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英语就近原则和就远原则归纳
就近原则和就远原则是指英语语法原则。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。就远原则就是谓语动词的变化，谓语动词与前面主语一致。
就远原则
当用作主语的成分后面跟有由but，except，besides等引出的短语时，谓语动词习惯上要与这些结构前面的主语保持一致（即与比较远的那个主语保持一致）。
就近原则
也称“邻近原则”“就近一致原则”，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。与其相对的还有“就远原则”。
英语学习技巧：
1、学好英语离不开语言环境
如何快速学好英语？学习英语要抓住本质，英语是一门语言学科，离不开沟通和交流，营造语言环境可以很好地均衡语言的输入和输出。英语不同于我们的母语汉语，它是一种表音文字，也就是说，掌握了正确的发音方式，孩子才能更好地理解对话内容。
2、学好英语的基础是加强听说
英语的学习需要遵循“听说，后读写”的客观顺序，反观传统的英语课堂，一味地要求孩子死记硬背，侧重应试能力的培养，听力训练不够，大班教学孩子开口的机会少之又少。
3、学好英语要培养良好的习惯
学好英语是需要花费一定的时间和精力的，坚持下去才能更好地掌握这门语言。所以，学习环境也很重要，大家在学习中一定要创造良好的学习环境。
以上为大家介绍了三点如何学好英语的方法，希望可以进一步帮助到大家的学习，提升英语学习的能力，增加自己的知识储备。
英语就近原则总结有没有and
英语就近原则和就远原则口诀是：就近，就近，谓语最近，就远，就远，隔得很远。
就近原则和就远原则是指英语语法原则。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。就远原则就是谓语动词的变化，谓语动词与前面主语一致。
就近原则和就远原则的注意点：
1、在倒装句和there be句型中，谓语动词与后面的第一个主语保持一致。
2、在定语从句中，关系代词作主语的时候，它的谓语动词要与它所指的先行词保持一致。
3、在强调句中，连接代词作主语时，应该与被强调的主语保持一致。
4、从句、不定式、动名词等作主语时，谓语动词一般用单数形式。
5、两个以上的名词组成一个整体概念作主语时，谓语动词用单数。
6、表示时间、金钱、距离的名词复数作主语时，谓语动词用单数形式。
英语语法就近原则总结
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］ .
;英语一共有多少语法规则
英语语法总结一．词性1. 实词1.名词 noun. N.名词是实词的一种，也是词性的一种，用来代替实体或抽象概念的词，可以独立成句。通常可以用代词来代替。A． 专有名词(Proper Nouns) -某个/某些人，地方，机构等专有的称呼，比如China, Mary.B． 普通名词 (Common Nouns)-一类人或东西，或一个抽象概念的名词，比如 book，friendship.2.代词(Pronoun) pron.代替名词的词类，大多数具有名词和形容词的功能。A．人称代词人称代词 第一人称单数 第二人称单数 第三人称单数 第一人称复数 第二人称复数 第三人称复数 主格 I you he/she/it we you they 宾格 me you him/her/it us you them 人称代词 第一人称单数 第二人称单数 第三人称单数 第一人称复数 第二人称复数 第三人称复数 形容词性物主代词 my your his/her/its our your their 名词性物主代词 mine yours his/hers/its ours yours theirs 汉语 我的 你的 他的/她的/它的 我们的 你们的 他（她、它）们的B．物主代词表示所有关系的代词叫做物主代词(Possessive Pronouns)，也叫人称代词的所有格。物主代词分为形容词性物主代词和名词性物主代词两种。物主代词有人称和数的变化。第三人称单数的物主代词还有性别的变化（见上表）C．指示代词(demonstrative pronoun)表示指示概念的代词，用来指示或表示人或事物的代词。指示代词和定冠词以及人称代词一样，都具有指定的含义，用来起指示作用，或用来代替前面已经提到过的名词。指示代词的分类 (单数复数，既可作限定词又可作代词)单数 限定词：This girl is Mary.