定语从句在高中英语书面表达中的应用

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定语从句在高中英语书面表达中的应用

篇1:定语从句在高中英语书面表达中的应用

定语从句在高中英语书面表达中的应用

定语从句在高中英语书面表达中的应用

贵州省安顺市民族师范学校 张 媛

【摘 要】英文写作是英语学习者必须具备的一项语言能力,而在写作中句子的表达是构成文章的关键,其中大量的复合句可以在很大程度上帮助学生们提高句子的流畅性和完整性。定语从句在句子的组成中起到了很大的润色作用。

【关键词】高中英语 定语从句 书面表达

我们都知道,写作的.基础是句子。什么是句子?大部分学生会想到主谓宾的结构。但这一概念并不十分严密。例如:Because she doesn’t like surfing the Internet.尽管它包含了主谓宾成分,但并不是一个完整的句子,一个完整的句子应该包含Subject+Verb+Complete idea(主语+动词+完整意思+句号)。但在写作中,学生常常碰到很多看似正确但实际错误的句子。在此,我将就学生在写作中常出现的错句,尤其是定语从句使用中经常犯的错误句子做一个归纳分析,希望对学习英语的学生会有所帮助。

在高一的定语从句学习中,学生在实际应用时经常犯以下错误:

1.粘连句子。例如:I have two sisters,both of them are married now.在这两个完整的句子间用了逗号来连接,使前后两个句子变成了粘连句。而要使这前后两个完整的单句组成一个有完整意思的句子,可在逗号后加上连词and或but。正确表达为:I have two sisters,and both of them are married now.或者把它改为一个主从复合句,即:I have two sisters,both of whom are married now.学生往往很困惑此处为何用whom而不用them,这是因为他们没有弄清该句是主从复合句,逗号后的句子只是前一句的一个定语。

2.重复关系代词。此类错误在学生的习作中非常普遍,例如:I’m very fond of the CD-player which my mom bought it?for me in Guangdong.该句中which被重复了,因为which已经代替the CD-player作了定语从句中的宾语,故此处的it重复了which,应把it去掉才完全正确。

3.句子不完整现象。在应用定语从句时,句子的不完整也是一个常见的错误。比如:The boy who is called WangPing.该句去掉定语从句后,主句还缺少谓语和宾语,故而主句只有主语,并不完整。应在定语从句后加谓语动词和宾语,即:The boy?who is called Wang Ping?is a college student.

4、定语从句中的主谓一致。当关系代词替代先行词作定语从句中的主语时,学生们往往把关系代词后的谓语动词形式看作与关系代词一致,因此就出现了主谓不一致的现象。例如:The teacher,together with the students who?is?studying in No.1 high school will go to visit the old next Sunday.此句中who后的is应该改为are,因为它要与先行词the students保持一致。

5、定语从句中常见的易错表达还有对关系代词和关系副词所作成分理解错误等。从以下例子中可以看出定语从句中的许多微妙变化。如:⑴I can’t believe the reason why he explained.此句中的关系副词应改为that或which,因为the reason在这个定语从句中充当宾语,而不是原因状语。⑵She will remember the days when she spent in her grandmother’s home.when应改为that或which,或者省略that或which。这是因为,定语从句中的spent为及物动词,要接宾语,故不可用when(作状语)。⑶I dislike the city where I am living in.此句中where应改为that或which,因为living in后要接the city作宾语,而不是作地点状语。⑷Jenny is one of the girls who likes Jay Chou’s songs.此句中的likes应与the girls一致,因此应把它们改为like。⑸Jenny is the only one of the girls who like Jay Chou’s songs.like应改为likes,这是由于one前有the only修饰,这时定语从句中的谓语动词应与one一致。⑹Is this school that he visited last week?此句中的that后的定语从句不是修饰主语this school,而是修饰表语,而该句中还缺少表语,因而要用the one代this school作表语。正确说法为:Is this school the one he visited last week?实际上,只要把该句变为陈述句,就可知道错在哪儿了,即:This school is the one that he visited last week.其中,that可省略掉。⑺She is such an experienced teacher that a great many students think highly of.that在这个句子中不可以充当of的宾语,应把它们换为as,学生犯该错误的原因是因为他们没有分清such…as(引导定语从句)与such…that(引导结果状语)的区别。

当然,在高中英语学习中,书面表达的能力不是一朝一夕可以成就的,而是要求学习者通过长期的积累,掌握大量优美的字、词和句子,积累丰富的英语语言结构。这样,他们的语言表达能力才会有所提高。

篇2:高中英语定语从句知识

高中英语知识的学习中,定语从句是重要的内容,也是高考试题中占分数比重相对较高的题型。

一、关系代词引导的定语从句

that 指人或物在从句中作主语,宾语或表语

which 指物在从句中作主语,宾语或表语(作宾语时可以省略)

who 指人在从句中作主语,宾语或表语

whom 指人在从句中作宾语

whose 指人或物在从句中作定语

as 指人或物在从句中作主语,宾语或表语

but 指人或物在从句中作主语,宾语或表语

注意:指物时,whose+名词=the+名词+of which或 of which+the+名词

as 的用法

常用于下列结构:such…as; so…as;the same…as; as…as

注意:the same…as 表示同一类,不同一个

the same…that 表示同一个

as与which的区别

1. 位置不同

as可放在主句后,主句前或主句中间;which只能放在主句后。

2. as起连接作用,表达说话人的观点、看法,并指出主句内容的根据或出处,意为“正如,正像”。

Which相当于并列句,可以用and this来代替,意为“这一点,这件事’”。

注意:as常用于下列结构:as we know/ as is known to all, as we all can see, as has been said before/above,

as might be excepted, as is often the case, 一般不能用which代替as。

3. 在从句中作主语时,which既可作系动词be的主语也可作实义动词的主语,而as只可作系动词be的主语。

二、只用that不用which的情况

1. .先行词为 all , much, everything, nothing , something ,anything, nothing, none, the one等不定代词时

2. 先行词被only, any, few, little, no , all, just , very ,right等修饰时.

