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定语从句教案高中版【汇集4篇】

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定语从句教案【第一篇】

关系代词that,which,who 的基础知识。

课型

新授语法课。

所属板块

九年级 Unit 9 I like music that I can dance to!

教材版本

人教版2013。

教学流程

Step 1 关系词 who/that

下面我们来学习定语从句中关系代词that,which 和who 的基本用法。

首先,我们来看一张图片(歌手张杰)。Look, what is the man?(Yeah, he is a singer.)

What does he look like? (He’s thin. He always wears suits. And most girls like him.)

I like the singer, too.

好啦,现在我们写出了四个句子(如下)。

接下来,我们要做什么呢?我们想把“I like the singer. ”与“He is thin.”这两个句子合并成一个句子。我们该怎么办呢?细心的你发现了什么吗?对了,这两个句子都含有共同的部分,那就是the singer 和第二句中的He 指的是同一个人。

这时,我们该怎么办呢? 我们只要将第二句中的He 用关系词that来替换就可以了。然后,再把that引导的这个句子放在另一个共同部分the singer 的后面。这样,就是“I like the singer that is thin. ”又因为the singer 指的是人,可用关系词that也可以用who,也可以说成“I like the singer who is thin. ”你明白了吗?(如下)

那么用这种方法,你能将“I like the singer. ”与下面两个句子“He always wears suits.”“Most girls like him.”合并吗?

是的,只要将其中的he/him替换成who或者that, 再把整个句子放在the singer 的后面。

Step 2 Let’s read and conclude!

Read the three examples together, and try to find out what the Attributive clause is.

好,现在再来认真观察以上三个句子,能发现有什么规律吗?定语从句是哪一部分?放在什么位置的?关系词who/that 引导的那部分就是定语从句,放在名词the singer的后面,所以the singer 叫先行词。我们把who和that 称为关系词,它们能引导定语从句,修饰其前面的先行词。

那么,问题来了:什么叫定语从句呢? 我们说,在复合句中,修饰名词或代词的句子叫定语从句。而被修饰的名词或代词,就叫先行词。定语从句一般放在先行词(被修饰词)的后面。

Step 3 关系词 which/that

先来看一看幻灯片上的句子:

上面各句中,它们的定语从句是哪一部分呢?对!that/which引导的那部分就是定语从句。其前面的名词the music 叫先行词,that/which称为关系词。那么,之前的who怎么不见呢?who到哪里去了?你想到了吗?――那是因为先行词的缘故!这里的先行词the music指的是物,所以用that或 which来引导定语从句。你明白了吗?

最后,回忆一下定语从句的窍门在哪里,判断引导定语从句的关系词关键是看先行词,指人还是指物。即:

Step 4 Let’s do it!

好啦,现在留一些作业给你复习巩固吧!

Fill in the blanks with“who/that/which”。

1. The actor used to be a teacher is ready to help others.

2. The girl I spoke to just now is my best friend.

3. The dress you bought in the city mall is made of silk.

定语从句教案【第二篇】

1. 教学环节

环节一:导入

(1) 头脑风暴

教师呈现一句描述古今中外著名人物句子,激发学生进行头脑风暴猜测可能的人选;然后通过提供不同的细节句的描述,帮助学生明确答案。例如,首先给出“He was a great man in Chinese history.”后,分别给出两种细化描述“This great man helped turn China into a new country. (配图为孙中山)”和“This great man taught over eight thousand students about two thousand years ago. (配图为孔子)”

(2) 复现观察,引入概念

教师在屏幕复现上一环节的句子,通过有效提问引导学生进行仔细观察。引导学生关注黑色加粗划线单词――定语(attributive),例如:He was a great man in Chinese history.。其次,带领学生感知“定语/单词”已经不足以提供足够的信息(每一句所对应的人物都有多种可能答案),所以需要更多“句子”来帮助我们进行表达。从而进入今天的主题定语从句(attribute clause)。

反思

在本环节中,人物设定徐为学生所熟悉,依托于学生已熟悉的语言素材出发,教授新的语法知识,激发学生参与学习和表达的兴趣。从语法教学目标而言,同样依托于旧知(定语),通过旧知引入新知(定语从句),新旧结合导入概念。

(3) 重构句子 模仿练习

教师举例示范定语从句后,学生将上一环中的简单句合并成定语从句。例如,“He was a great man in Chinese history who helped turn China into a new country.”和“He was a great man in Chinese history who taught over eight thousand students about two thousand years ago.”

