㈠ 英語中什麼是語法（具體點）!!!
語法是語言學的一個分支,研究按確定用法來運用的詞類、詞的屈折變化或表示相互關系的其他手段以及詞在句中的功能和關系
語言的結構規律。包括詞法和句法。詞法指詞的構成及變化規律；句法指短語和句子的組織規律。
語法是語言表達的規則。各種語言都有不同的語法，包括人類語言和計算機語言等。語法學是語言學的一部分。
現代語法學包括語音學、音系學（見音韻學）、形態學（詞法）、句法學、語義學。
數據通信中的意思
語法：數據及控制信息的格式、編碼及信號電平等。
rules of a language governing the sounds, words, sentences, and other elements, as well as their combination and interpretation. The word grammar also denotes the study of these abstract features or a book presenting these rules. In a restricted sense, the term refers only to the study of sentence and word structure (syntax and morphology), excluding vocabulary and pronunciation.
A common contemporary definition of grammar is the underlying structure of a language that any native speaker of that language knows intuitively. The systematic description of the features of a language is also a grammar. These features are the phonology (sound), morphology (system of word formation), syntax (patterns of word arrangement), and semantics (meaning). Depending on the grammarian's approach, a grammar can be prescriptive (i.e., provide rules for correct usage), descriptive (i.e., describe how a language is actually used), or generative (i.e., provide instructions for the proction of an infinite number of sentences in a language). The traditional focus of inquiry has been on morphology and syntax, and for some contemporary linguists (and many traditional grammarians) this is the only proper domain of the subject.
In Europe the Greeks were the first to write grammars. To them, grammar was a tool that could be used in the study of Greek literature; hence their focus on the literary language. The Alexandrians of the 1st century BC further developed Greek grammar in order to preserve the purity of the language. Dionysus Thrax of Alexandria later wrote an influential treatise called The Art of Grammar, in which he analyzed literary texts in terms of letters, syllables, and eight parts of speech.
The Romans adopted the grammatical system of the Greeks and applied it to Latin. Except for Varro, of the 1st century BC, who believed that grammarians should discover structures, not dictate them, most Latin grammarians did not attempt to alter the Greek system and also sought to protect their language from decay. Whereas the model for the Greeks and Alexandrians was the language of Homer, the works of Cicero and Virgil set the Latin standard. The works of Donatus (4th century AD) and Priscian (6th century AD), the most important Latin grammarians, were widely used to teach Latin grammar ring the European Middle Ages. In medieval Europe, ecation was concted in Latin, and Latin grammar became the foundation of the liberal arts curriculum. Many grammars were composed for students ring this time. Aelfric, the abbot of Eynsham (11th century), who wrote the first Latin grammar in Anglo-Saxon, proposed that this work serve as an introction to English grammar as well. Thus began the tradition of analyzing English grammar according to a Latin model.
The modistae, grammarians of the mid-13th to mid-14th century who viewed language as a reflection of reality, looked to philosophy for explanations of grammatical rules. The modistae sought one 「universal」 grammar that would serve as a means of understanding the nature of being. In 17th-century France a group of grammarians from Port-Royal were also interested in the idea of universal grammar. They claimed that common elements of thought could be discerned in grammatical categories of all languages. Unlike their Greek and Latin counterparts, the Port-Royal grammarians did not study literary language but claimed instead that usage should be dictated by the actual speech of living languages. Noting their emphasis on linguistic universals, the contemporary linguist Noam Chomsky called the Port-Royal group the first transformational grammarians.
Structural description of the sentence 「The man will hit the ball,」 assigned by the …
By 1700 grammars of 61 vernacular languages had been printed. These were written primarily for purposes of reforming, purifying, or standardizing language and were put to pedagogical use. Rules of grammar usually accounted for formal, written, literary language only and did not apply to all the varieties of actual, spoken language. This prescriptive approach long dominated the schools, where the study of grammar came to be associated with 「parsing」 and sentence diagramming. Opposition to teaching solely in terms of prescriptive and proscriptive (i.e., what must not be done) rules grew ring the middle decades of the 20th century.
The simplification of grammar for classroom use contrasted sharply with the complex studies that scholars of linguistics were concting about languages. During the 19th and early 20th centuries the historical point of view flourished. Scholars who realized that every living language was in a constant state of flux studied all types of written records of modern European languages to determine the courses of their evolution. They did not limit their inquiry to literary languages but included dialects and contemporary spoken languages as well. Historical grammarians did not follow earlier prescriptive approaches but were interested, instead, in discovering where the language under study came from.
As a result of the work of historical grammarians, scholars came to see that the study of language can be either diachronic (its development through time) or synchronic (its state at a particular time). The Swiss linguist Ferdinand de Saussure and other descriptive linguists began studying the spoken language. They collected a large sample of sentences proced by native speakers of a language and classified their material starting with phonology and working their way to syntax.
Generative, or transformational, grammarians of the second half of the 20th century, such as Noam Chomsky, studied the knowledge that native speakers possess which enables them to proce and understand an infinite number of sentences. Whereas descriptivists like Saussure examined samples of indivial speech to arrive at a description of a language, transformationalists first studied the underlying structure of a language. They attempted to describe the 「rules」 that define a native speaker's 「competence」 (unconscious knowledge of the language) and account for all instances of the speaker's 「performance」 (strategies the indivial uses in actual sentence proction). See generative grammar; transformational grammar.
