染雾英语单词顺口溜 篇一
"The English Word Tongue Twister"
In the world of English language learning, tongue twisters play a crucial role in improving pronunciation and fluency. These clever phrases are designed to challenge even the most skilled speakers, making them a fun and effective tool for language learners. Today, we will explore some popular English tongue twisters and the benefits they bring.
One of the classic tongue twisters is "She sells seashells by the seashore." This phrase not only tests your ability to pronounce the "s" sound repeatedly, but also challenges your coordination between different sounds. By practicing this tongue twister, learners can enhance their ability to articulate complex sounds and improve their overall pronunciation.
Another famous tongue twister is "How can a clam cram in a clean cream can?" This phrase is a great exercise for learners to practice the "c" sound and the blending of consonants. The repetition of similar sounds in quick succession helps train the tongue to move swiftly and accurately, resulting in clearer and more fluent speech.
Tongue twisters are not only beneficial for pronunciation but also for developing listening skills. The phrase "Peter Piper picked a peck of pickled peppers" is a prime example. The quick succession of similar sounds makes it challenging to distinguish each word, forcing learners to listen carefully and attune their ears to subtle differences. This skill is crucial for effective communication, as it allows learners to better understand native speakers and respond appropriately.
Furthermore, tongue twisters are an excellent way to improve memory and mental agility. Phrases like "Fuzzy Wuzzy was a bear, Fuzzy Wuzzy had no hair" require learners to remember and repeat a sequence of words accurately. This exercise strengthens memory and helps learners retain vocabulary more effectively. Additionally, the quick thinking required to navigate through tongue twisters enhances cognitive flexibility and problem-solving skills.
In conclusion, tongue twisters are a valuable tool for English language learners. They provide an entertaining and challenging way to improve pronunciation, listening skills, memory, and mental agility. Incorporating tongue twisters into language learning routines can greatly enhance fluency and overall language proficiency. So, let's twist our tongues and have fun while improving our English skills!
英语单词顺口溜 篇二
"The Fun of English Wordplay"
English is a language that delights in wordplay. From puns and homophones to rhymes and alliteration, the English language offers endless opportunities for creative play with words. In this article, we will explore the fun and creativity of English wordplay through the art of tongue twisters.
Tongue twisters are phrases that are difficult to articulate quickly and accurately due to the combination of sounds and syllables. They provide a playground for linguistic creativity, challenging speakers to navigate through a maze of similar sounds. Tongue twisters not only entertain but also serve as a valuable tool for language learners.
One example of a popular tongue twister is "How much wood would a woodchuck chuck if a woodchuck could chuck wood?" This playful phrase combines alliteration, repetition, and a touch of absurdity. It tickles the tongue and challenges the mind, inviting laughter and wonder. The playful nature of tongue twisters encourages learners to experiment with sounds and improve their pronunciation skills.
Another classic tongue twister is "I scream, you scream, we all scream for ice cream!" This phrase combines rhyme and repetition, creating a catchy and memorable sequence of words. The playful rhythm and melodic quality of this tongue twister make it a favorite among learners of all ages. It showcases the musicality of the English language and encourages learners to explore the nuances of pronunciation.
English wordplay extends beyond tongue twisters. Puns, for example, rely on the multiple meanings or sounds of words to create humorous or clever effects. "Why don't skeletons fight each other? They don't have the guts!" is a pun that plays with the double meaning of the word "guts" – referring to both courage and internal organs. Puns challenge language learners to think creatively and expand their vocabulary by exploring the various meanings and associations of words.
In conclusion, English wordplay, including tongue twisters and puns, adds a playful and creative dimension to language learning. Tongue twisters challenge learners to navigate through a maze of sounds, improving pronunciation and fluency. Puns, on the other hand, encourage learners to explore multiple meanings and associations of words, expanding vocabulary and fostering creative thinking. So, let's embrace the fun of English wordplay and enjoy the delightful world of linguistic creativity!