(4) 复现观察 提炼结构

教师将上一活动的句子进行复现,通过问题链引导学生观察并总结提炼定语从句的基本结构。首先引导学生观察定语从句并找到其共同拥有的单词“who”。第二步,请学生具体讲明每一句句子中的who所指为何,之后进一步归纳“who指人”,且这个人就在单词who 之前,最后引导学生能归纳出“人+who+句子”结构。

反思

传统语法教学一贯方法是由教师讲解语法后,学生进行大量机械练习。这与课标中“强调学习过程,重视学习的实践性和应用型”的核心理念是背道而驰的。在此环节中,教师通过设计让学生在语境中接触、体验和理解定语从句。接着指导学生逐步发现语言规律,并尝试自我构建语法概念。

环节二:语法运用

提供学生一定的句型“(Name) is my favorite teacher who/that...”和“(Name) is my best friend who/that...”,请学生谈一谈自己最喜欢的教师,说一说自己最好的朋友。通过口头练习使得学生在表达中运用语法。接着请学生组内讨论后,以对话的方式向班级报告,最喜欢哪一种教师及最喜欢哪一类朋友。最后,每组选择自己认为最精彩的句子贴于黑板上与大家分享。

反思

三个活动的设计是体现了由易到难、依次递进的教学理念。第一个活动是处于简单的模仿表达的阶段,第二个活动就要求学生使用目标语法在小组中进行比较真实的语用交流。第三个活动要求学生选取并写下最精彩的句子,就是从口头落实到笔头落实的跨越。

同时两个句式的悄然变化也是为了后一环节教学做铺垫准备。

环节三:剪纸学语法 直观又形象

教师首先向学生介绍偶像,预先将将例句打印在纸条上“I admire Mao Zedong who was a genius.” 通过剪纸方式,将这句杂句变成两个简单句“I admire Mao Zedong.”和“Mao Zedong was a genius.”然后交换两句简单单句的顺序“Mao Zedong was a genius.”和“I admire Mao Zedong.” 接着,提问学生第二个“Mao Zedong”如何处理,学生集体回答用“who”来替代。请学生观察黑板上已有的定语从句结构,邀请学生按照“人+who+句子”的结构重新排序,继续通过剪纸的方式将句子重新组合,最终变为“Mao Zedong who I admire was a genius.”

最后,请各小组依此分别改写黑板上的精彩句子(环节二)。

反思

关系代词在从句中作主语、作宾语;是对学生认知水平和教师授课都是一个挑战。所以在备课时,为了突破该学习难点,教师作了3套预案,在课上,根据学生反映情况,选择这套剪纸方案,帮助学生直观理解“who”在从句中做宾语可省略。从学生反馈来看,该班学生改写句型基本正确,达到预想的教学效果。

环节四: 学生议偶像

教师将学生分组,每组选择一名共同的共同的偶像,每位成员就选定人物用定语从句写一句句子。学生大多能基本正确使用目标语法(定语从句)。

2. 从本节课浅谈如何引领学生体会领悟语法

创设语境引领学生体会语法功能

语言是一门工具性学科,语言是为了人们运用而存在的,因此为语言学习创设语言环境就显得尤为重要。而语法作为语言三要素之一,却在教育实践中脱离长期语境――教师讲解结构用法,学生被动机械记忆。所以教师“劳心劳力”,学生同样“苦不堪言”。这样的一言堂的课堂教学,学生没有了语言实践和表达自我的机会。

本节课中,教师创设了“猜猜著名人物”“讲讲周围师生”和“议议心中偶像”三个内容板块,以“各种人物”穿起整节课的内容主线,帮助学生在一个完整语境中充分参与到定语从句的学习,激发学生的表达愿望,体会定语从句的语法功能。

同样在环节一中,请学生头脑风暴猜人物环节,接着通过教师给出的详细信息,才能明确人物。比听教师讲解枯燥的原理,学生充分在语境中体会定语从句用于描述人物和提供更多信息的语法功能。

有效提问引领学生观察语法结构

本节课中教师主要提问方式引领学生通过观察思考逐步学习语法结构。以旧知识带动新语法的学习。在有相关知识铺垫的后,才能更好地引出新知识。如:在活动中,教师通过回顾定语(单词)的概念,引入到定语从句(句子)的新知识。

教师:What are these red words?