The study of grammatical theory has been of interest to philosophers, anthropologists, psychologists, and literary critics over the centuries. Today, grammar exists as a field within linguistics but still retains a relationship with these other disciplines. For many people, grammar still refers to the body of rules one must know in order to speak or write 「correctly.」 However, from the last quarter of the 20th century a more sophisticated awareness of grammatical issues has taken root, especially in schools. In some countries, such as Australia and the United Kingdom, new English curricula have been devised in which grammar is a focus of investigation, avoiding the prescriptivism of former times and using techniques that promote a lively and thoughtful spirit of inquiry.
語法在大英網路全書的定義：統攝聲音,文字，句子和其他要素，以及它們的組合和解釋的語言規范。「語法」這個詞也指對這些抽象特徵的研究，或這些規則的指南手冊。嚴格意義上說，「語法」這個術語是指對於句子和詞語結構（句法和形態學）的研究，但不包括詞彙和發音。
一個普遍接受的當代語法定義是：以一種語言為母語的任何人靠直覺就知道的語言結構。對語言特徵的系統描述也是一種語法，而這些特徵包括音位學（聲音） ，形態學（系統構詞） ，句法（詞語安排模式）和語義（意思） 。根據語法學家的研究，語法可以規范（即提供一些正確用法的規則） ，描述（即，描述了語言實際上是如何使用的） ，或生成（即提供一種指導，使無限的句子在一種語言中產生） 。傳統的調查重點，在於形態學和句法，對於一些當代語言學家（和許多傳統的語法學家），這是唯一正確的研究領域。
在歐洲，希臘人最早寫關於語法的著作。對他們來說，語法是一個工具，可以用來研究希臘文學，因此他們的重點是文學語言。公元前一世紀的Alexandrians進一步發展希臘語法，以保持純凈的語言。亞歷山大的狄俄尼索斯後來寫出一篇影響深遠的論文，稱為《語法的藝術》，他在其中分析文學文本中的字母，音節，和八段話語。
古羅馬人接受了希臘人的語法體系，並運用於拉丁語。除了公元前一世紀的瓦羅Varro認為語法學家應該發現結構，而不是強行指定結構，大多數拉丁語法學家沒有試圖改變希臘系統，還設法保護他們的語言避免衰敗。希臘人和亞歷山大人的語言模型是荷馬的語言，西塞羅和維吉爾的作品設定了拉丁語的語法標准。最重要的拉丁語語法學家多納圖斯（公元4世紀）和普里西安（公元6世紀）的作品在歐洲中世紀被廣泛用於拉丁文語法教學。中世紀的歐洲的教育使用的是拉丁文，拉丁語語法成為人文教育的基礎課程。 恩斯罕的修道院長，阿爾弗里克Aelfric（ 11世紀） ，第一個寫拉丁語語法的盎格魯撒克遜人，建議以此引入英語語法。從此，開始了依據拉丁語法的英語語法分析的傳統。
第13世紀中葉至14世紀中葉的語法學家認為語言是現實的反映，從哲學中尋求解釋語法的規則。他們尋求一個「普遍」的語法universal grammar，以此作為了解存在being的手段。在十七世紀的法國，來自羅亞爾港的一些語法學家也對這種普遍語法感興趣。他們聲稱，思想的共同要素可以在所有語言的語法類別中辨識出來。與希臘語和拉丁語的語法學家不同，羅亞爾港語法學家沒有研究文學語言，他們認為語言的用法應當取決於實際的生活語言。當代語言學家喬姆斯基也注意到對語言的共性的強調，他稱羅亞爾港派為第一批轉型語法學家。
到1700年，61種方言語法書已經印製。這些書的目的主要是改革，凈化，或規范語言，並用於教學。當時語法規則通常僅僅用於正式，書面，文學的語言，並不適用於紛繁復雜的實際口語。這一規范性的手段長期在學校佔主導地位，學生們對語法的學習往往和「解析」以及句子圖解聯系在一起。在20世紀的中後期，對於這種僅僅關注規范性和禁止性（即，什麼不能做）規則的語法教育，出現了越來越多的反對聲音。
課堂語法的簡化和語言學家的復雜研究形成了鮮明對比。19世紀到20世紀初，歷史主義觀點蓬勃發展。認識到每一種現存的語言都是在不斷變化中的學者們研究了歐洲語言所有類型的書面記錄，以確定其演變路徑。他們沒有局限於文學語言，還研究了方言和當代口頭語。歷史主義的語法學家沒有採用先前的規范性辦法，但更加關注他們研究的語言的來源。
由於歷史主義語法學家的工作，學者們看到，語言的研究可以是歷時性的（其貫穿歷史的發展）或同步性的（在特定的時間段的狀態）。瑞士語言學家索緒爾和其他描述性語言學家開始研究口頭語。他們收集了大量操母語者的語句樣本，對這些材料進行分類，從音位學入手，一直研究到句法。
20世紀後半葉的轉換生成語法學家，如喬姆斯基，研究了操母語者能生成和理解無限句子所需要的知識。而像索緒爾那樣的描述語言學家則去審查單個話語樣本，以求達到描述一種語言的目的。轉換生成語法學家首先研究了語言的潛在結構。他們試圖描述一種能夠定義操母語者語言「能力」（底層的語言知識）的「規則」，解釋說話人的種種「表現」（語言生成時的實際策略）。
在過去的千百年裡，語法理論引起了哲學家，人類學家，心理學家和文學批評家的興趣。今天，語法存在於語言學領域之內，但仍保留了與其他許多學科的聯系。對於很多人來說，語法仍然指的是一整套必須知道，以保證「正確」語言輸出的規則，然而，從20世紀後25年以來，對語法研究的更為復雜的意識，已經在學校生根發芽。在一些國家，如澳大利亞，英國，新的英語課程中語法是重點，而且避免之前僵硬的規范，提倡生動而深刻的調查精神。
㈡ 英語！！！！語法點！！
5,C。情態動詞的否定為後面直接加not，變成問句時，not不提前回，但縮寫一起提前，等於
What must's you do at the zoo?