代词：This is Mary复数限定词：Those men are my teachers.代词：Those are my teachers.指示代词的句法功能指示代词在句子中可以充当：主语，宾语，表语，定语。 D．反身代词反身代词表示反射或强调的代词。它的基本含义是：通过反身代词指代主语，使施动者把动作在形式上反射到施动者自己。因此，反身代词与它所指代的名词或代词形成互指关系，在人称、性质、数上保持一致Myself, yourself, himself, herself, itself, ourselves, yourselves, themselves.E．关系代词用于引导定语从句，代表先行词，同时在从句中作一定的句子成分。有主格，宾格和属格之分，也分为指人和指物两种限定性 指人 非限定性 指物 限定性 指人或指物 主 格 who/that which/that that 宾 格 whom which/that that 属 格 whose of which/whose of which/whoseF．疑问代词1.疑问代词在句子中充当名词词组以构成疑问句What, who, whose, whom, which, whatever, whichever, whoever.2） 疑问代词在句中应位于谓语动词之前，没有性和数的变化，除who之外也没有格的变化。what, which, whose还可作限定词。G．相互代词相互代词(reciprocal pronoun)就是表示相互关系的代词。它与它所指代的名词或代词是一种互指关系，因此它们是复数或者二者以上。英语中的相互代词只有两个，即each other和one another传统语法认为，相互关系存在于两个人或物之间用each other， 存在于两个以上人和物之间用one anotherH．不定代词 不定代词，即不指明代替任何特定名词或形容词的代词 常用的不定代词：· some（something，somebody，someone），any（anything，anybody，anyone）， no（nothing，nobody，no one）， every（everything，everybody，everyone，），all，each，both，much，many，（a）little，（a）few，other（s），another，none，one，either， neither等 不定代词大都可以代替名词和形容词，在句中作主语、宾语、表语和定语I．连接代词疑问代词在引起从句时，都称为连接代词，包括who, whom, whose, what, which, whoever, whomever, whichever, whatever，一共九个，即除了whose后不能加“-ever”后缀，其余都行3. 数词 num.基数词 One, two, three… 一，二，三。。。序数词 First, second, third… 第一，第二， 第三。。。4. 形容词 adj.修饰名词或代词，表示事物的特征。5. 副词 adv.用于修饰动词，形容词，全句的词， 说明时间，地点，程度，方式等概念。可以分为时间副词，地点副词，方式副词，程度副词，疑问副词，连接副词，关系副词，频率副词，和说明性副词。6．动词 v.用来形容或表示各类动作的词汇，一个完整的句子中有至少一个动词2.虚词7. 冠词 art.冠词是虚词，不能单独使用。用在名词前面帮助指明名词的含义。冠词是名词的一种标志，它不能离开名词而独立存在，它表示主语的数量或特征。 8. 介词 prep.介词是一种用来表示词与词，句与句之间的关系的虚词，不能单独作句子成分。介词后面一般有名词，代词，或相当于名词的其他词类，短语或从句作它的宾语。介词和它的宾语构成介词词组，在句中作状语，表语，补语或者介词宾语。介词可以分为时间介词，地点介词，方式介词，原因介词和其他介词。 9. 连词 conj.连词是一种虚词，不能独立担任句子成分而只连接词与词，短语与短语以及句与句的作用。连词主要分为4类：并列连词，转折连词，选择连词和因果连词。 10.助词 助词是附着在词，短语，句子的前面或后面，表示结构关系或某些附加意义的虚词。助词有结构助词，时态助词，语气助词三种 11. 叹词 interj. 叹词是语法学术词。表示感叹，呼唤，应答的词。 3.判断词现代汉语中表示条件，让步，转折等关系的连词多包涵一个来自判断词“是”的语素，如 Yes 和 No. 4.情态动词1，,情态动词不能表示正在发生或者已经发生的事情，指标是期待或者估计某件事情的发生。2.情态动词除ought 和have 之外，后面只能接不带to 的不定式3.