高中英語狀語從句的定義與功能

1、.狀語從句的定義與功能：在復合句中擔任狀語成分的從句稱為狀語從句，修飾主句的謂語動詞，形容詞或副詞。狀語從句的位置:狀語從句同狀語一樣,在句中的位置比較靈敏, 可置于句首,句未,或句中.狀語從句位于句首時,常用逗號分開, 狀語從句位于句尾時,其前一般不用逗號狀語從句的分類：根據(jù)意義和用處的不同，狀語從句可分為： 1. 時間 2. 原因3. 地點 4. 目的5. 方式6. 條件7. 結果8. 讓步 9. 比較狀語從句條件狀語從句 引導條件狀語從句的連詞有：if, unless, so/as long as只要，in case 假如，萬一，if only 要是，只要，provided/provin

2、g that 假設， on condition that 只要， suppose/supposingthat假定，assuming that ,once Ill go there _ he invites me. _ I forget, please remind me about it. 假使我忘了， 請?zhí)嵝盐?Take an umbrella with you_it rains. 帶把傘吧， 萬一下雨 _ he has a chance, he will do great things.只要他有時機，他就能干大事 Suppose/Supposingthat he cant come, wh

3、o will do the work? Providing/Providedthat there is no opposition, we shall hold the meeting here.【重點提示】同時間狀語從句一樣，條件狀語從句假如表示將來時間， 要用一般如今時代替將來時。 in case 如位于句首，意思是“假設，位于句中和句尾，意思是“萬一V方式狀語從句引導方式狀語從句的連詞有：as正如-, as if/though仿佛,好象，just as-so 像-那樣 Please do_ I do. The child talks _ he_ a man. be It looks_ i

4、t_ / _ going to rain. be Just_ water is to fish, so air is to man.空氣對于人，就像水對于魚一樣。 Just_you hate Mr.Green, so I dislike his wife.正如你不喜歡格林一樣，我也不喜歡他妻子。【重點提示】 as if/as though 引導的方式狀語從句一般用虛擬語氣， 但假如從句中所陳述的情況很可能實現(xiàn)，也可用陳述語氣。1. -The experiment is of particular importance. -I see. We will carry on with it _ we

5、 can get enough money.a. until b. unless c. whether d. however2. I wont give you any help _ you tell me the truth. Its none of my business.a. Unless b. since c. if d. even if3. -Can I join you in the game? -Sorry, not_ you have finished your homework.a. if b. since c. unless d. that4. -Do you think

6、we can get there on time? -Yes,_ the truck doesnt break down.a. even if b. unless c. until d. so long as5. We wont give up _ we should fail ten times.a. even if b. since c. whether d. until6. .-Id like to invite you to my new house next weekend.-Thank you, but _ Ill have time I am not sure at the mo

7、ment.a. when b. as c. in case d. unless7. .I dont think I will need any money but I will bring some_.a. at last b. in case c. once again d . in time8. The WTO cant live up to its name _it does not include a country that is home to one fifth of mankind. A. as long as B. while C. if D. even though 9.

8、The men will have to wait all day _the doctor works faster.A. if B. unless C. whether D. that 10. John may phone tonight. I dont want to go out _he phones. A. as long as B. in order that C. in case D. so that 讓步狀語從句引導讓步狀語從句的連詞有：though, although, even if/though即使，however不管怎樣，whatever 無論什么，wherever, n

9、o matter whohow, when, where-, while盡管，if雖然，when 雖然 whether-or not 不管是-還是- , as _ it was only 9 oclock, there were few people in the street. _ he has failed many times, he doesnt give up trying. _ its hard work, I enjoy it. _ late it wasNo matter how late it was, he went out. _ you do, do it well. Y

10、ou cant come in, _ you are. 老師范讀的是閱讀教學中不可缺少的部分，我常采用范讀，讓幼兒學習、模擬。如領讀，我讀一句，讓幼兒讀一句，邊讀邊記；第二通讀，我大聲讀，我大聲讀，幼兒小聲讀，邊學邊仿；第三賞讀，我借用錄好配朗讀磁帶，一邊放錄音，一邊幼兒反復傾聽，在反復傾聽中體驗、品味。I am going _ it is raining or not.= No matter whether it- _ I like the colour of the hat, I do not like the shape of it.【重點提示】 though 和although 的區(qū)別