7C. 根據語境【答你如何能過馬路？】
8，B本句為現在進行時
㈢ 英語語法 詳細一點的
這是很大一部分的語法知識，其餘的建議看相關的書籍！
1. 現在一般時與現在完成時
1) I come from Shanghai(上海人）
I have come from Shanghai（從上海來）
2) You read very well. (強調能力）
You've read very well. （強調一次剛完成的動作）
3) I forget.(一時想不起來了）
I have forgotten.（仍沒想起來，可能已回憶起來了）
4) The book is written in simple English. (表狀態）
The book has been written in simple English.（表動態，已用英語寫成）
5) Every time I see him, he's been reading. （兩個動作不可能同時進行）Every time I have seen him, he's been reading. (強調兩個動作同時進行）
6) He is gone. (強調狀態）He has gone （強調動作和時間）
7) He won't come till the play begins. (演出開始時）
He won't come till the play has begun.（戲已開始）
8) After I leave school, I'll go to college. （兩個動作緊密相接）
After I have left school, I'll go to college.（強調畢業後，兩個動作可能有間隔）
9) It is a long time since I saw you last. It's been a long time since I saw you last.(這兩句話一樣，後一句是美國英語）
10) Where are you? (在哪）Where have you been?(去了哪）
2. 現在一般時與現在進行時
1) He works hard.（強調始終如一）He is working hard.（強調現在）
2) What do you do? (干什麼工作的）What are you doing?（在干什麼）
3) Here comes the bus! (表高興和欣慰）
The bus is coming.（汽車到來的情景）
4) I forget him name. I'm forgetting his name.(差點把他的名字忘了）
5) You don't eat much. (強調胃口不大）
You're not eating much.（你怎麼不吃呀）
6) The match starts at 7 o'clock. (比較固定，不宜改變）
The match is starting at 7 o'clock.（可以改變）
7) Tom always comes late. Tom is always coming late.(表示不滿，責備）
8)Tom goes to college now.
Tom is going to college now.(這兩句區別不大，後者更生動）
9） I tell you.（我可以告訴你）
I'm telling you.(我告訴你吧，有感情色彩）
10) He always sleeps in the afternoon.
He is always sleeping in the afternoon.(後者意味著整個下午都睡掉了）
11) I expect you to phone me. ( 幾乎等於命令）
I'm expecting you to phone me.（婉轉）
12) What do you say? What are you saying?(你說些什麼呀，表說話人驚訝，不滿）
12) I find that the book is too difficult for me.(強調結果） I'm finding that the book is too difficult for me. (強調過程，逐漸感到）
13) Apples cost more these days.(強調事實)
Apples are costing more these days.(越來越貴)
14) He always thinks of others.
He's always thinking of others.(表示贊揚)
15) Whenever I see him, he argues with somebody.(強調兩個動作有先後) Whenever I see him, he is arguing with somebody.(強調兩個動作同時進行)
16) I hope you'll give us some advice.
I'm hoping you'll give us some advice.(表示語氣婉轉)
17) I must go. (我應該去)I must be going.(我該走了)
18) We can discuss this while we eat.(說話是沒用餐)
We can discuss this while we are eating.(進餐已開始)
3. 現在完成時與過去一般時
1) I've seen him this morning.(還在上午的時間里)
I saw him this morning.(時間已不在上午了)
2) Who's opened the window? (窗戶還在開著)
Who opened the window? (與現在無關,窗戶可能已關上)
3) Have you ever heard him sing? (他可能不是愛唱歌)
Did you ever hear him sing?(你曾聽過他唱歌嗎,他可能是歌唱家)
4) Have you ever heard of such a thing? (你聽過這種事嗎)
Did you ever hear of such a thing?(這種事, 你聽說過嗎? 是一個修辭性問題，表示驚異。)
5) What have I done to make you so angry? (對方仍生氣）
What did I do to make you so angry? （暗示某一過去的時間，可能對方已不生氣了。）
6) How has he done it? (他這活乾的怎麼樣？強調結果）
How did he do it?（他是怎麼干這活的？強調幹活的方式）
7) He has lived in New York for eight years. (他仍在紐約）
He lived in New York for eight years.（他可能不在人世了）
8) He has been called a thinker.
He was called a thinker.(他曾被譽為思想家）
9) You've heard what I said. (你聽見我的話了）
You heard what I said.（你是聽見我的話的，口氣嚴厲，具有感情色彩。）
10) I've lost my pen. (筆還沒找到）I lost my pen.（筆可能找到了）
11) He has already been there. (曾去過哪）
He was already there.（當時在哪）
12) Since I have been ill, my friend has visited me every day.（生病還在延續）Since I was ill, my friend has visited me every day. (病已好了）
13) Have you slept well? (暗示疲倦了，休息後是否好些了）
Did you sleep well?（暗示睡的是否舒服，滿意）
4. 過去完成時與過去一般時
1) I came here after I finished middle school.(兩個動作每間隔)
I came here after I had finished middle school.(兩個動作有間隔,強調先後概念)
2) I waited till I saw him.
