The Key Grammar of Senior One English —— Attributive Clause
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Basic concepts of attributive clauses
In complex sentences, clauses that modify nouns or pronouns are called attributive clauses.
The words that guide attributive clauses are called relative words.
A modified noun or pronoun is called a antecedent. Attributive clauses are usually placed after antecedents.
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Relative words of attributive clauses
The relative words that guide attributive clauses are relative pronouns and adverbs.
Common relative pronouns are that, which, who (objective who), as and so on.
Relative adverbs include where, when, why and so on. Relative pronouns and adverbs play the role of connecting antecedents and attributive clauses, and they are also important components of attributive clauses.
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Classification of attributive clauses
According to the relationship between attributive clauses and antecedents, attributive clauses can be divided into restrictive attributive clauses and non-restrictive attributive clauses.
1. The restrictive attributive clause follows the antecedent, the main clause and the clause are not separated by commas, and the clause cannot be omitted. For example:
Did the responsible person win? T don' such a thing.
No responsible person would do such a thing.
2. Non-restrictive attributive clauses are separated by commas between the main clause and the clause, which plays a supplementary role. If omitted, the meaning is still complete. For example:
This house is very beautiful, which we bought last month.
This house is very beautiful, which we bought last month.
Note: Relative pronouns cannot be used in non-restrictive attributive clauses.
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Usage of relative pronouns
1. Then
Can be used to refer to people and things. As the subject, object or predicative in the attributive clause, the object can be omitted. For example:
Mary likes soft music.
Mary likes light music. (that is the subject)
The coat I put on the table is blue.
The coat I put on the table is blue. (that is used as an object)
2. Which one
Used to refer to things, as subject, object or predicate in sentences, and the object can be omitted. For example:
The building near the railway station is a supermarket. The building near the railway station is a supermarket. (as subject)
The film we saw last night was wonderful.
The film we saw last night was very good. (as an object)
3. Who, who
Who, who is used to refer to people, who is used as subject and predicative, and who is used as object. In spoken English, who can sometimes replace who or be omitted, for example:
The girl who often helps me with my English is from England.
The girl who often helps me with my English is English. (who as the subject)
Who is Li Ming talking to? Who is the teacher?
Who is the teacher talking to Li Ming? (Who is the object)
4. Like
(1) When introducing restrictive attributive clauses, people or things similar to antecedents must be used in so/so ... as ... as usual ... as ... structure, for example:
The people he mentioned are honest.
The people he mentioned are honest.
Last term, our math teacher gave such a difficult question that none of us worked it out.
Last term, our math teacher worked out a math problem that none of us could solve.
This is the same as the bag I lost yesterday.
This is the same as the bag I bought yesterday.
(2) Leading non-restrictive attributive clauses, which only modify the sentence, can be placed behind, in front of or in the middle of the subject and predicate of the modified sentence, and translated into "just like ……" For example:
As we all know, the earth moves around the sun.
As we all know, the earth moves around the sun.
As we all know, the earth moves around the sun.
③ In non-restrictive attributive clauses, the difference between which and as in leading attributive clauses:
A.which-guided clause cannot be placed before the main clause, but as-guided clause can be placed before the main clause, after the main clause and between the subject and the predicate.
Both as and which can refer to a sentence, but as means "just like" and "just like", and which is not.
C.as-guided non-restrictive attributive clauses can only modify sentences, while which-guided non-restrictive attributive clauses can modify sentences and nouns.
note:
1. When the attributive clause contains a preposition and the preposition is placed at the end of the sentence, who, that and which can be omitted, but when the preposition is in front of the relative pronoun, only the structure of "preposition +which/who" can be used. For example:
This is the house where we lived last year.
This is the house where we lived last year.
Please tell me who you borrowed this English novel from.
Please tell me from whom you borrowed this English novel.
2. In fixed verb phrases containing prepositions, prepositions cannot be prepositioned, but can only be placed in their original positions. For example:
This is the man you are looking for.
This is the man you are looking for.
3. Relational words can only be the following:
When the antecedent of (1) is modified by ordinal number or superlative adjective, you can only use that instead of which. For example:
He is the first person to pass the exam.
He is the first person to pass the exam.
When the antecedent refers to a person, the relative pronoun who can be used occasionally.
(2) When the modified antecedents are all, any, more, many, everything, any, none and other indefinite pronouns, you can only use that instead of which. For example:
Is there anything you want to buy in the shop?
Do you have anything to buy in the shop?
When the antecedent refers to a person, the relative pronoun who can be used occasionally.
(3) When the antecedent is modified by unique, very, identical, last, rarely, rarely and so on, you can only use that instead of which. For example:
This is the bike that I lost.
This is my lost bike.
Note: when the antecedent refers to a person, the relative pronoun who can be used occasionally. For example:
Wang Hua is the only person in our school who will attend the meeting.
