⑴ 英语语法啊啊
more than one可以换成no less than。
at the meeting中，介词只能用at，这跟in the morning中介词只能用in是一样的道理。
⑵ 日常生活中最简单的英语语法
宾语来从句和状语从句比较简单。源
I think (that) you are right. 我觉得你是对的。(that) you are right是宾语从句。
When I was a child, my mum often told me stories. 我小时候我妈妈常常给我讲故事。When I was a child状语从句。
⑶ 试着让生活变得简单 翻译成英文 要正确的语法
你好！
这可以又很多种英文的，看自己的水平才能说/写出来。专
I
am
working
hard
to
make
life
simple.
I
am
recing
the
entropy
in
my
life.
等等。
如有疑问，请追问。属
⑷ 英语中什么是语法（具体点）!!!
语法是语言学的一个分支,研究按确定用法来运用的词类、词的屈折变化或表示相互关系的其他手段以及词在句中的功能和关系
语言的结构规律。包括词法和句法。词法指词的构成及变化规律；句法指短语和句子的组织规律。
语法是语言表达的规则。各种语言都有不同的语法，包括人类语言和计算机语言等。语法学是语言学的一部分。
现代语法学包括语音学、音系学（见音韵学）、形态学（词法）、句法学、语义学。
数据通信中的意思
语法：数据及控制信息的格式、编码及信号电平等。
rules of a language governing the sounds, words, sentences, and other elements, as well as their combination and interpretation. The word grammar also denotes the study of these abstract features or a book presenting these rules. In a restricted sense, the term refers only to the study of sentence and word structure (syntax and morphology), excluding vocabulary and pronunciation.
A common contemporary definition of grammar is the underlying structure of a language that any native speaker of that language knows intuitively. The systematic description of the features of a language is also a grammar. These features are the phonology (sound), morphology (system of word formation), syntax (patterns of word arrangement), and semantics (meaning). Depending on the grammarian's approach, a grammar can be prescriptive (i.e., provide rules for correct usage), descriptive (i.e., describe how a language is actually used), or generative (i.e., provide instructions for the proction of an infinite number of sentences in a language). The traditional focus of inquiry has been on morphology and syntax, and for some contemporary linguists (and many traditional grammarians) this is the only proper domain of the subject.
In Europe the Greeks were the first to write grammars. To them, grammar was a tool that could be used in the study of Greek literature; hence their focus on the literary language. The Alexandrians of the 1st century BC further developed Greek grammar in order to preserve the purity of the language. Dionysus Thrax of Alexandria later wrote an influential treatise called The Art of Grammar, in which he analyzed literary texts in terms of letters, syllables, and eight parts of speech.
The Romans adopted the grammatical system of the Greeks and applied it to Latin. Except for Varro, of the 1st century BC, who believed that grammarians should discover structures, not dictate them, most Latin grammarians did not attempt to alter the Greek system and also sought to protect their language from decay. Whereas the model for the Greeks and Alexandrians was the language of Homer, the works of Cicero and Virgil set the Latin standard. The works of Donatus (4th century AD) and Priscian (6th century AD), the most important Latin grammarians, were widely used to teach Latin grammar ring the European Middle Ages. In medieval Europe, ecation was concted in Latin, and Latin grammar became the foundation of the liberal arts curriculum. Many grammars were composed for students ring this time. Aelfric, the abbot of Eynsham (11th century), who wrote the first Latin grammar in Anglo-Saxon, proposed that this work serve as an introction to English grammar as well. Thus began the tradition of analyzing English grammar according to a Latin model.
The modistae, grammarians of the mid-13th to mid-14th century who viewed language as a reflection of reality, looked to philosophy for explanations of grammatical rules. The modistae sought one “universal” grammar that would serve as a means of understanding the nature of being. In 17th-century France a group of grammarians from Port-Royal were also interested in the idea of universal grammar. They claimed that common elements of thought could be discerned in grammatical categories of all languages. Unlike their Greek and Latin counterparts, the Port-Royal grammarians did not study literary language but claimed instead that usage should be dictated by the actual speech of living languages. Noting their emphasis on linguistic universals, the contemporary linguist Noam Chomsky called the Port-Royal group the first transformational grammarians.
