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高中英语语法：就近原则讲解技巧
高中英语语法：就近原则讲解
【就近原则】
也称“邻近原则”“就近一致原则”(Proximity)，即：谓语与靠近的名词、代词(有时不一定是主语)在“人称、数”上一致。
1.在正式文体中：
1.由下列词语连接的并列主语："there be+句型; or ; either …or;nor; neither…nor;whether…or;not…but; not only…but also" ; 等。e.g.
①What he does or what he says does not concern me . 他的行为或言谈都与我无关。
②Neither you nor I am wrong . 你和我都没错。
③Not you but your father is to blame . 不是你，而是你父亲该受责备。
④Not only you but(also) he is wrong .不仅你错了，他也错了。
2. 在倒装句中：谓语可与后面第一个主语一致。
e.g.
①In the distance was heard the clapping of hands and the shouts of the people . 在远处，能听见鼓掌声和人们的呼喊声。
②There is (are) a pen and some books on the desk .桌上有一支钢笔和几本书。
II. 非正式文体中：
有时依“就近一致原则”，但也可依“意义一致原则”或严格地依“语法一致原则”。e.g.
Neither she nor I were there (意义一致) 我和他当时都不在那儿。(非正式)
Neither she nor I was there .(就近一致)(译文同上句)(正式)
但是，如果依“就近一致原则”而与其他两项原则相矛盾时，则常常认为是不太合符规范的。e.g.
No one except his own supporters agree with him .仅他自己的支持者同意他的意见。(依“就近”和“意义”一致的原则;但语法上，“No one ”才是主语，谓语要改成“agrees”。“写作中”一般要依“语法一致”原则。
我为大家整理的高中英语语法：就近原则讲解就到这里了，希望同学们认真阅读，祝大家学业有成。
批判性阅读选修课教案
Content
Identifying evidence and examples
Learning Objectives
1. Understand what is meant by evidence.
2. Understand the purpose of evidence in reasoning.
3. Identify different forms of evidence.
4. Understand the purpose of numerical data and statistical.
5. Identify where further clarification of evidence is needed.
Procedure
1. Icebreaking
Please analyze the following argument:
Ahmad’s old car is dangerously rusty and it breaks down almost every day. He has got a well-paid summer job at the local solicitors’ office. Ahmad should get a new car.
We can analyze the argument as follows:
R1: Ahmad’s old car is dangerously rusty.
R2: It breaks down almost every day.
R3: He has got a well-paid summer job at the local solicitors’office.
C:Ahmad should get a new car.
Questions:
1) Are all the information in the three reasons true?
2) If they are true or false, can we verify them?
Key terms:
1) A fact is information that can be verified and that is held to be true.
2) A factual claim is a statement or judgment based on a fact. That is, before we accept a fact as a factual claim in an argument, we have to check whether it is true or not.
Factual claims are something that is used to develop or support a reason. Besides, what else can be used to develop or support a reason?
2. A big picture of the lesson
1) What is evidence?
2) In what form can evidence be?
3) What is the purpose of evidence in reasoning?
3. Activities
A. Examples
Case 1:
Fruit that can be grown in the UK, such as apples, pears, raspberries, gooseberries and strawberries, has many advantages. It doesn’t need to be transported around the world. It tastes superior. In short, it is by far the best choice.
Here, the example of apples, pears, raspberries, gooseberries and straw berries provides an image or concrete situation to develop the reason “Fruit that can be grown in the UK has many advantages.
Case 2:
You don’t need a large garden to grow your own food. Many kinds of fruit and vegetables can be grown in contains, which will fit even on a small balcony. For example, Uncle Brian grows potatoes in a dustbin, and tomatoes, peas, beans and strawberries, all in pots on the patio.
Here, Uncle Brian is an example that supports the reason by demonstrating that the general statement is not just an abstract idea, but has instances in the real world.
Activity 1: Identify the evidence and the examples in the following short argument.
