一、“一个句子”理论提出的背景在多年的中学英语教学中,笔者发现许多学生学习英语的障碍并不是词汇量的短缺问题,也不是单项语法的模糊问题,更不是语言点的积累缺乏问题,而在于语篇的理解上。无论是从中考试卷,还是高考试题来分析,要想取得高分,语篇的理解起着至关重要的作用,即阅读的分数直接影响着总分。而对于语篇的理解,离不开对句子的理解。但是现行的语法对于句子的解释太过笼统,不成系统,致使同学们对句子的掌握不够全面、准确,进而影响结构理解,波及语篇理解。现行语法将句子分为简单句和复合句,这无容置疑帮助学生更容易了解英语句子,由易到难。但在语篇或语境中却很难帮助学生捕捉到应得的信息。因为在语篇中我们 First, “a sentence ” theory background In many years of secondary school English teaching, I found that many students to learn English barriers is not a shortage of vocabulary, not a single grammar fuzzy problem, but not the accumulation of language points Lack of problems, but in the understanding of the text. Whether it is from the examination paper, or college entrance examination questions to analyze, in order to obtain high scores, text understanding plays a crucial role, that reading scores directly affect the total score. The understanding of the text can not be separated from the understanding of the sentence. However, the current grammar explains the sentence too often and systematically, which makes the students’ mastery of the sentence not comprehensive and accurate, which affects the comprehension of the structure and affects the comprehension of the text. The current grammar breaks down sentences into simple sentences and compound sentences, which undoubtedly helps students to understand English sentences more easily, from easy to difficult. But in discourse or context it is hard to help students capture the information they deserve. Because in the discourse we