Section Ⅳ Discovering Useful Structures
分析基本句子结构
一、句子成分
构成句子的各个部分叫作句子成分。句子成分有主要成分与次要成分之分。主要成分是主语(Subject)和谓语(Verb),次要成分有宾语(Object)、表语(Predicative)、定语(Attribute)、状语(Adverbial)、补足语(Complement)和同位语(Appositive)。
1.主语
[先感知]
①But I was wrong.(人教必一Welcome Unit)
②The class was difficult,but the teacher was kind and friendly.(人教必一Welcome Unit)
③Coming to Guizhou Province to teach has been quite an experience for him.(北师必一U1)
④It’s a fantastic opportunity for new students to get to know the school and the other students.(外研必一U1)
⑤There’s always a way to be part of something you love...(外研必一U1)
[会发现] 句①代词作主语;句②名词作主语;句③动词-ing形式短语作主语;句④不定式短语作主语;句⑤there be句型中be后的名词是主语。
[明规则] 主语表示句子描述的是“谁”或“什么”,是谓语的陈述对象,是句子叙述的主体。名词(短语)、代词、数词、不定式(短语)、动词-ing形式(短语)和从句等皆可作主语。
[再运用] 在下面的句子中标出主语
①To read in the sun is bad for your eyes.
②My smile froze.
③Second,it is wise to take short breaks after learning online for 30 minutes.
④Studying is definitely a big part of my life.
2.谓语
[先感知]
①A boy meets a girl during a break.(人教必一Welcome Unit)
②I couldn’t concentrate on the experiment.(人教必一Welcome Unit)
③I didn’t feel awkward or frightened at all.(人教必一Welcome Unit)
[会发现] 句①实义动词作谓语;句②情态动词+动词短语作谓语;句③助动词+动词作谓语。
[明规则] 谓语放在主语之后,说明主语所做的动作或所处的状态,由动词或动词短语充当。
[再运用] 在下面的句子中标出谓语
①She likes drawing.
②The room is designed for six people.
③Online learning has become an important way to study recently.
3.宾语
[先感知]
①I just had my first maths class at senior high school!(人教必一Welcome Unit)
②He even told us a funny story,and everyone laughed so much!(人教必一Welcome Unit)
[会发现] 句①名词短语作宾语;句②us是间接宾语;a funny story是直接宾语。
[明规则] 宾语放在动词或介词后,表示行为或活动的对象、接受者或受影响者。有的动词后面可以接两个宾语,通常把其中表示人的宾语称为间接宾语(indirect object),把表示物的宾语称为直接宾语(direct object)。
[再运用] 在下面的句子中标出宾语
①He wrote a play.
②She likes to sleep in the open air.
③Lend me your book, please.
4.表语
[先感知]
①She said,“Be a rainbow in somebody else’s cloud.”(外研必一U1)
②I’m not outgoing so I’m a little anxious right now.(人教必一Welcome Unit)
③His hobby is playing football.
[会发现] 句①名词作表语;句②形容词作表语;句③动词-ing形式短语作表语。
[明规则] 表语放在系动词后,来说明主语的身份、特征和状态。
[再运用] 在下面的句子中标出表语
①No one else can be a better choice than you.
②You look younger than before.
③My job is to teach them English.
5.补足语
[先感知]
①I really wanted to tell him to please be quiet...(人教必一Welcome Unit)
②We saw her entering the room.
③I found Maths quite easy and enjoyable because the material was less advanced in the UK than in China.(译林必一U1)
④Challenges like this might sometimes put you under pressure.(外研必一U1)
[会发现] 句①不定式短语作宾语补足语;句②动词-ing形式短语作宾语补足语;句③形容词短语作宾语补足语;句④介词短语作宾语补足语。
[明规则] 补语分为主语补足语和宾语补足语,用来补充说明主语或宾语的特征或状态。
[再运用] 在下面的句子中标出补足语
①He allowed the girl to go out.
②I saw you standing outside.
③I find it difficult to work out the problem.
④He is made chairman of the club.
6.定语
[先感知]
①He even told us a funny story...(人教必一Welcome Unit)
②This afternoon,we had our chemistry class in the science lab.(人教必一Welcome Unit)
③I have confidence in your ability to make a difference to your family,to your community and to our country.(译林必一U1)
④Is there anything else in particular that you’d like to share with us (外研必一U1)
⑤When my English teacher stepped into the classroom,I was surprised to see the same man I had met earlier.(外研必一U1)
[会发现] 句①形容词作定语;句②名词作定语;句③不定式短语作定语;句④介词短语作定语;句⑤从句作定语。
[明规则] 定语是指修饰、限定、说明名词或代词的品质与特征的修饰成分。单个词作定语多放在被修饰部分的前面,但由多个词构成的定语部分则通常放在被修饰部分的后面。
[再运用] 在下面的句子中标出定语
①The book to read this evening is written by Lu Xun.
②These are apple trees.
③Have you seen the tall building
7.状语
[先感知]
①She is studying at an American high school for one year.(人教必一Welcome Unit)
②She did not feel confident at all when she arrived.(人教必一Welcome Unit)
③I’m very glad to be back.(外研必一Unit 1)
[会发现] 句①介词短语作状语;句②when引导的从句作状语;句③副词作状语。
[明规则] 修饰动词、形容词、副词或整个句子,说明动作或状态特征的句子成分,叫作状语。状语的位置非常灵活:通常在句子的基本结构之后,强调时放在句首;修饰形容词、副词时通常放在被修饰词之前。
[再运用] 在下面的句子中标出状语
①He is making a model plane in the room.
②I’ll be back in a while.