学生:They are adjectives.

教师:We use adjectives to be ... We use adjectives to do what?

学生:定语(中文)

教师:Yes. Attributive,定语。(写板书)So when attributive words are not enough, what can we do? We can use ...

学生: Sentences!

教师: Yes, today our topic is “attributive sentence”。 We call it “attributive clause”。 定语从句。

同样,在引导学生观察定语从句基本结构“人+who+sentence”的过程中(活动五),教师也是通过有效提问,层层铺垫,帮助学生观察归纳语法。

综合实践引领学生领悟语法运用

为了让学生更积极主动地参与到语言实践运用中,设计了多种真实丰富的语言实践。所选择的人物或是古今中外著名人物或者周围师生,都是贴近学生生活,且符合八年级学生认知水平,能最大限度激活学生的交流动力。在活动中先是请学生点名道姓自己最喜欢的教师或者学生,随后任务难度升级,进行小组内有意义地讨论交流后,以对话方式报告最喜欢哪一类教师或者哪一类学生。

3. 小结

课标中许多理念都为如我们一线教师广为推崇,在实际工作中需要不断实践和摸索。课标中所说“在实际运用中体会和领悟语言形式的表意功能”,是本节课的备课之初的理念指引,在语境中体会语法的功能,在语境中领悟语法的结构,让学生成为学习的主体,主动学习语法。

参考文献

[1] Hammer,J. How to teach English [M]. Beijing: Foreign Language Teaching and Research Press, 2000.

[2] Ur, P. Grammar Practice Activities: A practical guide for teachers[M]. Beijing: Foreign Language Teaching and Research Press, 2009.

定语从句教案【第三篇】

关键词: 英语专业四级考试 词汇语法 试题解析 备考策略

一、引言

英语专业四级考试(TEM-4)是全国高等院校英语专业基础阶段的考试,是高等学校外语专业教学指导委员会主持实施的全国性考试。

根据《高校英语专业四级考试大纲》,TEM-4考试涵盖六大部分:听写、听力理解、完形填空、语法与词汇、阅读理解和写作。虽然委员会在2004年对考试大纲作了修订,但在词汇和语法方面没有做出太大改变。词汇和语法共30题(原则上语法15题,词汇15题),总分15分,考试时间为15分钟。语法考点主要包括名词、限定词、代词、从句及其他;词汇量要求5500~6000词,重点考查异形近义词、异形异义词、近形异义词各种词的搭配及习惯表达,多项选择是主要的考查形式,即在所给的四个选项中选择一个正确答案。这就要求出题者应注意每一选择题只能给予一个正确答案。然而,近年来英语专业四级考题,尤其是词汇语法部分的考题多受诟病,原因在于多次出现一道题有两个正确答案的现象。从2008年开始,笔者发现词汇语法出题的方式开始发生变化,题目不再是选择一个答案填入题干以完成句子,而是将题干改为一个完整的句子,在选项中直接考查该句子的语法知识点。这种出题方式在一定程度上降低了争议题目的出现,不失为高明之举,但是随之产生了一些新的问题。下面,笔者将详细解析自2008年开始到2013年的新出题方式下的考题,希望借此寻找到更有效的备考策略。

二、实例分析

of the following is INCORRECT? (2008-57)

A. All his lectures were boring.

C. Her few friends are all fond of dancing.

B. Half his money was gone.

D. He invited many his friends to the party.

解析:答案为D。考查多个限定词一起使用时的排序问题。限定词分为前、中、后,前位:all, both, half; double, twice, one-third等;中位:a, an, the; this, that, these, my, you, his, no等;后位:one, two, three, first, another, last, next, other等。前位限定词之间和中位限定词之间相互排斥,也就是说,一个名词短语中只可用一个前位限定词和一个中位限定词;后位限定词不互相排斥,如:All the other three black pens belong to me.在本句中,all是前位限定词,the是中位限定词,均只有一个,但是后位限定词有两个:other和three。在本题最后一个选项中,his是中位限定词,many是后位限定词,所以出现了搭配错误。

注:such既可是前位限定词又可是后位限定词,如:such a...; no such。

does “He wisely refused to spend his money” mean? (2008-59)

