Grammatical induction of keywords in the first grade of junior high school
First, morphology
1, noun
A) the number of nouns
We know that nouns can be divided into countable nouns and uncountable nouns. Uncountable nouns have no plural form, but countable nouns have singular plural form. The plural form is as follows:
Add an s after 1). Such as: father, books, Americans, Germans, apples and bananas.
2) add es after x, sh, ch, s, tch, s and tch. Such as boxes, glasses, dresses, watches, wishes, faxes.
3) 1) Use the consonant letter plus Y to change Y to I and then add es, such as: baby-babies, family-family, duty-duties, comedy-comedy, document-documentary, story-stories.
2) Add Y to vowels and directly add S, such as: day-days, boy-boys, toy-toys, key-keys, ways.
4) add s (foreign words) at the end of o, such as radio and photos, but if it is a consonant, add o and es, such as tomatoes and potatoes.
5) change f to v, end with f or fe, and add es(s). Such as: knife-knife, wife-wife, half-half, shelf-shelf, leaf-leaf, yourself-yourself.
6) The singular and plural numbers are the same (unchanged): fish, sheep, deer, China and Japanese.
7) People, pants, shorts, shoes, glasses, gloves, clothes and socks are generally only plural.
8) Words with the same form can be singular or plural: police station, policeman, class class, classmate and family.
9) Generally, compound plural numbers only add the subject noun, mostly the latter word. Such as: action movie-action movie, penpal- pen pal; But if it is a plural of a compound word composed of men or women, it is also a plural. Such as: male doctor-male doctor, female teacher-female teacher.
X) Some singular and plural have different meanings. Such as: fish species, paper, paper, paper, works, factories, glass glasses, glasses, orange orange, lights, everyone, people, times, times, penis.
Eleven) the plural of a single letter can have two forms, directly adding s or? S. Yes (me? s)、Ks (K？ S). But if it is an abbreviation, add S. For example, IDs, VCDs, SARs.
12) Special forms are: child-child, man-man, woman-woman, foot-foot, mouse-mouse, police-police, British-British man.
B) the case of nouns
When we want to express something about someone or someone, we should use the possessive form. The composition is as follows:
1) with a singular number at the end? S. such as: brother? Mike. S, teacher? s
2) If the plural number ends in S, add it directly after S? If it doesn't end with an s, it is regarded as singular. Such as: teachers? Teacher's Day, students? ; Children? Day 6 1 day, woman? National day on March 8
(3) When nouns belong to and, if * * * is the same person or thing, only add the last one? But when they are individually owned, they are treated in the singular. Mike and Ben? Mike and Ben's room (* * * share a room), Mike? S and Ben? Mike and Ben's room (their own room)
2. Pronouns
Project personal pronoun possessive pronoun demonstrative pronoun reflexive pronoun
Nominalization of objective adjectives in person nominative case
The first person singular me, me, me, me, myself.
Plural us, us, us, ourselves.
The second person is singular, you, you, you, you and yourself.
Complex number you you you you you you you you you you.
Third person singular sheherherherherherherselff
He he he himself.
It, it, it, it, the thing itself.
Plural them, they, they, they, they, they, they, they, they, they, they, they have them.
3. Verbs
A) third person singular
When the verb is singular in the third person, the verb should be added with s like the singular verb of the noun, as follows:
1) usually add s after the word. Such as: come, fight, wait, talk, watch, dance and practice.
2) add es after x, sh, ch, s, tch, s and tch. Such as: watch, washing, wish, completion.
3) 1) The change at the end of consonants plus y is I plus es. Such as: study-study, sadness-hurry, try-try.
2) directly add Y and S to vowels, such as: play, say, stay, enjoy and buy.
4) add es at the end of o, for example, does, goes.
5) Special ones are-is and have-has.
B) present participle
When we say that someone is doing something, the verb should be participle, not prototype, as follows:
I) ing is usually added after it. For example: spelling words, singing, watching scenery, training, playing games, being in a hurry, watching watches, going and doing.
2) Remove the e and add ing after the silent e, such as: dance-dancing, wake-wake, take-take, practice-practice, write-writing, have-having.
3) ending with stressed closed syllables and a vowel letter+a consonant letter (note that except for letter combinations such as show? Showing, draw-drawing) should double the last consonant letter and add ing. Such as: put-put, run-run, get-get, let-lettering, beginning.
4) Change ie to Y, and then add ing at the end of ie. For example, wearing a tie is dying, and lying down is positioning.
4. The hierarchy of adjectives
When we compare two or more people or things, we should use the comparative or superlative form. The composition is as follows:
1) generally add er or est after the word (if it ends with e, directly add r or st). Such as: bigger-biggest, shorter? Shortest, taller? The tallest, longer? Longest, better-best, bigger-biggest
2) er /est is added to the double-written consonants and 1 vowel+1 consonants ending with stressed closed syllables (except letter combinations, such as less-less-least). For example: big-bigger and biggest, red-redder and reddest, hot-hotter and hottest.
3) the change at the end of consonant +y is I plus er/est. Such as: happy-happy happy, sorry-sorrier sorriest, friendly-friendly friendly, busy-busy busy busy, easy-easy easy.
4) Special circumstances: (two are worse, one is less and farther)
Good/better, best, many/worse/sick? Worst worst
Oldest/oldest/oldest/oldest far/farthest/farthest.