3. 当先行词是最高级或被形容词最高级修饰时。

4. 当先行词是序数词或被序数词修饰时。

5. 当先行词是数词时.

6. 当先行词既指人又指物时。

7. 如有两个定语从句,其中一个关系代词已用which,另一个关系代词则宜用 that。

8. 主句是There be结构,修饰其主语的定语从句宜用that 作关系代词。

9. 被修饰成分为表语,或者关系代词本身是定语从句的表语时,该关系代词宜用that。

10. 先行词为what,关系代词用that。

11. 有时为了避免重复而使用that引导定语从句。

三、只用which不用that的情况

1. 当介词放在关系代词之前时。

2. 在非限制性定语从句中。

3. 当关系代词指整个主句的概念时。

四、只用who不用that的情况

1.当先行词是one, ones,anyone或those时。

2. there be 结构中。

3. 当先行词是人,后面有较长修饰语时。

4. 为了避免重复或引起歧义。

5. 当先行词是I,you,he,they等时(常用于谚语中)。

6. 先行词是指成员的集体名词。

7. who可以引导非限制性定语从句。

8. 先行词是拟人化的名词。

9. 先行词指特定的人时用who,不指特定的人用that。

篇3:高中英语定语从句课件参考

高中英语定语从句课件参考

教学过程

一、复习预习

1、对上节课课后作业中的问题进行查漏补缺;

2、导入:

e.g. She is a beautiful girl.

She is a beautiful girl who drives me crazy.

二、知识讲解

(一)定语从句定义

1、定语从句:在复合句中,修饰某个名词或代词的句子(做这个名词或代词的

定语)叫定语从句,定语从句一般放在被修饰的名词或代词后面。

2、先行词:被修饰的名词或代词叫做定语从句的先行词。

3、关系词:用来引导定语从句的词叫做关系词。

关系代词的种类:

关系代词:that, which, who, whom, whose, as

关系副词:when, where, why

4、定语从句结构:先行词+关系词+定语从句。

a、There she saw a wall of water that was quickly advancing towards her.

b、 In Japan, someone who sees another person making the gesture will think it means money.

c、Visitors can go on exciting rides where they can feel what it is like to do the things they have seen their heroes do in the movie.

d、Oprah Winfrey is a black woman whose rise to fame is an inspiring story.

(二)定语从句分类

限定性定语从句:从句对先行词进行必要的描述或说明,对先行词起修饰限定作用,从句与先行词紧密相连,缺少它则句义显得不完整,一般不用逗号隔开。 非限定性定语从句:对先行词进行补充说明,解释,它与先行词关系松散,用逗号隔开。

1、The man who gave me this book is Tom .(限定性)

2、Tom,who is reading a book ,is my classmate (非限定性)

(三)关系代词

1、who指人,在定语从句中作主语。

e.g. The man who is sitting under the tree is a German .

2、Whom指人,在句中做宾语,可省略,但在做介词的宾语是只能用whom,不能用who。关系代词前有介词时不能省略。

e.g. I know the girl (whom) the teacher is speaking to .

I know the girl to whom the teacher is speaking .

3、whose, 作定语,可指人或物

e.g. Everyone heplps the child whose parents are dead.

Theywww.Wenku1.comare the lazy students whose homework wasn’t handed in .

4、that 指人或物,多指物,作主语(不能省略)或宾语(可省略)

e.g. He is the finest comrade that has helped us .

This is a plant that grows in the north .

5、which ,指物,在句中做主语(不能省略),或宾语(可省略)。

e.g. This is a plant which grows in the north .

☆常用that不用which的情况

1、当先行词是all, everything, anything, nothing, much, little, none, one等不定代词时,只用that。

歌诀助记:不定代词这路货,全用that准没错。

Pay attention to everything that I do.

2、当先行词被序数词或形容词最高级修饰时,只用that。

歌诀助记:先行词前被限定,千万不要用which。

This is the best novel (that)I have read.

3、如果出现两个或两个以上的先行词,并同时兼指人和物时,关系代词用that。 歌诀助记:两项并列人与物,引导定从用that。

They were talking about the person and things that they remembered in school.

4、当先行词被the only, the last, the way, the same等修饰时。

This is the last time that I shall give you a lesson.

5、在疑问词which开头的特殊疑问句中,为了避免重复只用that。

Which of the students that knows something about history.

6、当被修饰的成分是数词时,(被修饰成分是代名词one,指人时除外)只用that. I’ve got one that you might be interested in.

☆常用which,不用that的情况

1、引导非限制性定语从句。

Football, which is an interesting game, is played all over the world.

