導(dǎo)語：如何才能寫好一篇第三人稱單數(shù)，這就需要搜集整理更多的資料和文獻(xiàn)，歡迎閱讀由公務(wù)員之家整理的十篇范文，供你借鑒。

篇1

2、詞尾是ch、sh、s、x的原型動詞，在詞尾加es構(gòu)成第三人稱單數(shù)的形式；

3、詞尾是o的原型動詞，在詞尾加es構(gòu)成第三人稱單數(shù)的形式；

4、詞尾是以輔音字母加y結(jié)尾的，構(gòu)成第三人稱單數(shù)的形式將y改為i，再加es；

篇2

[Key Words] Senior1 English writing; the third person present tense; transfer; mode thinking; Second Language Acquisition

【摘 要】 英語寫作是能全面檢測一個(gè)人英語水平的一種有效手段，而且寫作能幫助學(xué)生提高使用英語的正確性，擴(kuò)大所用語言的范圍，提高邏輯思考及分析問題的能力，培養(yǎng)嚴(yán)謹(jǐn)?shù)墓ぷ髯黠L(fēng)。另外，寫作對閱讀，聽力，口語也都有促進(jìn)作用。在一個(gè)半月的實(shí)習(xí)過程中筆者對廈門翔安一中（重點(diǎn)中學(xué)）高一兩個(gè)普通班（103個(gè)學(xué)生）中的52位學(xué)生的228篇作文進(jìn)行了分析，統(tǒng)計(jì)出他們所犯的第三人稱單數(shù)一般現(xiàn)在時(shí)錯(cuò)誤類型如下：表達(dá)錯(cuò)誤27%；主謂不一25%；時(shí)態(tài)混亂17%；遺漏be動詞13%；句法結(jié)構(gòu)錯(cuò)誤11%，連動錯(cuò)誤5%；拼寫錯(cuò)誤3%；缺少助動詞0.42%；語態(tài)錯(cuò)誤0.42%。筆者認(rèn)為出現(xiàn)這些錯(cuò)誤的主要原因有: 英漢思維模式的差異，漢語對英語的遷移影響以及第二語言習(xí)得的影響。作為重點(diǎn)中學(xué)的學(xué)生他們?nèi)匀粫高@樣的錯(cuò)誤，更不用說那些普通中學(xué)的學(xué)生了。本文分析了所出現(xiàn)的問題和原因旨在給中學(xué)英語老師提供一些建議以供參考。總之，中學(xué)英語老師要提高學(xué)生的寫作能力還是任重而道遠(yuǎn)的。

【關(guān)鍵詞】 高一英文寫作；第三人稱單數(shù)一般現(xiàn)在時(shí)；遷移；思維模式；第二語言習(xí)得

1. Introduction

1.1 Basic concept of writing

“‘Writing is concerned， on the one hand with the definition and redefinition， creation and re-creation of the self， others， the world， a process which we may call reflection; and on the other hand， with communication with others， a process which we call transmission.’ From Wilkinson’s definition of writing we can see that writing is， first of all， a process during which a writer writes for a particular object view. Only in this way can writing be regarded with the emphasis on ‘communicative skill’ In the second language context， such as the situation in China where English is learned as a foreign language in the overwhelming majority of universities and colleges all over the country， writing or learning to write in English is commonly considered as an advanced and demanding requirement that is added to the complexities inherent in trying to master the foreign language—English.” [1] For more than a decade， students and teachers have been trying， to their wits’ end， to meet the requirement of college entrance examination. Unfortunately， the results are far from being satisfactory， only a small amount of students has actually developed the level of English writing skills while the larger part of students is still frustrated [2] . This paper will first present some tables about the main errors in students’ writings and the percentage of right and wrong. The second part of the paper will analyze the errors and the reasons of making them. At last， it will discuss about some possible ways that might be employed to the solution of the existing problems.

In China， students， especially middle school students， learn English as second language. But for many reasons， they cannot learn English as good as their native language. They’ll make all kinds of errors on writing， speaking and so on. Through one and a half months teaching practice in Xiang’an No.1 Middle School， the author lived through the real teaching process and found that there were lots of problems in students’ English writing. As follows， the author will present the principal aspects of the third person present tense errors in their writings by tables.

1.2 Basic train of thought

2. Study design

2 .1 Studying the problems

This study mainly discusses “the error usages of the single third person present tense in Senior 1 English writing”. The errors and the reasons of the errors are analyzed according to the tables made from the collection of language materials.

2.2. The source and collection of language materials

These materials of study come from senior 1 class3 and 4 some students’ English writings in Xiamen Xiang’an No.1 Middle School .The head-teacher of class 4， which is the author’s teaching practice class， set a writing for them once a week to train their writing ability .The word numbers are not required. The given topics are “A Woman Inspires Me”， “My English Teacher”， “Supplementary Writing of ‘The Necklace’”， “What do You Think about Animal Experiments” and “Is It Good or Bad for Students to do a Lot of Homework?” For some students didn’t finish all the writings and also didn’t hand in， so all the collections are 228 pieces of writings from 52 students. We will use them as the language materials of this study. The author has numbered all of them.

2.3. The analyses of these language materials

The analyses can be pided into three stages. First stage， the author collected the materials from students and analyzed them one by one. Because these writings were corrected by the author during teaching practice in Xiang’an No1 Middle School， and the author has a general impression of them， so the main direction of this stage is to find out the wrong use of the single third person present tense， the right number of it and the total number.

Second stage， the author analyzed the wrong use of the single third person present tense and found out the reasons.

Expression errors refer to whether the expression of sentence is correct and has not grammar error and whether the expression conforms to the habit of English expression. Omitting “be” is that there should have been a “be” there， but it is omitted for some reasons. Consecutive predicates mean that a sentence has two main verbs without the conjunction.

Third stage， the author classified these errors according to the reasons， counted them up and made them into tables. Tables are arranged by the most errors they made to the least errors.

Table 1:

From the tables above we can see clearly that the main problems are expression errors， subject-verb-is-not-in-agreement and tense errors. Among 52 students， there are 29(table 2) students who have expression errors. The reasons they make these kinds of errors are that: the discrepancy of English-Chinese mode thinking， the negative transfer of native language and the second language acquisition.

3. Reasons

3.1 Mode thinking

A nation’s mode thinking and mode language are the deep structures of national culture that are congruous with culture. Because of the discrepancy of mode thinking， different nations have different ways of using language and other aspects. [3] So English learners surely will come across all kinds of difficulties for the discrepancy of its essence. In western countries， their space navigation views and the features of logical thinking are as follows:

First， in studying the relations of human-human and human-things， they mainly study the relations of human to things and human to natural. Second， in the relation of material and spirit， they put stress on the two opposition and pision. Third， they pay attention to dialectic and reasons. Fourth， in scientific study method， the westerners strongly attach importance on evidence and analysis from ancient Greek. So， for the efforts of above-mentioned aspects， the westerners have bright features of stressing on reason， analysis and complete form.

But for China， there are complete different features. First， they put the relation of human-human in the first place. Second， to the relation of spirit and material， Chinese traditional philosophy pays more attention on the two’s unity and consistency. Third， there is an intuition on instinctive experience and entire synthesis. But it doesn’t pay attention to experiment and analysis. [4]

For above reasons， there is a great discrepancy of Chinese-English expression， so Chinese students， especially middle school students， always find that they can’t express their ideas naturally and accurately. They just translate their ideas word by word into English. [5]

E.g.:

(1) She like a child.

(No.1) (Here No.1means the notebook I have numbered)

(2) She just like our sister. (No.7) (Here No.7means the notebook I have numbered)

(3) Our country need a person who is good at everything， not just a robot to do homework.

