演示文稿高中英语语法复合句 35页

高中英语语法——复合句湖北省南漳县一中徐晓玲 复合句名词性从句定语从句状语从句返回 名词性从句主语从句宾语从句表语从句同位语从句返回引导词 主语从句主语从句能用it作形式上的主语。常用it作形式主语的句型有：1).Itbe+形(certain,likely,etc.)+that从句。2).Itbe+名词词组(nowonder,etc.)+that从句。3).Itbe+过去分词(said,thought,etc.)+that从句。4).Itseem/happen,etc.+that从句。5).Itdoesn’tmatter/makesnodifference+wh-从句。6).当that引导的主语从句出现在疑问句中时，要用it作形式主语，而把主语从句后置。返回e.g.Itiscertainthatshewilldowellinherexam.e.g.It’snosurprisethatourteamshouldhavewonthegame.e.g.ItissaidthatMr.GreenhasarrivedinBeijing.e.g.IthappenedthatIwasoutthatday.e.g.Itdoesn’tmatterwhethershewillcomeornot.e.g.Doesitmattermuchthattheywon’tcometomorrow? 宾语从句1）、如果宾语从句后还有宾语补足语，则用it作形式宾语，而将宾语从句后置。2）、连词that引导的从句很少作介词宾语，只用在except,but,in后。其他一些介词的宾语从句如果由连词that引导，则需用it先行一步，作形式宾语。3）、某些形容词或过去分词后常接宾语从句，这类形容词或过去分词有sure,glad,pleased,certain,happy,afraid,etc.连词that可省略。转下页e.g.Hehasmadeitclearthathewillnotgivein.e.g.Heisagoodstudentexceptthatheiscareless.We’llseetoitthatshegetshomeearly.e.g.Motherwasverypleasedherdaughterhadpassedtheexam.I’mafraidyoudon’tunderstandwhatIsaid. 4）、用if引导宾语从句如果会引起歧义，应避免使用if而要用whether来引导。试比较：Pleaseletmeknowifyouwanttogo.(宾从或状从)Pleaseletmeknowwhetheryouwanttogo.5）、介词宾语不可以用which来引导，而要用what来引导。e.g.Areyousorryforwhatyou’vedone?6）、宾语从句的否定转移。在think,believe,suppose,expect等动词后的宾语从句，有时谓语尽管是否定意思，却不用否定形式，而将think等动词变为否定形式。如：e.g.Idon’tthinkyouareright.Idon’tsupposehecares,doeshe?7）、suggest,order,demand等动词后面的宾语从句要用虚拟语气。返回 表语从句同位语从句1）、能接表语从句的谓语动词一般为系动词be,seem,look等。如：e.g.Itlookedasifitwasgoingtorain.2）、连词because可引导表语从句。如：e.g.Ithinkitisbecauseyouaredoingtoomuch.常见的后接同位语从句的抽象名词有fact,news,hope,truth,idea,suggestion,thought,question,order,problem,belief,doubt,fear等。如：e.g.Thereisnodoubtthattheywillwin.Hehadnoideawhenshewouldcomeback.返回 引导词连　　词：that,whether/if连接代词：what,which,who,whom,whose,wh-ever连接副词：why,when,where,how,wh-ever,however转下页1.whether/if1）、引导主/表/同从时，一般只用whether，不用if。2）、引导宾从时一般可通用。但在下列三种情况下一般只用whether。A.在动词discuss之后。B.介词之后。C.宾语从句放主句前。 Wediscussedwhetherweshouldclosethestore.Justnowtheytalkedaboutwhethertheywouldhelpus.WhetherhehasstolenthemoneyIcan’tsay.3）、后面紧跟ornot时，一般只用whether。e.g.Hedidn’tsaywhetherornothewouldbestayinghere.注：后面跟不定式时，一般只用whether。e.g.Hedoesn’tknowwhethertogotoBeijingornot.2.that/what1）、that在从句中不作句子成分，what则须在从句中作主/表/宾等；2）、that从句一般不作介词的宾语，但有inthat(因为),exceptthat(除了，例外)。转下页 3.whoever/who等二者均可引导名从，且都可在句中充当主/宾。所不同的是含义：whoever意为“凡是…的人”，而who则意为“谁”。e.g.Whoeverbreaksthelawshouldbepunished.Whobrokethelawisstillunknown.4.doubt后的连接词肯定句中的doubt(v./n.)之后应该接wh-引导的从句；否定句或疑问句中的doubt(v./n.)之后的从句却该用that来引导。e.g.Canyoudoubtthatshelikesme?Idon’tdoubtthatherunsfast,butIdoubtwhether/ifhe’llwinthematch.IamindoubtwhatIshoulddo.