【导语】“星河之朽”通过精心收集，向本站投稿了8篇grammar可数吗，以下是小编整理后的grammar可数吗，欢迎阅读分享，希望对您有所帮助。
- 目录
篇1：grammar可数吗
grammar的用法
分类：初级英语语法 作者：本站原创
grammar的'用法及例句详解如下：
grammar通常为不可数名词，意为“语法”
因此，grammar通常没有复数形式，作主语时，谓语动词用单数形式。
Please pay attention to your grammar.
请注意你的语法。
They must learn Japanese grammar if they want to learn Japanese well.
如果他们想学好日语，他们就必须学日语语法。
Grammar is easy to learn for some people.
对于某些人而言，语法容易学。
Tips:
grammar如果是指“语法书”，那么就是可数名词。
Our English teacher asked us to buy an English grammar.
我们的英语老师叫我们买本英语语法书。
以上就是grammar的用法及例句。
篇2：Metonymy in Grammar
Metonymy in Grammar
Introduction An assumption usually made in syntactic theory and description is that particular elements combine with one another in very specific and determinate ways. Syntactically, for example, the sentence Alice likes Bill involves a specific structural configuration, with the elements Alice, likes, and Bill inserted in particular slots. Semantically, the predicate LIKE has two arguments, which ALICE and BILL instantiate in accordance with their syntactic roles.
作 者：Ronald W.Langacker 作者单位：University of California, San Diego, U.S.A. 刊 名：外国语 PKU CSSCI英文刊名：JOURNAL OF FOREIGN LANGUAGES 年，卷(期)：2004 “”(6) 分类号：H0-05 关键词：篇3：Period5 Grammar and usage
Teaching objectives:
To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses
Important and difficult points:
How to choose suitable prepositions in an attributive clause.
Teaching procedures:
Step 1. Revision
HW checking: understanding some colloquialisms
Step 2. Grammar and Usage
Preposition +which and preposition +whom
Read point1 and make sure students know when to use attributive clause with preposition.
The pen is broken, so I’ll have to buy a new one. I write my homework with it every day
The pen with which I write my homework every day is broken, so I’ll have to buy a new one.
The man is over eighty. I bought the old picture for him.
The man for whom I bought the old picture is over eighty .
Read point 2, get them to write the sentences in formal English.
The Maths teacher is the person from whom I got an A plus.
Art is the subject about which I know little.
Read point 3 and 4,and ask them to write the sentences in different ways.
Dad is a person to whom I can easily talk.
Dad is a person whom/who/that I can easily talk to.
Dad is a person I can easily talk to.
Appendix 1) “介词＋关系代词“可以引导限制性定语从句，也可以引导非限制性定语从句。“介词＋关系代词“结构中的介词2) 像listen to, look at, depend on, pay attention to, take care of等固定短语动词，在定语从句中一般不宜将介词与动词分开。例如：
This is the boy whom she has taken care of.
词可以是 in, on, about, from, for, with, to at, of, without 等，关系代词只可用whom或 which,不可用 that 。
当先行词是way的时候,我们可以使用that 或in which引导定语从句.在这种情况下that 或in which也可以省略
Step 3. Exercises:
Multiply choice
1. Language is a city, to the building of ____ every human being brought a stone.
A. which B. that C. it D. this
2. The residents, ____ had been damaged by the flood, were given help by the Red Cross.
A. all their homes B. all whose homes
C. all of whose homes D. all of their homes
3. It is useful to be able to predict the extent ____ which a price change will affect supply and demand.
A. from B. with
C. to D. for
4.Living in the central Australian desert has its problems, ____obtaining water is not the least.
A. for which B. to which
C. of which D. in which
5.The course normally attracts 20 students per year, ___ up to half will be from overseas.
A. in which B. for which
C. with which D. of whom
6.A survey was carried out on the death rate of new-born babies in that region, ___ were surprising.
A. as results B. which results
C. the results of it D. the results of which
7. These people once had fame and fortune; now ____ is left to them is utter poverty.
A. all that C. all which B. all what D. that all
8. Government reports, examinations, compositions, legal documents and most letters are the main situations ___ formal language is used.
A. in which B. on which C. in that D. at what
9. We need a leader _____.
A) for whom everyone can believe
B) in whom everyone can believe
C) who everyone can believe on
D) whom everyone can believe of
Fill in the blanks with proper words
1.The teacher______ ______ I learnt most was Mrs Zhu.