③He went home to see his old parents.
④Luckily, the dog was saved.
8.同位语
[先感知]
①Hello and welcome to School Talk! Today I’m joined by a former student of our school,Lisa Osborne.(外研必一U1)
②The news that he had passed the exam delighted his mother.
[会发现] 句①名词作同位语;句②that引导的从句作同位语。
[明规则] 对句子中某一成分作进一步解释、说明,与前面的名词在语法上处于同等地位的句子成分叫作同位语。同位语常常置于被说明的词之后。
[再运用] 在下面的句子中标出同位语
①Li Hua,a student, lives in Beijing.
②I have no idea when he will be back.
二、基本句式结构
1.主谓结构(SV):主语+谓语(不及物动词)
[先感知]
①The campus was still quiet when I arrived,so I decided to explore a bit.(外研必一U1)
②I tried to turn on my brain but the engine just wouldn’t start.(外研必一U1)
③So what helped when you first started high school (外研必一U1)
[会发现] 此类结构中的谓语动词(短语)是不及物动词(短语)。
[明规则] 该结构中的谓语动词为不及物动词(短语),故其后不能直接接宾语,也没有被动语态。主谓结构常用来表示主语的动作或状态。 常见的不及物动词(短语)有:rise、matter、begin、come、go、happen、last、appear、work、come true、take place等。
[再运用] 分析句子成分/判断正误
①│.
②His home | broke out a fire last night.(F)
③A fire | broke out in his home last night.(T)
2.主谓宾结构(SVO):主语+谓语(及物动词)+宾语
[先感知]
①Will I make any friends (人教必一Welcome Unit)
②Everyone started laughing.(外研必一U1)
③I want to make a good first impression.(人教必一Welcome Unit)
④...but I believe I will make new friends here...(人教必一Welcome Unit)
[会发现] 句①宾语是名词短语;句②宾语是动词-ing形式;句③宾语是不定式短语;句④宾语是从句。
[明规则] 该结构中的谓语动词必须是及物动词或动词短语,一般有被动语态。用作宾语的有名词(短语)、代词、数词、不定式(短语)、动词-ing形式(短语)或从句等。
[点津] 在“动词+介词”的动词短语中,宾语只能接在介词之后;在“动词+副词”的动词短语中,作宾语的名词放于副词前后皆可,作宾语的代词只能放在副词之前。
[正]Please wake Li Ling up (=wake up Li Ling) at 6:30 in the morning.
[正]Please wake her up at 6:30 in the morning.
[误]Please wake up her at 6:30 in the morning.
[再运用] 翻译句子
①但我也急需一个新足球。
But I also badly needed a new football.
②我的爱好包括旅游和游泳。
My hobbies include travelling and swimming.
③你知道他什么时候去的北京吗
Do you know when he left for Beijing
3.主系表结构(SP):主语+系动词+表语
[先感知]
①I think that tomorrow will be a great day!(人教必一Welcome Unit)
②The lab is new and the lesson was great...(人教必一Welcome Unit)
③I feel much more confident than I felt this morning.(人教必一Welcome Unit)
④I feel as if high school was only yesterday!(外研必一U1)
[会发现] 句①名词短语作表语;句②形容词作表语;句③feel为系动词;句④as if引导的从句作表语。
[明规则] 该结构中的谓语动词为系动词,无被动语态,也无进行时态。常见的系动词有be动词,还有感官系动词(sound/look/smell/taste/feel)、变化系动词(become/get/grow/turn/go/fall/run)、持续系动词(remain/keep/hold/stay)、表像系动词(seem/appear)等。表语可由名词(短语)、形容词、介词短语、分词、不定式(短语)或从句充当。
[再运用] 分析句子成分并尝试翻译
① .
翻译:他们所有人都很吃惊。
② .
翻译:这些建议非常重要。
4.主谓宾宾结构(SVIODO):主语+谓语+间接宾语+直接宾语
[先感知] “Don’t worry,” he gave me a smile.(外研必一U1)
[会发现] 句中主语为he;谓语动词为gave;间接宾语为me;直接宾语为a smile。
[明规则] 该结构中的及物动词后跟双宾语,通常间接宾语在前,直接宾语在后,也可把间接宾语置于直接宾语后,但间接宾语前需用介词for或to。间接宾语之前用介词to的常见动词有give、tell、teach、write、bring、lend、hand、show、offer、send、pay、order等。间接宾语之前用介词for的常见动词有buy、fetch、save、choose、sing等。
[再运用] 分析句子成分/补全句子
① .
②Besides,nothing could be better if you could offer me some information (提供给我一些信息).
③I remember you showed me some photos (展示给我一些照片) on that theme.
5.主谓宾宾补结构(SVOC):主语+谓语+宾语+宾语补足语
[先感知]
①I found most of my classmates and teachers friendly and helpful.(人教必一Welcome Unit)
②I really wanted to tell him to please be quiet and leave me alone!(人教必一Welcome Unit)
③Although I was embarrassed,his words made me a lot more relaxed!(外研必一U1)
④So,hold your head up,then.(外研必一U1)
[会发现] 句①形容词作宾语补足语;句②不定式短语作宾语补足语;句③动词-ed形式作宾语补足语;句④副词作宾语补足语。
[明规则] 该结构中的宾语补足语可以由名词、非谓语动词、形容词、副词或介词短语等充当。该句式常用于三类动词:①使役动词keep、make、let、have、leave、get等;②感官动词或短语see、watch、notice、observe、find、catch、look at、listen to、hear、feel、smell等;③ask、tell、order、request、permit、persuade等。
[再运用] 翻译句子
①我们必须保持学校干净。
We must keep our school clean.