全世界都踢足球,它是一项有趣的运动。

2、直接放在介词后作宾语时(介词+关系代词结构中)。

Language is the most important tool without which people can't communicate with each other.语言是最重要的工具,没有它,人们便无法交流。

(四)关系副词

1、when 指时间

(1)在定语从句中作状语,先行词主要为一些时间名词(year ,day ,time,week等),但时间名词在从句中作主语,宾语时,应用that,which,不能用when

e.g. I’ll never forget the time when (during which ) we worked on the farm.作状语 I still remember the day that/which is his birthay.做主语

He regretted the days that /which he spent on play . 做宾语

(2)It is the first time that …句型中,that是习惯用法,不用when。

e.g. It is the first time that I have been to the Great Wall .

2、where 指地点

(1)指前面的地点,在从句中作状语。

e.g. I know the factory where I worked twenty years ago .

(2)指地点,在句中作主语,宾语时不能用where,须用that/which .

e.g. This is the house where he has lived for 20 years (作状语).

This is the house that he has lived in for 20 years .(作宾语)

e.g. This is the shool {in which /where we study every year.(作状语)

This is the shool that /which we visited yesterday. (作宾语) .

(3)当先行词为某个方面、情况、阶段、位置等的词时使用关系副词

3、why 表示原因

“the reason why ….that…. ”中,不能用because 代替that .

e.g. That’s the reason why (for which ) he didn’t come to school .

The reason why he didn’t attend the meeting is that he was ill .

但reason 在从句中做宾语时,关系代词用that/which ,可省略

e.g. I don’t believe the reason (which/that) he gave me .

(五)“介词+关系代词”引导的定语从句

当先行词在定语从句中作介词的宾语时,往往可以把介词放在关系代词之前,构成“介词+关系代词(whom/which)”结构。但一些短语如look after 等中的介词不能与动词分开,故不能放在关心代词之前。确定介词时:

一是,依据定语从句中动词所需要的某种习惯搭配;

二是,依据先行词的某种习惯搭配;

三是,根据所要表达的意思来确定。

e.g. That’s the reason why (for which ) he didn’t come to school .

(六)非限定性定语从句

关系代词在非限定性定语从句中的用法。

指人做主语用who,作宾语用whom ,指地点用where,指时间when,指物只用which,不能用that,作定语用whose。

e.g. He didn’t see the film, which was very interesting .(不用that)

(七)as 引导的限制性定语从句

A . such ….as 和 the same…as 的用法

such ….as: 像….一样的,像…..之类;the same…as: 和…..同样的

在这两个句型中,as是关系代词,such和same 作定语,修饰主语里的某个名词(或代词),这个名词是由as引导的定语从句的先行词,as在从句中可担任主语、宾语或表语。

Eg: We have found such materials as are used in their factory.( 在从句中作主语) I seldom give my students such a difficult problem as they cannot work out.(在从句中作宾语)

The result is not the same as they had expected.( 在从句中作宾语)

重点比较 :

the same …as…和 the same …that…

the same…as…:和…..相同(代指同类事物);

the same …that…:和….相同(代指同一事物)

两者都引导定语从句。as 从句中说明的名词与the same 修饰的名词是同一类,而非同一个。that从句中说明的名词与the same 修饰的名词是同一个。

Eg:He is reading the same book that you bought yesterday.

He is reading the same book as you bought yesterday.

This is the same pen that I lost. =This is the pen that I lost.(指同一支笔)

This is the same (kind/type/sort) of pen as I lost.(指同类型的笔,但并不是我丢失的那一支)

B. ….such as …的用法

….such as …中的such为代词,意思是“这样的人或物”,as 在从句中作宾语,修饰先行词such。

Eg: This book is not such as I expect.

He told me of his experience such as I had never had before.

相关链接:

such as 还有“诸如,例如,像…那样的”的意思,此时后面跟名词或名词短语等。

Eg:They bought a lot of fruit, such as apples,oranges,etc.

(八)as 引导的非限制性定语从句

as 可以像which一样引导非限制性定语从句,用来代表整个句子的内容,它的先行词可以是名词,也可以是不定式短语或整个句子。as 在从句中作主语、宾语和表语。此外,有些as 引导的定语从句已成为固定用法,如:

As we know As has been said before 如上所述 As is known to all As is often the case 像通常那样 As is reported As was expected 正如预料的`那样 Eg: She is very careful, as her work shows.

As we know, smoking is harmful to one’s health.

As is often the case, we have worked out the production plan.

重点比较:as 和which 引导的非限制性定语从句的联系和区别

1、as 和which 都可以代替整个句子,当定语从句置于主句之后时,as和which可以和互换。

Eg:He didn’t tell me any news, as/which upset me.

2、Which引导的从句,代表的前面的整个主句时,不能放在主句之前。而as 引导的定语从句,代表整个主句时,可以放在主句之前或之后,有时也可以放在主语和谓语之间。

Eg:As is reported in the newspapers, talks between the two countries are making progress.

= Talks between the two countries, as is reported in the newspapers, are making progress.

