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【摘要】 本文探讨了当前高中学生在英语语法学习过程中的困惑,提出了相应的教学方法,以提高学生学习英语语法的有效性。
【关键词】 语法对比
一、 引言
学生学习了一些语法规则后,在一段时间内就会产生"越学越糊涂"的困惑。针对这种现象,教师应组织学生将所学的语法知识进行梳理,引导学生对类似的语法现象进行观察、分析和对比,启发他们找出关键点,最终发现其差异点。
学生在高一时学习了that引导的定语从句,最近我们又正在学习名词性从句中的同位语从句,学生对that引导的从句究竟是定语从句还是同位语从句深感迷惑,于是我在黑板上写了这样两个句子:
1、The news that he told me is true.
2、The news that our team won the game is true.
要求学生仔细观察分析,对比that引导的两个从句he told me和our team won the game。提示他们分析that在两个从句中的语法功能。通过引导,学生终于发现例1中引导句that作动词told宾语,说明是关系代词,而例2中引导that不作任何成分,说明此时that只是个连接词,无任何意义。至此结论就出来了,例1中that引导了一个定语从句,对news进行修饰限制,例2中that引导一个同位语从句,that从句是对news内容的具体说明。
经过一番对比研究,学生们自己就得出结论:定语从句是对前面名词或代词进行修饰、限制,引导词在句中作一定的成分;而同位语从句是对前面名词或代词的内容作进一步的解释、说明,引导词只起引导作用,不在句中作任何成分,一般不能省略。
趁热打铁,我给学生写出相关定语从句和同位语从句的高考真题。
①(2011,天津)Modern science has given clear evidence smoking can lead to many diseases.
A、what B、which C、that D、where (C,同位语从句)
②(2011,辽宁)When the news came the war broke out,he decided to serve in the army.
A、since B、which C、that D、because (C,同位语从句)
③(2011,山东)The old town has narrow streets and small houses are built close to each other.
A、they B、where C、what D、that (D,定语从句)
④(2010全国Ⅱ)I refuse to accept the blame for something was someone else's fault.
A、who B、that C、as D、what (B,定语从句)
⑤(2011南昌二中月考)A few years ago the belief became general orange juice and milk should never be drunk at the same meal.
A、which B、that C、and that D、what (B,同位语从句)
⑥(2010,重庆一诊)The senior three students in our school received word last week some excellent students had been admitted to Peking University without taking the exam.
A、that B、which C、how D、what (A,同位语从句)
⑦(2009,江西)The fact has worried many scientists the earth is becoming warmer and warmer these years.
A、what B、which C、that D、though (C,同位语从句)
通过以上练习题学生又发现同位语从句常放在fact,news,idea,truth,hope,problem,information,belief,thought,doubt等名词的后面,是对前面的名词作进一步的解释,说明前面名词的具体含义。
接我又出了这两个练习题,让学生判断哪个是同位语从句,哪个是定语从句。
1、The suggestion that students should learn something practical is worth considering.(同位语从句)
2、The suggestion that they are considering is that students should learn something practical.(定语从句)
无独有偶,在名词性从句中,what和that的用法又是学生遇到的一大难题,什么时候用what?何时用that?为什么?学生问题不断。同样,我又建议学生进行分析对比下面几个句子:
1、What you said disappointed me most.
2、That the 2008 Olympic Games will be held in Beijing is known to all.
3、Can you imagine what will happen next?
让学生自己说出对比分析后的观点和看法:
句1中what引导主语从句,同时在主语从句中作said宾语,是连接代词;句2中that引导主语从句,that本身无意义,只起引导作用不作任何成分;句3中what引导宾语从句,且在宾语从句中做主语。
由以上分析对比可得出结论,what在名词性从句中是个连接代词,引导从句,同时在从句中作主语或宾语,而that在名词性从句中只是一个连词,只引导从句,无语法功能。这样,在名词性从句中,what和that用法就一清二楚了。
参考文献
[1] 薄冰 《高级英语语法》 北京:高等教育出版社
[2] 张道真 《实用英语语法》北京:商务印书馆
[3] 章振邦 《新编英语语法》 上海:上海译文出版社
[4] 庄艳玲、魏岗 "淡化"还是"优化"―英语语法教学改革刍议 中小学外语教学
[5] 王逢鑫 《英语意念语法》北京:外文出版社
【关键词】 语法对比
一、 引言
学生学习了一些语法规则后,在一段时间内就会产生"越学越糊涂"的困惑。针对这种现象,教师应组织学生将所学的语法知识进行梳理,引导学生对类似的语法现象进行观察、分析和对比,启发他们找出关键点,最终发现其差异点。
学生在高一时学习了that引导的定语从句,最近我们又正在学习名词性从句中的同位语从句,学生对that引导的从句究竟是定语从句还是同位语从句深感迷惑,于是我在黑板上写了这样两个句子:
1、The news that he told me is true.