②他父亲告诉他不要在街上玩耍。
His father told him not to play in the street.
③每天早晨,我们都听到他大声读英语。
We all hear him read English aloud every morning.
6.主谓状结构(SVA):主语+谓语+状语
[先感知]
①After I had pictured it over and over again in my mind,the big day finally arrived:my first day at senior high!(外研必一U1)
②This morning,I was worried that no one would talk to me.(人教必一Welcome Unit)
[会发现] 句①从句和副词作状语;句②介词短语作状语。
[明规则] 该结构中的谓语动词通常为不及物动词;副词、介词短语或从句等在句中作状语,修饰或说明谓语动词。
[再运用] 分析句子成分/补全句子
① and .
②, .
③If accepted,I will work hard (我会努力工作) to offer you best articles.
7.主谓宾状结构(SVOA):主语+谓语+宾语+状语
[先感知]
This afternoon,we had our chemistry class in the science lab.(人教必一Welcome Unit)
[会发现] 句中主语为we;谓语动词为had;宾语为our chemistry class;状语为in the science lab。
[明规则] 该结构的谓语动词通常为及物动词或动词短语;副词、介词短语或从句等在句中作状语,修饰或说明谓语动词。
[再运用] 分析句子成分/翻译句子
① what they would like to be in the future.
②我刚才看到她了。
I saw her just now.
③昨天,我拜访了我的一位朋友。
I visited one of my friends yesterday.
8.There be句型
[先感知]
①...and there’s a lot to explore at senior high.(人教必一Welcome Unit)
②There seems to be a little dog under the desk.
[会发现] 句①谓语动词是is;句②谓语动词是seems to be,后接的是主语。
[明规则] There be句型表示“某处存在某物或某人”。基本结构是: There is/are/was/were...。谓语动词有时候可用表示存在的其他动词(短语),如live、stand、lie、seem/appear to be (好像有)、 happen to be (碰巧有)、used to be (曾经有)等。
[再运用] 补全句子
①There are too many cars on the road.
路上的汽车太多了。
②There seems to be a lack of communication.
似乎是缺乏沟通。
③John opened the door.There stood a girl he had never seen before.
约翰打开门,他从来没见过的一个女孩站在那儿。
[基础语境练]
维度一 写出黑体部分在句子中所作成分(每小题1分,共9分)
1.Don’t keep me waiting too long.宾语补足语
2.Three new schools have been opened in our town in the past five years.谓语
3.Eyes are the window to the soul.表语
4.It was a beautiful morning.定语
5.I will order you a new dictionary for your birthday.直接宾语
6.Mr Wang will give us a lecture on how to learn English well.间接宾语
7.They should make use of their spare time to taste these wonderful works carefully.状语
8.We do sincerely hope that your health will improve soon.宾语
9.What you said just now didn’t make me happy.主语
维度二 分析句子成分并写出基本句型(每小题2分,共16分)
1.The .主语+谓语
2.My a .主语+谓语+宾语
3.The a .主语+谓语+宾语+宾语补足语
4.My a .主语+谓语+间接宾语+直接宾语
5.His .主语+系动词+表语
6.There many .there be句型
7.A sports .主语+谓语+状语
8. the summer .主语+谓语+宾语+状语
维度三 阅读下面短文,分析并写出画线部分的基本句型(每小题2分,共12分)
When 1.,
I was afraid that no one would make friends with me.2. and I was afraid of speaking in front of my new teachers and classmates.
What if I couldn’t do well in my studies Would they laugh at me 3. and 4..Later,I realized that I should change my mind.So I set goals for myself and tried my best to realize them.Besides,5.. Finally I got on well with my classmates and became confident.
colourful.
[素能提升练]
Ⅰ.阅读理解(每小题2.5分,共10分)
(2025·四川省宜宾市高一检测)
Whenever I think of Ms.Anita Moore,I always smile and feel fortunate to have her as my teacher.All of her students knew she loved being a teacher.Her classroom was always a safe place where we were encouraged to share,think,and express ourselves.
One of the memories that always stuck with me was a reading class when Ms.Moore read a story aloud and started to cry.The main character in the story reminded her of her grandmother.She paused to share about her relationship with her grandmother and made the connection as to how that relationship helped understand the story.
Ms.Moore tried her best to make a connection with each student in her classroom.She knew what we liked and used that information to bring our interests into the classroom.That is one of the reasons why Ms.Moore will always be my favorite teacher.She brought various types of books to our classroom and allowed us to take them home.It was she that helped my love for reading grow.
Ms.Moore also went beyond classroom instruction.She decided that our school should have a choir and that all of her students should audition (试演). Without her,I would never have taken part in this type of after-school activity.Once it was time for the annual 5th grade weekend camping trip,my parents refused to let me attend.Ms.Moore came to my home to persuade (说服) them.Although I was still not allowed to go,it was amazing to me that a teacher would visit my home to help me be part of a school tradition with my classmates.
Ms.Moore was a wonderful example of a caring teacher.From her,I’ve learned to make connections with students and look for ways to help them learn and feel successful.
【语篇解读】 本文是一篇记叙文。文章主要讲述了作者最敬爱的老师Ms.Moore的事迹。
1.Why did Ms.Moore cry in the reading class
A.The story was too sad.
B.She was moved by the students.
C.She thought of her own grandmother.
D.She helped her students understand the story.
答案 C [细节理解题。根据第二段“One of the memories that...of her grandmother.”可知,Ms.Moore在朗读时因为想到了自己的祖母而伤感哭泣,故选C项。]
2.What can we learn about Ms.Moore from Paragraph 3
A.She was good at writing books.
