摘要：
高中英语讲解高中英语单词构词法讲解英语的构词法主要有:合成法,转化法,派生法,混成法,截短法和词首字母缩略法。以下是为大家分享的高中英语单词构词法讲解，快来学习吧。1转... 高中英语讲解
高中英语单词构词法讲解
英语的构词法主要有:合成法,转化法,派生法,混成法,截短法和词首字母缩略法。以下是为大家分享的高中英语单词构词法讲解，快来学习吧。
1转化法
英语中，有的名词可作动词，有的形容词可作副词或动词，这种把一种词性用作另一种词性而词形不变的方法叫作转化法。
1)动词转化为名词
很多动词可以转化为名词，大多意思没有多大的变化(如下①);有时意思有一定变化(如下②);有的与一个动词和不定冠词构成短语，表示一个动作(如下③)。例如：
①Let's go out for a walk.我们到外面去散散步吧。
②He is a man of strong build.他是一个体格健壮的汉子。
③Let's have a swim.咱们游泳吧。
2)名词转化为动词
很多表示物件(如下①)、身体部位(如下②)、某类人(如下③)的名词可以用作动词来表示动作，某些抽象名词(如下④)也可作动词。例如：
①Did you book a seat on the plane?你订好飞机座位了吗?
②Please hand me the book.请把那本书递给我。
③She nursed her husband back to health.她看护丈夫，使他恢复了健康。
④We lunched together.我们在一起吃了午餐。
3)形容词转化为动词
有少数形容词可以转化为动词。例如：
We will try our best to better our living conditions.我们要尽力改善我们的生活状况。
4)副词转化为动词
有少数副词可以转化为动词。例如：
Murder will out.(谚语)恶事终必将败露。
5)形容词转化为名词
表示颜色的形容词常可转化为名词(如下①);某些形容词如old, young, poor, rich, wounded, injured等与the连用，表示一类人，作主语时，谓语用复数(如下②)。例如：
You should be dressed in black at the funeral.你在葬礼中该穿黑色衣服。
The old in our village are living a happy life.我们村的老年人过着幸福的生活。
2派生法
在词根前面加前缀或在词根后面加后缀构成一个与原单词意义相近或截然相反的新词叫作派生法。
1)前缀
除少数前缀外，前缀一般改变单词的意义，不改变词性;后缀一般改变词类，而不引起词义的变化。
(1)表示否定意义的前缀常用的有dis-, il-, im-, in-, ir-, mis-, non-, un-等，在单词的前面加这类前缀常构成与该词意义相反的新词。例如：
appear出现→disappear消失
correct正确的→incorrect不正确的
lead带领→mislead领错
stop停下→non-stop不停
(2)表示其他意义的前缀常用的有a-(多构成表语形容词), anti- (反对;抵抗), auto- (自动), co- (共同), en- (使), inter- (互相), re- (再;又), sub- (下面的;次;小), tele- (强调距离)等。例如：
alone单独的antigas防毒气的
autochart自动图表
cooperate合作enjoy使高兴
internet互联网reuse再用
subway地铁telephone电话
2)后缀
英语单词不仅可以通过加前缀构成新词，也可加后缀构成新词。后缀通常会改变单词的词性，构成意义相近的其他词性;少数后缀还会改变词义，变为与原来词义相反的新词。
(1)构成名词的后缀常用的'有-ence，-(e)r/ -or (从事某事的人),-ese (某地人)，-ess (雌性)，-ful (一……)，-ian (精通……的人)，-ist (专业人员)，-ment (性质;状态)，-ness (性质;状态)，-tion(动作;过程)等。例如：
differ不同于→difference区别
write写→writer作家
Japan日本→Japanese日本人
act表演→actress女演员
mouth口→mouthful一口
music音乐→musician音乐家
(2)构成动词的后缀常用的有-(e)n (多用于形容词之后)，-fy (使……化)，-ize (使……成为)。例如：
wide→widen加宽
beauty→beautify美化
pure→purify提纯
real→realize意识到
organ→organize组织
(3)构成形容词的后缀常用的有-al，
-able (有能力的)，-(a)n(某国人的)，-en (多用于表示材料的名词后)，-ern (方向的)，-ese(某国人的)，-ful，-(ic)al，-ish，-ive，-less (表示否定)，-like (像……的)，-ly，-ous，-some，-y (表示天气)等。例如：