2. This is the house______ ______ LuXun once lived.
3. He will never forget the day _____ ______ he came to Beijing.
4.The reason _____ ______ I came here is that I want to get your help.
5. The fellow ______ _____ I spoke made no answer.
6. The West Lake,_______ _______ Hangzhou is famous ,is a beautiful place.
7. This is the shop _______ _______ my daughter works.
8. The pencil_____ _____ he wrote was broken.
9. She has three children, all_______ _______ are at school.
10.The policeman______ ______ the thief was caught is an
old man.
11. I was surprised at the way______ _______ he treated the
old man
Relative adverbs: when, where, and why
If the antecedent refers to a certain period of time and is used as the adverbial of time in the attributive clause, when is used to introduce the clause.
I will never forget the day when we first met.
I will never forget the day on which we first met.
If the antecedent refers to a place and is used as the adverbial of place in the attributive clause, where is used to introduce the clause.
He doesn’t remember the name of the farm where his father once worked.
He doesn’t remember the name of the farm on which his father once worked.
When the antecedent is reason , why is used to introduce the clause.
Please tell me the reason why you were late again.
Please tell me the reason for which you were late again.
Exercises:
1.After living in Paris for fifty year as he returned to the small town____he grew up as a child.
A. which B. where C. that D. when
2. The film brought the hours back to me_____ I was taken good care of in that far-away village.
A. until B. that C. when D. where
3. The reason______they quarreled is quite clear.
A. that B why C. when D. in which
To combine the two sentences into one sentence using when why and where
1.I’ll never forget the day. I joined the PLA on that day.
2. Li Fang lives in that street. Do you know the street?
3. Can you explain the reason .you acted in that way for it.
Homework
Finish the exercises of C1 and C2 in the workbook.
篇4：高一unit13.5 grammar
Unit13.5. (1)
课题：《Unit13 Healthy eating》
Period 5
一、Teaching Content
Unit 13 Word study; Grammar
二、Teaching Goals
1. Review the text learnt in the last period including useful words and expressions.
2. Learn how to use “had better”, “should” and “ought to ”while giving advice.
三、Teaching Important Points:
1. How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “ should, ought to , had better and their negative forms” to give advice.
四、Teaching Difficult Points
1. How to help the students to understand the Grammar.
2. How to correctly use “should, ought to , had better and their negative forms” to give advice.
五、Teaching Methods:
1. Review method to consolidate the words and phrases last 4 periods.
2. Explanation methods to make the students master the Grammar.
3. Individual, pair work to make every student work in class.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
Step2 Word study
T: We’ve learned something about diets. As we all know, we’d better eat healthy food and eat less junk food. In this way, we can keep up with the high pace of modern life.
T: Ok. Please open your books on page 5. On the top of it there are some words and phrases in the form. I am sure you have all finished the homework yesterday.
1unit13.5. (2)
Ss: …
T: Nutrient diet vitamin
Mineral fat sugar
Protein calory
Step3 Grammar
T: In the third period(the part of Speaking ), we’ve learned some useful expressions to express suggestions.
T: We suppose that you are a doctor, and you should give some advice to patients.
T: Ok. Let’s review these useful expressions about suggestions:
1. I advise you to…
2. You’d better …
3. I think you should…
4. Why not…? Why don’t you…?
5. I suggest you should …
T: Now I want you to translate these Chinese sentences into English. Maybe, you can use these expressions.
我们不应该怎么粗心。
We shouldn’t ought not to be so careless.
你应该尊敬爷爷。
You shouldought to respect your grandfather.
他最好别脱他的衣服。外面很冷。
It’s very cold outside. You had better not take off your coat.
我们最好还是穿上我们的大衣。天气很冷。
It is freeze. We had better put on our coat.
T: Very good. We often give some persons advice or our opinions about something. In such a situation, we often use these Modal Verbs.
T: go back to your textbook. Look at the grammar: Modal Verbs-----had better, should, ought to.
T: We have leant how to give advice by using the Modal Verbs. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “ had better(not)”, “ ought (not) to or should(not)”.
Step4 Summary and homework
T: In this class, we’ve review the words and phrases. Specially , we
Unit13.5. (3)
review the Modal Verb by giving some persons advice. After class, more exercises are necessary.
Homework
1. Review the new words and phrases, grammar.
2. Have a dictation about words (2)
3. Preview two Integrating skills on Page 6 and 74
4. Do the exercises the Grammar 1.2 3.on page74
八．黑板板书设计Blackboard:
(L)
Nutrient diet vitamin
Mineral fat sugar
Protein calory
(R)
I advise you to…
You’d better …
I think you should…
Why not…? Why don’t you…?
