运用类比法辨析定语从句关系词,本文是关系类论文例文与类比法和定语从句和辨析方面论文范文.
关系论文参考文献：
定语从句是中学英语教学中的一个重点和难点内容,也是历年高考的热点之一,它以句中关系词为主要测试点.这些关系词,在实际运用之中,极易混淆.在此将这些关系词集中归类比较辨析如下：
一、关系词who, whom, that 代指先行词“人”引导定语从句用法辨析关系词who, that 代指先行词“人”,在定语从句中可作主语、表语或宾语,而whom只可用作宾语.
例One who works hard without complain is welcome here.
Those who want to go camping he signed their names here.
二、which和that代指先行词“物”引导定语从句用法辨析
关系词which, that代指先行词“物”,在定语从句中可作主语、表语或宾语等.
例Ask any questions( that ) you don’t understand. This is the very pen ( that) I’m looking for.
Last week my mother bought me a new coat that/which is blue and that/whichfits me well.
三、关系词which和as 引导非限制性定语从句用法辨析
关系词which 和as 引导非限制性定语从句修饰先行词,可以是表示某一个物的名词,也可以是指代主句的整体内容.在句中可作主语或宾语.which也可作介词宾语,但as则不能.关系词which引导非限制性定语从句与主句之间在意义上多有并列关系.which本身常表示“这”或“这一点”,一般只能置于主句之后.关系词as 引导非限制性定语从句与主句之间有着较为密切的上下文关系.as 本身含有“正如……”之意,常置于主句之前、之后或插入主句之中.
例The earth, as is known to us all, turns around the sun.As everyone can see, she is studying hard so as to pass the final exams.
四、关系词whose, of whom, of which引导定语从句用法辨析
关系词whose, of whom, of which 在定语从句中,表示所属关系,它们就像形容词性物主代词one’s一样与名词连用,whose 既可指代人又可指代物；of whom只可指代人,而of which 只可指代物.
例John bought me much bread, little of which tastes good.
Ten students of our class were praised by the headmaster at the school meeting,of whom Wang Hong is one.
五、关系词when, that(which)指代先行词“时间”引导定语从句用法辨析关系副词when 代指表示时间的先行词,在定语从句中作时间状语,相当于介词+which.
例I shall never forget those years when (in which) I lived with the farmers inthe countryside.
In the office I never seem to he time until 5:30, when (by which time ) manypeople he gone home.
六、关系词where, that(which)代指先行词“地点”引导定语从句用法辨析关系副词where代指表示“地点”的先行词,在定语从句中作地点状语,相当于介词+ which.
例Would you please put the book back where it should be?（注：该句不可用inwhich 替代where）
Can you tell me where Wang Fang was born?
七、关系词why, that (which)代指先行词“原因”引导定语从句用法辨析关系副词why 代指表示“原因”的先行词,在定语从句中作状语,也可用介词for + which,如果作主语或宾语时,用that (which)连接主从句.
例The reason why he did so is unknown to us.
This is why he was killed.
该文点评:上文是适合不知如何写类比法和定语从句和辨析方面的关系专业大学硕士和本科毕业论文以及关于关系论文开题报告范文和相关职称论文写作参考文献资料.
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