A. It was wise of him to refuse to spend his money.

B. He refused to spend his money in a wise manner.

C. He was short of money and didn’t want to buy anything.

D. He refused, in a wise manner, to spend his money.

解析:答案为A。考查对副词位置和含义的理解。副词分程度副词、频度副词、方式副词、时间副词、地点副词和评注性副词。程度副词一般放在被修饰的动词、形容词或副词前面,如:I am very happy to be with you. He speaks English pretty well. 频度副词通常放在行为动词前,如:I often see her walk in the park.方式副词一般放在动词后,如:The girl danced beautifully.时间副词一般放在句首或句尾。地点副词一般放在句尾,有时也可在句首。评注性副词一般位于句首,有时也位于句中或句尾,如:Rightly, he refused her offer. 句首,修饰整个句子和主语。He wisely took his friend’s advice.句中,修饰句子和主语。We could see the distant hills clearly. 句尾,修饰谓语动词。在四个选项中,B和D选项结构虽然有差异,但意思是一样的,表示“他聪明地拒绝了用自己的钱”,强调拒绝的方式,那么wisely就可被理解成只修饰谓语动词。只有A选项与原句意义接近,因为原句中的wisely修饰的是整个句子和主语,表示It is wise of him to do...。

of the following sentences expresses “probability”? (2008-65)

A. You must leave immediately.

B. You must be feeling rather tired.

C. You must be here by eight o’clock.

D. You must complete the reading assignment on time.

解析:答案为B。考查情态动词must的用法。情态动词must的常见用法有:(1)当句子主语是说话人本人时,表示说话人的主观看法或愿望,如:I must go to the hospital to visit the patient.我得到医院去看望病人。We must finish the task today.我们今天得完成这项工作。(2)当句子主语不是说话人本人时,表示命令“必须”(肯定句)、“不许”(否定句),如:You must come home before eight o’clock. Cars mustn’t be parked in front of the door. (3)用于肯定句,表示“揣测”,如:You must be a businessman.你肯定是生意人。(must+状态动词,对现在情况表示揣测)Look, she must be crying over there.快看,她肯定在那儿哭。(must+be+行为动词现在分词,对现在正在发生的情况表示揣测)It must have rained last night, for the ground is wet.昨天晚上肯定下雨了,因为地面是湿的。(must+have+过去分词,对过去所发生的情况表示揣测)。

4.“It seems that she was there at the conference.”,the sentence means that ?摇 ?摇(2009-62)

A. she seems to be there at the conference.

B. she seemed to be there at the conference.

C. she seems to have been there at the conference.

D. she seemed to being there at the conference.

解析:答案为C。考查副词的用法。题干中的“it seems that...”用的是一般现在时,表示在说话的这个时候“看来似乎/好像是”;that从句中用的是一般过去时,表示“她出席会议”是过去的事件,整句话表示现在做出对过去某事的判断。四个选项中,B/D时态不对;A没有表示“过去”的语法手段,也不对。只有C语义与题干中的句子完全一致,选项中的不定式用了完成体,表示过去时间。

“How much do you think he earns?”,how much is ?摇 ?摇 of the sentence.(2009-64)

A. the subject B. the adverbial

C. the object D. the complement

解析:答案为C。考查句子成分间的关系。在这个句子中,主语是you,谓语是think,how much he earns是think的宾语从句。在该从句中,he是主语,earns是谓语动词,引导词how much作earns的宾语。

6.“The man preparing the documents is the firm’s lawyer” has all the following possible meanings EXCEPT ?摇 ?摇(2009-65)

A. the man who has prepared the documents...

B. the man who has been preparing the documents...

C. the man who is preparing the documents...

D. the man who will prepare the documents...

解析:答案为D。考查现在分词作定语的用法。现在分词作定语一般表示“主动”和“进行”。四个选项都是主动语态:B(现在完成进行时)和C(现在进行时)是进行体,无疑是现在分词定语的含义。A是现在完成时,有“过去的动作但对现在有影响”之义,也是现在分词定语的含义。只有D是一般将来时,与现在分词的含义不一致。如果要把D改为非谓语形式的定语,就应该用不定式。

of the following italicized phrases indicates CAUSE? (2010-51)

A. Why don’t you do it for the sake of your friends?

B. I wish I could write as well as you.

C. For all his efforts, he didn’t get an A.

D. Her eyes were red from excessive reading.

解析:答案为D。A表示“为了”目的;B表示“和……一样”比较;C表示“尽管”让步。

of the following sentences is INCORRECT? (2010-56)