英语单词顺口溜 篇三
英语单词顺口溜 篇四
study书房书卷香，
bathroom浴室来冲凉;
living room客厅迎客忙，
bedroom卧室睡得香;
kitchen、kitchen是厨房，
home家里暖洋洋。
英语单词顺口溜 篇五
sofa沙发靠一旁，
bed床上暖洋洋;
phone电话叮铃响，
shelf书架把书放;
fridge冰箱保冷藏，
table饭桌在厨房。
英语单词顺口溜 篇六
garden花园百花放，
garage车库把车装;
attic顶楼远眺望，
stairs楼梯上下忙;
porch阳台晒太阳，
steps台阶出入帮;
basement、basement地下室，
蔬菜水果物品藏。
英语语法顺口溜：形容词和副词的比较级口诀及用法
英语语法顺口溜：形容词和副词的比较级口诀
一者比较用原级。比较级限二者比。三者三者往上比，最高级的用法起。
若要比项掌握齐，比较范围要搞细。比较级二句型记，做出句子没问题。
若甲乙程度相同，as…as 结构体。甲某方面不及乙，用 not so/as…as表示。上述内容全记起，比较等级谈完毕。
英文中的形容词和副词一般都有三种级的形式即：原级(The Positive Degree)，比较级(The Comparative Degree)和最高级(The Superlative Degree)。
1) 同级比较往往由"as + 形容词/ 副词的原形 + as"的句式表达;当然也要注意它的否定形式、以及在第一个as前加倍数或程度副词的情况。
2)"比较级 + than"引导不同级的比较。"比较级" 前同样可以加倍数或程度副词。另外"no more …than"意思是"A和B一样不……" 。
3) 形容词的最高级前一般必须有定冠词the;但是也有不加定冠词the的几种情况。
一、 同级比较中有两种情况：
A 表示双方情况"一模一样"，用as + 原级 + as的结构;
B 表示双方情况"不(那么)一样"，用not so / as + 原级 + as的结构。在这两种结构中，第一个as是副词，而第二个as是连词;在第二个as的后面接名词、句子或代词的主格(一般不要接代词的宾格)。例如：
My parcel is as heavy as yours . 我的包裹与他的一样沉。
His bedroom is not as neat as his sister's. 他的卧室没有他姐姐的整洁。
It is not so hot as yesterday. 今天不象昨天那么热。
* 在as … as 的结构中，我们还常见这样两种句型：as much + 不可数名词 + as 和as many + 复数可数名词 + as 。例如：
He has learned as many English words as his brother (has ) . 他已学了和他哥哥一样多的英文单字。
二、形容词比较级的用法:
形容词的比较级用于两个人或事物的比较,其结构形式如下:
主语+谓语(系动词)+ 形容词比较级+than+ 对比成分。 也就是, 含有形容词比较级的主句+than+从句。注意从句常常省去意义上和主句相同的部分, 而只剩下对比的成分。
Our teacher is taller than we are. 我们老师的个子比我们的高。
It is warmer today than it was yesterday. 今天的天气比昨天暖和。
This picture is more beautyful than that one. 这张照片比那张照片漂亮。
The sun is much larger than the moon. 太阳比月亮大得多。
三、形容词最高级的用法:
形容词最高级用于两个以上的人和物进行比较, 其结构形式为:
主语+谓语(系动词)+the+形容词最高级+名词+表示范围的短语或从句。
She is the best student in her class. 她是班上最好的学生。
Shanghai is one of the largest cities in China. 上海是中国最大城市之一。
英语语法顺口溜：哪些动词后面只能接动名词背诵口诀
哪些动词后面只能接动名词，下面的顺口溜有助于记忆
喜欢、考虑不可免(enjoy, consider, escape, avoid)
停止，放弃太冒险(stop, give up , risk)
反对想象莫推延(mine, imagine, delay, put off)
要求完成是期望(require, finish, look forward to.)
建议继续勤*练(suggest, go on, practise)
不禁原谅要坚持(can’t help, excuse , insist on)
继续注意使成功(keep on, mind, succeed in)
动名词用法详解补充：
A.作句子的主语
句型 V-ing…+V…
例A：Smoking is a bad habit.