I waited till I had seen him. (這兩個句子差不多,過去完成時更普遍)
3) We hoped he would come.(我們希望他來)
We had hoped he would come.(我們本希望他來的)
4) I don't think he sang as well as he once did.(指具體一次)
I don't think he sang as well as he had once done.(泛指以前,現在可能不唱了)
5) Before I came here, I was a soldier.(我來此以前在當兵)
Before I came here, I had been a soldier.(我來此以前,曾當過兵)
6) Jim said he didn't know he was so strong.(表示Jim在說話時仍很結實) Jim said he didn't know he had been so strong.(表示在Jim說話之前曾結實過)
7) They were friends from many years.(表示現在還是朋友)
They had been friends for many years.(意味這友誼結束了)
8) He did the work at 6.(強調時間)
He had done the work at 6. (6點工作已做完)
9) I learned French ring my holiday.(強調學了)
I had learned French ring my holiday. (強調學會了)
10) When she sang she sat down.(表示唱著坐下)
When she had sung she sat down.(表示唱完坐下)
11) I went to bed when I did my homework.(不明確)
I went to bed when I had done my homework.(作業做完)
12) I have lived here since I was a child.(從我長大成人)
I have lived here since I had a child.(從我孩提時)
5. 過去進行時與過去一般時
1) I read a book yesterday. (書已看完)
I was reading a book yesterday.(書尚未看完)
2) The guests arrived.(客人已到)
The guests were arriving.(客人陸續到達)
3) He woke from a dream. (表示全醒)
He was waking from a dream.(表示初醒)
4) The old man died.(已死) The old man was dying.(要死)
5) John told me about it.(告訴我了,我都知道了)
John was telling me about it.(跟我談起過,我想了解更多的事情)
6) They persuaded me to go along with them.(已經說服)
They were persuading me to go along with them.(還在勸說)
7) The wind blew hard all night.(強調事實)
The wind was blowing hard all night.(強調風刮個不停)
8) I expected you. I was expecting you.(客氣,表示可能等了很舊了)
9) He knocked at the door.(強調一次性)
He was knocking at the door.(強調多次性)
6. 將來一般時與現在進行時
1) Will he come? Is he coming?(時間發生的比較近)
2) How long will you stay hear? (表示意願)
How long will you stay here?(表示打算)
3) She'll have a baby. (表示肯定)
She's going to have a baby.(表示推測,計劃)
4) I'll see him this evening.(表示意願)
I'm seeing him this evening.(表示打算,已有安排)
7. 現在一般時與過去一般式
1) Do you wish to see me?
Did you wish to see me?(表示婉轉客氣)
2) That's all I have to say.(我的話就這些)
That's all I had to say.(我要說的就這些)
3) How do you like the film? (看電影過程中)
How did you like the film?(看完電影後)
4) It is nice to see you.(見面時說)
It was so nice to see you.(離別時說)
5) I never like him. (沒時間性)
I never liked him.(從來沒喜歡過)
6) I think I know that voice.(沒見客人時)
I thought I know that voice.(見到客人時,證明自己正確或錯誤)
7) Who is that? (哪人還在)
Who was that?(人已不在場了)
8) This cake is made at home. (家裡常做這種蛋糕)
This cake was made at home.(這種蛋糕是自家做的)
8.現在完成時與現在完成進行時
1) Someone has phoned you.(打了電話)
Someone has been phoning you.(一直在打電話)
2) I've read the novel.(已讀完)
I've been reading the novel.(還沒讀完)
3) He has lived here for six weeks.
e has been living here for six weeks. (區別不大,後者更口語化)
4) Have you met her lately?
Have you been meeting her lately?(強調動作的重復,經常見面)
5) Who's eaten my apples? ( 蘋果沒有了)
Who's been eating my apples?(有感情色彩,表示憤怒不滿)
9.現在一般時與過去完成時
1) I hope that he'll come.
I had hoped he would come.(與事實相反)
(經常這樣用的詞有:expect, think, intend, mean, suppose)
㈣ 英語中的所有語法知識點
1.
各類詞性，如：冠詞、名詞、數詞、代詞、形容詞、副詞、連詞、動內詞容、助動詞、情態動詞等等；
2.
句子的分類：簡單句；復合句，包括並列復合句和主從復合句，其中後者包括含有下列從句：名詞性從句（主語從句、賓語從句、表語從句、同位語從句）；定語從句（形容詞性從句）；狀語從句（副詞性從句）
3.
句子的基本結構：主語+謂語；主語+謂語+賓語；主語+謂語+雙賓語；主語+謂語+復合賓語；主語+連系動詞+表語
4.
句子的語氣：陳述句、疑問句、祈使句、感嘆句
5.
虛擬語氣
6.
倒裝語序
7.
