定式短语)没有人称和数的变化，在句子中不能作谓语。
(一)动词不定式的时态和语态动词不定式有一般式、进行式、完成式、完成进行式四种时态变化形式，一般式和完成式有被动语态变化形式。
1、不定式的时态意义不定式的时态是以句中谓语动词的时间为依据的(1)一般式表示的动作或状态通常发生在谓语动词之后或同时发生。
They made plans to live in Paris. 他们计划住在巴黎。
(to live 发生在 made plans之后)(2)进行式表示其动作正在进行，与谓语动词发生的动作同时进行。
He pretended to be listening to me carefully. 他假装认真地听我讲。
注意：不定式的进行式常同may, might, can, could, must, need, ought to, should, will, would 等情态动词连用，表示“可能、应当或想必”正在进行的动作。
You oughtn’t to be talking so much. 你不应该说这么多。
He might be reading a novel at that time. 那时他可能正在读小说。
司明宇非谓语动词讲解非谓语动词是指在句子中充当动词的功能，但不作谓语的形式。
非谓语动词包括不定式、动名词、现在分词和过去分词。
在英语句子中，非谓语动词的使用丰富多样，可以用来修饰主语、宾语，表示方式、原因、结果等。
1. 不定式（Infinitive）不定式是非谓语动词中最常见的一种形式，一般由“to + 动词原形”构成。
不定式可以用作主语、宾语、表语、定语和状语等。
例句：- To study English is essential for international communication.（不定式作主语）- She wants to become a doctor.（不定式作宾语）- His dream is to travel around the world.（不定式作表语）- The teacher gave us some books to read.（不定式作定语）- He left home early to catch the bus.（不定式作状语）2. 动名词（Gerund）动名词是以-ing结尾的名词形式，可作主语、宾语、表语、定语和状语等。
注意，作主语时，动名词的谓语动词要用单数形式。
例句：- Swimming is good for your health.（动名词作主语）- She enjoys reading books.（动名词作宾语）- His favorite activity is playing basketball.（动名词作表语）- I need a pen for writing notes.（动名词作定语）- He went to the park, hoping to meet his friends there.（动名词作状语）3. 现在分词（Present Participle）现在分词是以-ing结尾的形容词形式，可以修饰名词作定语，也可以作状语。
Grammar and usage To infinitive & V erb-ing form as a noun动词的非谓语形式有三种：不定式、V erb + ing和V erb + ed。
动词不定式&V erb + ing ( 动名词)动词不定式是由“to + 动词原形”构成；动名词由V erb + ing构成。
主动式有：一般式、进行式、完成式和完成进行式；被动式有：一般式、进行式和完成式。
不定式短语，没有人称和数的变化，但有时态和语态的变化。
不定式可作主语、宾语、状语、表语和定语，但不能单独作谓语。
不定式的逻辑主语有时用”for + 名词或代词宾格”构成。
一、不定式的用法：1. 作主语：To find a best friend is difficult. = It is difficult to find a best friend.不定式短语作主语时，可以直接放在句首，但在很多情况下，尤其是在疑问句和感叹句中，往往放在谓语之后，而用先行代词it作形式主语。
It’s my duty to take good care of these old men.It requires patience to be a good teacher.2. 作宾语：I need to sleep for eight hours every night.a) 可以直接用不定式作宾语的动词很多，常见的有：agree, afford, tend, ask, decide, determine, expect, fail, hope, learn, intend, manage, offer, plan, promise, refuse, want, wish等。
当不定式短语作宾语时，如果还带有宾语补足语，往往把不定式宾语放在宾语补足语之后，而用it作形式宾语，即“主语+谓语动词+it+宾语补足语+to do”。
常用动词有feel, think, find, believe, consider, make等。
I find it interesting to study English.We think it quite important for us to learn a foreign language well.b) 不定式一般不作介词的宾语，只有少数介词如but, except, besides等后面可以跟不定式作宾语。
一般情况下作介词宾语的不定式都带to，如果but或except所在句子里的谓语动词都是实义动词do, does, did时，通常省略to。
We have no choice but to wait. We can do nothing but wait.C) 一些动词如like, hate, love, prefer等前面加上情态动词would时，其后要用不定式作宾语。
I would like to see him tomorrow.3. 作宾语补足语He asked me to do the work with him.a) 通常作宾语补语的不定式要带to，常用于以下动词之后：ask, tell, advise, allow, enable, expect, force, get, like, order, teach, want, invite, wish, beg等但在谓语动词believe, find, think, feel, consider, suppose, imagine, prove等后面跟to be …作宾补，不跟to do …。
有时to be可省略，但当不定式是完成式时，to不能省略。