As与that的区别

As 引导的定语从句表示它的内容与主句所讲的内容相似,即指同类事物;that 引导定语从句表示的内容与主句相同,即为同一事物。

e.g. This is the same pen that I lost yesterday .这正是我昨天丢的钢笔。

This is the same pen as I lost yesterday .这正像我昨天丢的钢笔。

(九)同位语从句与定语从句区别

1、同位语从句和定语从句结构相似,通常位于某一名词或代词之后,但两者存在明显区别:同为语从句对名词性成分加以补充说明,是该名词性成分具体内容的体现(相当于名词的作用)。That 引导的同位语从句中引导词that不在该同位语从句中充当成分,但不能被省略,同位语从句还可以用whether,how等连词引导(定语从句则不能)。定语从句对先行词加以限制或修饰,说明先行词的性质或特征(相当于一个形容词的作用),定语从句的引导词均在该定语从句中充当成分(that在其引导的限定性定语从句中充当主语,宾语或表语,充当定语从句的宾语,that可以省略)注意体会一下三组例句。

(1) 第一组

① We can’t solve the problem how we can travel faster than light .我们解决不

了如何才能超过光的速度这个问题。

② I can’t remember the problem that they have.我记不得他们的问题了。

(2) 第二组

① I won’t believe the fact that he lied to his mother.我不愿相信他对他母亲撒

谎的事实

② I won’t believe the fact (that) he told me .我不愿相信他告诉我的事实。

(3) 第三组

① The news that Tom would go abroad is told by him. 汤姆将出国的消息是他

讲的。

The news that he told me is that Tom would go abroad next year.他告诉我的消息是汤姆来年将出国。

三、例题精析

例题1.【全国卷I】The prize will go to the writer ________ story shows the most imagination.

A. that B. which C. whose D. what

【解析】C。句意为“奖项将会颁发给故事展示了丰富想象力的作者。” 根据从句不缺成分和它与先行词的关系可判断前后为所属关系,选whose作定语。

例题2.〖10全国Ⅱ〗I refuse to accept the blame for something ________was someone else’s fault.

A. who B. that C. as D. what

【解析】B。从句缺主语,先行词为物。

例题3.【2011江苏卷】Between the two parts of the concert is an interval, _______the audience can buy ice-cream.

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

【解析】A。从句不缺任何成分,且先行词为时间。

例题4.〖08浙江〗Yesterday she sold her car, ______ she bought a month ago.

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

【解析】D。从句缺宾语,且为非限制性定语从句。

例题5. (陕西)______ is often the case with children, Amy was better by the time the doctor arrived.

A. It B. That C. What D. As

【解析】D。固定搭配“as is often the case”,像通常一样。

例题6. (浙江卷)Ellen was a painter of birds and of nature, _____, for some reason, had withdrawn from all human society.

A. which B. who C. where D. whom

【解析】B。从句缺主语且先行词为人。

四、课堂运用

【基础】

1.The place _______interested me most was the Children's Palace.

A. Which B. where C. what D. in which

2.Do you know the man _______?

A. whom I spoke B. to who spoke C. I spoke to D. that I spoke

3.This is the hotel _______last month.

A. which they stayed B. at that they stayed

C. where they stayed at D. where they stayed

【巩固】

4.Do you know the year ______the Chinese Communist Party was founded?

A. which B. that C. when D. on which

5.That is the day ______I'll never forget.

A. which B. on which C. in which D. when

6.The factory ______we'll visit next week is not far from here.

A. where B. to which C. which D. in which

【拔高】

7.Great changes have taken place in the factory ____we are working since then.

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

8.This is one of the best films _______.

A. that have been shown this year B. that have shown

C. that has been shown this year D. that you talked

9.Can you lend me the book ______the other day?

A. about which you talked B. which you talked

C. about that you talked D. that you talked

10.The pen ______he is writing is mine.

A.with which B.in which C.on which D.by which

课程小结

本节课的知识点相对比较多但难度系数不大,主要是讲定语从句的各个关系词具体用法。主要从九个方面进行讲解,详细讲解了定语从句中各个关系代词、关系副词的用法和区别。本部分的学习还是要求学生掌握关键词,具体什么时候需要使用关系代词或者关系副词,什么叫做定语从句,希望学生能够保持思路清晰,做题的时候十拿九稳。

课后作业

【基础】

1. Nearly all the streets are in straight lines, ________ from east to west. Those ________ run from north to south are called avenues.

A. running; that B. run; who C. running; who D. run; that

2. This is the case ________ he’s had all his money stolen.

A. when B. where C. that D. on which

3. Mr. Smith will pay a visit to Beijing this autumn, ________ we will enjoy the Olympic Games in .

A. where B. when C. which D. how

【巩固】

4. The artist will not paint people or animals but he will paint anything ________ .

A. that the little girl asks him B. the little girl asks him to

C. for the little girl to ask him D. what the little girl asks him

5. —How did you get in touch with the travel agent, Robin?

—Oh, that's easy. I surfed the Internet and then called one ________ the telephone number is provided.

