朋友们,对于高中英语语法:就近原则讲解技巧和关于between A and B结构的,很多人可能不是很了解。因此,今天我将和大家分享一些关于高中英语语法:就近原则讲解技巧和关于between A and B结构的的知识,希望能够帮助大家更好地理解这个话题。
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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:"therebe+句型;or;either…or;nor;neither…nor;whether…or;not…but;notonly…butalso";等。e.g.
①Whathedoesorwhathesaysdoesnotconcernme.他的行为或言谈都与我无关。
②NeitheryounorIamwrong.你和我都没错。
③Notyoubutyourfatheristoblame.不是你,而是你父亲该受责备。
④Notonlyyoubut(also)heiswrong.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.
①Inthedistancewasheardtheclappingofhandsandtheshoutsofthepeople.在远处,能听见鼓掌声和人们的呼喊声。
②Thereis(are)apenandsomebooksonthedesk.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.
NeithershenorIwerethere(意义一致)我和他当时都不在那儿。(非正式)
NeithershenorIwasthere.(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.
Nooneexcepthisownsupportersagreewithhim.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,“Noone”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
Identifyingevidenceandexamples
LearningObjectives
1.Understandwhatismeantbyevidence.
2.Understandthepurposeofevidenceinreasoning.
3.Identifydifferentformsofevidence.
4.Understandthepurposeofnumericaldataandstatistical.
5.Identifywherefurtherclarificationofevidenceisneeded.
Procedure
1.Icebreaking
Pleaseyzethefollowingargument:
Ahmad’soldcarisdangerouslyrustyanditbreaksdownalmosteveryday.Hehasgotawell-paidsummerjobatthelocalsolicitors’office.Ahmadshouldgetanewcar.
Wecanyzetheargumentasfollows:
R1:Ahmad’soldcarisdangerouslyrusty.
R2:Itbreaksdownalmosteveryday.
R3:Hehasgotawell-paidsummerjobatthelocalsolicitors’office.
C:Ahmadshouldgetanewcar.
Questions:
1)Arealltheinformationinthethreereasonstrue?
2)Iftheyaretrueorfalse,canweverifythem?
Keyterms:
1)Afactisinformationthatcanbeverifiedandthatisheldtobetrue.
2)Afactualclaimisastatementorjudgmentbasedonafact.Thatis,beforeweacceptafactasafactualclaiminanargument,wehavetocheckwhetheritistrueornot.
Factualclaimsaresomethingthatisusedtodeveloporsupportareason.Besides,whatelsecanbeusedtodeveloporsupportareason?
2.Abigpictureofthelesson
1)Whatisevidence?
2)Inwhatformcanevidencebe?
3)Whatisthepurposeofevidenceinreasoning?
3.Activities
A.Examples
Case1:
FruitthatcanbegrownintheUK,suchasapples,pears,raspberries,gooseberriesandstrawberries,hasmanyadvantages.Itdoesn’tneedtobetransportedaroundtheworld.Ittastessuperior.Inshort,itisbyfarthebestchoice.
Here,theexampleofapples,pears,raspberries,gooseberriesandstrawberriesprovidesanimageorconcretesituationtodevelopthereason“FruitthatcanbegrownintheUKhasmanyadvantages.
Case2:
Youdon’tneedalargegardentogrowyourownfood.Manykindsoffruitandvegetablescanbegrownincontains,whichwillfitevenonaallbalcony.Forexample,UncleBriangrowspotatoesinadustbin,andtomatoes,peas,beansandstrawberries,allinpotsonthepatio.
Here,UncleBrianisanexamplethatsupportsthereasonbydemonstratingthatthegeneralstatementisnotjustanabstractidea,buthasinstancesintherealworld.
Activity1:Identifytheevidenceandtheexamplesinthefollowingshortargument.
ResearchcarriedoutbytheUniversityofHertfordshireinvolvedinterviewing100peopleagedbetween22and45whohadbeenspeed-dating.Chat-uplinesthatarequestionsratherthanstatementswerefoundtobemoresuccessful.‘IhaveaPhDincomputing’,isoff-puttingbut‘Whatisyourfavoritepizzatopping?’evokesapositiveresponse.So,ifyouwanttochatsomeoneupsuccessfully,youshouldgivethemthechancetorespondinalight-heartedway.
B.Numericalandstatisticaldata
Case3:
OnaverageIspendroughly£15aweekontravel.
Sometimes,numericaldatacanbeusedtosupportareason.
