主谓一致
主谓一致指句子的主语和谓语动词在人称和数的形式上的一致关系。这种一致关系通常牵涉到三个不同的基本原则：
语法一致原则句子主语和谓语动词在单复数形式上保持一致。
意义一致原则句子主语和谓语动词的一致关系并非取决于主语的单复数形式，而是取决于主语的单复数意义。
就近原则当句子中有若干个并列主语出现，谓语动词的单复数形式由最靠近它的名词决定。
I.以– s 结尾的名词作主语时的主谓一致
II.集合名词作主语时的主谓一致
III.并列结构作主语时的主谓一致
IV.表示数量的名词短语作主语时的主谓一致
V.一些句型结构的主谓一致（定语从句、存在句、强调句、名词性从句、非谓语形式作主语）
VI.其他结构中的主谓一致
I.以– s 结尾的名词作主语时的主谓一致
1.以– s 结尾的表示体育活动的名词作主语
2.以– ics 结尾的表示学科的名词作主语
3.以– s 结尾的地理名词作主语
4.以– s 结尾的由两部分组成的名词作主语
5.* 以– ings 结尾的动名词作主语
6.其他以– s 结尾的名词
II.集合名词作主语时的主谓一致
集合名词指的是同一类人或物的集合体，其中有的是复数含义，有的是不可数含义，有的根据不同的上下文，既可以有复数含义，也可以有单数含义。
1.通常用作复数的集合名词
这类名词包括people, police, cattle, *poultry, *vermin 等。在它们之后的谓语动词用复数形式。
e.g. The police are in search of the murderer.
Cattle provide us with milk and beef.
People 解释为“民族”时为单数形式，复数时词尾要加s。
e.g. There are fifty-six peoples in China.
2.通常用作单数的集合名词
machinery, equipment, furniture, merchandise, foliage 等。在它们之后的谓语动词用单数形
式。
e.g. The merchandise has arrived earlier than expected.
All the machinery here is made in China.
3.既能作复数又能做单数的集合名词
这类名词作主语时，谓语动词的单复数形式主要取决于集合名词在上下文中的具体含义。
当作主语的集合名词强调的是一个整体或组织，谓语动词用单数形式
当作主语的集合名词强调的是整体中的个体或成员，谓语动词用复数形式。
这类词有：committee, council, association, board, government, family, audience, crowd,
class, school, army, flock, herd, village 等。
e.g. A committee was asked to investigate the case. (强调委员会这一个整体)
The committee is composed of quite a few experts and scholars. (强调委员会这个组织)
The anti-crime committee meets in the town hall. (强调委员会这个组织)
The committee are divided in opinion. (强调委员会中的每个委员)
The committee are at dinner. (强调委员会中的每个委员)
My family is a big one. (强调家庭这一个整体)
My family are all diligent workers. (强调家庭中的所有成员)
The audience are raising their hands to show their approval. (谓语动词用复数形式，与their 呼应，强调观众中的每个成员)
The class consists of 45 students. (强调班级这个整体)
The class are unable to decide a monitor. (这里的class 强调班级中的每一个成员)
The herd of cows and calves is the healthiest the farm has hard. (强调牛群这一整体)
The herd of cows and calves are moving towards the barn. (强调牛群中的每一个个体)
The village were all against the project. (强调村庄里的村民们)
4.其他：
当主语是由a committee/ board/ panel of 构成的短语，谓语动词通常用单数形式。
e.g. A committee of three professors is to decide whether he can get the degree.
A panel of four has been chosen to judge the competition.
The board of directions is in charge of the management of the company.
III.并列结构作主语时的主谓一致
1.用and 或both … and … 连接的并列主语
当and 或both … and … 连接的并列主语表示的是两个或两个以上的人或物，谓语动词
通常用复数形式；若所指的只是一个人或物，谓语动词通常用单数形式。
e.g. Blue and yellow make green.
You and I are good friends.
The great scholar and poet is now dead.
The great scholar and the poet are now dead
The hammer and sickle was flying from a tall flagpole.
Reading and solving equation are entirely different assignments.
Egg and milk is a good breakfast. (这里的鸡蛋和牛奶都指一顿早饭，不可分割)
Bread and butter is nutritious. (涂有黄油的面包)
The candlestick and candle sells for two pounds.
即使并列主语的中心词是单数，如果表示的意义是复数，仍应用动词复数。
e.g. Secondary and higher education have been made available in this newly-developed area.
What I say and think are no business of you.
当and 连接的并列名词带有each, every 或者many a 等限定词时，随后的动词常用单数形式。
e.g. Many a man and woman in this community finds himself or herself in need.
Every boy and girl in the class is given a copy of the photo.
2.用or, either… or …, neither … nor …,以及not only … but also … 等连接的并列主语
通常采用就近原则。
e.g. My father or my mother is likely to be at home.
Either you or he is to blame.
Either my father or my mother is coming.
Not only Mary but also her brothers were asked to sing some songs.
Neither Bill nor his friends were confident of victory.
Neither he nor I know the truth.
IV 表示数量的名词短语作主语
1.表示不定数量的名词短语作主语
●some (of), a lot (of), lots (of), plenty (of), all (of), half (of), the rest (of), the remainder
(of), most (of), none (of), heaps, loads of, no 等。
我们经常根据意义一致的原则决定谓语动词的形式。
如果这些短语与可数名词复数连用，谓语动词就用复数
如果这些短语与不可数名词或可数名词单数连用，谓语动词就用单数。
如果这些数量词后面的名词省略了，我们要根据其意义判定谓语动词的单复数形式。
e.g. Some (of the desks) are broken.
Some (of the furniture) is broken.
The rest of us are to continue the work.
The rest of the money is stolen.
Lots of students want to have a try.
Lots of time has been wasted.
Half of the lectures deal with the issue of birth control.
Half of the lecture deals with the issue of birth control.
Most of the students are hard working.
Most of it is damaged.
No one shows up.
No two think alike.
●如果主语是“分数/百分数+of+名词”，谓语动词的形式也取决于中心名词的单复数形
式。
e.g. Two thirds of the city was destroyed in the war.