nature自然→natural自然的
reason道理→reasonable有道理的
America美国→American美国的
China中国→Chinese中国人的
gold金子→golden金的
east东→eastern东方的
child孩子→childish孩子气的
snow雪→snowy雪的
(4)构成副词的常用后缀有-ly (主要用于形容词之后表示方式或程度)，-ward(s) (主要用于表示方位的词之后表示方向)。例如：
angry生气的→angrily生气地
to到→towards朝……，向……
east东方→eastward向东
(5)构成数词的后缀有-teen (十几)，-ty (几十)，-th (构成序数词)。例如：
six六→sixteen十六→sixteenth第十六
four四→forty四十→fortieth第四十
合成法
1、合成名词
(构成方式 例词 翻译)
名词+名词 weekend 周末
名词+动词 daybreak 黎明
名词+动名词 handwriting 书法
名词+及物动词+er/or pain-killer 止痛药
名词+介词+名词 editor-in-chief 总编辑
代词+名词 she-wolf 母狼
动词+名词t ypewriter 打字机
动名词+名词 reading-room 阅览室
现在分词+名词 flying-fish 飞鱼
形容词+名词 gentleman 绅士
副词+动词 outbreak 爆发
介词+名词 afternoon 下午
2、合成形容词
(构成方式 例词 翻译)
名词+形容词snow-white雪白的
名词+现在分词English-speaking讲英语的
名词+to+名词face-to-face面对面的
名词+过去分词man-made人造的
数词+名词one-way单行的
数词+名词+形容词two-year-old两岁的
数词+名词+ed five-storeyed五层的
动词+副词see-through透明的
形容词+名词high-class高级的
形容词+名词+ed noble-minded高尚的
形容词+形容词light-blue浅蓝色的
形容词+现在分词good-looking相貌好看的
副词+形容词ever-green常青的
副词+现在分词hard-working勤劳的
副词+过去分词well-known著名的
副词+名词fast-food专门提供快餐服务的
介词+名词downhill下坡的
3、合成动词
(构成方式 例词 翻译)
名词+动词sleep-walk梦游
形容词+动词white-wash粉刷
副词+动词overthrow推翻
4、合成副词
(构成方式 例词 翻译)
形容词+名词hotfoot匆忙地
形容词+副词everywhere到处
副词+副词however尽管如此
介词+名词beforehand事先
介词+副词forever永远
5、合成代词
(构成方式 例词 翻译)
代词宾格+self herself她自己
物主代词+self myself我自己
形容词+名词anything任何东西
6、合成介词
(构成方式 例词 翻译)
副词+名词inside在……里面
介词+副词within在……之内
副词+介词into进入
2截短法(缩略法)
截短法，即将单词缩写，词义和词性保持不变，主要有截头、去尾、截头去尾等形式。
1、截头
telephone→phone
aeroplane→plane
omnibus→bus
2、去尾
mathematics→maths
co-operate→co-op
examination→exam
kilogram→kilo
laboratory→lab
taxicab→taxi
3、截头去尾
influenza→flu
refrigerator→fridge
preion→
3混合法(混成法)
混合法，即将两个词混合或各取一部分紧缩而成一个新词。后半部分表示主体;前半部分表示属性。
news broadcast→newscast新闻广播
television broadcast→telecast电视播送
smoke and fog→smog烟雾
helicopter airport→heliport直升飞机场
4首尾字母缩略法
首尾字母缩略法，即用单词首尾字母组成一个新词。读音主要有两种形式，即各字母分别读音;作为一个单词读音。
very important person→VIP (读字母音)要人;大人物
television→TV (读字母音)电视
Testing of English as a Foreign Language→TOEFL托福
1.倒装句的定义：英语最基本的词序是主语在谓语动词的前面。
如果把谓语动词放在主语前面，就叫做倒装。
2. 倒装句的构成
a) 完全倒装
将句子的主语和谓语完全颠倒过来，称之为完全倒装。
Are you from here? 你是本地人吗?
