第1篇：教师资格证考试高中英语教案
1.阅读课的教学方案
1.Teaching aims: 1.Train the students’ reading ability.2.Enable the students to realize...3.Stimulate（激发）the students’ interest and...2.Teaching methods: 1.Fast reading to get general idea of the text.2.Careful reading to understand the paage better.3.Teaching procedures（程序）： Step1
Lead-in Use some pictures of...to lead in the topic.Step 2
Pre-reading 1.Play a gue game:...2.Play another gue game:...Step 3
Predict（预测）
1.Ask the students to predict what the reading paage talks about according to the title and illustrations（插图）of paage.The teacher can give some clues by talking about the illustrations:......Step 4
Skimming（略读）
1.Let the students skim the whole paage to get the main idea, then evaluate their predictions.During this activity, the teacher should give some guidance（指导）on reading skills.Main idea of the paage:...2.Let the students skim the paage and divide it into different parts to find out the main idea of every part an the topic sentences.Part 1(paragraph 1...)......Step 5
Careful reading...（问题）
Ask the students to scan the second part and complete the chart（图表）with information from the paage.Ask the students to read carefully and finish the following tasks:......（设计一些问题或判断对错等）
2.听说课的教学方案：
Knowledge aims 1.To listen to and understand the listening materials.2.Students can master the following expreions:...（一些句型）Ability aims 1.Enable students to catch and understand the listening materials.2.Develop students’ ability to get special information and take note while listening.3.Get students to learn and use the expreions of...Emotional aim 1.Enable students to know more about...2.Develop students’ sense of...Teaching procedures Step 1
Lead-in Play a game...1.Put students into pairs.Give them each two minutes to think of......（游戏过程）
Step 2
Pre-listening 1.Tell students they will listen to a dialogue about...2.Give students some directions and make them predict what the listening text is about.Step 3
While-listening 1.Tell students listen to the tape first to get the main idea and decide whether their prediction gist right or not.2.Ask students to listen to the tape again.Let them listen and answer some questions.(Show the questions on the blackboard)3.Students exchange the information and listen to the tape a third time for checking.Let them have the correct answers.Step 4
Post-listening 1.Give 2-3 minutes to students to ask questions if they have any.2.Show students the listening text and let them read it aloud.3.Let students read aloud the questions and expreions on the blackboard:...(之前目标里的句型)4.Make sure they will understand and enable to use the, Then let them in Pairs discu...5.Get some pairs to act out their dialogue in front of the cla.Step 5
Homework 1.Make sentences with the expreions in the leon.2.Surf the internet to find out more information about...3.给一篇文章用来讲语法的课堂设计
Knowledge objectives To learn the use of...（语法点）Ability objectives
To use...（语法）correctly and properly according to the context.Emotional objectives
1.To become interested in grammar learning.2.To develop the sense of group cooperation Teaching important points Get students to learn and master the new grammar item:...（语法）Teaching difficult points Enable students to learn how to use...correctly.Teaching procedures Step 1
Revision 1.Check the homework exercises.2.Let students dictate some new words and expreions.Step 2
Discovering useful structures 1.Ask students to read through the paage..., pick out the sentences where...（语法）are, and then underline...（语法）
2.Let students work in pairs to translate these sentences and try to understand the use of...3.Have students observe the sentences and draw the conclusion:...Step 3
Understanding and summarizing
1.Ask students to work in pairs to finish the following exercises on how...are used.(Show the following on the screen)...Step 4
Using structures(Show the following exercises on the screen or give out exercises papers.)Answer the following questions using......1.Ask students to work in group of four.2.Give them four minutes to finish the work and ask each group to choose the best answers.3.Ask students to choose the best sentences.Step 5
Playing the game Get into groups and play the game: Step 6
Closing down by a quiz.(Show some exercises on the screen.)Let students finish them within a few minutes, then check the answers with the whole cla.4.写作课的教学方案
Knowledge objectives By the end of this leon the students: 1.will have a better understanding of the structure and characteristics of an advertisement.2.will grasp some useful words and expreions to describe a good restaurant such as:...Ability objectives 1.To grasp the use of persuasive sentences.2.To improve the ability of in gathering, analyzing, comparing and making conclusion.Moral objectives 1.To improve the students’ learning motivation.2.To make the students become confident.3.To improve their ability of cooperating with each other through discuing.Teaching important and difficult points Task-based approach, cooperating approach and communicative approach.Teaching procedures Step 1