Thirty-five percent of the doctors were female.
● a number of + 名词复数表示“许多…”，谓语动词用复数形式。
the number of + 名词表示“.…的数目”，谓语动词用单数形式。
e.g. A great number of students have entred for the sports meeting.
The number of students has doubled in two years.
2.表示时间和度量的名词短语通常作为一个整体看待, 谓语动词用单数形式
e.g. Twenty minutes is too long to wait.
Fifty pounds was paid for the coat.
Five days is needed to finish the repair work.
如果此类名词短语强调的是其中的每个个体，谓语动词用复数形式。
e.g. There are six silver dollars in each of the pockets.
3.如果做主语的名词短语由“a portion of, a series of, a pile of, a panel of, a kind of, a sort of,
a type of, this kind/sort/type of ”构成，无论中心名词的形式如何，谓语动词的形式通常都
是单数。
e.g. There is a kind of rose in the garden.
This kind of peach is very juicy.
This kind of strawberries is highly priced.
但是如果名词短语的结构为“复数名词+ of this kind”，谓语动词用复数。
e.g. Peaches of this kind are juicy.
如果做主语的名词短语的形式为“these/those kind of +复数名词”,谓语动词用复数。
e.g. These kind of peaches are very juicy
4.在“one in/ out of + 复数名词”这一结构后，谓语动词一般为单数形式。
e.g. One in ten students has failed the exam.
One out of twenty was badly hurt.
5.由“many a + 单数名词”或者“more than one + 单数名词”组成的名词短语虽然在意
义上是复数，但习惯上谓语动词用单数。
e.g. Many a way has been tried.
More than one game was lost
More than one person has tried to open the door.
6.在由an average of, a majority of 构成的短语中，若中心词是average 和majority，动词用
单数；若中心词是他们后面的复数名词，动词用复数。
e.g. An average of 25 persons apply each month.
An average of 25 applications a month isn’t unusual.
A majority of the town’s younger men are moving to the city.
A majority of three votes to one was recorded.
V.一些句型结构中的主谓一致
1.定语从句中的主谓一致
在“one of + 复数名词+ 定语从句”结构中，如果关系代词在定语从句中做主语，定语从句中的谓语通常用复数形式。
e.g. This is one of the best films, which have appeared in a long time.
在“the only one of 或者the one of + 复数名词+ 定语从句”结构中，如果关系代词在定语从句中做主语，定语从句的动词用单数形式。
e.g. This is the only one of the best films that has pleased me.
He is the only one of those boys who is willing to accept the task.
2.存在句中的主谓一致
存在句中谓语动词的单复数形式由靠近它的名词决定。
e.g. There is more grace and less carelessness.
There is one pencil-box and three boxes in the bag.
3.强调句中的主谓一致
4.名词性从句中的主谓一致
5.非谓语形式做主语的主谓一致
VI.其他结构中的主谓一致
1.主语有肯定和否定组合而成时，谓语动词与肯定主语一致。
e.g. Not you but I am to blame.
I, not you, am to blame
Not he but you are to be fired.
You, not he, are to be fired.
2.请注意以下例中动词的单复数形式
Some of the clerks as much as the manager were responsible for the loss.
He rather than his parents is to blame.
My wife, more than anyone else in the family, is anxious to go to the party.
The manager with some clerks was working during the whole holidays.
The father as well as his children is going to register.
Bill together with his sisters was hurt in the accident.
The truck along with all its goods was destroyed.
The barn, in addition to the house, was burned.
No one except two boys was late for dinner.
主谓一致
Choose the right form of the verb to fill in the blanks
1.Our school, as well, as the hospital nearby, (was / were) built in the 1930s.
2.Nobody
3.What I say and think (wants/ want) to see that horrible moves.
(is/ are) no business of yours.
4.Many a man (has/ have) come to help us.
5.Two weeks (is/ are) enough for us to finish the project.
6.Plenty of fruits, milk and vegetables (is needed/ are needed) for health.
7.He is one of the speakers who (makes his/ make their) ideas easily
understood.
8.Ms. Charney is the only one of the teachers who (has/ have) got the new idea.
9.The number of people invited (was/ were) fifty, but a number of them
(was/ were) absent for various reasons.
10. A number of soldiers (has/ have) gathered at the camp gate.
11.We each (has/ have) been given a gift.
12.Each of us (has/ have) been given a gift.
13.In the living room (is found/ are found) a large sofa and a book shelf.
14.Not only I but also Tom and Tiffany (is/are) fond of skiing.
15.What he will do
16.Neither Bill nor his parents (has/ have) nothing to do with me.
(is/ are )surprised at the news.
17.Every means (has been tried/ have been tried) but without much result.
18.Politics (is/ are) too complicated to analyse.
19.The Philippines (lies/ lie) to the south-east of China.
20.Enough of the data (has/ have) been collected.
21.Two-thirds of the crop (was ruined/ were ruined) in the flood.
22.I have been working for the company for a year already. However, none of the money
(was passed/ were passed) to me.
23.More than one girl (was/ were) missing in this district last week.
24.The number of teachers (is/ are) never under 100 in this school.
25.Not only he but also I (am/ is/ are) to answer for the accident.
26.All but one (was/ were) here just now.
27.Jack as well as his two friends (is/ are) worth teaching.
28.Writing stories and articles (is/are) what my father enjoys most.
29.Her family (is/are) quite well except that her uncle has been ill.
30.Many a man and many a woman (wishes/wish) that he or she had had better
education.
31.Every policeman and fireman (was/ were) on alert.
32.This glass works (was/were) put up in 1990.
33.Neither the magazines nor this book (is/are) allowed to be taken out of the
reading-room.
34.Dr. Hendrik, together with his wife and daughters, (is/are) to arrive on the
evening flight.
35.Every book except these two (has/ have) been sold.
36.Everybody, men and women, old and young, (enjoys/ enjoy) sports and games.
37.Not only you but also Tom (has/ have) made such a mistake.
38.The surroundings of his house (is/ are) far from clean.