Case4:
Researcherswhoworkedwithfamiliesanddaycarecnetreshavefoundthatchildrenwhoarecaredforathomebyaparentuntiltheageof2.5achievehigherlevelsinstandardtestswhentheyare7thanchildrenwhoattendeddaycarecentres.
Statisticaldatacanalsobeusedtosupportareason.Statisticaldatacanoftenbepresentedaspercentageorproperties,graphs,diagramsorimages.
Activity2:Identifytheevidenceinthefollowingshortargumentsandstatewhatform(s)theevidencetakes.
(1)Asurveyrevealsthatwhile40%ofteenagershavenoreligiousfaith,thelevelofunbelieversdropstoamere8%intheover-65agegroup.ThecloserwegettothePearlyGates,themorewehedgeourbets.
(2)Onemajorchainstorehasanewmethodofencouragingrecycling:theUK’sfirstcoathangeramnestywillbeheldbyMarks&Spencer.Researchshowstherearecurrently530millionunusedcoathangersstoredinUKhomes.Thiswouldequateto17,000tonnesofplasticthatcouldeitherbereusedorrecycled.Customerscanbringunwantedhangersintostoresonthedaysoftheamnestyandplacethemintherecyclingboxes.Thisisausefulwaytoreducewastedumpedinlandfill,butitwouldbefarbetterifshopsweretostophandingoutcoathangersaltogether.
(3)Morethan3.5millionpeopleinBritain-6%ofthepopulation-belongtoagymorfitnessclub,presumably
thinkingthatexerciseimprovestheirqualityoflife.However,growingnumbersofscientistsacceptthatpunishing
workoutsareunnaturalforthehumanbodyandmayultimatelyimpairphysicalfitness,asdemonstratedwhen
JimFixx,theAmericanpioneerofjogging,collapsedanddiedattheageof52.Inordertomaintaingoodhealth,
peopleshouldcanceltheirfitnessclubsubscriptionandadoptahealthierlifestyle.
(4)D.TheincreaseinnumbersofawildbirdinScotlanddespiteitsdecliningnumbersintherestofEuropehas
mystifiedexperts.RSPBScotlandsaiditwasdelightedbutitwasamysteryastowhyred-throateddivershaddone
sowell.Theirnumbershaverisenfrom935to1255breedingpairsintwelveyears.However,inShetlandthe
populationhasdroppedfrom700pairsto407.DrMarkEaton,anRSPBscientist,said:“Wefearedthenumbersof
red-throateddiversmightdropbecausethewarmingoftheNorthSeaseemstobereducingstocksofthefishtheyfeed
on”.Projectionsaboutthedisastrouseffectsofglobalwarmingonwildlifeclearlyneedrevising.
C.Problemswithevidencebasedonsurveysandsampling
LookatCase4,andthinkaboutthefollowingquestions:
--Whofundedtheresearch?Aspecialistuniversityoracompanythatsellsearlylearningpacksdesignedforparentstousewiththeirchildren?
--Howmanychildrenweresampled?Two,twentyortwothousand?
--Werethedaycarecentresinsimilarsocialareastothechildrenwhowereobservedathome?
--Howwelleducatedweretheparentsandthedaycarestaff?
--Howdidtheresearchersgetaccesstothechildren?Probablytheycouldworkonlywithparentswhowerewillingtotakepartinthesurvey.Theseperhapswereparentswhowerehappywiththeirroleathome.
D.Evaluatingevidence
Whenyouareevaluatingevidenceandexamples,youmayneedtoaskthesequestions:
(1)Isthisevidencemeaningful?
(2)Whofundedthesurveyorresearch?
(3)Whatwasthesizeofanysample?
(4)Wasthesamplerepresentative?
(5)Howwasanysurveyconducted?
(6)Whenwasthesurveycarriedout?
(7)Areexamplestypicalandrelevant?
(8)Areresearchfindingsclear-uporambiguous?
4.Summary
Youshouldbeableto:
--identifyevidenceandexamplesinargument
--explainthepurposeofevidenceandexamplesinanargument
--assessevidencefromresearchorsurveysbyconsideringthequestionsthatcouldbeaskedtoclarifythatevidence
高二英语Newspapers教学简案
教学目标
1)Importantvocabularies
Daily;advertisement;checkinterview;fix;develop;hand;add;deliver;speed;latest;publish;avoid;besides;getdownto;face-toface;bepopularwithsomebody;aswell;carefor
2)Dailyexpressions
Areyou/Willyoubefreethen?
Yes,I'dbefee.I'dliketogo.
