so..that语法讲解

“so...that...”句型的意思是“如此/这么……以致于……”，常引导结果状语从句。“so...that...”句型及其转换也是中考的热点，现将其用法总结归纳如下：

一、so... that...句型中的so是副词，常常用来修饰形容词或副词，常用句型为：主语+谓语+so+adj. / adv. + that从句。例如：

1. he is so young that she can't look after herself.

2. The boy ran so fast that I couldn't catch him.

3. He was so angry that he couldn't say a word.

二、在“such... that...”句型中，such修饰名

词，意思也是“如此……以致于……”但当名词前有many、much、(a) few、(a) little等词修饰时，句子中要用“so...that...”而不能用“such...that...”。例如：

1. He has so much money that he can buy what he wanted.

2. There is so little water in the glass that I can't drink any more.

三、so与that也可连起来写，即变成：... so that ...(以便/ 为了……)，引导目的状语从句。例如：

1. I got up early so that I could catch the early

bus.

2. Please open the window so that we can breathe fresh air.

3. You must go now so that you won't be late.

四、以“so...that”引导的结果状语从句可以转换成不定式的简单句，即可转换为“...enough to...”或“...too...to”句型，但这种转换必须符合下列条件：

1. 当主句和从句的主语一致，且that从句是肯定句时，可用“enough to do sth.”来转换。例如：

The man is so strong that he can lift the heavy box.→

The man is strong enough to lift the heavy box.

He was so clever that he can understand what I siad. →

He was clever enough to understand what I siad.

2. 当主句和从句的主语不一致，且that从句是肯定句时，可以用“enough for sb. to do sth.”来替换，但须注意不定式的宾语要省略。例如：

The question is so easy that I can work it out. →

The question is easy enough for me to work out.

The box is so light that he can carry it. →

The box is light enough for him to carry.

3. 当主句和从句的主语一致，且that从句是否定句时，可以用“too...to”来替换。例如：

The girl is so young that she can't dress herself. →

The girl is too young to dress herself.

I was so tired that I couldn't go on with the work. →

I was too tired to go on with the work.

4. 当主句和从句的主语不一致，且that从句是否定时，如果要用“too...to...”替换“so...that...”，则用介词for引出动词不定式的逻辑主语，可以用“too...for sb. to do sth.”来替换，注意不定式的宾语要省略。

The bag is so heavy that she can't move it. →

The bag is too heavy for her to move.

It is so hot that we can't sleep. →

It is too hot for us to sleep.

小学语文语法与修辞教学之我见

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人称代词、比喻、拟人、排比、设问、反问等）指明词语性质和句子特点，不会增加学生的记忆负担，这跟记忆“课本、书包”等名词没什么区别，况且可简化教学过程。 其次可在语言的分析学习中感悟语法和修辞知识。 语法、修辞知识十分丰富，在教学中可依据具体的语言并联系学生实际，采取合适的方法进行语法、修辞教学，其主要目的是帮助学生理解句子、理解课文，并从中感悟语法规则和修辞方式。 1.比较分析。这是教学句子常用的一种方法，即通过比较两个同义句子在用词、词序和句型上的异同，学习造句方法及认识其在表情达意上的作用。例如：比较下面的语句有什么不同：①“可敬的红领巾。”②“可敬的红领巾从地上捡起一片片碎纸。”通过比较，使学生知道句①只讲了“谁”未讲“做什么”。句②才是意思完整的陈述句。③“可是今天，跟志愿军叔叔分别的今天，你怎么落泪了呢？”④“可是跟志愿军叔叔分别的今天，你落泪了。”通过比较，使学生体会到句④是一般的陈述句，句③通过重复“今天”，强调了事件的时间背景，再运用反问的修辞手法增强了语势，抒发了更为强烈的情感。 2.举例体会。在阅读教学中，学生经常会碰到一些疑难句子，我们不可能一一进行比较分析，为了加深学生的感性认识，增强体验，增加积累，可引导学生从学过的课文中或课外读物中举出一些类似的词句，从而加深感悟。例如，学到拟人句时，启发学生模仿课文举几个把事物当作人来写的句子，帮助学生进行联系类比，体会拟人句的特点，再启发学生想想这样写有什么好处。

2021年初中英语语法知识—形容词的图文解析(1)

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初中英语语法知识—动词的分类汇编含答案

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六年级-小学语文语法知识点

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