39.One pair of scissors (is/ are) not enough for the work.
40.Lots of rubbish (is/are) thrown away every day.
41.The majority of doctors (believes/ believe) smoking is harmful to health.
42.Thirty-five hundred dollars (was/ were) spent in a single night, which
(was/ were) unbelievable.
43.The scientist and professor (is/are) to attend our meeting.
44.The police (is/are) searching everybody at the gate.
45.Three fourths of the surface of the lake (is/ are) covered with ice the next
morning.
46.Of the new students, sixty percent (is/are) girls.
47.(Is/Are) thirty five minutes enough for you to get there?
48.All that can be done (has/have) been done.
49.Anyway, it is you who (has/have) the right to decide.
50.Jane is the only one of the few girls that (speaks/ speak) Chinese well.
51.Seventy percent of the students here (is/are) from the countryside.
52.Three-fourths of the homework (has/ have) been finished today.
53.Only one third of the desks in the school (has/have) been repaired.
54.The total number of the population in China (was/were) 1,100 million on April
14, 1989.
55.More than 60 percent of world’s programmes (is/are) in English.
56.Those who (has/have) not handed in their compositions, please hand them in this
afternoon.
57.Jane is one of the best students in her class who (is/are) praised by their teacher.
58.The whole class (is/are) listening to teacher attentively.
59.The subject of physics (has/ have) always interested him.
60.The United States of America (is/are) one of the most developed countries in the
world.
61.In winter wet clothes (is/are) often hung up near a fire.
62.Nobody (is/are) allowed to smoke in the cinema.
63.The rest of the magazines (was/ were) sold out within half an hour.
64. A large number of the students in our class (is/are) girls.
65.The number of students of this school (is/are) not large.
66.The League secretary and monitor (was/were) asked to make a speech at the
meeting.
67.Mary as well as her sisters (studies/study) Chinese in China.
68.I, who (am/is/are) your teacher, will try my best to help you with your study.
69.The rich (is/are) not always happy.
70.John has two brothers, but either (is/are) out of work now.
71.The police (was/were) searching for the murderer everywhere when he suddenly
appeared in a theatre.
72.About 40 percent of the population of that country (lives/live) on farm.
73.Apples of this kind (tastes/taste) good.
74.Your trousers (is/are) dirty. You must have them washed.
75.The Olympic Games (is/are) held every four years.
76.Many a man (has/have) come to help us.
77.No one but her parents (knows/know) it.
78.He is the only one of the students who (is/are) elected.
79.No girl and no boy (is/are) fond of such a dangerous game.
80.The results of the examination (shows/show) that you have all made a great
progress.
81.Two yuan (is/are) a reasonable price for this book.
82.Each of you (is/are) responsible for the accident.
83.You and I (am/is/are) of the same age.
84.The manager, as well as his advisers, (has agreed/ have agreed) to attend the
world fair.
85.We have sold many computers of this kind and the rest (is/are) still on sale.
86.There (is/are) two cans of oil in the corner of the room.
87.Several girls (is/are) going to visit the Museum.
88.This kind of apples (is/are) highly priced.
89.One out of them (is/are) badly damaged.
90.Mr. Smith, and not I, (am/is/are) chosen to be representative.
91.Nobody but Jack and John (was/were) in the lab yesterday.
92.Both bread and butter (was/ were) sold out in that shop
93.Bread and butter (is/are) what they usually have for breakfast.
94.At the bus stop (was/were) a soldier and two young women on their way to
North Carblina.
历年高考题
1.Not only I but also Jane and Mary tired of having one examination after another.
A.is
B. are
C. am
D. be
2. A library with five thousand books to the nation as a gift.
A.is offered
B. has offered
C. are offered
D. have offered
3.When and where to build the new factory yet.
A.is not decided
B. are not decided
C. has not decided
D. have not decided
4.The number of people invited fifty , but a number of them absent
for different reasons.
A.were, was
B. was, was,
C. was, were
D. were, were
5.Either you or the headmaster the prizes to these gifted students at the meeting.
A.is handing out
B. are to hand out
C. are handing out
D. is to hand out
6.Email, as well as telephones, an important part in daily communication.
A.is playing
B. have played
C. are playing
D. play
7.Every possible means to prevent the air pollution, but the sky is still not clear.
A.is used
B. are used
C. has been used
D. have been used
8.of the land in that district covered with trees and grass.
A.Two fifth, is
B. Two fifth, are
C. Two fifths, is
D. Two fifths, are
9.As a result of destroying the forest, a large of desert covered the land.
A.number, has
B. quantity, has
C. number, have
D. quantity, have
10.He is the only one of the students who a winner of scholarship for three years.
A.is
B. are
C. have been
D. has been
11.When and where to go for the on-salary holiday yet.
A.are not decided
B. have not been decided
C. is not being decided
D. has not been decided
12.On top of the books the photo album you’re looking for.
A.is
B. are
C. has
D. have
13.Telephone messages for the manager on her desk but she didn’t notice them.
A.were left
B. was left
C. was leaving
D. were leaving
14.Professor Smith, along with his assistants, on the project day and night to meet
the deadline.
A.work
B. working
C. is working
D. are working
15.The teacher, with 6 girls and 8 boys of her class, visiting a museum when the
earthquake struck.
A.was
B. were
C. had been
D. would be
16.All the employees except the manager to work online at home.
A.encourages
B. encourage
C. is encouraged
D. are encouraged
17.Nowadays, a large number of women, especially those form the countryside, in the
clothing industry.
A.is working
B. works
C. work
D. worked
18.The father as well as his three children skating on the frozen river every Sunday
afternoon in winter.
A.is going
B. go
C. goes
D. are going
19. A poet and artist coming to speak to us about Chinese literature and painting
tomorrow afternoon.
A.is
B. are
C. was
D. were
20.The company had about 20 laptops but only one-third used regularly.
A.is
B. are
C. was
D. were
21.More than a dozen students in that school abroad to study medicine last year.
A.sent
B. were sent
C. had sent
D. had been sent
22.No one in the department but Tom and I that the director is going to resign.