(No.13) (Here No.13means the notebook I have numbered)

(4) – Are you Jeanne? (Telephone call)

-- I’m Jeanne.

(No.30) (Here No.30means the notebook I have numbered)

The four sentences above are complete Chinglish. They’d better be revised as follows:

(1) She looks like a child.

(2) She just looks like our sister.

(3) Our country needs a person who is good at everything， not a machine that is just good at doing homework.

(4) –Is it Jeanne?

--Yes， this is Jeanne.

Such kind of errors takes up 27%. (cf. table 2)

3.2 The analysis by positive transfer and negative transfer

They make such kinds of errors not only because of the difference of Chinese-English thinking model， but also because of the negative transfer of native language. Applying previous experience and knowledge to learning or problem solving in a new situation is transfer. An important complex cognitive goal is for students to be able to apply what they learn in one situation to new situations. [6] In the study domain of second language acquisition， mother-tongue knowledge’s affect to foreign language acquisition is one of important problems that linguist and psychological linguist study. To the foreign learners who have mastered basic phonetics， lexical and grammar of language， the study of foreign language’s phonetics， lexical and grammar will certainly be affected by mother tongue language’s phonetics， lexical， meaning and grammar knowledge. At the same time， different nations have different types of communication model and utterance structure， so this kind of knowledge that mother tongue language has had will also affect foreign language communication model and utterance structure acquisition. This kind of effect is mother tongue language transfer in second language acquisition. Some people say that it has two types of transfer: positive transfer and negative transfer. When mother tongue language rules are the same as foreign language rules， the positive transfer occurs. When they have discrepancy， especially when they seem similar to each other but different as a matter of fact， it always produces negative transfer. [7] English and Chinese belong to complete different language systems. English emphasizes hypotaxis while Chinese stresses on parataxis. Because students can’t realize the difference between the two language phenomenons， they always transfer their Chinese knowledge into English learning according to Chinese thinking ways and expressions， so it will interfere they understand and master English. [8] The behaviorist ascribed errors largely to the interference of learners’ native language. Their native language habits prevent them from learning second language habits.[9] Transfer errors are not distinct from analogical errors. They represent aspects of the same underlying strategies. Both result from the fact that learner uses what he /she already knows about language in order to make sense of new experience. Pit Corder expresses that the first language provides a rather rich and specific set of hypotheses. With the help of their mother tongue language， the second language learners can apply some of them to their language studies. But transfer errors only occur in the SLA learners， of course， there are also some ambiguous sources of errors that are frequently hard to decide what categories they belonged to. [10]

3.3 Subject-verb not agreement

Subject-verb agreement means that subjects and their verbs must agree， meaning singular subjects require singular verbs and plural subjects require plural verbs. [11] But students often make mistake and the subject-verb always does not agree. Such kind of errors takes up 25%.

E.g.:

(5) On this term， our class have a new English teacher.

(No.28)

(6) For one thing， too many homework keep the students from reading widly.

(No.30)

(7) …but I think if she work hard， sooner or later， she will become one of the best teacher.

(No.8)

They may be revised as follows:

(5) On this term， our class has a new English teacher.

(6) For one thing， too much homework keeps the students from reading widely.

(7) …but I think if she works hard， sooner or later， she will become one of the best teacher.

For Chinese doesn’t have the notion of subject-verb agreement， students have formed a certain kind of Chinese grammar. So when they learn a new complete different language that has such changeover， they often use their own grammar unconsciously though they have learnt foreign language’s grammar. [12] The errors’ reasons can be pided into two sorts: first， system language errors. Students know the rules of this system， but haven’t mastered them completely and not know some limits， and then errors occur. Second， errors occur after mastering the system. Though students have mastered a more complete concept of grammar， they haven’t taken shape as a kind of habit and still possibly make some errors that violate the rules of grammar. [13] So， in the author’s opinion， students would avoid this kind of errors through doing a certain number of exercises. The exercise would consolidate their notion of subject-verb agreement.

轉(zhuǎn)貼于 3.4. Language acquisition

3.4.1 The general idea of SLA

Over the past two decades， research in the first language acquisition has an enormous influence on the study of second language acquisition. The research findings of the FLA (First Language Acquisition) and the influence on the SLA (Second Language Acquisition) have been studied by language researchers as well as pedagogical practitioners. People began to realize that L1 performances are quite consistent with these findings and hypotheses from other non-related areas. [14] The Behaviorists’ theory of Habit Formation claimed in B.F， Skinner’s Verbal Behavior (1951) that language is not a mental phenomenon; it is behavior. It is learnt by a process of habit formation. This assertion was challenged by Norm Chomsky whose linguistic theory conforms that all children are born with innate capacity for acquiring a language. It is said that children can construct their own rule systems. The children are creatively constructing the language as he interacts with those people around him. The two schools of controversies have proceeded subsequently by lots of studies concerning the language acquisition. Theories， such as Monitor Model (Krashen 1981) hypothesizes that adults have two independent systems for developing abilities in second language， subconscious acquisition and conscious learning. Acculturation Model (and closely linked with it the Nativization Model) and a number of others are also devoted to the study of second language acquisition. [15]

SLA is best understood as a complex cognitive skill. Anderson has described cognitive skill acquisition as a “three-stage” process (the cognitive， associative and autonomous stages)， using the “production system” notation to specify the dynamics of the system during the skill acquisition process. This framework is particularly useful in the current context because it helps to identify and test the existence and applicability of specific learning strategies that are appropriate at various stages in the skill acquisition process. [16] Language acquisition， according to Ausubel， can be pided into two forms—rote and meaningful learning， by anchoring and relating new items and experiences to knowledge is that exits in the cognitive framework. Children’s practice and imitation is a very meaningful activity that is conceptualized and purposeful while adults learn a foreign language in classroom by rote methods. Compared with children who acquire their mother tongue in a natural， meaningful context， adults’ rote learning， of course， cannot reach an ideal effect. [17]

3.4.2 The analyses of tense and voice errors

To most of Chinese students， English is their second language. The acquisition of English will be affected in different types and situations. Furthermore， the distance of mother tongue and target language is greatly related with the knowledge transfer. [18] From table1， we can see clearly that the errors of the single third person present tense take up 24% that are possibly affected by mother tongue’s negative transfer. The author’s students still couldn’t master it completely. They just learn it in classroom by rote methods and could not put it into practice or a real situation. Though the SLA helps them to learn it and to use it in a right way， they are still affected by mother tongue language easily.

English verbs generally have strict different tense and voice. It stresses the different tense and voice by changing the verbs’ form. [19] All verbs must agree in tense unless you clearly prepare a reader for a time shift. Generally speaking， if your essay starts in the past tense， it should remain in the past throughout. Stay in the present if you start there. [20] But Chinese verbs don’t have changes of form. The sentences’ “tense” and “voice” are showed by lexical or through a particular context. [21]

E.g.:

(8) When she was angry， she looked like a lion. (NO.50)

(9) But no matter how tired she was， she never complained to us. (NO.45)

(10) Then Jeanne passed to Mathilde a necklace. (NO.43)

Actually these three sentences are wrong in the original present tense. They’d better be revised as follows to keep agree with the whole writings:

(8) When she is angry， she looks like a lion.

(9) But no matter how tired she is， she never complains it to us.

(10) Then Jeanne passes a necklace to Mathilde.

The errors they made as above take up 17%. It is clear to see that students often make tense errors though they have already learnt it.