Let'sgotogetherthen.I'llmeetyouatthetheatreatsix-thirty.
Good!Seeyouthen.
Whattimeshallwemeet?
Whereisthebestplacetomeet?
Whataboutmeetingoutside?I高中历史suggest…
3)Usefulphases
What'son…?Isthereanythinggoodon?
Theyaresaidtobeverygood.
Finally,thereisnomoretimeleftforaddingnewstories.
4)Grammar
V.-ingFormisusedtobeSubjectandObject
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
Lesson13:口头练习:对话交际功能——日常生活用语。
Lesson14:学生扮演主编介绍报纸的过程。
Lesson15:学生扮演主编介绍《中国日报》的内容。
Lesson16:笔头练习:写一篇介绍一种报纸或杂志的。
师生互动活动
Lesson13:口头练习:对话交际功能——日常生活用语。
Lesson14:学生扮演主编介绍报纸的过程。
Lesson15:学生扮演主编介绍《中国日报》的内容。
Lesson16: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Willyoubefree?到It’s..Whatabout…?等最为普通的语言功能进行日常交际,同时也注重check,fix,face-toface,deliver,takeaphotograph,passon,getdownto,aswell,what’son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:
①Asaresulttheplanwasafailure.(一般)?
Theplanturnedouttobeafailure.(高级)?
②ShewenttoAustraliainordertostudymusic.(一般)?
She高二wenttoAustraliaforthepurposeofstudyingmusic.(高级)?
③Becausetheweatherwasgood,ourjourneywascomfortable.(一般)?
Thankstothegoodweather,ourjourneywascomfortable.(高级)?
④Whensheheardhehaddied,shewentpalewithsorrow.(一般)?
Atthenewsofhisdeath,shewentpalewithsorrow.(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,enoughto,neverto,so/such…asto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.Thenewsreportershurriedtotheairport,only________thefilmstarshadleft.(福建卷)
A.totellB.tobetold
C.tellingD.told
【分析】答案选B。only提醒我们要用不定式表示结果;又因为thenewsreporters与tell是被动关系,所以要用不定式的被动式。hurriedtotheairport与tobetold是先后发生的两个动作,并没有因果关系,onlytobetold…=andwastold…
2.Europeanfootballisplayedin80countries,________itthemostpopularsportintheworld.(全国卷)
A.makingB.makes
C.madeD.tomake
【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个踢足球产生的自然结果,前后有因果关系,making…=whichmakes…
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:Iwasveryaloneinthehouselastnight.正:Iwasallaloneinthehouselastnight.
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:Ilookedformypenhereandthere,butitwasveryinmypocket.正:Ilookedformypenhereandthere,butitwasrightinmypocket.
3.这本书非常值得一读。
误:Thisbookisveryworthreading.正:Thisbookiswellworthreading.
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:Thisshirtisverytoolargeforme.正:Thisshirtismuchtoolargeforme.
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,listento,lookat,notice,observe,see,ell,watch等词的宾语可以用-ING作宾语补语
21)“Wherearethechildren?”“Isawintheyard.”
[A]themtoplay[B]themplayed[C]themplaying[D]tothemplaying
22)ImustsayIdon’tliketohearyoulikethat.
[A]talking
[B]totalk
[C]havetotalk
[D]talked
2.表示“致使”等意义的动词,如catch,have,高考,get,keep,leave,set
Iamsorrytohavekeptyouwaitingformesolong.
Whatyouhavetoldleftmethinkingthatyouexperiencedmuchwhenyouwereyoung.
3.其他动词宾语的补语
23)Theaverageage[A]oftheMediterranean[B]olivetreesgrow[C]todayistwohundredyears[D].
;关于between A and B结构的问题?
1、一定不是做C的同位语。如果放在B后面反而是说C的同位语的话,会产生歧义。不能说这是由于英语的就近原则,因为真正的英语是没有就近原则的,英语语意是王道。这点在GMAT的语法题里可以充分显示出来。具体做谁的同位语要看具体的语意。2、这里冒号后面的话,明显是moremodestmessagehedelivers的同位语。因为前半句语意已经完全讲完。整句话的意思是:
这里有个tension在greatness和genius之间,并且他传达了更多的信息,这些信息是:practicecanimproveyourperformance,perhapsfarmorethanyouimagined.
如果是国外答案的话,希望你能按照我这个意思来。如果是国内答案的话,你可以简单的理解为就近原则
总结:以上就是本站针对你的问题搜集整理的答案,希望对你有所帮助。