初中英語語法

　　語法有兩個含義，指語法結構規(guī)律本身，即語法事實。下面是學習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…,天天都要學英語，真是讓人感嘆，不過更要命的是，如果感嘆句都沒有學好，連用英語感嘆一下都會很困難，偶豈不要悶在心中，時間長了，更會郁郁成疾。

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

　　1.由what引導，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)+復數(shù)可數(shù)名詞+主語+謂語+…如：

　　What good students they are!他們真是好學生!

　　(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，常有以下幾類：

　　(1)How+形容詞+(主語+系動詞)!如：

　　How cold it is today!今天真冷啊!

　　(2)How+副詞+(主語+實義動詞)!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:感嘆句在表示激動強烈的感情時，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。)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詞需用be的現(xiàn)在時，且常用否定形式。如： What a clever boy, isn't he? What a lovely day, isn't it?

　　在英語學習中，感嘆句是頗為簡單的一個語法知識點，基本上稍微用點心，當武當派掌門“感嘆掌”襲來時，把它推回去那是絕對沒有問題的。如果不把它學好，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。基本上就是必須要知道的，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 + 不同的謂語結構”。英文的謂語動詞分兩大類：一類是系動詞;另一類是實義動詞。由系動詞構成的謂語只有一種，由實義動詞構成的謂語則有四種，從而就有了五種英文基本句型：

　　一、主語-系動詞-表語 (SVC)

　　該句型中的謂語動詞是系動詞。系動詞后接的部分可稱為表語，也可稱為(主語)補足語，主語補足語這一部分的主要功能是對主語進行說明、補充。英文中的系動詞主要指Be動詞的各種變化形式，也包括那些有時起系動詞作用的實義動詞。此類動詞常見的有：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-動詞 (SV)

　　該句型中的謂語動詞是不及物動詞，沒有直接賓語;但常帶有時間、地點、方式等狀語。

　　三、主語-動詞-賓語 (SVO)

　　該句型中的謂語動詞是及物動詞，那么它必須帶有自己的賓語。在英文中，當一個動詞(包括單個動詞和動詞短語)作及物動詞用時，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，才會省去。)，否則會視為“句子不完整”。

　　四、主語-動詞-賓語-賓語 (SVOO)

　　該句型中的謂語動詞后接兩個賓語：前一個賓語稱為“間接賓語”，多由代詞或名詞充當;后一個賓語稱為“直接賓語”，往往由名詞充當。常見的這類謂語動詞有： 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-動詞-賓語-賓語補足語 (SVOC)

　　該句型表示：有些及物動詞的后面有時常帶復合賓語結構(即：賓語 + 賓語補足語)。其中，賓語補足語是對賓語“做什么”、“怎么樣”等方面進行補充說明，從意義和結構上來說是必不可少。在這一結構中，賓語和謂語動詞是“動賓關系”，而賓語和其補足語在邏輯上卻是“主謂關系”。賓語補足語可由名詞、形容詞、動詞不定式、分詞或介詞短語擔當。帶復合賓語結構的常見及物動詞有： 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(請求，要求) , cause(使得) , consider(認為) , expect(預期) , know(知道) , tell(告訴) , think(想，認為) , want(想要) , wish(希望) ,listen to(聽) , look at(看，瞧)等等。

　　基本句型掌握后，其他復雜點的句型都是來源于這五種句型。