A. which B. in which C. of which D. whose

6. October 15 th is my birthday, ________ I will never forget.

A. when B. that C. what D. which

【拔高】

7. The treatment will continue until the patient reaches the point ________ he can walk correctly and safely.

A. when B. where C. which D. whose

8. There are several research centers in China ________ a certain disease called Bird Flu is being studied.

A. which B. where C. when D. what

9. I hope that the little ________ I have been able to do does good to them all.

A. which B. what C. that D. when

10. The time is not far away ________ modern communications will become widespread in China's vast countryside.

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

课后评价

这节课总体感觉课堂进程比较自然、顺利,学生始终处在主动参与和积极配合的状态中,达到了预期设想,体现了“学中用,用中学”的任务型语言教学理念。定语从句是中学英语教学的一个重要语法项目。学生在学习这一语法时,虽然感到困难很大,但理清语法知识点之后也觉得定语从句语法知识结构清晰并易于理解。希望学生课后能主动巩固并复习,同时加强单词记忆。

篇4:中考书面表达写作指导:定语从句语法

中考书面表达写作指导:定语从句语法

一、定语从句概念

定语从句(attributive clause),顾名思义,就是一个句子作定语从属于主句。定语一般是由形容词充当,所以定语从句又称作形容词从句。另外,定语从句是由关系代词或关系副词引导的,故又称作关系从句。

定语从句一般放在它所修饰的名词或代词之后,这种名词或代词被称作先行词。请看示例:

The woman who lives next door is a teacher.

先行词 定语从句

在所有的从句中,算定语从句最难掌握,因为汉语里没有定语从句,汉语里只有定语,而且总是放在名词之前来修饰名词。

二、关系代词引导的定语从句

关系代词代替前面的先行词,并且在定语从句中充当句子成分,可以作主语、宾语、定语等。常见的关系代词有:who, that, which。它们的主格、宾格和所有格如下表所示:

先行词 主格 宾格 所有格

人 who whom whose

物 which which whose of which

人、物 that that —

(一)关系代词who, whom和 whose的用法

who代替人,是主格,在定语从句中作主语。例如:

An architect is a person who designs buildings. 建筑师是设计房屋的人。

I will never forget the teacher who taught us chemistry in the first year of my senior middle school. 我将永远不会忘记在高一时教我们化学的那位老师。

Anyone who wants to apply for this job must send us the resume by email first. 想应聘这个职位的任何人都必须先通过电子邮件向我们发送简历。

whom代替人,是宾格,在定语从句作宾语,在非正式英语常可省略。例如:

Do you know the gentleman whom we met in the school library yesterday? 昨天我们在学校图书馆里遇到的那位先生你认识吗?

This is the student whom my father taught ten years ago. 这是我爸爸十年前教的学生。

The girl who I saw is called Mary. 我见到的那个女孩名叫玛丽。(在非正式英语中,主格who代替了宾格whom,亦可省略)

whose一般代替人,有时亦可代替物,是所有格,在定语从句作定语。例如:

The girl student whose father is a senior engineer used to study abroad. 其父是一位高级工程师的那个女学生过去在国外留学。

Do you know the name of the hotel whose window we can see here? 我们这儿能看到窗户的那个宾馆叫什么名字,你知道吗?(关系代词whose指代先行词hotel,正式用法应该用of which。whose window=the window of which,意思 是:the window of the hotel。)

(二)关系代词which的用法

which代替物,在定语从句作主语或宾语,作宾语时还可省略。例如:

I do not like stories which have unhappy endings.

我不喜欢有不幸结局的小说。(which可以换成that)

Tom works for a factory which makes watches.

汤姆在一个制表厂工作。(which可以换成that)

(三)关系代词that的用法

that既可指人又可指物,在当代英语中大多指物,在定语从句作主语或宾语,作宾语时还可省略。例如:

Is she the girl that sells newspapers?

她是卖报纸的那个女孩吗?(that可以换成who)

Where is the ice-cream that was in the fridge?

放在冰箱的冰激凌哪儿去了?(that可以换成which)

Is this the book that you want to buy?

这是你要买的那本书吗? (that可以换成which,在定语从句作宾语,还可以省略)

三、关系副词引导的定语从句

常用的关系副词只有三个:when, where, why,在定语从句中充当时间、地点和原因状语。它们的用法大家不妨记住一个口诀:

the time when

the place where

the reason why

(一)关系副词when的用法

关系副词when代替的先行词表示的是时间,when在定语从句作时间状语。例如:

In Beijing July and August are the months when it rains very often.

北京的七月和八月是常下雨的月份。(when先行词是months)

Do you remember the day when we first went to the Summer Palace?

你还记得我们第一次去颐和园的那一天吗?(when先行词是day, 当代英语里when可以用that替代,这时关系代词that就变成了表示时间的关系副词)

I haven’t seen her since the year when I left Tokyo.

自从我离开东京的那一年我就一直没见到过她。(when先行词是year,同样when可以用that代替)

(二)关系副词where的用法

关系副词where代替的先行词表示的是地点,where在定语从句作地点状语。例如:

During the Spring Festival I went back to the town where I was brought up.

春节期间,我回到了生我养我的家乡。(where的先行词是town)

This is the place where Li Bai once lived.

这是李白曾经生活过的地方。(where先行词是place)

上面这个句子不可以将where改为that,因为that不能作为表示地点的关系副词。试比较下句:

This is the place that Li Bai once visited.

这是李白曾经游览过的地方。(that的先行词同样是place,但这个that是关系代词,在定语从句中作宾语,可以省略,还可以用which替换)

(三)关系副词why的用法

关系副词why代替的先行词表示的是原因,why在定语从句作原因状语。例如:

The reason why I am phoning you is to ask you whether you have got my email.

我打电话给你的原因是想问问你是否收到了我的电子邮件。(why先行词是reason, 当代英语里why可以用that替代,这时关系代词that就变成了表示原因的关系副词,还可以将why省略)

This is the reason why he came late to school.