Revision & lead in First check the homework of last cla.Then let the students swap the homework with each other and discu in groups of 4, take notes, find out and category the impreive sentences into 5 kinds of information:...Step 2
Discuing 1.Show students 4 pictures of...2.Ask 3 students to report their work, show them the pictures of...Step 3
Pre-writing 1.Show them the sample...2.Read the...and think over what are the characteristics of..., encourage some students to analyze and tell their opinion.Step 4
While-writing 1.Ask students to read the requirements on the text.2.Ask them to write the topic sentence first, and then write at least 6 supporting sentences to...Step 5
Post-writing Let them swap their paage with each other and recommend 3 most succeful...Step 6
Homework
1.Polish students’ writing and write some more aspects of...Their final work will be modified and selected, then the most succeful ones will be put up on the English Corner.2.Review the words and expreions in this unit.5.阅读课的教学方案
Teaching aims 1.To know the meaning and usage of the following words:...To understand some important sentences in the text and know the structure and usage of inversion.2.To master the micro-reading skills through skimming and scanning.3.To know the ability and knowledge...and develop the ability of getting information from the paage and dealing with the information.Teaching methods Task-based learning;situational learning;group work learning.The key and difficult points 1.To enable the students to get the main idea of the paage, analyze the structure, and get useful information.2.To train the students of micro-reading skills such as skimming and scanning, and develop their ability of reorganizing and transferring information.Teaching proce Step 1
Pre-reading Question: Step 2
Skimming Questions(To explain some words and structures.)Step 3
Detailed reading Step 4
Interview Step 5
Summary Step 6
Homework 1.Read and practice the dialogue after cla fluently.2.Find the useful words and expreions in the paage and do exercises on the textbook following the paage to consolidate them.
第2篇：高中英语教师资格证课教案
Teaching Plan Teaching Aims：
1.Knowledge aim: students will be able to understand the main idea and some details of the paage.2.Ability aim: students will be able to use reading skills such as skimming and scanning.3.Emotional aim: Students can get more interested in English culture.Teaching Procedures: 1.Step one: warming-up lead-in(1 minutes)Greeting.Show the students some pictures or play a song about … and ask them some simple questions: …
2.Step two: pre-reading(2 minutes)Common sense on…
Ask students to give examples of…
Play the video about ….While enjoy the video, students think over the following questions: ….3.Step three: while-reading(4 minutes)
Read the text for the students and then ask them to conclude the main idea of the paage.Main idea: …
Ask the students to read the paage carefully and decide whether the statements are true or false and explain why: …
Ask the students to work in groups and have a discuion on the following questions: …
4.Step Four: post-reading(2 minutes)Ask students to retell the paage.Ask students to retell between partners first, then ask two students to retell before cla.5.Step Five: Summary and Homework(1 minutes)Briefly review the content learned today.Let the students to write a composition about the ending of this story.T: Good morning, boys and girls.How are you today? Great!Today, we are going to learn a new leon, but before the cla, I want to show you some pictures.Well, what do you see in the pictures? Great!How do you feel about…? Do you have any experience about…?
T: Well, …(common sense).Can you name some examples of …? Ok, Peter, please.T: …, yes, great!How about you, Lily?
T: … and ….Well done.[Now, I will play a video for you.Please think over ‘…’ while you enjoy the video.] T: Ok, the video is over, who want to share his opinion with us? Aslan, go ahead.T: Thanks for sharing.As we have talked a lot about the …, now open your book and
turn to page 51.Let’s move on the learn the text about ….I will read the text for you.While reading, please try to conclude the main idea of the paage.Here we go!（读课文）
T: Ok, do you understand the whole paage? Great!So, who volunteer to answer the question: what’s the main idea of the paage? Lily, please.T: Good job!This paage is mainly about … It’s very interesting.Now, please read it carefully and then do the true or false on the PPT.T: Have you finished? Good.So is the first statement true or false? Helen, what’s your answer? T: Yes, it’s true.What about the second one? …（句子）true or false? OK, Stacey please.T: Yes!It’s false.But can you explain why?
