高三英语语法练习-从句

高三英语语法练习-从句（精选7篇）

高三英语语法练习-从句 篇1

一、知识网络

并列连词(but, yet, however, nevertheless, for, so, therefore, and, or, either…or…, neither…nor…, both…and…, as well as)

连词 从属连词(when, while, as, before, after, until, till, whether, since, the moment, where, if, unless, suppose, supposing, providing, provided, as long as, in order that, so that, so, lest, because, since, so…that…, such…that, although/though, even though/if, than, than, like, as if/though)

二、方法指点

连词分为并列连词和从属连词两大类。

并列连词是连接主语与主语，谓语与谓语，句子与句子，分词与分词的词，它要求前后两部分有相同的形式和语法作用；而从属连词一般连接主句与从句，从句形式有名词性从句，定语从句和状语从句等

三、重点讲解：

定义：用来连接词、短语、从句与句子的词叫连词。连词是一种虚词，在句子中不重读，不能独立担任句子成分。

Slow but sure.要慢而稳。（连接单词）

We may be leaving today or tomorrow.我们可能今天或明天走。（连接词与词）

Now I must go or I shall be late for the party.我现在得走，否则晚会我就要迟到了。（连接句与句）

I went and she went also.我去了，她也去了。（连接分句）

（一）连接具有并列关系的词、短语或句子的连词叫并列连词。根据其意义，并列连词又可分为表示联 合、转折、选 择和因果等四种关系的连词。

1． 表示联合关系的并列连词: 表示联合关系的并列连词有：and(和)，both…and…(既……又……)，neither…nor…(既不….y也不….)，not only…but also….(不但…..而且…..)，as well as(除….外，也…..)，如： I am a teacher and he is a doctor.He has experience as well as knowledge.(He has not only knowledge but also experience.)Neither I nor he has seen the film.2． 表示转折关系的并列连词: 表示转折关系的并列连词有：but(可是，但是)，while(而，然而)，yet(可是)，however(然 而，但是)，whereas(而)，nevertheless(然而，不过)，如：I am willing, yet unable.我心有余而力不足。He is short, while his brother is tall.他个子矮而他兄弟个子高plain.3． 表示选择关系的并列连词: 表示选择关系的并列连词有：or(或)，or else(否则)，otherwise(要不然)，either….or…(或….或….,不是…..就是…..)，rather than(而不，也不)，如：John or I am to blame.Seize the chance, otherwise(or else)you’ll regret it.（otherwise, or else 常放在祈使句后面）You can either stay at home or go fishing.He went rather than stay as an unwelcome guest.。

4． 表示因果关系的并列连词:(1)表示因果关系的并列连词有：so(所以)，for(因为)，如：It is morning, for the birds are singing.是早晨了，因为鸟叫了。It was late, so I went home.天已晚了，因此我就回家了。

(2)then(那么，因而)，thus(因而)，hence(因此)，therefore(因此，所以)等副词常可放句首表示因果关系，如： He studied hard, thus he got a full mark.His car broke down, thus he was late for work.It is winter now;hence the days will be shorter.。

（二）从属连词: 用来连接主句和从句的连词叫从属连词。

1． 引导名词性从句的从属连词: 引导名词性从句的从属连词有连接词 that, whether 和 if, 这些连接词在句中不充当任何句子成分；

连接代词主要有who, whom, whose, which, what 等，它们在句中可作主语、宾语、定语等； 连接副词主要 有when, where, how, why 等，它们在句中可作状语（相见名词性从句），如：We know(that)the earth goes round the sun.（宾语从句）What we need is more time.我们需要的是时间。（主语从句）That’s what I want.（表语从句）The news that our team had won was very exciting.（同位语从句）

2． 引导状语从句的从属连词

（1）引导时间状语从句的从属连词: 引导时间状语从句的从属连词有when(当…..时)，while(在…期间)，as(当….时，一边…一边)，after(在….之后)，before(在….之前)，since(自从….以来)，till/until(直到，直到….才)，once(一旦…..), as soon as(一….就….), the moment/instant(一…..就….), no sooner….than….(刚….就….), hardly…..when(一……..就….)等，如：Once you begin, you must go on.（2）When it rains, I go on school by bus.When: Don’t get excited when you talk.When he got up he felt dizzy.While: We must strike while the iron is hot.While she ate she grew more restless.As: As he spoke two men came up.He smiled as he passed.Before: Look before you leap.It will be five years before we meet again.After: I arrived after he had left.I’ll tell them after you have left.Until, till : I’ll take no steps until you arrive.I propose waiting till the police get here.Since: How long is it since you came to London? It was years since I had seen her.Whenever: I go and visit him whenever I’m in town.Whenever possible, they play outside.（3）引导原因状语从句的从属连词: 引导原因状语从句的从属连词有as(由于)，because(因为)，since(既然)等，如： He didn’t go to school because he was ill.Since everybody is here, let’s begin.Because: Because it was wet he took a taxi.As: As David had a passion for walking, we started off on foot.还有一些表示原因的状语从句由seeing（that）,considering(that)或now that 等引导： Please don’t try to back out now that everything has been arranged.Now you’re here, you may make yourself useful.许多用在形容词后的that 从句也起原因状语的作用（that 有时可省略）：She was glad that she had controlled herself.I’m disappointed that they cannot come.引导地点状语从句的从属连词: 引导地点状语从句的从属连词有where(在….地方)，wherever(无论在…..哪里)等，如：Wherever she may be, she will be happy.Where there is a will, there is a way.（4）引导条件状语从句的从属连词

① 条件状语从句的从属连词主要由if, unless, supposing(suppose)引导：

if: I must leave if that’s the case.如果情况如此我就得走了。He will come if asked.如果邀请的话他会来的。

unless: I won’t write unless he writes first.I’ll go there tomorrow unless it rains.supposing: Supposing that he asks you, will you go? Supposing his plan goes wrong, what will you do then?

suppose: Suppose she finds out, what shall we do then? Suppose you lost your job tomorrow, what would you do?

provided: I will agree to go provided(providing)(that)my expenses are paid.She agreed to go and work there provided that her family could go with her.providing: I’ll dry the dishes, providing that you do the washing-up.② 条件状语从句还有其他形式：They’ll stand by you even if you don’t succeed.You will always have a home as long as I have anything.此外，as long as, so long as, in case, even if 都起连词作用。

（5）引导目的状语从句的从属连词:引导目的状语从句的从属连词有that(以便)，so that(为了)，in order that(为了)lest(以防，免得)，in case(以防，免得)等，如：She took medicine on time in order that she might get well soon.I came here that I might take a good look at the new bridge.in order that: I lent him ￡50 in order(so)that he might go for a holiday.so that: Ask her to hurry up with the letters so that I can sign them.so: Can’t you fix it somehow so you could stay longer? that: I am anxious to get done that I may be back in Ireland.lest: He hurried on, lest she should meet him again.（6）引导结果状语从句的从属连词:引导结果状语从句的从属连词有so(结果)，so that(结果)，so…..that/such….that(如 此…..以致)，that(以致)等，（that 有时可以省略，特别是在口语中）如： It was very cold, so that the water in the bowl froze.He is such a good student that we all like him.so…that: He was so young that you must excuse him.such…that: Jim made such a noise that his sister told him to be quiet.（7）引导让步状语从句的从属连词:引导让步状语从句的从属连词有though/although(虽然)，as(虽然)，even if/even though(即使)，however(无论怎样)，whatever(无论什么)，whoever(无论谁)，no matter how/what/which……(无论多么/什么/哪一 个……)等，如：Even if you were here yesterday, you couldn’t help him.（8）引导方式状语从句的从属连词:引导方式状语从句的从属连词有as(正如)，as if/as though(好像，似乎)等，如： He speaks English as if he were an English-man.Use a book as a bee does a flower.（9）引导比较状语从句的从属连词: 引导比较状语从句的从属连词有 as(如……), as…….as….,(像….一样)，not so …..as…..(与…不一样)，than(比)等，如：He works harder than before.His elder sister is as tall as his mother.储存连词：