A.knows
B. know
C. have known
D. am to know
教师招聘考试中高中英语语法教学案例分析- 英语学科专业基础知识 中小学教师职业道德规范教师招聘考试试题及答案 新课标实施以来，英语界提出了淡化语法、注重交际的新型英语教学方针，并且得到了英语教育界的广泛认可，摒弃了从前枯燥的语法教学工作，取而代之的是只要一方能讲，一方听得懂就足够了。那么，在教师招聘考试中，我们该如何去体现出新课标的要求呢？下面，中公教育汪琴老师通过实例向大家进行介绍。 首先，我想向大家介绍一下传统的语法讲解方式，不如让我们一起走进课堂： 师：同学们，本堂课我们一起来学习非谓语动词。非谓语动词形式包括doing，done，todo，其中doing表示主动，done表示被动，todo表示将来，他们在句子之中可以作多种句子成分，具体见下表： 此外，在doing和done短语作状语的句子中，如果动词的逻辑主语与句子的主语一致，必须省略，否则不能省略。下面我们来看几个例句:…… 生(嘈杂声一片):老师，什么是非谓语动词？ 老师，为什么不使用do？
老师，什么是状语？ 老师，…… 于是我们就会发现，精心准备的一堂课就这样在尴尬中结束了。 从上面的例子，我们可以发现当前的英语教学的形势和现状。所以，每一位老师都要去思考面对这样的学生现状我怎么来进行英语语法的教学。 接下来，将为大家介绍新模式的教学： 师：同学们，下面我来给你们讲个故事:当你出生的时候，你是个小孩子，你生下来就在哭，你的妈妈看着你对你说:“我爱你!”看着你可爱的样子，她又深情地讲:“孩子，我要给你一个吻!请你相信，我会让你幸福的!” 其中划线的句子翻译成英语分别是: Iamababy.主+系(v)+表语 Iamcrying.主+谓(v) Iloveyou.主+谓(v)+宾语 Iwillgiveyouakiss.主+谓(v)+间接宾语+直接宾语 Iwillmakeyouhappy.主+谓(v)+宾语+宾语补足语 师：同学们，上面所出现的五句话就是英语里面的五种简单基本句型，你们能记得住吗？ 生：肯定能。
《高中英语语法填空》教学设计 一． 二．教学目标 1. 2.知识技能 （1） （2）通过本课的学习使学生了解语法填空的常考考点和清晰的解题思路，掌握分析句子结构的方法。 （3） （4）将句子语法结构分析和句子意义能有机结合去解题。 2. 3.情感态度 通过将考点细分逐个突破鼓励学生打破“我不行”的心理暗示，提高学生学习的自信心。 4. 5.能力目标 通过对考点的细分和总结让学生有更为清晰的解题思路。 二． 三．重点 了解语法填空的常考点与解题思路，掌握分析句子结构的微技能。 四． 五．难点 将句子语法结构分析和句子意义有机的结合去解题。 六． 七．学生情况 学生掌握基本的语法知识。 八． 九．教学与学习过程 Step1.介绍语法填空的要求 Step2.介绍语法填空的解题思路 1.纯空格试题 2.给出动词的试题 3.词类转换题 Step3.介绍语法填空的方法
1. 2.根据句子结构，确定词性 3. 4.根据上下文意义及语法，确定词性：冠词，代词，连词，介词，谓语动词，非谓语动词，词性变化。 Step4.纯空格试题 1. 2.名词前设空：（1）冠词，形容词性物主代词，名词所有格，介词或 one,some,any,other等代词 （2） （3）常用and,but,or,so等连词 （4） （5）缺主语或宾语：名词，代词 Step5.给出了动词的试题 若是谓语动词，就要考虑时态和语态。 若是非谓语动词，用doing,done,to do等形式。 Step6.词类转换题 （1） （2）转换为形容词（2）转换为名词（3）转换为副词Step7.其他常考类型 Step8.语法填空做题思路总结。 1. 2.根据语法知识进行填空 3. 4.根据逻辑关系进行填空 5. 6.根据语片标志进行填空 ’s practise 六作业：完成资料相关练习 七．教学反思
高中英语语法“虚拟语气”的教学设计 一、教材分析： 本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二、学情分析： 在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。 三、教学重点: 1.复习的重点---语法虚拟语气的句型结构. 2.语法虚拟语气的运用 四、教学难点: 1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。 2.虚拟语气在真实的生活语境中的使用。 五、教学目标: 1.知识目标: 引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 2.能力目标： 利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 3.德育目标： 用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。 六、教学策略:
按：本套资料省去了名词、代词、形容词等部分，保留了最最核心的句型和动词。希望能有所帮助。 第一章名词性从句 在句子中起名词作用的句子叫名词性从句。名词性从句的功能相当于名词词组, 它在复合句中能担任主语、宾语、表语、同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。 一．主语从句 主语从句是在复合句中充当主语的从句，通常放在主句谓语动词之前或由形式主语it代替，而本身放在句子末尾。 1. It作形式主语和it引导强调句的比较 It作形式主语代替主语从句，主要是为了平衡句子结构，主语从句的连接词没有变化。而it引导的强调句则是对句子某一部分进行强调，无论强调的是什么成分，都可用连词that。被强调部分指人时也可用who/whom。例如： a) It is a pity that you didn’t go to see the film. 你不去看那场电影真可惜。 - b) It doesn’t interest me whether you succeed or not.我对你成功与否不感兴趣。 c) It is in the morning that the murder took place.谋杀案是在早上发生的。（强调句型） d) It is John that broke the window.是John打碎的窗户。（强调句型） 2. 用it作形式主语的结构 (1) It is ＋名词＋从句 It is a fact that …; It is an honor that…; It is common knowledge that… (2) It is ＋形容词＋从句 It is natural that…It is strange that… . (3) It is ＋不及物动词＋从句 It seems that…It happened that…It appears that… (4) It ＋过去分词＋从句 It is reported that…It has been proved that…It is said that… 3. 主语从句不可位于句首的五种情况： （1）if引导的主语从句不可居于复合句句首。 （2）It is said /reported…结构中的主语从句不可提前。例如： 正确表达：It is said that President Jiang will visit our school next week. ( 错误表达：That President Jiang will visit our school next week is said. （3）It happens/occurs…结构中的主语从句不可提前。例如： 正确表达：It occurred to him that he failed in the examination. 错误表达：That he failed in the examination occurred to him. （4）It doesn’t matter how/whether …结构中的主语从句不可提前。例如： 正确表达：It doesn’t matter whether he is wrong or not. 错误表达：Whether he is wrong or not doesn’t matter. （5）含主语从句的复合句是疑问句时，主语从句不可提前。例如： ； 正确表达：Is it likely that it will rain in the evening 错误表达：Is that will rain in the evening likely 4. what 与that 在引导主语从句时的区别 what 引导主语从句时在句时在从句中充当句子成分，如主语．宾语．表语，而that 则不然。例如：
