First grade English grammar summary

First grade English grammar summary

Hello, boys and girls. I am the general present, do you want to know my story? Let me tell you! First, introduce my skills. My skills are threefold: 1. Representing the characteristics and state of a thing or person. Such as: The sky is blue. The sky is blue. 2. Indicates regular or habitual actions. I get up at six every day. I get up at six every day. 3. Indicates objective reality. Such as: The earth goes around the sun. The earth turns around the sun.

Second, please look at my face - constitute:

1. be verb: subject + be + other. Such as:

I am a boy. I am a boy.

2. Behavioral verbs: subject + behavioral verbs. Such as:

We study English. We study English.

When the subject is a third person singular, add "-s" or "-es" to the verb. Such as: Mary likes Chinese. Mary likes Chinese.

Third, my changes - negative sentences, general questions, special questions:

1. The change of the verb.

Negative sentence: subject + be + not + other.

Such as: He is not a worker. He is not a worker.

General question: Be + subject + other.

Such as: -Are you a student?

-Yes. I am. / No, I'm not.

Special questions: question words + general questions. Such as: Where is my bike?

2. Changes in behavioral verbs.

Negative sentence: subject + don't + verb prototype. Such as:

I don't like bread.

When the subject is a third person singular, use nosn't to form a negative sentence. Such as:

He doesn't often play.

General question: Do + subject + verb prototype + other. Such as:

- Do you often play football?

- Yes, I do. / No, I don't.

When the subject is a third person singular, use does to form a general question. Such as:

- Does she go to work by bike?

- Yes, she does. / No, she doesn't.

Special questions: question words + general questions. Such as: How does your father go to work?

Children, when you see me next time, don't forget that I am "general present time"! See you next time!

First grade English grammar summary

a) Add s at the end. Such as: fathers, books, Americans, Germans, apples, bananas

2) x, sh, ch, s, tch followed by es. Such as: boxes, glasses, dresses, watches, wishes, faxes

c) 1) Change the y ending with the consonant letter plus y to i and add es such as: baby-babies, family-families, duty-duties, comedy- comedies, documentary-documentaries, story-stories

2) Add s directly to the vowel and y. Such as: day-days, boy-boys, toy-toys, key-keys, ways

d) End with o and add s. Such as: radios, photos, but if the consonant plus o plus es: such as: tomatoes, potatoes

5) The variable f ending in f or fe is v plus es. Such as: knife-knives, wife-wives, half-halves, shelf-shelves, leaf-leaves, yourself-yourselves

6) The same number of singular and plural: fish, sheep, deer deer, Chinese, Japanese

VII) Generally only plural, there are no singular: people, pants, shorts, shoes, glasses, gloves, clothes, socks

VIII) The word form is unchanged, either singular or plural: police police station, police, class class, classmate, family, family member

IX) The complex plural is generally only the main noun, and the majority is the latter word. Such as: action movie-action movies, pen pal-pen pals; but if the complex number of synthetic words composed of man or woman is also a plural. Such as: man doctor-men doctors, woman teacher-women teachers

X) Some singular and plural meanings are different. Such as: fish fishes fish species, paper papers newspapers, papers, papers, work work works, factories, glass glass glasses, glasses, orange orange water oranges oranges, light rays lights lights, people peoples nationality, time Time times, times, chicken chicken chickens chick

XI) The plural of a single letter can be directly added to s or 's in two forms. Such as: Is, Ks. But if it is an acronym, only s is added. Such as: IDs, VCDs, SARs

Twelve) Special forms are: child-children, man-men, woman-women, foot-feet, mouse-mice, policeman-policemen, Englishman-Englishmen

B) Noun grid

When we want to express something or someone, we need to use the possessive form. The composition is as follows:

a) The singular is followed by 's. Such as: brother's, Mike's, teacher's

b) The plural ends with s and is added directly after s. If it is not terminated with s, it is treated as if it were singular. Such as: Teachers' Day Teacher's Day, classmates'; Children's Day, Days, Women's Day, March 8

c) When and by the parallel nouns, if the same person or thing is common, only the last 's is added, but they are treated separately in singular form when they are owned separately. Such as: Mike and Ben's room Mike and Ben's room, Mike's and Ben's rooms Mike and Ben's room

2, pronoun

Project pronouns, pronouns, pronouns, reflexive pronouns

Noun character

First person singular I me my mine myself

We us our ours ourselves

Second person, you you your yours

You you your yours yourselves

Third person singular she her her her she

He him his his himself

It it its its this that itself

They are theirs their owns

3, verbs

A) Third person singular

When the verb is a third person singular, the verb should be s like the singular variation of the noun, as follows:

a) Generally add s after the word. Such as: comes, spells, waits, talks, sees, dances, trains

b) Add es after x, sh, ch, s, tch. Such as: watches, washes, wishes, finishes

c) 1) Change the y ending with the consonant letter plus y to i and add es. Such as: study-studies, hurry-hurries, try-tries