11、：有時候可以換用，但有區(qū)別： although 一般位于句首，though 而位于句首或句未。 though 與even , as 連用，構成even though, as though 短語，而although不可以。 though 可以放在句未， 作副詞，“然而，但是 ，但是although 不可以。 though 還可以用在表示讓步的倒裝構造中，表示“盡管， 而although 不可以。Child though/as he is, he know a lot.Tired though/as he was, he went on working.1. Hard _ he works , h

12、e makes little progress.2. _ it is good or bad , I will buy it .3.It is a good story , _ or not , it is true .4. _ I am unhappy , my friends will cheer me up .5._ it was raining, they still worked in the fields.6. _ there were only five soldiers left at the front, they went on fighting.7. Young _ sh

13、e is , she knows quite a lot.8. It was a nice meal, _a little expensive.9. _ volleyball is her main focus, shes also great at basketball.“教書先生恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學堂，“教書先生那一行當怎么說也算是讓國人景仰甚或敬畏的一種社會職業(yè)。只是更早的“先生概念并非源于教書，最初出現(xiàn)的“先生一詞也并非有傳授知識那般的含義。?孟子?中的“先生何為出此言也？；?論語?中的“有酒食，先生饌；?國策?中的“先生坐，何至于此？等等，均

14、指“先生為父兄或有學問、有德行的長輩。其實?國策?中本身就有“先生長者，有德之稱的說法。可見“先生之原意非真正的“老師之意，倒是與當今“先生的稱呼更接近?？磥恚跋壬春x在于禮貌和尊稱，并非具學問者的專稱。稱“老師為“先生的記載，首見于?禮記?曲禮?，有“從于先生，不越禮而與人言，其中之“先生意為“年長、資深之傳授知識者，與老師、老師之意根本一致。10. _ regular exercise is very important, its never a good idea to exercise too close to bedtime.11. I will not attend his

15、 party _ invited .與當今“老師一稱最接近的“老師概念，最早也要追溯至宋元時期。金代元好問?示侄孫伯安?詩云：“伯安入小學，穎悟非凡貌，屬句有夙性，說字驚老師。于是看，宋元時期小學老師被稱為“老師有案可稽。清代稱主考官也為“老師，而一般學堂里的先生那么稱為“老師或“教習?？梢?，“老師一說是比較晚的事了。如今體會，“老師的含義比之“老師一說，具有資歷和學識程度上較低一些的差異。辛亥革命后，老師與其他官員一樣依法令任命，故又稱“老師為“教員。12. _serious a problem you may have, you should gather your courage to

16、face the challenge. _ a serious problem you may have , you should gather your courage to face the challenge.我國古代的讀書人,從上學之日起,就日誦不輟,一般在幾年內(nèi)就能識記幾千個漢字,熟記幾百篇文章,寫出的詩文也是字斟句酌,瑯瑯上口,成為滿腹經(jīng)綸的文人。為什么在現(xiàn)代化教學的今天,我們念了十幾年書的高中畢業(yè)生甚至大學生,竟提起作文就頭疼,寫不出像樣的文章呢?呂叔湘先生早在1978年就鋒利地提出:“中小學語文教學效果差,中學語文畢業(yè)生語文程度低,十幾年上課總時數(shù)是9160課時,語文是2749

17、課時,恰好是30%,十年的時間,二千七百多課時,用來學本國語文,卻是大多數(shù)不過關,豈非咄咄怪事!尋根究底,其主要原因就是腹中無物。特別是寫議論文,初中程度以上的學生都知道議論文的“三要素是論點、論據(jù)、論證,也通曉議論文的根本構造:提出問題分析問題解決問題,但真正動起筆來就犯難了。知道“是這樣,就是講不出“為什么。根本原因還是無“米下“鍋。于是便翻開作文集錦之類的書大段抄起來,抄人家的名言警句,抄人家的事例,不參考作文書就很難寫出像樣的文章。所以,詞匯貧乏、內(nèi)容空洞、千篇一律便成了中學生作文的通病。要解決這個問題,不能單在布局謀篇等寫作技方面下功夫,必須認識到“死記硬背的重要性,讓學生積累足夠的“米。短文改錯I have a good friend names Liu Mei. She is our monitor and one of the excellent student in our class. Clever as she is, but she works very hard. We have a lot in common or have a lot to talk about. She was doing her homework one