B.She inspired the writer’s love for reading.
C.She donated many books to poor students.
D.She was the favorite teacher of the whole class.
答案 B [细节理解题。根据第三段“It was she that helped my love for reading grow.”可知,Ms.Moore启发了作者对阅读的热爱,故选B项。]
3.Which of the following words best describe Ms.Moore
A.Responsible and caring.
B.Positive and independent.
C.Inspiring and strict.
D.Knowledgeable and confident.
答案 A [推理判断题。通读全文,尤其是根据第三段“Ms.Moore tried her best to make a connection with each student in her classroom.”和最后一段的“Ms.Moore was a wonderful example of a caring teacher.”可知,作者主要讲述了Ms.Moore对教学的热爱、认真负责的态度和对学生的关爱。由此推知,她是一个十分负责和有爱心的人,因此可用responsible和caring描述Ms.Moore,故选A项。]
4.What is the author’s purpose of writing this passage
A.To express opinions on teaching literature.
B.To discuss how to become a caring teacher.
C.To introduce the classes and activities in her school.
D.To share her memory about her teacher,Ms.Anita Moore.
答案 D [写作目的题。通读全文,尤其是第一段“Whenever I think of Ms.Anita Moore,I always smile and feel fortunate to have her as my teacher.”和最后一段“Ms.Moore was a wonderful example of...and feel successful.”可知,本文主要讲述了作者对其老师Ms.Moore的一些美好回忆。由此推知,作者写这篇文章的目的是分享她对老师Anita Moore女士的回忆,故选D项。]
Ⅱ.语法填空(每小题1.5分,共15分)
(2025·湖南省邵阳市高一检测)
As we all know,high school life is not easy for each student.You will meet a lot of challenges.Here are some tips for you to lead 1. happy and meaningful life.
There are different amazing 2. (resource) in your school and you’d better try to make the most of 3. (they) to realize your potential.Make every effort to get over difficulties and seize every opportunity to improve your ability.The more knowledge you acquire,the 4. (confident) you will be.
Try to be an 5. (independence) and responsible person.In class you’d better focus 6. your lessons and try to find an efficient method.After class you’d better do some regular exercise,for health is of equal 7. (important) to you.You can take part in some clubs in 8. you can improve your character in your free time.Try to exchange words with your friends or classmates and you will learn much from them.Learn 9. (balance) between your study and hobbies and keep a positive attitude towards your school life and no matter what happens,stick to your plan! 10. (write) your aim on your desk is a good way to remind you to work harder.You will be a well-rounded individual!
【语篇解读】 本文是一篇应用文。文章主要是给高中生提供如何过上快乐且有意义的生活的一些建议。
1.a [考查冠词。句意:以下是一些让你过上一种快乐且有意义生活的建议。单数可数名词“life”前需要用冠词修饰,且happy首字母的发音为辅音音素,故填a。]
2.resources [考查名词的单复数。句意:学校里有各种令人惊叹的资源,你最好尽量利用它们来实现你的潜力。“resource”可数名词“资源”,根据“are”可知,此处需要名词复数形式作主语,故填resources。]
3.them [考查代词。句意:学校里有各种令人惊叹的资源,你最好尽量利用它们来实现你的潜力。此处需要they的宾格形式指代名词“resources”并作of的宾语,故填them。]
4.more confident [考查形容词比较级。句意:你获取的知识越多,你就越有信心。根据句意可知,本空构成“the +比较级..., the +比较级...”结构,此处需要用形容词的比较级作表语,故填more confident。]
5.independent [考查词性转换。句意:努力成为一个独立且负责任的人。此处需要其形容词形式与后面的responsible并列作定语修饰名词person,故填independent。]
6.on [考查介词。句意:上课时你最好专注于你的课程,并努力找到一个有效的方法。短语focus on表示“专注于”,故填on。]
7.importance [考查词性转换。句意:课后你最好做一些常规的运动,因为健康对你来说同样重要。此处需要名词作of的宾语,故填importance。]
8.which [考查定语从句。句意:你可以在空闲时间参加一些俱乐部,在那里你可以提升你的性格。介词in和空处的词引导一个定语从句来修饰clubs,先行词是表示事物的名词,引导词指物在从句中作介词的宾语,故填which。]
9.to balance [考查非谓语动词。句意:试着学会在学习和爱好之间找到平衡,并保持积极的态度对待学校生活,无论发生什么,坚持你的计划!根据句意“试着学会”可知,本空考查短语learn to do“学着做”,故填to balance。]
10.Writing [考查非谓语动词。句意:把你的目标写在桌子上是提醒你更加努力的好方法。分析句子成分,此处是动词-ing形式短语作主语,句首单词首字母大写,故填Writing。](共74张PPT)
Section Ⅳ Discovering Useful Structures
语法知识过关
内
容
索
引
课时精练
语 法 知 识 过 关
分析基本句子结构
一、句子成分
构成句子的各个部分叫作句子成分。句子成分有主要成分与次要成分之分。主要成分是主语(Subject)和谓语(Verb),次要成分有宾语(Object)、表语(Predicative)、定语(Attribute)、状语(Adverbial)、补足语(Complement)和同位语(Appositive)。
1.主语
[先感知]
①But I was wrong.(人教必一Welcome Unit)
②The class was difficult,but the teacher was kind and friendly.
(人教必一Welcome Unit)
③Coming to Guizhou Province to teach has been quite an experience for him.(北师必一U1)
④It’s a fantastic opportunity for new students to get to know the school and the other students.(外研必一U1)
⑤There’s always a way to be part of something you love...