转下页 1、that引导主/表/同从时，多不省略。2、that引导宾从时，通常可省略。但and/but连接两个由that引导的宾从时，第一个that可省略，第二个that不可省略。如：Theysaid(that)theywerestrangersthereandthattheyhadlosttheirway.5.关于that在名从中的省略与保留6.表语从句的注意点1、Thereasonis/was后的表语从句一般用that引导，而不用because；2、引导表原因的表语从句时用because,不用as/since/for等e.g.Hefailed.That’sbecausehedidn’tworkhard.比较：Hedidn’tworkhard.That’swhyhefailed.转下页 1、同位语从句阐明它前面的名词的内容；定语从句则是对先行词加以修饰限制。2、只有在内容方面可以进一步阐明的名词（一般为抽象名词），才能带同位语从句，而几乎任何名词都可以带定语从句。3、that引导同位语从句时，that在句中不作成分（不省，也不用which取代）；that引导定语从句时，that在句中须作主/表/宾，且常可用which来取代。e.g.Thenewsthathepassedtheexamwasagreatsurprise.(同位语从句)Thenews(that/which)hetoldmewasagreatsurprise.(定语从句)7。同位语从句与定语从句的区别：转下页 1、名词性从句一律用陈述句语序。2、在Whatisthematter(with…)?结构里，what是主语，thematter(=wrong)是表语，也就是说其本身是陈述句语序。3、how引导名词性从句时，若修饰形容词或副词，该形容词或副词须紧置how之后。e.g.YouhavenoideahowworriedIwas!8.名词性从句的语序返回 定语从句引导词关系代词：关系副词：{who,whom,whose,which,thatwhen,where,why,etc.一、引导词的选择问题：1.that/which1).下列情况下用that而不用which:A.先行词是all,anything,little等不定代词时；B.先行词是序数词或被序数词修饰时；C.先行词是最高级或被最高级修饰时；D.先行词被only,very,next,last等修饰时；转下页 E.先行词是“人+物”时；F.关系代词在定语从句中作表语时；G.为了避免重复，当句中有which时。e.g.Whichisthecarthathittheboy?Edisonbuiltupafactorywhichproducedthingthathadneverbeenseenbefore.2).下列情况下用which而不用that:关系代词前有介词时；引导非限制性定语从句时；为了避免重复，先行词是that或句中有一个由that引导的定语从句时。e.g.Hehasfoundthatwhichhewaslookingfor.转下页 2.that/who(m)that和who(m)都可指人，通常可互换。但下列情况下一般不能互换：1).关系代词在定语从句中充当表语时，用that而不用who(m);2).先行词是“物+人”时，用that而不用who(m);3).引导非限制性定语从句时，只用who(m)而不用that;4).在“介词＋whom”引导的定语从句中不能用that;5).先行词是those时，多用who而一般不用that;6).为了避免重复，句中有who时，一般不用that.转下页 3.as/which转下页1).as和which都可以引导非限制性定语从句，且都可指代整个主句或主句的一部分，一般可互换。2).但在下列情况下不可通用：A.放句首，用as而不用which;B.as意为“正如”，后边的谓语动词多为see,know,expect,say,mention,report等，另外as在限制性定语从句中常用于某些固定搭配，如thesame…as,such…as等，which意为“这一点”。C.定语从句是“主+谓+宾+宾补”结构时，一般用which. e.g.Sheisverycareful,as/whichherworkshows.Ashehadhoped,hesawtheplay.Johnstartedtellinglies,whichhiscousinfeltstrange.HewaswearingthesameshirtasI’dhadonthedaybefore.(同类)HewaswearingthesameshirtthatI’dhadonthedaybefore.(同一)比较：ItwassuchagoodfilmthatIsawityesterday.(结果状从)Don’ttalkaboutsuchthingsasyoudon’tunderstand.(定从)4.作定语用的关系代词2).Lookatthehousewhoseroofisred.=Lookatthehousetheroofofwhichisred.=Lookatthehouseofwhichtheroofisred.1).Itstormedallday,duringwhichtimetheshipbrokeup.转下页 5.介词+whom/which1).根据后面动词和介词的搭配关系选择；e.g.Thisisnotthebookofwhichtheteacherspokeinclass.2).根据与前面名词的搭配关系选择；e.g.I’llneverforgetthedayonwhichIfirstmethim.3).有时需要同时考虑动词和介词的搭配关系及介词和名词的搭配关系。e.g.Thecleverboymadeaholeinthewall,throughwhichhecouldseewhatwashappeninginsidethehouse.转下页 6.关系代词/关系副词Thisisthefactory(which)wevisitedlastmonth.Thisisthefactorywherewestayedlastmonth.