初中英語語法

　　語法有兩個(gè)含義，指語法結(jié)構(gòu)規(guī)律本身，即語法事實(shí)。下面是學(xué)習(xí)啦小編給大家整理的初中英語語法，供大家參閱!

　　初中英語語法：限制性定語從句與非限制性定語從句的區(qū)分

　　“That” restricts the reader's thought, directing attention to a specific bit of information to complete a message's meaning. “Which” is non-restrictive and introduces subsidiary rather than essential information to the meaning of the sentence.

　　Important note involving “which”: “Non-essential” does not mean that the information is not important or that it's not relevant. It just means that it's not essential, grammatically, to the meaning — the central understanding — of the sentence.

　　The lawnmower that is in the garage needs sharpening.

　　We have more than one lawnmower. Only the one in the garage needs sharpening.

　　The lawnmower, which is in the garage, needs sharpening.

　　We have only one lawnmower. It's in the garage and needs sharpening.

　　The statue that stands in the hall is on loan from the museum.

　　A number of statues are in the building. Only the one in the hall is on loan from the museum.

　　The statue, which stands in the hall, is on loan from the museum.

　　Only one statue is under discussion. It is on loan from the museum and happens to be in the hall.

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　　Summary:

　　Restrictive clauses (“that”) modify, focus and limit. Because the information they supply is essential to the intended meaning of the sentence, they are not set off by commas.

　　Non-restrictive clauses (“which”) do not limit the words they modify. They simply add information that otherwise would not be provided. Non-restrictive clauses are set off by commas because the information they provide is supplementary, not essential to the meaning of the sentence.

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　　But there's “who,” too

　　Restrictive and non-restrictive clauses need not begin with “that” and “which.” For example, if humans or animals with names are being discussed, “who” may become the appropriate choice for both kinds of clauses. In such cases, a comma all by itself can transform the meaning of the sentence.

　　He helped the native guides who were sick with malaria.

　　No comma appears before “who.” Therefore, what follows is a restrictive clause. Not all the guides had malaria.

　　He helped the native guides, who were sick with malaria.

　　Putting the comma before “who” makes what follows a non-restrictive clause. It also changes the sentence to mean that all the guides had malaria.

　　Got it? I hope so (the concept of restrictive/non-restrictive, that is — not malaria.)

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　　No “who” or “which” or “that”?

　　Restrictive and non-restrictive elements are not always introduced by relative pronouns. Sometimes they simply are treated as essential (restrictive) or non-essential (non-restrictive) elements. In such cases, too, the comma is crucial to the meaning.

　　He went downtown to pick up his wife, Judy.

　　The addition of the non-restrictive element here merely provides us with the name of his wife — his only wife. Because he has but one wife, her name is not essential to the reader in identifying her. Therefore, it makes it non-restrictive or non-essential to the meaning of the sentence and is set off by a comma.

　　He went downtown to pick up his wife Judy.

　　The omission of the comma creates a restrictive clause, of course. Now we are implying that he's a bigamist or lives in a culture that allows more than one wife.

　　My brother, Ken, worked for a TV ratings company.

　　This indicates that I have but one brother and his name is Ken. Because I have but one brother, his name is a non-restrictive element or non-essential to the meaning of the sentence. You don't need his name to know the exact person I'm talking about. Therefore, it is set off by commas.

　　My brother Ken worked for a TV ratings company.

　　Ahhh, this says I have more than one brother. And it's essential to know his name, otherwise you, the reader, wouldn't know which brother I'm talking about. So, no commas!

　　(Whereas, the commas around “the reader” in the above sentence are needed because “the reader” is non-restrictive -- not essential in identifying yourself to you! Got it?)

　　初中英語語法：感嘆句秘訣

　　唉…,天天都要學(xué)英語，真是讓人感嘆，不過更要命的是，如果感嘆句都沒有學(xué)好，連用英語感嘆一下都會(huì)很困難，偶豈不要悶在心中，時(shí)間長了，更會(huì)郁郁成疾。

　　感嘆句表示說話人的喜悅、氣憤、驚訝等強(qiáng)烈的情緒。一般都由What或How引導(dǎo)。

　　1.由what引導(dǎo)，常有以下三類：

　　(1)What +a(an)+(形容詞)+單數(shù)可數(shù)名詞+主語+謂語+…，如：

　　What a fine day it is today!今天天氣真好!

　　(2)What+(形容詞)+復(fù)數(shù)可數(shù)名詞+主語+謂語+…如：

　　What good students they are!他們真是好學(xué)生!

　　(3)What+(形容詞)+不可數(shù)名詞+主語+謂語+…如：

　　What bad weather!今天的天氣真糟糕!

　　2.由how引導(dǎo)，常有以下幾類：

　　(1)How+形容詞+(主語+系動(dòng)詞)!如：

　　How cold it is today!今天真冷啊!

　　(2)How+副詞+(主語+實(shí)義動(dòng)詞)!如：

　　How fast they are running !他們跑得真快!

　　(3)How+形容詞+a(an)+單數(shù)可數(shù)名詞+(主語+系動(dòng)詞)+……!如：

　　How good an example he set for us!他給我們樹立了多么好的榜樣!

　　(4)How+主語+謂語!如：How time flies! 光陰似箭!

　　注意:感嘆句在表示激動(dòng)強(qiáng)烈的感情時(shí)，口語中常常采用省略句，其后面的主語和謂語往往略去不講。如：What a fine day! 當(dāng)然，如果上述兩句型，而句子(無論是那種句子)本身又表示了上述的種種情緒，那么該句也可以是感嘆句，周童瑜略舉幾例A) 帶情緒的語詞，如：Water! Water! Quick!(水!水!快!——如救火或救人時(shí)。)B)簡短的陳述句配合音調(diào)也可表感嘆，如：I hate you!(我恨你!——表示憤怒或絕望)

　　補(bǔ)充:

　　1、某些感嘆句也用倒裝語序。如： Isn't it a beautiful garden ! 多么美麗的花園啊!=What a beautiful garden it is ! 多么美麗的花園啊!