高中英语语法教学案例分析 一、学生情况分析 授课对象为高二（2）班的学生。高二（2）班英语基础较差，对英语不太感兴趣。大部分学生的思维活动、表现欲望和合作精神在平时的教学中表现很好。根据这些特点，我采用与新课标要求相一致的教学方式，在师生互动、生生互动的过程中来实现教学任务和目标。 二、教材分析 本节课的授课内容为高中语法的一个重点也是难点的内容：宾语补足语。对于该内容学生半知半解，加上语法容易让人觉得枯燥，学生对此内容有排斥畏难心理。 三、教学目标 【知识与技能】：1.让学生弄清楚宾语补足语在句子结构中的作用和用法。2.宾语补足语的认知与掌握 【过程与方法】：1.培养学生自主学习和协作学习的能力；2.培养学生质疑意识，分析问题、解决问题、归纳问题的能力。 【情感价值观】：通过本节课的学习，培养学生的爱校情感。 四、教学策略和方法 本节课的教学以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、归纳能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。随堂进行小组指导，一方面参与学生的讨论，更给学生以个别辅导，以帮助学生解决学习过程中的难题。通过演示法把制作的课件、学生的作文等显示给学生看，便于学生对知识的把握，并从中获得启迪，从而解决问题。通过小组协作法分析问题、解决问题，
从而内化而形成学习成果，并将其在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。通过任务驱动教学法将所要学习的新知识 隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老 师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知 识的意义建构。 高中英语新课程的总目标就是培养学生综合运用英语的能力，提倡学以致用。所以，在中学英语语法教学中，应关注学生的学习和认知过程，注重学生 思维能力的培养，并力求把语言形式、意义和用法有机地结合起来。 五、教学过程 呈现（认知）——辨识（发现与探究）——归纳（分类梳理）——巩固（学以致用） Ⅰ. 从教材例句入手，从认知到理解过渡 1．认知——辩识 简短地对宾语补足语的概念交代之后，让学生自己从课文中找出学过的带 有宾语补足语的句子，使学生初步认知宾语补足语的形式和结构。这一步的关 键是鼓励同学们感知和发现，而不是直接告之答案。 Now when people refer to England you find Wales included as well. So to their surprise the three countries found themselves united. They were going to get Ireland connected to the other three. I raised my voice to make myself heard. 2．辩识——拓展 引导学生归纳总结过去分词作宾语补足语的用法，引导式地列出其他常接 宾语补足语的动词： have, get, make, leave等带有“致使”含义的动词。 see, hear, watch, feel, think, find, notice, observe等表示感觉和心理状态的动词。 like, want, wish, order等表示“希望”、“要求”等含义的动词。 3．拓展——理解 再以口头或笔头翻译的形式，给出学生一些具体实例，让学生练习的同
高中英语语法虚拟语气 教学设计 集团档案编码：[YTTR-YTPT28-YTNTL98-UYTYNN08]
高中英语语法虚拟语气教学：The subjunctive mood 厦门第十中学吕瑞珠 一、概述 本节课是高中英语语法教学课，授课内容为虚拟语气，授课对象是高三年学生。从呈现、加深记忆、巩固到实践并将语言项目运用于写作中并做适当的点评，大概需要两课时。但我这里着重阐述的是第一课时的教学内容、教学策略等。 通过本节语法教学课的学习，学生重新整合自己的有关虚拟语气的知识，复习已知的虚拟语气的表达形式如：I wish I could fly freely in the sky like a bird; It is high that you got up.等等，并学习新的表达形式如：The English teacher suggested that we should read the English newspaper every day; I would have passed the English exam if I had worker harder in the past 20 days.最为重要的是，学生在学习完虚拟语气的表达形式后，要在写作中运用。 虚拟语气在高中英语语法的难点之一，多数学生感到费解，因此也更需要老师的指导与相应的实践与运用，并且较好地掌握虚拟语气的表达形式，有助于扫除学生阅读过程中对个别句子的理解。 二、教学目标分析 1．知识与技能 1）复习学生已掌握的虚拟语气表达的句型： I wish I were… / I could … It is high time that you did your homework.. If I were you, I would… 2) 学习虚拟语气新的表达方式，尤其是if引导的虚拟条件状语从句，掌握与现在事实、与过去事实、与将来事实相反的三种虚拟语气的表达，特别是主句与从句时态的呈现；还有引导出的宾语从句需要运用虚拟语气的动词，如suggest, insist, propose, demand and so on. 3）培养学生运用所学知识表达自己的思想的能力。 2．过程与方法 1）引导学生在欣赏英文歌曲An Angel的情景教学过程中，开启对虚拟语气表达已有的知识记忆。
高中英语语法教学现状问卷调查( 学生问卷 ) 各位同学： 为了深入了解目前我校高中生的语法学习状况和对语法教学的看法和意见, 以便为《适应高考改革的高中英语语法情境教学研究》这一课题提供科学的参考依据，改进和完善英语语法教学方法，为实际英语教学工作提供更大的帮助。请根据实际情况如实认真地填写。本问卷不记名，所有数据仅用于研究，请不必有任何顾虑。谢谢合作！ 1.你现在所在的年级是： A. 高一 B. 高二 2.你所在班级是： A. 实验班 B. 平行班 3.你目前的英语成绩与班上其他同学相比： A. 较差 B. 一般 C.良好 D.优秀 4.你觉得英语语法学习对你来说难吗 ?A. 很难 B. 一般 C. 不难 5.目前你学习过的英语语法知识体系的情况是 : 6.关于英语语法项目的记忆，你的方法是 A. 死记硬背 B. 理解记忆 C.大量做题巩固 7.你认为造成你英语语法学习困难的原因是： _______ A. 语法规则复杂多变 B. 教师语法教学枯燥 C.课堂上听不懂 D.不能运用课堂所学的语法知识 8.对你英语语法学习的兴趣和效果影响最大的是 9.你最主要通过什么方式获得语法规则知识： 10.你巩固、掌握、内化老师所教的语法知识主要通过： A.通过书面语法练习和背诵，记住为止 B.尽量多地接触含有语法知识的句子或文章等语言学习材料 11.日常的英语语法教学课中 , 你的老师最常采用的教学模式是 A. 首先明确阐述语法规则，然后加以举例 B. 首先提供一些例句，然后让学生归纳出语法规 则C.画图或数轴解释或总结语法规则 D.在足够的语境中感知语法项目，引导学生归纳总结 12..老师是否倾向于先集中讲解语法规律，之后做大量练习巩固？ 13.实际英语课堂教学中 , 你的老师教语法知识的最主要的方法、策略是 : A. 老师以解析为主 , 学生配以笔记和回答老师的问题 ( 即传统教学法 ) 。 B. 老师设计和现实生活相关和学生熟悉的活动来让学生学习和应用语法( 任务型教学法 ) 。 C.老师利用非常的短的时间讲解语法 , 然后用大量时间通过演讲等方式让学生应用新的语法点对话 交流 ( 交际法语法教学 ) 。 D.老师创设有意义的情境帮助学生学习语法( 情境教学法 ) 14. 你对教师目前采用的语法教学方法、策略持何种态度: A. 赞同 , 很喜欢 B. 不喜欢 , 希望进一步改进 C. 没意见 , 无所谓 D讨厌 精心整理