I suggest you should …
“ had better(not)”, “ ought (not) to or should(not)”.
九、Evaluation
篇5：grammar Model verb
情态动词
can , could , may , might , must , shall , will , would , need , dare , dared , should , ought to , used to; had better; would rather
情态动词表猜测
1) should / ought to 照说应该，估计 The photo should be ready by 12 o’clock .
2) may / might / must / can’t / couldn’t 表猜测，
a.非常肯定的猜测
must “肯定, 一定” can’t “肯定不,不可能”He must be at home now.
He must like English. He can’t be at home now.
He can’t have much money.
注意: mustn’t “不准,禁止”You mustn’t talk in class.
b.表示不太肯定的猜测： may/might 可能 may not, might not 可能不
can/could 只用于疑问句和否定句中
You may not remember me. I thought he might remember me.
---Can it be true.? --- No, it can’t true.
could/might 表示过去，但也可表示现在，表示现在时，它的可能性比can/ may要小。
He may/might be in Class One .
注意1：表猜测时，时态体现在情态动词后面
a.对过去的猜测-情态动词后面用完成时
1 He must have read books about Shakespeare because he knows so much about him.
2 -- I called him last night, but nobody answered.
--He can’t /couldn’t have been at home.
3 In those days I may have been pretty.
b.对现在的猜测 ---情态动词后面用动词原形或进行式。
1 He can’t like this kind of book.
2 They may be playing football now.
注意2 :a。may / might / must / can’t / couldn’t 表猜测时的反意疑问句。
He might have a lot of work to do now , doesn’t he ?
He may have missed the early bus , hasn’t he ?
I must have been asleep when you rang me , wasn’t I ?
It can’t rain tomorrow , will it ?
He must be studying in the classroom now , isn’t he ?
b．can 表猜测一般用于否定句或疑问句中，在肯定句中往往表示“一时的可能性”
“有时可能会”
Training by yourself can be highly dangerous .
二）情态动词表虚拟
could have done 本可以-----
may/might have done 本来可能---
should / ought to have done 本来应该---- shouldn’t/ought not to have done本不该---
needn’t have done 本不必----
wouldn’t have done 本不会---
1 Chuck also learns that he should have cared more about his friends .
2 You needn’t have come here so early.
3.You needn’t have gone there yesterday .
4.We ought to have given you more help , but we were so busy .
5.We could have walked to the station , it was so near .
****三）几组词的区别
1）can , be able to a.. can 只有现在式和过去式，而be able to 有各种时态，
b. can 表能力，be able to 表成功地完成某一具体动作，相当于manage to do ,succeed in doing
Below the 11th floor people were able to escape .
2) must , have to have to “必须，不得不”表客观需要
must 表说话人的主观看法
3）would , used to 两者都可以表示过去的习惯。但would表示过去反复发生的动作或过
去的一种倾向，现在可能还存在，而used to表示现在不复存在的过去的状态、情况和动
作。
Often he would hear a long low whistle and the sound of a metallic noise .
I used to have an old jeep .
** 注意的否定和疑问句，
Used you to go to the same school ? = Did you use to go to the same school ?
I usedn’t to smoke . = I didn’t use to smoke .
4) need , dare 作为情态动词，一般用于否定句，疑问句，条件句中(除 I dare say ----)，
没有人称和数的变化，否定句在其后加not ，疑问句把need , dare ,dared 提前，后面接
动词原形。***除了在I dare say---这种习惯用语中
---If you die ,who will get your money?----I dare say my uncle will.
而作为及物动词时，有人称、数和时态的变化，否定句，疑问句要借助于助动词do ,
does ,did 。跟不定式作宾语。
She dare not say what she thinks . = She doesn’t dare to say what she thinks .
You don’t need to read the book if you don’t want to.
5)will 1）表示说话时做出某种决定时. ---- The phone is ringing . ----- I’ll answer it .
2) 表示一种倾向、习惯性动作或说话人的揣测的意见。
Without water flowers will die . After supper, he will have tea.
6).shall 1）用于第一人称，表示将来，
2）用于第一、三人称，在问句中表示征求别人的意见或向对方请示
-----Shall he wait outside or come in ?
3）用于第二、三人称，表示说话人对对方的命令、警告、允诺、威胁、决心。
He shall have the book when I finish reading .