(吸烟是坏习惯。)
例B：taking exercise every morning helps make one healthy.
(每天早晨做运动有助于人的健康。)
例C：It isn't easy trying to please her.
(想办法讨好她是不容易的。)
解说 动名词作主语用时是属于第三人称单数，因此要取单数形式动词。例C是表示动名词也可用“It…”的句式来表达。
B.作主语补语
句型 S+be+V-ing…
例A：My favorite sport is swimming.
(我最喜爱的运动是游泳。)
例B：Her only desire is studying music.
(她的唯一的愿望就是学音乐。)
C.作直按宾语
句型 S+Vt. +V-ing
例A：I enjoy watching TV news after supper.
(晚饭后我喜爱看电视新闻。)
例B：You'd better stop smoking.
(你最好把烟戒掉了。)
例C：It began raining heavily when we got there.
(我们到达那里时，开始下起大雨来了。)
例D：I remember seeing her somewhere before.
(我记得以前在什么地方见过她。)
例E：Do you mind mailing this letter for me ?
(替我寄这封信你介意吗?)
解说 英语的Vt. 取直接宾语时，有的习惯上要取不定式，有的则要取动名词，有的则取不定式或动名词皆可，表达的意思大致相同，但是也有些表达的意思不相同，现分别介绍如下：
①Vt. +V-ing …(习惯上取动名词为直接宾语)(如例A、B)
admit(承认)，advise(劝告)，avoid(避免)，consider(考虑)，
escape(脱逃)，finish(做完)，keep (on) (持续)，quit(停止)，resist(抵抗)，risk(冒险)，stand(忍受——否定句)，stop(停止)，understand(了解)，etc .
注：请注意下面两句表达上的差别：
例：He stopped smoking. (他停止吸烟了。)
例：He stopped to smoke. (他抽起烟来了。)
第二句是“He stopped doing something and began to smoke. ”的意思。
②Vt. +V-ing…/to V…(动名词或不定式皆可，表达的意思大致相同。)(如例C)
begin(开始)，cease(停止)，continue(继续)，fear(恐惧)，start(开始)，etc.
③Vt. +V-ing…/to V…(可取动名词，也可取不定式，但表达的意思不相同或用法不相同。)(如例D)
dislike(不喜欢)，forget(忘却)，hate(讨厌;恨)，like(喜欢)，love(爱;喜欢)，need(需要)，remember(记得)，try(尝试)，want(需要)，etc.
注：本项所说的表达意义不同或用法不同，请参考词典，这里仅以“remember，”和“want”为例提供参考例句如下：
I remember seeing her somewhere before.
(我记得以前在什么地方见过她。)
I remember to see her tomorrow.
(我会记得明天去看她。)
由上例可知“remember +V-ing…”是指“对过去所做过的事记得”的意思，而“remember +to V…”是指“对将来的某一件事会记得去做”的意思。
Do you want to paint to door?
(你要油漆门吗?—“want”的意思是“要，欲”)
The door wants painting.
(这一道门需要油漆了。—“want”的意思是“需要”，即“need”，而“painting”所表达的意思是“to be painted”。)
例E的“mind +V-ing…?”通常是指说话者要请对方“来做……”的意思，若是说话者自己要做而在征求对方的同意时则使用“mind +my +V-ing…”的句式。
例：Do you mind opening the windows?
(请你把窗打开，你介意吗?)
Certainly not. (当然不介意。)
例：Do you mind me [my] smoking ?
(你会介意我吸烟吗?)
No, please do. (不会的，请便。)
“mind +V-ing”也可用于表达否定。
例：I don't mind being found going out with him.
(我不在乎被人看到和他一同出去。)
D.作介词的宾语
句型prep. +V-ing…
例A：He drove away without saying good-by.
(他没说再见就开了车走了。)
例B：It is not easy to make a living by writing .
(靠写作谋生是不容易的。)
例C：It is polite to knock before entering a room.
=It is…before one enters a room.