T: Excellent!It’s false because … Now, the last one.Any volunteer? Great, Mike, please.T: Yes, it’s true, too.Now, can you understand the whole text? Great.If we must understand this reading material thoroughly, we should pay more attention to each and very fact in this reading material in order to understanding the text.[ In the following part, we will do some further study.Please work in groups and have a discuion on the questions shown on the ppt: … ten minutes.T: Ok, time is up.Which group wants to share your opinion? Great, please!T: Well done.I can feel that you have thought it thoroughly.Is there any group has different opinions? Well, this group.T: you did a good job too.…（问题答案）] T: Well, we have read the text thoroughly and it seems like all of you have understood it.Now please work in pairs and try to retell the paage.I’ll give you ten minutes and then I’ll ask two students to do the presentation.Let’s start.T: Time is up.Who want to retell the paage first? Come on, don’t be shy!Great, Lily.T: Excellent!Anyone else? Mark, please.T: Very good!
T: Ok, so much for today.As we have learned … it’s very interesting.Please write a composition about the ending of the story after cla.That’s all, you can have a break now.
第3篇：教师资格证高中英语试讲教案
单位：
班别： 姓名：
Junior
Unit14 The birth of a festival
Ⅰ.Teaching aims 1.Talk about festival and customs
2.Practice expreing and supporting an opinion 3.Introduced a festival of China
Ⅱ.Knowledge aims Words: harvest, honors, ancestor, creatively, generation, purpose, faith, commercial, similar, salute, celebration…..Phrases:
hear about, so that, as well as, believe in, get together, play a trick on sb… Sentence:
1.Kwanzaa was born in 1966, when people created a new festival so that African American would be able to celebrate their history and culture.2.The African first-fruit festivals had many things in common.3.We must do as much as we can to make our community better and more beautiful.4.Since Kwanzaa is a time for learning as well as joy, people celebrate it
by lighting a candle each day and discuing one of the seven principles of Kwanzaa.Grammar hear about=learnt about
hear of sb.=have a knowledge of sb.have much/great faith in sb./sth.have little/no faith in sb./sth.keep faith with sb.as well as+clause
do as much as sb.can do have honour to sb.=do honour to sb.(do sb.honour)
Ⅲ.Teaching key and difficult points:
Teaching key: understand the text and using your own words to retell the text.Difficult point：how to use phrases: as well as, so that, have … in common.IV.Teaching aids:
1)Raising question approach 2)Discuion approach
3)task-based approach
*Teaching means: use the multi-media as an aistant means in teaching.3
Ⅳ.Teaching steps: Step 1 Lead-in
1）Have a free talk about festival in China, and then discu the question in Pre-reading on page 10.1.How does your family celebrate the Spring Festival? 2.Why do we celebrate the Spring Festival? 3.Do festivals help us understand our history and culture? 4.What kind of gifts and things do people buy during major festival like Christmas and the Spring Festival? 2）Show the student 3 pictures about Kwanzaa and then discu what’s the picture about ?
Step 2 Listening comprehensions
1)Present the students the questions before listening to the text.2)Get the students to listen to the tape and then answer the following questions.① Why did people create Kwanzaa? ② Many festival around the world are celebrated around the same time.Why do we celebrate these festivals at these times?
Step 3 Fast reading
1)Tell the students the task of reading before they read the text.4
2)After reading then summary the main idea of this text.Step 4 Language points
Phrases: hear about, seven-day, celebrating, get together, so that, have…in common, harvest, honour, as well as, as much as we can do, believe in, so that, keep faith with, show honour to sb., in honour of.Sentence: 1.Kwanzaa was born in 1966, when people created a new festival so that African American would be able to celebrate their history and culture.2.The African first-fruit festivals had many things in common.3.We must do as much as we can to make our community better and more beautiful.4.Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of Kwanzaa..Step 5 Intensive reading
1)Tell the students the task of reading before they read the paage once again.2)Get the students to read the paage more carefully and then discu the following questions in groups.5
① Compare Kwanzaa with the Chinese Spring festival and Christmas.In which way are they similar and in which war are they different? ② Look at the seven principle of Kwanzaa.Which one do you think is the most important? Why? Are there any other festivals which have one or more of the same principles?
