㈠ 英语中什么是语法（具体点）!!!
语法是语言学的一个分支,研究按确定用法来运用的词类、词的屈折变化或表示相互关系的其他手段以及词在句中的功能和关系
语言的结构规律。包括词法和句法。词法指词的构成及变化规律；句法指短语和句子的组织规律。
语法是语言表达的规则。各种语言都有不同的语法，包括人类语言和计算机语言等。语法学是语言学的一部分。
现代语法学包括语音学、音系学（见音韵学）、形态学（词法）、句法学、语义学。
数据通信中的意思
语法：数据及控制信息的格式、编码及信号电平等。
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.
语法在大英网络全书的定义：统摄声音,文字，句子和其他要素，以及它们的组合和解释的语言规范。“语法”这个词也指对这些抽象特征的研究，或这些规则的指南手册。严格意义上说，“语法”这个术语是指对于句子和词语结构（句法和形态学）的研究，但不包括词汇和发音。
一个普遍接受的当代语法定义是：以一种语言为母语的任何人靠直觉就知道的语言结构。对语言特征的系统描述也是一种语法，而这些特征包括音位学（声音） ，形态学（系统构词） ，句法（词语安排模式）和语义（意思） 。根据语法学家的研究，语法可以规范（即提供一些正确用法的规则） ，描述（即，描述了语言实际上是如何使用的） ，或生成（即提供一种指导，使无限的句子在一种语言中产生） 。传统的调查重点，在于形态学和句法，对于一些当代语言学家（和许多传统的语法学家），这是唯一正确的研究领域。
在欧洲，希腊人最早写关于语法的著作。对他们来说，语法是一个工具，可以用来研究希腊文学，因此他们的重点是文学语言。公元前一世纪的Alexandrians进一步发展希腊语法，以保持纯净的语言。亚历山大的狄俄尼索斯后来写出一篇影响深远的论文，称为《语法的艺术》，他在其中分析文学文本中的字母，音节，和八段话语。
古罗马人接受了希腊人的语法体系，并运用于拉丁语。除了公元前一世纪的瓦罗Varro认为语法学家应该发现结构，而不是强行指定结构，大多数拉丁语法学家没有试图改变希腊系统，还设法保护他们的语言避免衰败。希腊人和亚历山大人的语言模型是荷马的语言，西塞罗和维吉尔的作品设定了拉丁语的语法标准。最重要的拉丁语语法学家多纳图斯（公元4世纪）和普里西安（公元6世纪）的作品在欧洲中世纪被广泛用于拉丁文语法教学。中世纪的欧洲的教育使用的是拉丁文，拉丁语语法成为人文教育的基础课程。 恩斯罕的修道院长，阿尔弗里克Aelfric（ 11世纪） ，第一个写拉丁语语法的盎格鲁撒克逊人，建议以此引入英语语法。从此，开始了依据拉丁语法的英语语法分析的传统。
第13世纪中叶至14世纪中叶的语法学家认为语言是现实的反映，从哲学中寻求解释语法的规则。他们寻求一个“普遍”的语法universal grammar，以此作为了解存在being的手段。在十七世纪的法国，来自罗亚尔港的一些语法学家也对这种普遍语法感兴趣。他们声称，思想的共同要素可以在所有语言的语法类别中辨识出来。与希腊语和拉丁语的语法学家不同，罗亚尔港语法学家没有研究文学语言，他们认为语言的用法应当取决于实际的生活语言。当代语言学家乔姆斯基也注意到对语言的共性的强调，他称罗亚尔港派为第一批转型语法学家。
到1700年，61种方言语法书已经印制。这些书的目的主要是改革，净化，或规范语言，并用于教学。当时语法规则通常仅仅用于正式，书面，文学的语言，并不适用于纷繁复杂的实际口语。这一规范性的手段长期在学校占主导地位，学生们对语法的学习往往和“解析”以及句子图解联系在一起。在20世纪的中后期，对于这种仅仅关注规范性和禁止性（即，什么不能做）规则的语法教育，出现了越来越多的反对声音。
课堂语法的简化和语言学家的复杂研究形成了鲜明对比。19世纪到20世纪初，历史主义观点蓬勃发展。认识到每一种现存的语言都是在不断变化中的学者们研究了欧洲语言所有类型的书面记录，以确定其演变路径。他们没有局限于文学语言，还研究了方言和当代口头语。历史主义的语法学家没有采用先前的规范性办法，但更加关注他们研究的语言的来源。
由于历史主义语法学家的工作，学者们看到，语言的研究可以是历时性的（其贯穿历史的发展）或同步性的（在特定的时间段的状态）。瑞士语言学家索绪尔和其他描述性语言学家开始研究口头语。他们收集了大量操母语者的语句样本，对这些材料进行分类，从音位学入手，一直研究到句法。
