Review and summary of grammar knowledge points in the first volume of senior two English.

1) the usage of leaving

1. "Leaving+Location" means "Leaving a Location". For example:

When did you leave Shanghai? When did you leave Shanghai?

2. "Leave for a place" means "Leave for a place". For example:

Alice is going to London next Friday. Alice will go to London next Friday.

3. "Leave+land+change+land" means "leave one place for another". For example:

Why did you leave Shanghai for Beijing? Why did you leave Shanghai for Beijing?

2) Learn to use the modal verb should.

As a modal verb, Should often expresses surprise, surprise, incomprehension, etc. It means "unexpected", such as how should I know? How should I know?

Why are you late today? Why did you come so late today?

Should sometimes means something that should be done or happened, for example:

We should help each other. We should help each other.

Pay attention to the following points when using:

1. is used to express the concept of "should" or "should not". Often refers to the elders teaching or blaming the younger generation. For example:

You should be innocent. You should wash your hands before you come.

2. Used to put forward opinions to convince others. For example:

If you don't feel well, you should see a doctor. If you don't feel well, you should see a doctor.

3. Used to express possibility. This usage of should is one of the test sites that often appear in exams. For example:

We should arrive before dinner. We will arrive before dinner.

She should be here any minute. She may come at any moment.

3) What ... what to use ...

1.what and which are interrogative pronouns, both of which can refer to people or things, but what is only used to ask about occupation. What does your father do? What does your father do?

This sentence is equivalent to:

What does your father do?

Refers to people in a specific range. For example:

Which one is Peter? Which one is Pete?

-The boy behind Mary. The boy behind Mary.

2. What ...? It is a general term, and its scope is unlimited; Which one ... it refers to a limited range of things. For example:

What's your favorite color? (All colors) What color do you like best?

Which color do you like best, blue, green or yellow?

What color do you like best? (with specific scope)

3. After what and which, you can take commands, plural nouns and uncountable nouns. For example:

Which pictures are from China? Which pictures are from China?

4) The position of frequency adverbs

1. Common frequency adverbs are as follows:

Always (always, always)

Usually (usually)

Often (often, often)

Sometimes (sometimes)

Never (never)

2. The position of frequency adverbs:

A. put it after a connecting verb, an auxiliary verb or a modal verb. For example:

David is often late for school.

B. put it before the action verb. For example:

We actually go to school at 7: 10 every day. We often go to school at 7: 10 every day. Some frequency adverbs can be placed at the beginning or end of a sentence to show emphasis. For example:

Sometimes I walk home, and sometimes I ride a bike.

When 3.never is placed at the beginning of a sentence, the subject and predicate verbs should be reversed. For example:

I have never been there. I have never been there.

5) Every day and every day

1. Do adverbial every day and translate it into "every day". For example:

We go to school at 7: 10 every day.

I decided to read English every day.

Everyday is an attribute, which translates as "everyday".

After dinner, she watches everyday English on TV.

What are your daily activities? What are your daily activities?

6) What is an auxiliary verb?

1. Words that help active words form predicate verb phrases are called auxiliary verbs. Auxiliary verbs are called active words. Auxiliary verbs are meaningless and cannot be used alone. For example:

He does not like English. He does not like English.

(not is an auxiliary verb and has no meaning; Like is the main verb.

2. Auxiliary verbs help active words to complete the following functions, which can be used to:

A. express tenses, such as:

He is singing. He is singing.

He's married. He's married.

B. express sounds, such as:

He was sent to England. He was sent to England.

C. formal issues, such as:

Do you like college life? Do you like college life?

Did you learn English before you came here? Did you learn English before you came here?

D. Used with the negative adverb not to form a negative sentence, for example:

I don't like him. I don't like him.

E. strengthen the tone, such as:

Be sure to come to the party tomorrow night. Be sure to come to the party tomorrow night.

He does know. He does know.

3. The most commonly used auxiliary verbs are: be, have, do, shall, will, should and would.

7) Forget what to do and remember what to do.

1. Forgot to do something (didn't do it); Forget to do sth.

The light in the office is still on. He forgot to turn it off.

The light in the office is still on, and it forgot to turn it off. (Leave the light on)

He forgot to turn off the light.

He forgot that he had turned off the light. (The light has been turned off)

Don't forget to come tomorrow.

Don't forget to come tomorrow. (The upcoming action has not yet been completed)

Typical example

The light in the office is still on.

Oh, I forgot.

A. turn it off

C. turn it off

Answer: C. It can be seen from the fact that the light is still on, that is, the action of turning off the light has not happened, so we have to forget to do something. Forget the fact that the light has been turned off. This doesn't fit the meaning of the question.

2. Remember to do remember to do something (didn't do it);

Remember to do sth. Remember to do sth.

Remember to go to the post office after school. Remember to go to the post office after school.

Don't you remember seeing this man before? Don't you remember seeing that man before?

This is for someone. This is for someone.

For sb Adjectives that are often used to express the characteristics of things and express objective forms, such as:

Easy, difficult, difficult, interesting, impossible, etc.;

It is difficult for him to learn two languages. It is difficult for him to learn two foreign languages.