高中英语教学案例分析(一) ---- Cultural Relics—In Search of the Amber Room（阅读课） 教材版本：人教版高中英语必修2授课时间：40分钟 一、学生分析 教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。虽然一开始他们觉得与初中教学很不相同（初中老师注重手把手式的语法教学），但经过半个学期后，他们适应得很快，而且还取得一定的进步。他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。 二、教材分析 这一课是本单元第一个课时。在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。我在备这一课时，发现它的warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入（只是花了4到5分钟的时间），
让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。 三、教学目标 本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。教师根据课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述国外文化遗产，学生会感到陌生，为了引起共鸣，因此要把中外文化遗产结合一起讨论。本课目的要使学生学会如何谈论文化遗产以及最后形成保护文物的意识。 教学内容大致分为以下几个方面： 1．看图片和听录音引入文化遗产这一话题。 2．从网上下载一些琥珀屋图片并展示给学生看，分辨新旧琥珀屋，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。（一些生词用板书） 3．学生阅读课文后完成精读练习。 4．两人围绕琥珀屋设计小对话。 5．语言学习--难句解释。 6．小结文章，一是找关键线索，二是写作手法。 7．小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学习学到了什么（达到教学目标--形成保护文物意识）。 四、教学策略 环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道琥珀屋从形式－失踪－重建的过程，
各章练习答案 名词练习答案 1 D 15 B 29 D 43 D 57 A 2 D 16 B 30 B 44 B 58 C 3 C 17 B 31 C 45 A 59 D 4 C 18 C 32 C 46 B 60 B 5 A 19 C 33 B 47 D 61 C 6 C 20 B 34 C 48 B 62 B 7 A 21 C 35 A 49 C 63 B 8 D 22 A 36 C 50 B 64 D 9 C 23 D 37 C 51 C 65 B 10 D 24 C 38 B 52 A 66 C 11 C 25 A 39 B 53 D 67 C 12 A 26 A 40 C 54 C 68 D 13 D 27 C 41 D 55 A 69 D 14 B 28 C 42 A 56 D 70 A 介词练习答案 1 D 19 B 37 C 55 B 73 C 91 B 109 A 2 B 20 D 38 D 56 B 74 D 92 C 110 C
3 A 21 B 39 A 57 C 75 A 93 A 111 C 4 B 22 B 40 A 58 C 76 D 94 B 112 D 5 C 23 D 41 A 59 D 77 B 95 C 113 A 6 D 24 C 42 C 60 B 78 B 96 C 114 C 7 A 25 A 43 A 61 A 79 D 97 D 115 A 8 C 26 C 44 C 62 A 80 C 98 D 116 B 9 C 27 D 45 D 63 D 81 A 99 A 117 A 10 B 28 A 46 C 64 D 82 C 100 C 118 A 11 D 29 C 47 D 65 D 83 D 101 C 119 B 12 C 30 B 48 B 66 C 84 A 102 D 120 B 13 C 31 B 49 C 67 A 85 D 103 B 121 A 14 C 32 C 50 B 68 A 86 D 104 C 122 B 15 D 33 B 51 D 69 D 87 C 105 D 123 C 16 A 34 C 52 B 70 A 88 B 106 C 124 D 17 B 35 D 53 C 71 C 89 A 107 C 125 D 18 C 36 B 54 D 72 B 90 C 108 D 126 冠词练习答案 1 C 19 C 37 B 55 C 2 B 20 A 38 B 56 A 3 D 21 A 39 C 57 D 4 A 22 B 40 C 58 D
高中英语语法专题复习教案大全(15个教案) 语法复习专题一——名词 一、考点聚焦 1.可数名词单、复数变化形式 （1）规则变化。 ①单数名词词尾直接加-s。如：boy —boys, pen —pens。 ②以s、x 、ch 、sh结尾的单词一般加-es。如：glass —glasses,box—boxes, watch —watches, brush —brushes。 特例：stomach —stomachs。 ③以“辅音字母+ y”结尾的变“y”为“i”再加“-es”。如： baby —babies, lady —ladies, fly —flies。 ④以“o”结尾的多数加-es。如：tomato —tomatoes, potato —potatoes, hero —heroes。但以两个元音字母结尾的名词和部分外来词中以o结尾的词只加-s。如：radio —radios, zoo —zoos, photo —photos, piano —pianos, kilo —kilos, tobacco —tobaccos。 ⑤以“f”或“fe”结尾的名词复数形式变“f”或“fe”为“v”，之后再加-es。如：wife —wives, life —lives, knife —knives, wolf—wolves, self —selves, leaf —leaves等。特例：handkerchief—handkerchiefs, roof —roofs, chief —chiefs, gulf —gulfs, belief —beliefs, cliff —cliffs。 ⑥改变元音字母的。如：man —men, mouse —mice, foot —feet, woman —women, tooth —teeth, goose —geese, ox —oxen。特例：child —children。 ⑦复合名词的复数形式。（A）在复合词中最后名词尾加-s。如：armchair —armchairs, bookcase —bookcases, bookstore —bookstores。（B）man和woman作定语修饰另一个名词时，前后两个名词都要变成复数。如：man doctor —men doctors, woman driver —women drivers。（C）与介词或副词一起构成的复合名词应在主体名词部分加-s。如：brother-in-law —brothers-in-law, passer-by —passers-by。 ⑧有的名词有两种复数形式。如：zero —zeros 、zeroes, deer — deers 、deer。penny的两种复数形式含义有所不同。如：pence（便士的钱数），pennies(便