Now comes the chance. 机会来了。
b) 部分倒装
只将助动词、系动词或情态动词移至主语之前，谓语的其他部分仍保留在主语的后面，称之为部分倒装。例如：
Has he come? 他来了吗?
Seldom have we felt as comfortable as here. 我们难得像在这里这么舒服。
Only in this way can we do the work better.
3. 倒装的原因
a) 句子语法结构的需要。例如：
Did you attend the meeting? 你参加会议了吗?
Long live peace! 和平万岁!
b) 一些句型的固定用法。例如：
Such were his last words. 他最后的话就是这样。
c)强调的需要。倒装以后，句子更加流畅生动。例如：
Never before have we seen such a sight. 以前我们从来没有见过这样的情景。
Before us lay a lot of difficulties. 在我们前面有很多困难。
Often did we warn them not to do so. 我们曾多次警告他们不要这样做。
4. 倒装句的基本用法
a) 构成疑问句(除对主语或主语之定语提问的特殊疑问句外)：
When are we going to drink to your happiness? 我们什么时候喝你们的喜酒?
Have you seen the film? 你看了那部电影吗?
b) 在以here, there, now, then, in, away, up down
c) 副词only+状语放在句首时:
Only then did he realize his mistakes . 只有在那时他才认识到自己的错误。
Only in this way can you learn maths well . 只有用这种方法你才能学好数学。
d) 含有否定意义的副词或连词(如little, hardly, never, rarely, no soonerthan等)放在句首时:
Little did I think that he could be back alive. 我没有想到他竟能活着回来。
Not until New Years Day shall I give you a gift. 我要到元旦那天才能给你礼物。
Hardly had the train arrived at the station when we ran towards the sleeping car looking for our guests.
火车刚一进站，我们就跑到卧车那儿去找我们的客人。
e) 副词so或 neither(nor)在句首:
He is interested in pop-songs, and so am I.他对流行歌曲感兴趣，我也如此。
He hasnt been to the countryside, neither does he want to go there.他没有去过农村，他也不想去那里。
f) 在方式状语thus开头的句子中及程度状语so放句首:
Thus ended his life. 这样结束了他的生命。
So loudly did he speak that even people in the next room could hear him . 他讲话的声音那样大，连隔壁屋子里的人都听得见。
一、过去分词
过去分词兼有动词、副词和形容词的特征，可以带宾语或受状语修饰。过去分词和宾语或状语一起构成过去分词短语。它在句中可以作定语、表语、宾语补足语或状语。这节课讲解作定语、表语的用法。
1. 作定语
作定语的过去分词如果是单词，一般放在被修饰词的前面;过去分词短语作定语，一般放在被修饰词的后面。例如：
There are many fallen leaves on the ground.
This is a book written by a worker.
2. 作表语
过去分词作表语，多表示主语所处的状态。
I was pleased at the news.
The door remained locked.
过去分词作表语，相当于形容词，常见的有：
delighted, disappointed, astonished, interested, satisfied, surprised, tired, worried, excited, married 等。
过去分词作表语时，应注意与被动结构的区别。系表结构说明主语的状态或具有的性质、特点;被动结构强调谓语动作。
The small village is surrounded by trees.(状态)
The small village was soon surrounded by enemy soldiers.(动作)
I'm interested in chess.(状态)
3. 过去分词做状语
①表时间，相当于一个时间状语从句，有时过去分词前可加连词 when 或 while 来强调时间概念。
Seen from the top of the hill, the city looked like a big garden.
从山顶上看，这个城市就像一个大花园。
Accepted by the Party, he decided to devote his life to the cause of the Party.