这就是他为什么上学迟到的原因。(why先行词是reason,why可以用that替代,还可以省略)

注意:如果上面的句子将the reason省略,那么这个句子就变成了(This is why he came late to school. )表语从句,句子意思丝毫未变。

四、特殊关系代词as引导的`定语从句

as是个比较特殊的关系代词,一是用在某些句型搭配里,二是独立于主句之外。下面分别讲解。

(一)在固定搭配as…as, so…as, such…as, the same…as中,as引导定语从句

You may take as many books as you want.

你想要拿多少书就拿多少。(第一个as是副词,修饰many的;第二个as才是关系代词,代替先行词books,在定语从句中作宾语)

I have got such a computer as yours.

我有一台你这样的电脑。(as是关系代词,代替先行词computer,在定语从句中作表语,因为yours后省略了is )

I have never seen so beautiful a place as Guilin.

我从未见过像桂林那样美丽的地方。(as是关系代词,代替先行词place,在定语从句中作表语,因为Guilin后省略了is )

(二)独立于主句之外,as引导定语从句

As we know,

the earth turns around the sun. 正如我们所知,地球围绕太阳旋转。

As is known to us,

(As we know和 As is known to us均为定语从句,as分别作宾语和主语,替代后面的主句。)

Taiwan is, as you know, is an inseparable part of China.

你知道,台湾是中国不可分割的一部分。(关系代词as指代整个主句,在定语从句中作宾语。)

五、关系代词who, which与that的区别

(一)关系代词who与that的区别

1. 当关系代词用作主语时,多用主格who。例如:

He who loses hope loses all.

失去希望的人就失去一切。(先行词为代词he, they, any, all, one等时,多用who)

I met Alice, who told me that she was learning Chinese.

我遇见艾丽斯,她告诉我她在学汉语。(在非限制性定语从句中,用who)

2. 当关系代词用作介词后的宾语时,用宾格whom,不用that。例如:

The man to whom our headmaster talked just now is our English teacher.

我们校长刚才与他谈话的那个人是我们的英语老师。(介词与关系代词紧密相连时,只能用宾格whom,不可用主格who)

注意:介词与关系代词不是紧密相连时,或者说介词放在句子后面时,这时可以用主格who,也可用that,还可以省略关系代词。因此,上面的这句话还可以有如下四种说法:

(1) The man whom our headmaster talked to just now is our English teacher.

(2) The man who our headmaster talked to just now is our English teacher.

(3) The man that our headmaster talked to just now is our English teacher.

(4) The man our headmaster talked to just now is our English teacher.

第4句简洁、自然,所以口语中用得最多。

3. 当关系代词泛指人时,多用that。例如:

He is a man that is never afraid of failure.

他是个从不怕失败的人。(that用来泛指人)

4. 当关系代词出现在who开头的疑问句时,应用that。例如:

Who is the girl that is talking to Tom in English?

用英语同汤姆交谈的那个女孩是谁?(避免重复使用who,以免造成误解或语义含混不清)

篇5:高中英语定语从句难点解析

定语从句的引导词分为关系代词(who, whom, whose, which, that)和关系副词(where, when, why)两类,这些引导词在引导定语从句的同时均在从句中充当成分。关系代词可作主语、宾语和定语,作宾语时可省略;关系副词可作状语,一般不能省略。下面简单介绍一下定语从句的难点。

一、介词(短语) + 关系代词 / 副词

1. 此处关系代词只能是which / whom / whose / where / when,而不能用who / that.

如:They arrived at an old building, in front of which stood a tower. He climbed up to the top of the tree, from where he could see clearly what was happening in the woods.

2. 不定代词 / 数词 + of which / whom.

如:Mrs. Green has three sons, none of whom works in the city. The boys discovered many pictures on the walls of the cave, most of which dated back to 15,000 years ago.比较:The boys discovered many pictures on the walls of the cave, most of them dating back to 15,000 years ago. (此处是独立主格结构)

二、whose whose既可指人也可指物,指物时whose + 名词 = of which + the + 名词 / the +名词 + of which.

如:The plastic bottle, whose top / of which the top / the top of which is cut off, can be used as a container to grow plants in.比较:The plastic bottle, (with) the top cut off, can be used as a container to grow plants in. (此处为独立主格结构)

三、which和as which和as都可引导非限制性定语从句,用来指代整个主句的内容, which 引导的从句只能放在主句后,as 引导的从句放在主句前后均可;which 意为“这一点”,as 意为“正如”。as还可用于the same …… as, such …… as等结构中,引导限制性定语从句。

如:He turned out to be a great success as a dancer, which was more than we could expect. As is known to all, Madame Curie is the first woman scientist in the world to have won two Nobel Prizes. Have you bought the same dictionary as I referred to yesterday?

四、非地点名词作先行词时用where 引导定语从句的特例通常先行词是地点名词,且定语从句的引导词在从句中作地点状语时,用where 引导定语从句,但有时先行词是非地点名词时,也须用where 引导定语从句,表示抽象意义的一种状态,此类词包括point, situation, case 等。

如:The treatment will continue till the patient reach the point where he can walk correctly and safely. (point意为“程度”)

Can you think of a situation where this idiom can be used? (situation意为“情景”)

There‘re always cases where non?鄄native English speakers can’t make themselves understood just because of their lack of culture background of the visited countries. (case意为“情形,情况”)

五、way和time作先行词时的情况

1. way作先行词,意为“方式、方法”时,引导词在从句中作状语,可用that / in which 引导,也可省略;若引导词作从句的主语或宾语,用that / which 引导,引导词作宾语时可省略。

如:I‘ve thought of a good way (that / in which) we can conduct the experiment successfully. The way that / which will be used to carry out the operation was suggested by Doctor White. This is the very way (that / which) we need to test the theory.