The number of voice error in these writings is only 1 and it just takes up about 0.42%. It seems that the students have mastered it perfectly. Actually， it does not as the tables show. From the author’s personal teaching practice， the author found that students are still confused by the using of the voice. They made so little errors in these writings just because they only know to express their ideas in active voice but not passive voice. As we know， English uses more passive voice than Chinese. So they are affected by Chinese thinking model， and seldom use passive voice in some particular situations.

3.5 Chinese English

3.5.1 The general idea of Chinese English

Chinese English is the centerpiece of negative language learner’s native language negative transfer to English learning. Deng Yanchang holds that: Chinglish is speech or writing in English that shows the interference of influence of Chinese. Some sentences may be little or more than word for word translations of Chinese expressions. Chinglish may be grammatically correct， but the choice of the words or phrases and the manner of expression do not conform to Standard English usage. Although understanding may not be a problem， Chinglish is unacceptable. In another words， Chinese English means Chinese English learners and users are affected and interfered by mother tongue language and use the rules and habits of Chinese directly， so the broken English which does not conform to the standard English or the culture of English. [22]

Chinese English reflects in the wrong use of English words or sentences structure or syntax， etc. Syntax is a branch of linguistics that studies how words are combined to form sentences and the rules that govern the formation of sentences. [23] Different languages have different kinds of syntaxes. To whoever foreign learner， his / her habit of using language will be interfered by his / her mother tongue language unavoidably. Most of the Chinese students have shaped a comparative complete Chinese grammar when they begin to learn English. When they are studying a new language， they are dependent on their mother tongue language syntax unconsciously. When the representing syntax form of the same meanings mother tongue language and target language， it will result in positive transfer; but when they are different， it will result in negative transfer. Generally speaking， the English syntax and Chinese syntax are similar to each other largely. They all have the subject， verb， object， adjectival， adverbial and complement. The syntactic components generally have the same function but difference in the sequence. Chinese has a relative words order and they can’t be changed at one’s pleasure. The words don’t have the sign of word form as well .The wh-question sentence is quite similar with declarative sentence in word order. But the abundant forms of English determine the flexibility of the word’s order. Though English has the same main syntactic component with Chinese mainly， there are more inverted sentences in English than in Chinese. [24]

According to the study by Mr. Deng， syntax and consecutive predicate errors belong to this group. The author’s students often turn to use their mother tongue language syntax when they want to organize a sentence in English. This is an unconscious process， but it shows that the transfer plays an important role in their foreign language study. Because of the negative transfer in this circumstance， Chinese English comes into existence.

3.5.2 The analyses of syntax and consecutive predicate errors

Because of the positive transfer from mother tongue language， Chinese students make fewer errors in syntax. From the study we can see clearly in table 2 that the syntactic errors they made only take up 11%. It’s less than expression errors and subject-verb-not-in-agreement and tense largely.

E.g.:

(11)… and Does the environment going to bad.

(No.18)

(12)… But I don’t think it realy right.

(No.25)

(13). Not only she is a good teacher， but also is a good friend of us. (No.3)

These sentences’ had better be revised as follows:

(11)… and does the environment go worse?

(12)… But I don’t think it is really right.

(13) Not only is she a good teacher， but also she is a good friend of us.

Although the positive transfer plays a very important role in syntax， there are still errors caused by negative transfer. So we must pay attention on it as well.

Within each complete predicate， there is one main word or phrase that tells what the subject is doing， or that tells something about the subject. This main word or phrase is called the simple predicate， or verb. A simple predicate， or verb， is the main word or phrase in the complete predicate. Verbs that tell what a subject is doing are action verbs. Action verbs can show physical action， mental action， or ownership. [25] Some verbs do not show action. These verbs tell something about a subject. They make a statement about a subject. [26] A consecutive predicate is that a sentence has two main verbs without a conjunction or a clause.

E.g.:

(14) It’s kiddy change my boring life.

(No.4)

(15) Because the exam is too important and pass the exam is the only road to success. (No.49)

(16) Because she seems have much of energy.

(No.50)

This kind of errors takes up about 5%. Though the number of these errors is not large， it is a very serious error. It must call forth the attention of all the teachers and students.

They had better be revised as follows:

(14) It’s kiddy that changes my boring life.

(15) Because the exam is too important， so to pass the exam is the only road to success. (16) Because it seems that she has much of energy.

3.6 Omitting link-verb “be”

Verbs that do not show action are called state-of-being verbs. These verbs make statements about a subject. State-of-being verbs are often used as linking verbs. A linking verb links the subject with another word in the sentence. The other word either renames or describes the subject. [27]

In English， if the link-verb “be” is used as predicate， we can translate it into Chinese “shi”. “Be” is often used in English expression to describe the character of something， the feature of outer surface and the state of feeling， etc. But in Chinese， they usually use noun， classifier as predicate to indicate the age， native place， date and subject’s character and category etc， and often needn’t use “shi”. Because of the discrepancy between English-Chinese habit of language expressions， Chinese students often omit the link-verb “be” unconsciously. Students may not omit it when they make a single simple sentence. But when it comes to a paragraph or a whole piece of writing， or a translation， the situation of omitting the link-verb “be” is existent here and there. [28] Students make this kind of errors largely because of the discrepancy of English-Chinese thinking model and the negative transfer of the mother tongue language.

E.g.:

(17) The first English teacher in the hight school. (No.27)

(18) My English teacher， Guo Yizhen， a good teacher. (No.1)

(19) I think in my heart my mother that inspires me. (No.42)

They should be revised as follows:

(17) My first English teacher is in the high school.

(18) My English teacher， Guo Yizhen， is a good teacher.

(19) I think in my heart my mother is the person who inspires me.

Such kind of omitting link-verb “be” errors take up 13%.

3.7 Spelling errors

Misspelled words， whether in a composition for school or in a letter to a friend， are likely to distract the reader from the thought being expressed. Consequently， it is important for a writer to spell words accurately. [29] Learning a few spelling rules will help you master hundreds of words. In this study， the author has found that this kind of errors they made mainly due to their careless spelling of words and their attitude to write a good composition is not very enthusiastic.

E.g.:

(20) When she reachs home， her husband， Pierre is sitting in the chair. (No.22)

(21) I hope she can helf my English because my English is so bad. (No.17)

Exactly， the right spellings are as follows:

(20) When she reaches home， her husband， Pierre is sitting in the chair.

(21) I hope she can help my English because my English is so bad.

This kind of errors takes up only 3%. It’s acceptable.

3.8 The analyses of table3

From table 3， we can find that there are 6 students whose false percentage is more than 50%. They take up 12%. Most students’ false percentage is above 20%. They take up 50%. It’s a large number and it is worth noticing. Only 15 students’ false percentage is less than 20%. It shows that students haven’t mastered the usage of the single third person present tense well. The larger part of students maybe mastered its usage to a certain extent， but for all kinds of reasons， they couldn’t use it accurately. The situation is still very serious. We can put our efforts into improving the students’ expression， subject- verb agreement and tense.

4. Practicable measures and personal suggestions

At present， most of Chinese students’ writing level is still not satisfactory. They often make all kinds of errors， especially in expression， subject-verb agreement， tense etc. The reasons that cause these errors are mentioned above. In the author’s opinions， it’s almost impossible to avoid these errors completely .So we have no choice but to reduce these kind of errors to the least .We can improve the ability through many ways， such as: to read more articles written by English speaking people can improve our ability of English thinking. Students should master the English grammar and compare them with Chinese grammar and then try to use them in practice. That would be good for us in improving the right use of subject-verb agreement， tense and syntax， etc. Teachers can input more knowledge of the different expressions between English and Chinese because of the discrepancy of English-Chinese thinking model and culture. Let students change the conscious input into unconscious output.

