Summary of high school English grammar knowledge

1. Non-predicate verbs

"Non-predicate verbs" can be divided into verb infinitives, gerunds and participles. It has many functions in sentences: in addition to not being a predicate, it can serve as subject, object, predicate, attributive, adverbial and compound object (subject complement or object complement). Some transitive verbs are followed by an infinitive without to as a compound object. These verbs are summarized as follows: feel. The second is to hear (hear, listen to), the third is to give (have, 1et, make), and the fourth is to see (see, watch, notice, observe). Plus help somebody(to)do something and the American English look at somebody do somthing. There are also "two concessions" that are special: get somebody to do something and keep somebody doing. Some transitive verbs are followed by a gerund (the -ing form) as an object. These verbs are summed up in one sentence: Papa C makes friends. This is composed of the first letters of the following verbs: permit, advise, practise, avoid, consider, mind, allow, keep, enjoy, suggest, finish, risk, imagine, escape, need, delay, stand (endure). In order to make it easy to remember, you can also make it into a jingle: "It is allowed to complete the exercise, it is recommended to avoid taking risks, consider delaying escape, like to keep imagination, and it is necessary to oppose endurance." The corresponding verbs are: permit/allow, finish, practice;

advise/suggest, avoid, risk: consider, delay, escape/miss; enjoy/appreciate, keep, imagine; need/want / require, mind. can't help/can't stand.

2. Compound Sentences

1. What students are most likely to confuse is the difference between attributive clauses and appositive clauses.

For example: A. The news that our team has won the match is true． (appositive clause)

B. The news that he told us surprised everybody here. (attributive clause)

The key difference lies in the connecting or relative pronoun that: the meaningful one is the attributive, the meaningless one is the apposition. Because the "that" that introduces the attributive clause serves as the subject or object in the clause, while the "that" that introduces the appositive clause only functions as a connective.

2. The next thing that is easily confused is the relative pronouns that and which that guide the attributive clause: that is preceded by indefinite (pronoun), ordinal (word), (adjective) superlative: which is preceded by a prepositional phrase and a comma (non-limiting).

For example: A. All that we have to do is to practice every day.

B. The first lesson that I learned will never be forgotten．

C. I have lost my pen, which I like very much.

D. The house in front of which there is a garden is my home．

3. Usage of It

1. In addition to replacing people and things, It can also be used as a formal subject. The real subject (infinitive, gerund or clause) is placed after the predicate or predicate.

For example: It is nor easy to finish the work in two days.

However, there are a few predicatives followed by a gerund as the real subject. These expressions are: no help, no use, no good; hard work, a waste of time, and a danger.

For example: A. It is no use crying over spilled milk.

B. It is a waste of time waiting for him．

2. It can also be used as a formal object. Usually the following verbs can be followed by it as the formal object: 2f2tcjm (find, feel, think, take, consider, judge, make).

For example: A. He made it clear that he was not interested in this subject.

B. I think it no use arguing with him.

3. It is used to emphasize sentence patterns. To emphasize a certain part of the sentence (subject, object, adverbial), you can use it as the antecedent. The structure of this sentence is: It is (was) the emphasized part that (who) the rest of the sentence.

For example: A. It iS Professor Lin who teaches us English—(emphasis on the subject)

B. It was in Shanghai that l saw the film.—(emphasis on the adverbial)

p>

C. It was in 1990 that I worked in the factory. (Same as above)

But we should pay attention to the difference with attributive clauses.

For example: D. It was 1990 when I worked in the factory. (attributive clause)

In the emphatic sentence pattern, we remove the emphatic structure It is (was)...that, and the sentence is still complete. Such as example sentence C. But example sentence D cannot.

4. Inversion structure

Students are easily confused between full inversion and partial inversion. How to distinguish them, make up a jingle: the adv. (adv.) and introduction (prep.) are all inverted in advance, and some other sentence patterns are inverted; negation is inverted in auxiliary in advance, and adverbials of concession are inverted in predicative form; compound sentence patterns are inverted into main clauses, not

Inversion is special.

Here are some examples:

A. Here comes the bus. (Adverb in advance, full inversion)

B. Here he comes. (Pronoun as subject, no inversion)

C. In front of the house lies a garden. (Preposition Phrase in advance, full inversion)

D. Never shall I do this again. (Negative word in advance, part inversion)

E. Young as he is, he knows a lot .(adverbial clause of concession, predicative inversion)

F. Only when he told me did I realize what trouble he was in． (only modifies the adverbial, inverts the main clause)

G. Only he can save the patient. (only modifies the subject. Does not invert)

H. Not only will help be given to people, but also medical treatment will be provided. (negative word in advance, part inversion)

I. Not only he but also we like sports. (connecting two subjects, no inversion)

p>

5. Subjunctive mood

Subjunctive mood is also a difficulty. The so-called subjunctive mood expresses the speaker's wishes, assumptions, guesses or suggestions, but does not express objective facts. It is expressed by a special form of the predicate verb of the sentence. Now it can be summarized as follows: pure hypothesis, use subjunctive, verb tense is reduced one level: conditional sentence, divided into subject and subordination, add would (should, could, might) before the predicate of the main clause; express wish, use subjunctive, wish is followed by object (clause) ): present past and future, the verb tense is reduced one level: to make suggestions, use the subjunctive, the object (clause) verb uses (should) do: two suggestions, three requirements, plus insistence and command (suggest, advise, demand, require) , request, insist, order): It is time and eoukd rather, followed by the cluster clause with dummy: in some subject clauses, the predicate uses dummy structure (It is necessry /important/natural/natural/strange/strange that...should do ).

Here are some examples:

A. If you came tomorrow, we would have the metting. (subjunctive conditional)

B. Without air, there would be no living things. (Same as above) )

C. We wish we had arrived there two hours earlier. (virtual expression of wish)

D. He demanded that we (should)start right away. (virtual expression of suggestion)

E. It is (high) time that we left (should leave) now． (Special clause dummy)

F. I would rather you gave me the book. (Same as above)

G. It is necessary that we should clean the room everyday, (subject clause dummy)

H. He speaks English so fluently as if he were English. (Special clause dummy)

In short, grammar is a rule summarized from language practice. You must look for rules while learning to improve learning efficiency. When studying, you should not just memorize some grammar rules, but also practice them. Through practice, mistakes can be discovered and corrected, and it is helpful to consolidate the knowledge learned.