2. 先行词是time时,若表示“次数”,应用that引导定语从句,that可省略;若time表示“一段时间”,则用when或at / during + which引导定语从句。

如:This is the second time (that) the President has visited the country. This was at a time when / during which there were no radios, no telephones or TV sets.

篇6:高中英语书面表达教学初探

新丰县第一中学

听说读写四项技能中,写作能力是相对较难的,它能够体现英语学习者的英语表达能力和思维能力。培养学生的笔头交际能力是高中英语教学目的之一。然而现状却不容乐观,很多学生惧怕写作,存在着“学生说到写作心烦,教师见到学生的习作头痛”的现象。广州市教研室的黄子成老师在四月的广州一模分析会上说:广东NMET的书面表达平均分仅为十二分,由此可见学生写作之差。学生写作上的问题主要表现在用汉语思维方式造句、语法错误多、谋篇布局与衔接能力弱。针对以上问题,笔者认为高中英语写作教学应注意以下问题。

一、 注重写作教学中循序渐进的原则

英语属于结构语言。几乎所有英语句子都是五种基本句型的扩展、延伸或变化。因此,训练学生“写”就要进行五种基本句型的训练。五种基本句型是:S+V; S+V+O; S+V+O+O; S+V+P; S+V+O+C。练习的形式可以结合学生周围的人或事进行翻译或造句。1-2周后,再对学生进行由简单句发展到并列句及复杂句的翻译、造句、句型扩写及句型合并、转换的训练。

二、 注重写作训练形式的多样化

听说读写四种技能是相辅相成的。写作是一种语言输出形式,只有语言输入大于语言输出,语言输出才有可能;只有积累了一定的思想感受和大量的语言素材,写作能力才有可能进行,写作才有可能写好。因此,在平时的教学中要注重写作训练的多样性。

1、写作训练与对话教学相结合。

在dialogue的教学中,除了听录音、对话、表演、编对话外,还可要求学生把对话改写成一段短文。改写时要注意时态、语态、人称和前后的逻辑关系。如SEFC Book 2A Lesson 13的对话可在教师给出key words的情况下让学生改写成一篇小短文:1) a look at China Daily 2)What’s on this weekend? 3) performance at the People’s Theatre 4)when and where to meet

2.写作训练与阅读教学相结合

古人云“读书破万卷,下笔如有神”。阅读是写作的基础,阅读不仅能帮助学生积累思想,也能帮助他们积累语言写作素材。因此在平时的课文教学中,除了培养学生阅读能力外,还要对学生进行多种形式的写作技能训练,培养学生初步用英语进行笔头交际的能力。在课文教学中需要培养学生以下能力:

1) 听写能力 A.用英语记课堂笔记的能力;B.听写课文精彩句型、段落的能力

2)造句能力 运用所学的短语、词汇造句的能力

3) 运用checkpoints 的key words写一段话的能力。如SEFC Book2A Unit 1中,学生用in the hope of , lose heart等编了以下一段话:

I am fond of English. But at the beginning of Senior One I was’nt good at it. I often failed in the exams. Luckily, My English teacher was strict with us. She gave us a lecture on how to learn English. I followed her instruction day after day. In this way I’ve made a lot of progress…….

4)复述能力 教师可利用图表、数字、关键词和简笔画等让学生复述课文,随后再要求其写下来。如学完Charlie Chaplin之后,可要求学生根据以下几组数字简述Chaplin的一生:1889, 5, 8, 17, 1912, 13, 69, 1977

S: Charlie Chaplin was born in London in 1889. When he was five, he acted for the first time. At the age of eight, he joined a group of child actors. As a boy of seventeen he set off for the US. In 1912 Chaplin got his first part in the US.

In all his life, Chaplin acted in 13 films, wrote and directed 69 films. He died in 1977 in Switzerland.

复述之前,学生必须熟读课文,了解其主要内容和脉络,然后根据自己的理解改组课文,用自己的语言表述课文的内容。它能够很好地提高学生的口语及语言的精练度,是语言知识和语言能力的很好结合点。

5)仿写能力

模仿课文进行写作能提高学生遣词造句、谋篇布局以及衔接上下文的能力,仿写是提高学生写作能力的有效途径。如学了Canada一课之后笔者让学生按以下项目去咨询县志办的同志,收集新丰县的资料并将此以一个导游的身份写成短文。

A. Location: Northeast of Guangdong

B. Size: .2 square kilometers (cover)

C. Population: 25,000

D. Town: 10 towns

E. Language: Hakka(客家话)

F. History: move from the north of China (over 400 years ago)

G. Weather: neither too cold in winter nor too hot in summer

H. Energy: water , forests (be rich in)

I. Native goods: clogs , dried sweet potatoes , dried mushrooms (be famous for)3.写作训练与听、说训练相结合 语言学家Britton指出:“学生口语的句型结构和表达方式往往是他们写作的基础”。而语言学家Tough则不仅强调口头表达能力和写作水平之间的重要联系,并且还指出:“教师必须在教授写作的同时,帮助学生提高和丰富其口头表达的技能,因为口头形式往往包含了大量近似书面语的结构和措辞”。教师可以通过以下途径将口语训练和写作训练结合起来。

