A complete collection of English grammar knowledge points in grade three

What are the important grammar knowledge points in Grade Three English that have been read by candidates without grammar accumulation? Dear friends who want to know, I have carefully prepared the "Encyclopedia of English Grammar Knowledge Points in Grade Three" for your reference only. Pay attention to this site and you will get more information continuously!

A complete collection of English grammar knowledge points in grade three, a summary of English grammar knowledge points

First, the structural characteristics of the past perfect tense

Concept: The past perfect tense refers to an action that has occurred or been completed before a certain time or action in the past, that is, "the past in the past".

Past perfect tense past tense present continuous tense

Composition: the past perfect tense is composed of "auxiliary verb had+ past participle", in which had is often used in various persons.

They had already had breakfast before they arrived at the hotel. She had written this composition before 10 :00 this morning.

Second, the basis for judging the past perfect tense

1. Judging from the adverbial of time

Generally speaking, various tenses have specific adverbials of time. Adverbials of time used with the past perfect tense are:

(1) to+past time point. For example:

I had finished reading this novel before nine o'clock last night.

(2) Up to+past time point. For example:

By the end of last term, we had learned more than two thousand English words.

(3) Before+past time point. For example:

They had planted 600 trees before last Wednesday.

2. Judging by "past lives". The past perfect tense means "past past", which refers to the actions that have occurred or been completed before an action in the past, that is, the actions have a sequential relationship, with the previous action using the past perfect tense and the latter action using the general past tense. This usage often appears in:

(1) In the object clause, when the main clause of the object clause is the simple past tense and the action of the clause precedes the action of the main clause, the clause should use the past perfect tense. Object clauses after verbs, such as held, tell, say, knew, heard, thought.

She said that she had seen the film before.

(2) In adverbial clauses, in adverbial clauses such as time, conditions, reasons and ways, the actions of the subject and the clause have a sequential relationship. The first action is completed in the past tense and the last action is in the ordinary past tense.

When I got to the station, the train had already left. After he finished his housework, he went to bed.

Note: in the adverbial clauses of time guided by before, after and as only, because before and after themselves have already indicated the sequence of actions, if the actions indicated by the subject and clause are closely related, both the subject and clause use the simple past tense. For example:

Where did you study before you came here?

He closed the door and left the classroom.

(3) Verbs expressing intention, such as hope, hope, expectation, thinking, intention, meaning and support. In the past perfect tense, it means "originally …, failed to …"

We hoped you would come, but you didn't. 3.

I met Wang Tao in the street yesterday. We haven't met since he went to Beijing.

Third, the main usage of the past perfect tense

1. The past perfect tense means that an action or state has been completed or ended before a certain time or action in the past, that is, it happened in the past. For example:

When I woke up, the rain had stopped. When I woke up, the rain had stopped. The action of the main sentence happened in the past.

2. The past perfect tense is a relative tense, which means "past" and is only used when comparing with a certain time or an action in the past. For example:

He told me that he had written a new book.

The past perfect tense needs to be used with an adverbial of past time, without which it cannot exist independently.

Summary of English grammar knowledge points II

Interactive pronoun

1) There are only two phrases in interactive pronouns: the other side and the other side.

They show that the actions or feelings described by verbs in sentences exist mutually among the objects involved.

For example:

It is obvious that people from different cultures always imitate each other.

Obviously, people from different cultures always learn from each other.

2) Syntactic functions of interactive pronouns:

A. as a verb object;

People should love each other. People should love each other.

B. it can be used as a prepositional object;

Wang Wang barks, roosters crow and frogs croak at each other. Bark, cock crowing, frog duet.

Description: According to traditional grammar, when there is a relationship between two people or things, the other person is used, and when there is a relationship between more than two people or things, the other person is used. In modern English, there are many examples of the alternate use of two groups of words, such as:

He put all the books together.

He put all the books side by side.

He put all the books together.

He put all the books side by side.

Usually these small groups are independent of each other.

These small groups are usually independent of each other.

C. Reciprocal pronouns can add -'s to form the possessive case, for example:

Students borrow notes from each other.

Students borrow notes from each other.

Possessive pronoun

1) Possessive pronouns have both the function of indicating ownership and reference.

For example:

John cut his finger; It is obvious that there is a broken glass on his desk.

John cut his finger. Obviously, there is a broken glass on his desk.

There are two kinds of possessive pronouns: adjectives (my, your, etc. ) and nouns (mine, yours, etc. ). Adjective possessive pronouns belong to determiners.

Nominal possessive pronouns are equivalent to omitting the possessive structure of-'of the central noun in usage, for example:

Jack's hat means that this hat belongs to Jack.

His hat means that this hat is his.

2) The syntactic function of nominal possessive pronouns.

A. As the subject, for example:

May I use your pen? Your effect is better.

May I use your pen? Yours works better than mine.

B. As an object, for example:

I love my motherland as much as you love your motherland.

I love my motherland as much as you love your motherland.

C. as a prepositional object, for example:

You should interpret what I said with my meaning, not yours.