2、The news that our team won the game is true.
要求学生仔细观察分析,对比that引导的两个从句he told me和our team won the game。提示他们分析that在两个从句中的语法功能。通过引导,学生终于发现例1中引导句that作动词told宾语,说明是关系代词,而例2中引导that不作任何成分,说明此时that只是个连接词,无任何意义。至此结论就出来了,例1中that引导了一个定语从句,对news进行修饰限制,例2中that引导一个同位语从句,that从句是对news内容的具体说明。
经过一番对比研究,学生们自己就得出结论:定语从句是对前面名词或代词进行修饰、限制,引导词在句中作一定的成分;而同位语从句是对前面名词或代词的内容作进一步的解释、说明,引导词只起引导作用,不在句中作任何成分,一般不能省略。
趁热打铁,我给学生写出相关定语从句和同位语从句的高考真题。
①(2011,天津)Modern science has given clear evidence smoking can lead to many diseases.
A、what B、which C、that D、where (C,同位语从句)
②(2011,辽宁)When the news came the war broke out,he decided to serve in the army.
A、since B、which C、that D、because (C,同位语从句)
③(2011,山东)The old town has narrow streets and small houses are built close to each other.
A、they B、where C、what D、that (D,定语从句)
④(2010全国Ⅱ)I refuse to accept the blame for something was someone else's fault.
A、who B、that C、as D、what (B,定语从句)
⑤(2011南昌二中月考)A few years ago the belief became general orange juice and milk should never be drunk at the same meal.
A、which B、that C、and that D、what (B,同位语从句)
⑥(2010,重庆一诊)The senior three students in our school received word last week some excellent students had been admitted to Peking University without taking the exam.
A、that B、which C、how D、what (A,同位语从句)
⑦(2009,江西)The fact has worried many scientists the earth is becoming warmer and warmer these years.
A、what B、which C、that D、though (C,同位语从句)
通过以上练习题学生又发现同位语从句常放在fact,news,idea,truth,hope,problem,information,belief,thought,doubt等名词的后面,是对前面的名词作进一步的解释,说明前面名词的具体含义。
接我又出了这两个练习题,让学生判断哪个是同位语从句,哪个是定语从句。
1、The suggestion that students should learn something practical is worth considering.(同位语从句)
2、The suggestion that they are considering is that students should learn something practical.(定语从句)
无独有偶,在名词性从句中,what和that的用法又是学生遇到的一大难题,什么时候用what?何时用that?为什么?学生问题不断。同样,我又建议学生进行分析对比下面几个句子:
1、What you said disappointed me most.
2、That the 2008 Olympic Games will be held in Beijing is known to all.
3、Can you imagine what will happen next?
让学生自己说出对比分析后的观点和看法:
句1中what引导主语从句,同时在主语从句中作said宾语,是连接代词;句2中that引导主语从句,that本身无意义,只起引导作用不作任何成分;句3中what引导宾语从句,且在宾语从句中做主语。
由以上分析对比可得出结论,what在名词性从句中是个连接代词,引导从句,同时在从句中作主语或宾语,而that在名词性从句中只是一个连词,只引导从句,无语法功能。这样,在名词性从句中,what和that用法就一清二楚了。
参考文献
[1] 薄冰 《高级英语语法》 北京:高等教育出版社
[2] 张道真 《实用英语语法》北京:商务印书馆
[3] 章振邦 《新编英语语法》 上海:上海译文出版社
[4] 庄艳玲、魏岗 "淡化"还是"优化"―英语语法教学改革刍议 中小学外语教学
[5] 王逢鑫 《英语意念语法》北京:外文出版社