5. Conclusion

This paper is the statistics of the use of the single third person present tense in Senior1 English writing. The author analyzes the reasons of their wrong usages by tables and gives some personal suggestions， aiming to call up the attention of middle school teachers. The author hopes this paper would be of some help. This study is just for middle school teachers’ consultation.

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[17] 趙健. A Comparison of First and Second Language Acquisition[J]. 陜西師范大學(xué)學(xué)報(bào)， 2002，vol.31 P340

[18] 李伯利. 語言的負(fù)遷移現(xiàn)象與中國式英語的產(chǎn)生[J]. 重慶工商大學(xué)學(xué)報(bào)， 2005，1 P130

[19] 陳青玲. 淺析中國英語與中國式英語[J]. 商丘師專學(xué)報(bào)， 1999，10 P93

[20] 同[11] P349

[21] 同[19] P93

[22] 同[18] P130

[23] 同[9] P42

[24] 同[12] P62

[25] Carol Ann Bergman， J. A. Senn. Heath Grammar and Composition: Second Course[M]. D.C. Heath and Company 1987 ) P9

[26] 同[25] P10

[27] 同[25] P41

篇3

 

一．代詞：是代替名詞的詞或者起名詞作用的短語和句子的詞。英語中代詞有人稱代詞、物主代詞、反身代詞、指示代詞、疑問代詞、關(guān)系代詞、不定代詞。英語代詞使用得很廣泛。

代詞之間有兩點(diǎn)共同之處：第一，它們本身的詞義都很弱，必須從上下文來確定；第二，許多代詞都有兩種功能：一是可單獨(dú)取代名詞的位置，二是可起修飾的作用。初中階段涉及的代詞主要有：

類別 例詞

人稱代詞 主格 I he she it we you they

賓格 Me him her it us you them

物主代詞 形容詞性 My his her its our your their

名詞性 Mine his hers its ours yours theirs

反身代詞 Myself yourself himself herself itself ourselves yourselves themselves

指示代詞 This that these those such so it

不定代詞 Some something somebody someone any anything anybody anyone no nothing nobody no one every everything everybody everyone much many little a little few a few

疑問代詞 What who which whom whose

（一） 人稱代詞

人稱代詞表示"我""你""他""我們""你們""他們"的詞叫人稱代詞。人稱代詞并不全指人，也指物。有三種人稱，每個(gè)人稱又分為單數(shù)和復(fù)數(shù)（第二人稱單數(shù)和復(fù)數(shù)同形）。人稱代詞還有主格和賓格之分。它有人稱、數(shù)和格的變化，其形式列表如下：

人稱 單數(shù) 復(fù)數(shù)

主格 賓格 主格 賓格

第一人稱 I Me We us

第二人稱 You You You You

第三人稱 he him they them

she her

it it

（1） 第一人稱單數(shù)I代表說話者，必須大寫，"我"。

如：I go to school every day.我每天去上學(xué)。

（2）第一人稱復(fù)數(shù)we代表說話者一方（二人或者二人以上）"我們"。

如： We are swimming now.我們現(xiàn)在正在游泳。

（3）第二人稱單數(shù)、復(fù)數(shù)you代表聽話者或者對方（復(fù)數(shù)you代表二人或二人以上）。

如：Are you ready, Sam? 薩姆，你準(zhǔn)備好了嗎？

（4）第三人稱包括he、she、it. He "他" 代表已經(jīng)提到過的男人。 She"她" 代表已經(jīng)提到過的女人。It "它"代表已經(jīng)提到過的事物。

如： He is the tallest in the class. 他在班里是最高的。

She has a little brother. 她有個(gè)小弟弟。、

I have a handbag. It is black. 我有個(gè)手提包，它是黑色的。

（5）第三人稱復(fù)數(shù)they "他們" 代表已經(jīng)提到過的一些人或者一些事物，這個(gè)詞沒有性別之分。

如：Where are the teachers? They are over there. 老師們在哪里？他們在那邊。

Where are the apples? They are in the drawer. 蘋果在哪里？它們在抽屜里。

注：1）人稱代詞主格在句中主要做主語。

如：We went to the zoo yesterday.我昨天去動物園了。

2） 人稱代詞賓格在句中主要作賓語。

如： Can you help me? 你能幫我嗎？

3）人稱代詞做表語時(shí)一般用賓格。

如：Who is that? It's me. 是誰呀？是我。

4)在比較狀語從句中，在不引起誤解的前提下，有時(shí)用賓格代詞代替主格代詞。

如：He is taller than me. 它比我高。

He loves you more than me. 她愛你勝過愛我。

5）兩個(gè)以上的代名詞并行排列時(shí)，其次序?yàn)椋?/p>

a) 單數(shù)人稱代詞：you he I.

如：You, he and I are good friends. 你我他都是好朋友。

b) 復(fù)數(shù)人稱代詞為：we you they.

如：We and they went to the Great Wall yesterday. 我們和他們昨天都去長城了。

c) 第三人稱He和 she 同時(shí)使用時(shí)，先說he,后說she.

如：He and she were late for school this morning.他和她今天早上都上學(xué)遲到了。

(二). 物主代詞：表示所有關(guān)系的代詞, 它與人稱代詞一樣，也分第一人稱、第二人稱、第三人稱，每個(gè)人稱分單數(shù)和復(fù)數(shù)。 物主代詞有形容詞性和名詞性兩種。

注：1). 形容詞性物主代詞相當(dāng)于形容詞的性質(zhì)，放在名詞之前, 在句中常作定語。

如：His brother is an engineer. 他的哥哥是位工程師。

2). 名詞性物主代詞相當(dāng)于名詞，后面不能使用名詞。在句中做主語、賓語和表語。

如： This is my pen. Yours is yellow. 這是我的鋼筆。 你的筆是黃色的。

My pen is broken. Please give me yours. 我的鋼筆壞了。請把你的給我吧。

This house is ours。這個(gè)房子是我們的。

數(shù) 人稱 中文 形容詞性物主代詞名詞性物主代詞

單數(shù) 第一人稱 我的 My mine

第二人稱 你的 your yours

第三人稱 他的 his his

她的 her hers

它的 its its

復(fù)數(shù) 第一人稱 我們的 our ours

第二人稱 你們的 your yours

第三人稱 他們的 their theirs

(三）反身代詞：表示反射（指一個(gè)動作反射到該動做執(zhí)行者本身）或者強(qiáng)調(diào)（即用來加強(qiáng)名詞或代詞的語氣）的代詞叫反身代詞。它是由第一人稱、第二人稱形容詞性物主代詞和第三人稱代詞賓格，后面加詞尾self 或者selves構(gòu)成。

1）．反身代詞與它所指代的名詞或代詞形成互指關(guān)系，在人稱、性、數(shù)上保持一致。

如： He saw himself in the mirror. 他在鏡子里看見了自己。在這句話中，反身代詞himself 與主語he 是指同一個(gè)人。

2）．反身代詞還可以用于名詞或代詞之后或句末，表示強(qiáng)調(diào)。

如： I myself do it. 那是我親自做的。這句話還可以說成：I do it myself.