20世纪后半叶的转换生成语法学家，如乔姆斯基，研究了操母语者能生成和理解无限句子所需要的知识。而像索绪尔那样的描述语言学家则去审查单个话语样本，以求达到描述一种语言的目的。转换生成语法学家首先研究了语言的潜在结构。他们试图描述一种能够定义操母语者语言“能力”（底层的语言知识）的“规则”，解释说话人的种种“表现”（语言生成时的实际策略）。
在过去的千百年里，语法理论引起了哲学家，人类学家，心理学家和文学批评家的兴趣。今天，语法存在于语言学领域之内，但仍保留了与其他许多学科的联系。对于很多人来说，语法仍然指的是一整套必须知道，以保证“正确”语言输出的规则，然而，从20世纪后25年以来，对语法研究的更为复杂的意识，已经在学校生根发芽。在一些国家，如澳大利亚，英国，新的英语课程中语法是重点，而且避免之前僵硬的规范，提倡生动而深刻的调查精神。
㈡ 英语！！！！语法点！！
5,C。情态动词的否定为后面直接加not，变成问句时，not不提前回，但缩写一起提前，等于
What must's you do at the zoo?
7C. 根据语境【答你如何能过马路？】
8，B本句为现在进行时
㈢ 英语语法 详细一点的
这是很大一部分的语法知识，其余的建议看相关的书籍！
1. 现在一般时与现在完成时
1) I come from Shanghai(上海人）
I have come from Shanghai（从上海来）
2) You read very well. (强调能力）
You've read very well. （强调一次刚完成的动作）
3) I forget.(一时想不起来了）
I have forgotten.（仍没想起来，可能已回忆起来了）
4) The book is written in simple English. (表状态）
The book has been written in simple English.（表动态，已用英语写成）
5) Every time I see him, he's been reading. （两个动作不可能同时进行）Every time I have seen him, he's been reading. (强调两个动作同时进行）
6) He is gone. (强调状态）He has gone （强调动作和时间）
7) He won't come till the play begins. (演出开始时）
He won't come till the play has begun.（戏已开始）
8) After I leave school, I'll go to college. （两个动作紧密相接）
After I have left school, I'll go to college.（强调毕业后，两个动作可能有间隔）
9) It is a long time since I saw you last. It's been a long time since I saw you last.(这两句话一样，后一句是美国英语）
10) Where are you? (在哪）Where have you been?(去了哪）
2. 现在一般时与现在进行时
1) He works hard.（强调始终如一）He is working hard.（强调现在）
2) What do you do? (干什么工作的）What are you doing?（在干什么）
3) Here comes the bus! (表高兴和欣慰）
The bus is coming.（汽车到来的情景）
4) I forget him name. I'm forgetting his name.(差点把他的名字忘了）
5) You don't eat much. (强调胃口不大）
You're not eating much.（你怎么不吃呀）
6) The match starts at 7 o'clock. (比较固定，不宜改变）
The match is starting at 7 o'clock.（可以改变）
7) Tom always comes late. Tom is always coming late.(表示不满，责备）
8)Tom goes to college now.
Tom is going to college now.(这两句区别不大，后者更生动）
9） I tell you.（我可以告诉你）
I'm telling you.(我告诉你吧，有感情色彩）
10) He always sleeps in the afternoon.