Research carried out by the University of Hertfordshire involved interviewing 100 people aged between 22 and 45 who had been speed-dating. Chat-up lines that are questions rather than statements were found to be more successful. ‘I have a PhD in computing’, is off-putting but ‘What is your favorite pizza topping?’ evokes a positive response. So, if you want to chat someone up successfully, you should give them the chance to respond in a light-hearted way.
B. Numerical and statistical data
Case 3:
On average I spend roughly ￡15 a week on travel.
Sometimes, numerical data can be used to support a reason.
Case 4:
Researchers who worked with families and day care cnetres have found that children who are cared for at home by a parent until the age of 2.5 achieve higher levels in standard tests when they are 7 than children who attended day care centres.
Statistical data can also be used to support a reason. Statistical data can often be presented as percentage or properties, graphs, diagrams or images.
Activity 2: Identify the evidence in the following short arguments and state what form(s) the evidence takes.
(1) A survey reveals that while 40% of teenagers have no religious faith, the level of unbelievers drops to a mere 8% in the over-65 age group. The closer we get to the Pearly Gates, the more we hedge our bets.
(2) One major chain store has a new method of encouraging recycling: the UK’s first coat hanger amnesty will be held by Marks & Spencer. Research shows there are currently 530 million unused coat hangers stored in UK homes. This would equate to 17,000 tonnes of plastic that could either be reused or recycled. Customers can bring unwanted hangers into stores on the days of the amnesty and place them in the recycling boxes. This is a useful way to reduce waste dumped in landfill, but it would be far better if shops were to stop handing out coat hangers altogether.
(3) More than 3.5 million people in Britain -6% of the population- belong to a gym or fitness club,presumably
thinking that exercise improves their quality of life. However, growing numbers of scientists accept that punishing
workouts are unnatural for the human body and may ultimately impair physical fitness, as demonstrated when
Jim Fixx, the American pioneer of jogging, collapsed and died at the age of 52. In order to maintain good health,
people should cancel their fitness club subscription and adopt a healthier lifestyle.
(4) D. The increase in numbers of a wild bird in Scotland despite its declining numbers in the rest of Europe has
mystified experts. RSPB Scotland said it was delighted but it was a mystery as to why red-throated divers had done
so well. Their numbers have risen from 935 to 1255 breeding pairs in twelve years. However, in Shetland the
population has dropped from 700 pairs to 407. Dr Mark Eaton, an RSPB scientist, said: “ We feared the numbers of
red-throated divers might drop because the warming of the North Sea seems to be reducing stocks of the fish they feed
on”. Projections about the disastrous effects of global warming on wildlife clearly need revising.
C. Problems with evidence based on surveys and sampling
Look at Case 4, and think about the following questions:
-- Who funded the research? A specialist university or a company that sells early learning packs designed for parents to use with their children?
-- How many children were sampled? Two, twenty or two thousand?
-- Were the day care centres in similar social areas to the children who were observed at home?
-- How well educated were the parents and the day care staff?
-- How did the researchers get access to the children? Probably they could work only with parents who were willing to take part in the survey. These perhaps were parents who were happy with their role at home.
D. Evaluating evidence
When you are evaluating evidence and examples, you may need to ask these questions:
(1) Is this evidence meaningful?
(2) Who funded the survey or research?
(3) What was the size of any sample?
(4) Was the sample representative?
(5) How was any survey conducted?
(6) When was the survey carried out?
(7) Are examples typical and relevant?
(8) Are research findings clear-up or ambiguous?
4. Summary
You should be able to:
-- identify evidence and examples in argument
-- explain the purpose of evidence and examples in an argument
-- assess evidence from research or surveys by considering the questions that could be asked to clarify that evidence
高二英语Newspapers教学简案
教学目标
1) Important vocabularies
Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for
2)Daily expressions
Are you /Will you be free then?
Yes, I'd be fee. I'd like to go.
Let's go together then. I'll meet you at the theatre at six - thirty .
Good! See you then.
What time shall we meet?
Where is the best place to meet?
What about meeting outside? I 高中历史 suggest…
3) Useful phases
What's on…? Is there anything good on?
They are said to be very good.
Finally, there is no more time left for adding new stories.