　　2、感嘆句后的附加疑問句的謂語動(dòng)詞需用be的現(xiàn)在時(shí)，且常用否定形式。如： What a clever boy, isn't he? What a lovely day, isn't it?

　　在英語學(xué)習(xí)中，感嘆句是頗為簡單的一個(gè)語法知識(shí)點(diǎn)，基本上稍微用點(diǎn)心，當(dāng)武當(dāng)派掌門“感嘆掌”襲來時(shí)，把它推回去那是絕對(duì)沒有問題的。如果不把它學(xué)好，將來行走英語江湖，連小孩都打不過的。

　　初中英語語法：語法十二式之基本句型秘訣

　　基本上我很聰明，我很可愛;基本上，英語很容易，英語很簡單?；旧暇褪潜仨氁赖?，要第一掌握的，所以把它們放入心中吧。

　　英文的基本句型，就是討論“主語 + 不同的謂語結(jié)構(gòu)”。英文的謂語動(dòng)詞分兩大類：一類是系動(dòng)詞;另一類是實(shí)義動(dòng)詞。由系動(dòng)詞構(gòu)成的謂語只有一種，由實(shí)義動(dòng)詞構(gòu)成的謂語則有四種，從而就有了五種英文基本句型：

　　一、主語-系動(dòng)詞-表語 (SVC)

　　該句型中的謂語動(dòng)詞是系動(dòng)詞。系動(dòng)詞后接的部分可稱為表語，也可稱為(主語)補(bǔ)足語，主語補(bǔ)足語這一部分的主要功能是對(duì)主語進(jìn)行說明、補(bǔ)充。英文中的系動(dòng)詞主要指Be動(dòng)詞的各種變化形式，也包括那些有時(shí)起系動(dòng)詞作用的實(shí)義動(dòng)詞。此類動(dòng)詞常見的有：become(變成), look(看上去), seem(看起來), appear(相似、顯得), get(變得), feel(摸起來), grow(變得), turn(變成), remain(仍然是), come(變得), fall(變得), hold(保持), keep(保持), stand(保持), stay(保持), smell(聞起來), sound(聽起來), taste(嘗起來)等。

　　二、主語-動(dòng)詞 (SV)

　　該句型中的謂語動(dòng)詞是不及物動(dòng)詞，沒有直接賓語;但常帶有時(shí)間、地點(diǎn)、方式等狀語。

　　三、主語-動(dòng)詞-賓語 (SVO)

　　該句型中的謂語動(dòng)詞是及物動(dòng)詞，那么它必須帶有自己的賓語。在英文中，當(dāng)一個(gè)動(dòng)詞(包括單個(gè)動(dòng)詞和動(dòng)詞短語)作及物動(dòng)詞用時(shí)，它必須要有自己的賓語(除非是賓語在上下文里很明確地提到過，為避免不必要的重復(fù)，才會(huì)省去。)，否則會(huì)視為“句子不完整”。

　　四、主語-動(dòng)詞-賓語-賓語 (SVOO)

　　該句型中的謂語動(dòng)詞后接兩個(gè)賓語：前一個(gè)賓語稱為“間接賓語”，多由代詞或名詞充當(dāng);后一個(gè)賓語稱為“直接賓語”，往往由名詞充當(dāng)。常見的這類謂語動(dòng)詞有： give(給某人……), bring(帶給某人……), tell(告訴某人……), send(送給某人……), leave(留給某人……), pass(遞給某人……), read(給某人讀……), write(給某人寫……), take(給某人拿……), show(給某人看……), teach(教某人……), get(給某人弄到……), award(授予某人……),lend(借給某人……), rent(租賃某人……), buy(給某人買……), pay(支付某人……), hand(遞給某人……), recommend(將某人推薦給……)等。

　　五、主語-動(dòng)詞-賓語-賓語補(bǔ)足語 (SVOC)

　　該句型表示：有些及物動(dòng)詞的后面有時(shí)常帶復(fù)合賓語結(jié)構(gòu)(即：賓語 + 賓語補(bǔ)足語)。其中，賓語補(bǔ)足語是對(duì)賓語“做什么”、“怎么樣”等方面進(jìn)行補(bǔ)充說明，從意義和結(jié)構(gòu)上來說是必不可少。在這一結(jié)構(gòu)中，賓語和謂語動(dòng)詞是“動(dòng)賓關(guān)系”，而賓語和其補(bǔ)足語在邏輯上卻是“主謂關(guān)系”。賓語補(bǔ)足語可由名詞、形容詞、動(dòng)詞不定式、分詞或介詞短語擔(dān)當(dāng)。帶復(fù)合賓語結(jié)構(gòu)的常見及物動(dòng)詞有： elect(選舉) , feel(感覺到) , find(發(fā)現(xiàn)) , get(使得) , have(使，讓) , hear(聽到) , imagine(想象) , keep(保持) , make(使) , notice(注意到) , see(看見) , let(使) , smell(聞到) , start(使……開始) , watch(注視，看) , appoint(任命) , believe(相信) , call(稱) , catch(發(fā)現(xiàn)) , allow(容許) , ask(請(qǐng)求，要求) , cause(使得) , consider(認(rèn)為) , expect(預(yù)期) , know(知道) , tell(告訴) , think(想，認(rèn)為) , want(想要) , wish(希望) ,listen to(聽) , look at(看，瞧)等等。

　　基本句型掌握后，其他復(fù)雜點(diǎn)的句型都是來源于這五種句型。