Structural description of the sentence “The man will hit the ball,” assigned by the …
By 1700 grammars of 61 vernacular languages had been printed. These were written primarily for purposes of reforming, purifying, or standardizing language and were put to pedagogical use. Rules of grammar usually accounted for formal, written, literary language only and did not apply to all the varieties of actual, spoken language. This prescriptive approach long dominated the schools, where the study of grammar came to be associated with “parsing” and sentence diagramming. Opposition to teaching solely in terms of prescriptive and proscriptive (i.e., what must not be done) rules grew ring the middle decades of the 20th century.
The simplification of grammar for classroom use contrasted sharply with the complex studies that scholars of linguistics were concting about languages. During the 19th and early 20th centuries the historical point of view flourished. Scholars who realized that every living language was in a constant state of flux studied all types of written records of modern European languages to determine the courses of their evolution. They did not limit their inquiry to literary languages but included dialects and contemporary spoken languages as well. Historical grammarians did not follow earlier prescriptive approaches but were interested, instead, in discovering where the language under study came from.
As a result of the work of historical grammarians, scholars came to see that the study of language can be either diachronic (its development through time) or synchronic (its state at a particular time). The Swiss linguist Ferdinand de Saussure and other descriptive linguists began studying the spoken language. They collected a large sample of sentences proced by native speakers of a language and classified their material starting with phonology and working their way to syntax.
Generative, or transformational, grammarians of the second half of the 20th century, such as Noam Chomsky, studied the knowledge that native speakers possess which enables them to proce and understand an infinite number of sentences. Whereas descriptivists like Saussure examined samples of indivial speech to arrive at a description of a language, transformationalists first studied the underlying structure of a language. They attempted to describe the “rules” that define a native speaker's “competence” (unconscious knowledge of the language) and account for all instances of the speaker's “performance” (strategies the indivial uses in actual sentence proction). See generative grammar; transformational grammar.
