1、高三英语总复习 语法二轮复习对比题精选讲义哈一中 孙晓丹1. 综合分析对比法各个语法项目不是完全独立的，一个句子包含各种成分，因此要完全弄明白一个语法点，就要弄懂整个句子的结构，注意语法使用的迁移问题。例如，我们再给学生讲解非谓语做状语时，如第一个考题所示，如果只和学生交待和主语之间的主被动关系决定选现在分词或是过去分词，学生遇到下面这个考题就容易误选，这时我们要引导学生注意把握真个巨资的结构，做主语的非谓语应选择动名词形式的被动式 而且要学生明确非谓语的本质也是句子的省略，从句和主句的助于一致时才能选择非谓语做状语，否则就要选择完整的句子结构，如第三个考题所示，这样综合性对比练习能大大提高学
2、生的英语语言结构分析能力，建立学生的综合分析句子思维。 _ to too much sunshine, one can have a higher risk of having the skin cancer. AC_ to too much sunshine will add to the risk of having the skin cancer. B_ to too much sunshine, it will add to the risk of having the skin cancer. CA. Exposed B. Being exposed C. When one is e
3、xposed D. Having exposed Although _ by Oxford University, he couldnt afford to study there. BAlthough_accepted by Oxford University, he couldnt afford to study there. CAlthough _by Oxford University is not beyond his dream, he couldnt afford to study there. AA. being accepted B accepted C. he was D
4、having been accepted2. 变换语境对比法这种方法可以让学生在语境中更好地把握语言和交际的目的，说话者意图，它避免了简单翻译的弊端，给了学生更生动地苏采取运用语言，让学生有了更深刻的印象和更好的记忆，而且提高了学生灵活运用语言知识的能力。如下面例题所示，学生们遇到第一个考题时往往武略具体语境的表达重点，过多依靠对固定习语的记忆误选，这时我们让学生来做第二个考题，引起他们的进一步思考，发现语境的不同，从而自我改错，自我感悟，这比单纯听老师讲解融入更多思考，而不是被动接受。Nowadays, most people, in order to keep fit, prefer wa
5、lking to driving _ necessary.A. if B. unless C. in case D. as if I walk to work usually, but I will drive to work _ necessary.A. if B. unless C. in case D. as if (1)-What kind of food do you prefer?-_but Japanese.-How about Korean, then?A. Something B. Nothing C. Anything D. Everything(2) -What kind
6、 of food do you prefer?-_ but Japanese.-Oh, Japanese food is my favorite as well.A. Something B. Nothing C. Anything D. Everything3. 复杂句拆分对比法在我们接触强调句后会遇到下面这样的考题，句中两个空让学生无从下手，无法把握强调句的结构，这时我们要引导学生把复杂的问题拆开来看，把复杂的句子拆分成几个简单句， 看清这样复杂句的本质即被强调的部分还含有一个修饰性的从句，所以连接词应该分开分析。例如，第一个考题中我们可以拆分出两个句子，一是他不知道自己的生日，和这个事实
7、是我们惊讶，所以说明抽象名词内容的同位语从句和强调句处于一个句子中了。Its the fact _ he doesnt know his own birthday _ surprises us all.He doesnt know his own birthday and the fact surprises us all.CIt was in 1999, _ he went to college, _ he got to know Mary.In 1999, he went to college and he got to know Mary thenDCould it be in the
8、restaurant _ you had dinner with dinner with me yesterday_ you lost your handbag? You had dinner with me yesterday in the restaurant and did you lose your handbag there?BA. which; that B. where, that C. that; that D. when, that4.易混淆语言点集中对比法顾名思义，集中即是归类，让学生一目了然，记忆深刻，不同的语境形成强烈的反差，学生会清楚的掌握相似语言点的区别。而且老师运
9、用这种对比法也给学生减轻了负担，学生不用自己再去总结，遇到新的且和以往知识点相似的语言点时，我们不妨拿出以往的题让学生做这类的对比练习，达到温故而知新。例如，下面一个考题，学生初中对有事情去做这个表达很有语感，到了高中我们要让学生继续了解这个结构指的是说话者自己有事情要自己做，而第二个考题很明显地说明说话者不能自己做了，因为他忙，所以有事情要别人来做这个明显的对比，让学生了解的很透彻，无需费力解释，通过对比新问题迎刃而解。(1) Im not free this evening because I have a lot of things _. A(2) He is so busy today
10、 that he will have all of his washing _. BA. to do B. to be done C. doing D. done (3) Would you have me _ a hot dog for you on my way to work? CA. picked up B. to pick up C. pick up D. picking up5.变换时间状语对比法我们在学习时态和非谓语的时候，经常要表达不同时间的概念，为了让学生了解对不同的时间范畴由不同的形式来表达，我们可以设计不同时间状语的对比题。例如，下面一道考题是历届学生错误率较高的一道题，
11、它要求学生清楚了解现在完成时的定义是到现在为止的事情，而叙述过去一段时间的经历要用过去时，动词必须是延续性的，那么这样一组对比题就很明显地展示了事情所发生时间范畴不同。-How long _ A _ you_ in New York?- For a week and Im going to leave tomorrow.-How long _ C _ you_ in Newyork?-Just for the weekend, for I had to be back for an important meeting.A. have, stayed B. had, stayed C. did,