省略
8.
it的用法
㈤ 英語語法點歸納,詳細的,
從網路上截取下來的知識，希望對你有幫助。
名詞和主謂一致 I. 名詞的種類 專有名詞 普通名詞 國名地名人名，團體機構名稱 可數名詞 不可數名詞 個體名詞 集體名詞 抽象名詞 物質名詞 特別注意名詞類別的相互轉換 個體名詞與抽象名詞的相互轉換 例 句 意 義 名詞性質 ①She held some flowers in her hand. ②The trees are now in flower 花兒 個體名詞 開花 抽象名詞 ①Youth is beautiful. ②He is a youth of twenty 青春 抽象名詞 年輕人 個體名詞 ①They have achieved remarkable success in their work. ②—How about the Christmas evening party? —I should say it was a success. 成功 抽象名詞 成功的事 個體名詞 物質名詞與個體名詞的相互轉換 例 句 意 義 名詞性質 ①Iron is a kind of metal. ②Please lend me your iron. 鐵 物質名詞 熨斗 個體名詞 ①He broke a piece of glass. ②He broke a glass. 玻璃 物質名詞 玻璃杯 個體名詞 ①I bought a chicken this morning ②Please help yourself to some chicken 小雞 個體名詞 雞肉 物質名詞 抽象名詞與個體名詞的轉換 具有動作意義的抽象名詞加用與某些動詞（如：have等）連 用，表示某一次短暫的動作 ①—I』d like______information about the management of your hotel,please. —Well, you could have____word with the manager. He might be helpful A.some,a B.an,some C.some,some D.an,a ②They sent us word of the latest happenings. 消息 （抽象名詞） A.a B.an C./ D.the ③Could we have word before you go to the meeting? 話（個體名詞） A.a B.an C./ D.the 類例：have a dream/a rest/a smoke/a swim/a trip/a wash/a discussion/a look take a walk/a bath make an advance(進步)/make an early start(早點出發) /make a decision/make a change/give a cry of pain(發出痛苦的叫聲) /give a try 表示知識和時間的抽象名詞轉換為普通名詞時可以用來表示 其中的一部分 ①Many people agree that___knowledge of English is a must in____international trade today. A.a, / B.the, an C.the, the D. /, the a knowledge of truth(知道實際情況) give a fuller knowledge of China(提供關於中國更為翔實的知識) have a knowledge of shorthand(有速記的知識) ②If there were no examination, we should have______at school. A.the happiest time B.a more happier time C.much happiest time D.a much happier time ③ is money. A.The time B.A time C.Time D.Times 抽象名詞轉換為普通名詞可用來表示「一次、一陣、一種」具體的行為、事件、現象或結 果。這時名詞前往往有形容詞修飾 ①Oh, John. _____you gave me! A.How a pleasant surprise B.How pleasant surprise C.What a pleasant surprise D. What pleasant surprise ②She looked up when I shouted. A.in a surprise B.in the surprise C.in surprise D.in some surprise 其它例子：The gift came as a complete surprise to me. We have had some unpleasant surprise ③It is_____work of art that everyone wants to have a look at it. A.so unusual B. such unusual C.such an unusual D.so an unusual II. 名詞的數 規則名詞的復數形式：名詞的復數形式，一般在單數形式後面加-s或-es（參看有關語法書）。英語里有些名詞的復數形式是不規則的，請看下錶 規 則 例 詞 1 改變名詞中的母音字母或其他形式 man-men, woman-women, foot-feet, goose-geese, mouse-mice 2 單復數相同 sheep, deer, series, means, works, fish, species 3 只有復數形式 ashes, trousers, clothes, thanks, goods, glasses, compasses, contents 4 一些集體名詞總是用作復數 people, police, cattle, staff 5 部分集體名詞既可以作單數（整體）也可以作復數（成員） audience, class, family, crowd, couple, group, committee, government, population, crew, team, public, enemy, party 6 復數形式表示特別含義 customs(海關), forces(軍隊), times(時代), spirits(情緒), drinks(飲料), sands(沙灘), papers(文件報紙), manners(禮貌), looks(外表), brains(頭腦智力), greens(青菜), ruins(廢墟) 7 表示「某國人」 加-s Americans, Australians, Germans, Greeks, Swedes, Europeans 單復數同形 Swiss, Portuguese, Chinese, Japanese 以-man或-woman結尾的改為-men,-women Englishmen, Frenchwomen 8 合成名詞 將主體名詞變為復數 sons-in-law, lookers-on, passers-by, story-tellers, boy friends 無主體名詞時將最後一部分變為復數 grown-ups, housewives, stopwatches 將兩部分變為復數 women singers, men servants III. 主謂一致 規則 情 況 舉 例 語 法 一 致 原 則 以單數名詞或代詞動詞不定式短語，動名詞短語或從句作主語時，謂語動詞一般用單數形式；主語為復數時，謂語動詞 用復數形式。 His father is working on the farm. To study English well is not easy. Reading in the sun is bad for your eyes. What he said is very important for us all. 由what引導的主語從句，後面的謂語動詞多數情況用單數形式，但若表語是復數或what從句是一個帶有復數意義的並列結構時，主句的謂語動詞用復數形式。 what I bought were three English books. What I say and do is (are) helpful for you. 由連接詞and或both…and連接起來的主語後面，要用復數形式的謂語動詞。但若所連接的兩個詞是指同一個人或物 時，它後面的謂語就用單數形式。由and 連接的並列單數主語前如果分別有no, each, every 或more than a (an)/one,many a (an) 修飾時，其謂語動詞要用單數形式。