篇6：Grammar and Its Teaching: Challengin
Grammar and Its Teaching: Challenging the Myths
Larsen-Freeman, Diane
||The Ten Myths||Conclusion||References||Resource
||
Grammar is often misunderstood in the language teaching field. The misconception lies in the view that grammar is a collection of arbitrary rules about static structures in the language. Further questionable claims are that the structures do not have to be taught, learners will acquire them on their own, or if the structures are taught, the lessons that ensue will be boring. Consequently, communicative and proficiency-based teaching approaches sometimes unduly limit grammar instruction. Of the many claims about grammar that deserve to be called myths, this digest will challenge ten.
1. Grammar is acquired naturally; it need not be taught.
It is true that some learners acquire second language grammar naturally without instruction. For example, there are immigrants to the United States who acquire proficiency in English on their own. This is especially true of young immigrants. However, this is not true for all learners. Among the same immigrant groups are learners who may achieve a degree of proficiency, but whose English is far from accurate. A more important question may be whether it is possible with instruction to help learners who cannot achieve accuracy in English on their own.
It is also true that learning particular grammatical distinctions requires a great deal of time even for the most skilled learners. Carol Chomsky (1969) showed that native English speakers were still in the process of acquiring certain grammatical structures in English well into adolescence. Thus, another important question is whether it is possible to accelerate students' natural learning of grammar through instruction. Research findings can be brought to bear on this question from a variety of sources (see Larsen-Freeman & Long, 1991). Pienemann (1984) demonstrated that subjects who received grammar instruction progressed to the next stage after a two-week period, a passage normally taking several months in untutored development. While the number of subjects studied was admittedly small, the finding, if corroborated, provides evidence of the efficacy of teaching over leaving acquisition to run its natural course.
With regard to whether instruction can help learners acquire grammar they would not have learned on their own, some research, although not unequivocal, points to the value of form-focused instruction to improve learners' accuracy over what normally transpires when there is no focus on form (see Larsen-Freeman, 1995).
2. Grammar is a collection of meaningless forms.
This myth may have arisen because many people associate the term grammar with verb paradigms and rules about linguistic form. However, grammar is not unidimensional and not meaningless; it embodies the three dimensions of morphosyntax (form), semantics (meaning), and pragmatics (use). As can be seen in the pie chart in Figure 1, these dimensions are interdependent; a change in one results in change in another. Despite their interdependence, however, they each offer a unique perspective on grammar. Consider the passive voice in English. It clearly has form. It is composed minimally of a form of the “be” verb and the past participle. Sometimes it has the preposition “by” before the agent in the predicate: (1) “The bank was robbed by the same gang that hijacked the armored car.” That the passive can occur only when the main verb is transitive is also part of its formal description.
The passive has a grammatical meaning. It is a focus construction, which confers a different status on the receiver or recipient of an action than it would receive in the active voice. For example, the bank in sentence (1) is differently focused than it would be in the active sentence: (2) “The same gang robbed the bank.”
When or why do we use the passive? When the receiver of the action is the theme or topic, when we do not know who the agent is, when we wish to deliberately conceal the identity of the agent, when the agent is obvious and easily derivable from the context, when the agent is redundant, and so on.
[Graphic Omitted]
To use the English passive voice accurately, meaningfully, and appropriately, English as a second language students must master all three dimensions. This is true of any grammatical structure.
篇7：Grammar and Its Teaching: Challengin
Grammar and Its Teaching: Challenging the Myths
Larsen-Freeman, Diane
||The Ten Myths||Conclusion||References||Resource ||
Grammar is often misunderstood in the language teaching field. The misconception lies in the view that grammar is a collection of arbitrary rules about static structures in the language. Further questionable claims are that the structures do not have to be taught, learners will acquire them on their own, or if the structures are taught, the lessons that ensue will be boring. Consequently, communicative and proficiency-based teaching approaches sometimes unduly limit grammar instruction. Of the many claims about grammar that deserve to be called myths, this digest will challenge ten.
1. Grammar is acquired naturally; it need not be taught.
It is true that some learners acquire second language grammar naturally without instruction. For example, there are immigrants to the United States who acquire proficiency in English on their own. This is especially true of young immigrants. However, this is not true for all learners. Among the same immigrant groups are learners who may achieve a degree of proficiency, but whose English is far from accurate. A more important question may be whether it is possible with instruction to help learners who cannot achieve accuracy in English on their own.