1．引导时间状语从句的从属连词: 引导时间状语从句的从属连词有________(当…..时)，_____(在…期间)，____(当….时，一边…一边)，_______(在….之后)，______(在….之前)，______(自从….以来)，_______(直到，直到….才)，________(一 旦…..),___________(一….就….), __________(一…..就….), ___________(刚….就….), _________(一……..就….)等，如：Once you begin, you must go on.你一开了头，就应该继续下去

2．引导原因状语从句的从属连词:引导原因状语从句的从属连词有______(由于)，________(因为)，______(既然)等.3．引导地点状语从句的从属连词: 引导地点状语从句的从属连词有_______在….地方)，___________(无论在…..哪里)Where there is a will, there is a way.有志者，事竟成。

4．引导条件状语从句的从属连词 条件状语从句的从属连词主要由________________________)引导：此外_______________________________都起连 词作用。

5．引导目的状语从句的从属连词:引导目的状语从句的从属连词有________(以便)，_________(为了)，______________(为 了)________(以防，免得)，___________(以防，免得)等，6．引导结果状语从句的从属连词:引导结果状语从句的从属连词有______(结果)，________(结果)，___________--(如此…..以致)，_________(以致)等，（that 有时可以省略，特别是在口语中）如： 7． 引导让步状语从句的从属连词:引导让步状语从句的从属连词有________________(虽然)，________(虽然)，____________________(即使)，__________r(无论怎样)，___________(无论什么)，__________-(无论谁)，__________________________(无论多么/什么/哪一个……)等。

8．引导比较状语从句的从属连词: 引导比较状语从句的从属连词有________(如……),____________,(像….一样)，_________________.(与…不一样)，__________(比)等。

（三）部分易混连词的用法比较

（一）when 和while

1.两个词都可以表示“当……..时”，引导时间状语从句。When 引导时间状语从句的谓语动词既可以是延续性的，也可 以是终止性的；while 引导时间状语从句的谓语动词只能是延续性的 He was doing his homework when I came in.I came in when/while he was doing his homework.While/when I was in the town, I saw him twice.2.When 还可译作“这时”，while 可译作“而，然而” He was playing football outside when it began to rain.He is tall while his elder brother is short.（二）though 和 as:两个词都可以表示“虽然”，引导让步状语从句。Though 引导的从句可用正常语序，也可用倒装语 序。As 引导的从句要用倒装语序，即把从句中的表语、状语或动词原形放在as 之前，如：

1． 尽管天气冷，可他仍然继续工作。Cold as it was, he went on working.<-> Though it was cold, he went on working.Cold though it is, he went on working.2． 虽然他还是个孩子，可懂很多事情。Child as he is, he knows a lot.<-> Though he is a child, he knows a lot.Child though he is, he knows a lot.3． 尽管你读得快，你也不能在三天内读完这本书。Fast as you read, you can’t finish the book in three days./ Fast though you read, you can’t finish the book in three days.Though you read fast, you can’t finish the book in three days./ Try though he might, he couldn’t get rid of the difficulty.4． 不管怎样努力，他还是摆脱不了困难。Try as he might, he couldn’t get rid of the difficulty.Though he might try, he couldn’t get rid of the difficulty.（三）because, as, since 和 for for 是并列连词，语气最弱，对前面分句加以解释或表示推断的原因。引导的分句一般置于句末，从句前要用逗号。

Because 表示产生某结果的必有原因，语气最强，引导的从句可以置于句首或句末，放在句首时通常用逗号。

As 表示原因时，语气不如because 那么强，可译为“因为，由于”，引导的从句常置于句首。

Since 可译为“既然”，往往表示一些显而易见的原因，语气不如because 强，引导的从句常置于句首。It must have rained last night, for the ground is wet.As she was in a bad mood, we left her alone.He is absent from school because he is ill.Because /as it was wet, we went there by bus.Since a lot of people make mistakes in life, Mr.Smith wanted to give John a chance.（四）if 和 whether

1.表示“是否”时两个词都能引导宾语从句I wonder if/whether you can examine him now.2． 如果主句的谓语是短语动词，用whether, 而不用if Everything depends on whether we have enough money.3． 某些动词（如discuss）后的宾语从句，用whether, 而不用if They discussed whether they should help her.3． 宾语从句置于句首时，用whether,不用if Whether it is true or not, I can’t say.4． 宾语从句为否定形式时，通常if,而不用whether I asked her if he would come.5． if 可译作“如果”引导条件状语从句If I were you, I would not go.6． Whether 可译作“不管，无论”，引导让步状语从句Whether he agrees or not, I shall do that.不管他同意与否我都要做这事。

7． Whether 可引导主语从句、表语从句、同位语从句、接不定式，或接or not 等（if 则不能）

Whether he will come or not is unknown.（主语从句）

The question is whether it is worth doing.（表语从句）

I have no idea whether he is there.（同位语从句）

I don’t know whether he will do it or not.（接or not）She hasn’t decided whether to go or not.（接不定式）

★比较so 和 such 其规律由so 与such 的不同词性决定。

such 是形容词，修饰名词或名词词组，so 是副词，只能修 饰形容词或副词。so 还可与表示数量的形容词many，few，much，little 连用，形成固定搭配。

so + adj.such + a(n)+ n.so + adj.+ a(n)+ n.such + n.(pl.)so + adj.+ n.(pl.)

such +n.(pl.)so + adj.+ n.[不可数]

such +n.[不可数] so foolish

such a fool

so nice a flower

such a nice flower so many/ few flowers

such nice flowers so much/little money.such rapid progress so many people

such a lot of people

so many 已成固定搭配，a lot of 虽相当于 many，但 a lot of 为名词性的，只能用such 搭配。so…that 与such…that之间的转换既为 so 与such 之间的转换

Practice ：

Part 1：

17.“You can’t have this football back ____ you promise not to kick it at my cat again,” the old man said firmly.（2006 广东）

A.because B.since C.when D.until

18.I grew up in Africa.____at least I should say that I spent much of the first ten years of my life there.(辽宁’06)

A.and B.or C.so D.but

19.Progress so far has been very good.____, we are sure that the project will be completed on time.(浙江’06)

A.However B.Otherwise C.Therefore D.Besides

高三英语语法练习-从句 篇2

一 同位语从句的类型

1. n (名词) +that从句:that从句的作用是说明名词的内容

There was no doubt that he was a good teacher. (毫无疑问他是一名优秀的教师。)

The news that we would go to Mount He lan during the summer holidays delighted all of us. (暑假期间我们将要去贺兰山的这个消息使大家都很高兴。)

The fact that sea water can not be used for drinking is known to all. (海水不能被饮用, 这一事实大家都知道。)

从以上例句中来看, 同位语从句是进一步来说明、解释和补充从句前的名词。同位语从句前常用的名词有hope, story, suggestion, belief, question, idea, news, fact, order, truth, doubt, promise, report, conclusion, message, possibility, proof, opinion等。

2. 同位语从句有时和前面的名词分开

The story goes that he often beats his wife. (传说他经常打老婆。) (that引导的从句用来说明story)

The news got about that he had won$500 millions in the lottery. (传说他的彩票中了500万美元。) (that引导的从句用来说明news)

3. 由连接代词who, what或连接副词how引导的同位语从句

The question who should go abroad on this business tour requires consideration. (到底让谁参加这次出国商务旅行还有待研究。) (who引导的同位语从句用来说明question)

He had no idea what a remarkable woman his mother is. (他不知道他妈妈是个多么出色的女人。) (what引导的从句用来说明idea)