either, neither, each, every 或no+單數名詞和由some, any no, every構成的復合不定代詞，都作單數看待。. Lucy and Lily are twins The writer and artist has come. Every student and every teach is in the classroom. Many a boy and many a girl likes it. No boy and no girl likes it. Each of us has a new book. Is everyone here today? Somebody is speaking in class. Everything around us is matter 若none of 後面的名詞是不可數名詞，它的謂語動詞就要用單數。若它後面的名詞是復數，它的謂語動詞用單數或復數都可以。 None of the sugar was left. None of us has (have) been to America. 在定語從句里，關系代詞that, who, which 等作主語時，其謂語動詞的數應與句中先行詞的數一致。 Those who want to go please write their names on the blackboard. He is one of my friends who are working hard. He is the (only) one of my friends who is working hard. 在強調句型中應與被強調部分一致 It is I who am going to the cinema tonight. It is we who are going to the cinema tonight. 如果集體名詞指的是整個集體，它的謂語動詞用單數形式； 如果它指的集體的成員，其謂語動詞用復數形式 The police are looking for the lost child. The cattle are eating grass in the field. His family has moved to the south .(他的一家) His family are watching TV.（他的家人） Class four is on the third floor.（四班） Class Four are unable to agree upon a monitor.（四班的學生） 由a lot of /lots of/ plenty of/ a heap of/ heaps of/ the rest of/the majority of+名詞構成的短語以及由分數或百分數+名詞構成的短語作主語時，其謂語動詞的數要根據短語中後面名詞的數而定。 There are a lot of people in the classroom. Three-fourths of the surface of the earth is sea. 50 percent of the students in our class are girls. 此外，還有a number of +復數名詞有類似的用法（用復數），但the number of +復數名詞的數就得依number 而定（用單數）。 A number of students have gone to the farm to help the farmer pick apples. The number of pages in this book is three hundred. 在倒裝句中，謂語動詞的數應與其後的主語一致 There comes the bus. On the wall are many pictures. Such is the result. Such are the facts. Between the two hills stands a monument. 邏 輯 意 義 一 致 原 則 What, who, which, any, more, all 等代詞可以是單數，也可是復數， 主要靠意思來決定。 Which is your bag? Which are your bags? Are any of you good at English? Has any of you got a pen? All can be done has been done. All is going well. All have been taken out. All have gone to Beijing. 表示時間重量長度價值等的名詞的復數作主語時，謂語動詞通常用單數形式，這是由於作主語的名詞在概念上是一個整體。 Thirty minutes is enough for the work.. Twenty pounds is too dear. 如強調這類詞的復數意義，則謂語動詞要用復數形式 Forty kilos of water are used every day. 若英語是書名名格言劇名報名國名等的復數形式，其謂語動詞通常用單數形式。 The United States is smaller than China. 「The Arabian Nights」 is an interesting story-book. 表數量的短語「one and a half」後面接復數名詞作主語時，其謂語動詞要用單數形式。 One and a half apples is left on the table. 一些學科名詞是以-ics結尾，如：mathematics, politics, physics 以及news, works 等。都屬於形式上是復數的名詞， 實際意義為單數名詞， 它們作主語時，其謂語動詞要用單數形式。 The paper works was built in 1990.這家造紙廠建於1990年。 I don』t think physics is easy to study. trousers, glasses, clothes, shoes, scissors (剪刀)等詞作主語時，謂語用復數，但如果這些名詞前有a(the) pair of 等量詞修飾時（clothes被a suit of 修飾）謂語動詞用單數。 My glasses are broken. The pair of shoes under the bed is his. 「定冠詞the+形容詞或分詞」，表示某一類人動詞用復數；若表示某一類東西時，動詞用單數。 The old are taken good care of there. The beautiful gives pleasure to all. 就 近 /遠 一 致 原 則 當兩個主語由either or, neither nor, not only but also ,whether or 連接時，謂語動詞和鄰近的主語保持一致,即就近一致。 Either the teacher or the students are our friends. Neither he nor they are wholly right. Neither they nor he is wholly right. Is neither he nor they wholly right? there be 句型中be 動詞的單復數取決於其後的主語。如果其後是由and 連接的兩個主語，則應與靠近的那個主語保持一致，即就近一致。 There are two chairs and a desk in the room. There is a desk and two chairs in the room. 主語後面跟有with, together with, except, but, like, as well as, no less than, rather than, more than, besides, along with, including, in addition to 等引起的短語， 謂語動詞要跟主語一致，即就遠一致。 Mr. Green, together with his wife and children, has come to China. A woman with a baby was on the bus. Nobody but Jim and Mike was on the playground. She, like you and Tom, is very tall. The girls as well as the boy have learned to speak Japanese. No one except my teachers knows anything about it.
㈥ 英語語法點
1.簡單句 I am a girl.
2.賓語從句 He said(that)he was busy.
3.表語從句 That is what she wants to do.
4.條件狀語版從句 If it rains tomorrow,I will not go out.
5.時間狀語從句 While I was reading,my father was cooking.
6.原因狀語從句 He can not go out because it rains heavily.
7.結果權狀語從句 He worried so that he could not sleep.
8.定語從句 He is a girl who I met yesterday.
9.主語從句 What we need is time.
