历年高考英语语法重点难点总结.pdf

历年高考英语语法重点难点总结历年高考英语语法重点难点总结主谓一致常考难题：Five minutes is enough to do this exerciseEach boy and each girl wants to serve the people in futureMore than one student has seen the film.Many a ship has been damaged in the storm.More members than one are against your plan.一些有两个部分构成的名词表示衣物或工具作主语时,谓语通常用复数形式：glasses,clothes,trousers,shoes,compasses,chopsticks,scissors 等。但如果主语用 a kind of,a pair of,a series of 等加名词构成时,谓语动词一般用单数形式。A pair of shoes was on the desk并列主语如果指的是同一个人、同一事物或同一概念时,谓语动词用单数形式,这时 and 后面的名词没有冠词。例如:Truth and honesty is the best policyThe girls teacher and friend is a young doctorTo love and to be loved is the great happiness.Going to bed early and getting up early is a good habit.A knife and fork is on the table.当主语后面跟有 as well as,as much as,no less than,along with,with,like,rather than,together with,but,except,besides,including,in addition to 等引导的词组时,其谓语动词的单、复数按主语的单、复数而定。例如:The teacher as well as the students was excitedThe room with its furniture was rentedA(great)number of 修饰可数复数名词,谓语动词用复数;a great deal of,a large amount of 修饰不可数名词,其短语作主语时,谓语动词用单数。关系代词 who,that,which 等在定语从句中作主语时,其谓语动词的数应与句中先行词的数一致。例如:Those who want to go please sign your names hereSome of the energy that is used by man comes from the sun季节、月份、星期、节日、假日、一日三餐、学科名称，球类、棋类名词名称前一般不加冠词。1/2 one(a)half 1/4 one(a)quarter形容词的顺序：系动词be，grow，get，become，feel，appear，prove，seem，look，keep，smell，taste，sound，turn，remain 限定词+数量形容词(序数词在前，基数词在后)+性状形容词+大小、长短、高低等形体+新旧+颜色+国藉+材料Those three beautiful large square old brown wood table某些以 a-开首的形容词例如：afraid，alike，alone，asleep，awake,alive 等只能作表语,不能作定语。某些以-ly 结尾的词是形容词而不是副词：friendly，lively，lovely，lonely，likely，deadly，silly，orderly,timely 等。1)close 接近地 closely 仔细地，密切地2)free 免费地 freely 自由地,无拘束地3)hard 努力地 hardly 几乎不4)late 晚，迟 lately 近来5)most 极,非常 mostly 主要地6)wide 广阔地，充分地 widely 广泛地7)high 高 highly 高度地，非常地8)deep 深，迟 deeply 抽象意义的“深”9)loud 大声地 loudly 大声地(含有喧闹的意思)10)near 邻近 nearly 几乎bad/ill,badly worse worst little less least表示一方不及另一方时，用“less原级than”的结构表示：This room is less beautiful than that one表示一方超过另一方的程度或数量时，可在比较级前加表示程度的状语，如：even，a lot，a bit，a little，still，much，far,yet,by far 等修饰：He works even harder than before注意:by far 通常用于强调最高级。用于比较级时,一般放在比较级的后面,如放在前面,应在二者中间加“the”。He is taller by far than his brother.He is by far the taller of the two brothers.某些以-or 结尾的形容词进行比较时，用 to 代替than。superior，junior，senior 等。He is superior to Mr Wang in mathematics在比较从句中为了避免重复通常用 that(those)，one(ones)代替前面出现的名词。that 指物，one 既可指人，也可指物。that 可代替可数名词单数和不可数名词，而 one 只能代替可数名词。例如：The book on the table is more interesting than that on the deskA box made of iron is stronger than one made of wood表示倍数的比较级有如下几种句型:A is three(four,etc.)times the size(height,length,width,etc)of B.The new building is four times the size(the height)of the old one.这座新楼是那座旧楼的四倍大(四倍高)。高三倍A is three(four,etc.)times as big(high,long,wide,etc.)as B.Asia is four times as large as Europe.亚洲是欧洲的四倍大。A is three(four,etc.)times bigger(higher,longer,wider)than B.例如:Your school is three times bigger than ours.你们的学校比我们的学校大三倍。表示两倍可以用 twice 或 double。表示“最高程度”的形容词，如 excellent，extreme，perfect 等，没有最高级，也不能用比较级。