4) Grammar
V.-ing Form is used to be Subject and Object
教学建议
训练
1.通过口头练习，学会日常生活中的各种表达方式。
2.学会介绍事物及报刊杂志的，了解这种文体的写作技巧。
德育渗透
1.通过课文的，引导懂得任何一件事物都得付出很多的劳动，懂得爱惜报纸，爱惜各种书籍。
2.通过对报纸各版面的介绍，扩大了同学们的眼界，增强了他们求知欲和学习积极性。
师生互动活动
Lesson 13：口头练习：对话交际功能——日常生活用语。
Lesson 14：学生扮演主编介绍报纸出版的过程。
Lesson 15：学生扮演主编介绍《中国日报》的内容。
Lesson 16：笔头练习：写一篇介绍一种报纸或杂志的。
师生互动活动
Lesson 13：口头练习：对话交际功能——日常生活用语。
Lesson 14：学生扮演主编介绍报纸出版的过程。
Lesson 15：学生扮演主编介绍《中国日报》的内容。
Lesson 16：笔头练习：写一篇介绍一种报纸或杂志的英语论文。
教材分析
从本单元的对话来看，主要是学习如何用英语提出约会以及如何应答约会的日常用语，如：询问对方是否有空，建议会面时间和地点及如何应答的日常用语，并能运用Will you be free?到It’s.. What about…?等最为普通的语言功能进行日常交际， 同时也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what’s on 等重点词汇和短语在本单元习，本单元中的阅读课主要内容是了解报社一天的和报纸的出版过程及《中国日报》的一些情况，同时在这里运用了重点，V.-ing形式充当主语和宾语的用法。
英语写作：适度使用高级词汇
一篇优秀的英语文章，不仅时态、语态要有变化，所用的词汇更要丰富多彩，并学会使用高级词汇，给人以地道、新鲜的感觉。这能够反映出作者知识贮存量的多寡，也是衡量英语水平的一个重要标志。平常练习写作时，应该多训练用不同的语言表达同样的意思。
例如：
①As a result the plan was a failure．(一般)?
The plan turned out to be a failure．(高级)?
②She went to Australia in order to study music.(一般)?
She 高二 went to Australia for the purpose of studying music. (高级)?
③Because the weather was good, our journey was comfortable．(一般)?
Thanks to the good weather, our journey was comfortable．(高级)?
④When she heard he had died, she went pale with sorrow．(一般)?
At the news of his death, she went pale with sorrow．(高级)?
高中英语语法：不定式和现在分词表结果的区别
高中各科目的学习对同学们提高综合成绩非常重要，大家一定要认真掌握，我为大家整理了高中英语语法：不定式和现在分词表结果的区别，希望同学们学业有成!
不定式表结果，其动作发生在谓语动词之后，往往表示未曾预料到的.或令人不快的，不定式前常加only;另外，还用于too…to, enough to, never to, so / such…as to等固定结构中。现在分词表示的结果，是伴随谓语动词的发生而产生的自然结果(同时发生)，有时在前面加上thus，谓语动词与现在分词的动作是因果关系。如：
1. The news reporters hurried to the airport, only ________ the film stars had left. (福建卷)
A. to tell B. to be told
C. telling D. told
【分析】答案选B。only提醒我们要用不定式表示结果;又因为the news reporters与tell是被动关系，所以要用不定式的被动式。hurried to the airport与to be told是先后发生的两个动作，并没有因果关系，only to be told… =and was told…
2. European football is played in 80 countries, ________ it the most popular sport in the world. (全国卷)
A. making B. makes
C. made D. to make
【分析】答案选A。“足球成为世界最受欢迎的体育运动”是伴随80个国家踢足球产生的自然结果，前后有因果关系，making…=which makes…
高中英语语法：不定式和现在分词表结果的区别就到这里，同学们一定要认真阅读，希望对大家的学习和生活有所帮助。
高中英语语法讲解：very 的错误用法
【摘要】英语语法对于学习英语也是非常重要的一部分，语法更是英语的交流写作基础。所以我为您编辑了此文：“高中英语语法讲解：very 的错误用法”，希望能给您带来帮助。
本文题目：高中英语语法讲解：very 的错误用法
1. 昨晚这座房子里就我一人。
误：I was very alone in the house last night .正：I was all alone in the house last night .