You have no idea how worried I was. (你不知道我有多着急。) (how引导的同位语从句进一步来说明idea)

二 定语从句的类型

英语语法里定语从句相当于一个形容词, 它对先行词进行修饰, 主要分为三类。

1. 限定性定语从句与先行词关系密切, 对先行词有修饰、限制作用

限定性从句前一般不用逗号, 当关系代词作宾语时其可以省略。

The teacher whom you saw before our library yesterday is our foreign teacher—Mr.Jeffry. (你昨天在图书馆前看到的教师是我们的外教—杰弗瑞先生。) (句中whom作宾语, 可以省略)

She is the girl who told me the news. (她就是告诉我消息的那个姑娘。) (句中的who作从句中的主语, 不可以省略)

Is there a shop in our school where we can get water? (学校里有我们可以去那里买到水的商店吗?) (句中的关系副词where作地点状语, 不能省略)

2. as引导的定语从句可指人也可指物, 通常与the same, such, so等连用

I lend you such books as will interest you. (我借给你令你感兴趣的书。) (as在从句中作主语)

Such people as you describe are rare now. (你描述的这种人现在已经很少了。) (as在从句中作宾语)

Mass is not the same thing as weight is. (质量并不等于重量。) (as在从句中作表语)

Here is so big a stone as no man can lift. (这儿有块石头, 没有人能够举起来。) (as在从句中作宾语)

3. 非限定性定语从句又称为描述性定语从句, 在书面语中用逗号分开

非限定性定语从句中的关系代词和关系副词不能省略, 一般不用that引导。

I like to chat with Miss Alie, who is a clever girl. (我喜欢与艾莉交谈, 她是个聪明的姑娘。)

Then I met Xiao Liu, who invited me to a party. (我遇见了小刘, 他邀请我去参加舞会。)

We do not like our office, which is cold in winter. (我们不喜欢我们的办公室, 因为它冬天太冷了。)

三 同位语从句与定语从句的区别

从语法和句义角度来讲, 同位语从句相当于一个名词, 对从句前的名词进行补充、解释和说明, 它没有修饰的关系。而定语从句相当于一个形容词, 它对前面的名词进行修饰、限制。如下列句型:

We expressed the hope that they had expressed. (我们曾表达了他们曾表达过的那种希望。) (句中that引导的是定语从句)

We expressed the hope that they would come to visit Ningxia again。 (我们表示希望他们再来宁夏访问。) (句中that引导的从句是同位语)

通过以上例句可以清楚地看出以下区别:

第一, 从语法角度上看, 第二句中引导同位语从句的that是连词, 它只起连接作用, 在句子中that不作任何句子成分, 且不能省略;而第一句中定语从句的that是关系代词, 除了起连接作用外, 还在句子中作相应的成分。如句子中代替了先行词hope作express的宾语, 此句的that可以省略。

第二, 从语义角度上来看, 第二句同位语从句与前面的名词是同位的关系, 表示“希望”的内容是“他们再来宁夏访问”, 对hope加以解释和说明, 从句与名词没有修饰的关系;而第一句的定语从句与前面的名词是所属的关系, 相当于一个形容词, 表示“……的”, 起修饰作用, “他们曾经表示过的……”。

第三, 同位语从句中的that一般不可以省略, 用来连接从句和主句, 只起连接作用, 不作句子的任何成分;而定语从句中的关系代词和关系副词在从句中作句子的相应成分。但是, 关系代词作宾语时可以省略。下列例句和以上句子是同样的道理, 供参阅。

We heard the news that our team had won. (我们听了我们队赢了的消息。) (that引导的是定语从句)

I have no idea when he will be back. (他什么时候回来我不清楚。) (when引导的是同位语从句)

That is the man whom I sold the car to. (那就是我把汽车卖给他的那个人。) (whom引导的是定语从句)

The suggestion that shops should close before10:30 pm ledto a heated discussion. (商店在晚上10:30前关门, 这个建议导致一场热烈的讨论。) (that引导的是同位语从句)

He got up too late with the result that he missed the plane. (他起得太晚, 结果误了飞机。) (that引导的是同位语从句)

I’d like a room whose window looks out over the sea. (我喜欢窗户向大海的房间。) (whose引导的是定语从句)

四 结束语

通过对同位语从句和定语从句的举例解析以及举证, 说明如何来区别这两类从句的方法, 希望此文能对学生和英语学习者提高英语能力有一定的帮助。

参考文献

[1]梁志华主编.高职高专英语语法教程[M].上海:复旦大学出版社, 2007

[2]薄冰.高级英语语法[M].北京:高等教育出版社, 1999

[3]孙全用主编.高考备考方案[M].北京:中国致公出版社, 2001

高中英语语法定语从句教学探讨 篇3

【关键词】高中英语 语法知识 定语从句 教学

【中图分类号】G633.41 【文献标识码】A 【文章编号】2095-3089（2016）10-0084-02

一、前言

高中生要对定语从句进行明确掌握和了解。教师要改变传统以语法为主的讲解模式，应用例句，为学生营造特定的语言情境，让学生在特定语言氛围中进行定语从句学习，对句子成分、先行词和关系词等进行全面掌握。然后，再借助关系词填空和句子翻译等不同题型，引导学生进行定语从句训练，提高英语教学质量。

二、掌握定语从句概念

1.将课文中的定语从句作为例句，让学生对句子成分进行判定，分别找出主句、从句、先行词和关系词这些标志性的定语从句元素。

2.在课堂上，给出一篇文章，让学生找出文章中的定语从句，并对句子成分进行具体分析。

三、明确先行词成分

经过大量的定语从句训练之后，学生会对先行词的成分具有一个清晰的认知。教师要再次引导学生对先行词在句子中所充当的成分进行解析。从课文中或者习题中挑选一些例句，让学生进行分析。

例1：There are a few students in the school who might not have a happy season.

首先，让学生分别划出主句、从句、先行词、关系词。

其次，对主句和从句进行分别翻译。主句：学校有几个学生。从句：几个学生不能过一个快乐的季节。

第三，从句中的谓语动词和先行词分别为have和students。Students在该从句中充当主语，用关系词who表示。

四、语法规则学习

当高中生能够对从句中先行词的成分进行准确判定之后，引导学生对语法规则进行总结和归纳。在主从复合句中，定语从句一般用来对先行词进行修饰，它作为先行词的定语存在。它的位置是在先行词后面，并由关系代词或者关系副词引导。

1.关系代词

高中英语中常用的关系代词包括：who、that、which、whom、whose、as。它们在定语从句中作为主语、宾语、定语、表语存在。如果句子中的关系代词为主语，句子中的谓语动词、人称、数量要与先行词一致。

（1）如果先行词作为名词或代词，指物。在主句中以主语或宾语形式存在，定语从句用that或者which引导。教师要帮助学生根据其特性，判断关系词是否能够省略。

（2）如果先行词作为名词或代词，指人。在主句中以主语或宾语形式存在，定语从句用that或者who引导。教师要帮助学生根据其特性，判断关系词是否能够省略。

（3）whose作为定语，指代的是某人或者某物。在人和物的指代背景下，分别可以应用of whom和of which进行替换。

（4）关系代词as主要用来对限制性定语从句或者非限制性定语从句进行引导。如果引导限制性定语从句，会和such、so、as等连用；如果引导非限制性定语从句，可以位于句首。

2.关系副词

常用的关系副词包括wnhen、where、why。它们在定语从句中扮演的角色为时间状语、地点状语或原因状语。替代方式为：介词+which。

定语从句中的相关知识点比较繁琐和复杂，学生学习过程中会存在很多问题和疏漏。教师要结合学生的具体学习情况，引导他们对语法规则进行正确掌握，并对他们的细微性错误进行纠正。英语教师要学以致用，根据教学内容，布置相关练习题，让学生进行定语从句训练。

例2：It is a truly delightful place，_____ looks the same as it must have done 100 years ago with its winding streets and pretty cottages.