如果复数名词前有 many、few，不可数名词前有 much、little 等表示量的形容词时，该用 so 而不用 such。如：Ive had so many falls that Im black and blue all over.Mr White got so little money a month that he could hardly keep body and soul together.但 little 不表示数量而表示“小”的意思时,仍用 such。如:They are such little children that the they cannot clean the house by themselves.6)almost 与 nearly在 very,pretty,not 后用 nearly,不用 almost。例如：Im not nearly ready.在 any,no,none,never 前用 almost,不用 nearly。例如：I almost never see her.need 表示“需要”或“必须”,作情态动词时,仅用于否定句或疑问句中。在肯定句中一般用 must,have to,ought to 或 should 代替。例如：You neednt come so early.Need I finish the work today?Yes,you must.注意：neednt have done“表示本来不必做某事而实际上做了某事”。例如：You neednt have waited for me.“should have done”表示应该做到而实际上没有做到。You should have started earlier.“ought to have done”表示过去应做某事而实际未做。You ought to have helped him(but you didnt)书报的标题,小说等情节介绍常用一般现在时。表示感觉,愿望和状态的某些动词如 have,be,hear,see,like 等词一般不用进行时。有些动词形式上是主动结构,但表示被动的意思。常见的有可和 well,easily 等副词连用的不及物动词 sell,wash,write,read,clean,cook 等。例如：The cloth washes well.这布很经洗。The new product sells well.这新产品很畅销。The pen writes well.这支笔很好写。在动词 arrange,command,demand,desire,insist,order,propose,request,require,suggest 等后面的宾语从句中用“(should)动词原形”(虚拟语气)例如：We suggested that we(should)have a meeting.We insisted that they(should)go with us.The doctor ordered that she(should)stay in bed for a few days.He demanded that we(should)start right away.作 advice,idea,order,demand,plan,proposal,suggestion,request 等名词的表语从句和同位语从句,其谓语动词要用虚拟语气的结构“(should)动词原形”。例如：We all agreed to his suggestion that we(should)go to Beijing for sightseeing.My idea is that we(should)do exercises first.在 feel,hear,notice,observe,see,watch,have,let,make 等词后的补足语中,不定式不带 to。但是这些句子如果变成被动结构时,就必须带 to。例如：I often hear him sing the song.He is often heard to sing the song.注意：不定式动词在介词 but,except,besides 后面时,如果这些介词之前有行为动词 do 的各种形式,那么,这些介词后的不定式不带 to,否则要带 to.如：She could do nothing but cry.What do you like to do besides swim?I have no choice but to go.作定语的不定式如果是不及物动词,或者不定式所修饰的名词或代词是不定式动作的地点、工具等,不定式后面须有相应的介词。例如：He is looking for a room to live in.There is nothing to worry about.Please give me a knife to cut with.There/It is no use/good/not any use/good/useless doing sth.动词后可以用动名词作宾语,但不能用不定式:admit,appreciate,avoid,consider,delay,enjoy,escape,excuse,feel like,finish,forgive,give up,imagine,include,keep,mention,mind,miss,practise,put off,resist,risk,suggest,cant help,cant stand(无法忍受)等。I tried not to go there.(我设法不去那里。)I tried doing it again.(我试着又干了一次。)mean to do 有意.mean doing 意味着.I mean to come early today.(我打算今天早些来。)Missing the train means waiting for another hour.(误了这趟火车意味着再等一个小时。)allow,advise,forbid,permitWe dont allow smoking here.We dont allow students to smoke.动词 need,require,want 作“需要”解,其后跟动词作它的宾语时,若表示的含义是被动的,必须用动名词,或不定式的被动式。例如：The window needs(requires,wants)cleaning(to be cleaned).在短语 devote to,look forward to,pay attention to,stick to,be used to,object to,thank you for,excuse me for 等后的动词也必须用动名词形式：I look forward to hearing from you soon.Badly polluted,the water cannot be drunk.(原因)Being written in haste,the composition is full of mistakes.(原因,强调写的过程,故应用现在分词一般被动式)Having been deserted by his guide,he couldnt find his way through the jungle.