(外研必一U1)
[会发现] 句① 作主语;句② 作主语;句③__________________作主语; 句④ 作主语; 句⑤there be句型中 是主语。
代词
名词
动词-ing形式短语
不定式短语
be后的名词
[明规则] 主语表示句子描述的是谁或什么,是谓语的陈述对象,是句子叙述的主体。名词(短语)、代词、数词、不定式(短语)、动词-ing形式(短语)和从句等皆可作主语。
[再运用] 在下面的句子中标出主语
①To read in the sun is bad for your eyes.
②My smile froze.
③Second,it is wise to take short breaks after learning online for 30 minutes.
④Studying is definitely a big part of my life.
2.谓语
[先感知]
①A boy meets a girl during a break.(人教必一Welcome Unit)
②I couldn’t concentrate on the experiment.(人教必一Welcome Unit)
③I didn’t feel awkward or frightened at all.(人教必一Welcome Unit)
[会发现] 句① 作谓语;句②情态动词+____________作谓语;句③ +动词作谓语。
实义动词
动词短语
助动词
[明规则] 谓语放在主语之后,说明主语所做的动作或所处的状态,由动词或动词短语充当。
[再运用] 在下面的句子中标出谓语
①She likes drawing.
②The room is designed for six people.
③Online learning has become an important way to study recently.
3.宾语
[先感知]
①I just had my first maths class at senior high school!(人教必一Welcome Unit)
②He even told us a funny story,and everyone laughed so much!
(人教必一Welcome Unit)
[会发现] 句① 作宾语;句②us是 ; a funny story是 。
名词短语
间接宾语
直接宾语
[明规则] 宾语放在动词或介词后,表示行为或活动的对象、接受者或受影响者。有的动词后面可以接两个宾语,通常把其中表示人的宾语称为间接宾语(indirect object),把表示物的宾语称为直接宾语(direct object)。
[再运用] 在下面的句子中标出宾语
①He wrote a play.
②She likes to sleep in the open air.
③Lend me your book, please.
4.表语
[先感知]
①She said,“Be a rainbow in somebody else’s cloud.”(外研必一U1)
②I’m not outgoing so I’m a little anxious right now.
(人教必一 Welcome Unit)
③His hobby is playing football.
[会发现] 句① 作表语;句② 作表语;句③ 作表语。
名词
形容词
动词-ing形式短语
[明规则] 表语放在系动词后,来说明主语的身份、特征和状态。
[再运用] 在下面的句子中标出表语
①No one else can be a better choice than you.
②You look younger than before.
③My job is to teach them English.
5.补足语
[先感知]
①I really wanted to tell him to please be quiet...
(人教必一Welcome Unit)
②We saw her entering the room.
③I found Maths quite easy and enjoyable because the material was less advanced in the UK than in China.(译林必一U1)
④Challenges like this might sometimes put you under pressure.
(外研必一U1)
[会发现] 句① 作宾语补足语;句②_________________作宾语补足语;句③ 作宾语补足语;句④ 作宾语补足语。
[明规则] 补语分为主语补足语和宾语补足语,用来补充说明主语或宾语的特征或状态。
不定式短语
动词-ing形式短语
形容词短语
介词短语
[再运用] 在下面的句子中标出补足语
①He allowed the girl to go out.
②I saw you standing outside.
③I find it difficult to work out the problem.
④He is made chairman of the club.
6.定语
[先感知]
①He even told us a funny story...(人教必一Welcome Unit)
②This afternoon,we had our chemistry class in the science lab.
(人教必一Welcome Unit)
③I have confidence in your ability to make a difference to your family,to your community and to our country.(译林必一U1)
④Is there anything else in particular that youd like to share with us (外研必一U1)
⑤When my English teacher stepped into the classroom,I was surprised to see the same man I had met earlier.(外研必一U1)
[会发现] 句① 作定语;句② 作定语;句③ 作定语;句④ 作定语;句⑤________作定语。
[明规则] 定语是指修饰、限定、说明名词或代词的品质与特征的修饰成分。单个词作定语多放在被修饰部分的前面,但由多个词构成的定语部分则通常放在被修饰部分的后面。
形容词
名词
不定式短语
介词短语
从句
[再运用] 在下面的句子中标出定语
①The book to read this evening is written by Lu Xun.
②These are apple trees.
③Have you seen the tall building
7.状语
[先感知]
①She is studying at an American high school for one year.
(人教必一Welcome Unit)
②She did not feel confident at all when she arrived.
(人教必一Welcome Unit)
③Im very glad to be back.(外研必一Unit 1)
[会发现] 句① 作状语;句② 作状语;句③ 作状语。
介词短语
when引导的从句
副词
[明规则] 修饰动词、形容词、副词或整个句子,说明动作或状态特征的句子成分,叫作状语。状语的位置非常灵活:通常在句子的基本结构之后,强调时放在句首;修饰形容词、副词时通常放在被修饰词之前。
[再运用] 在下面的句子中标出状语
①He is making a model plane in the room.
②Ill be back in a while.
③He went home to see his old parents.
④Luckily, the dog was saved.
8.同位语
[先感知]
①Hello and welcome to School Talk! Today I’m joined by a former student of our school,Lisa Osborne.(外研必一U1)
②The news that he had passed the exam delighted his mother.
[会发现] 句① 作同位语;句②________________________作同位语。
名词
that引导的从句
[明规则] 对句子中某一成分作进一步解释、说明,与前面的名词在语法上处于同等地位的句子成分叫作同位语。同位语常常置于被说明的词之后。
[再运用] 在下面的句子中标出同位语
①Li Hua,a student, lives in Beijing.
②I have no idea when he will be back.
