五年级上册英语素材倒装句的用法总结人教.doc

1、五年级上册英语期末考试复习辅导：倒装句语法英语句子使用的目的，可分为四大类：陈述句、疑问句、祈使句和感叹句。这四大类型句子都有可能出现倒装句。倒装句分为全倒装和部分倒装两种类型。浅析如下：一、疑问句中出现的倒装句1.特殊疑问句中(1)What is this?(全倒装)(2)Which do you want?(部分倒装)2.一般疑问句(1)Do you study English every day?(部分倒装)(2)May I come in?(3)Are you going to be a teacher?特殊疑问句中，如果疑问词做主语或疑问词修饰主语时，句子不用倒装，即用陈述语序。例如

2、：Who did it yesterday? Whichguy can do this work?一般疑问句中，常把助动词或情态动词放在句首，即位于主语前，而构成部分倒装。二、感叹句中出现倒装句1. What引导的感叹句(1)What a happy life we have had!(宾语在主语前面)(2)What a fine day it is!(表语在主语前面)(3)What a shining example Comrade Lei Feng has set us!2. How引导的感叹句(1)How happy we are!(表语在前面)(2)How hard they are

3、working!(状语在前面)(3)How nice a day it is!3.副词引导词引导的感叹句(1)There comes the bus!(2)In come the students!(3)Off goes the worker!What或how引导的句子，主谓也有不倒装的。What所强调的重点是名词，这一名词一般是表语或宾语，有时所强调的名词可能是主语。例如：What enormous crowd came!(当代英语语法中册P87)。What也可单独使用。例句：What she suffered in the old days!(英语分类句型P90)How修饰形容词、副词或动

4、词。有时how many的搭配也可修饰名词。For how many years have I waited!该短语作状语。(当代英语语法)副词引导词位于句首，一方面为了强调，另一方面使情景生动。主语是名词时，主谓倒装;如果主语是人称代词，主谓不倒装。例如：Away he went to the station!三、祈使句中出现的倒装1. Long live the king!(最新实用英汉辞典P769)2.Long live the Peoples Republic of China!3.May you succeed!祝你成功!Long may he live!愿他长命百岁!(英华大辞典P

5、780)4.Dont you open the door. Dont anyone open the door.(当代英语语法中册P85)祈使句一般无主语，有时也有主语出现。祈使句的主语要重读，代词也要重读(陈述句的主语一般不重读)。祈使句常用句号。表示一种强烈感情时，句子用感叹号。四、陈述句中出现的几种倒装句1.主谓倒装(1)Long long ago, there was a war between the birds and the beasts.(2)Once upon a time there were six blind men in India.(3)“Come along, t

6、hen.” said the bird.(4).but toward the end there came the terrible storm.2.表语倒装(1)Such was Albert Einstein，a simple man of great achievements.(全倒装句)(2)Inside the pyramids are the rooms for the bodies of kings and queens.(3)A very reliable person he is.(主语是人称代词时，主谓不倒装)(英语分类句型P400)3.宾语倒装(1)Many happy

7、hours she had spent planning for something nice for him.(2)Twenty-one dollars they took for it.(3)Not a single mistake did he make.(4)Only a dictionary he never forgets to bring here.宾语在前时，多数属于强调部分，句子一般不加助动词，偶尔也有助动词出现，如例句(3)。五、复合句中的倒装(1)I take back what I said.(2).and the ship would have sunk with a

8、ll board had it not been for the captain.(要是没有那位船长，就会连船带人都沉没了。)(3)Were I you，I would go with him.(4)Proud as these nobles are，he is afraid to see me.要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察能力，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、发展语言。在运用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察能力和语言表达能力的提高。(5)No

9、t only was everything that he had taken away from him，but also his German citizenship.(6)Hardly (Scarcely)had he sat down when the telephone rang.(7)The harder you work, the greater will be your achievement.与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可

10、稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。六、其他倒装死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。陈述句中为了保持句子平衡或为了强调表语

11、、宾语、状语等成分，或使上下文紧密衔接时，使用倒装句。(1)On the wall is a blackboard on which were written some words，“It is no use sitting here without listening to me.”(定语从句中，主语的同位语太长)(2)They entered the classroom，in front of which sat a naughty boy.(使上下文紧密衔接)(3)Gone forever are the days when the Chinese people were looked down upon by the foreigners.(主语加上定语后太长而表语短，所以表语在前面，强调句子平衡)