人教版必修一各单元知识点总结Unit One Friendship 一、重点短语 1.go through 经历，经受 get through 通过；完成；接通电话 2. set down 记下，放下 3. a series of 一系列 4. on purpose 有目的的 5. in order to 为了 6. at dusk 傍晚，黄昏时刻 7. face to face 面对面 8. fall in love 爱上 9. join in 参加（某个活动）； take part in 参加（活动） join 加入（组织，团队，并成为其中一员） 10. calm down 冷静下来 11. suffer from 遭受 12. be/get tired of…对…感到厌倦 13. be concerned about 关心 14. get on/along well with 与…相处融洽 15. be good at/do well in 擅长于… 16. find it + adj. to do sth. 发现做某事是… 17. no longer / not …any longer 不再… 18. too much 太多（后接不可数n.） much too 太…(后接adj.) 19. not…until 直到…才 20. it’s no pleasure doing sth 做…并不开心 21. make sb. sth. 使某人成为… make sb. do sth. 使某人做某事 二、语法----直接引语和间接引语 概念：直接引语：直接引述别人的原话。一般前后要加引号。
高中生英语语法学习现状的调查与分析论文摘要语法教学一直是英语教师和英语教育专家关注的热点问题。我国也在经历了 “强化语法”到“淡化语法”的过程之后又重新开始审视语法教学的重要性以及 如何优化语法教学的问题。而了解学生学习语法的情况又是提高语法教学质量的 重要前提。有鉴于此,笔者对高中生英语语法学习的现状进行了调查研究,以期为当下的高中英语语法教学提供参考。 论文共由五章组成:第一章为绪论,简要概述本论文的研究背景、研究目的 和意义,研究内容和方法、论文结构,并对本研究中所涉及的有关概念作了阐释。 第二章为理论基础与相关研究。本研究的理论基础有:二语习得理论、外语学习 主体分析。第三章为高中生英语语法学习现状调查。该部分阐述了调查的设计、 实施和结果。第四章为调查结果的分析和讨论。论文从五个方面对调查结果进行 了分析和讨论。第五章为结论与建议。该部分阐述了本研究的结论,并对高中英 语语法教学提出一些建议,并讨论了本研究的局限。关键词:高中生;英语; 语法学习 ABSTRACT
Grammar teaching has been one of the most lively debates during the history of English language teaching. This thesis makes a study of English grammar learning in senior high school in order to help improve grammar teaching. A questionnaire of English grammar learning has been carried out with 214 students in the High School Affiliated to Nanjing Normal UniversityThe thesis is divided into five parts. Part one consists of five sections, in which the aim, significance, research methods, terms and the structure of the thesis are particularly dealt with. Part two includes some important theories and relevant researches. Part three concerns the survey and its results. Part four focuses on the analysis of the results. Part five presents the conclusion of the research and offers some suggestions for English grammar teaching in senior high schoolsThe thesis is hoped of some help to the upcoming researchers KEY WORDS: Senior high school students, English, grammar learning 目录 第一章绪论 1 第一节研究背景 1
英语语法教学案例分析 教师：王春德一..Teaching Content: 7BUnit5 Abilities Grammar Grammar A: Using “can”/ “could” to talk about ability 二..Teaching Aims: 1. Use can to talk about the ability at present https://www.doczj.com/doc/bb2059883.html,e could to talk about ability in the past. 三..Important and Difficult Points: H ow to use “can” and “could” to express ability in the present and past. 四..Teaching Procedures: Step 1. Warming up. T: What can you do now? S: I can sing. S2: I can draw S3: I can dance. T: Can you ride a bike / swim / fly a kite / play football / play chess? Ss: Yes , I can. / No, I can’t. (Show the students’ answers and Ride a bike / Swim/ Fly a kit e/ Play football / Play chess on the screen .) 本部分用来复习以前学过的情态动词can的用法,以及一些动词短语ride a bike fly a kite play .football等.自然的过渡到本科的语法, 用can.谈论能力.. Stept2 Playing a game T: Now let’s play a game .Five students come to the front and perform for the class according to my instructions. and gestures. The others answer my questions. T : What can she do? Ss : She can ride a bike /swim/ fly a kite/ play football / play chess . T: Can she / he ride a bike /swim/ fly a kite/play football /play chess. Ss: Yes ,She can? No, she can’t. T: Say the whole sentences: eg: A. can ride a bike. He can’t / cannot swim.… Step3 Work in pairs T: Ask your partner more questions like above . 本部分通过做游戏,让五位同学表演,其余的学生猜, 这些同学在干什么,他们能干什么?学生便可轻松愉快的气氛中掌握了can的用法.再者,学生的参与率较高.积极性较高. Step4 Playing a guessing game T: Now let’s play a game .Please listen carefully and guess what I am. I can fly. I can sing. I can repeat the words you say . what am I? Ss: It is a parrot.