They believe him to be honest.I consider him (to be) one of the best biology teachers of No. 12 Middle School.We consider him to have been the first to break the record.b) 在feel, hear, listen to, look at, notice, observe, see, watch等感官动词以及have, make, let等表示“致使”之意的动词后作宾补中，不定式不带to。
但这些句子如果变成被动结构，to不能省略。
I often hear him sing the song. →He is often heard to sing the song.His father made him go to bed early. →He was made to go to bed early by his father.On seeing the child fall into the lake, John ran to rescue him.He was seen to enter the bank with a black bag.4. 作定语The farmers thought of ways to protect their crops.不定式可以在句子充当后置定语，修饰名词。
1) 能带不定式作宾语的动词，以及与不定式搭配的形容词，其同源名词可以带不定式作定语。
常见的有attempt, decision, promise, plan；ability, determination, anxiety, eagerness等。
He hasn’t kept his promise to write to his parents regularly.His eagerness to finish his homework was quite clear.2) 序数词、形容词最高级或被only, last, next, plenty of等修饰的名词可以用不定式作定语：She was the only person to survive after the earthquake.Mr. Zhao is always the first man to arrive at the office and the last to leave.We’ve got plenty of time to visit the museum.注意：1) 作定语的不定式如果是不及物动词，或者不定式所修饰的名词或代词是不定式动作的地点、工具等，不定式后面需跟与其相搭配的介词。
Please give me a knife to cut with.He is looking for a room to live in.Would you please give me some paper to write on?但是，不定式所修饰的名词如果是time, place或way, 不定式后面的介词习惯上可省去。
He had no money and place to live (in).注意：2)当作定语的不定式所修饰的名词或代词是不定式动作的承受者时，不定式既可用主动语态，也可以用被动语态，但其含义有所不同。
比较：A) Have you anything to send? 你有什么东西要寄吗？（to send的动作执行者是you）B) Have you anything to be sent? 你有什么要（我或别人）寄的东西吗？（不定式to be sent的动作执行者是已被省略的me或someone else）5. 作状语不定式作状语，表示目的、原因、结果或条件。
I came here to see you. （目的）不定式作状语表示目的，或用于so as或in order之后来强调目的，so as to一般不用于句首；We turned the lights off in order not to / so as not to waste electricity.To get a good grade, he studies very hard every day.All these gifts must be mailed immediately _____ in time for Christmas.A. in order to have receivedB. in order to receiveC. so as to be receivedD. so as to be receivingWe were very excited to hear the news. （原因）原因状语由形容词（happy, glad, lucky, fortunate, surprised, angry, anxious, ready, quick, slow, cruel, clever等）+ to do 来表示。
1)I’m glad to meet you.2) The question is different to answer.He hurried to the school to find nobody there. （结果）在so…as to …, such….as to …, enough to …, only to …, too … to … 结构中不定式作结果状语，其中only to…用于表示意想不到的结果。
I rushed to the station as fast as I could, only to find the train already gone.He arrived at the station too late to catch the early train.注意：1)某些形容词在“too … to …”结构中没有否定的含义，而是表示肯定，这类形容词有：anxious, delighted, eager, easy, glad, kind, pleased, ready, surprised, willing等。
She was too surprised to see how angry her father was. 看到父亲那么生气，她非常吃惊。
注意：2)在not, never, only, all, but等后的“too … to …”结构中，“too”的含义为very, 不定式没有否定含义。
It’s never too late to learn. 活到老，学到老。
I’m only too glad to stay at home. 我太想留在家里了。