A.as B.where C.that D.which

该题主要考查定语从句的关系代词。该句式一个非限制性定居从句，先行词为place，在定语从句中作主语，用关系代词引导。As引导非限制性定语从句时，要放在句首，所以A排除，选D。

五、经典例句模仿

教师可以引导学生背诵一些定语从句，既能够帮助学生进行定语从句的学习，也能够应用到作文写作中，提高高中生的英语写作质量。

Treasure the things that you can't get.

不能得到的更要珍惜。

Don't give up the things that belongs to you and keep those lost things in memory.

属于自己的，不要放弃；已经失去的，留作记忆。

六、结语

定语从句是高中英语中的重要教学内容。英语教师要结合高中英语教学诉求，应用灵活性的思维进行定语从句教学，并在教学过程中，融入崭新的教学元素，培养高中生的英语学习兴趣，促进高中英语教学水平的提高。

参考文献

[1]唐姝婧. “形式聚焦”在高中英语语法教学的实施—定语从句和非谓语动词的教学研究[D]. 天津师范大学，2012.

高三英语语法练习-从句 篇4

状语从句

状语从句有时间、地点、原因、目的、方式、结果、条件、让步等八种。

一、时间状语从句：

引导词有after，before，as，once，since，till，until，when，whenever，while，as soon as，the moment/minute…（一…就），the time,the day,every time,next time,each time，by the time of，no sooner…than（一…就），hardly…when（一…就）．例如：

Each/Every time he comes here,he will drop in on me.

每次他来这儿他都顺便看我．

He was ill last time I saw him.上次我见到他时他病了．

No sooner had she heard the news than she cried.她一听到这个消息就哭了．

[辨析]when与while

when引导的从句动词可以是延续性的或短暂性的，while引导的从句中动词必须是延续性的；在“be…when…”句式中when表“at that time(就在这时)”意，这样用的when不能换为while；while有时并不表示时间，而表示对比，意“而”、“却”，when无这样的用法。例如：When I got home I found the door locked./While(或When)we were working in the fields,it suddenly began to rain./He was wandering through the streets when a bike hit him./His pencil is red,while mine is yellow.

[辨析]till与until

一般情况下可以互换，但until可以位于句首，till则不能。例如：

Until it stops raining，the children cant go out.雨停了，孩子们才能出去．

＝Not until the rain stops can the children go out.

二、地点状语从句

引导词有where，wherever.例如：

Ill go wherever the people want me to go.(wherever＝to any place where)

He works where his grandfather fought.(where＝in the place where)

Where there is a will,there is a way.(Where＝In the place where)

三、原因状语从句

引导词有because,since,as,now(that)(既然)

回答以why提出的问题时，只能用because,而不能用as等。

since＝now(that),表“既然”意，表示已知的或明显的原因，由此加以推论。例如：

Now that/Since you are free today,you may have a rest at home or go out for a walk.

for 是一个并列连词，用来连接两个并列句，引导的句子是对前面一句话的内容的推测或补充说明。例如：It must have rained last night,for the ground is wet./The day has broken,for the birds are singing.(这两句中的for都不可换为because或as,since等。)

四、目的状语

引导词有so that,in order that,that,in case（免得，以防）。目的状语从句谓语常含有can/could/may/might/will/would等情态动词。例如：

He ran as fast as possible in order that he could catch the bus./Please remind me of it again tomorrow in case I forget.请明天再提醒我一下，以免我忘记。

五、方式（或比较）状语从句

引导词有as,as if,as though,than,as/so…as,the more…the more.例如：

Tom is not so/as tall as John./It looks as if it is going to rain./He runs faster than I.

注：as…as既可用于肯定句，又可用于否定句，so…as只能用于否定句。

六、结果状语从句

引导词有so…that,such…that,so that.例如：

1. He works so hard that he makes great progress in his studies.

2. Its such a difficult problem that nobody can work it out.

3. Theres not any noise here so that I feel very comfortable.

第3个例句中so that从句不是目的状语从句，从结构上看没有can,may等情态动词，从意思上看I feel very comfortalbe是Theres not any noise的结果．

七、条件状语从句

引导词有if,unless,as/so long as,on condition that,in case（如果）等，从句的时态用一般现在时（含现在完成时），一般过去时（含过去完成时）分别代替一般将来时和过去将来时。例如：

If it rains tomorrow,I wont go there./He said he would not go back home unless he had achieved a lot./Ill study so long as. Im alive./In case he come,let me know.如果他来的话，告诉我一声。

If 引导的条件句可以是真实性条件句，也可以是非真实性条件句（用于虚拟语气）

八、让步状语从句

引导词有though,although,even if,even though,as,whoever,whatever,

however,no matter＋what/who/when/…等。例如：

Though/Although he is ill,he still goes to school./She started her experiment,even though she had little money./Whatever you found,you must turn it in./However hard he worked,he hardly made any progress.

as 作“尽管”意时，一般将其句中的表语放在句首，例如：Young as he is,he knows a lot.＝Although he is young,he knows a lot.若表语为名词，冠词要省略，例如：

Child as/though he is,he has remembered a lot of English words.(此句中though不可换为although)

although或though不能与but同时出现在一个复合句中，但是“Although/Though…，(and)yet…”句式却是正确的。例如：

Although it is raining heavily,yet they are repairing the bridge.

状语从句考点分析

1.If you go to Xian,you will find the palaces there more magnificent than

commonly .(上海高考)

A.supposing B.supposed C.to suppose D.suppose

析：than后实际上是一个比较状语从句的省略式，其完整形式是than they are

commonly supposed.所以答案为B.

2.We wont give up we should fail ten times.(NMET)

A.even if B.since C.whether D.until

析：观察题干，空白处应填一表“即使”之意的词，故应选A.

3.－What was the party like?

－Wonderful.Its years I enjoyed myself so much.(NMET)

A.after B.when C.before D.since

析：答话者既然说“Wonderful”,那么后面的话必然是对此作进一步的补充说明，

只有选D项才能表达“我多年未曾这么开心过了”意思。注意这儿的since从

句中谓语动词enjoyed是延续动词，该句相当于I havent enjued myself so

much for years.

4.John plays football ,if not better than,David.(NMET)

A.as well B.as well as C.so well D.so well as

析：if not better than是插入语，可将其撇开，这时空白处要填as well as才

能与David相连接，D项在此不可用(so…as只能用于否定句)。A、C两项皆少

as，故答案为B。

5.If we work with a strong will,we can overcome any difficulty, great it

is .(NMET)

A.what B.how C.however D.whatever

析：观察题目，可知空白处要填一词与great合表“无论多大”意。而however＝

no matter how,与great一起正好表此意，其余项都不能表这意思。故答案为

C。

6.Mother was worried because little Alice was ill,especially Father was

away in France.(NMET)

A.as B.that C.during D.if

析：首先可以排除C，因为during是介词，不能引导从句。B项that,D项if 都

不能引导原因状语，故只能选A、as表“因为”。

7.She thought I was talking about her daughter, ,in fact I was talking

about my danughter.

A．whom B．where C．which D．while

析：空白处需填一个表示转折对比的连词，while可表“而”、“却”意，故答案为D.

8. I admit his good points I can see his bad ones.

A.when B.as C.while D.before

析：若选A、B或D，admit应改为admitted，can应改为could,因为when,as

表示“当…的时候”before表“在…之前”，通常涉及过去某时发生的动作、情

况．此题选C，while在此不表“当…的时候”意，而表“虽然、尽管”意。全

句意思是“尽管我承认他的优点，我还是看到他的缺点”。

状语从句专练

1. I get to Pairs,Ill call you up at the airport.

A.Since B.While C.Once D.Altough

2. the headmaster comes, we wont discuss this plan.