高中英语语法教案 6.动名词 动名词是非限定动词的一种形式，由动词原形+ing构成。它既有动词的特征，又有名词的特征，故称。动名词也有时态和语态的变化，如表所示（以及物动词write为例），不及物动词没有语态的变化。 时态/语态主动被动 一般式writing being written 完成式having written having been written 动名词作主语、宾语和表语 1）作主语。例如： Fighting broke out between the South and the North. 南方与北方开战了。 2）作宾语 a. 有些动词可以用动名词作宾语。例如： admit 承认appreciate 感激avoid 避免complete完成consider认为delay 耽误 deny 否认detest 讨厌endure 忍受enjoy 喜欢escape 逃脱fancy 想象 finish 完成imagine 想象mind 介意miss 想念postpone推迟practice 训练 recall 回忆resent 讨厌resume 继续resist 抵抗risk 冒险suggest 建议 face 面对include 包括stand 忍受understand 理解forgive 宽恕keep 继续 例如：Would you mind turning down your radio a little, please? 你把收音机音量调小一点，好吗 The squirrel was lucky that it just missed being caught. 这松鼠幸运得很，刚逃避了被逮住的厄运。 b. 有些结构后面可以用动名词作宾语或其他成分。例如： admit to prefer…to be used to lead to devote oneself to object to stick to no good no use be fond of look forward to be proud of be busy can\'t help be tired of be capable of be afraid of think of burst out keep on insist on count on set about put off be good at take up give up be successful in 3）作表语，对主语说明、解释。例如： Her job is washing, cleaning and taking care of the children. 她的工作是洗刷、清扫和照顾孩子。 比较：She is washing, cleaning and taking care of the children. 4）作定语，一般表示所修饰名词事物的用途。例如： a writing desk=a desk for writing 写字台 a swimming pool=a pool swimming 游泳池 有些动名词作定语，与所修饰的名词关系比较复杂。例如： boiling point=a temperature point at which something begins to boil 沸点 a walking tractor=a tractor which a driver can operate while he or she is walking behind it 手扶拖拉机 worth 的用法 worth, worthy, worthwhile都是形容词，意为\"值得\"。
高考英语语法知识之It 的用法总结 1．It is + 被强调部分+ that ... 该句型是强调句型。将被强调的部分放在前面，其它部分置于that之后。被强调部分可以是主语，宾语，状语。强调的主语如果是人，that可以由who换用。 如果把这种句型结构划掉后，应该是一个完整无缺的句子。这也是判断强调句型与其它从句的方法。 It was they that (who) cleaned the classroom yesterday. It was in the street that I met her father. 2．It was not until + 被强调部分+ that ... 该句型也是强调句型。主要用于强凋时间状语，译成汉语＂直到．．．才．．．＂，可以说是not ... until ... 的强调形式。 It was not until she took off her dark glasses that I realized she was a famous film star. = Not until she took off her dark glasses did I realize she was a famous film star. = I didn’t realize she was a famous film star until she took off her dark glasses. 3．It is clear ( obvious, true, possible,certain....) that ..... 该句型中it 是形式主语，真正的主语是that 引导的主语从句，常译为＂清楚（显然，真的，肯定．．．）＂是主语从句最常见的一种结构。 It is very clear that he’s round and tall like a tree.= That he’s round and tall like a tree is very clear. 4. It is important ( necessary, right, strange, natural...) that ... 由于主句中的形容词不同，that 后的从句中要用虚拟语气（should + 动词原形），should 可以省去。 It is important that we (should) learn English well. It is necessary that he (should) remember these words. 5. It is said (reported, learned....) that ... 该句型中的it 仍是形式主语，真正主语是that 引导的主语从句。该结构常译为＂据说（据报道，据悉．．．）＂。It is said that he has come to Beijing. 6. It is suggested ( ordered ... ) that ... 主句中的过去分词是表示请求，建议，命令等词时，that后的从句要用虚拟语气（should + 动词原形），should 可以省。常译为＂据建议；有命令．． It is suggested that the meeting ( should ) be put off. It was ordered that we ( should ) arrive there in two hours. 7. It is a pity ( a shame ... ) that ... 该句型中，that后的从句一般用虚拟语气（should + 动词原形），should可省去．表示出乎意料，常译为＂竟然＂。没有这种意义时，则不用虚拟语气。 It is a pity that such a thing ( should ) happen in your class. It is a pity that he is ill. 8. It is time ( about time ,high time ) that ... 该句型中that 后的从句应该用虚拟语气，值得注意的是①常用过去时态表示虚拟．②有时也用should + 动词原形，should 不能省。常译为＂是（正是）．．．的时侯．．．＂。 It is time that children should go to bed. = It is time that children went to bed. 9. It is the first ( second ... ) time that ... 该句型中的that 从句不用虚拟语气，而用完成时态。至于用什么完成时态，由主句的谓语动词的时态决定。如果是一般现在时，后面从句用现在完成时态；如果是一般过去时，后面从句则用过去完成时态。该结构中that 可以省去；it有时用this / that 替换．常译为＂这是某人第几次做某事了＂。 It is the first time I have been here. = This is the first time I have been here. 10 It is the +形容词最高级+ 名词+ that + ….. 该句型中的that 从句不用虚拟语气，而用完成时态。至于用什么完成时态，由主句的谓语动词的时态决定。如果是一般现在时，后面从句用现在完成时态；如果是一般过去时，后面从句则用过去完成时态。该结构中that 可以省去；it有时用this / that 替换．常译为＂这是某人做过的最…的事情＂。 This is the best film that I have ever seen . That was the worst song that he had heard . 11. It is .... since ...