A. They each have two tickets.

B. They cost twenty yuan each.

C. Each they have bought the same book.

D. They were given two magazines each.

解析:答案为C。Each作同位语时,只能放在被修饰的代词后面。

the sentence “It’s no use waiting for her”, the italicized phrase is ?摇 ?摇 (2010-61)

A. the object B. an adverbial

C. a complement D. the subject

解析:答案为D。这是动名词后置的句型,真正的主语在后面。

of the following sentences is INCORRECT? (2010-62)

A. All his lectures are very interesting.

B. Half their savings were gone.

C. Many his friends came to the party.

D. Both his sisters are nurses.

解析:答案为C。此题与2008年第57题雷同。考查限定词,his是中位限定词,many是后位限定词,所以出现了搭配错误。

of the following sentences has an object complement? (2010-63)

A. The directors appointed John manager.

B. I gave Mary a Christmas present.

C. You have done Peter a favour.

D. She is teaching children English.

解析:选A。B、C、D三句动词后面都是双宾语结构,A是宾语加宾语补语的结构。注区别:宾语和宾补之间有主补(主系表)关系,双宾语没有。

of the following words can NOT be used to complete “We’ve seen the film ?摇 ?摇”? (2010-64)

A. before B. recently C. lately D. yet

解析:答案为D。该句是肯定句,而yet是与否定或疑问句连用的。

of the following sentences is a COMMAND? (2011-52)

A. Beg your pardon. B. Have a good time.

C. Never do that again! D. What noise you are making!

解析:答案为C。考查常用口语的交际功能。A是“请求”,B是“祝愿”,D是“抱怨”,C是“命令”。

of the following italicized phrases indicates purpose? (2011-53)

A. She said it for fun, but others took her seriously.

B. For all its effort, the team didn’t win the match.

C. Linda has worked for the firm for twenty years.

D. He set out for Beijing yesterday.

解析:答案为A。考查介词短语的含义。B表示“尽管”让步,C表示持续的时间,D表示目的方向。

phrases like freezing cold, burning hot, or soaking wet, the -ING participle is used (2011-55)

A. as a command. B. as a condition.

C. for concession. D. for emphasis.

解析:答案为D。本题考查现在分词作定语的用法。

of the following italicized phrases is INCORRECT? (2011-56)

A. The city is now ten times its original size.

B. I wish I had two times his strength.

C. The seller asked for double the usual price.

D. They come here four times every year.

解析:答案为B。本题考查倍数表达法。在英语中,两倍的表达是twice,三倍以上才是three, four, five times。

AB两事物的比较,有两种句型:

1.主系表结构:

(1)A is N times +adj.比较级 than B

This room is twice bigger than that one.

(2)A is N times as +adj. 原级 as B

This room is twice as big as that one.

(3)A is N times the +n. (adj.相对应的,如 size, length, etc) of B

->A is N times B’s +n.

This room is twice the size of that one.

2.主谓宾结构:

(1)主语+ 谓语(及物动词)+N times+as much/many +宾语(可数名词复数或不可数名词) (+状语)as +比较对象

It discharges three times as much water as the St. Lawrnce.

它流出的水量有圣劳伦斯河的三倍那么多。

An SUV will release twice as much carbon dioxide a day as an ordinary car.

一辆SUV一天的二氧化碳排放量是普通汽车的两倍。

(2)主语+ 谓语(及物动词)+N times +more+宾语(可数名词复数或不可数名词) (+状语) than +比较对象

The government plans to build three times more buildings this year than last year.

of the following italicized parts is used as an object? (2011-58)

A. What do you think has happened to her?

B. Who do you think the visiting professor is?

C. How much do you think he earns every month?

D. How quickly would you say he would come?

解析:答案为C。此题与2009年第64题雷同。A作主语,B作表语,D作状语。

of the following italicized parts is a subject clause (主语从句)? (2011-60)

are quite certain that we will get there in time.

has to face the fact that there will be no pay rise this year.

said that she had seen the man earlier that morning.

is sheer luck that the miners are still alive after ten days.