The study of grammatical theory has been of interest to philosophers, anthropologists, psychologists, and literary critics over the centuries. Today, grammar exists as a field within linguistics but still retains a relationship with these other disciplines. For many people, grammar still refers to the body of rules one must know in order to speak or write “correctly.” However, from the last quarter of the 20th century a more sophisticated awareness of grammatical issues has taken root, especially in schools. In some countries, such as Australia and the United Kingdom, new English curricula have been devised in which grammar is a focus of investigation, avoiding the prescriptivism of former times and using techniques that promote a lively and thoughtful spirit of inquiry.
语法在大英网络全书的定义：统摄声音,文字，句子和其他要素，以及它们的组合和解释的语言规范。“语法”这个词也指对这些抽象特征的研究，或这些规则的指南手册。严格意义上说，“语法”这个术语是指对于句子和词语结构（句法和形态学）的研究，但不包括词汇和发音。
一个普遍接受的当代语法定义是：以一种语言为母语的任何人靠直觉就知道的语言结构。对语言特征的系统描述也是一种语法，而这些特征包括音位学（声音） ，形态学（系统构词） ，句法（词语安排模式）和语义（意思） 。根据语法学家的研究，语法可以规范（即提供一些正确用法的规则） ，描述（即，描述了语言实际上是如何使用的） ，或生成（即提供一种指导，使无限的句子在一种语言中产生） 。传统的调查重点，在于形态学和句法，对于一些当代语言学家（和许多传统的语法学家），这是唯一正确的研究领域。
在欧洲，希腊人最早写关于语法的著作。对他们来说，语法是一个工具，可以用来研究希腊文学，因此他们的重点是文学语言。公元前一世纪的Alexandrians进一步发展希腊语法，以保持纯净的语言。亚历山大的狄俄尼索斯后来写出一篇影响深远的论文，称为《语法的艺术》，他在其中分析文学文本中的字母，音节，和八段话语。
古罗马人接受了希腊人的语法体系，并运用于拉丁语。除了公元前一世纪的瓦罗Varro认为语法学家应该发现结构，而不是强行指定结构，大多数拉丁语法学家没有试图改变希腊系统，还设法保护他们的语言避免衰败。希腊人和亚历山大人的语言模型是荷马的语言，西塞罗和维吉尔的作品设定了拉丁语的语法标准。最重要的拉丁语语法学家多纳图斯（公元4世纪）和普里西安（公元6世纪）的作品在欧洲中世纪被广泛用于拉丁文语法教学。中世纪的欧洲的教育使用的是拉丁文，拉丁语语法成为人文教育的基础课程。 恩斯罕的修道院长，阿尔弗里克Aelfric（ 11世纪） ，第一个写拉丁语语法的盎格鲁撒克逊人，建议以此引入英语语法。从此，开始了依据拉丁语法的英语语法分析的传统。
第13世纪中叶至14世纪中叶的语法学家认为语言是现实的反映，从哲学中寻求解释语法的规则。他们寻求一个“普遍”的语法universal grammar，以此作为了解存在being的手段。在十七世纪的法国，来自罗亚尔港的一些语法学家也对这种普遍语法感兴趣。他们声称，思想的共同要素可以在所有语言的语法类别中辨识出来。与希腊语和拉丁语的语法学家不同，罗亚尔港语法学家没有研究文学语言，他们认为语言的用法应当取决于实际的生活语言。当代语言学家乔姆斯基也注意到对语言的共性的强调，他称罗亚尔港派为第一批转型语法学家。
到1700年，61种方言语法书已经印制。这些书的目的主要是改革，净化，或规范语言，并用于教学。当时语法规则通常仅仅用于正式，书面，文学的语言，并不适用于纷繁复杂的实际口语。这一规范性的手段长期在学校占主导地位，学生们对语法的学习往往和“解析”以及句子图解联系在一起。在20世纪的中后期，对于这种仅仅关注规范性和禁止性（即，什么不能做）规则的语法教育，出现了越来越多的反对声音。