He is always sleeping in the afternoon.(后者意味着整个下午都睡掉了）
11) I expect you to phone me. ( 几乎等于命令）
I'm expecting you to phone me.（婉转）
12) What do you say? What are you saying?(你说些什么呀，表说话人惊讶，不满）
12) I find that the book is too difficult for me.(强调结果） I'm finding that the book is too difficult for me. (强调过程，逐渐感到）
13) Apples cost more these days.(强调事实)
Apples are costing more these days.(越来越贵)
14) He always thinks of others.
He's always thinking of others.(表示赞扬)
15) Whenever I see him, he argues with somebody.(强调两个动作有先后) Whenever I see him, he is arguing with somebody.(强调两个动作同时进行)
16) I hope you'll give us some advice.
I'm hoping you'll give us some advice.(表示语气婉转)
17) I must go. (我应该去)I must be going.(我该走了)
18) We can discuss this while we eat.(说话是没用餐)
We can discuss this while we are eating.(进餐已开始)
3. 现在完成时与过去一般时
1) I've seen him this morning.(还在上午的时间里)
I saw him this morning.(时间已不在上午了)
2) Who's opened the window? (窗户还在开着)
Who opened the window? (与现在无关,窗户可能已关上)
3) Have you ever heard him sing? (他可能不是爱唱歌)
Did you ever hear him sing?(你曾听过他唱歌吗,他可能是歌唱家)
4) Have you ever heard of such a thing? (你听过这种事吗)
Did you ever hear of such a thing?(这种事, 你听说过吗? 是一个修辞性问题，表示惊异。)
5) What have I done to make you so angry? (对方仍生气）
What did I do to make you so angry? （暗示某一过去的时间，可能对方已不生气了。）
6) How has he done it? (他这活干的怎么样？强调结果）
How did he do it?（他是怎么干这活的？强调干活的方式）
7) He has lived in New York for eight years. (他仍在纽约）
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.(他曾被誉为思想家）
9) You've heard what I said. (你听见我的话了）
You heard what I said.（你是听见我的话的，口气严厉，具有感情色彩。）
10) I've lost my pen. (笔还没找到）I lost my pen.（笔可能找到了）
11) He has already been there. (曾去过哪）
He was already there.（当时在哪）
12) Since I have been ill, my friend has visited me every day.（生病还在延续）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，休息后是否好些了）
Did you sleep well?（暗示睡的是否舒服，满意）
4. 过去完成时与过去一般时
1) I came here after I finished middle school.(两个动作每间隔)
I came here after I had finished middle school.(两个动作有间隔,强调先后概念)
2) I waited till I saw him.
I waited till I had seen him. (这两个句子差不多,过去完成时更普遍)
3) We hoped he would come.(我们希望他来)
We had hoped he would come.(我们本希望他来的)
4) I don't think he sang as well as he once did.(指具体一次)
I don't think he sang as well as he had once done.(泛指以前,现在可能不唱了)
5) Before I came here, I was a soldier.(我来此以前在当兵)
Before I came here, I had been a soldier.(我来此以前,曾当过兵)
6) Jim said he didn't know he was so strong.(表示Jim在说话时仍很结实) Jim said he didn't know he had been so strong.(表示在Jim说话之前曾结实过)
7) They were friends from many years.(表示现在还是朋友)
They had been friends for many years.(意味这友谊结束了)
8) He did the work at 6.(强调时间)
He had done the work at 6. (6点工作已做完)
9) I learned French ring my holiday.(强调学了)
I had learned French ring my holiday. (强调学会了)
10) When she sang she sat down.(表示唱着坐下)
When she had sung she sat down.(表示唱完坐下)
11) I went to bed when I did my homework.(不明确)
I went to bed when I had done my homework.(作业做完)
12) I have lived here since I was a child.(从我长大成人)
I have lived here since I had a child.(从我孩提时)
5. 过去进行时与过去一般时
1) I read a book yesterday. (书已看完)
I was reading a book yesterday.(书尚未看完)
2) The guests arrived.(客人已到)
The guests were arriving.(客人陆续到达)
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.(告诉我了,我都知道了)
John was telling me about it.(跟我谈起过,我想了解更多的事情)
6) They persuaded me to go along with them.(已经说服)
They were persuading me to go along with them.(还在劝说)
7) The wind blew hard all night.(强调事实)
The wind was blowing hard all night.(强调风刮个不停)
8) I expected you. I was expecting you.(客气,表示可能等了很旧了)
9) He knocked at the door.(强调一次性)
He was knocking at the door.(强调多次性)
6. 将来一般时与现在进行时
1) Will he come? Is he coming?(时间发生的比较近)
2) How long will you stay hear? (表示意愿)
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.(表示推测,计划)
4) I'll see him this evening.(表示意愿)
I'm seeing him this evening.(表示打算,已有安排)
7. 现在一般时与过去一般式
1) Do you wish to see me?