Step 6 Task—based activity 1)Ask the students act as an announcer and introduce Mid-autumn festival to the cla.2)Show some picture for the students to watch.3)Give them some key words.August, traditional, Mid-autumn festival, moon cakes, Chang E, celebrate, get together, big dinner.4)Give the students an example when neceary.Step7 Summary
1)Go through the important points and difficult points of this leon with the students once again.2)Come to the screen ① To know about the brief history of the Kwanzaa.② To get more information about the Kwanzaa.③ To master the important words, phrases and sentences.6
④ To retell the text.Step 8 Homework 1)Finish some exercises.2)Write a paage about a festival of China.3)Preview Leon15.7
第4篇：教师资格证高中英语试讲教案
Junior
Unit14 The birth of a festival
Ⅰ.Teaching aims
1.Talk about festival and customs
2.Practice expreing and supporting an opinion 3.Introduced a festival of China
Ⅱ.Knowledge aims Words: harvest, honors, ancestor, creatively, generation, purpose, faith, commercial, similar, salute, celebration…..Phrases:
hear about, so that, as well as, believe in, get together, play a trick on sb… Sentence:
1.Kwanzaa was born in 1966, when people created a new festival so that African American would be able to celebrate their history and culture.2.The African first-fruit festivals had many things in common.3.We must do as much as we can to make our community better and more beautiful.4.Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of Kwanzaa.1
Grammar hear about=learnt about
hear of sb.=have a knowledge of sb.have much/great faith in sb./sth.have little/no faith in sb./sth.keep faith with sb.as well as+clause
do as much as sb.can do have honour to sb.=do honour to sb.(do sb.honour)
Ⅲ.Teaching key and difficult points:
Teaching key: understand the text and using your own words to retell the text.Difficult point：how to use phrases: as well as, so that, have … in common.IV.Teaching aids:
1)Raising question approach 2)Discuion approach
3)task-based approach
*Teaching means: use the multi-media as an aistant means in teaching.Ⅳ.Teaching steps: Step 1 Lead-in
1）Have a free talk about festival in China, and then discu the question in Pre-reading on page 10.1.How does your family celebrate the Spring Festival? 2.Why do we celebrate the Spring Festival? 3.Do festivals help us understand our history and culture? 4.What kind of gifts and things do people buy during major festival like Christmas and the Spring Festival? 2）Show the student 3 pictures about Kwanzaa and then discu what’s the picture about ?
Step 2 Listening comprehensions
1)Present the students the questions before listening to the text.2)Get the students to listen to the tape and then answer the following questions.① Why did people create Kwanzaa? ② Many festival around the world are celebrated around the same time.Why do we celebrate these festivals at these times?
Step 3 Fast reading
1)Tell the students the task of reading before they read the text.2)After reading then summary the main idea of this text.3
Step 4 Language points
Phrases: hear about, seven-day, celebrating, get together, so that, have…in common, harvest, honour, as well as, as much as we can do, believe in, so that, keep faith with, show honour to sb., in honour of.Sentence: 1.Kwanzaa was born in 1966, when people created a new festival so that African American would be able to celebrate their history and culture.2.The African first-fruit festivals had many things in common.3.We must do as much as we can to make our community better and more beautiful.4.Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of Kwanzaa..Step 5 Intensive reading
1)Tell the students the task of reading before they read the paage once again.2)Get the students to read the paage more carefully and then discu the following questions in groups.① Compare Kwanzaa with the Chinese Spring festival and Christmas.In which way are they similar and in which war are they different?
② Look at the seven principle of Kwanzaa.Which one do you think is the most important? Why? Are there any other festivals which have one or more of the same principles?
