小升初英语语法总结：主谓一致
1.主语是he ,she, it, either, neither, each, anything, something, everything, nothing, someone, everyone, anyone, nobody, no one, 等代词时，谓语动词用单数。
Someone is asking for you. 有人在找你。
Everyone is here. 大家都来了。
Each of the boys has an apple.
2. 表示总称意义的名词people, cattle, police做主语时，谓语动词用复数。
Cattle are farmer’s friends.
The policeman is standing at the street corner. The police are searching for him.
3. 主语是：时间，距离，价格等名词，即使是复数形式，谓语动词只用单数。
Three years passes quickly.
Two meters is not long enough.
4.主语是：clothes, glasses, trousers, shoes, socks, gloves 等名词时，谓语动词用复数。
The trousers are not expensive.
Your socks are over there.
5.主语是：family, class, team, group等名词时，如果是作为整体，谓语动词用单数；如果作为其中一个个的成员，谓语动词用复数。
Our class is made up of ten students.
Our class are working very hard.
6. 主语是the number of+名词复数时，表示……的数目，谓语动词用单数。但是主语是a number of+名词复数时，表示许多，谓语动词用复数。
The number of students in our school is large.
A number of students in our school are from America.
7.and 连接的两个成对的名词：fork and knife, bread and butter, coffee and water等，表示单一的概念，故谓语动词用单数。
Where is youe fork and knife?
Bread and butter is a daily food in the west.
8. and 连接的两个名词若是指同一个人，谓语动词用单数。
The teacher and writer is my uncle.
The teacher and the writer are coming to us now.
9. and 连接的.两个名词前分别有every, each, many a修饰时，谓语动词用单数。
Every boy and every girl enjoys themselves in the school.
Many a teacher and many a student has spoken at the meeting.
10. 主语是：many a +名词单数；a +名词单数+or two，谓语动词用单数。
Many a student is interested in English. 很多学生对英语感兴趣。
A worker or two is going to be sent to work abroad. 一两个工人将被派往国外去工作。
11. 主语是：one or two+名词复数，谓语动词用复数。
One or two spelling mistakes have been found in your composition.
12. One and a half+名词复数做主语，谓语动词用单数。
One and a half bananas is left on the table.
13.either…or…, neither… nor…, not only…but also…等连接名词作主语时，谓语动词遵循就近原则。
Neither you nor he is right.
14.主语是：介词with, together with, except, besides, as well as, but等连接的两个名词时，谓语动词的形式应与介词前面的名词的数保持一致。
The teacher with his students is discussing a question. 老师和学生们在讨论问题。
Nothing but cars is sold in the shop.
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