這些都是基本句型
1.一般現在時
2.現在進行時
3.一般將來時
4.將來進行時
5.一般過去時
6.過去進行時
7.現在完成時
8.過去完成時
這些是最基本的時態
還有，主動語態和被動語態
個人認為這是由簡到繁的過程，可供您參考
㈦ 初中英語語法點有什麼
主要是句式結構和時態，這兩個是初中語法的關鍵和根本。
至於詞法和固定搭配短語等等就全部貫穿在整個初中的學習中，嚴格意義上來說也不屬於語法范疇。
如有疑問，歡迎追問！
㈧ 英語語法點問題
間接引用句的倒裝。目的是凸顯引用的內容，而不是強調內容的出處。
賓語版+動詞謂語+主語是這類倒裝的典型權結構。如果你看多了新聞，就不會有疑惑。
沒聽說過Great加人名的用法。不是一個語法現象，應該是個別語境。
㈨ 英語語法點。
11.1 一般現在時的用法
1） 經常性或習慣性的動作，常與表示頻腮度的時間狀語連用。時間狀語： every…, sometimes, at…, on Sunday。例如：
I leave home for school at 7 every morning. 每天早上我七點離開家。
2） 客觀真理，客觀存在，科學事實。例如：
The earth moves around the sun. 地球繞太陽轉動。
Shanghai lies in the east of China. 上海位於中國東部。
3） 表示格言或警句。例如：
Pride goes before a fall. 驕者必敗。
注意：此用法如果出現在賓語從句中，即使主句是過去時，從句謂語也要用一般現在時。
例：Columbus proved that the earth is round. 哥倫布證實了地球是圓的。
4） 現在時刻的狀態、能力、性格、個性。例如：
I don't want so much. 我不要那麼多。
Ann writes good English but does not speak well. 安英語寫得不錯，講的可不行。
比較：Now I put the sugar in the cup. 把糖放入杯子。
I am doing my homework now. 我正在做功課。
第一句用一般現在時，用於操作演示或指導說明的示範性動作，表示言行的瞬間動作。第二句中的now是進行時的標志，表示正在進行的動作的客觀狀況，所以後句用一般現在時。
11.2 一般過去時的用法
1）在確定的過去時間里所發生的動作或存在的狀態。例如：時間狀語有：yesterday, last week, an hour ago, the other day, in 1982等。例如：
Where did you go just now? 剛才你上哪兒去了？
2）表示在過去一段時間內，經常性或習慣性的動作。例如：
When I was a child, I often played football in the street. 我是個孩子的時候，常在馬路上踢足球。
Whenever the Browns went ring their visit, they were given a warm welcome.
那時，布朗一家無論什麼時候去，都受到熱烈歡迎。
3）句型：It is time for sb. to do sth "到……時間了" "該……了"。例如：It is time for you to go to bed. 你該睡覺了。
It is time that sb. did sth. "時間已遲了" "早該……了" ，例如It is time you went to bed. 你早該睡覺了。
would （had） rather sb. did sth. 表示'寧願某人做某事'。例如：I'd rather you came tomorrow.還是明天來吧。
4） wish, wonder, think, hope 等用過去時，作試探性的詢問、請求、建議等，而一般過去時表示的動作或狀態都已成為過去，現已不復存在。例如：I thought you might have some. 我以為你想要一些。
比較：Christine was an invalid all her life.（含義：她已不在人間。）
Christine has been an invalid all her life.（含義：她現在還活著）
Mrs. Darby lived in Kentucky for seven years. （含義：達比太太已不再住在肯塔基州。）
Mrs. Darby has lived in Kentucky for seven years. （含義：現在還住在肯塔基州，有可能指剛離去）
注意： 用過去時表示現在，表示委婉語氣。
1）動詞want, hope, wonder, think, intend 等。例如：
Did you want anything else? 您還要些什麼嗎？
I wondered if you could help me. 能不能幫我一下。
2）情態動詞 could, would。例如：
Could you lend me your bike? 你的自行車，能借用一些嗎？
11.3 used to / be used to
used to + do："過去常常"表示過去習慣性的動作或狀態，但如今已不存在。例如：
Mother used not to be so forgetful. 老媽過去沒那麼健忘。
Scarf used to take a walk. 斯卡夫過去常常散步。
be used to + doing： 對……已感到習慣，或"習慣於"，to是介詞，後需加名詞或動名詞。例如：
He is used to a vegetarian diet.
Scarf is used to taking a walk. 斯卡夫現在已習慣於散步了。
11.4 一般將來時
1） shall用於第一人稱，常被will 所代替。will 在陳述句中用於各人稱，在徵求意見時常用於第二人稱。例如：
Which paragraph shall I read first？ 我先讀哪一段呢？
Will you be at home at seven this evening? 今晚七點回家好嗎？
2） be going to +不定式，表示將來。
a. 主語的意圖，即將做某事。例如：What are you going to do tomorrow? 明天打算作什麼呢？
b. 計劃，安排要發生的事。例如：The play is going to be proced next month。這出戲下月開播。
c. 有跡象要發生的事。例如：Look at the dark clouds, there is going to be a storm. 看那烏雲，快要下雨了。
3） be +不定式表將來，按計劃或正式安排將發生的事。例如：
We are to discuss the report next Saturday.我們下星期六討論這份報告。
4） be about to +不定式，意為馬上做某事。例如：
He is about to leave for Beijing. 他馬上要去北京。
注意：be about to do 不能與tomorrow, next week 等表示明確將來時的時間狀語連用。
11.5 be going to / will 用於條件句時，be going to表將來,will表意願。例如：
If you are going to make a journey, you'd better get ready for it as soon as possible.