解析:答案为D。考查名词从句用法,D项中It作形式主语,that引导的从句作真正的主语。A为形容词宾语从句,B为同位语从句,C为动词宾语从句。

the sentence “The manager interviewed Jim himself in the morning”, the italicized word is used to modify (2011-62)

A. the object. B. the verb.

C. the subject. D. the prepositional phrase.

解析:答案C。本题考查反身代词(Reflexive Form)的用法。根据语境判断题干中的himself为强调主语manager,意为“经理亲自”。反身代词作同位语属于强调性用法,这时反身代词要重读;如果反身代词是强调主语,则其位置比较灵活。例如:The manager himself will interview Lucy. The manager will interview Lucy himself.当反身代词不是强调主语,而是强调句子其他成分时,其位置只能直接跟在被强调的成分之后。例如:I spoke to the president himself. I like the diamond itself but not the setting. 用反身代词作同位语,要注意避免某些歧义现象。例如:Mrs Smith will go and see Nancy herself. ? He spoke to the president himself.

三、结语

作为英语专业基础阶段测试英语水平的权威考试,英语专业四级考试中所体现的命题规律,对英语专业低年级学生的学习教学具有以下指导意义:

1.纵观近几年的考题可以发现,某些语法项目考题有一定的重复率,鉴于此,在每一章节语法知识讲完后,除了整体回顾本章节的语法知识、通过课后习题进行练习外,还可以用真题进行考查,帮助学生分析、梳理历年真题中对本章节内容进行考查的方式,熟悉语法规则,明晰语法概念,以此检验对内容掌握的牢固程度。

2.近几年英语专业四级考试逐渐加大了对语法术语的考查力度,同时考查的语法项目范围不断加大,不再局限于所谓的重点项目,而是涉及一些非常基础的如限定词的使用等。因此,在教学实践中,教师应强调语法术语的识记,提高学生的重视程度,熟练掌握常考语法术语。同时,除了在教学中侧重常考必备语法知识要点外,还要加强对语法书中例句的熟悉,因为选项往往是对书中例句的改写。英语专业四级测试的不仅仅是学生是否掌握了语法规则,更要让学生掌握语法规则以后能够运用这些规则指导语言实践活动,从而真正提高学生的语言使用技能。

3.英语专业基础阶段的词汇教学应受到更多的关注,特别是在低年级的综合英语教学中。英国语言学家威尔金斯(D. Wilkins)说:“没有语法,人们可以表达的事物寥寥无几;而没有词汇,人们则无法表达任何事物。”但英语词汇的数量(超过 200 万个,并以每年至少 850个新词速度增加)和丰富度(世界上现存的5000多种语言中词汇最丰富的语言之一)往往让人望词生畏,在传统的学习模式中,学生和教师都仅仅重视词汇的汉语意义和搭配,从对专业四级考试中词汇测试内容及其比重的数据分析可以看出,不同词类的词汇、同一词汇的不同意义词的构成等应成为词汇学习和教学的重点。

英语专业四级一直在英语专业学生心目中占有很高的位置,特别是有很多高校把英语专业四级的成绩直接与能否毕业挂钩,因此很多英语专业学生把顺利通过专四定为进入大学后英语学习的第一个目标。教师在具体教学实践中,既要帮助学生掌握语法规则,又要帮助学生学会运用规则指导语言实践活动,切实有效地促进学生英语综合应用能力的全面提高,这样才能培养出合格的高级应用型英语人才。

参考文献:

[1]Crowther, J., Dignen,S.& Lea, D. Oxford Collocations Dictionary for Students of English [M].北京:外语教学与研究出版社,2003.

[2] Della Summers, D. Longman Dictionary of English Language &.Culture (English-Chinese) [M]. 北京:商务印书馆,2005.

[3]Hornby, Oxford Advanced Learner’s English-Chinese Dictionary [M]. Sixth Edition.北京:商务印书馆,2004.

[4]Longman Group UK Limited.(1997) Longman Dictionary of Contemporary English [M].New Edition.北京:外语教学与研究出版社,1995.

[5]葛传,陆谷孙,薛诗琦等。新英汉词典[M].增补本。上海译文出版社,1985.

[6]李在铭。现代英语惯用法词典[M].北京:现代出版社,1995.

[7]陆谷孙。英汉大词典[M].缩印本。 上海译文出版社,2007.

定语从句教案【第四篇】

若only不在句首或虽在句首但不修饰状语,而修饰主语,则用正常语序。如:

Only by working hard can one succeed.(部分倒装语序)

Only I can go there.(正常语序)

例1 Only when I left my parents for Italy _________ how much I loved them.