入党以后，他决定献身于党的事业。
②表原因，相当于一个原因状语从句。
Exhausted, the children fell asleep at once.
由于太累了，孩子们马上就睡着了。
Encouraged by the speech, the young people made up their minds to take up the struggle.
受到了讲演的鼓舞，年轻人决定起来从事斗争。
③表条件，相当于一个条件状语从句，有时过去分词前可用 if 等词。
Heated, water changes into steam.
如果加热的话，水会变成水蒸气。
Given another chance, he will do better.
再给他一次机会，他会做得更好。
④表让步，相当于一个though/although引导的让步状语从句。
Laughed at by many people, he continued his study.
尽管被许多人嘲笑，他还是继续他的研究。
⑤表伴随，说明动作发生的背景或情况。
Surrounded by a group of pupils, the old teacher walked into the classroom.
被学生包围着，那位老教师走进了教室。
The trainer appeared, followed by five little dogs.
教练出现了，身后跟着五条狗。
高中英语谓语讲解
主语就是动作的执行者：I'm a student.我是一个学生。 I（我）就是这个句子的主语谓语一般由be动词（am/is/are/was/were)，助动词(do/does/did)，情态动词(can/could/mey/might/......)，实意动词(就是咱们头脑中对动词的第一印象，如talk/ask/walk/run/......)充当,谓语就是表示动作的词或短语宾语跟在及物动词和介词后面，咱常说的动宾结构（这里的动就是指及物动词，介宾结构就是这么个意思）。也就是说，有的句子中是可以没有宾语的，但每个句子都必须有主谓结构。英语句子中的结构成分和语文中的差不多，所以可以把语文中的知识应用过来 不明白的话可以追问O(∩_∩)O~~
英语句子中的谓语通常是说明主语的动作、具有的特征或所处的状态的动词或动词短语，一般处于主语之后。依据其繁简程度可分为简单谓语和复合谓语两类。
英语中主谓宾的用法讲解如下：主语句子一般要有主语。在简单句中，主语一般由名词、代词、动名词或动词不定式(短语) 来充当。动名词、动词不定式作主语时通常用 it 作形式主语。■名词作主语English is very important. 英语是很重要的。The students all love their English teacher. 这些学生都爱他们的英语老师。■代词作主语They go to school by bus. 他们乘公共汽车上学。Most of the students come from the countryside. 大多数学生来自农村。■动名词作主语Watching TV too much is bad for your eyes. 看电视太多对你的眼睛是有害的。It’s no use regretting it. 后悔是无用的。■动词不定式(短语)作主语To see is to believe. 眼见为实。It is very hard to get to sleep. 入睡很难。谓语谓语必须由动词充当，但动词不定式、动名词、分词为非谓语动词不能作谓语。可作谓语的动词一般为行为动词(表动作)和连系动词(表状态)，行为动词根据其后是否可直接接宾语，又可分为及物动词和不及物动词。■及物动词作谓语We should help each other. 我们应该互相帮助。They respect one another. 他们互相尊重(对方)。All of the students like the novel. 所有这些学生都喜欢这本小说。Did you see many people there? 你在那儿看见许多人了吗?■不及物动词作谓语He left here yesterday. 他昨天离开这儿。You’re driving too fast. 你开车开得太快了。The teacher came in, book in hand. 老师走进教室，手里拿着书。He went abroad in the September of 1988. 他于1988年9月出国。■连系动词表状态He is an excellent teacher. 他是位优秀的教师。Her son is a friend of ours. 她的儿子是我们的朋友。Ours is a great country. 我们的国家是一个伟大的国家。The box itself is not so heavy. 箱子本身并不重。宾语宾语是行为动作的对象，一般可分为动词宾语和介词宾语，充当宾语的可以是名词、代词、动名词、动词不定式或整个句子。如：I like Chinese food. 我喜欢中国菜。I bought a ticket for Milan. 我买了一张去米兰的车票。I enjoyed talking to you. 我和你谈话很高兴。Have you finished dressing? 你衣服穿好了吗?He certainly did not want to join them. 他确实不想参加他们的活动。They decided to close the border. 他们决定封闭边境。We hoped that all would come well. 我们希望一切都会好转。We expected that you would stay for a few days. 我们预计你会待几天的。参考
