高二英语下，高二英语真题卷子免费

高二
2024-12-03

高二英语下？有些动词意思上是被动,但形式上时主动,其主语是物,这些动词常见的有wash,write,sell,read,wear,shut,lock等。 2.高二下册英语必修二知识点整理一.概念:主动语态表示主语是动作的执行者,被动语态表示主语是动作的承受者。那么，高二英语下？一起来了解一下吧。

高二英语真题卷子免费

太空探索

国家航天局已经成功研制了长征火箭系列。火箭安全稳定并且已经用于卫星的运载工作，同时还为我国第一例载人航天飞行做了准备。

生命探秘

中国历来都是农作物基因研究的佼佼者。其中最重要的一个成就便是提高了农作物的产量。过去的20年里，中国还成为了国际研究项目中的一员，此项目致力于人体测试研究。2000年，中国科学家公布他们已经完成了他们所承担的人类基因组测序任务，充分证明了中国科学家的研究水平已居于世界领先地位。

电子发展

第一个字节的诞生无论对于中国还是计算机领域来说，都是可喜的。互联网越来越被人们普遍使用，近来一种新型的高速宽带网也开始投入使用。中国电脑工程师已经研制成功神威超型计算机——世界速度最快的计算机之一，并且还制造了我国第一个仿真机器人。

英语差高三能补回来吗

关于使演说

有趣的是,要注意的话却总是“给”或“救”。他们从不说:"”。演讲时,因此,它把自己当成有用的发挥了重要的作用,即表演。这种代理要求一体的语言和非语言的沟通。非语言交流主要包括演讲者的立场和手势,眼睛接触说话者和观众,控制好陈述报告的说话速度/说话。

这是很重要的姿态运送一篇好的演讲。站直身体,让你的头来。降低你的脑袋看起来你的听众,并可能防止不听不清楚。另一方面,别站如同一名后卫值班。你必须能够移动以一种自然而然的方式以增加表达你的作品。身体语言"说:“很多。避免牵着你的手紧紧地连在一起,这样做将会妨碍自由自在,自然而然的运动。不要玩钥匙或硬币放在口袋里,这将让你的听众。

手势的手势与表情都是重要的艾滋病讲话当你交流。也长演讲,而没有表情手势或目光接触不会是受欢迎的。在决定这个技能多少指着被录用了,在确保你的手势是理所当然的了。

一般来说,更大的听众,更广阔的手势应该成为的人吧,因为他们将不会被非常清楚的观众。在小范围、面部表情会增添了许多人的理解。试着去跟人有严重的一些有趣的脸。他们将难以相信你真的说实在是很有趣的。

不同的手势应该是用于致词。有些人用他们的手的时候经常说话。你必须确保你的手势则不再重复得太勤,他们应该表达和深远的意义。

高二英语下卷子

【 #高二#导语】因为高二开始努力，所以前面的知识肯定有一定的欠缺，这就要求自己要制定一定的计划，更要比别人付出更多的努力，相信付出的汗水不会白白流淌的，收获总是自己的。高二频道为你整理了《高二下册英语必修二知识点整理》，助你金榜题名！

1.高二下册英语必修二知识点整理

1)honest

(指人)诚实的，老实的，正直的。

(陈述)坦白的，真诚的，直率的。

(指工资等)以正当手段取得的。

to be honest(about it/with you)说实话，老实说。

2)compete

compete in 参加比赛

compete with sb for sth/against 与某人竞争某物

compete for 为……而竞争

3)host

作名词，表示“待客人的主人，节目男主持人”，若表示女主持人，要用hotess。

作动词，表示“主持或者是主办(某活动)，(作为主人)招待或者是款待”。

a host of/hosts of 大量，许多

4)interview

作动词，表示“面谈，面试，采访，会见”。

作名词，表示“会晤，面谈，采访，面试”。

5)admit

表示“容许，承受，容纳，接纳”。

高二英语下册

rules of a language governing the sounds, words, sentences, and other elements, as well as their combination and interpretation. The word grammar also denotes the study of these abstract features or a book presenting these rules. In a restricted sense, the term refers only to the study of sentence and word structure (syntax and morphology), excluding vocabulary and pronunciation.

A common contemporary definition of grammar is the underlying structure of a language that any native speaker of that language knows intuitively. The systematic description of the features of a language is also a grammar. These features are the phonology (sound), morphology (system of word formation), syntax (patterns of word arrangement), and semantics (meaning). Depending on the grammarian's approach, a grammar can be prescriptive (i.e., provide rules for correct usage), descriptive (i.e., describe how a language is actually used), or generative (i.e., provide instructions for the production of an infinite number of sentences in a language). The traditional focus of inquiry has been on morphology and syntax, and for some contemporary linguists (and many traditional grammarians) this is the only proper domain of the subject.