Did you wish to see me?(表示婉转客气)
2) That's all I have to say.(我的话就这些)
That's all I had to say.(我要说的就这些)
3) How do you like the film? (看电影过程中)
How did you like the film?(看完电影后)
4) It is nice to see you.(见面时说)
It was so nice to see you.(离别时说)
5) I never like him. (没时间性)
I never liked him.(从来没喜欢过)
6) I think I know that voice.(没见客人时)
I thought I know that voice.(见到客人时,证明自己正确或错误)
7) Who is that? (哪人还在)
Who was that?(人已不在场了)
8) This cake is made at home. (家里常做这种蛋糕)
This cake was made at home.(这种蛋糕是自家做的)
8.现在完成时与现在完成进行时
1) Someone has phoned you.(打了电话)
Someone has been phoning you.(一直在打电话)
2) I've read the novel.(已读完)
I've been reading the novel.(还没读完)
3) He has lived here for six weeks.
e has been living here for six weeks. (区别不大,后者更口语化)
4) Have you met her lately?
Have you been meeting her lately?(强调动作的重复,经常见面)
5) Who's eaten my apples? ( 苹果没有了)
Who's been eating my apples?(有感情色彩,表示愤怒不满)
9.现在一般时与过去完成时
1) I hope that he'll come.
I had hoped he would come.(与事实相反)
(经常这样用的词有:expect, think, intend, mean, suppose)
㈣ 英语中的所有语法知识点
1.
各类词性，如：冠词、名词、数词、代词、形容词、副词、连词、动内词容、助动词、情态动词等等；
2.
句子的分类：简单句；复合句，包括并列复合句和主从复合句，其中后者包括含有下列从句：名词性从句（主语从句、宾语从句、表语从句、同位语从句）；定语从句（形容词性从句）；状语从句（副词性从句）
3.
句子的基本结构：主语+谓语；主语+谓语+宾语；主语+谓语+双宾语；主语+谓语+复合宾语；主语+连系动词+表语
4.
句子的语气：陈述句、疑问句、祈使句、感叹句
5.
虚拟语气
6.
倒装语序
7.
省略
8.
it的用法
㈤ 英语语法点归纳,详细的,
从网络上截取下来的知识，希望对你有帮助。
名词和主谓一致 I. 名词的种类 专有名词 普通名词 国名地名人名，团体机构名称 可数名词 不可数名词 个体名词 集体名词 抽象名词 物质名词 特别注意名词类别的相互转换 个体名词与抽象名词的相互转换 例 句 意 义 名词性质 ①She held some flowers in her hand. ②The trees are now in flower 花儿 个体名词 开花 抽象名词 ①Youth is beautiful. ②He is a youth of twenty 青春 抽象名词 年轻人 个体名词 ①They have achieved remarkable success in their work. ②—How about the Christmas evening party? —I should say it was a success. 成功 抽象名词 成功的事 个体名词 物质名词与个体名词的相互转换 例 句 意 义 名词性质 ①Iron is a kind of metal. ②Please lend me your iron. 铁 物质名词 熨斗 个体名词 ①He broke a piece of glass. ②He broke a glass. 玻璃 物质名词 玻璃杯 个体名词 ①I bought a chicken this morning ②Please help yourself to some chicken 小鸡 个体名词 鸡肉 物质名词 抽象名词与个体名词的转换 具有动作意义的抽象名词加用与某些动词（如：have等）连 用，表示某一次短暂的动作 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 （抽象名词） A.a B.an C./ D.the ③Could we have word before you go to the meeting? 话（个体名词） A.a B.an C./ D.the 类例：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(进步)/make an early start(早点出发) /make a decision/make a change/give a cry of pain(发出痛苦的叫声) /give a try 表示知识和时间的抽象名词转换为普通名词时可以用来表示 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(知道实际情况) give a fuller knowledge of China(提供关于中国更为翔实的知识) have a knowledge of shorthand(有速记的知识) 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 抽象名词转换为普通名词可用来表示“一次、一阵、一种”具体的行为、事件、现象或结 果。这时名词前往往有形容词修饰 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. 名词的数 规则名词的复数形式：名词的复数形式，一般在单数形式后面加-s或-es（参看有关语法书）。