2) Add s directly to the vowel and y. Such as: plays, says, stays, enjoys, buys

d) End with o and add es. Such as: does, goes

5) Special: are-is, have-has

B) Present participle

When we say that someone is doing something, the verb is to use the participle form, not the original form, which is composed as follows:

a) Generally add ing afterwards. Such as: spell-spelling, sing-singing, see-seeing, train-training, play-playing,

Hurry-hurrying, watch-watching, go-going, do-doing

b) Remove e and add ing at the end of the unvoiced e. Such as: dance-dancing, wake-waking, take-taking,

Practice-practicing, write-writing, have-having

c) To reread the end of the closed syllable and a vowel + a consonant to double the last consonant and add ing. Such as: put-putting, run-running, get-getting,

Let-letting, begin-beginning

4) Change the ie ending with ie to y and add ing. Such as: tie-tying is die-dying dead lie-lying is located

4, the level of adjectives

When comparing two or more people or things, we use the comparative or superlative form. The composition is as follows:

a) Usually add er or est after the word. Such as: greater-greatest, shorter –shortest,

Taller –tallest, longer –longest, nicer- nicest, larger -largest

b) Add a consonant ending with a double-write ending ending with a closed syllable and ending with 1 vowel +1 consonant, plus er /est. Such as: big-bigger biggest, red-redder reddest, hot-hotter hottest

c) The change y ending with the consonant +y is i plus er/est. Such as: happy-happier happiest, sorry-sorrier sorriest,

Friendly-friendlier friendliest, busy-busier busiest, easy-easier easiest

4) Special circumstances:

Good/well - better best many/much - more most bad/ill – worse worst

Little- less least old- older/elder oldest/eldest far- farther/further farthest/furthest

5. Numbers first, second, third; fifth, eighth, ninth, twelfth; seventh, tenth, thirteenth, hundredth;

Twenty-twentieth, forty-fortieth, ninety-ninetieth

Second, sentence style

Declarative sentence

Affirmative statement a) This is a book.

b) He looks very young.

c) I want a sweat like this.

d) I can bring some things to school.

e) There's a computer on my desk.

Negative statement a) These aren't their books.

b) They don't look nice.

c) Kate doesn't go to No. 4 Middle School.

d) Kate can't find her doll.

e) There isn't a cat here.

Imperative sentence

Sure apologize a) Please go and ask the man.

b) Let's learn English!

c) Come in, please.

Negative imperative sentence a) Don't be late.

b) Don't hurry.

3. Interrogative sentences

1) General question a) Is Jim a student?

b) Can I help you?

c) Does she like salad?

d) Do they watch TV?

e) Is she reading?

Affirmative answer: a) Yes, he is.

b) Yes, you can.

c) Yes, she does.

d) Yes, they do.

e) Yes, she is.

Negative answer: a) No, he isn't.

b) No, you can't.

c) No, she doesn't.

d) No, they don't.

e) No, she isn't.

2) Select the question Is the table big or small? Answer It's big./ It's small.

3) Special questions

1 Ask the age How old is Lucy? She is twelve.

2 What kind of movies do you like? I like action movies and comedies.

3 Ask about your physical condition How is your uncle? He is well/fine.

4 How do you know how do/can you spell it? L-double OK.

How do we contact you? My e-mail address is [email protected].

5 Why do you want to join the club?

6 Ask the time What's the time? It's a quarter to ten am.

What time do you usually get up, Rick? At five o'clock.

When do you want to go? Let's go at 7:00.

7 Ask the place Where's my backpack? It's under the table.

8 Ask color What color are they? They are light blue.

What's your favourite color? It's black.

9 Ask the character Who's that? It's my sister.

Who is the boy in blue? My brother.

Who isn't at school? Peter and Emma.

Who are Lisa and Tim talking to?

10 Ask something What's this/that ? It's a pencil case.

What else can you see in the picture? I can see some broccoli, strawberries and hamburgers.

11 question name What's your aunt's name? Her name is Helen./She's Helen.

What's your first name? My first name's Ben.

What's your family name? My family name's Smith.

12Which Which do you like? I like one in the box.

13 Ask the letter What letter is it? It's big D/small f.

14 Ask the price How much are these pants? They're 15 dollars.

15 Ask the phone number What's your phone number? It's 576-8349.

16 question words What's he doing? He's watching TV.

17 Q Occupation What do you do? I'm a teacher.

What's your father? He's a doctor.