5. Numbers (basic change orders, general; One, two, three, back by yourself; Five, eight, nine, twelve; Others are followed by th; Y ends in I, followed by eth. ) first, second and third; Fifth, eighth, ninth and twelfth; Seventh, tenth, thirteenth, hundredth; Twentieth, fortieth and ninety-ninth sessions
Methods of learning English grammar well
1, take? Total score? the method of
For most art students, the foundation is relatively weak, so we must review according to this step. First of all, we should browse the whole grammar content. On the one hand, you can review the grammar content you learned in junior high school or before. On the other hand, we can quickly know where our weaknesses are. In view of these weak links, we should strengthen training by reciting concepts and doing problems repeatedly until we fully master them. Finally, read it again, so as to remember the concept and make the most effective judgment when encountering long and difficult sentences.
2. Anthropomorphic grammar
For grammar parts that are difficult to understand or remember, personify them so as to remember them faster. Today, let's first demonstrate the subjunctive mood. As we all know, subjunctive mood is a difficult grammatical phenomenon. In fact, subjunctive mood is generally like three kinds of people in real life.
A. Nostalgia:
As long as wish/if only appears in the main clause? /Would rather/Is it time? The simple past tense should be used in clauses. So we call it. Nostalgia? .
B. fickle:
In the untrue conditional clause, contrary to the present fact, the clause uses the past tense, contrary to the past fact, the clause uses the past perfect tense, contrary to the future fact, and the clause uses were to/ should do. The fickle type changes the tense of the clause according to the tense of the main clause, so it is called? The fickle type? . In this structure, we need to pay attention to implicit virtual and mixed time virtual and flip-chip virtual.
C. loyal:
The typical expression of loyalty is the predicate in the clause)+always use the prototype of the verb. What do these words sum up to? Determined to die? That is, nouns and verbs, adjectives and past participles related to persistence, decision, request and command, as well as lest. Like deciding? Decide? Generally used in the object clause, the noun decision is generally used in the predicative clause and the appositive clause, the participle decision is generally used in the subject clause, and the predicate verbs in the clause are all used in should+do.
Suggestions on learning English grammar
1. Finding a good grammar teacher is one of the good ways to ensure that you understand the basic grammar of a language. Ask someone who is qualified to teach you for help. But if it costs a lot of money, it is completely unnecessary. The network is so developed that there are many free courses shared by excellent teachers for you to learn.
2. Read grammar books extensively. Language is constantly developing and changing, and English grammar rules are not static. There are many different styles of grammar books. Explaining English grammar in different ways and reading more grammar books with different styles are good ways to learn English grammar. They let you better understand the basic principles of grammar from different levels and tell you the adaptability and flexibility of the language.
3. Find online resources. With the development of the Internet, there are a large number of reliable grammar courses on the Internet.
Some online tutorials on grammar, spelling, grammar and common mistakes:
1)./verb page/verbtensintro . html
2)./children-books-site/20 13/feb/ 1 1/can-children-learn-grammar-from-reading-books
3)./ Everyday-Grammar-Practice/
5)./ Grammar-Girls
4. Classic grammar course with excellent reputation:
Chinese:
1) Lai Shixiong Classic Grammar (audio)
2) Xie Mengyuan Elementary Grammar+Intermediate Grammar (50 G Grammar Detailed Video Course)
3) Zhang Mansheng's New Thinking Course of English Grammar (junior, middle and senior)
4) Rotating Yuan You English Magician Grammar Club+Advanced Grammar.
Matters needing attention in learning English grammar
1. Focus on learning the difference between confusing words.
Many words in English have the same pronunciation or spelling, but their meanings are quite different. These homographs, homographs, homographs and homographs are very easy to be confused, which leads to common mistakes. Remembering these common mistakes can help you avoid making frequent mistakes.
Examples of confusing words:
Too (too; Also; Very; Very) and to (preposition: to; Toward, toward; About; Of) and two (radix 2)
Then (then; At that time) and ratio (for comparison)
Lie (meaning to be in a horizontal position) and lay (meaning to put things in a horizontal position).
Further (physical distance) and further (further)
It? The abbreviation of s(s(it is) and its (possessive pronoun)
They? Re (they are abbreviations) and their (possessive pronouns), there (adverbs indicating places)
What about you? Re (short for you are) and your (possessive pronoun)
2. Correct use of punctuation marks
Punctuation marks are an important part of language, indicating the start, stop, pause and the relationship between sentences and language. Incorrect punctuation may lead to confusion or incomprehensible meaning you convey. There are many errors related to punctuation in English, such as commas: commas are not used when there are no suitable conjunctions between independent clauses in long sentences.
3. Use active voice more.
In the active sentence, the subject is the thing that carries out the action; In passive sentences, the subject is influenced by external forces. Although there is nothing wrong with the passive voice, it often makes the expression unclear. Therefore, you should use the active voice more. Of course, it is acceptable to use the passive voice, especially when you want to emphasize something. For example, consider how these active and passive sentences emphasize the different components of the sentence:
Subjective sentence? I paid the bill? What is emphasized is what has been done.
Passive sentence? I paid the bill? The point is who pays the bill.
4. Use reflexive pronouns correctly.
Reflexive pronouns include self, yourself, himself, herself, self, ours, yours and themselves. These pronouns can be used to indicate reference or emphasis. Reflexive pronouns only serve as objects in sentences. If the deletion of reflexive pronouns in a sentence does not affect the meaning of the sentence, then the reflexive pronouns here play an important role. If deleting reflexive pronouns will affect the complete meaning of a sentence, then take it as a reference.
Reference: I pinched myself to see if I was dreaming. ?
Emphasize:? She picked out every gift herself. ?
Reference: He asked himself, what happened to him? I think in that case. ?
Emphasize:? I don't know? I don't know what happened to me. D reaction. ?
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