英语里有些名词的复数形式是不规则的，请看下表 规 则 例 词 1 改变名词中的元音字母或其他形式 man-men, woman-women, foot-feet, goose-geese, mouse-mice 2 单复数相同 sheep, deer, series, means, works, fish, species 3 只有复数形式 ashes, trousers, clothes, thanks, goods, glasses, compasses, contents 4 一些集体名词总是用作复数 people, police, cattle, staff 5 部分集体名词既可以作单数（整体）也可以作复数（成员） audience, class, family, crowd, couple, group, committee, government, population, crew, team, public, enemy, party 6 复数形式表示特别含义 customs(海关), forces(军队), times(时代), spirits(情绪), drinks(饮料), sands(沙滩), papers(文件报纸), manners(礼貌), looks(外表), brains(头脑智力), greens(青菜), ruins(废墟) 7 表示“某国人” 加-s Americans, Australians, Germans, Greeks, Swedes, Europeans 单复数同形 Swiss, Portuguese, Chinese, Japanese 以-man或-woman结尾的改为-men,-women Englishmen, Frenchwomen 8 合成名词 将主体名词变为复数 sons-in-law, lookers-on, passers-by, story-tellers, boy friends 无主体名词时将最后一部分变为复数 grown-ups, housewives, stopwatches 将两部分变为复数 women singers, men servants III. 主谓一致 规则 情 况 举 例 语 法 一 致 原 则 以单数名词或代词动词不定式短语，动名词短语或从句作主语时，谓语动词一般用单数形式；主语为复数时，谓语动词 用复数形式。 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引导的主语从句，后面的谓语动词多数情况用单数形式，但若表语是复数或what从句是一个带有复数意义的并列结构时，主句的谓语动词用复数形式。 what I bought were three English books. What I say and do is (are) helpful for you. 由连接词and或both…and连接起来的主语后面，要用复数形式的谓语动词。但若所连接的两个词是指同一个人或物 时，它后面的谓语就用单数形式。由and 连接的并列单数主语前如果分别有no, each, every 或more than a (an)/one,many a (an) 修饰时，其谓语动词要用单数形式。either, neither, each, every 或no+单数名词和由some, any no, every构成的复合不定代词，都作单数看待。. 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 后面的名词是不可数名词，它的谓语动词就要用单数。若它后面的名词是复数，它的谓语动词用单数或复数都可以。 None of the sugar was left. None of us has (have) been to America. 在定语从句里，关系代词that, who, which 等作主语时，其谓语动词的数应与句中先行词的数一致。 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. 在强调句型中应与被强调部分一致 It is I who am going to the cinema tonight. It is we who are going to the cinema tonight. 如果集体名词指的是整个集体，它的谓语动词用单数形式； 如果它指的集体的成员，其谓语动词用复数形式 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.（四班的学生） 由a lot of /lots of/ plenty of/ a heap of/ heaps of/ the rest of/the majority of+名词构成的短语以及由分数或百分数+名词构成的短语作主语时，其谓语动词的数要根据短语中后面名词的数而定。 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，还有a number of +复数名词有类似的用法（用复数），但the number of +复数名词的数就得依number 而定（用单数）。 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. 在倒装句中，谓语动词的数应与其后的主语一致 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. 逻 辑 意 义 一 致 原 则 What, who, which, any, more, all 等代词可以是单数，也可是复数， 主要靠意思来决定。 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. 表示时间重量长度价值等的名词的复数作主语时，谓语动词通常用单数形式，这是由于作主语的名词在概念上是一个整体。 Thirty minutes is enough for the work.. Twenty pounds is too dear. 如强调这类词的复数意义，则谓语动词要用复数形式 Forty kilos of water are used every day. 若英语是书名名格言剧名报名国名等的复数形式，其谓语动词通常用单数形式。 The United States is smaller than China. “The Arabian Nights” is an interesting story-book. 