12、 stay D. will, stay(1)The computer center, _ D _ last year, is very popular among the students in the school.(2) The computer center, _ C _ now, will be very popular among the students in the school.(3) The computer center, _ B _ next year, will be very popular among the students in the school.A. to
13、 build B. to be built C. being built D. built 6.句式变换对比法相似句式难以区分，句子结构混淆是学生常见的问题，这时最为适合采取相似句式对比分析法，效果非常明显，帮助学生分析清楚了句子结构，从而达到对各种句式的灵活运用和转换。例如，下面几个有关非限制性定语从句，主语从句，以及形式主语 it 的句式，以往学生单个遇到每个题还能勉强应付，在遇到类似地就总是搞不懂了，发生了混淆，做了以下的对比练习，了解所填语法词的在句中的语法作用各有不同，也就区分的开了。(1)_is known to everybody, the moon travel round t
14、he earth . B (2)_ is known to everybody that the moon travels round the earth . D(3)_ is known to everybody is that the moon travels round the earth . CA. Which B. As C. What D. It(1) _leaves the room last ought to turn off the lights. D(1) _ leaves the room last , he ought to turn off the lights. B
15、(3)_ who leaves the room last is expected to turn off the lights. A(4)_ who leave the room last are expected to turn off the lights. CA. Anyone B. No matter who C. Those D. Whoever7.图示解析对比法图示解析是一种非常直观的方法，学生对易混淆的时间范畴，概念范畴，包容范畴等通过图示对比一目了然，记忆深刻。例如，下面几个有关 it 引导表达时间概念的句子我们可以采用时间轴的方法，学生对数轴的概念很熟悉，所以这种办法学生能
16、容易被学生所理解，since 表示从过去到现在的一段时间的持续状态，即红线所示时间段；而 before 表示未来的一个时间点距现在的一段时间范围，即蓝线所示，那么 when 表示的是过去的一个时间点发生的瞬间动作，只是一个点时间，而（3）题为强调句在时间轴上不可体现，这样几个句子所表达的时间概念就明显区分开了了。(1)It will be years _ C _ we meet again.(2)Its ten years _ D _ I came to this town.(3)Its ten years ago _ B _ I came to this town.(4) It was 7
17、oclock _ A _ I came back home yesterday.A. when B. that C. before D. since过去_._._._._将来when Since NOW before8.情景设置问答对比法我们会遇到学生的这类问题：依靠翻译，汉语逻辑混乱，无法判断选项，汉语解释也不太为通顺，这类题题干往往是上下句有一定的逻辑关系，因果关系，亦或是承接关系，这是我们尝试采用设置情景问题对比法。例如，下面一道考题，通过对学生设问填空，就把易错的问题变长了学生擅长的特殊疑问句的回答，化繁为简地解决了问题。这个方法也特别适用对特殊疑问句的简略回答一类题型。(1)Im a
18、fraid hes more of a talker than a doer, which is _ D _ he never finishes anything.A. that B. when C. where D. why(2)He never finishes anything, which is because hes more of a talker than a doer. - _Why_does he never finish anything?-Because hes more of a talker than a doer.(1)- What do you think mad
19、e Mary so upset? -_ her new bicycle. A. As she lost B. Lost C. Losing D. Because of losing C(2) -Why do you think Mary is so upset?-_her new bicycle.A. As she lost B. Lost C. Losing D. Because she lost D(3) -Why was the official meeting called ?- _ new officers.A. To select B. Select C. For selectin
20、g D. Because selecting A9. 同类题型定义对比法对于一些学生在初中从未接触过，难于理解，不容易接受的问题，我们就采用量变达到质变的输入方法，大量集中练习，明确定义，学生日然而然就形成类型题的概念，在遇到新题的时候也会举一反三，自行归类了。例如。下面一类定语从句我的学生刚开始遇到无从下手，找不到先行词在从句中所作的成分。而我们把它定义为先行词做抽象地点或时间的一类定语从句，学生把我的就很好了，而且遇到同类型的题自己也能总结归类了，下面这些就是我的学生自己归类的题型。（1）It is helpful to put children in a situation _ D _
21、they can see themselves differently.A. that B. when C. which D. where (2)I have reached a point a point in my life _ B _ I am supposed to make decisions of own .A. which B. where C. how D. why. (3)Occasions are quite rare _ D _ I have the time to spend a day with my kids.A. who. B. which. C. why D .when. (4)In our next English class the cases will be offered to you _ D _ these phase can be used together. A. that. B. which. C. who. D. where