3）. 反身代詞在句中可用作動詞賓語、介詞賓語、表語和同位語。反身代詞包括：

單數(shù) 復(fù)數(shù)

第一人稱 myself 我自己 ourselves 我們自己

第二人稱 yourself 你自己 yourselves 你們自己

第三人稱 himself 他自己 themselves 他們自己

herself 她自己

itself 它自己

（四）指示代詞：用來指示或標(biāo)識人或事物的代詞。它們主要有：this 這個(gè) that 那個(gè) these這些 those 那些。其他還有：such這樣的 same同樣的 so這樣 it 它。指示代詞所指的對象取決于談話雙方都熟悉的語境。指示代詞在句中可用做主語、賓語、表語、定語和狀語。

如： These are my pens.這些是我的鋼筆。

I will do that. 我愿意做那件事。

This map is my brother's.這個(gè)地圖是我哥哥的。

This (these) 指近的事物。that (those) 指遠(yuǎn)的事物。

如： These are my books. Those aren't my books. 這些是我的書。 那些不是我的書。

篇4

關(guān)鍵詞：中國 泰國 人稱代詞 比較研究

一、引言

近幾年中泰一直保持著有好的關(guān)系。兩國在貿(mào)易經(jīng)濟(jì)、語言教學(xué)等方面密切溝通。在語言體系中，人稱代詞占據(jù)著相當(dāng)重要的地位。漢語和泰語的人稱代詞的使用頻率以及文化特征等都具有各自的特色。人稱代詞對泰國人來說是一個(gè)比較感興趣的話題。泰文的人稱代詞比中文多，而且詞匯功能是不一樣的，在口語和書面語中使用方法各有異同。現(xiàn)代的泰語人稱代詞謙敬稱謂比現(xiàn)代漢語豐富得多。泰國學(xué)生學(xué)中文的人稱代詞時(shí)會覺得不難學(xué)，但是當(dāng)用起來而真正地掌握詞的語法和語義功能的時(shí)候會有問題。本研究是為了更好地實(shí)現(xiàn)跨文化交際，使讀者了解兩個(gè)語言的語法、文化而在生活中能準(zhǔn)確地使用它，并能了解語言點(diǎn)，使泰國學(xué)生對兩國文化的理解更加深刻，對學(xué)習(xí)語言有幫助。

二、人稱代詞的定義

（一）漢語和泰語人稱代詞的定義

漢語的人稱代詞可以分為三類：第一人稱、第二人稱和第三人稱。一般漢語人稱代詞可以當(dāng)作名詞、動詞、形容詞、副詞等。漢語的人稱代詞比泰語的人稱代詞少，使用時(shí)比較簡單，根據(jù)年齡或社會地位的稱謂大部分不分開，每一個(gè)人使用同樣的詞。漢語人稱代詞大部分屬于“指別性”人稱代詞。

泰語的人稱代詞也可以分成三類：第一人稱、第二人稱和第三人稱。 在語法上也跟漢語差不多，但是泰語的語法比漢語豐富的多，謙敬稱謂也比漢語多。泰語有謙稱、敬稱、昵稱、鄙稱和俗稱等多稱謂功能。選用的使用必須考慮對方的年齡、性別、社會高低、情況、熟悉程度、口語還是書面語等等，有著比較嚴(yán)格的原則。

（二）人稱代詞的分類

1.第一人稱。第一人稱代詞是指稱自己。“我”是第一人稱，復(fù)數(shù)形式是“我們”。基本相同的是“咱”“咱們”。但是“我”一定是單數(shù)，“咱”卻可單可復(fù)。漢語“我”的應(yīng)用范圍比較廣，男或者女都可以用，年齡高或者小都使用這個(gè)詞。但是泰語的“我”有很多種，有的詞可以用于男的，有的詞可以用于女的，有的是用于年紀(jì)小的，有的是用于朋友之間的關(guān)系等。第一人稱代詞可以分為兩大種，單數(shù)和復(fù)數(shù)。中國官方承認(rèn)的有56個(gè)民族，宗教主要是儒教、佛教、道教等。文化也是跟泰國差不多說話時(shí)要自謙而尊重別人，但是現(xiàn)代的漢語人稱代詞并不像泰語復(fù)雜。泰語是泰國的官方語言，它有聲調(diào)跟漢語一樣可以區(qū)分詞匯。還有一些泰國人是華裔，所以有的是使用漢語說話的，尤其是潮州話。在泰語的人稱代詞中也出現(xiàn)幾個(gè)潮州話的稱謂。

2.第二人稱。第二人稱，又叫對稱。“你”是漢語最基礎(chǔ)的第二人稱代詞單數(shù)，復(fù)數(shù)是“你們”。“你”是說話的人稱聽話的人。但有時(shí)可以表示泛指，指任何人或任何事。 （KHUN）是泰語最基本的第二人稱代詞。男性和女性都可以使用。它是一個(gè)禮貌形式的人稱代詞，在一般正式場合中都可以用。但正常用于成人的，比如20歲一樣使用，對小孩子會選擇另外的詞。

3.第三人稱。“他”是漢語的第三人稱，復(fù)數(shù)形式是“他們”。書面上，第三人稱代詞分為“他”“她”“它”，分別稱代男性、女性和事物，跟泰文相似。泰文的第三人稱代詞也分為人和事物。但每一個(gè)漢語的第三人稱只是文字上的區(qū)別，說話的時(shí)候都是tā。第三人稱代詞也可以分為兩大種，單數(shù)和復(fù)數(shù)。

三、泰語人稱代詞的漢語借詞

泰國跟中國一直有友好的關(guān)系，所以有不少了中國人在泰國，叫做“泰國華人”。因此，現(xiàn)在出現(xiàn)了不少泰語的漢語借詞。除了漢語，泰語中的語言也有從其他國家借來的詞，如高棉、巴利、拉丁、梵文、英文等。至于泰語的漢語借詞，平常從潮州語和臺灣的福建話，由于中國的潮州人和臺灣人先從中國移民來到泰國之前。泰語的漢語借詞的來源有一些詞跟語言和文學(xué)、宗教、思想、傳統(tǒng)等有關(guān)。至于泰語人稱代詞的漢語借詞也有了自己的特點(diǎn)和文化。

四、漢泰人稱代詞的語法特征

（一）“性”的語法特征

“性”對語言特別的重要，每一個(gè)語言在“性”的語法上有了不同的特征，影響到每一個(gè)國家的程度也不一樣。在漢泰語言也有了不少影響到人稱代詞，尤其是泰文。有許多泰文的人稱代詞分析了男性和女性。

（二）“數(shù)”的格式不同

漢泰兩種語言都有“數(shù)”的格式不同，分為單數(shù)和復(fù)數(shù)形式。兩種語言大致是單數(shù)形式而組成的復(fù)數(shù)形式，漢語跟泰語的復(fù)數(shù)形式的數(shù)目差不多，漢語的復(fù)數(shù)形式有；我們、咱們、你們、他們等幾種人稱代詞。

五、漢泰文化對人稱代詞的影響

語言與文化的關(guān)系非常親密。語言是文化，文化也是語言。在語言體系中，人稱代詞占據(jù)這相當(dāng)重要的地位。在日常生活中，人們要通過使用人稱代詞來稱呼自己或者別人。在漢泰語言中都占了重要的語言因素之一。

人稱代詞今天對人們越來越有意思，在人們的生活中占著重要的地位。這次研究本文通過把兩種語言的觀點(diǎn)分析為人稱代詞的意義、來源、語法、文化等觀點(diǎn)。本文對學(xué)生常遇到的困難來解釋，教師必須對有關(guān)內(nèi)容總結(jié)主要的內(nèi)容講解以便學(xué)生掌握，從而能夠讓學(xué)習(xí)者了解人稱代詞的本性，對語言文化有所了解，最終達(dá)到使用漢泰語言進(jìn)行交流的目的，內(nèi)容有所幫助。

參考文獻(xiàn)：

[1]邢福義.漢語語法三百問.商務(wù)印書館出版社，2009.

[2]丁聲樹.現(xiàn)代漢語語法講話.商務(wù)印書館出版社，2009.