表数量的短语“one and a half”后面接复数名词作主语时，其谓语动词要用单数形式。 One and a half apples is left on the table. 一些学科名词是以-ics结尾，如：mathematics, politics, physics 以及news, works 等。都属于形式上是复数的名词， 实际意义为单数名词， 它们作主语时，其谓语动词要用单数形式。 The paper works was built in 1990.这家造纸厂建于1990年。 I don’t think physics is easy to study. trousers, glasses, clothes, shoes, scissors (剪刀)等词作主语时，谓语用复数，但如果这些名词前有a(the) pair of 等量词修饰时（clothes被a suit of 修饰）谓语动词用单数。 My glasses are broken. The pair of shoes under the bed is his. “定冠词the+形容词或分词”，表示某一类人动词用复数；若表示某一类东西时，动词用单数。 The old are taken good care of there. The beautiful gives pleasure to all. 就 近 /远 一 致 原 则 当两个主语由either or, neither nor, not only but also ,whether or 连接时，谓语动词和邻近的主语保持一致,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 动词的单复数取决于其后的主语。如果其后是由and 连接的两个主语，则应与靠近的那个主语保持一致，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. 主语后面跟有with, together with, except, but, like, as well as, no less than, rather than, more than, besides, along with, including, in addition to 等引起的短语， 谓语动词要跟主语一致，即就远一致。 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 英语语法点
1.简单句 I am a girl.
2.宾语从句 He said(that)he was busy.
3.表语从句 That is what she wants to do.
4.条件状语版从句 If it rains tomorrow,I will not go out.
5.时间状语从句 While I was reading,my father was cooking.
6.原因状语从句 He can not go out because it rains heavily.
7.结果权状语从句 He worried so that he could not sleep.
8.定语从句 He is a girl who I met yesterday.
9.主语从句 What we need is time.
这些都是基本句型
1.一般现在时
2.现在进行时
3.一般将来时
4.将来进行时
5.一般过去时
6.过去进行时
7.现在完成时
8.过去完成时
这些是最基本的时态
还有，主动语态和被动语态
个人认为这是由简到繁的过程，可供您参考
㈦ 初中英语语法点有什么
主要是句式结构和时态，这两个是初中语法的关键和根本。
至于词法和固定搭配短语等等就全部贯穿在整个初中的学习中，严格意义上来说也不属于语法范畴。
如有疑问，欢迎追问！
㈧ 英语语法点问题
间接引用句的倒装。目的是凸显引用的内容，而不是强调内容的出处。
宾语版+动词谓语+主语是这类倒装的典型权结构。如果你看多了新闻，就不会有疑惑。
没听说过Great加人名的用法。不是一个语法现象，应该是个别语境。
㈨ 英语语法点。
11.1 一般现在时的用法
1） 经常性或习惯性的动作，常与表示频腮度的时间状语连用。时间状语： every…, sometimes, at…, on Sunday。例如：
I leave home for school at 7 every morning. 每天早上我七点离开家。
2） 客观真理，客观存在，科学事实。例如：
The earth moves around the sun. 地球绕太阳转动。
Shanghai lies in the east of China. 上海位于中国东部。
3） 表示格言或警句。例如：
Pride goes before a fall. 骄者必败。
注意：此用法如果出现在宾语从句中，即使主句是过去时，从句谓语也要用一般现在时。
例：Columbus proved that the earth is round. 哥伦布证实了地球是圆的。
4） 现在时刻的状态、能力、性格、个性。例如：
I don't want so much. 我不要那么多。
Ann writes good English but does not speak well. 安英语写得不错，讲的可不行。
比较：Now I put the sugar in the cup. 把糖放入杯子。
I am doing my homework now. 我正在做功课。
第一句用一般现在时，用于操作演示或指导说明的示范性动作，表示言行的瞬间动作。第二句中的now是进行时的标志，表示正在进行的动作的客观状况，所以后句用一般现在时。
11.2 一般过去时的用法
1）在确定的过去时间里所发生的动作或存在的状态。例如：时间状语有：yesterday, last week, an hour ago, the other day, in 1982等。例如：
Where did you go just now? 刚才你上哪儿去了？
2）表示在过去一段时间内，经常性或习惯性的动作。例如：
When I was a child, I often played football in the street. 我是个孩子的时候，常在马路上踢足球。
Whenever the Browns went ring their visit, they were given a warm welcome.