一、忌用来加强副词或介词短语的语气，加强副词或介词短语的语气一般用right，有时用well.very只能用来加强形容词的语气。例如：
2. 我到处找我的钢笔，可它就在我的口袋里。
误：I looked for my pen here and there ， but it was very in my pocket .正：I looked for my pen here and there ， but it was right in my pocket .
3. 这本书非常值得一读。
误：This book is very worth reading .正：This book is well worth reading .
二、忌修饰“too+形容词/副词”结构，该结构前常用much ， all等来加强语气。例如
1. 这件衬衫我穿起来太大了。
误：This shirt is very too large for me .正：This shirt is much too large for me .
动词ing结构作宾语补足语
动词ING结构作宾语补足语
1. 表示感觉和状态的动词，如 hear, feel, find, give, listen to, look at, notice, observe, see, smell, watch等词的宾语可以用-ING作宾语补语
21) “Where are the children?” “I saw in the yard.”
［A］ them to play ［B］ them played ［C］ them playing ［D］ to them playing
22) I must say I don’t like to hear you like that.
［A］ talking
［B］ to talk
［C］ have to talk
［D］ talked
2. 表示“致使”等意义的动词，如 catch, have,高考, get, keep, leave, set
I am sorry to have kept you waiting for me so long.
What you have told left me thinking that you experienced much when you were young.
3. 其他动词宾语的补语
23) The average age ［A］ of the Mediterranean ［B］ olive trees grow ［C］ today is two hundred years ［D］ .
丸子粉丝
1.i love you此句中 i是主语（动作的发出者）love是谓语（是主语发起的动作或处在什么状态）you是宾语（谓语动作的承受着）2.i love you 是主谓宾结构、i think是主谓结构、i am a better man是主系表结构、i will make my life more enjoyable主谓宾+宾补结构、he give me a pen 主谓+间接宾语+直接宾语结构、2.复合句（Complex Sentence）由一个主句（Principal Clause)和一个或一个以上的从句(Subordinate Clause)构成。主句是全句的主体，通常可以独立存在；从句则是一个句子成分，不能独立存在。从句不能单独成句，但它也有主语部分和谓语部分，就像一个句子一样。所不同在于，从句须由一个关联词（connective）引导。复合句（The Complex Sentence）：句子中有一个或一个以上的从句，叫做复合句。复合句可分为： 1).定语从句（The Attributive Clause）； 2).状语从句（The Adverbial Clause）； 3).名词性从句（The Noun Clause）例句：i love you since i first saw you 3、英语中什么是主语、谓语、宾语1、主语主语表示句子主要说明的人或事物，一般由名词，代词，数词，不定式等充当。Helikeswatch'ingTV.他喜欢看电视。 2、谓语 说明主语的动作，状态或特征。 一般可分为两类：)，简单谓语 由动词(或短语动词)构成。 可以有不同的时态，语态和语气。 Westud'yforthepeo'ple.我们为人民学习。2)，复合谓语：情态动词＋不定式 4、表语 表语是谓语的一部分，它位于系动词如be之后，说明主语身份，特征，属性或状态。一般由名词，代词，形容词，副词，不定式，介词短语等充当。 Mysis'terisanurse.我姐姐是护士。 4）宾语 宾语表示动作行为的对象，跟在及物动词之后，能作宾语的有名词，代词，数词，动词不定式等。 WelikeEng'lish.我们喜欢英语。 有些及物动词可以带两个宾语，往往一个指人，一个指物，指人的叫间接宾语，指物的叫直接宾语。 Hegavemesom'eink.他给了我一点墨水。 有些及物动词的宾语后面还需要有一个补足语，意思才完整，宾语和它的补足语构成复合宾语。如：Wemakehimourmon'itor.我们选他当班长。 5、动词的定义：动词（verb)是表示动作或者是状态的词。