A. I realized B. I had realized

C. had I realized D. did I realize

解析:only 修饰when引导的时间状语从句,且位于句首,主句的主、谓语要用部分倒装。根据left可判断出是过去时间,因此答案为D。

二、含否定意义或否定形式的词或词组放在句首时,要用部分倒装

常用的这类词或词组有:seldom,little,few,hardly,never,rarely,scarcely,not a bit,not until,hardly...when,no sooner...than,at no time,by no means,in no case,on no condition等。如:

Little did I know that she had already left.

例2 ―It’s nice. Never before _________ such a special drink.

―I’m glad you like it.

had had B. I had

C. have I had D. had I

解析:否定词never位于句首时,句子要用部分倒装,因此答案为C。

例3 I’ve tried hard to improve my English,but by no means _________ with my progress.

A. the teacher is not satisfied

B. is the teacher not satisfied

C. the teacher is satisfied

D. is the teacher satisfied

解析:but连接两个并列分句,by no means意为“决不”,位于第二个分句的句首,句子要用部分倒装,因此答案为D。

例4 ―Did Linda see the traffic accident?

―No,no sooner _________ than it happened.

A. had she gone B. she had gone

C. has she gone D. she has gone

解析:no sooner... than意为“一……就”,no sooner所在的主句常用过去完成时,than引导的从句常用一般过去时,因此答案为A。

例5 Not until the motorbike looked almost new _________ repairing and cleaning it.

A. he stopped B. did he stop

C. stopped he D. he did stop

解析:not until位于句首时,主句部分的主谓要进行部分倒装,因此答案为B。

三、so/such...that结构中的so或such连同其修饰的成分一起位于句首时,主句要用部分倒装

例6 _________ that Marie was able to set up new branches everywhere.

A. So successful her business was

B. So successful was her business

C. So her business was successful

D. So was her successful business

解析:根据选项可知是so...that结构,且so位于句首,要用部分倒装,因此答案为B。

例7 So sudden _________ that the enemy had no time to escape.

A. did the attack B. the attack did

C. was the attack D. the attack was

解析:在so/such...that中,若so/such放句首,则用部分倒装。此处attack为名词,因此答案为C。

例8 Such lovely weather _________ that we decided to spend the day on the beach.

A. it is B. is it C. it was D. was it

解析:在 such...that句型中,such位于句首时,主句要用部分倒装,因此答案为D。

四、表示前面所说的情况也适合于后者时,so/neither/nor结构用部分倒装,即“so/neither /nor+助动词/系动词/情态动词+主语”(so表示肯定,neither/nor表示否定)

例9 ―My room gets cold at night.

―_________.

A. So is mine B. So mine is

C. So does mine D. So mine does

解析:此句考查部分倒装,答案为C。

例10 Bill wasn’t happy about the delay of the report by Jason,and _________.

A. I was neither B. neither was I

C. I was either D. either was I

解析:“neither+was +主语”为否定意义,表示所说的情况也适用于某人。句意为“比尔对詹森迟交报告不高兴,我也不高兴”。 答案为B。

五、as / though 引导的让步状语从句要用部分倒装

as / though引导的让步状语从句必须将表语、状语(形容词、副词、分词等)提前,构成“形容词/副词/名词/动词/分词等+as/ though+主语+谓语的其他部分”。

例11 Try _________ she might,Sue couldn’t get the door open.

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

解析:as引导的让步状语从句,从句要用部分倒装,即把句中的谓语动词try置于句首,因此答案为D。

例12 _________ as she is,she is quite courageous.

A. A woman B. Woman

C. Women D. The woman

解析:在as引导的让步状语从句中,若表语为可数单数名词,则名词前不加冠词,因此答案为B。

六、在省略if的非真实条件句中,were /had/should 放在句首的形式就是部分倒装

在“were/ had/ should+主语+其他部分”结构中,只有在were/ had/ should这三个词提前放在句首时,句子才用部分倒装。

例13 _________ fired,your health care and other benefits would not be cut off.

A. Would you be B. Should you be

C. Could you be D. Might you be

解析:此句是表示将来的虚拟语气。句意为“万一你被解雇,你的医疗护理与其他福利也不会被停掉”。此条件句可还原为“If you should be fired”,句中省略了if,要把should提前。答案为B。

例14 _________ for the free tickets,I would not have gone to the films so often.

A. If it is not B. Were it not

C. Had it not been D. If they were not

解析:此句为表示过去时间的非真实条件句,即主句用would have done,从句用had (not)done/been结构。从句可还原为“If it had not been for the free tickets”,句中省略了if,把had 提前,用部分倒装。答案为C。

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