{{Iwillneverforgetthetime(which)wespenttogether.Iwillneverforgetthetimewhenwestudiedtogether.Iadmiredtheway(that/inwhich)youansweredhisquestions.二、值得注意的问题：1、作宾语的关系代词的省略问题：1).介词+whom/which结构中的关系代词不可省略；2).非限制性定语从句中，作宾语的关系代词不省。转下页 2、定语从句中的主谓一致问题：1).I,whoamyourfriend,willcertainlyhelpyou.2).HeisoneoftheteacherswhoknowJapaneseinourschool.3).HeistheonlyoneoftheteacherswhoknowsJapaneseinourschool.3、介词的位置问题：1).Thisistheroominwhichwelivedlastyear.=Thisistheroom(which/that)welivedinlastyear.2).Isthisthebook(which/that)shewaslookingfor?4、要防止句子成分的重复：ThecompositionwhichIhandeditinaweekagohasnotbeenmarkedyet.返回 状语从句时间状语从句原因状语从句地点状语从句让步状语从句条件状语从句目的和结果状语从句方式状语从句比较状语从句返回 时间状语从句常用连词有：when/while/as,before,after,since,once,till/until,hardly…when/nosooner…than,assoonas,themoment/minute/instant,each(every)time/thefirst(last)time,immediately/directly,etc.when:段/点；之前/之后；这时while:段（“趁”）；表对比（“而”）as:“一边……一边”；“随着”{e.g.Whenherealizedit,thechancehadbeenlost.(=before)I’llgohomewhenhecomesback.(=after)Iwasjustabouttogotobedwhenthephonerangasecondtime.(=andatthatmoment)转下页1. Strikewhiletheironishot.ShethoughtIwastalkingaboutherdaughter,while,infact,Iwastalkingaboutmydaughter.Shesanghappilyasshewalkedalongthestreet.Herhairgrewgrayastimewentby.注意：As/Whenaboy,helivedinJapan.When/Whilereading,hefellasleep.once:“条件”；可接分词assoonas:“时间”{Assoonasthebellrang,thepupilsranoutoftheclassroom.OnceyouseeMeiLanfangonthestage,you’llneverforgethim.Oncehavingmadeapromise,youshouldkeepit.转下页2. before的意义：Itwasanother5minutesbeforeMattheardhimcomingdownthestirs.(才)HeranoffbeforeIcouldstophim.(还没来得及…就)Shebecameamotherbeforeshehadreachedher18thyear.(不到……就)Putdownhertelephonenumberbeforeyouforgetit.(免得)Hewilldieofhungerbeforehewillsteal.(宁愿……不愿)4.since的翻译：Ihaven’theardfromhimsincehegottoBeijing.自从他到达北京以来，我一直未收到他的信。(终止性动词)Ihaven’theardfromhimsincehelivedinBeijing.自从他离开北京以来，我一直未收到他的信。(延续性动词)返回 原因状语从句常用连词有:because,since,as,now(that),seeing(that),considering(that)etc.because:表直接的原因,语气强。since:表已知的原因(“既然”),语气较弱。as:表较明显的原因，语气最弱。{e.g.—Whywasthechildcryinginthestreet?—Becausehelosthisway.Asitissnowing,weshallnotgotothepark.Nowthatyou’vegotachance,youmightaswellmakefulluseofit.比较：Itrainedlastnight,forthegroundiswetthismorning.返回 地点状语从句常用连词有:where(特指),wherever(泛指)返回e.g.Youshouldmakeitaruletoleavethingswhereyoucanfindthemagain.We’llgowhereverthePartywantsustogo.比较:Weshallgototheplacewhereworkingconditionsaredifficult.Weshallgowhereworkingconditionsaredifficult. 常用连词有:although/though,as,evenif/though,however,wh-ever,nomatterwh-/how,etc.让步状语从句Cleverasheis,hedoesn’tstudywell.=Although/Thoughheisclever,hedoesn’tstudywell.