例如：run,跑；work,工作；sleep，睡觉等等Ⅰ、按词义和句中的作用，动词可以分为四类。实义动词 (vt. vi.) 实义动词是在在句子中表示有关主语的动作或者是状态的主要动词。例如：study,学习；walk步行等。从实义动词在句所起的作用，又分为及物动词与不及物动词。及物动词是指动词所表达的动作能有一个接受动作的对象，也就是后面可以接宾语的动词。跟宾语一起才能表达完整的意思，例： I have a book.双及物动词是指除了直接宾语之外，还有一个间接的宾语，间接宾语用来指明动作所发出的对象。I give her (间接宾语）a book.（直接宾语）复合及物动词是指需要接复合宾语的动词。复合宾语是指直接宾语和宾语补语。例如We choose him monitor.（宾语补足语）不及物动词不能直接接宾语，能独立作谓语 She always comes late. 系动词(link-v)系动词(link-v) 跟表语，系动词是指本身有词义，但是不可以单独的做谓语，必须和表语在一起构成谓语的动词。we are all students.(表语）She becomes more beautiful.助动词(aux. v.) 助动词在句中起辅助作用，帮助构成不同的时态，语态或语气；后跟动词原形或分词（无词汇意义），不能独立做谓语。例如：do, can, have，be等，跟主要动词一起构成谓语，表示疑问，否定及各种时态等作用。例：He doesn’t speak Chinese. I am watching TV. 情态动词 (mod. v.) 跟动词原形（有自己的词汇意思），不能独立做谓语。表示说话人语气、情态，无人称和数的变化。例：We can do it by ourselves.That would be better.Ⅱ、按结构形式有短语动词。短语动词是由一些动词和其它词构成短语，表达一个完整的意思。其构成方式如下。动词+介词：Look at, look after动词+副词：Give up, put into动词+副词+介词：Catch up with, look down upon动词+名词+介词：Take care of, pay attention toBe+形容词+介词 ：Be proud of, be afraid of复杂结构：Make up one’s mind, wind one’s way Ⅲ、按动词的形式可以分为谓语动词和非谓语动词。也称限定性动词和非限定性的动词1、谓语动词 人称：与主语在人称上一致 I am reading now. 第一人称 数：与主语在数上一致He writes well. 第三人称单数 时态：表示动作发生的时间He wrote a letter to me last month. 过去时态 语态：主语是动作的发生者或者承受者We study English. 主动The road was filled with rubbish. 被动 语气：说话人表达事实、要求、愿望等He has flown to America. 事实I wish I could fly to the moon some day. 愿望 2、非谓语动词 不定式：起形容词和名词作用，可作主语、表语、宾语、定语、状语It takes me 20 minutes to go to school. 动名词：起名词作用，可作主语和宾语 She likes reading. 分词：现在分词，起形容词、副词作用，表主动。可作表语、定语、状语、宾语补足语The steam is seen rising from the wet clothes.过去分词：起形容词、副词作用，表被动。作表语、定语、状语各宾语补足语。The cup is broken.Ⅳ、从动词的变化变化上，可分为规则动词和不规则动词根据动词过去式与过去分词的变化是否规则，动词可以分为规则动词和不规则动词，规则动词的过去式和过去分词都以ed结尾，但是不规则宋词的化是没有规律的。有的不规则动词，无论是原形，过去式或者是过去分词，形式都是一样的，例如：put;put;put 有的是后面的两种的形式是相同的例如：buy;bought;bought 但是有的是三种形式都不一样，例如see;saw;seenⅤ、英语动词的基本形式英语的动词有五种基本的形式，即动词原形（verb stem),第三人称单数的形式（third person singular form),过去式（past form),过去分词(past participle) 和现在分词（present participle)1.动词的原形动词原形是前面不加to的动词不定式的形式，也就是在词典词目中所用的动词的形式，例如：be, have, do, work等2.第三人称单数形式是指当主语是第三人称单数，时态是现在一般时的动词形式，第三人称单数形式一般是在动词原形的后面加上-s。3.过去式和过去分词规则动词的过去式和过去分词都以ed来结尾，但是不规则动词的变化是没有规律的4.现在分词现在分词一般由动词的原形加上ing来构成
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