课堂语法的简化和语言学家的复杂研究形成了鲜明对比。19世纪到20世纪初，历史主义观点蓬勃发展。认识到每一种现存的语言都是在不断变化中的学者们研究了欧洲语言所有类型的书面记录，以确定其演变路径。他们没有局限于文学语言，还研究了方言和当代口头语。历史主义的语法学家没有采用先前的规范性办法，但更加关注他们研究的语言的来源。
由于历史主义语法学家的工作，学者们看到，语言的研究可以是历时性的（其贯穿历史的发展）或同步性的（在特定的时间段的状态）。瑞士语言学家索绪尔和其他描述性语言学家开始研究口头语。他们收集了大量操母语者的语句样本，对这些材料进行分类，从音位学入手，一直研究到句法。
20世纪后半叶的转换生成语法学家，如乔姆斯基，研究了操母语者能生成和理解无限句子所需要的知识。而像索绪尔那样的描述语言学家则去审查单个话语样本，以求达到描述一种语言的目的。转换生成语法学家首先研究了语言的潜在结构。他们试图描述一种能够定义操母语者语言“能力”（底层的语言知识）的“规则”，解释说话人的种种“表现”（语言生成时的实际策略）。
在过去的千百年里，语法理论引起了哲学家，人类学家，心理学家和文学批评家的兴趣。今天，语法存在于语言学领域之内，但仍保留了与其他许多学科的联系。对于很多人来说，语法仍然指的是一整套必须知道，以保证“正确”语言输出的规则，然而，从20世纪后25年以来，对语法研究的更为复杂的意识，已经在学校生根发芽。在一些国家，如澳大利亚，英国，新的英语课程中语法是重点，而且避免之前僵硬的规范，提倡生动而深刻的调查精神。
⑸ 生活中常见英语语法错误
问题：
-----------
这句话确实在生活中很常见，因此大家都觉得没有什么错误。
我已经很多年回没有学习语文了。觉得这个答问题很有趣，
于是仔细分析了一下，感觉错误是这样产生的。
“意外”是一个名字，“是”是一个动词，“可以”在这里也是一个动词。
“避免”同样是一个动词，动词属于实词，当实词“避免”与后面的结构助词“的”结合在一起时，构成了名词短语“避免的”，即“避免的”是一个名词。
好，现在可以来分析一下整个句子的组成了。
名词“意外”作主语，动词“是”作谓语，动词“可以”也只能作谓语，名词短语“避免的”当然是作宾语了，这样的“主-谓-谓-宾”的结构，在语法上是错误的。
修正：
-------------
一种简单的办法，是改成“主-谓-宾”的结构。由于有两个动词可供选择，因此也有两种方案：
a、意外是避免的。
这样修改的话，语法上没错，但逻辑上不对。
b、意外可以避免的
这样修改语法和逻辑上就都正确了
还有一种修改方法，即方案C：
c、意外可以避免。
不过在这种方案中，“可以”是副词，“避免”是动词了，句子变成了“主-谓”结构。
⑹ 写一篇英语作文关于展望我们未来的生活。（初中语法）
An Outlook on Future What will the future be? There are likely to be numerous potential breakthroughs and achievements in science and technology.Solutions to current social and economic problems will be found.In the field of instry, agriculture and service instry, possible procts and manufacturing methods might be realized.Hi-tech instry could develop faster.The living environment will be cleaner and satisfactory.People will lead a carefree life.
⑺ 英语语法
传统语法中，这是个病句。但是现实中很可能有人这么说，后面的where...是定语从句，实际上回这是一答个简略的说法，相当于这样一个长句：
but haven’t you ever had the experience of sleeping with a women, in which it meant more to her than it did to you?
where=in which，修饰的是前面这件事（也就是我加上的 the experience）
【这不是状语从句。如果是状语从句，那么表达的意思是“在一个对她比对你更有意义的地方做过。。。”，显然不是这句话要表达的。我认为这句话要表达的是sleep together这件事对她比对你有意义。】
⑻ 英语语法趣味讲解
一谈到语法，很多人头就大，如果不是因为英语考试要考，几乎没有人会喜欢它。语法这东 西学了真的有用吗？举个最极端的例子， 一个没有读过书的英国人， 他根本不知道什么是语法，但日常讲话的句子里，也会经常出现虚拟语气，现在进行时等语法现象，看来知不知道语法真的一点也不影响他和周围的人进行交流。那这是不是就意味着语法不用去学了呢？
其实难的不是语法，而是大部分人把复杂的思想附加在了语法的学习上，选择了一个错误枯燥且曲折低效的方式来学习它，造成了一种“语法难学”的假象。语法的正确性影响着句子含义的表达，在沟通中起着重要作用，所以语法一定得学，但是，我们首先要认识语法自身的规律，然后选择顺应其规律的方法来掌握它，那么学习自然会变得轻松简单。
国际心理学家、语言学家、教育家龙飞虎先生将语法分为“学术语法”和“生活语法”。所谓“学术语法”，通俗来说，指的是学校课堂上老师所讲的语法，它能帮你了解每种概念的背后如何使用语法来描述那些所谓“专业”词语，并且要求你能够分析每句话。所谓“生活语法”，指的是语言本身的组成规律，通过下意识的方式去掌握，它会帮你正确使用合适的句子实现恰当的沟通。除非你是语言学家，需要用专业语法同其他语言学家研究一门语言，