(进入房间之前敲门是一种礼貌。)
解说 如例C，因“before”也可作连词用，所以动名词部分可改以从句来表达。其他如“after, since”也可以仿照例C来表达。
英语语法顺口溜：基数词变序数词
基数词变序数词(之一)
基变序，有规律，
词尾字母th。①
八减t，九减e，
f要把ve替。②ty把y变成i，
记住th前有个e。③
①按：指first、second、third。
②按：指eight去掉t，nine去掉e，five和twelve去掉ve加上f。
⑦按：指twenty→twentieth等。
基数词变序数词(之二)
第一、二、三要全变，①
其余“th”加后边，⑧“th”里有例外，
你需格外记明白：
八减t，九减e，②
字母f代ve，④ty变tie。⑥
①one——first，two——second，three——third。
②four-fourth，seven-seventh，hundred-hundredth。
③eight——eighth，nine—ninth。
④five—fifth，twelve—twelfth。
⑤twenty—twentieth，sixty——sixtieth。
直接引语间接引语的记忆口诀、定语从句记忆口诀、被动语态的口诀
人称变更怎么办? “一主①、二宾②、三不变”③
若是自引自的话， 听者不变称不变。
注：①“一主”指在直接引语中的第一人称变为间接引语时，要和主句中的主语在人称上保持一致。如：
He sad，“I am forty，”→He said that he was forty.
②“二宾”指直接引语中的第二人称变为间接引语时，要和主句中的间接宾语保持人称一致。如：
He said，“Are you coming tomorrow?”→He asked me if I wascoming the next day.
③“三不变”指直接引语中的第三人称变为间接引语时，人称不变。如：
He said，“Is she an English teacher?”→He asked if she was an English teacher.
另外注意直接引语为复数，引述者主语为单数，间接引语主语相应变复数。如：
He said，“Are you interested in English?”→He asked me/us if Iwas/we were interested in English.
一般现、过用be done，be有人称、时、数变。
完成时态have done，被动将been加中间。
一般将来shall (will) do，被动变do为be done。
将来进行无被动，shall (will) be doing,
现在完成进行同，have (has) been doing。
现、过进行be doing, 被动be加being done。
情、助、有、是妥安排，一律随新主语变。
否定助后加not，疑问一助置主前。
主语恰是疑问词，直陈语序主在前。
一般情助加be done，双宾多将间宾变。
复合宾语宾变主，宾补、主补相应变。
英语语法顺口溜：非谓语动词英语学习口诀
非谓语动词英语学习口诀包含动名词、动词的不定时顺口溜
非谓语动词包括动词不定式，动词的过去分词和动词的-ing形式三种。这是高考中的热点，其考查量多、面广，几乎是必考的一个知识点。近六年高考复现率达百分之百。纵观试题，其考查重点为动词非谓语形式的作用及功能相同的非谓语动词之间的区别。学生对此知识也“知之半解”，深感头疼。请看下面的方法，将有助于记住不定式及动名词。
1、动词的不定式
①不定式有标记， to与动词连一起。
②没有人称数变化， 动词特点它具备。
③主宾定状表补语， 唯独作谓不可以。
④not 加上不定式， 否定结构要牢记。
⑤疑问词与不定式， 构成短语有意义。
⑥仔细推敲多思考， 准确判断有依据。
解析：
①“to+动词原形”是它的基本构成形式，即不定式的`标记。
②它没有人称和数的变化，不管主语是任何人称，单数还是复数，动词不定式都没有变化。但它仍保留动词的特点，可以有自己的宾语或状语。
③它具有名词、形容词和副词三大特点，所以，它在句中可以作主语、宾语、定语、表语、状语和宾补。
④“not +动词不定式”是它的否定形式，不要受其他否定式的影响，要记住规律。
⑤疑问代词what, who, whom, which和疑问副词where, when, why , how加上不定式在句中可以做主语，宾语、表语、状语。
⑥通过以上分析，只要仔细研究，把不定式的功能用法搞清楚，在应用时就能作出准确的判断。
2、动名词：
哪些动词后面只能接动名词，下面的顺口溜有助于记忆。
喜欢、考虑不可免(enjoy, consider, escape, avoid)
停止，放弃太冒险(stop, give up , risk)
反对想象莫推延(mine, imagine, delay, put off)
要求完成是期望(require, finish, look forward to.)