Step 6 Task—based activity 1)Ask the students act as an announcer and introduce Mid-autumn festival to the cla.2)Show some picture for the students to watch.3)Give them some key words.August, traditional, Mid-autumn festival, moon cakes, Chang E, celebrate, get together, big dinner.4)Give the students an example when neceary.Step7 Summary
1)Go through the important points and difficult points of this leon with the students once again.2)Come to the screen ① To know about the brief history of the Kwanzaa.② To get more information about the Kwanzaa.③ To master the important words, phrases and sentences.④ To retell the text.5
第5篇：上海教师资格证面试：高中英语语法课同位语从句教案
2017上海教师资格证面试：高中英语语法课同位语从句教案
以下为高中语法课同位语从句教案。Appositive clause Teaching Aims:
Knowledge aims: Students can understand the usage of appositive clause;can know the differences between appositive clause and attributive clause.Ability aims: Students can identify the appositive clause, and can use this kind of clause into their writing or speaking.Emotional aims: Can foster the interest and desire of learning English, pay attention to in English communication and understand others’ feelings;Can improve the confidence of learning English, and not afraid of speaking English;Can cooperate with other group mates actively, and complete the tasks together.Teaching Key Points: Get the sentence structure and its meaning of each sentence, and can induct the rules of the functions of grammar.Teaching Difficult Points: Use the appositive clause in proper situations;can identify the clause type in different situations, especially can distinguish the appositive clause.Teaching Methods: Inductive Method, Task-based Teaching Method, Found-type Method Teaching Aids: multi-media Teaching Procedures: Step 1 Warming-up Ask students to read the following tongue twister firstly, and then ask them what kind of grammatical phenomenon they can find.Now the question comes to their minds, “How many sheets could a sheet slitter slit if a sheet slitter could slit sheets?”(如果裁纸机能裁纸的话，一个裁纸机能裁多少张纸呢?)I will lead them to think about the relation between the words “question” and the sentence in the quotation marks.Then come to the conclusion: the sentence in the question mark is appositive of the word “question”.And today we’re going to learn the appositive clause.Step 2 Presentation 1.Show some sentences on the PPT, and ask students to discu the function of the underlined part in groups of 4.We heard the news that our team had won.They were worried over the fact that you were sick.The news that we are having a holiday tomorrow is not true.I can understand their eagerne that you should be the main speaker.After they finished, I will invite group leaders to share their views.And come to the conclusion that the function of appositive clause is a supplementary specification to a noun, this kind of clause equals to a noun.This clause always appears after the related noun closely.2.Show the following sentences to deepen their understanding of appositive clause.And lead them to find out the different conjunction of appositive clause.I have no idea what size shoes she wears.I have no idea which wine is best.I have no idea when he will be back.He must answer the question whether he agrees to it or not.The conjunction words include the following three groups: Conjunctions: that, whether Conjunctive adverbs: how, when, where, why Conjunction pronouns: what, who, whom, whose, which “If” can’t lead an appositive clause.Step 3 Practice 1.Ask students to make sentences by using appositive clause.2.Compare the following pairs and find out the difference between the two sentences in each pair.The news that l have paed the exam is true./The news that he told me just now is true.The idea that computers can recognize human voices surprises many people./The idea that he gave surprises many people.Then ask some students to make a conclusion: the first sentence is appositive clause, and the second one is attributive clause.In appositive clause, the clause aims to explain the noun, and the conjunction works as nothing;while in attributive clause, the clause aims to modify the noun, and the conjunction works as some sentence constituent.Step 4 Production Read the following sentences and identify what kind of clause it is.I have no idea when they will come.I’ll never forget the days when I lived there.I have a dream that one day all roads will be made plain.We hold this truth to be self-evident that all men are created equal.Some people hold the opinion that the Internet is a curse.Step 5 Summary and homework Ask students to make a summary and ask them to use appositive clause to write their diary as much as poible.Blackboard Design: Teaching Reflection: 来源：上海教育人才网