那时，布朗一家无论什么时候去，都受到热烈欢迎。
3）句型：It is time for sb. to do sth "到……时间了" "该……了"。例如：It is time for you to go to bed. 你该睡觉了。
It is time that sb. did sth. "时间已迟了" "早该……了" ，例如It is time you went to bed. 你早该睡觉了。
would （had） rather sb. did sth. 表示'宁愿某人做某事'。例如：I'd rather you came tomorrow.还是明天来吧。
4） wish, wonder, think, hope 等用过去时，作试探性的询问、请求、建议等，而一般过去时表示的动作或状态都已成为过去，现已不复存在。例如：I thought you might have some. 我以为你想要一些。
比较：Christine was an invalid all her life.（含义：她已不在人间。）
Christine has been an invalid all her life.（含义：她现在还活着）
Mrs. Darby lived in Kentucky for seven years. （含义：达比太太已不再住在肯塔基州。）
Mrs. Darby has lived in Kentucky for seven years. （含义：现在还住在肯塔基州，有可能指刚离去）
注意： 用过去时表示现在，表示委婉语气。
1）动词want, hope, wonder, think, intend 等。例如：
Did you want anything else? 您还要些什么吗？
I wondered if you could help me. 能不能帮我一下。
2）情态动词 could, would。例如：
Could you lend me your bike? 你的自行车，能借用一些吗？
11.3 used to / be used to
used to + do："过去常常"表示过去习惯性的动作或状态，但如今已不存在。例如：
Mother used not to be so forgetful. 老妈过去没那么健忘。
Scarf used to take a walk. 斯卡夫过去常常散步。
be used to + doing： 对……已感到习惯，或"习惯于"，to是介词，后需加名词或动名词。例如：
He is used to a vegetarian diet.
Scarf is used to taking a walk. 斯卡夫现在已习惯于散步了。
11.4 一般将来时
1） shall用于第一人称，常被will 所代替。will 在陈述句中用于各人称，在征求意见时常用于第二人称。例如：
Which paragraph shall I read first？ 我先读哪一段呢？
Will you be at home at seven this evening? 今晚七点回家好吗？
2） be going to +不定式，表示将来。
a. 主语的意图，即将做某事。例如：What are you going to do tomorrow? 明天打算作什么呢？
b. 计划，安排要发生的事。例如：The play is going to be proced next month。这出戏下月开播。
c. 有迹象要发生的事。例如：Look at the dark clouds, there is going to be a storm. 看那乌云，快要下雨了。
3） be +不定式表将来，按计划或正式安排将发生的事。例如：
We are to discuss the report next Saturday.我们下星期六讨论这份报告。
4） be about to +不定式，意为马上做某事。例如：
He is about to leave for Beijing. 他马上要去北京。
注意：be about to do 不能与tomorrow, next week 等表示明确将来时的时间状语连用。
11.5 be going to / will 用于条件句时，be going to表将来,will表意愿。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 表示客观安排或受人指示而做某事，be going to 表示主观的打算或计划。例如：
I am to play football tomorrow afternoon. 明天下午我去踢球。（客观安排）
I'm going to play football tomorrow afternoon. 明天下午我想去踢球。（主观安排）
11.7 一般现在时表将来
1）下列动词come, go, arrive, leave, start, begin, return的一般现在时可以表示将来，主要用来表示在时间上已确定或安排好的事情。例如：
The train leaves at six tomorrow morning. 火车明天上午六点开。
When does the bus star? It stars in ten minutes. 汽车什么时候开？十分钟后。
2）以here, there等开始的倒装句，表示动作正在进行。例如：
Here comes the bus. = The bus is coming. 车来了。
There goes the bell. = The bell is ringing. 铃响了。
3）在时间或条件句中。例如：
When Bill comes （不是will come）, ask him to wait for me. 比尔来后，让他等我。
I'll write to you as soon as I arrive there. 我到了那里，就写信给你。
4）在动词hope, take care that, make sure that等的宾语从句中。例如：