=Cleverthoughheis,hedoesn’tstudywell.Wewillnevergiveinwhatevertheymightdoorsayaboutourplan.Howeverlateheis,Motherwillwaitforhimtohavedinnertogether.比较：WhateverIsaidcouldn’tcausehisinterestinthetopic.(名从)返回 条件状语从句常用连词有:if,unless,as/solongas,incase,onconditionthat,forfear(that),provided(that)等e.g.AslongasIlive,Ishallworkhard.IshallnotgotoschoolunlessIfinishmyhomework.Unlesshecomes,wewouldnotbeabletogo.=Ifhedoesn’tcome,wewouldnotbeabletogo.返回 目的和结果状训从句目的状语从句常用连词有:sothat,inorderthat结果状语从句常用连词有:so,sothat,so/such…thate.g.Theystartedearlysothattheymightarriveintime.(目的)比较：Theystartedearlysothattheyarrivedintime.(结果)Heworkshardinorderthat/sothathecanservethecountrywell.比较：Inorderthathecanservethecountrywellheworkshard.Theboxissoheavythatnobodycanmoveit.=Itissoheavyaboxthatnobodycanmoveit.=Itissuchaheavyboxthatnobodycanmoveit.比较：Itissuchaheavyboxasnobodycanmove.返回 方式状语从句常用连词有:as,justas,asif/though,theway,what等e.g.Theoldmanrunsveryfastasifhewereayoungman.Youmaydoasyouplease/like.Asbeeslovesweetness,sofliesloverottenness.PleasepronouncethewordthewayIdid.c.f.Idon’tlikethewayyouspoketoher.(定从)★Wingsaretoabirdwhatfeetaretoaman.返回 比较状语从句常用连词有:as….as,notas/so…as,than,themore…themore等。e.g.Iknowyoubetterthanhedoes.Themorewecandoforyou,thehappierwewillbe.Johnplaysfootballaswellas,ifnotbetterthan,David.I’mnotsoeagerashe.附：在表“时间、条件、让步、方式、比较”等的状语从句中，如果从句谓语动词包含有be的某一形式，主语又和主句的主语相同，就可以把从句中的主语和be同时省略（要么都不省）。如：Badhabits,onceformed,aredifficulttogiveup.IfyougotoXi’an,you’llfindtheplacestheremoremagnificentthancommonlysupposed.返回 常用句型1.“It”句型：1).Itis+adj./n.+todo…/that….2).主+动+it+adj./n.+todo…/that….3).Itis/was+被强调部分+that/who….4).Itis/willbe/was(not)…before….5).Itis/hasbeen…since….6).Itisnouse/good+-ing….c.f.Thereisnoneedtodo/fordoing….转下页 2.That’sbecause…….That’swhy……...That’show/wh-…….3.“一致”句型：1).So/Neither/Nor+be/do/have/can+主。2).Soitis(thesame)with…….4.祈使句+and/or+陈述句。5.“似乎、好像”句型：Itseems/appearsthat…….Itlooksasif/though…….返回 教学反思某些教师对于英语教学的特点、方法和要求不甚了解，不能提供正确的指导和帮助。有的单纯用考试成绩衡量评价学生的英语成绩，因而忽视了实验的初衷，在实验课堂教学模式与传统的语法教学模式之间找不到相应的平衡点。因此，我们将会端正自己的地位，坚持课堂中的双主体原则，使这堂课取得了良好的效果。教师在教学中是引导者、合作者、组织者。让学生自由地说，发现问题时再与老师和同学们合作解决。教授语法的过程中我们将很多时间是还给学生总结，练习或讨论。在上课的过程中，我将会争取良好地利用每一分一秒，让学生去训练，去感受。同学们也的确在自由的课堂中完善了自己的知识体系，增长了学习技能。部分教师仍坚持着传统的教育观念和教学方法，惟恐不满堂灌学生就学不会。他们认为掰开了、揉碎了讲是对学生负责任，任何细微的地方都不能疏漏，否则就没有完成教学任务，学生会因此受到极大的损失。我们的老师嘴上说着“新课标”，实际上却摆不脱了已经习惯了的“满堂灌”、或“讲得越多越细对学生越有利，也是对学生的最大负责”的传统教学方式。加强理论学习，吸取先进的科研成果，将教材与课标精神加以紧密的糅合，充分利用有利的教育资源，真正以教师是“释疑”’、“解惑”、“传道”及“合作者”的身份参与课堂教学。因此，面对课堂容量大，我们必须在课堂控制上必须花费工夫，让每一个学生都动起来。我争取让班级里没有死角，在活动和游戏过程中，我这一因素我们应多加考虑，争取做到，全员参与，和谐共进的教学目的，真正使课堂那短暂的时间展示他无穷的魅力。综上所述，我们必须认真总结反思，迅速转变观念，改变教学的方法、策略，思想达到与时俱进，开创英语教育教学的新局面，从而适应时代和社会的要求。