第6篇：教师资格证英语语法专业术语
语法 grammar
地点副词
adverb of place
句法 syntax 结构 structure 句子 sentence 从句 clause 词组 phrase 词类 part of speech 单词 word 实词 notional word 虚词 structural word 单纯词simple word 派生词derivative 复合词compound 词性part of speech 名词 noun 专有名词 proper noun 普通名词 common noun 可数名词 countable noun 不可数名词 uncountable noun 抽象名词 abstract noun 具体名词 concret noun 物质名词 material noun 集体名词 collective noun 个体名词 individual noun 介词 preposition 连词 conjunction 动词 verb 及物动词 transitive verb 不及物动词 intransitive verb 系动词 link verb 助动词 auxiliary verb 情态动词 modal verb 规则动词 regular verb 不规则动词 irregular verb 限定动词 finite verb 非限定动词 infinite verb 使役动词 causative verb 感官动词 verb of senses 感叹词 exclamation 形容词 adjective 副词 adverb 方式副词 adverb of manner 程度副词 adverb of degree 时间副词 adverb of time
关系副词 relative adverb 代词 pronoun
人称代词 personal pronoun 物主代词 poeive pronoun 反身代词 reflexive pronoun 指示代词 demonstrative pronoun 疑问代词 interrogative pronoun 关系代词 relative pronoun 不定代词 indefinite pronoun 物主代词 poeive pronoun
名词性物主代词 nominal poeive pronoun 形容词性物主代词 adjectival poeive pronoun 冠词 article
定冠词 definite article 不定冠词 indefinite article 形式 form
单数形式 singular form 复数形式 plural form 原形 base form 从句 clause
从属句 subordinate clause 并列句 coordinate clause 名词从句 nominal clause 定语从句 attributive clause 状语从句 adverbial clause 宾语从句 object clause 主语从句 subject clause 同位语从句 appositive clause
时间状语从句 adverbial clause of time 地点状语从句 adverbial clause of place 方式状语从句 adverbial clause of manner 让步状语从句 adverbial clause of conceion 原因状语从句 adverbial clause of cause 结果状语从句 adverbial clause of result 目的状语从句 adverbial clause of purpose 条件状语从句 adverbial clause of condition 句子 sentence
简单句 simple sentence 并列句 compound sentence 复合句 complex sentence
并列复合句 compound complex sentence 陈述句 declarative sentence 疑问句 interrogative sentence 一般疑问句 general question 特殊疑问句 special question 选择疑问句alternative question 反义疑问句 disjunctive question 修辞疑问句 rhetorical question 肯定句 positive sentence 基本句型 basic sentence pattern 否定句 negative sentence 祈使句 imperative sentence 省略句 elliptical sentence 感叹句 exclamatory sentence 句子成分 members of sentences 主语 subject 谓语 predicate 宾语 object 双宾语 dual object 直接宾语 direct object 间接宾语 indirect object 复合宾语 complex object 同源宾语 cognate object 补语 complement 主补 subject complement 宾补 object complement 表语 predicative 定语 attribute 同位语 appositive 状语 adverbial
句法关系 syntactic relationship 并列 coordinate 从属 subordination 修饰 modification 限制 restriction 双重限制 double-restriction 非限制 non-restriction 数 number 单数形式 singular form 复数形式 plural form 规则形式 regular form 不规则形式 irregular form
格 case
普通格 common case 所有格 poeive case 主格 nominative case 宾格 objective case 人称 person
第一人称 first person 第二人称 second person 第三人称 third person 时态 tense
过去将来时 past future tense
过去将来进行时 past future continuous tense 过去将来完成时 past future perfect tense 一般现在时 present simple tense 一般过去时 past simple tense 一般将来时 future simple tense 现在完成时 past perfect tense 过去完成时 present perfect tense 将来完成时 future perfect tense 现在进行时 present continuous tense 过去进行时 past continuous tense 将来进行时 future continuous tense
过去将来进行时 past future continuous tense 现在完成进行时 present perfect continuous tense
过去完成进行时 past perfect continuous tense 语态 voice
主动语态 active voice 被动语态 paive voice 语气 mood
陈述语气 indicative mood 祈使语气 imperative mood 虚拟语气 subjunctive mood 否定 negation
否定范围 scope of negation 全部否定 full negation 局部否定 partial negation 转移否定 shift of negation 语序 order
自然语序 natural order 倒装语序 inversion 全部倒装 full inversion 部分倒装 partial inversion 直接引语 direct speech 间接引语 indirect speech 自由直接引语 free direct speech 自由间接引语free indirect speech
一致 agreement 主谓一致 subject-predicate agreement 就近原则 principle of proximity 强调 emphasis 重复 repetition 语音 pronunciation 语调 tone 升调 rising tone 降调 falling tone 降升调 falling-rising tone 文体 style 正式文体 formal 非正式文体 informal 口语 spoken/oral English 英国英语 British English 美国英语 American English 用法 usage
感情色彩 emotional coloring 幽默 humorous 讽刺 sarcastic 挖苦 ironic
cardinal numeral基数词 ordinal numeral序数词 degrees of comparison比较级 positive degree原级 comparative degree比较级 superlative degree最高级 participle分词
present participle现在分词 past participle过去分词 infinitive不定式 gerund动名词 verbal noun动名词 active voice主动语态 indicative mood陈述语气 imperative mood祈使语气 subjunctive mood虚拟语气 syntax句法
elements of the sentence句子成分