2. Generally, adjectives are used to express personality, morality and subjective feelings or attitudes. Such as: good, kind, good, smart, stupid, right.

It is very kind of you to help me. It is very kind of you to help me.

3.3. Distinguishing method between for and of:

Use the pronoun after the preposition as the subject and the adjective before the preposition as the predicate to make sentences. If it is reasonable to use of, it is unreasonable to use for. For example:

You're so good. Fluent, so use it.

He works hard. It is difficult for people to get through, so use for. )

9) Questions about two sentences

The new target English tends to cancel the underlined sentence in the proposition, and the current practice is to ask one sentence freely. For example:

The boy in blue has three pens.

Question: 1. Who has three pens?

2. Which boy has three pens?

3. What does the boy in blue have?

How many pens does the boy in blue have?

Obviously, students answer from more angles, which also reflects the flexibility of the exam. He naturally goes to the park with his friends at eight o'clock on Sunday.

Question: 1. Who will go to the park with friends at eight o'clock on Sunday?

2. Where does he usually go with his friends at eight o'clock on Sunday?

What does he usually do with his friends at eight o'clock on Sunday?

Who does he usually go to the park with at eight o'clock on Sunday?

When does he usually go to the park with his friends on Sunday?

When does he usually go to the park with his friends?

10) so, so and the use of indefinite articles

1.so is used with indefinite articles a and an, and the structure is "so+ adjective +a/an+ noun". For example:

He is such an interesting boy.

Jim has such a big house.

2. This is used with indefinite articles A and an, and the structure is "this +a/an+ adjective+noun". The weather is really nice.

That is such an interesting story.

Several situations of using -ing participle

1. continuous tense. For example:

He is watching TV in his room.

They were dancing at nine o'clock last night.

2. There is a structure there. For example:

There is a boy swimming in the river.

3. In the happiness/problem structure. For example:

We are very happy to learn English this term.

They have difficulty in reaching the top of the mountain.

4. After the preposition. For example:

Thank you for helping me.

Are you good at playing basketball?

5. In the following structure:

Enjoy doing sth. Be willing to do sth.

Finish sth. Finish sth.

Want to do sth.

Stop doing sth.

Forget to do sth. Forget to do sth.

Go on doing sth. Go on doing sth.

Remember doing something. Remember doing something.

Enjoy doing sth.

Let someone do something.

Find someone doing something.

To see/hear/see someone do sth.

See/hear/see sb do sth.

Try to do sth. Try to do sth.

Need to do something.

Would rather do sth.

Mind doing sth.

Miss doing sth. Miss doing sth.

Practice doing sth.

Be busy doing sth.

Can't help doing sth.

12) Singularity in English

1. The third person singular form of the subject can be replaced by "he, she, it". He, she, it, my friend, his teacher, our classroom, Tom, Mary's uncle.

2 nouns include singular nouns and plural nouns. For example:

Man (singular)-man (plural)-banana (singular)-banana (plural)

3. Verbs have prototype, third person singular form, -ing participle, past tense and past participle. For example: go-go-go-go-go-go.

Work work work work work work.

Watch-watch-watch-watch-watch-watch

When the subject is the third person singular, the predicate verb must be the corresponding third person singular form. Boys want to be sales assistants.

Our English teacher is from America.

Their daughter cooks her own breakfast.

13) Several forms of noun plural

The composition of noun plural can be divided into two kinds: regular change and irregular change.

Regular changes of noun plural

1. Add -s after general nouns. For example:

Pear-pear hamburger-hamburger

Desk-desk tree-tree

2. Nouns ending with the letters -s, -sh, -ch and -x end with -es. For example:

Class-class cuisine-cuisine

Watch-watch box-box

3. Some nouns end with the letter -o and -es. For example:

Potato potato tomato tomato

Black-black hero-hero

4. For nouns ending in consonants and -y, change -y to -i, and then add -es. For example:

Family-family dictionary-dictionary

City-city-country-country

5. For nouns ending with the letter -f or -fe, change -f or -fe to -v and then add -es. For example:

Half leaf-leaf

Thief-thief knife-knife

Wife's ego

Life-life wolf-wolf

Shelf shelf bread

But:

Scarf-scarf (fes) roof-roof

Serf-Serf Bay

Chief-chief evidence-evidence

Faith-faith

Irregular changes of noun plural

1. Change -oo to-ee. For example:

Foot-foot-tooth-tooth

2. Replace-person with-person. For example:

Men, men, women, women

Police-police postman-postman

3. Add a suffix. For example:

Children.-children

4. Homomorphism of simple numbers and complex numbers. For example:

Sheep-sheep deer-deer

Fish-fish man-man

5. The singular and plural changes of "someone". That is, "China, Japan and Switzerland remain unchanged, Britain and France remain unchanged, and other countries add -s at the end." Such as: China-China-Japanese-Japanese Swiss-Swiss.

English-English-French-French

Australian American

Canadian Canadian Korean Korean

Russians, Russians, Indians, Indians

6. others. For example:

Rat-rat

Apple tree-apple tree

Male teacher-male teacher

14) -ing participle with double final letters.

The following are common in junior high schools:

1. Let→ Let let fight → Fight.

Cut → cut, cut → get, get.