高中英語語法：就近原則講解技巧
高中英語語法：就近原則講解
【就近原則】
也稱“鄰近原則”“就近一致原則”(Proximity)，即：謂語與靠近的名詞、代詞(有時不一定是主語)在“人稱、數(shù)”上一致。
1.在正式文體中：
1.由下列詞語連接的并列主語："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 . 他的行為或言談都與我無關。
②Neither you nor I am wrong . 你和我都沒錯。
�、跱ot you but your father is to blame . 不是你，而是你父親該受責備。
�、躈ot only you but(also) he is wrong .不僅你錯了，他也錯了。
2. 在倒裝句中：謂語可與后面第一個主語一致。
e.g.
①In the distance was heard the clapping of hands and the shouts of the people . 在遠處，能聽見鼓掌聲和人們的呼喊聲。
�、赥here is (are) a pen and some books on the desk .桌上有一支鋼筆和幾本書。
II. 非正式文體中：
有時依“就近一致原則”，但也可依“意義一致原則”或嚴格地依“語法一致原則”。e.g.
Neither she nor I were there (意義一致) 我和他當時都不在那兒。(非正式)
Neither she nor I was there .(就近一致)(譯文同上句)(正式)
但是，如果依“就近一致原則”而與其他兩項原則相矛盾時，則常常認為是不太合符規(guī)范的。e.g.
No one except his own supporters agree with him .僅他自己的支持者同意他的意見。(依“就近”和“意義”一致的原則;但語法上，“No one ”才是主語，謂語要改成“agrees”�！皩懽髦小币话阋馈罢Z法一致”原則。
小編為大家整理的高中英語語法：就近原則講解就到這里了，希望同學們認真閱讀，祝大家學業(yè)有成。
批判性閱讀選修課教案
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
高二英語Newspapers教學簡案
教學目標
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 高中歷史 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
教學建議
訓練
1.通過口頭練習，學會日常生活中的各種表達方式。
2.學會介紹事物及報刊雜志的，了解這種文體的寫作技巧。
德育滲透
1.通過課文的，引導懂得任何一件事物都得付出很多的勞動，懂得愛惜報紙，愛惜各種書籍。
2.通過對報紙各版面的介紹，擴大了同學們的眼界，增強了他們求知欲和學習積極性。
師生互動活動
Lesson 13：口頭練習：對話交際功能——日常生活用語。
Lesson 14：學生扮演主編介紹報紙出版的過程。
Lesson 15：學生扮演主編介紹《中國日報》的內容。
Lesson 16：筆頭練習：寫一篇介紹一種報紙或雜志的。
師生互動活動
Lesson 13：口頭練習：對話交際功能——日常生活用語。
Lesson 14：學生扮演主編介紹報紙出版的過程。
Lesson 15：學生扮演主編介紹《中國日報》的內容。
Lesson 16：筆頭練習：寫一篇介紹一種報紙或雜志的英語論文。
教材分析
從本單元的對話來看，主要是學習如何用英語提出約會以及如何應答約會的日常用語，如：詢問對方是否有空，建議會面時間和地點及如何應答的日常用語，并能運用Will you be free?到It’s.. What about…?等最為普通的語言功能進行日常交際， 同時也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what’s on 等重點詞匯和短語在本單元習，本單元中的閱讀課主要內容是了解報社一天的和報紙的出版過程及《中國日報》的一些情況，同時在這里運用了重點，V.-ing形式充當主語和賓語的用法。
英語寫作：適度使用高級詞匯
一篇優(yōu)秀的英語文章，不僅時態(tài)、語態(tài)要有變化，所用的詞匯更要豐富多彩，并學會使用高級詞匯，給人以地道、新鮮的感覺。這能夠反映出作者知識貯存量的多寡，也是衡量英語水平的一個重要標志。平常練習寫作時，應該多訓練用不同的語言表達同樣的意思。
例如：
�、貯s a result the plan was a failure．(一般)?
The plan turned out to be a failure．(高級)?
②She went to Australia in order to study music.(一般)?
She 高二 went to Australia for the purpose of studying music. (高級)?
�、跙ecause the weather was good, our journey was comfortable．(一般)?
Thanks to the good weather, our journey was comfortable．(高級)?
④When she heard he had died, she went pale with sorrow．(一般)?
At the news of his death, she went pale with sorrow．(高級)?
高中英語語法：不定式和現(xiàn)在分詞表結果的區(qū)別
高中各科目的學習對同學們提高綜合成績非常重要，大家一定要認真掌握，小編為大家整理了高中英語語法：不定式和現(xiàn)在分詞表結果的區(qū)別，希望同學們學業(yè)有成!
不定式表結果，其動作發(fā)生在謂語動詞之后，往往表示未曾預料到的.或令人不快的，不定式前常加only;另外，還用于too…to, enough to, never to, so / such…as to等固定結構中�，F(xiàn)在分詞表示的結果，是伴隨謂語動詞的發(fā)生而產生的自然結果(同時發(fā)生)，有時在前面加上thus，謂語動詞與現(xiàn)在分詞的動作是因果關系。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】答案選B。only提醒我們要用不定式表示結果;又因為the news reporters與tell是被動關系，所以要用不定式的被動式。hurried to the airport與to be told是先后發(fā)生的兩個動作，并沒有因果關系，only to be told… =and was told…
2. European football is played in 80 countries, ________ it the most popular sport in the world. (全國卷)
A. making B. makes
C. made D. to make
【分析】答案選A�！白闱虺蔀槭澜缱钍軞g迎的體育運動”是伴隨80個國家踢足球產生的自然結果，前后有因果關系，making…=which makes…
高中英語語法：不定式和現(xiàn)在分詞表結果的區(qū)別就到這里，同學們一定要認真閱讀，希望對大家的學習和生活有所幫助。
高中英語語法講解：very 的錯誤用法
【摘要】英語語法對于學習英語也是非常重要的一部分，語法更是英語的交流寫作基礎。所以小編為您編輯了此文：“高中英語語法講解：very 的錯誤用法”，希望能給您帶來幫助。
本文題目：高中英語語法講解：very 的錯誤用法
1. 昨晚這座房子里就我一人。
誤：I was very alone in the house last night .正：I was all alone in the house last night .
一、忌用來加強副詞或介詞短語的語氣，加強副詞或介詞短語的語氣一般用right，有時用well.very只能用來加強形容詞的語氣。例如：
2. 我到處找我的鋼筆，可它就在我的口袋里。
誤：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. 這本書非常值得一讀。
誤：This book is very worth reading .正：This book is well worth reading .
二、忌修飾“too+形容詞/副詞”結構，該結構前常用much ， all等來加強語氣。例如
1. 這件襯衫我穿起來太大了。
誤：This shirt is very too large for me .正：This shirt is much too large for me .
動詞ing結構作賓語補足語
動詞ING結構作賓語補足語
1. 表示感覺和狀態(tài)的動詞，如 hear, feel, find, give, listen to, look at, notice, observe, see, smell, watch等詞的賓語可以用-ING作賓語補語
21) “Where are the children?” “I saw in the yard.”
�。跘］ 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
�。跙］ to talk
�。跜］ have to talk
�。跠］ talked
2. 表示“致使”等意義的動詞，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. 其他動詞賓語的補語
23) The average age ［A］ of the Mediterranean ［B］ olive trees grow ［C］ today is two hundred years ［D］ .
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