二、基本句式结构
1.主谓结构(SV):主语+谓语(不及物动词)
[先感知]
①The campus was still quiet when I arrived,so I decided to explore a bit.(外研必一U1)
②I tried to turn on my brain but the engine just wouldn’t start.
(外研必一U1)
③So what helped when you first started high school (外研必一U1)
[会发现] 此类结构中的谓语动词(短语)是 动词(短语)。
[明规则] 该结构中的谓语动词为不及物动词(短语),故其后不能直接接宾语,也没有被动语态。主谓结构常用来表示主语的动作或状态。 常见的不及物动词(短语)有:rise、matter、begin、come、go、happen、last、appear、work、come true、take place等。
不及物
[再运用] 分析句子成分/判断正误
①The writing class│had just begun.
②His home | broke out a fire last night.( )
③A fire | broke out in his home last night.( )
主语
谓语
F
T
2.主谓宾结构(SVO):主语+谓语(及物动词)+宾语
[先感知]
①Will I make any friends (人教必一Welcome Unit)
②Everyone started laughing.(外研必一U1)
③I want to make a good first impression.(人教必一Welcome Unit)
④...but I believe I will make new friends here...
(人教必一Welcome Unit)
[会发现] 句①宾语是 ;句②宾语是 形式;句③宾语是 ;句④宾语是 。
[明规则] 该结构中的谓语动词必须是及物动词或动词短语,一般有被动语态。用作宾语的有名词(短语)、代词、数词、不定式(短语)、动词-ing形式(短语)或从句等。
名词短语
动词-ing
不定式短语
从句
[点津] 在动词+介词的动词短语中,宾语只能接在介词之后;在动词+副词的动词短语中,作宾语的名词放于副词前后皆可,作宾语的代词只能放在副词之前。
[正]Please wake Li Ling up (=wake up Li Ling) at 6:30 in the morning.
[正]Please wake her up at 6:30 in the morning.
[误]Please wake up her at 6:30 in the morning.
[再运用] 翻译句子
①但我也急需一个新足球。
②我的爱好包括旅游和游泳。
③你知道他什么时候去的北京吗
But I also badly needed a new football.
My hobbies include travelling and swimming.
Do you know when he left for Beijing
3.主系表结构(SP):主语+系动词+表语
[先感知]
①I think that tomorrow will be a great day!(人教必一Welcome Unit)
②The lab is new and the lesson was great...(人教必一Welcome Unit)
③I feel much more confident than I felt this morning.
(人教必一Welcome Unit)
④I feel as if high school was only yesterday!(外研必一U1)
[会发现] 句① 作表语;句② 作表语;句③ 为系动词;句④ 作表语。
名词短语
形容词
feel
as if引导的从句
[明规则] 该结构中的谓语动词为系动词,无被动语态,也无进行时态。常见的系动词有be动词,还有感官系动词(sound/look/smell/taste/feel)、变化系动词(become/get/grow/turn/go/fall/run)、持续系动词(remain/keep/hold/stay)、表像系动词(seem/appear)等。表语可由名词(短语)、形容词、介词短语、分词、不定式(短语)或从句充当。
[再运用] 分析句子成分并尝试翻译
①All of them were amazed.
翻译:
②These suggestions are of great importance.
翻译:
主语
系动词
形容词作表语
他们所有人都很吃惊。
主语
系动词
介词短语作表语
这些建议非常重要。
4.主谓宾宾结构(SVIODO):主语+谓语+间接宾语+直接宾语
[先感知] “Don’t worry,” he gave me a smile.(外研必一U1)
[会发现] 句中主语为 ;谓语动词为 ;间接宾语为 ;直接宾语为 。
[明规则] 该结构中的及物动词后跟双宾语,通常间接宾语在前,直接宾语在后,也可把间接宾语置于直接宾语后,但间接宾语前需用介词for或to。间接宾语之前用介词to的常见动词有give、tell、teach、write、bring、lend、hand、show、offer、send、pay、order等。间接宾语之前用介词for的常见动词有buy、fetch、save、choose、sing等。
he
gave
me
a smile
[再运用] 分析句子成分/补全句子
① You had better buy your friends some small gifts.
②Besides,nothing could be better if you could
______________(提供给我一些信息).
③I remember you (展示给我一些照片) on that theme.
主语
谓语
间接宾语
直接宾语
offer me some
information
showed me some photos
5.主谓宾宾补结构(SVOC):主语+谓语+宾语+宾语补足语
[先感知]
①I found most of my classmates and teachers friendly and helpful.
(人教必一Welcome Unit)
②I really wanted to tell him to please be quiet and leave me alone!
(人教必一Welcome Unit)
③Although I was embarrassed,his words made me a lot more relaxed!(外研必一U1)
④So,hold your head up,then.(外研必一U1)
[会发现] 句① 作宾语补足语;句② 作宾语补足语;句③ 作宾语补足语;句④ 作宾语补足语。
[明规则] 该结构中的宾语补足语可以由名词、非谓语动词、形容词、副词或介词短语等充当。该句式常用于三类动词:①使役动词keep、make、let、have、leave、get等;②感官动词或短语see、watch、notice、observe、find、catch、look at、listen to、hear、feel、smell等;③ask、tell、order、request、permit、persuade等。
形容词
不定式短语
动词-ed形式
副词
[再运用] 翻译句子
①我们必须保持学校干净。
②他父亲告诉他不要在街上玩耍。
③每天早晨,我们都听到他大声读英语。
We must keep our school clean.
His father told him not to play in the street.
We all hear him read English aloud every morning.