It is also true that learning particular grammatical distinctions requires a great deal of time even for the most skilled learners. Carol Chomsky (1969) showed that native English speakers were still in the process of acquiring certain grammatical structures in English well into adolescence. Thu
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篇8：Involving Students in Grammar Work:
Involving Students in Grammar Work: Not Too Little, Not Too Much
Michael Swan
Students learn best if they are involved -- if they can participate in the choice of learning activities, express their attitudes to their lessons, and use their personal knowledge, feelings and imagination in their work. As everybody knows, this is not easy to achieve. We have all seen classes -- and perhaps taught them -- where the students never escape from the two-dimensional cardboard world of the teaching materials. Whether because of the teacher's fear of losing control, the general educational ethos, or simple lack of know-how, nothing personally interesting or involving ever happens. Twenty-five or thirty rich and varied internal worlds remain silent, while everybody does and says the same kind of thing.
Attempts to change things can go too far. Early approaches to 'learner autonomy' sometimes came close to a point where students decided for themselves what to learn, chose how to learn it, selected and worked through appropriate materials, and tested themselves, with the teacher simply acting as a consultant. The results were generally disappointing. More recent attempts to avoid 'imposing' pre-planned structural or lexical syllabuses have also sometimes delivered less than they promised. (Whatever the attractions of a task-based syllabus, for example, it is not a very efficient way of ensuring that students learn all the high-priority grammar and vocabulary they need.)
How can we get maximum student involvement in grammar lessons without losing efficiency? It is worth looking at the different stages of grammar work separately, asking how we can bring in the learner at each point.
Preliminary Work: Learner Training
Beginners may have little idea of how languages and language learning work. In the first lesson, talk these things through with them. Students' own ideas about grammar, however naive, make an excellent starting point. If you listen carefully to what learners have to say, they will listen to you in return when you help them to see things more realistically.
The Mother Tongue
Sometimes we need to use the mother tongue in the classroom (for instance in grammar explanations), and sometimes we need not to (for instance, in most grammar practice). Listen to what students think about this. If necessary, encourage them to question their attitudes.
Syllabus Choice
Beginners can't choose what points of grammar they are going to work on -- they don't know enough about the language. But even at this level it is worth explaining why the syllabus is as it is, rather than just getting the class to do the grammar because it is there in the book. At higher levels, it is quite reasonable to get students' views on grammar priorities and (up to a point) to take these into account. If you pay attention to their reasons for wanting, say, to do less on tenses, more on articles, or no work on grammar at all, they are more likely to take your own priorities seriously.
Rule-learning
Grammar rules can be learnt explicitly, acquired implicitly through practice, or (with greater learner involvement) discovered by analyzing examples. Not all rules are necessarily best learnt in the same way, and not all learners respond equally well to the same approach. Try to find time to discuss these issues in class.
Who Explains the Rule?
Once or twice, get your more advanced students to teach a point of grammar to lower-level learners under your supervision. Preparing to explain something to somebody is an excellent way to get it clear in your own mind.
Where Do the Examples Come From?
Examples of grammatical structures can come from learners as well as from teaching materials. Once they have got hold of a structure, students can (under your guidance) produce their own examples for the others to learn from. These can be personal (expressing learners' own ideas and experience) in ways that book-examples can never be.
What Kind of Practice?
Good teaching materials incorporate a wide range of practice activities, from basic mechanical exercises through pair and group work to more elaborate grammar-based tasks. Try discussing the different exercise types, explaining the rationale behind them and getting learners' reactions.
Communicative Work
It's at the practice stage that there is most opportunity for student involvement and creativity. Traditionally, however, most 'communicative' work has tended to take place in the context of fluency practice. Remember that grammar practice, too, can give students the chance to exchange information, give their opinions, use their imaginations and be creative.
Who Makes the Exercises?
You don't always have to stick to the teaching materials. If you are working on, say, a gap-fill exercise, get students to try making up additional items for each other.
Tests
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Help students to feel that they are testing themselves -- checking their own progress -- rather than just being tested. Let them talk about what is an acceptable test result. Here, too, they can sometimes be involved creatively -- helping (under supervision) to create test items for each other.Conclusion
There are no miracle solutions to language teaching problems. Whatever we do, languages remain difficult and time remains short. Getting students more personally involved in their grammar learning will not magically make them fluent bilinguals. But it will certainly help them to learn more English, more effectively, and more enjoyably. And that is a good deal better than nothing.
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grammar可数吗（推荐8篇）