[3]高名凱.漢語語法論.商務(wù)印書館出版社，2011.

[4]李世之.現(xiàn)代漢語語法.泰國留中大學(xué)出版社，2012.

作者簡介：

篇5

一般現(xiàn)在時(shí)的結(jié)構(gòu)我們可以從兩方面入手，一是從be 動詞入手，肯定句：主語+be +其它，She is a student. I am a teacher.否定句：主語+be +not +其它，She isn’t a student. I am not a teacher.

一般疑問句：be+主語+其它，Is she a student Are you a teacher , 回答時(shí)，肯定回答用Yes,主語+be，否定回答用No,主語+be的否定的縮寫。

be動詞在一般現(xiàn)在時(shí)中學(xué)生很容易掌握，考試時(shí)它都是以各種時(shí)態(tài)出現(xiàn)在卷子中，結(jié)構(gòu)都不是很難，大多數(shù)以數(shù)的形式或時(shí)態(tài)的形式出現(xiàn)在考題中。

二是從行為動詞入手，而在從行為動詞入手時(shí)，我們還要從兩個(gè)方面來講解一般現(xiàn)在時(shí)的結(jié)構(gòu)。

篇6

人稱代詞是指直接指代人或者事物的代詞。在英語和漢語中都有三種人稱代詞即：

第一人稱：我、我們，第二人稱：你、你們，第三人稱：他、她、它、他們、她們、它們。

根據(jù)人稱代詞在句中所充當(dāng)?shù)某煞挚梢苑譃橹鞲袢朔Q代詞、賓格人稱代詞。另外，人稱代詞有單復(fù)數(shù)之分，特別是第二人稱單復(fù)數(shù)寫法都是一致的，實(shí)際翻譯時(shí)應(yīng)當(dāng)注意。

表示所有關(guān)系的代詞叫做物主代詞，也叫人稱代詞的所有格。物主代詞分為形容詞性物主代詞和名詞性物主代詞兩種。物主代詞有人稱和數(shù)的變化。第三人稱單數(shù)的物主代詞還有性別的變化。

（來源：文章屋網(wǎng) ）

篇7

關(guān)鍵詞：小學(xué)英語；試題；分析

中圖分類號：G620 文獻(xiàn)標(biāo)識碼：B 文章編號：1002-7661（2014）08-217-02

為了更好的幫助小學(xué)英語老師做好畢業(yè)考試復(fù)習(xí)工作，筆者對2009――2013年小學(xué)升初中的五套英語試題進(jìn)行了分析解讀，以下是筆者的分析意見。

一、題型

筆試題共有九道大題、十二類題型。在這些題型中，英漢互譯、按要求寫單詞、單選、句子問答搭配、連詞成句、閱讀六類題型出現(xiàn)的頻率最高，五套試題中均有出現(xiàn)，因此，為考試重點(diǎn)。

這其中選擇不同類的單詞在五套試題中出現(xiàn)4次，情景對話、改錯(cuò)和補(bǔ)全對話出現(xiàn)各3次，單詞拼寫是否有誤出現(xiàn) 2次，選擇單詞的正確解釋出現(xiàn)1次。聽力只在2013年英語畢業(yè)試卷中出現(xiàn)，但就教育方向和試卷走向來說應(yīng)為考試重點(diǎn)。

二、不同題型所占分值比重

為了分析各類題型在試卷中所占分值比例，現(xiàn)將十二類題型分為四大類：

第一類，將單詞拼寫是否有誤、英漢互譯、按要求寫單詞、選擇單詞正確意思、選擇不同類單詞劃分為單詞短語類。

第二類，將情境對話、句子問答搭配、連詞成句、補(bǔ)全對話劃分為句子類。

第三類，將單選、改錯(cuò)劃分為語法類。

第四類，將閱讀題劃分為閱讀理解類。

從統(tǒng)計(jì)表中各類題的分值來看，單詞類所占比重最大，所占分值最高為65分，占總分的54.2%，最低為40分，占總分的33.3%；其次為句子類，所占分值最高為35分，占總分的29.2%，最低為30分，占總分的25%；再次為語法類，所占分值最高30分，占總分的25%，最低20分，占總分的16.7%；最后是閱讀理解類，所占分值最高為15分，占總分的12.5%，最低為5分，占總分的4.2%。

在本次統(tǒng)計(jì)中沒有將聽力列如其中，因?yàn)闊o論是100分制還是120分制，小學(xué)部分所見試卷中聽力所占分值均為20分，占總分的20%或16.7%。

（一）語法知識

從卷面來看，以語法知識為考點(diǎn)的題通常以按要求寫單詞、單項(xiàng)選擇和改錯(cuò)的形式出現(xiàn)。

1、按要求寫詞語

在按要求寫詞語中，對于語法知識主要考了以下幾種：動詞的過去式、ing形式、第三人稱單數(shù)形式、同音詞、形容詞的比較級、反義詞、人稱代詞的賓格形式、名詞的復(fù)數(shù)形式、縮寫的完整形式和各種形式動詞的原型。按要求寫詞語在每套試卷中所占分值為10～20分，其中動詞的過去式考了18次，共26分；形容詞比較級考了13次，共20分；形容詞反義詞11次，共15分；各種形式動詞的原型4次，共6分；動詞的ing形式出現(xiàn)3次，共5分；動詞的第三人稱單數(shù)形式出現(xiàn)2次，共3分；其余各出現(xiàn)1次。

從統(tǒng)計(jì)結(jié)果看動詞的過去式、形容詞比較級、形容詞反義詞為考試重點(diǎn)。

2、單選

在單向選擇中，主要考查了形容詞比較級、動詞的過去式、一般疑問句、特殊疑問句、人稱代詞的賓格形式、動詞的第三人稱單數(shù)形式、there be句型以及定冠詞的使用。單項(xiàng)選擇在每套試卷中，所占分值為15～20分，動詞的過去式考了11次，共20分；定冠詞的使用考了9次，共16分；there be句型考了3次，共5.5分；動詞的第三人稱單數(shù)形式考了2次，共4分；其余語法知識只考了一個(gè)小題。

從出現(xiàn)次數(shù)來看，動詞的過去式、定冠詞的使用應(yīng)為單項(xiàng)選擇中的重點(diǎn)。

3、改錯(cuò)

在改錯(cuò)中，主要考查了形容詞比較級、一般疑問句、冠詞、介詞、過去式、動詞的第三人稱單數(shù)形式、名詞的復(fù)數(shù)形式、現(xiàn)在進(jìn)行時(shí)。改錯(cuò)題所占分值一般為10分，其中，介詞的使用出現(xiàn)了5次，共10分；一般疑問句出現(xiàn)3次，共6分；形容詞比較級出現(xiàn)2次，共4分。其余均出現(xiàn)1次。

從出現(xiàn)頻率來看，重點(diǎn)內(nèi)容應(yīng)為介詞的使用、一般疑問句、形容詞比較級。

（二）句型

再試題中，對句型的考察主要以五、六年級所學(xué)句型為主，更偏重六年級一些。其中六年級下冊所學(xué)的一般過去式，及其特殊疑問句、一般疑問句和一般疑問句的肯定否定回答在整個(gè)試卷中出現(xiàn)頻率最高；其次為比較級的句型；再次為詢問別人身高、體重和身體狀況的句子；最后為周末的活動。到達(dá)某地的方式、詢問天氣狀況、一般將來時(shí)和現(xiàn)在進(jìn)行時(shí)偶爾也會出現(xiàn)，但次數(shù)明顯低于前幾種句型。