6.主谓状结构(SVA):主语+谓语+状语
[先感知]
①After I had pictured it over and over again in my mind,the big day finally arrived:my first day at senior high!(外研必一U1)
②This morning,I was worried that no one would talk to me.
(人教必一Welcome Unit)
[会发现] 句① 和 作状语;句② 作状语。
从句
副词
介词短语
[明规则] 该结构中的谓语动词通常为不及物动词;副词、介词短语或从句等在句中作状语,修饰或说明谓语动词。
[再运用] 分析句子成分/补全句子
①The exhibition will start on June 21 and last for a week.
②Hopefully,you can take part.
③If accepted, (我会努力工作) to offer you best articles.
主语
谓语
状语
谓语
状语
状语
主语
谓语
I will work hard
7.主谓宾状结构(SVOA):主语+谓语+宾语+状语
[先感知]
This afternoon,we had our chemistry class in the science lab.(人教必一Welcome Unit)
[会发现] 句中主语为 ;谓语动词为 ;宾语为 ;状语为 。
[明规则] 该结构的谓语动词通常为及物动词或动词短语;副词、介词短语或从句等在句中作状语,修饰或说明谓语动词。
we
had
our chemistry class
in the science lab
[再运用] 分析句子成分/翻译句子
①One day some of my students were talking about
what they would like to be in the future.
②我刚才看到她了。
③昨天,我拜访了我的一位朋友。
状语
主语
谓语
宾语
I saw her just now.
I visited one of my friends yesterday.
8.There be句型
[先感知]
①...and there’s a lot to explore at senior high.
(人教必一Welcome Unit)
②There seems to be a little dog under the desk.
[会发现] 句①谓语动词是 ;句②谓语动词是 ,后接的是主语。
is
seems to be
[明规则] There be句型表示“某处存在某物或某人”。基本结构是: There is/are/was/were...。谓语动词有时候可用表示存在的其他动词(短语),如live、stand、lie、seem/appear to be (好像有)、 happen to be (碰巧有)、used to be (曾经有)等。
[再运用] 补全句子
① on the road.
路上的汽车太多了。
② a lack of communication.
似乎是缺乏沟通。
③John opened the door. he had never seen before.
约翰打开门,他从来没见过的一个女孩站在那儿。
There are too many cars
There seems to be
There stood a girl
课 时 精 练
基础语境练
素能提升练
[基础语境练]
维度一 写出黑体部分在句子中所作成分(每小题1分,共9分)
1.Don’t keep me waiting too long.__________________
2.Three new schools have been opened in our town in the past five years._________________
3.Eyes are the window to the soul._______________
4.It was a beautiful morning.________________
宾语补足语
谓语
表语
定语
5.I will order you a new dictionary for your birthday. ______________
6.Mr Wang will give us a lecture on how to learn English well.
___________________
7.They should make use of their spare time to taste these wonderful works carefully.____________________
8.We do sincerely hope that your health will improve soon._________
9.What you said just now didn’t make me happy.______________
直接宾语
间接宾语
状语
宾语
主语
维度二 分析句子成分并写出基本句型(每小题2分,共16分)
1.The students agreed.
2.My sister is writing a letter.
3.The teacher heard a student singing a song.
4.My teacher gave me a book.
主语
谓语
主语+谓语
主语
谓语
宾语
主语+谓语+宾语
主语
谓语
宾语
宾语补足语
主语+谓语+宾语+宾语补足语
主语
谓语
间接宾语
直接宾语
主语+谓语+间接宾语+直接宾语
5.His face turned red.
6.There are many customs in the village.
7.A sports meeting will be held in our school next week.
8. I will spend the summer holiday in the countryside.
主语
系动词
表语
主语+系动词+表语
谓语
主语
(地点)状语
主语
谓语
(地点)状语
(时间)状语
主语+谓语+状语
主语
谓语
宾语
(地点)状语
主语+谓语+宾语+状语
维度三 阅读下面短文,分析并写出画线部分的基本句型(每小题2分,共12分)
When 1.I first entered the senior high school, I was afraid that no one would make friends with me.2.There were all strangers around me and I was afraid of speaking in front of my new teachers and classmates.
主语+谓语+宾语
there be句型
What if I couldn’t do well in my studies Would they laugh at me 3.I became worried and 4.I thought a lot.Later,I realized that I should change my mind.So I set goals for myself and tried my best to realize them.Besides,5.I took part in extra-curricular activities actively. Finally I got on well with my classmates and became confident.
6.I found my senior high school life really colourful.
主语+系动词+表语
主语+谓语+状语
主语+谓语+宾语+状语
主语+谓语+宾语+宾语补足语
[素能提升练]
Ⅰ.阅读理解(每小题2.5分,共10分)
(2025·四川省宜宾市高一检测)
Whenever I think of Ms.Anita Moore,I always smile and feel fortunate to have her as my teacher.All of her students knew she loved being a teacher.Her classroom was always a safe place where we were encouraged to share,think,and express ourselves.
One of the memories that always stuck with me was a reading class when Ms.Moore read a story aloud and started to cry.The main character in the story reminded her of her grandmother.She paused to share about her relationship with her grandmother and made the connection as to how that relationship helped understand the story.
Ms.Moore tried her best to make a connection with each student in her classroom.She knew what we liked and used that information to bring our interests into the classroom.That is one of the reasons why Ms.Moore will always be my favorite teacher.She brought various types of books to our classroom and allowed us to take them home.It was she that helped my love for reading grow.