(为了强调已完成的动作)Asked to stay,I couldnt very well refuse.这里 asked 可能意味着 having been asked,也可能意味着 when/since I was asked,但用了 having been asked 就不会有歧义。下面句中过去分词表示的时间与谓语动词所表示的时间相同，所以不能代之以强调先于谓语动词的现在分词完成被动式。例如：Covered with confusion,I left the room.我很窘地离开了房间。United,we stand;divided,we fall.团结则存，分裂则亡。He used to live in London,use(d)nt he/didnt he?There used to be a cinema here before the war,use(d)nt there/didnt there?Such things ought not to be allowed,ought they?He ought to be punished,oughtnt he?但在正式文体中,用 ought we not 形式。例如:We ought to go,ought we not?或 We ought to go,should we not?含有情态动词 must 的句子表示推则,作“想必”解时,疑问部分不可用 mustnt。若前句强调对现在情况的推测,疑问部分用 arent(isnt)十主语,例如：You must be tired,arent you?若陈述部分的 must 表示“有必要”时,附加疑问句部分则用 neednt。例如：You must go home right now,neednt you?当 mustnt 表示禁止时,附加疑问部分一般用 must。如：You mustnt walk on grass,must you?前句谓语动词是 must have过去分词时,若前句强调对过去情况的推测(一般有过去时间状语),疑问部分的谓语动词用 didnt主语;若前句强调动作的完成,疑问部分的谓语动词用 havent(hasnt)主语,例如：He must have met her yesterday,didnt he?You must have seen the film,havent you?陈述句谓语部分出现否定词缀时(前缀或后缀),疑问部分仍用否定结构。例如:He is unfit for his office,isnt he?如果陈述部分包含有 no,never,hardly,seldom,few,little,now here,nothing 等否定或半否定词时,疑问部分用肯定形式。例如：He is hardly 14 years old,is he?如果陈述部分的主语为 everyone,someone,no one 等不定代词,其疑问部分的主语可用 he,也可用 they。Everyone knows his job,doesnt he?Everyone knows their job,dont they?No one was hurt,were they?Im late,arent I?One cant be too careful,can one(you)?Have a cup of tea,will you?Lets go there,shall we?Let us go there,will you?同位语从句跟在名词后面,进一步说明该名词的具体内容。引导同位语从句的名词主要有 fact,news,promise,idea,truth 等。连接词用 that(不用 which)及连接副词 how,when,where,why 等。例如：His delay is due to the fact that the car went wrong halfway.The news that our team has won the match is true.She asked the reason why there was a delay.关联词只能用 whether 不能用 if 表示“是否”的情况如下:A)在表语从句和同位语从句中。例如：The question is whether the film is worth seeing.The news whether our team has won the match is unknown.B)在主语从句中,只有用 it 作形式主语时,whether 和 if 都能引导主语从句,否则,也只能用 whether。例如：Whether we shall attend the meeting hasnt been decided yet.It hasnt been decided whether(if)we shall attend the meeting.C)在介词之后。(介词往往可以省略)例如：It all depends(on)whether they will support us.D)后面直接跟动词不定式时。He doesnt know whether to stay or not.E)后面紧接 or not 时。We didnt know whether or not she was ready.F)引导让步状语从句,只能用 whether。Whether you like it or not,you must do it well.G)用 if 会引起歧义时。例如：Please let me know if you like it.该句有两个意思：“请告诉我你是否喜欢”。或“如果你喜欢,请告诉我。”用了 whether 就可以避免。在下面几种情况下必须用“that”引导定语从句：1)先行词是不定代词：all,few,little,much,something,nothing,anything等。All that we have to do is to practise every day.2)先行词被序数词或形容词最高级所修饰。The first lesson that I learned will never be forgotten.3)先行词被 all,any,every,each,few,little,no,some,等修饰。I have read all the book(that)you gave me.4)先行词被 the only,the very,the same,the last 修饰时。He is the only person that I want to talk to.5)先行词既有人又有物时。They talked of things and persons that they remembered in the school.先行词是表示地点时,要根据从句的谓语动词是及物的还是不及物的。如果是及物的就用 that(which),否则用 where。This is the house where he lived last year.This is the house that(which)he visited last year.