I hope they have a nice time next week. 我希望他们下星期玩得开心。
Make sure that the windows are closed before you leave the room. 离开房间前，务必把窗户关了。
11.8 用现在进行时表示将来
下列动词come, go, arrive, leave, start, begin, return等现在进行时可以表示将来。例如：
I'm leaving tomorrow. 明天我要走了。
Are you staying here till next week? 你会在这儿呆到下周吗？
11.9 现在完成时
现在完成时用来表示之前已发生或完成的动作或状态，其结果的影响现在还存在；也可表示持续到现在的动作或状态。其构成：have （has） +过去分词。
11.11 用于现在完成时的句型
1）It is the first / second time.... that…结构中的从句部分，用现在完成时。例如：
It is the first time that I have visited the city. 这是我第一次访问这城市。
This is the first time （that） I've heard him sing. 这是我第一次听他唱歌。
注意：It was the third time that the boy had been late.
2）This is +形容词最高级+that…结构，that 从句要用现在完成时。例如：
This is the best film that I've （ever） seen. 这是我看过的最好的电影。
（错）I have received his letter for a month.
（对）I haven't received his letter for almost a month.
11.13 since的四种用法
1） since +过去一个时间点（如具体的年、月、日期、钟点、1980, last month, half past six）。例如：
I have been here since 1989. 1989起，我一直在这儿。
2） since +一段时间+ ago。例如：
I have been here since five months ago. 我在这儿，已经有五个月了。
3） since +从句。例如：
Great changes have taken place since you left. 你走后，变化可大了。
Great changes have taken place since we were here. 我们走后，变化可大了。
4） It is +一段时间+ since从句。例如：
It is two years since I became a postgraate student. 我考上研究生有两年了。
11.15 过去完成时
1） 概念：表示过去的过去
----|----------|--------|----> 其构成是had +过去分词构成。
那时以前 那时 现在
2） 用法
a. 在told, said, knew, heard, thought等动词后的宾语从句。例如：
She said （that）she had never been to Paris. 她告诉我她曾去过巴黎。
b. 状语从句
在过去不同时间发生的两个动作中，发生在先，用过去完成时；发生在后，用一般过去时。例如：
When the police arrived, the thieves had run away. 警察到达时，小偷们早就跑了。
c. 表示意向的动词，如hope, wish, expect, think, intend, mean, suppose等，用过去完成时表示"原本…，未能…"。例如：
We had hoped that you would come, but you didn't. 那时我们希望你能来，但是你没有来。
3） 过去完成时的时间状语before, by, until , when, after, once, as soon as。例如：
He said that he had learned some English before. 他说过他以前学过一些英语。
By the time he was twelve, Edison had began to make a living by himself. 到了十二岁那年，爱迪生开始自己谋生。
Tom was disappointed that most of the guests had left when he arrived at the party.
汤姆失望了，因为他到达晚会时，大部分客人已经走了。
11.17 将来完成时
1） 构成will have done
2） 概念
a. 状态完成：表示某事继续到将来某一时为止一直有的状态。例如：
They will have been married for 20 years by then. 到那时他们结婚将有二十年了。
b. 动作完成：表示将来某一时或另一个将来的动作之前，已经完成的动作或获得的经验。例如：
You will have reached Shanghai by this time tomorrow. 明天此时，你已经到达上海了。
㈩ 英语常用的几个语法点有什么，
英语常用的几个语法点有什么， 中学语法大全 代词
目录
人称代词的用法 2
人称代词之主、宾格的版替换权 2
代词的指代问题 3
并列人称代词的排列顺序 3
物主代词 4
双重所有格 4
反身代词 4
相互代词 5
指示代词 6
疑问代词 7
关系代词 8
every, no, all, both,... 9
none, few, some, any,... 10
代词比较辩异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