A.Unless B.If not C.Except D.Whether

3.Bill must have been away from the office. how many times I phoned

him,nobody answered it.

A.Whatever B.No matter C.In spite of D.Though

4.I had been to Beijing long you visited it.

A.before B.till C.after D.when

5. ,he is good at drawing.

A.To be a child B.A child as he is

C.As a child D.Child as he is

6.Dont be discouraged you have fallen behind others.

A.whether B.as if C.even if D.however

7.We can get there on time the car doesnt break down.

A.while B.as long as C.so that D.even if

8.The vase on the left is than the one on the right,and not .

A.more nicer；so expensive B.much more better；as expensive

C.nicer；as expensive D.better；such expensive

9.It wasnt long he joined the job.

A.that B.before C.until D.and

10.These planes can fly than the old ones.

A.as fast three times B.three times as fast

C.three times fast D.three times faster

11. had the bell rung the students took their seats.

A.Hardly；when B.No sooner；when

C.Hardly；than D.No sooner；then

12. many times，but he still couldnt understand it.

A.Having been told B. Though had been told

C.He was told D.Having told

13. we have come,lets stay and enjoy it.

A.For B.As C.Because D.Since

14.Youd better do you are required.

A.like B.which C.that D.as

15. that none of us could follow him.

A.He spoke very fast B.So fast he spoke

C.Too fast he spoke D.So fast did he speak

16.Ill start early, it may be dark.

A.however B.whether C.if D.though

17. the baby fell asleep the room.

A.After；did the mother leave B.Not until；did the mother leave

C.Not until；the mother left D.Soon after；the mother had left

18. the day went on,the weather got worse.

A.With B.Since C.As D.While

19.He cant have gone out, the light is still on.

A.because B.since C.as D.for

20.I was walking along the river I heard a cry for help.

A.while B.since C.when D.as

21.We shouldnt do that dangerous experiment the teacher is with as.

A.if not B.if C.unless D.as long as

22.He has little education he is unable to find a job.

A.such；that B.so；and C.so；that D.such；and

23.The soldier was wounded， he pushed on.

A.for B.and C.so D.yet

24.The full letter reads follows.

A.like B.as C.that D.which

25.Will you go our motherland needs us most after graduation?

A.that B.where C.in which D.to the place which

26.This is a revision paper.When you do it,youd better make a mark you

have questions.

A.where B.the place C.as if D.since

27.Water power station are built big water falls.

A.where there are B.where there have

C.which has D.which are

28.I am sure Ill meet kind－hearted man I go.

A.where B.to the place where C.wherever D.the place

29.She is so good at playing table－tennis that she can hit the ball she

wants it to go.

A.the place where B.that C.in which D.where

30.It was his mother came in to prepare his lessons.

A.not until；did the boy begin B.until；that the boy began

C.until；did the boy begin D.not until；that the boy began

状语从句专练答案：

1－5 C A B A D 6－10 C B C B D 11－15 A C D D D

16－20 D B C D C 21－25 C C D B B 26－30 A A C D D

常用动词搭配（一）

△含break词组：

1.break away from 摆脱、逃掉、改掉、断绝来往。

例：The little boy broke away from his mother and ran away.

2.break down 损坏、身体衰弱。例：The car broke down.

3.break in 闯入、插嘴。vi.例：Dont break in when others are speaking.

4.break into 闯入、打断，突然开始。例：They broke into the house.

5.break out 爆发、发生。例：A quarrel broke out between them.

△含call词组：

1.call for 叫（某人），接（某人），要求、需要。

例：Ill call for you tomorrow morning.

2.call in 召集、召来。例：Wed better call in a doctor.

3.call on/upon 访问、探望（某人）、号召。例：I called on him yesterday.

4.call at 访问、探望（某处）。例：I hope to call at your office some day.

5.call up 给…打电话、使人想起。例：The picture calls up scenes of my childhood.

△含catch词组

1.catch/take/get hold of 握、抓住。例：He caught hold of the pigs ear.

2.catch sight of＝see 看到、发现。例：The little girl cried as soon as she

caught sight of her mother.

3.catch up with 赶上。 例：He tried to catch up with his classmates.

△含come词组

1.come along 一起来，来到、快点。例：Come along,or well be late.

2.come back 回来，恢复知觉、复活、被回忆起来。例：When he came back he found

himeself tied to a tree.

3.come down 下来，下降、跌价。例：I dont think the price of meat will come

down.

4.come in 进来。vi.

5.come on/upon 快点、赶快、进展、进行、偶遇。

6.come out 出来、出版。例：The magazine comes out weekly.

7.come to 到达、谈到、涉及、合计、总计。

8.come up 走过来、走近、长出、发芽。例：The seeds hasnt come up yet.

△cost，spend，pay，take

1.cost 句型：sth. cost money/time；sth.cost sb. time/money/劳力

2.spend句型：表“花费时”：sb.spend time/money on sth./(in/on)doing sth.

表“度过时”：sb.spend time 等＋介词＋场所、活动等。

例：We spent two hours in a pleasant talk yesterday.

3.pay句型：pay sb.(money),pay(money)for sth, pay sb.for sth,sb.is paid

词组：pay off 付清，pay back 归还、偿还、报答，pay attention to 注意

4.take句型：1)sth.takes time/money/energy

例：The journey will take two days.

2)sth.takes time/money/energy to do

例：The work took us three hours to finish.

3)It takes(sb.)time/money/energy to do sth.

take词组：

1)take…away.拿走、移动

2)take back 收回、撤消

3)take care of 照顾、注意

4)take down 记下、写下、取下

5)take off 脱去、起飞

6)take place 发生、举行

7)take up 提出，从事，占（时间、地点等）

例：take up a problem 提出一个问题， take up the struggle 从事斗争，

take up much room 占很多地方

8)take…out 取出、拿出

△含do 词组

1.do some cleaning/washing/shopping/…打扫卫生／洗东西／买东西／…

2.do ones lessons/homework 做功课／做作业

3.do wrong 做坏事、犯罪

4.do sb.good/harm/wrong/a favour＝do good/harm/wrong/a favour for sb.

对某人有益／有害／冤枉／帮忙

5.do away with 取消、废除

6.do ones best 尽力、努力

7.do well in 做得好，在…方面取得好成绩

8.do with 对付、处理，与…相处。例：He is difficult to do with.他很难处。

9.have sth.to do with 与…有关

10.do something/nothing 采取措施／未采取措施

高三外语定语从句深度练习 篇5

资中一中高三外语补差资料课时十二

定语从句深度练习三

1【2012全国卷II】That evening, ___ I will tell you more about later, I ended up working very late.A.thatB.whichC.whatD.when

2【2012安徽】Ａso parents should talk much to their children during that period.A.asB.itC.whichD.this

3【2012重庆】Sales director is a position ______communication ability is just as important as sales skills.A.whichB.thatC.whenD.where

4【2012北京】When deeply absorbed in work, ______ he often was，he would forget all about eating or

sleeping.A.thatB.whichC.whereD.when

【2012福建】5The air quality in the city, _____ is shown in the report, has improved over the past two months.A.thatB.itC.asD.what

6【2012陕西】It is the third time that she has won the race, ____ has surprised us all.A.thatB.whereC.whichD.what

7【2012山东】Maria has written two novels, both of ___ have been made into television series.A.themB.thatC.whichD.what

8【2012湖南】Care of the soul is a gradual process ____ even the small details of life should be considered.A.whatB.in whatC.whichD.in which

9【2012天津】I wish to thank Professor Smith, without ____ help I would never have got this far.A.whoB.whoseC.whomD.which

10【2012江西】By 16:30, ____ was almost closing time, nearly all the paintings had been sold.A.whichB.whenC.whatD.that

11【2012四川】In our class there are 46 students, _____ half wear glasses.A.in whomB.in themC.of whomD.of them

