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："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。
⼩编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 purpo of evidence in reasoning.
3. Identify different forms of evidence.
4. Understand the purpo of numerical data and statistical.
5. Identify where further clarification of evidence is needed.
Procedure
1. Icebreaking
Plea 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 fal, 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 bad 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 ud to develop or support a reason. Besides, what el can be ud 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 purpo of evidence in reasoning?
3. Activities
A. Examples
Ca 1:
Fruit that can be grown in the UK, such as apples, pears, raspberries, gooberries 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, gooberries and straw berries provides an image or concrete situation to develop the reason “Fruit that can be grown in the UK has many advantages.
Ca 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.
Rearch 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 respon. So, if you want to chat someone up succes
sfully, you should give them the chance to respond in a light-hearted way.
B. Numerical and statistical data
Ca 3:
On average I spend roughly ￡15 a week on travel.
Sometimes, numerical data can be ud to support a reason.
Ca 4:
Rearchers 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 ud to support a reason. Statistical data can often be prented 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 clor 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. Rearch shows there are currently 530 million unud coat hangers stored in UK homes. This would equate to 17,000 tonnes of plastic that could either be reud 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 uful 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 exerci 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, collapd 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 increa 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 rin 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 becau the warming of the North Sea ems 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 bad on surveys and sampling
Look at Ca 4, and think about the following questions:
-- Who funded the rearch? A specialist university or a company that lls early learning packs designed for parents to u 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 obrved at home?
-- How well educated were the parents and the day care staff?
-- How did the rearchers get access to the children? Probably they could work only with parents who were willing to take part in the survey. The 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 the questions:
(1) Is this evidence meaningful?
(2) Who funded the survey or rearch?
(3) What was the size of any sample?
(4) Was the sample reprentative?
(5) How was any survey conducted?
(6) When was the survey carried out?
(7) Are examples typical and relevant?
(8) Are rearch findings clear-up or ambiguous?
4. Summary
You should be able to:
-- identify evidence and examples in argument
-- explain the purpo of evidence and examples in an argument
-- asss evidence from rearch 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; advertiment; 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) Uful phas
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 ud 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 purpo of studying music. (⾼级)?
③Becau 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)?