谓语[predicate verb] 谓语由简单动词或动词短语(助动词或情态动词＋主要动词）构成，依据其在句中 谓语动词介绍繁简程度可把谓语分为简单谓语和复合谓语两类。不论何种时态，语态，语气，凡由一个动词（或动词词组）构成的谓语都是简单谓语。 谓语动词一般由动词的各种时态来体现。例如： I （like） walking.我喜欢走路。(一般现在时主动语态) I (made) your birthday cake last night..昨晚我做好了你的生日蛋糕。 (一般过去时主动语态) It is used by travelers and business （people all over the world）.全世界旅行者和商人都使用它 (一般现在时被动语态)
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高中英语教材讲解
最好以人教版高中英语课本为例从哪些方面来写感激不尽~ 上百度找一些关于该教材的讲法 讲义 练习题在做出答案 最后总结 提出讲课方法 怎样导入
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武汉新东方中学优能个性化学习中心魏宇高中英语新课改正式在湖北省启动已经两个多月了，面对新教材，无论是老师还是学生都一头雾水般的状态。各个学校的老师们都在探索着备课，并着手尝试各种不同的方式进行教学，以期待实现教学目标。然而，效果如何，却要期待这次期中考试来检验了。学生普遍反映无法适应这种新教材，风格与初中差别太大，应该怎么学呢？这里就来简单分析一下新课改教材有怎样的特点，究竟要求我们做到什么？首先，从新教材的体例安排来说，更加注重培养学生自己的动手能力，实现任务型教学。改变在课堂上仅仅是老师的单纯灌输，要求学生亲自完成一定的学习量，以此提高学生的英语运用能力，也就是训练英语语言技能，包括听说读写，而不是单纯的掌握语言知识，这也是近些年湖北省高考英语试卷所反映出的现象，更加注重英语语言的应用。对于一门语言来说，仅仅知道那些语法知识是远远不够的，为应试而学习英语是一个误区，更多的应该是体会到英语作为一种语言的深层魅力，去欣赏英文，学会用英文来获取知识、表达自己，感受中西方文化的差异，最终更加熟练得掌握这门语言。其次，从新教材的内容上来说，淡化语法的现象十分明显。在中国这个母语非英语的国家，懂得一些语法知识是必要的，但过分强调语法导致英语学习变得刻板、僵硬。在过去的英语教学中，语法始终是教学的中心，老师上课反复讲授语法点，学生反复听那些内容，结果却不尽人意，学生觉得英语课就是英语语法课，学完之后不会说、不会读、不会写。著名语言教育学家、经典英文教材《新概念英语》的作者L.G.亚历山大曾经说过：学生运用语法来分析句子，对于理解文章来说是没有太大帮助的。其实，语法只是语言的编码方式而已，以这种编码规则组成了句子，而阅读对语言学习者的要求是还原这种编码所组成的句子所传递的信息。找到作者的观点，体会其真情实感，这才实现了学习语言的目的。另外，学生普遍反映新教材中词汇量大了，而且课文中一些词汇在课后的词汇表中找不到了。其实，语言学习本身就要求学习者有一定的自主学习能力，这些生词需要通过自己查词典去掌握，查过词典的词汇总是会比直接记忆的词汇印象深刻，因此，这样是有助于学生学习的。但是还要注意一点，一些同学过分追求词汇量，甚至在高一的时候就拿出了大学英语四级的词汇在背了。词汇量大并不是不好，背过的单词绝大多数会成为语言学习者的认知性词汇（ReceptiveVocabulary），也就是用来阅读获取信息的。然而，过分追求词汇量也会导致对词汇的掌握不牢固，许多词汇虽然认识却不会用，复用性词汇（ReproductiveVocabulary）不足，复用性词汇是一个学习者可以用来表达自己观点的那部分词汇，并不是背过的所有词汇都能灵活使用的。于是在扩展词汇量的同时，不可忽视学习基础词汇的用法。比如表达这样一句简单的话：武汉享有悠久的历史。绝大多数学生只会说Wuhan has a longhistory，很少有学生能说出Wuhanenjoys a long history。两句话明显水平就不一样了，大家都觉得enjoy简单，但是真的学会去运用了吗？因此，扩大词汇量的同时，学会用词是不可掉以轻心的。以上简单分析了新教材对我们的要求，尽管教材中仍然存在着一些不足，如语法知识不够体系化等等，但可以明显看到改变过去单一、僵硬教学模式作出的努力。武汉新东方优能中学教育的老师们也在不断教研探索，以更好的实现教学目标，在帮助学生提高成绩的同时，切实提高学生的英语技能。并且与其他学校的老师一同努力，使湖北省英语教学的实力进一步提高。
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］ .