12【2012浙江】We live in an age ______ more information is available with greater ease than ever before.A.whyB.whenC.to whomD.on which

13【2012浙江】Ellen was a painter of birds and of nature, _____, for some reason, had withdrawn from all

human society.A.whichB.whoC.whereD.whom

14【2012江苏】After the flooding, people were suffering in that area, ____ urgently needed clean water,medicine and shelter to survive.A.whichB.whoC.whereD.what

15【2013北京】Many countries are now setting up national parks ____ animals and plants can be protected.A.whenB.whichC.whoseD.where

16【2013福建】The book tells stories of the earthquake through the eyes of those _____ lives were affected.A.whoseB.thatC.whoD.which

书山有路勤为径，学海无涯苦作舟！

17【2013湖南】Happiness and success often come to those ___ are good at recognizing their own

strengths.A.whomB.whoC.whatD.which

18【2013江苏】The president of the World Bank says he has a passion for China ______ , he remembers

starting as early as his childhood.A.whereB.whichC.whatD.when

19【2013江西】 He wrote a letter ______ he explains what had happened in the accident.A.whatB.whichC.whereD.how

20【2013辽宁】He may win the competition, _____ he is likely to get into the national team.A.in which caseB.in that caseC.in what caseD.in whose case

21【2013山东】There is no simple answer, _____ is often the case in science.A.asB.thatC.whenD.where

22【2013山东】Finally he reached a lonely island _______ was completely cut off from the outside world.A.whenB.whereC.whichD.whom

23【2013陕西】______ is often the case with children, Amy was better by the time the doctor arrived.A.ItB.ThatC.WhatD.As

24【2013四川】Nowadays people are more concerned about the environment ______ they live.A.whatB.whichC.whenD.where

25【2013天津】We have launched another man-made satellite, _____is announced in today’s newspaper.A.thatB.whichC.whoD.what

26【2013新课标II卷】When I arrived, Bryan took me to see the house _____ I would be staying.A.whatB.whenC.whereD.which

27【2013新课标I卷】”You can’t judge a book by its cover,”______.A.as the saying goes oldB.goes as the old saying

C.as the old saying goesD.goes as old the saying

28【2013浙江】The children, ______ had played the whole day long, were worn out.A.all of whatB.all of whichC.all of themD.all of whom

29【2013浙江】The museum will open in the spring with an exhibition and a viewing platform ______

visitors can watch the big glasshouses being built.A.whatB.whereC.whenD.why

30【2013重庆】John invited about 40 people to his wedding, most of______ are family members.A themB.thatC.whichD.whom

31【2013安徽】Mo Yan was awarded the Nobel Prize for Literature in 2012,______ made one of the

Chinese people’s long-held dreams come true.A.itB.thatC.whatD.which

三大从句英语语法课件 篇6

比较状语从句

1、分类

(1)基本类

比较，无非就是两个东西之间相互比较的结果。A和B相比，那结果通常就是以下三种情况：A=B; A>B;AB,A比B多，那就要肯定A. A has more apples than BA的苹果比B的多;③A

There are almost as many definitions of history as there are historians.

As many as表示“和......一样多”，什么和什么一样多?历史的定义和历史学家一样多。但历史的定义和历史学家不是同一类东西。谁决定谁呢?肯定是历史学家给历史下定义。所以，这句话应该翻译成：有多少历史学家，就有多少历史学的定义。

(2)倍数类

所谓倍数类，就是表达倍数的几类，即倍数表达法。

①是......倍，可以用N times as much as来表达;

②多......倍，可以用”more than/less than”来表达;

③ 是百分之几，则可以用N%来表达。倍数表达法是初高中常学的内容，并非考研英语的重要语法知识，我们在平时的学习中了解即可。

(3)特殊类

特殊类，即基本类词汇的否定。但否定和否定又有所不同，这是考研英语中常考的地方，也是大多数考生，傻傻分不清楚的地方。

①no more than. A no more than B.More than B就是肯定B, no more than B就是否定B，但要注意no是把A,B二者都否定的。所以A no more than 的含义是“AB都不......”

如：Mary is no more diligent than Tom.就意为Mary和Tom都不勤奋。

②no less than. A no less than B, less than B表示比B少，A no less than B表示A不比B少，即 A、B都肯定，和”not any less than”同意，表示“既...又....”的含义。

③not so much ...as... as B, 和B一样多，not so much A as B，not只否定A, 即A小于B,我们可以将其翻译为“与其......不如......”，如：

The great use of a school education is not so much to teach you things as to teach you the art of learning.

根据not so much ...as...的含义，这句话应该翻译成：学校教育的重大作用，与其说是交给你东西，不如说是交给你学习的艺术。

以上都是比较状语从句的常见、常考的内容，对于非常考点，我们了解就行;但对于常考的内容，我们一定要在理解的基础上多加训练。

让步状语从句

1、名字的由来

其实，让步状语从句叫这个名字，是和它的连词有关的。它的常用连词是though, 相信大部分同学都认识，可以将其翻译为“虽然，尽管，即使”这个概念。但它和让步之间什么关系呢?一个句子用though来开头，即though引导一个从句，那后面应该跟一个主句才对吧?但是，如果在这个主句中出现了but, 这句话还对吗?肯定不对了。我们都知道，主句应该是一个很干净的、完完整整的主谓宾结构，如果是一个让步状语从句的用法，那这个让步指的是为转折、让步。什么意思?这个句子里面如果有but, however这样的转折词，那就不应该出现though这样的词;如果有让步状语从句连词，也不应该有however, 虽然中文里面会说到“虽然/尽管/即使...但是”，但对应的英文句子中应当只有一个“虽然”存在，或者只有一个“但是”存在，不能“虽然...但是”同时存在。即，第一，通过让步状语从句的连词进行判断考研英语语法三大状语从句解析考研英语语法三大状语从句解析。Wh-连词，后面加了-ever之后，都可以表示“无论...”，no matter wh-也表示“无论...”.但是这两个词一样吗?乍看之下，whatever和no matter what都一样，都表示“无论......”。但我们看这个词，however的含义是①作副词，表示转折“然而”;②作连词，表示“无论，多么”。但是no matter how是没有表示“然而”的意思，它最多只能表示一半的however. 即，“当however像no matter how一样，后面接形容词/副词/分词+主系结构，+主句”时，二者才是对等的。总之，though, although, even if和even though都可以翻译成“尽管，虽然”;而且，wh- ever和no matter wh- 是不等的，因为however不等于no matter how.

2、while用法分析

⑴While这个词可以作并列连词，用在”________, while ________”这个句型中，表示前后对比的特征

⑵While作从属连词，用在”While_______,________”句型中。此时，while有两种含义：

①=when，表示“当......时”的含义;

②当while出现在一个状语从句中，我们在80%以上的情况下，都把它翻译成although.它是一个让步状语从句，翻译成“虽然，尽管”。这个词说简单也简单，说复杂也复杂，重要的是记住它的公式。

3、as用法解析

①当as用作介词，后面可以加一个名词，此时，通常把as翻译成“作为”。如：as a teacher.

②as作连词，引导一个从句，有很多种翻译，我们比较熟悉的就是“正如，好像，比如”，除此之外，还有“当...时”，或者翻译成“因为......”，但不论是哪一个意思，只要引导从句，as都必须在一个句子的最前面，这样引导的句子就叫做从句。但是，当as出现在从句的第二个词单元位置，即第二个词义单元的时候，我们也可以将它翻译成“虽然，尽管”，慢慢就形成了一个所谓的固定搭配much as,这里as引导一个让步状语从句，表示“虽然，尽管”。如：Much as he knows, he is not good at it.尽管他知道很多，他并不擅长这件事情。想对让步状语从句有个更深入的了解，还是让我们仔细的分析真题例句吧!