因此，從卷面中反映出考點(diǎn)的重點(diǎn)主要在六年級下冊，輻射六年級上冊和五年級的句型。

（三）閱讀理解

篇8

關(guān)鍵詞：初中英語；一般現(xiàn)在時(shí)態(tài)在初中英語八種時(shí)態(tài)中的領(lǐng)導(dǎo)作用

中圖分類號：G633.41 文獻(xiàn)標(biāo)識碼：B 文章編號：1672-1578（2016）01-0143-01

英語中的時(shí)態(tài)比較復(fù)雜，它不像漢語用"著、了、過"三個(gè)字就把時(shí)態(tài)的含義表現(xiàn)的淋漓盡致。英語中的時(shí)態(tài)變化根據(jù)時(shí)間分為現(xiàn)在、將來和過去將來；根據(jù)動作方式分為一般現(xiàn)時(shí)、進(jìn)行時(shí)、完成時(shí)和完成進(jìn)行時(shí)。兩種分類結(jié)合便產(chǎn)生了十六種時(shí)態(tài)，而在這十六種時(shí)態(tài)中，初中階段占有八種時(shí)態(tài)。

對于初中的學(xué)生而言，學(xué)習(xí)時(shí)態(tài)是一件困難而又乏味的事情。主要是時(shí)態(tài)根據(jù)語境是千變?nèi)f化的，英語的動詞時(shí)態(tài)這一語法現(xiàn)象與我們母語的語法差別較大，學(xué)起來也較乏味。而且和中文表達(dá)方式的差別增加了學(xué)習(xí)的難度，尤其是有些時(shí)態(tài)構(gòu)成是復(fù)雜的，更讓"時(shí)態(tài)"二字在初中英語學(xué)習(xí)中顯得尤為恐怖。下面列舉兩種時(shí)態(tài)進(jìn)行說明。

1.一般現(xiàn)在時(shí)

1.1 概念：一般現(xiàn)在時(shí)的基本用法有四種。（1）表示現(xiàn)在的狀況，如Mr. Green has two children；（2）表示主語所具備的性格或能力，如Ann enjoys listening to the radio. Miss White speaks Chinese very well； （3）表示經(jīng)常性、習(xí)慣性或反復(fù)出現(xiàn)的動作或狀態(tài)，如I usually rest on Sundays. Mr. Brown always gets up early. LiLei goes to see Uncle Wang once a month；（4）表示客觀事實(shí)和普遍真理，如It never snows in Australia in December. Light travels faster than sound。

1.2 結(jié)構(gòu)：一般現(xiàn)在時(shí)的結(jié)構(gòu)在一般情況下用動詞原形，當(dāng)主語是第三人稱單數(shù)時(shí)，謂語動詞也要相應(yīng)變成單數(shù)形式，其否定式、疑問式要加助動詞do或does。例如：Miss Gao teaches us English. Does your mother work in a factory？

1.3 標(biāo)志：一般現(xiàn)在時(shí)常與下列表示頻率的副詞或短語連用：always， usually， often， sometimes， seldom， never， twice a week， on Sundays等。

2.現(xiàn)在完成時(shí)

2.1 概念：基本用法有兩種。（1）表示過去發(fā)生的動作對現(xiàn)在造成的影響或結(jié)果。（2）表示從過去已經(jīng)開始，持續(xù)到現(xiàn)在的動作或狀態(tài)，常與表示一段時(shí)間的狀語連用。

2.2 結(jié)構(gòu)：助動詞have（has）+動詞的過去分詞。

2.3 標(biāo)志：用法（1）常與下列詞語連用：already， yet， just， ever， never， before， recently等；用法（2）常與"since+時(shí)間點(diǎn)"或"for+時(shí)間段"所構(gòu)成的表示一段時(shí)間的狀語連用，也可與包括"現(xiàn)在"在內(nèi)的表示一段時(shí)間的狀語連用，如this morning， these days等。

其他幾種時(shí)態(tài)不再一一列舉。從以上列舉的兩種時(shí)態(tài)我們可以更清楚地知道初中學(xué)生學(xué)習(xí)時(shí)態(tài)的不易，對他們來說，熟練掌握時(shí)態(tài)是比較困難的。我認(rèn)為，要想讓學(xué)生學(xué)好時(shí)態(tài)，首先要讓他們掌握最基本的一種時(shí)態(tài)，也就是一般現(xiàn)在時(shí)。一般現(xiàn)在時(shí)態(tài)在十六種時(shí)態(tài)中是最基本也是應(yīng)用最廣泛的時(shí)態(tài)，它是一切時(shí)態(tài)的基礎(chǔ)。這就要求老師給學(xué)生講解此種時(shí)態(tài)時(shí)一定要脈絡(luò)清晰，淺顯易懂。比如用以下的講解途徑：

2.3.1 首先要告訴學(xué)生什么是一般現(xiàn)在時(shí)，也就是它的概念。一般現(xiàn)在時(shí)表示經(jīng)常發(fā)生或習(xí)慣性的動作或狀態(tài)，一定要舉例說明。

-Can I join your club. Dad？ 我能加入你的俱樂部嗎，爸爸？

-You can when you get a bit older.等你長大了就可以。

- Can I help you， sir？ 你需要幫忙么？

-Yes， I bought this radio here yesterday， but it desn't work.是的，我昨天在這里買的這臺收音機(jī)，但它壞了。

2.3.2 在學(xué)生明白什么是一般現(xiàn)在時(shí)態(tài)后，再來將事態(tài)的構(gòu)成。一定要分層次和步驟來分別介紹，先介紹be動詞構(gòu)成的一般現(xiàn)在時(shí)，再介紹行為動詞構(gòu)成一般現(xiàn)在時(shí)態(tài)的方法。在學(xué)生知道了基本構(gòu)成方法后，再逐步交接第三人稱單數(shù)在一般現(xiàn)在時(shí)態(tài)中的變化方法。下面是我的課堂示例：

一般現(xiàn)在時(shí)的構(gòu)成

（1）be動詞：主語+ be（am ，is， are） +其它。如：

I am a boy.我是一個(gè)男孩。

（2）行為動詞：主語+ 行為動詞+ 其它。如：

We study English.我們學(xué)習(xí)英語。

其中，對學(xué)生一定要講清楚"什么是第三人稱單數(shù)"這一關(guān)鍵點(diǎn)，明確"第三人稱和單數(shù)"兩個(gè)條件同時(shí)具備才可成為"單三"。只有把這樣的關(guān)鍵點(diǎn)給學(xué)生解釋清楚，我想學(xué)生對一般現(xiàn)在時(shí)態(tài)的掌握一定會更為輕松。當(dāng)然了，在講完一般現(xiàn)在時(shí)態(tài)中行為動詞的第三人稱單數(shù)形式后，一定要強(qiáng)調(diào)其變化規(guī)則，比如：

篇9

一、重點(diǎn)：用法

一般現(xiàn)在時(shí)最基本的用法是表示經(jīng)常發(fā)生的或習(xí)慣性的動作，還可表示人或事物的特征、能力，以及客觀事實(shí)、普遍真理等。此外，一般現(xiàn)在時(shí)還有一些特殊用法：

（1）一般現(xiàn)在時(shí)可以表示按規(guī)定、計(jì)劃或安排將要發(fā)生的動作，常見的動詞有g(shù)o， leave， come， start， arrive等。例如：

They start tomorrow afternoon.

他們明天下午動身。

（2）在時(shí)間狀語從句和條件狀語從句中，常用一般現(xiàn)在時(shí)代替將來時(shí)。例如：

If it is fine tomorrow， we will go to the countryside.