You should interpret what I said according to my meaning, not according to your own.

D. as a subject complement, for example:

My life is yours. It's all yours. It's all yours. My life belongs to you, to you, to you.

reflexive pronoun

1) list

myself

ourselves

You-yourself

yourselves

herself

himself

themselves

2) Become an object

A. some verbs need reflexive pronouns

Absence, bathing, entertainment, blame, dry, cut, enjoy, hurt, introduce, act

We had a good time last night.

We had a good time last night.

Please help yourself to some fish.

Please help yourself to some fish.

B. used for transitive verbs+objects+prepositions

Be proud of something, feel annoyed, and do something yourself.

I couldn't dress myself at that time.

I couldn't dress myself at that time.

Note: Some verbs are not followed by reflexive pronouns, such as getting up, sitting down, standing up, waking up, etc.

Please sit down.

sit down

3) as a predicative; appositive

Be myself: I am not myself today.

I don't feel well today.

The matter itself is not important.

The matter itself is not important.

4) Without emphasis, prepositions such as but, except and for can be followed by reflexive pronouns or personal pronouns.

For example:

No one was hurt except myself.

note:

A. Reflexive pronouns themselves cannot be the subject alone.

I like this car myself.

I drive by myself. I drive by myself.

B. But among the coordinate subjects connected with and, or, nor, the second subject can be a reflexive pronoun, especially myself.

Charles and I both saw it.

How to remedy the poor English in junior high school?

1. To learn English well in junior high school, word memory is the key. Students should not memorize words by rote. They can remember words in some good ways, either through the pronunciation of words or through the letters of words. In short, they should memorize words with their brains in the most convenient way.

2, junior high school English learning, grammar foundation should be laid well. Many students who ask what to do if junior high school English is not good are mostly grammatically difficult. Junior high school English is to lay the foundation for students' future English learning. If the grammar of junior high school English is well learned, students will learn English easily in the future. And junior high school English, students learn more about morphology. After students master the part of speech of words, they can reasonably arrange the position of words in sentences and make complete sentences without grammatical errors.

3. Learning morphology is also very simple. As long as students can listen carefully and make a few typical examples, they can fully master the morphology in English.

English learning needs practice. Besides memorizing words and laying a good foundation of grammar, usual training is also essential. Everyone should do some targeted sports training. You can refer to the four rounds of English review for the senior high school entrance examination in Juwei English. There are detailed explanations of all kinds of grammar and vocabulary in the book, as well as special exercises to help you supplement your weaknesses. It can be said that it is a good helper on the road of English review, and students with poor foundation can try it!

Expanding reading: how to train cloze in junior high school English? First of all, we must master the vocabulary in the textbook. Cloze mainly examines students' mastery of vocabulary. Vocabulary includes spelling of words, collocation of phrases, sentence patterns and so on.

Secondly, we must pay attention to the tense used in the whole article. Tenses have a great influence on verbs. Don't make a mistake. For example, if the article uses the general past tense, the verbs should be changed into the past tense accordingly. Of course, there are some special circumstances. If the sentence used is a constant state or objective facts and laws, or a direct quotation, we should use the simple present tense.

Third, when doing specific questions, don't read the book and choose the answer at the beginning. Second, read through the article first to find out the general idea of the article, and you can directly find some fixed collocation when reading through it. After reading the full text, we must pay attention to the context and sentences before and after reading, often a lot of content is given in the previous text for inspection, or vice versa. Pay attention to the conjunction. When there is a conjunction before or after a given horizontal line, according to the part of speech and tense of the given word on the other side of the conjunction, the words filled in the horizontal line must be consistent with the part of speech and tense of the given word, such as past participles, gerunds, comparative degrees of adjectives, etc. In addition, if the verb is in front of the horizontal line, the adverb should be chosen in the horizontal line, because the adverb is always located behind the verb to modify the verb; On the other hand, if there are adverbs after the horizontal line, there are verbs on the horizontal line. Also pay attention to whether the sentence before the horizontal line ends with a comma or a period, because this will affect the case of the first letter of the selected word. Also pay attention to whether the sentence contains few, few, never, no and other negative words, which will determine whether the meaning of the sentence is positive or negative.

Fourth, after the cloze is completed, you should read the full text again to see if it is smooth. As long as there is something awkward and inexplicable, it is often the wrong place.

Finally, I suggest you concentrate on cloze. I have coached many students and led them to do special exercises. Every time I let them finish an article by themselves according to my above method, and record the time spent. Then I analyze and explain the students one by one, and analyze the reasons why students make mistakes. I took notes beside the questions with a red pen, such as phrases, sentence patterns, tenses and so on. , and recorded the scoring rate of this article, expressed as a percentage. Next, I asked the students to do it again. After you finish, carefully analyze and record the percentage and score of time spent. After half a day's training, students can make no more than three mistakes in each article, and their problem-solving skills and self-confidence are greatly enhanced. Of course, these are backed by a solid foundation. As long as you fully master the vocabulary of the textbook and can read and listen to it, you will have a good sense of language and do cloze.