4、例句分析

Russians have a deep love for their own language and carry large chunks of memorized poetry in their heads, while Italian politicians tend to elaborate speech that would seem old-fashioned to most English speakers.

看到这个句子，我们做的第一件事情还是去寻找它的谓语动词。While在句子中间，那它是“尽管、虽然”的意思吗?仔细分析后，我们会发现不是。因为，while的前面是一个句子，后面也是一个句子。前面讲的是俄罗斯人的行动，后面讲的是意大利人的所作所为。所以，while在这里是表示前后对比的，即前后同质，本质相同。这种情况下，即便前后两部分中有一部分不认识，也可以通过另外一部分去猜测。在第一个逗号的部分，我们找到了一个表示并列的连词and, 我们知道它是表示前后的成分对等，如：可以是单词和单词的并列，句子和句子的并列等。先往后看，我们可以看到有个carry, 前面与之并列的是have. Chunks是“木桩子，大量”的意思。前半句话就可以翻译为：俄国人对他们自己的语言有着深深的爱，并且脑袋中背了很多诗歌。从小到大背东西都是很辛苦的事情。愿意去背诗，表明他们还是很辛苦，很热爱，但这只是辛苦的一种方式。而意大利的政治家趋向于，”elaborate”这个单词不认识先放一放，....他们的演讲。根据前后的并列，我们能猜到，elaborate不是一个轻松的活，是需要付出努力才能实现的。它和memorize and carry相对应。实际上，elaborate是个动词，叫做详细叙述，精细修饰。这句话可以翻译为：俄国人对他们自己的语言有着深深的爱，并且脑袋中背了很多诗歌，而意大利的政治家倾向于精细修饰那些对大多数的英国演说家来说已经过时的演讲。这句话的翻译技巧在于，看前后两句是如何对称的。两个国家的人，都很热爱自己国家的语言，但方式有所不同。一个是通过辛辛苦苦的背诵，一个是通过精细的修饰语言。

在让步状语从句中，同一个引导词在不同的句子中，含义不同。对于我们来说，重要的`就是要学会分辨。

条件状语从句

1、连词

看到条件状语从句，我们一般都能想到由if做连词，引导的状语从句。除了if之外，还有其他的词可以充当状语从句的引导词。

①Provided.这个词和provide长得非常像，基于非谓语动词的理解，我们知道provided是provide的过去分词。但如果provided和that一起出现在句子的开头，则是条件状语从句，必须翻译成“如果”。此外，that是可以省略的，如果我们下次只看到一个provided后面接的是一个句子，仍然将它翻译成“如果”，作为if的同义词考研英语语法三大状语从句解析研究生考试。

②Assuming这个词我们看起来很熟悉，它是由assume这个词变来的，加了-ing看起来像现在分词，加了that就表示“如果”，如果不加that, 也可以表示“如果”。

③除此之外，还有suppose，这个词看上去像一个动词，是“猜测，推测”的意思，后面也可以接that, 但如果不加that，同样也可以表示这个含义。Supposing, 这个词上面的词相似，看上去是一个动词加了-ing变成一个分词，它后面可以接that，也可以省略that，意思都不变。这些词都是if的同义替换词，它们看起来形式各异，但不管它们过去是什么意思，这些词现在都是“如果，假如”的意思，引导条件状语从句。这些词可能会出现在完形填空的选项中，不一定是正确答案，但是遇到了，我们要知道它是什么意思。第二种常见的考点是，它会在阅读或者是翻译中引导从句，无论是它们中的谁引导从句，我们都把它翻译成“如果”

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那这些引导词是如何体现在句子中的呢?我们一起看下下面的例句吧!

2、例句

①Suppose/Supposing (that) it rains, can we play football indoors?

在这句话中，Suppose/Supposing是if的同义替换词，加不加that都一样。这句话相当于If it rains, can we play football indoors?表示“如果天气下雨，我们能踢足球吗?”

②Farmers will have a good harvest, assuming the weather is favorable. 在这句话中，Assuming也等于if，表示“如果”。如果天气状况好，农民将会有好的收成。

③Provided we get good weather, it will be a successful harvest.这个句子中的provided也是“如果，假如”的含义，等于if. 这句话可以翻译为：如果我们有一个好天气，这将是一个大丰收。

高三英语语法练习-从句 篇7

《义务教育英语课程标准 (2011年版)》(以下简称《课程标准》)颁布实施以来,广大一线教师对英语语法教学有了新的认识,对语法教学的方法也进行了有益的尝试,取得了一定的成效。但是,在教学过程中,有一点值得我们反思,有些看似简单的语法知识,学生在运用中却频频出错,无论是说英语还是写英语都病句连篇。究其原因,我认为该现象归因于一线教师语法教学的理念和语法教学的方法。目前,初中英语语法教学主要存在以下两种倾向:

1.部分教师忽视语法教学

一些教师认为,《课程标准》强调学生综合语言运用能力的培养,强调“用英语做事情”的教学理念,所以不重视语法知识的教学,忽视必要的语法讲解。公开课往往回避相关的语法知识讲解,也鲜见教学内容为纯语法知识的公开课,可见这种倾向存在的普遍性。

2.部分教师脱离语境,空谈语法

一些教师把富有思想和感情色彩的语言肢解成条条框框的语法知识,虽然通过大量机械操练,学生暂时记住了语法规则,但是由于脱离语境,学生无法达到灵活运用的程度。

那么,在新课程理念下如何给语法教学合理定位,进行有效的语法教学呢?这是我们每一位初中英语教师需要认真思考的一个问题。

二、新课程理念下的语法教学定位

《课程标准》在强调学生综合语言运用能力培养的同时,指出语言知识是综合语言运用能力的基础,语法知识的学习又是语言知识学习的主要组成部分。由此可见,《课程标准》不是不主张学习语法,淡化语法。正如Cunningsworth(1984)所指出的:“语法是形成正确句子的规则系统,学生掌握和使用语法规则至关重要……学习者要用语言表达意义,就必须会使用语法规则。”其实,特别是在缺乏母语环境的背景下,语法知识直接影响学生综合语言运用能力的形成。如果教师过多强调学生的语言输出而忽略语法输入,势必影响教学效果。所以,我们只是要改变传统语法教学的某些教学方法和倾向,给语法教学合理定位。有价值的语法教学必然不是把语法本身作为最终目的,而是借助语法教学提高学生综合语言运用能力,这才是语法教学的宗旨所在。

三、置于语境中的语法教学

现代外语教学注重语言学习的实践性,主张学生在语境中接触、体验和理解真实语言,并在此基础上学习和运用语言。语法知识是一个非常复杂的系统,某个语法规则或语法现象在不同的语境中有时会有区别。如果不在特定的语境中去体会和理解,单靠“讲”,教师很难讲清楚,学生也很难理解,更谈不上灵活运用。《课程标准》强调要在特定语境下教授语法知识,使学生“能在特定语境下使用”语法知识。因此,教师在语法教学时要根据教学的需要,努力创设真实的自然语境,让学生在具体的语境中感悟语法项目的意义,帮助学生在充分理解语言意义的基础上归纳语法项目的表达形式及使用规则,使学生对语法知识的掌握经历由感性到理性的螺旋上升过程,并通过大量语言实践活动,使语法规则内化为语言运用的习惯,实现高品质的语法学习。

四、教学案例———置于语境中的一堂定语从句语法课

我在广州大学承办的国培班学习期间,有幸观摩了由广东东莞市初中英语学科带头人和名师工作室主持人石红梅老师执教的一堂定语从句语法课,下面将阐述石红梅老师如何通过巧设语境引导学生在具体的语境中感知语法项目、发现和理解语法规则,最终达到活用语法知识的教学过程。

1.在交流语境中导入语法项目

石老师把我们国培班的学员虚拟成初三学生,为我们上了定语从句的第一课时,教学内容是教授以“who”和“which”引导的定语从句。由于是初次见面,根据“学生”的心理特点,石老师以“information about our new English teacher”作为话题主线,创设“How much do you know about me?”这一“学生”最迫切了解、最能引起共鸣的交流语境,引出定语从句这一语法项目。

【教学片段1】

T:My Chinese name is Shi Hongmei. My Englishname is Shirley. Do you want to know more about me?Try to guess.