高中英语时态讲解
一般现在时:I am busy.一般过去时：I was busy yesterday.一般将来时： I will be busy tomorrow.现在进行时：I am watching TV.过去进行时:I was watching TV when he came yesterday.将来进行时:I will be watching TV tomorrow at this time.现在完成时：I have finished my homework.过去完成时:I had finished my homework before you came back.将来完成时:I will have finished my homework tomorrow afternoon.现在完成进行时：I have been sleeping for 8 hours and I don't want to get up.过去完成进行时:I was tired. I had been working for 10 hours.
中学英语涉及到的时态一共有16种，下面给大家准备了现在完成进行时用法说明，希望对大家复习备考有帮助。
高中英语十六种时态用法详解之现在完成进行时
1. 现在完成进行时的定义
现在完成进行时表示某动作从过去某个时间开始，一直延续到现在，并且还有可能持续下去。如：
We have been waiting for him for two hours. 我们等他等了两个小时。
2. 现在完成进行时的结构
现在完成进行时由“have /has been + 现在分词”构成。
3. 现在完成进行时的应用
现在完成进行时所用的时间状语：this month / week / year, these days, recently / lately, in the past few + 时间段, since +时间点, for + 时间段。如：
They have been building the bridge for two month. 两个月来他们一直在修桥。
They have been planting trees this month. 这个月来他们一直在植树。
4. 现在完成进行时与现在完成时的区别
(1) 现在完成时强调动作的完成，而现在完成进行时强调动作的延续，因此，表示动作的完成，只能用现在完成时，而不能用现在完成进行时。如：
He has changed his idea. 他改变了想法。
(2) 在表示动作的延续时，虽然既可用现在完成时，也可用现在完成进行时，但现在完成进行时强调动作的进行。因此在需要明确表示动作还要持续下去时，应用现在完成进行时。如：
We have been studying here for two years. 我们在这儿已经学习了两年了。
(3) 有些延续性动词(如 keep, learn, live, stay, study, work等)，用于现在完成时或现在完成进行时的区别不大。如：
I have lived here for many years.=I have been living here for many years. 我在这儿住了多年了。
高中英语十六种时态用法详解之过去完成时
1. 过去完成时的定义
过去完成时既可表示过去某个时间或动作之前所发生的事情(常用时间状语有already, before, ever, just, never, still, yet)，也可表示过去某个时间或动作之前所发生的动作一直持续到过去某个时间(常接时间状语：since +时间点, for + 时间段)。如：
When I got to the station, the train had left. 当我到达车站时，火车已经开走了。
We had learnt fifteen lessons by last week. 到上周为止，我们学完了十五篇课文。
He had stayed here for two days before he left. 他走之前在这儿呆了两天。
He said that he had lived there since he was ten. 他说他十岁起就住在那儿了。
2. 过去完成时的结构
过去完成时由“had + 过去分词”构成。
3. 过去完成时的应用
(1) 与过去完成时连用的时间状语可以多种多样，使用它的主要依据是看其是否发生在“过去的过去”。如：
He had learnt some English before I went here. 在来这儿之前我学过一些英语。
He had written three stories by last year. 到去年他已经写了三篇故事。
We had cleaned the room when he got there. 当他到那儿时，我们已经把房子弄干净了。
He went there after he had finished his work. 他把事做完之后，就去哪儿了。
注意：当主句跟由before, after, as soon as所引导的时间从句的动作连接很紧密时，从句也可用一般过去时。
He went there after he read the letter. 他看了那封信后就去那儿了。
(2) 过去完成时还经常用于主句为过去时的宾语从句中。如：
He said he had been a soldier. 他说他当过兵。