A. 教师可用课前三分钟让学生围绕着一个主题进行Free talk口语训练。学生通过互相交流、讨论,共同构思内容和语篇结构。这种训练可帮助学生在一种轻松愉快的气氛中缩短构思时间,尽快进入主题,同时又有效地提高他们的口头表达能力。然后让学生在课外时间再落实到笔头的写作上。

B. 在学生对课文进行速读和精读的基础上,教师可设计一些评价性问题,让学生结合自己的社会背景知识和经验进行讨论,使学生从整体上把握课文结构和作者的评价并最后将讨论结果书写成文。如在学完Saving the earth之后笔者设计了一个题目供学生讨论:(From the passage we know a lot of animals and plants are in danger. What should we do to protect wild animals and plants?)。学生经过讨论之后提出了以下建议:

a) improve the science and technology to raise and increase wild animals and plants

b) build a nature park for wild animals

c) pass a strict law to stop people from hunting wild animals and cutting down trees

d) return farmland to forests

e) make people know the importance of protecting the earth

2)听力训练和写作训练结合起来

听写结合是经常采用的中学英语教学方法。教师除了采用常规的听写词、句、段来巩固学生所学的语言知识外,还可采用听后笔述的方法。如教师可以稍慢的语速(或放录音)将听写材料读三遍,学生听后凭记忆进行笔录;笔录时要求学生写出大意即可。这样,既可培养学生听音会意的能力,又可培养其遣词造句的能力。

三、加强日常写作训练,促进写作训练的规范化

1、 定期上写作课

定期上写作课,指导学生限时完成各种题材、体裁的短文。具体方法如下:

1)边说边写 即将笔头训练与口头训练相结合,组织学生进行2-4人的小组讨论,要求学生在规定的时间内(一般3-5分钟)先说后写,每人写2-3句,然后互相切磋,可每人写一篇短文,也可由一个学生执笔写完整篇,向全班口头报告,其他学生对文章给予评价、补充和纠错。

2)习作讲评 课上可叫一个优生在黑板上即时写出命题作文,其他同学在下面写,然后全班同学一起评讲,指出学生在审题、逻辑思维及语言表达等方面的错误。

3)总结归纳 作文后引导学生列出可以表达同一意思的不同短语和句型,各种体裁的常用表达法等。

4)范文导引 作文后指导学生学习并背诵范文。教师可对范文进行朗读,让学生听写;也可将范文里的重点动词、连词等设计成短文改错或填空题的形式,使学生对一些精彩的词组、句型及语篇结构留下深刻的印象。

2、 培养写的模式

在写作初期,学生的写作模式是非常重要的。教师可按照以下五步曲对学生进行训练:1)构思(讨论题目) 2)写提纲(列出写作要点) 3)打草稿 4)校订(核对错误,并重新安排内容) 5)修改(定稿)

三、 注意作文的批改与讲评

作文的批改是一个极为重要的环节。教师除了在黑板上或通过实物投影仪对学生的习作进行当堂批改外,还可通过以下方式进行批改:

1) 学生互相批改 课堂上的限时写作完成后,同桌、前后桌互相评改并重新行文后再上交。

2) 培养小助手 教师可以在每个班培养十来个写作能力强的学生,让其对本班同学的习作进行批改。这样不仅减轻了老师的负担,而且小助手们在教师的指导下通过批改习作锻炼了自己的语言意识和敏感性,并可逐步学会如何谋篇布局。

参考文献:

1 刘上扶《英语写作论》,广西教育出版社,

2.戴军熔 “开展综合型教学,全方位提高学生的写作能力”,《中小学外语教学》20第6期

3.赵群英 “高中英语写作教学中需注意的几个问题”,《中小学外语教学与研究》第6期

4.郝群 “提高英语写作水平的六条途径”,《中小学外语教学与研究》20第5期

5.孙培香 “初中英语书面表达训练的点滴做法”,《中小学外语教学与研究》年第1期

篇7:高中英语书面表达备考方略

高中英语书面表达备考方略

书面表达能力的'高低直接影响考生高考英语成绩,它直接反映出考生英语综合运用能力的强弱,因此在高中教学过程中,英语教师普遍对学生书面表达能力的训练与提高投入了相当大的精力.通过十年的高三教学,笔者总结了高中英语书面表达备考与提高的一些方法,与大家共勉.

作 者:安彩虹  作者单位:陕西省眉县中学,722300 刊 名:新校园(下旬刊) 英文刊名:CONTEMPORARY EDUCATION RESEARCH 年,卷(期):2009 “”(9) 分类号:关键词:

考研英语:对翻译的全面剖析及指导

高考英语的知识点总结

高考英语复习方法总结单词讲解

高考英语写作的一些技巧

代词难点一点通代词难点一点通 (中学英语教学论文)

用--浅谈高考英语卷的语法和词汇 (中学英语教学论文)

高考英语作文写作技巧总结

高中英语课堂教学工作总结

考研英语应用作文常见错误及指导

九年级新目标英语复习计划

定语从句在高中英语书面表达中的应用
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