Third, the tense

1. Generally speaking, when the general, regular or long-term action is used, the general present time is:

Be verb: She's a worker. Is she a worker? She isn't a worker.

Modal verb: I can play the piano. Can you play the piano? I can't play the piano.

Behavioral verbs: They want to eat some tomatoes. Do they want to eat any tomatoes?

They don't want to eat any tomatoes.

Gina has a nice watch. Does Gina have a nice watch? Gina doesn't have a watch.

2. Now, when the verb is in progress or is in use, the tense is used, and the structure is sb be v-ing sth + other.

I'm playing baseball. Are you playing baseball? I'm not playing baseball.

Nancy is writing a letter. Nancy isn't writing a letter.

They're listening to the pop music. Are they listening the pop music?

They aren't listening to the pop music.

First, the purpose of learning English grammar:

To answer this question, let's briefly discuss whether you want to learn English grammar. The answer to this question may be very clear. People who advocate that English grammar can not learn often say this: If Chinese people are normal, they will speak Chinese when they are young, and they can make words and sentences. They have never seen a child who learns grammar and then learns. Besides, English is much more spoken. With a sense of language, grammar is not a matter of course.

This kind of practice of true knowledge is absolutely correct. But I still advocate learning a little English grammar. I have not received a good education, and I don't understand the profound theory of language learning. However, I have always had this view: In our country, we have not created a big atmosphere and a small atmosphere in formal English communication under normal circumstances, so it is difficult to The input-output ratio is based on economic benefits and cultivates a certain sense of English. Grammar is actually giving you a sense of language as a whole, giving you a fish that can explain the language phenomenon, and teaches you how to use the sense of language to fish deep in the language. Why not do it? When it comes to this, the purpose of learning English grammar is clear: it is difficult to make up for the shortcomings of a certain sense of language in a short period of time, and to obtain the overall sense of English in a more economical way. Of course, it also provides a primary “camp” approach to passing many of the English tests in our test powers.

Second, learn the scope of English grammar:

Learning the scope of English grammar refers to the level of content that you need to master in learning English grammar. Since the purpose of learning English grammar is so simple and practical, let's sing a song to Shaoshan. The scope does not have to be very large, that is to say, the surface should not be too wide, and the point should not be studied too deeply. After all, there are not many people who need to speak in English. In addition, I think it is very important to learn the English grammar and get the overall feeling of English. With a sense of wholeness, you can uncover the mystery of English, know the appearance of your opponent, and know yourself and know each other. With the overall sense, you will have the ethos of "the king of the world", and the unremitting accumulation, the inevitable grammar. The kingdom, in turn, enters the free kingdom of language. For this reason, this lecture is very simple, and some aspects are not even as good as those learned in high school, but the basic context of practical grammar is clear.

Third, learn English grammar:

There are many English grammar books, and there are many ways to learn English grammar. There is no absolutely good way to learn a good thing. A doctor who claims to cure all diseases is either a quack or a liar. In fact, everyone can try to find a way to suit them according to their actual situation.

According to my half-way monk, no matter what method is used to learn English grammar, and then learn English language, one must have a holistic sense of language, learn to be inductive and deductive, and thus, and the other is to learn from the mother tongue. The similarities and differences between Chinese and English are transferred to each other between the two languages. For example, if you learn the object of wish, you can use the infinitive, you can reason that the noun and the expression of the noun wish may be infinitive. Is it still? I will know the dictionary. The word "discussion" in Chinese uses the verb phrase as the object. In general, a wh-word is added. If you can say "discussing how to learn English", you can't say "discussing to learn English."

Is it true that discus in English uses infinitive as an object? Is the similar word in English the same? Take a moment to solve the problem.

The ability to analyze language is actually based on the overall sense of language, and is aimed at the overall sense of language integrity. After all, isn't language a combination of rules and exceptions?! After two or three years of accumulation, you are a master of grammar.

First grade English grammar summary

1. Generally speaking, when the general, regular or long-term action is used, the general present time is:

Be verb:

She's a worker. Is she a worker? She isn't a worker.

Modal verb:

I can play the piano. Can you play the piano? I can't play the piano.

Behavioral verbs:

They want to eat some tomatoes. Do they want to eat any tomatoes? They don't want to eat any tomatoes.

Gina has a nice watch. Does Gina have a nice watch? Gina doesn't have a watch.

2, now in progress

Indicates that the verb is in use at this time or is used to make a tense, the structure is sb be v-ing sth + other.

I'm playing baseball. Are you playing baseball? I'm not playing baseball.

Nancy is writing a letter. Nancy isn't writing a letter.

They're listening to the pop music. Are they listening the pop music? They aren't listening to the pop music.