They said they had seen the film. 他们说这幕电影他们看过。
(3) 在hardly / scarcely …when…, no sooner…than… 两个结构中的主句通常要用过去完成时。如：
Hardly had I told her the news when she began to cry out. 她一听到这一消息就大哭了起来。
Scarcely had he finished his supper when he went out. 他已吃完晚饭就出去了。
No sooner had he fallen asleep than he lay down on the bed. 他一躺倒床上就睡着了。
(4) 动词expect, hope, suppose, think, want等的过去完成时可用来表示未实现的计划、打算或希望。如：
I had hoped to see you. 我本希望来看你。
He had wanted to buy a house in Beijing. 他本想在北京买栋房子。
4. 过去完成时与一般过去时
(1) 过去完成时表示以过去某时间为起点以前所发生的动作或存在的状态，即：过去完成时强调“过去的过去”，而一般过去时只表示以现在时间为起点以前所发生的事情或存在的状态。如：
He studied there two years ago. 他在那儿学习了两年。(离现在两年)
He said he had studied there two years ago. 他说他在那儿学习了两年。(离他说话时两年)
(2) 表示过去某个时间以前所连续发生的两个或两个以上的动作时，一般用and, then, but按照动作的先后顺序连接，此时通常用一般过去时而不用过去完成时。如：
He said he went the shop and bought some food. 他说他去商店买了一些食品。
时态分为 1.一般现在时 经常反复发生的动作；现在的情况；永恒的真理； he gets up at six. / the sun rises in the east. 还可以表示将来的情况：the plane takes off at 9:20 am. 还有一些从句中的 if i see nancy i will ask her. i hope that you feel better soon. 表示过去 he says he can not wait any longer. 2.现在进行时 表示现在进行的动作和发生的事情 what are you doing ? i am reading a play by shaw. 表示将来发生的动作： i am meeting peter tonight.he is taking me to the theatre. 从句中的未来情况： you can do some reading while you are waiting for the train. 表示经常的性的动作： he is always losing his keys. 3.一般将来时。 表示将来要发生的事情。 i will be on duty at six. 特定搭配: i think ...will i think they will succeed. shall用于第一人称后 构成问句 询问对方意见 where shall we go for our holiday? 4.(1)一般过去时 1.表示一个过去发生的动作或存在的状态 i got know her in 1998. 主要用于叙述性文字例如 小说 故事。 (2) 过去进行时 2.表示过去某时的一个动作正在进行。过去时间有一个状语表示出来。 what were you doing when i rang you up? 5.现在完成时 1.表示过去的事情对现在事情的影响 或者 延 续，往往于现在有的情况有联系。 the rain has already stopped. he has not seen you for ages. she has found a new job. how long has he been ill? 现在完成进行时 2.表示一个持续到现在的动作 i have been waiting for an hour and he still has not turned up. how long have you been wearing glasses? we have been seen her since 1998. 6.过去完成时 1.表示过去的过去的已经发生的事情 when i arrived jane had just left. she found she had left her case on the train. 过去完成进行时 2.表示持续到过去某时的一个动作 he was tired.he had been working since dawn. 7.过去将来时 表示从过去观点看将要发生的事情 it was four o'clock .soon the sun would come up. i knew you would agree . 8.时态的呼应 某些从句的动词的时态往往受到主句动词时态的制约。 i thought you were free.