在简单自 我介绍之 后 , 黑板呈现1(family)、11(birthday)、21(job),石老师要求“学生”围绕这三个数字猜测更多的关于她本人的信息。经过几个轮回的问与答,增进了师生间了解,也为新课的教学奠定基础,课件呈现如下两组句子:

T: Who can put these two sentences into one sentence?

教师通过课件展示把A、B两个简单句连成一个复合句,将B句的Shirley用who来指代。

Shirley is a teacher who has a happy family.

Shirley is a teacher who was born in November.

Shirley is a teacher who has been teaching Englishfor 21 years.

T:This complex sentence is called the attributive clause.That is what we’re going to discuss in this period.

教师启发、引导“学生”观察和对比合并前后两个句子的结构特点,引出定语从句。

(课件呈现)

2.在图片语境中感悟语法意义

为了使“学生”更好地理解定语从句这一语法项目的意义,石教师通过呈现多张照片让“学生”在进一步了解自己的同时,采用“看图说话”的形式,反复操练来感悟定语从句的意义。教学流程如下:

呈现图片→看图说简单句→和Shirley is an English teacher.合并成复合句→英译汉→汉译英→总结语法规则

【教学片段2】(以一张集体备课照片为例)

T:I’d like to show you some of my photos. Let’s talk about these photos.

S1:Shirley often helps young teachers.

T:Try to join the sentence with “Shirley is an English teacher.”

S2:Shirley is an English teacher who often helps young teachers.

T:Put the sentence into Chinese.

S3:Shirley是一位经常帮助年轻教师的英语老师。

T:Put the sentence into English.

S4:Shirley is an English teacher

采用这个教学流程,通过多张照片的反复操练,“学生”对定语从句的用法有了比较清晰的认识,此时引导“学生”通过观察、思考与分析,总结定语从句的结构和用法就水到渠成。

T: I think you must have some ideas about the structure of the attributive clause. Shall we summarize it together?

归纳总结:由who引导的从句修饰前面的名词teacher, 补充说明这是一位怎样的老师。在复合句中,修饰名词或代词的从句叫作定语从句。被定语从句修饰的名词或代词叫作先行词,在这里teacher是先行词,who是关系代词,指代teacher, 同时在定语从句中充当主语。

3.在活动语境中形成语言技能

理解语言的意义并归纳其基本结构和用法是形成相关语言技能的前提,而形成和发展语言技能,必须在具体语境中开展语言操练活动。单纯、孤立的语言操练活动无益于语法教学,教师必须积极创设具体真实的语境。为了让“学生”进一步感知、理解定语从句,石老师设计了形式新颖、趣味性强的“听谚语学定语从句”活动语境,这些励志的谚语还有助于“学生”形成勤奋好学的品质。

【教学片段3】

T:Listen to the proverbs and fill in the blanks, and then put into Chinese.

(1)God helps those________ .(who help themselves)天助者自助。

(2)He_________laughs longest (who laughs last).谁笑到最后,谁笑得最好。

(3)He________is not a true man. (who doesn’t reach the Great Wall)不到长城非好汉。

(4)He________gains everything. (who gains time)谁赢得了时间,谁就赢得了一切。

注:括号里的定语从句是录音内容。

4.在生活语境中内化语言运用能力

语法教学仅停留在机械操练阶段是不够的,只有通过生活化的语言实践活动,才能将通过机械操练形成的初步语言技能逐步内化成为一种交流的习惯,从而上升为真正的语言运用能力。教师必须结合生活实际,为学生创设真实的语境。石老师设计了“Talk about your family member”语言交流活动,即每位“学生”用定语从句从外貌、性格、爱好、工作四个方面介绍家庭成员,增进同学之间、师生之间的了解。

【教学片段4】

T: You know we are not very familiar with each other. Would you like to know a bit more about each other? Please introduce some of your family members to your classmates.

用课件呈现下面内容:

My husband/wife/son/daughter is a man/woman/ boy/girl who ...

★ Out-look ★ Character ★ Hobbies ★ Working

For example:

My husband is a man of middle height who looks very handsome. He is a kind -hearted man who is ready to help patients. He is also a strong man who likes sports and traveling. He is a doctor who works in a hospital.

5.在优美音乐语境中导入新的语法项目

本节课的另外一个教学内容是教授which引导的定语从句。课堂教学进行到现在,“学生”可能有点审美疲劳了,这时石老师巧妙地创设了轻松愉快的音乐语境,让“学生”在欣赏美妙音乐的同时感悟新的语法知识。

【教学片段5】

T: I like music. I listen to different kinds of music in my free time.

石老师播放Scarborough Fair,Big Big World,Peerless三种不同类型的音乐片段,用课件呈现下面句子:

Shirley likes music. It is quiet. → Shirley likes music which is quiet.

Shirley likes music. It is easy-learning. →Shirley likes music which is easy-learning.

Shirley likes music. It is exciting. →Shirley likes music which is exciting.

6.在活动语境中熟悉语法规则

为了让“学生”熟练掌握which引导的定语从句,在这个环节创设了看图补全定语从句和听声音说定语从句的活动语境。

【教学片段6】

T: Look at the pictures and complete the sentences,using the attributive clause.

课件呈现图片和句子:

注:画线部分是“学生”根据图片内容说出的定语从句。

【教学片段7】

T: Now you can hear different kinds of voices. Listen carefully and try to use the attributive clause to describe the situation.

播放声音和呈现下面句子:

注:画线部分是“学生”根据听到的声音说出的定语从句。

7.在生活语境中提升语言运用能力

通过前面几个环节具体语境下的语言学习实践活动,“学生”对由who和which引导的定语从句这一语法知识已有一定的体验和理解,为了使语法知识能内化为一种语言交流的习惯,并逐步提升为语言运用能力,石老师安排了“美化你的句子”的语言交流活动语境,即要求“学生”使用定语从句来扩充、美化一篇自我介绍的短文。

【教学片段8】

T: We can use the attributive clauses to make our sentences longer and more beautiful. Now let me show you how to do it.

用课件呈现如下短文:

美化你的句子

教师示范:

T: Now it’s your turn to introduce yourself to your classmates. Please work in groups, and then I’ll ask some of you to make a report.

通过这一语言实践活动,本节课定语从句知识要点尽收其中。

8.在诗歌语境中语言运用能力得到升华

本节定语从句语法课在一首旋律优美又暗含定语从句知识的美国诗歌中结束,给“学生”留下了美好的回忆,让我们国培班的“学生”明白了这么一个道理:语法课并不是一节“满堂灌”的语言知识讲解课,还可以上得像一堂令人享受的音乐课。

A Wonderful Place

It’s a place which is always warm and relaxing.

It’s a place which is full of love and happiness.

There are people who try their best to take care of us.

There are people who give us everything for nothing.

What’s the wonderful place?

It’s the most beautiful one that is called home.

五、结束语

语法教学的目的是培养学生准确运用英语的能力,新课程理念下的语法教学要合理定位,教师既不能不教语法,也不能以语法教学为中心,为语法而教语法,而是要准确把握语法教学的深度和广度,努力优化语法教学方法,重视创设语境,置语法教学于语境中,使学生更好地理解所学的语法知识,提高学生综合语言运用能力。

摘要：针对当前初中英语语法教学现状,结合一堂定语从句语法观摩课,探讨在新课程理念下,如何通过创设语境,让学生在具体语境下学习语法知识,提高实际语言运用能力的有效语法教学方法。