Wang Hua is the only person in our school who will attend the meeting.
(4) When the antecedent contains both people and things, only that can be used. For example:
I can clearly remember the people and some photos I saw in the room.
I can clearly remember the people and some photos I saw in that room.
(5) For special questions guided by who or which, in order to avoid repetition, only that can be used. For example:
Who is the girl who is crying?
Who is the girl who is crying?
The main clause is there be structure, and the attributive clause that modifies the subject uses that instead of which. For example:
There is a book on the desk that belongs to Tom.
The book on the desk is Tom's.
4. When relative words can only use which, but not that:
Those antecedents are that, not that. For example:
What? What's under the table?
What are those things under the table?
(2) When there is a preposition before the relative pronoun, use which instead of that. For example:
This is the room where he lives.
This is the room where he lives.
(3) Guide non-restrictive attributive clauses and use which instead of that. For example:
Tom came back, which made us very happy.
Tom came back, which made us very happy.
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Usage of relative adverbs
1. When referring to time, its antecedent indicates time and is used as an adverbial of time in the sentence. For example:
This is the time when he arrived.
This is the time when he arrived. (Where is when =)
2.where refers to the place, its antecedent indicates the place, and it is used as an adverbial of place in the sentence. For example:
This is where he works.
This is where he works. (where=at /in which)
3.why refers to the reason, and its antecedent is the reason, which acts as an adverbial of the reason. For example:
No one knows why he is often late for school.
No one knows why he is always late for school. (Why = For what)
Senior one English teaches you to take English notes.
1, phonetics, stress.
Every unit of English text contains many new words, polysyllabic words and English words that are prone to mispronouncing. Some English words are pronounced differently as nouns and verbs, such as' record (n.) and re' record(vt. Write down the English phonetic symbols and stressed words, and ask students to pay attention to the phonetic symbols and stressed syllables when reading the text. In this way, once the text is read well, the correct pronunciation of those words will be remembered.
2. Free translation.
There are many new words, polysemous words, phrases, idioms and difficult sentences in English that need to be explained in simple English or Chinese. Quarrel (argue or disagree with someone); Forture wealth (great wealth). In the process of text learning, notes are focused on some difficult nouns, phrases and key sentence patterns, and it is not necessary to explain every sentence. The writing position principle of annotation text is "nearby", that is, it is written next to the interpreted text as much as possible so as to be easy to watch when reading the text. If there are many English words that need to be explained, they can't be written next to the original text, or the words are too dense to be written clearly, they can be written in a relatively close space, and the annotated words can be connected by straight lines. It can also be recorded after the words in the vocabulary.
3. Draw language points.
I instruct students to mark new sentence patterns with five-pointed stars, old sentence patterns with triangles, prepositions or articles with circles, new phrases and phrases with boxes, key sentences in English lessons with straight lines or water wave curves, and sentences indicating the author's central point in popular science and argumentative essays. Some important and difficult points in grammar and exercises should also be drawn out in order to attract attention. 4. summary.
That is, to summarize the main points of a text, paragraph or sentence in concise English. This work is often combined with the above projects. Mark the original text with lines and small circles first, and then write the words to be prompted in the blank. For example, in high school English textbooks, there are "preview tips" in front of each unit of reading the text (including the key words in the text and the questions to be discussed), and students are often required to take brief notes at the back of the text. This is the content compiled by the textbook editor for the convenience of students' preview. I ask students to start with these "preview tips" when learning the text by themselves, so as to grasp the key points of preview. Then preview the text according to the "tips". For example, Unit 14 (Satellite) of Senior Two is a popular science article. Students can divide the text into four paragraphs according to "preview tips" and note making. I instruct students to write broadcasting satellite, meteorological satellite, communication satellite and space satellite beside each paragraph. In this way, the main points of the text described in the "preview tips" will be summarized and highlighted, and the main idea and central idea of the text will be clear.
4. problems.
English is not our mother tongue, so we often encounter many problems in English learning. In the process of reading, you can put a question mark in the place where there is a problem, and then find opportunities to consult teachers or classmates or consult relevant reference books to solve doubts.
5. Analyze the difficulty.
When students read English texts, they will encounter some difficulties. After the teacher's explanation or classmates' discussion, some may have fully understood it on the spot, and some seem to have understood it. In any case, writing down difficult words while listening is not only conducive to digestion after class, but also conducive to review.
6. Replenishment.
The explanations of some words and phrases in English vocabulary and some reference books are not comprehensive enough, and some only talk about the meaning of nouns without explaining the meaning of verbs, adjectives and so on. Teachers should ask students to look up their own dictionaries or tell them other usages, and let them record them. For example, after learning the noun successful, they should be asked to write down the adjective successful, adverb successful and verb successful.
7. Correct mistakes.