若你学英语的目的是为了通过考试、说话交流、沟通意思等，“学术语法”绝对是多余的，学好“生活语法”已经足够帮你实现听说读写，交朋友，谈生意，甚至签署协议。
那么“生活语法”该如何学习呢？首先你可以回想一下小学时学习语文的体验。我们曾经在语文课上也会学语法，比如，老师会让我们用“如果。。。那么。。” 、“因为。。。所以。。。”
等来造句子。通过老师的讲解，几乎每一位同学都能造出生动的句子，真奇怪！语法明明是很“难学”的东西，可为什么我们这么快就能抓住这些意思而造出句子呢？其实每个学生都已经在生活中不知不觉的掌握了“语法”（即“生活语法”）。现在老师只是陪着我们练习已经会的东西。细心回想一下，你就会发现，我们在课堂上学习语法之前，早就听爸爸说“如果你再淘气，（那么）我就打你屁股”、“因为天气冷，（所以）咱们今天不去游乐场了” N多遍了，在我们的大脑架构中，已经有了这些“生活语法”的框架，并且早已熟悉他们的用法，所以语文课的语法自然手到擒来，根本不费力气。
因此，学习语法，需要我们把学习从眼睛转到耳朵，把“刻意”记句型和语法点转变成“下意识自然吸收”，以听为主，采用泡脑子的方法为自己创造语言环境，充分发挥下意识功能，逐渐掌握句子的规律。由于篇幅比较长，在此不便详述, 你可以网络一下“功夫英语，在其官网首页搜索栏里输入 “泡脑子”。
另外，真正对你有用的“生活语法” ，需要你认识一套非单词的含义代码！也就是说，你用来沟通的“生活语法”基本上是一系列单词之外的沟通规律，这些规律可以帮助你把沟通做得比只用单词更深更宽。 这些沟通规律包括几个方面：用词的顺序，“小逻辑” 等等，比如： “If…..then…”（如果…那么…)， 固定词组和半固定词组， “词粒子” 比如英语里边的…ing ，ed, 等， “特别代码”比如英语的 “the”, “a”, “in”, “at”, “on”, 等等。这些东西都可以帮你很好的运用语法，使句子变得连贯。这些内容具体包括哪些呢？你可以网络一下“功夫英语，在其官网首页搜索栏里输入 “英语语法”。
⑼ 英语语法点三十个有例句，谢谢
以下三十个句子的语法内容包含虚拟语气、强调句型、定语从句、it做形式主语、非谓语动词等等。 在读句子时 要注意这些语法内容的运用， 最好把句子中的重点单词全部掌握住！
1. If the rules of perspective had not been discovered, no one would have been able to paint such realistic pictures.如果没有发现透视法,人们就不可能画出如此逼真的画。
2. Without the new paints and the new technique, we would not be able to see the many great masterpieces for which this period is famous.没有新的颜料和新的(绘画)手法，我们就不能看到很多使这一时代著名的杰作。
3. Among the painters who broke away from the traditional style of paining were the Impressionists，who lived and worked in Paris.在那些突破传统画法的画家中，有生活和工作在法国巴黎的印象派画家。
4. At the time they were created，the Impressionist paintings were controversial，but today they are accepted as the beginning of what we call "modern art".
在印象派作品的创建初期,它们是存在着争议的,但是如今己被人们接受而成为现在我们所说的"现代艺术"的始祖了。
5. You can also explore Frick's beautiful home and garden which are well worth a visit.
你还可以好好考察一下弗里克美丽的故居和花园，它们是很值得一看的。
6. When you walk into the gallery, you feel as if you were inside a fragile, white seashell. 当你走进画廊的时候，你会觉得你进入了一个易碎的白色贝壳之中。
7. It is amazing that so many great works of art from the late 19th century to the 21st century are housed in the same museum. 令人惊奇的是，在同一家博物馆里竟能容纳下19世纪后期到21世纪的如此众多的名家巨作。
8. There are various reasons why people write poetry. 人们写诗有着各种各样的理由。
9. The language is concrete but imaginative, and they delight small children because they rhyme, have strong rhythm and a lot of repetition.（童谣的）语言具体但富有想象力，这能使小孩子们快乐，因为它们押韵，节奏感强,并较多重复。