如果明天天氣好的話，我們將會去鄉(xiāng)下。

一般現(xiàn)在時(shí)也常用于戲劇、電影的舞臺說明及旁白，還可用于體育比賽的解說。一些科普文章、說明文等也多用一般現(xiàn)在時(shí)。

二、難點(diǎn)：判斷

我們知道，常與一般現(xiàn)在時(shí)連用的時(shí)間狀語有always， often， usually， sometimes， every day / week / year， in the morning / afternoon / evening， on Sundays/ Mondays等，這都是一般現(xiàn)在時(shí)的標(biāo)志詞。不過，判斷一個(gè)句子該使用何種時(shí)態(tài)，最重要的依據(jù)就是根據(jù)句意或上下文看看它是否符合該時(shí)態(tài)的用法。如always除了可以和一般現(xiàn)在時(shí)連用外，還可以用于現(xiàn)在進(jìn)行時(shí)。例如：

Liu Hai always helps Granny Wang with her housework.

劉海一直幫王奶奶做家務(wù)。

Jim is always working hard at school.

吉姆在學(xué)校總是很努力學(xué)習(xí)。

三、疑點(diǎn)：運(yùn)用

英語中一種時(shí)態(tài)構(gòu)成的關(guān)鍵是看它的謂語動詞，同一個(gè)動詞在不同的時(shí)態(tài)中的形式也不同。一般現(xiàn)在時(shí)的謂語動詞的構(gòu)成有三種情況：

（1）be動詞用am， is， are；

（2）實(shí)義動詞用原形或第三人稱單數(shù)形式；

（3）情態(tài)動詞后接動詞原形。例如：

This is a map of China. / We often watch TV. / She likes English very much./ He can speak a little English.

若主語是第三人稱單數(shù)，在否定句和疑問句中，謂語動詞第三人稱單數(shù)形式要恢復(fù)為原形，其助動詞要用does。例如：

What time does Liu Ping get up every day?

劉平每天幾點(diǎn)起床？

在一般現(xiàn)在時(shí)中，副詞often， usually， always等通常位于實(shí)義動詞前面；sometimes比較靈活，位于句首、句中、句尾均可。例如：

He usually reads books in the morning.

他通常在早晨讀書。

Sometimes they have their lunch at school.

有時(shí)他們在學(xué)校吃午飯。

此外，還應(yīng)注意動詞第三人稱單數(shù)形式的構(gòu)成，一般情況下，只在動詞詞尾加-s即可；若詞尾是-o， -s， -x， -ch， -sh時(shí)，必須在詞尾加-es；若詞尾是輔音字母加y時(shí)，則把y變?yōu)閕，再加-es。例如：work―works； teach―teaches; study―studies等。

一般現(xiàn)在時(shí)的重、難、疑點(diǎn)也是各類考試的考點(diǎn)。咱們在下面的練習(xí)中再練練手吧！

[跟蹤檢測]

一、用括號內(nèi)所給動詞的適當(dāng)形式填空。

1. ―What time _____ Tom usually _____(get) up?

―He usually_____(get) up at half past six.

2. Lucyoften _____ (have) lunchatschool. Sometimesshe _____ (have) lunch at home.

3. ―What _____ your father _____ (do)?

―He is a driver.

4. Liu Ming _____ (read) English in the morning.

5. My father is always very busy. He _____ ( sleep) only six hours every night.

二、改錯(cuò)。

1. Jack watchs TV at home every evening.

2. Does Tom has any classes on Saturday morning?

3. ―Do you like playing football? ―Yes， I like.

4. Bill doesn’t his homework in the evening.

三、句型轉(zhuǎn)換。

1. They go to school every day. (改為否定句)

They _____ _____ to school every day.

2. He has dinner at school. (改為否定句)

He _____ _____ dinner at school.

3. I like playing football very much. （用he代替I 作主語改寫句子）

_____ _____ playing football very much.

4. She often has a cake. （將主語改為復(fù)數(shù)形式）

_____ often _____ somecakes.

5. Sam never listens to music. （改為肯定陳述句）

Sam _____ _____ to music.

Key：

一、1. does， get， gets2. has， has3. does， do 4. reads 5. sleeps

二、1. watchs watches 2. has have 3. Yes， I like Yes， I do

4. doesn’t doesn’t do

篇10

現(xiàn)在完成時(shí)由“助動詞 have + 過去分詞”構(gòu)成｡當(dāng)主語是第三人稱單數(shù)時(shí),助動詞要用 have 的第三人稱單數(shù)形式 has,主語為其余人稱,無論是單數(shù)還是復(fù)數(shù),助動詞一律用 have｡其縮略式分別為’s或’ve｡

二､ 現(xiàn)在完成時(shí)的用法

1. 表示發(fā)生在過去的某一動作對現(xiàn)在造成的影響或結(jié)果｡例如:

I have finished reading the book. 我讀完了這本書｡(讀書這一動作發(fā)生在過去,對現(xiàn)在造成的影響是:我知道了書的內(nèi)容｡)

2. 表示過去發(fā)生的某一動作或存在的狀態(tài)一直持續(xù)到現(xiàn)在｡此時(shí),謂語動詞多為延續(xù)性動詞,它可以和表示從過去某一時(shí)刻延續(xù)到現(xiàn)在(包括“現(xiàn)在”在內(nèi))的一段時(shí)間的狀語連用｡例如:

I have been here for three years. 我來這里三年了｡

We have lived here since we were born. 自從出生以來,我們一直住在這里｡

當(dāng)謂語動詞為非延續(xù)性動詞時(shí),其現(xiàn)在完成時(shí)的否定形式也可以和表示一段時(shí)間的狀語連用｡例如:

We haven’t seen her for a year. 我們一年沒有看到她了｡

三､ 與現(xiàn)在完成時(shí)連用的副詞

與現(xiàn)在完成時(shí)連用的常見副詞有 already, just, yet, ever, never 等｡ already, just 多用于肯定句中; yet, ever, never 多用于否定句和疑問句中｡例如:

I have already seen the film. 我已經(jīng)看過這部電影了｡

I’ve just copied all the new words. 我剛抄完所有的生詞｡

―Have you got ready yet? 你準(zhǔn)備好了嗎?

―No, not yet! 還沒呢!

Have you ever spoken to a foreigner? 你同外國人講過話嗎?

I have never done such a thing. 我從來沒有做過這樣的事｡

四､ 與現(xiàn)在完成時(shí)連用的時(shí)間狀語

與現(xiàn)在完成時(shí)連用的時(shí)間狀語有“for + 一段時(shí)間”,“since + 時(shí)間點(diǎn)/謂語動詞為一般過去時(shí)的句子”,“in the past/last + 一段時(shí)間”, so far, up to now, all these days 等｡例如:

He has been away for two months. 他已經(jīng)離開兩個(gè)月了｡

He has been an English teacher since 1995. 自從1995年以來,他一直當(dāng)英語教師｡

Mr Green has been at this school since he came to China. 自從格林先生到中國以來,就一直在這所學(xué)校(任教)｡

He has been in America in the past/last few years. 在過去的幾年里,他一直呆在美國｡

He has been her good friend so far. 到目前為止,他一直是她的好朋友｡

五､ 注意 have/has been to 和 have/has gone to 的區(qū)別

have/has been to 和 have/has gone to 后面都可以接表示地點(diǎn)的名詞,但意義不同｡前者意為“(某人)曾經(jīng)去過某地”;后者意為“(某人)去某地了”,現(xiàn)在或許到達(dá)了目的地,或者在途中｡主語多為第三人稱｡例如:

―Have you ever been to Hainan? 你曾經(jīng)去過海南嗎?