Now if you will take off your clothes, we will fit the new clothes on you in front of the mirror.
11.6 be to和be going to
be to 表示客觀安排或受人指示而做某事，be going to 表示主觀的打算或計劃。例如：
I am to play football tomorrow afternoon. 明天下午我去踢球。（客觀安排）
I'm going to play football tomorrow afternoon. 明天下午我想去踢球。（主觀安排）
11.7 一般現在時表將來
1）下列動詞come, go, arrive, leave, start, begin, return的一般現在時可以表示將來，主要用來表示在時間上已確定或安排好的事情。例如：
The train leaves at six tomorrow morning. 火車明天上午六點開。
When does the bus star? It stars in ten minutes. 汽車什麼時候開？十分鍾後。
2）以here, there等開始的倒裝句，表示動作正在進行。例如：
Here comes the bus. = The bus is coming. 車來了。
There goes the bell. = The bell is ringing. 鈴響了。
3）在時間或條件句中。例如：
When Bill comes （不是will come）, ask him to wait for me. 比爾來後，讓他等我。
I'll write to you as soon as I arrive there. 我到了那裡，就寫信給你。
4）在動詞hope, take care that, make sure that等的賓語從句中。例如：
I hope they have a nice time next week. 我希望他們下星期玩得開心。
Make sure that the windows are closed before you leave the room. 離開房間前，務必把窗戶關了。
11.8 用現在進行時表示將來
下列動詞come, go, arrive, leave, start, begin, return等現在進行時可以表示將來。例如：
I'm leaving tomorrow. 明天我要走了。
Are you staying here till next week? 你會在這兒呆到下周嗎？
11.9 現在完成時
現在完成時用來表示之前已發生或完成的動作或狀態，其結果的影響現在還存在；也可表示持續到現在的動作或狀態。其構成：have （has） +過去分詞。
11.11 用於現在完成時的句型
1）It is the first / second time.... that…結構中的從句部分，用現在完成時。例如：
It is the first time that I have visited the city. 這是我第一次訪問這城市。
This is the first time （that） I've heard him sing. 這是我第一次聽他唱歌。
注意：It was the third time that the boy had been late.
2）This is +形容詞最高級+that…結構，that 從句要用現在完成時。例如：
This is the best film that I've （ever） seen. 這是我看過的最好的電影。
（錯）I have received his letter for a month.
（對）I haven't received his letter for almost a month.
11.13 since的四種用法
1） since +過去一個時間點（如具體的年、月、日期、鍾點、1980, last month, half past six）。例如：
I have been here since 1989. 1989起，我一直在這兒。
2） since +一段時間+ ago。例如：
I have been here since five months ago. 我在這兒，已經有五個月了。
3） since +從句。例如：
Great changes have taken place since you left. 你走後，變化可大了。
Great changes have taken place since we were here. 我們走後，變化可大了。
4） It is +一段時間+ since從句。例如：
It is two years since I became a postgraate student. 我考上研究生有兩年了。
11.15 過去完成時
1） 概念：表示過去的過去
----|----------|--------|----> 其構成是had +過去分詞構成。
那時以前 那時 現在
2） 用法
a. 在told, said, knew, heard, thought等動詞後的賓語從句。例如：
She said （that）she had never been to Paris. 她告訴我她曾去過巴黎。
b. 狀語從句
在過去不同時間發生的兩個動作中，發生在先，用過去完成時；發生在後，用一般過去時。例如：
When the police arrived, the thieves had run away. 警察到達時，小偷們早就跑了。
c. 表示意向的動詞，如hope, wish, expect, think, intend, mean, suppose等，用過去完成時表示"原本…，未能…"。例如：
We had hoped that you would come, but you didn't. 那時我們希望你能來，但是你沒有來。
3） 過去完成時的時間狀語before, by, until , when, after, once, as soon as。例如：
He said that he had learned some English before. 他說過他以前學過一些英語。
By the time he was twelve, Edison had began to make a living by himself. 到了十二歲那年，愛迪生開始自己謀生。
Tom was disappointed that most of the guests had left when he arrived at the party.
湯姆失望了，因為他到達晚會時，大部分客人已經走了。
11.17 將來完成時
1） 構成will have done
2） 概念
a. 狀態完成：表示某事繼續到將來某一時為止一直有的狀態。例如：
They will have been married for 20 years by then. 到那時他們結婚將有二十年了。
b. 動作完成：表示將來某一時或另一個將來的動作之前，已經完成的動作或獲得的經驗。例如：
You will have reached Shanghai by this time tomorrow. 明天此時，你已經到達上海了。
㈩ 英語常用的幾個語法點有什麼，
英語常用的幾個語法點有什麼， 中學語法大全 代詞
目錄
人稱代詞的用法 2
人稱代詞之主、賓格的版替換權 2
代詞的指代問題 3
並列人稱代詞的排列順序 3
物主代詞 4
雙重所有格 4
反身代詞 4
相互代詞 5
指示代詞 6
疑問代詞 7
關系代詞 8
every, no, all, both,... 9
none, few, some, any,... 10
代詞比較辯異one, that和it 11
one/another/the other 11
"the"的妙用 12
anyone/any one;... 12
both, either, neither,... 13
many, much 14
few, little, a few,... 14