Ms.Moore also went beyond classroom instruction.She decided that our school should have a choir and that all of her students should audition (试演). Without her,I would never have taken part in this type of after-school activity.Once it was time for the annual 5th grade weekend camping trip,my parents refused to let me attend.Ms.Moore came to my home to persuade (说服) them.Although I was still not allowed to go,it was amazing to me that a teacher would visit my home to help me be part of a school tradition with my classmates.
Ms.Moore was a wonderful example of a caring teacher.From her,I’ve learned to make connections with students and look for ways to help them learn and feel successful.
【语篇解读】 本文是一篇记叙文。文章主要讲述了作者最敬爱的老师Ms.Moore的事迹。
1.Why did Ms.Moore cry in the reading class
A.The story was too sad.
B.She was moved by the students.
C.She thought of her own grandmother.
D.She helped her students understand the story.
解析 细节理解题。根据第二段“One of the memories that...of her grandmother.”可知,Ms.Moore在朗读时因为想到了自己的祖母而伤感哭泣,故选C项。
√
2.What can we learn about Ms.Moore from Paragraph 3
A.She was good at writing books.
B.She inspired the writer’s love for reading.
C.She donated many books to poor students.
D.She was the favorite teacher of the whole class.
解析 细节理解题。根据第三段“It was she that helped my love for reading grow.”可知,Ms.Moore启发了作者对阅读的热爱,故选B项。
√
3.Which of the following words best describe Ms.Moore
A.Responsible and caring.
B.Positive and independent.
C.Inspiring and strict.
D.Knowledgeable and confident.
√
解析 推理判断题。通读全文,尤其是根据第三段“Ms.Moore tried her best to make a connection with each student in her classroom.”和最后一段的“Ms.Moore was a wonderful example of a caring teacher.”可知,作者主要讲述了Ms.Moore对教学的热爱、认真负责的态度和对学生的关爱。由此推知,她是一个十分负责和有爱心的人,因此可用responsible和caring描述Ms.Moore,故选A项。
4.What is the author’s purpose of writing this passage
A.To express opinions on teaching literature.
B.To discuss how to become a caring teacher.
C.To introduce the classes and activities in her school.
D.To share her memory about her teacher,Ms.Anita Moore.
√
解析 写作目的题。通读全文,尤其是第一段“Whenever I think of Ms.Anita Moore,I always smile and feel fortunate to have her as my teacher.”和最后一段“Ms.Moore was a wonderful example of...and feel successful.”可知,本文主要讲述了作者对其老师Ms.Moore的一些美好回忆。由此推知,作者写这篇文章的目的是分享她对老师Anita Moore女士的回忆,故选D项。
Ⅱ.语法填空(每小题1.5分,共15分)
(2025·湖南省邵阳市高一检测)
As we all know,high school life is not easy for each student.You will meet a lot of challenges.Here are some tips for you to lead 1. happy and meaningful life.
There are different amazing 2. (resource) in your school and you’d better try to make the most of 3. (they) to realize your potential.Make every effort to get over difficulties and seize every opportunity to improve your ability.The more knowledge you acquire,the 4. (confident) you will be.
Try to be an 5. (independence) and responsible person.In class you’d better focus 6. your lessons and try to find an efficient method.After class you’d better do some regular exercise,for health is of equal 7. (important) to you.You can take part in some clubs in 8. you can improve your character in your free time.Try to exchange words with your friends or classmates and you will learn much from them.Learn 9. (balance) between your study and hobbies and keep a
positive attitude towards your school life and no matter what happens, stick to your plan! 10. (write) your aim on your desk is a good way to remind you to work harder.You will be a well-rounded individual!
【语篇解读】 本文是一篇应用文。文章主要是给高中生提供如何过上快乐且有意义的生活的一些建议。
1.a [考查冠词。句意:以下是一些让你过上一种快乐且有意义生活的建议。单数可数名词“life”前需要用冠词修饰,且happy首字母的发音为辅音音素,故填a。]
2.resources [考查名词的单复数。句意:学校里有各种令人惊叹的资源,你最好尽量利用它们来实现你的潜力。“resource”可数名词“资源”,根据“are”可知,此处需要名词复数形式作主语,故填resources。]
3.them [考查代词。句意:学校里有各种令人惊叹的资源,你最好尽量利用它们来实现你的潜力。此处需要they的宾格形式指代名词“resources”并作of的宾语,故填them。]
4.more confident [考查形容词比较级。句意:你获取的知识越多,你就越有信心。根据句意可知,本空构成“the +比较级..., the +比较级...”结构,此处需要用形容词的比较级作表语,故填more confident。]
5.independent [考查词性转换。句意:努力成为一个独立且负责任的人。此处需要其形容词形式与后面的responsible并列作定语修饰名词person,故填independent。]
6.on [考查介词。句意:上课时你最好专注于你的课程,并努力找到一个有效的方法。短语focus on表示“专注于”,故填on。]
7.importance [考查词性转换。句意:课后你最好做一些常规的运动,因为健康对你来说同样重要。此处需要名词作of的宾语,故填importance。]
8.which [考查定语从句。句意:你可以在空闲时间参加一些俱乐部,在那里你可以提升你的性格。介词in和空处的词引导一个定语从句来修饰clubs,先行词是表示事物的名词,引导词指物在从句中作介词的宾语,故填which。]
9.to balance [考查非谓语动词。句意:试着学会在学习和爱好之间找到平衡,并保持积极的态度对待学校生活,无论发生什么,坚持你的计划!根据句意“试着学会”可知,本空考查短语learn to do“学着做”,故填to balance。]
10.Writing [考查非谓语动词。句意:把你的目标写在桌子上是提醒你更加努力的好方法。分析句子成分,此处是动词-ing形式短语作主语,句首单词首字母大写,故填Writing。]
Thanks！
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