江西省吉安市峽江中學(xué) 蘇祥語

漫談與分析英語的辨句

江西省吉安市峽江中學(xué) 蘇祥語

引導(dǎo)學(xué)生在練習(xí)與閱讀理解中辨別理解句式，學(xué)會理性分析，并在此基礎(chǔ)之上將這些句式加以利用，舉一反三。

定語從句 狀語從句 名詞性從句

高中英語教育要為將來學(xué)生更深入地學(xué)習(xí)英語知識、提升語言能力打下十分重要的基礎(chǔ)。有了寬廣深厚的基礎(chǔ)，才能培養(yǎng)學(xué)生綜合運用語言的能力，才能造就金字塔塔尖的輝煌。

在深入學(xué)習(xí)英語知識的高中階段，我們接觸了多種復(fù)雜而重要的句型，譬如定語從句，名詞性從句，強調(diào)句，狀語從句等。隨著學(xué)習(xí)的深入，句型逐漸繁瑣，在這種情形下，要想使語言能力提升，學(xué)會分析句子是不可或缺的一點。只有這樣,我們才能在習(xí)題練習(xí)中明辨“枝葉”，透過表象索本質(zhì)；只有這樣，我們才能在對教材的學(xué)習(xí)剖析中做到深刻理解，在此基礎(chǔ)之上，我們才能在閱讀與理解中精準掌握相關(guān)信息；也只有這樣，我們才能在作文中寫出準確高級且精美的句型。下面我們就一起看看習(xí)題、課本或?qū)懽髦谐Ｒ姷木涫桨伞?/p>

一、習(xí)題細思索，小心踩到設(shè)題陷阱

1.1 介詞to后一定要跟v-ing嗎？

例1.The theory they stuck to_____right.

A.proving B.proved C.was proved

分析:題中的to是介詞，they stuck to在句中作定語,修飾the letter。它還考察prove的用法。學(xué)生應(yīng)警惕。Prove sth.to sb.向某人證明什么；sb./sth.proves(to be)...類似于sb./sth.turns out(to be)...某人或某物被證實怎么樣或是什么，這是一種系表結(jié)構(gòu)，需熟練掌握。故此題選B。

1.2 撥開枝葉找主干

例2.Many experts stick to the view_____teacher development is_____the key to quality education lies.

A.which;where B.which;in which C.that;where D.that;in which

分析:這道題目句子較長，句型結(jié)構(gòu)也較復(fù)雜，怎么辦呢？讀懂句意，再抽絲撥繭找主干，其他成分便一目了然。先看：許多專家堅持這個觀點——教師的發(fā)展進步是素質(zhì)教育的關(guān)鍵所在。對于具體的view的闡述已經(jīng)完整，因此，空1是由that引導(dǎo)的同位語從句；接著分析從句本身。顯然這是一個表語從句，應(yīng)由誰引導(dǎo)呢？the key to quality education lies in some place?？磥?，應(yīng)填where。學(xué)著分析 The place_____the bridge is supposed to be built should be_____the cross-river traffic is the heaviest.A.which;where B.at which;which C.at which;where D.which;in which能得出答案C嗎？

1.3 句子還是結(jié)構(gòu)？擦亮眼睛

例 3．Not far from the school there was a garden,____owner seated in it playing chess

A.whose B.it’s C.the D.its

分析：這道題目學(xué)生易誤選A，把后面這部分當成是whose引導(dǎo)的非限制性定語從句。請注意seated,它表示“坐著的”狀態(tài)。主語+分詞，這不正是獨立主格結(jié)構(gòu)的一種形式嗎？試比較：

Not far from the school there was a garden,(with)its owner seated in it playing chess.

Not far from the school there was a garden,whose owner was seated there playing chess.

1.4 跟地方有關(guān)，一定用where嗎？

例4 A modern city has been set up in____was a wasteland ten years ago.

A.What B.Where C.ThatD.Which

分析：一個現(xiàn)代化的城市已經(jīng)被建立起來在……，在哪里呢？介詞in后面應(yīng)是一個賓語從句。又因為該從句缺主語，在此，我們用what。試比較：

A modern city has been set up where there was a wasteland ten years ago.

A modern city has been set up in the place which was a wasteland ten years ago.

二、課文美句用心賞析，必大有裨益

例1 Then came the disturbing news that Dolly had become seriously ill.(選修 8)

簡潔而精彩的句子.then came the disturbing news是由then引導(dǎo)的一個全倒裝句。

同時that又引導(dǎo)同位語從句，具體解釋the news的內(nèi)容。

例2 Of the first Spanish to go to California,the majority were religious men,whose ministry was to teach the Catholic religion to the natives.(選修 8)

看看我們的重新排句和斷句吧：The majority of the first Spanish to go to California/were religious men,whose ministry was to teach the Catholic religion to the natives.whose引導(dǎo)了一個非限制性定語從句。

例 3 Not that Charlie’s own life was easy.(必修 4)

此句形易而意難。that含義是“倒不是，并不是說”。在這里，句序也可以如此調(diào)換：Charlie’s own life was not that easy.

例4 Where the reef ended,there was a steep drop to the sandy ocean floor.(選修 7)

此句中,where引導(dǎo)一個讓步狀語從句,意為“在……地方，……的地方”。

三、寫作中，恰如其分化簡為繁,可使文章化腐朽為神奇。

下列例句中的第一句是許多學(xué)生意識中的表達，我們將其做了一定的“打磨”，大家看看效果吧。

例1 Our school is holding an English Culture Festival.Its theme is “harmonious school”.

可試著用被動，with或非限制性定語從句。

An English Culture Festival is being held in our school with its theme “harmonious school”.

An English Culture Festival is being held in our school,whose theme is “harmonious school”.

例2 I thought of an idea.It was to ask the teacher for help.

An idea occurred to me that I could ask the teacher for help.that引導(dǎo)了同位語從句。

例 3 What you said didn’t hurt her.But the way you spoke hurt her.

It was the way you spoke that hurt her rather than what you said兩個簡單句合二為一，改成了it is...that強調(diào)句，豐富了句型，而且突出了要點。

例4 We told him many times,but he still made the same mistakes.用非謂語動詞試試：

（Though） Having been told many times,he still made the same mistakes.

例5 The factory is on south bank of the river.可嘗試用倒裝：On south bank of the river stands the factory.或以上是針對學(xué)生平時學(xué)習(xí)理解中的難點和易錯點作了簡易分析。多看，多讀，多想，你也能對各種紛繁的句型句式掌握得游刃有余；更能讓他們?yōu)槟闼?，增強你的閱讀，豐富你的口語，點亮你的文才，如此一來，豈不美載？

[1]金鶯、宋桂月.高中英語課程標準教師讀本[M].武漢：華中師范大學(xué)出版社.

[2]劉道義.普通高中課程標準實驗教科書——英語選修[M].北京：人民教育出版社.