情态动词没有人称，数的变化，即情态动词第三人称单数不加S4.情态动词没有非谓语形式，即没有不定时，分词等形式。 5.感叹词感叹词是用来表示说话时表达的喜怒哀乐等情感的词。它不构成后面句子的一个语法成分，却在意义上与它有关连，后面的句子一般说明这种情绪的性质、原因。感叹词是英语口语中最富于表现力的词语之一，用途甚广。学会它，对于提高英语的交际能力，表达复杂的思想起着举足轻重的作用。英语中的感叹词很多，但目前的语法著作中却很少对它进行归纳总结，致使许多人对含有感叹词的句子理解不透。现将部分感叹词的用法进行小结： 一、Oh 表示惊讶、指责、痛苦、称赞、懊恼等，可译为“哦”、“哎呀”、“噢”“啊”、“呀”等。 6.其他 1.动名词动名词是一种兼有动词和名词特征的非限定动词。它可以支配宾语，也能被副词修饰，动名词有时态和语态的变化。V-ing 2.动词不定式不定式：to＋动词原形 不定式是一种非限定性动词（在句中不能单独充当谓语的动词，可分为不定式，动名词，现在分词和过去分词） 3.分词 具有动词及形容词二者特征的词。二．句子成分 （7种）主语，谓语，宾语，定语，补语，状语，表语1. 主语句子陈述的对象，说明是谁或什么。名词，代词，数词，动名词，不定式，一个句子，都可以作主语。2. 谓语对主语动作或状态的陈述或者说明，指出“做什么”和“是什么”或“怎么样”。谓语动词的位置一般在主语之后。3. 宾语指一个动作（动词）的接受者。宾语分为直接宾语和间接宾语（宾语补足语）两类。直接宾语指动作的直接对象，间接宾语说明动作的非直接，但是受动作影响的对象。一般而言，及物动词后面至少要有一个宾语（通常为直接宾语），有些及物动词要求两个宾语（通常一个为直接宾语，一个为间接宾语）。名词，代词，数词，动名词，不定式，一个句子，都可以作宾语。而to do 不定式用于宾语补足语。4. 定语用于修饰，限定，说明名词或代词的品质与特征。形容词，名词，代词，数词，介词短语，动词不定式，分词，定语从句或相当于形容词的词，短语，或句子都可以作定语。5. 状语修饰动词，形容词，副词等的句子成分。作用：说明地点，时间，原因，目的，结果，条件，方向，程度，方式和伴随状况等。一般用副词，介词短语，分词和分词短语，不定式或相当于副词的词或短语担当。一般位于句末，但也可以放在句首或句中。6. 补语作用于主语和宾语，起补充说明的作用。最常见的是宾语补足语。名词，动名词，形容词，副词，不定式，现在分词，过去分词都可以在句子中作宾语补足语。7. 表语表语用于说明主语的身份，性质，品行，特征和状态。常位于系动词(be, become, appear,seem,look,sound,feel,get,smell等词)之后。常由名词，形容词，副词，介词短语，不定式，动名词，从句充当。充当表语的句子叫做表语从句。三．基本句型结构 ： 简单句，并列句和复合句 1. 简单句：5大基本句型 1.主语＋谓语 主谓结构，谓语多为不及物动词 It happens. 它发生了。 2.主语＋连系动词＋表语 主系表结构 Leaves turn yellow. 叶子变黄了。 She is a teacher. 她是一名老师。 3.主语＋谓语＋宾语 主谓宾结构 谓语多为及物动词 I play the piano. 我弹钢琴。 4.主语＋谓语＋宾语＋宾语主谓宾宾结构，谓语是可以有双宾语的及物动词。2个宾语一个是直接宾语，一个是间接宾语。 He gave the book to his sister. 他把这本书给了他的妹妹。 He gave his sister the book. 他把这本书给了他的妹妹。 5.主语＋谓语＋宾语＋宾语补足语 主谓宾补结构，补语是宾语补语，和宾语一起构成复合宾语 I find the book easy. (easy作补语) 有时主语和谓语都不止一个但依然是简单句。 It 引导结构 It 既是代词又是引词 可以作为形式主语（It is +adj. +for/of sb. to do sth. ）或形式宾语(it +adj. +to do sth. )It 也用于强调句结构。 It is (was) + 强调部分（主语，宾语或状语）+ that(who)… 2. 并列句 两个或两个以上的简单句用并列连词连在一起构成的句子。 基本结构：简单句＋并列连词（and, but, so , or等）+简单句 3. 复合句 Complex Sentence 由一个主句和一个或一个以上的从句构成 主句通常可以独立存在而从句不能 从句必须由关联词引导
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