10. By playing with the words in nursery rhymes, children learn about language.
通过童谣中的文字游戏，孩子们学习了语言。
11. Another simple form of poem that students can easily write is the cinquain, a poem made up of five lines. 另外一种学生容易写的简体诗是由五行组成的,叫做五行诗。
12. With so many different forms of poetry to choose from，students may eventually want to write poems of their own. 有了这么多可供选择的诗歌类型,学生们最终也许想自己作诗了。
13. I think my long and active life must be e to the healthy life I live. 我想我之所以长寿而且精力充沛,要归功于我的健康生活。
14. First, you can become physically addicted to nicotine, which is one of the hundreds of chemicals in cigarettes.首先,你会在身体上对尼古丁有瘾，它是香烟里几百种化学物质之一。
15. I didn't know, for example, that it could do terrible damage to your heart and lungs or that it was more difficult for smoking couples to become pregnant.
例如，我不知道抽烟能严重侵害人的心脏和肺部，也不知道吸烟的夫妇生育能力会下降。
16. It isn't easy to stop smoking, but millions have managed to quit and so can you.
戒烟不容易，但许许多多的人都成功地戒掉了烟，所以你也能戒烟。
17. Every time you feel like smoking a cigarette, remind yourself that you are a non-smoker.
每当你想要吸烟的时候,你就提醒你自己,你(已经)是不吸烟的人了。
18. It is only when the disease has progressed to AIDS that a person beginsto look sick. 只有当这种病毒发展成艾滋病时,人才会显出病态。
19. All scientists subscribe to the view that the increase in the earth's temperature is e to the burning of fossil fuels like coal, natural gas and oil to proce energy.
所有的科学家赞同这种观点：人们为了生产能量而燃烧化石燃料如煤、天然气和石油，从而引起了地球温度的升高。
20. It means that more heat energy tends to be trapped in the atmosphere causing the global temperature to go up. 这意味着更多的热量被困在大气层中，从而引起全球温度上升。
21. It was a scientist called Charles Keeling, who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957 to 1997. 是一位名叫查尔斯·基林的科学家曾经把1957-1997年期间大气层中二氧化碳的含量作了精确的统计。
22. They also agree that it is the burning of more and more fossil fuels that has resulted in this increase in carbon dioxide. 他们还赞同下述观点，正是燃烧越来越多的化石燃料导致了二氧化碳的增加。
23. On the other hand, there are those, like George Hambley, who are opposed to this view, believe that we should not worry about high levels of carbondioxide in the air.
另一方面，还有一些人，像科学家乔治·汉布利，反对上面的观点，他们认为我们不必担心空气中会有高含量的二氧化碳。
24. It's OK to leave an electrical appliance on so long as you are using it — if not, turn it off! 在用电器设备时你可以让它开着，如果不用就把它关掉!
25. Having collected and evaluated the information, I help other scientists to predict where lava from the volcano will flow next and how fast.
收集和评估了这些信息之后，我就帮助其他科学家一起预测下次火山熔岩将往何处流去，流速是多少。
26. I was about to go back to sleep when suddenly my bedroom became as bright as day. 我刚要再睡,突然我的卧室亮如白昼。
27. Having studied volcanoes now for many years, I am still amazed at their beauty as well as their potential to cause great damage.
虽然我从事火山研究很多年了,但是我对火山的壮丽景色以及它那潜在的巨大破坏力至今仍然感到惊愕不已。
28. The height of the land varies from 700 metres above sea level to over 2,000 metres and is home to a great diversity of rare plants and animals.
这里地面的高度从海拔700米到2000多米不等,是多种多样稀有动植物的生长地。
29. When you arrive you are rewarded not only with the sight of its clear waters, but also by the view of the other sixteen mountain peaks that surround Tianchi.
你一到达山顶就会得到回报一一你不仅可以看到天池那清澈如镜的湖水，而且还可以看到天池四周的16座山峰。
30. It is said that this boy, who had a great gift for language and persuasion, is the father of the Manchu people. 据说这个男孩就是满族人的祖先，具有语言天赋和很强的说服力。
⑽ 关于英语语法
因为这句话的主语不是the people's lives而是the quality ( 质量），它是第三人称单数，所以，后面只能用is不能用are。