用 no soonerthan 和 hardlywhen 引导的从句表示“刚就”。主句中的动词一般用过去完成时,从句用过去时;而且主句一般倒装,把助动词 had 提到前面。例如：Hardly had I entered the room when I heard a loud noise.代词作主语时,主谓语序不变。Here it is.Here he comes.当句首状语为表示地点的介词词组时也常常引起全部倒装。South of the city lies a big steel factory.From the valley came a frightening sound.表语置于句首时,倒装结构为“表语+连系动词+主语”。Present at the meeting were Professor White,Professor Smith and many other guests.Gone are the days when they could do what they liked to the Chinese people.Among the goods are Christmas trees,flowers,candles and toys.He has been to Beijing.So have&n 提高阅读理解“四要”阅读理解题在英语考试中占了相当重的分量，题量多，分值也大，最能反映学生综合运用英语的能力。我们可从四个方面入手，来提高英语阅读理解的能力，并争取在考试中取得好的成绩。一、要扩大词汇量，促进阅读 词汇是语言的三大要素之一，更是阅读理解的基石。我们在阅读理解时所遇到的首要问题是词语障碍，没有一定的词汇量作基础，就谈不上理解能力的提高。有语言学家通过调查发现，外语学习者如拥有 5000 词汇量，阅读正确率可达 56%，词汇量达到 6400，阅读正确率可达 63%。因此，熟练掌握课本单词，适量扩充课外词汇是提高阅读能力的基础。二、要严格训练阅读速度 读速是阅读能力的一项重要指标。要提高阅读速度，可从三个方面考虑：1.克服不良的阅读习惯。有些同学在阅读时存在着不少的陋习，如：视野狭窄，一次只看一个单词；用手指着单词，逐个阅读；只理解单词的个别意思，不注意惯用短语、词组的意思；一遇到生词就查字典；为了弄清楚某个意思，反复地阅读前面内容等等。这些不良习惯势必会影响思维的连贯性，造成顾此失彼的结果，对阅读材料缺乏整体性的理解。2.限时阅读训练。限时阅读是根据所读材料的内容难度、长度，并参照大纲对各年级读速的要求对该材料的阅读时间予以限定。例如：约 250 字的材料限定 5 分钟左右。控制时间有利于挖掘学生的阅读能力，迫使学生争分夺秒，专心致志于阅读。3.寻找主题句，理解重点把握全文。大多数阅读材料均有主题句，用以说明文章的主旨，其他文字一般是围绕主题句展开说明的。有的主题句在文章的开头，有的在文章的结尾，还有的主题句在文章的中间出现。阅读时若能把握住这些句子，无疑会大大提高阅读速度和理解效果。一般地说，运用演绎法的文章，主题句往往在文章的开头；采用归纳法的文章，主题句一般在结尾。三、要培养词义推断能力 我们在阅读中难免会遇到生词，如果每次遇到不认识的单词都去查字典，则会影响阅读速度和理解效果。因此，在阅读中要善于根据上下文，推断某些单词和短语的意义。1.根据构词法来推断词义。掌握一定的构词知识会有助于我们的阅读。例如：Dont make any unreasonable demands on the government.句中的 unreasonable 是生词，但我们可以较为容易地通过其构成“un+reason+able”推出其含义为“无理的，不合理的，过分的”意思来。2.根据上下文的对比关系来推断词义。有时在行文中可能会同时出现某一生词的同义词或反义词，这时我们可以通过上下文的对比关系来猜测词义。例如：If you agree，say“Yes”，if you dissent，say“No”.根据两组相对的词 Yes 与 No、agree 与 dissent，不难推知 dissent 是“不同意”之意。3.根据文中解释推断词义。有时候，文中对生词给出了注解或说明，在阅读中应善于捕捉这一信息。例如：A journalist is a person who works on a newspaper or magazine and writes articles for it.此句是专门解释 journalist 的，通过解释不难推断出其意为“记者”。4.根据上下文之间的逻辑关系推断词义。He is so stingy that he never gives anything to others,even his friends or relatives.本例中的 stingy 是生词，但根据对结果分句的理解可推知，stingy 即为“吝啬的”之意。四、要把握好长难句 所谓长难句，是指结构稍微复杂一点的句子，只要善于分析理清结构，困难就会迎刃而解。1.结构分析理解法。结构分析理解法，就是指通过对句子进行语法结构分析，迅速弄清其结构，把握住它的基本框架，进而理解句子的方法。具体可以分两步走：第一步，判断句子是简单句、并列句还是复合句；第二步，找出句子的核心或成分，即主语和谓语动词，然后再分清句子中的一些附属成分。例如：If you press another key,your meal is prepared and heated for you;then it is brought on along a very small railway line to your seat in front of your television so that you dont even have to stand up when you get what you need.这是一个并列复合句，在分号前后各有一个分句：分号前是一个带有条件状语从句的复合句，主干部分是your meal is prepared and heated for you；分号后是带有两个状语从句和一个宾语从句的复合句，其中 so that 引导的是结果状语从句，when you get 是时间状语从句，what you need 是宾语从句，充当动词 get 的宾语。这样一来，全句脉络分明，句意也就自然明朗了。2.意群阅读法。意群阅读法，就是把在意义和语法结构上有关联的几个词，连接成较完整的信息，成组成组输入大脑的方法。使用这种方法进行阅读，不仅可以提高阅读速度，而且有利于对句子的整体理解。例如：When two cars traveling at 30 mph hit each other(1),an unbelted driver(2),would meet the windshield(3),with a force equal to diving headfirst into the ground from a height of 10 meters(4).该句中，（1）为时间状语从句，（2）为介词短语作状语，修饰谓语动词。这把整个句子划为四个阅读单位，大大地阅读速度和理解效果。总之，阅读是一种综合性很强的语言实际活动。我们只有进行大量的课内外阅读，掌握一定的阅读技巧，正确运用阅读方法，才能有效地提高阅读理解能力。