不禁原谅要坚持(can’t help, excuse , insist on)
继续注意使成功(keep on, mind, succeed in)
英语语法顺口溜：宾语从句顺口溜口诀和用法
巧记宾语从句顺口溜 附宾语从句详解：
[宾语从句歌诀]
宾语从句三姊妹，that，if/whether，wh-/how展风采。
展风采有三关，引导词、语序、时态在把关。
主从时态要一致，陈述语序永不变。
陈述请你选that，疑问需用if/whether连。
特殊问句作宾从，原来问词不用换。
三关过后莫得意，人称、标点需注意。
留意变脸的if/when，从句的简化记心间。
[歌诀解码]
一、三姊妹
宾语从句根据引导词的不同可分为三种类型：
1. 由that引导的宾语从句。如：
We knew (that)we should learn from each other.
2. 由if/whether引导的宾语从句。如：
Please tell me if/whether you have been to America.
3. 由who，where，how等连接代词或连接副词引导的宾语从句。如：
Can you tell me how I can get to the nearest post office?
二、三关
1. 引导词关
如果从句是陈述句，引导词用that(that在口语或非正式文体中常省略);如果从句是一般疑问句，引导词用if/whether;如果从句是特殊疑问句，引导词用由疑问词转换而来的疑问代词/副词。
2. 语序关
①陈述句变为宾语从句，语序不变，即仍用陈述语序。如：
He is an honest boy. The teacher said. →The teacher said(that)he was an honest boy.
②一般疑问句和特殊疑问句变为宾语从句，语序变为陈述语序。如：
Does he work hard?I wonder.→I wonder if/whether he works hard.
When did he leave?I don’t know. →I don’t know when he left.
3. 时态关
①如果主句是现在的时态，从句的时态可根据实际情况而定。如：
I have heard(that)he will come back next week.
②如果主句是过去的某种时态，那么从句的时态一定要用过去的某种时态。如：
He said(that)there were no classes yesterday.
注意：如果宾语从句表述的是客观真理、自然现象等时，不管主句是什么时态，从句都要用一般现在时。如：
He said that light travels much faster than sound.
三、人称的变化和标点的使用
1. 从句的主语如果是第一人称，变为宾语从句则与主句的主语一致;如果是第二人称，则与主句的宾语一致;如果是第三人称，不用变化。如：
“May I use your knife?”He asked me. →He asked me if he might use my knife.
“Do you know her telephone number?”He asked me. →He asked me if I know her telephone number.
2. 宾语从句的标点均由主句决定。主句是陈述句，用句号;主句是疑问句，用问号。如：
Who will give us a talk?I don’t know. →I don’t know who will give us a talk.
Do you know?Where does he live?→Do you know where he lives?
四、两副面孔
if和when既能引导时间状语从句，又能引导宾语从句。因此，遇到它们就要认真分析一下，它们究竟属于“两副面孔”的哪一副。如：
If it rains tomorrow，I won’t come.(时间状语从句)
I don’t know if it will rain tomorrow. (宾语从句)
五、从句的简化
1. 当主句谓语动词是find，see，watch，hear等感官动词时，从句常简化为“宾语+宾补”结构，宾补为不带to的不定式或V-ing形式。如：
She found that the wallet lay/was lying on the ground. →She found the wallet lie/lying on the ground.
2. 当主句谓语动词是hope，wish，decide，forget，plan，agree等，且主句主语与从句主语相同时，从句可简化为不定式结构。如：
She agreed that she could help me with my maths. →She agreed to help me with my maths.
3. 在连接代词/副词引导的宾语从句中，当从句主语与主句主语或间接宾语一致时，宾语从句可简化为“连接代词/副词+不定式”结构。如：
Can you tell me how I can get to the station?→Can you tell me how to get to the station?