In Europe the Greeks were the first to write grammars. To them, grammar was a tool that could be used in the study of Greek literature; hence their focus on the literary language. The Alexandrians of the 1st century BC further developed Greek grammar in order to preserve the purity of the language. Dionysus Thrax of Alexandria later wrote an influential treatise called The Art of Grammar, in which he analyzed literary texts in terms of letters, syllables, and eight parts of speech.

The Romans adopted the grammatical system of the Greeks and applied it to Latin. Except for Varro, of the 1st century BC, who believed that grammarians should discover structures, not dictate them, most Latin grammarians did not attempt to alter the Greek system and also sought to protect their language from decay. Whereas the model for the Greeks and Alexandrians was the language of Homer, the works of Cicero and Virgil set the Latin standard. The works of Donatus (4th century AD) and Priscian (6th century AD), the most important Latin grammarians, were widely used to teach Latin grammar during the European Middle Ages. In medieval Europe, education was conducted in Latin, and Latin grammar became the foundation of the liberal arts curriculum. Many grammars were composed for students during this time. Aelfric, the abbot of Eynsham (11th century), who wrote the first Latin grammar in Anglo-Saxon, proposed that this work serve as an introduction to English grammar as well. Thus began the tradition of analyzing English grammar according to a Latin model.

The modistae, grammarians of the mid-13th to mid-14th century who viewed language as a reflection of reality, looked to philosophy for explanations of grammatical rules. The modistae sought one “universal” grammar that would serve as a means of understanding the nature of being. In 17th-century France a group of grammarians from Port-Royal were also interested in the idea of universal grammar. They claimed that common elements of thought could be discerned in grammatical categories of all languages. Unlike their Greek and Latin counterparts, the Port-Royal grammarians did not study literary language but claimed instead that usage should be dictated by the actual speech of living languages. Noting their emphasis on linguistic universals, the contemporary linguist Noam Chomsky called the Port-Royal group the first transformational grammarians.

Structural description of the sentence “The man will hit the ball,” assigned by the …

By 1700 grammars of 61 vernacular languages had been printed. These were written primarily for purposes of reforming, purifying, or standardizing language and were put to pedagogical use. Rules of grammar usually accounted for formal, written, literary language only and did not apply to all the varieties of actual, spoken language. This prescriptive approach long dominated the schools, where the study of grammar came to be associated with “parsing” and sentence diagramming. Opposition to teaching solely in terms of prescriptive and proscriptive (i.e., what must not be done) rules grew during the middle decades of the 20th century.

The simplification of grammar for classroom use contrasted sharply with the complex studies that scholars of linguistics were conducting about languages. During the 19th and early 20th centuries the historical point of view flourished. Scholars who realized that every living language was in a constant state of flux studied all types of written records of modern European languages to determine the courses of their evolution. They did not limit their inquiry to literary languages but included dialects and contemporary spoken languages as well. Historical grammarians did not follow earlier prescriptive approaches but were interested, instead, in discovering where the language under study came from.

As a result of the work of historical grammarians, scholars came to see that the study of language can be either diachronic (its development through time) or synchronic (its state at a particular time). The Swiss linguist Ferdinand de Saussure and other descriptive linguists began studying the spoken language. They collected a large sample of sentences produced by native speakers of a language and classified their material starting with phonology and working their way to syntax.

Generative, or transformational, grammarians of the second half of the 20th century, such as Noam Chomsky, studied the knowledge that native speakers possess which enables them to produce and understand an infinite number of sentences. Whereas descriptivists like Saussure examined samples of individual speech to arrive at a description of a language, transformationalists first studied the underlying structure of a language. They attempted to describe the “rules” that define a native speaker's “competence” (unconscious knowledge of the language) and account for all instances of the speaker's “performance” (strategies the individual uses in actual sentence production). See generative grammar; transformational grammar.

The study of grammatical theory has been of interest to philosophers, anthropologists, psychologists, and literary critics over the centuries. Today, grammar exists as a field within linguistics but still retains a relationship with these other disciplines. For many people, grammar still refers to the body of rules one must know in order to speak or write “correctly.” However, from the last quarter of the 20th century a more sophisticated awareness of grammatical issues has taken root, especially in schools. In some countries, such as Australia and the United Kingdom, new English curricula have been devised in which grammar is a focus of investigation, avoiding the prescriptivism of former times and using techniques that promote a lively and thoughtful spirit of inquiry.