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初中英语含定语从句长难句的讲解定语从句是修饰一个名词或代词的从句。
在句子中起到修饰、限定的作用，进一步说明名词或代词的特征、性质、状态等。
以下是初中英语中常见的定语从句知识点：1. 引导定语从句的关系词有：who, whom, whose, which, that等。
根据先行词在从句中的不同角色，选择恰当的关系词。
2. 关系代词who, whom, whose用来指代人；which用来指代事物；that可以指代人或事物。
例如：- The boy who is wearing glasses is my brother. （戴眼镜的那个男孩是我弟弟。
）- The book that I borrowed from the library is very interesting.（我从图书馆借来的那本书很有趣。
）3.定语从句可以出现在句子中的任何位置，但一般位于被修饰的名词或代词之后。
例如：- The boy who is wearing glasses is my brother.- The car, which is parked outside, is mine.4.定语从句中的主语、宾语、定语等成分要和先行词在性、数、人称等方面保持一致。
- The girl who is making a cake is my cousin.（制作蛋糕的那个女孩是我的表妹。
）- The books that I borrowed from the library are due next week.（我从图书馆借来的那些书下周到期。
）5.当定语从句中的先行词是表示时间、地点或原因的词语时，关系代词可以省略。
- This is the place (that/which) I was born.（这就是我出生的地方。
）- Do you know the reason (why) he left early?（你知道他早退的原因吗？）6. 当定语从句中缺少主语时，可以使用关系副词where, when, why 引导。
初中人教版英语单元长难句Here is an essay on the topic of "Difficult Sentences in the English Textbooks of Junior High School in China" with a word count of over 1000 words:The English curriculum in junior high schools in China is a crucial stage in the language learning journey of students. One of the key challenges faced by students is the presence of long and complex sentences, often referred to as "difficult sentences," within the textbooks. These sentences pose a significant hurdle for learners as they grapple with comprehending the nuances of the English language.The inclusion of these challenging sentences is a deliberate pedagogical choice made by the authors of the textbooks. The rationale behind this decision lies in the belief that exposure to more advanced linguistic structures will ultimately aid students in developing a deeper understanding of the language. By confronting these difficulties, students are expected to hone their critical thinking skills, enhance their vocabulary, and refine their grasp of grammatical concepts.One of the primary factors contributing to the complexity of these sentences is the use of multiple clauses. Junior high school English textbooks often feature sentences that incorporate subordinate clauses, relative clauses, and adverbial clauses. These intricate sentence structures require students to navigate the relationships between the main clause and the supporting clauses, as well as to identify the roles and functions of each component.Another aspect that adds to the difficulty of these sentences is the inclusion of unfamiliar vocabulary. The textbooks introduce a range of subject-specific terminology, idiomatic expressions, and technical jargon that may be unfamiliar to the students. The need to decode the meaning of these words and phrases, in addition to comprehending the overall sentence structure, can be overwhelming for learners.Furthermore, the complexity of these sentences is often exacerbated by the use of passive voice constructions, inverted word order, and the placement of modifiers. These grammatical features can disrupt the typical subject-verb-object flow of a sentence, forcing students to carefully analyze the relationships between the various elements.The challenge posed by these difficult sentences is further amplified by the fact that they are often embedded within longer passages or dialogues. Students must not only understand the individualsentences but also the broader context in which they are presented. This requires the ability to make inferences, draw connections, and synthesize information, skills that may not be fully developed at the junior high school level.Despite the inherent difficulties, the inclusion of these challenging sentences in the English textbooks serves a crucial purpose. By exposing students to more sophisticated language structures, the curriculum aims to prepare them for the increasing demands of higher-level English study. As students progress through their academic journey, they will encounter even more complex linguistic forms, and the foundation laid by the junior high school curriculum becomes essential.To overcome the challenges posed by these difficult sentences, students must employ a range of strategies. Developing a strong foundation in grammar, expanding vocabulary, and practicing active reading techniques are all crucial elements in the learning process. Additionally, seeking support from teachers, engaging in collaborative learning activities, and utilizing supplementary resources can greatly enhance a student's ability to navigate these linguistic complexities.In conclusion, the presence of long and complex sentences in junior high school English textbooks is a significant challenge faced bystudents. However, this challenge is purposefully designed to push learners beyond their comfort zones and foster the development of essential language skills. By embracing these difficulties and employing effective learning strategies, students can gradually improve their comprehension, gain a deeper understanding of the English language, and pave the way for future academic and personal success.。
初中英语-长难句拆解-详解以人教版英语第八册教材为例，详细整理如何在英语学习中首脑并用。
I arrived in Penang in Malaysia this morning with my family.人教版第八册课文句子成分解析词法：arrive 不可以直接加名词，注意本句中介词与动词的搭配。
句法结构：本句只有主语，谓语，其余成分皆是状语。
语义整理：汉语中，状语前置。
推理分析：表明时间，地点，人物，说明本文既可以是说明文，也可以是记叙文。
It was sunny and hot, so we decided to go to the beach near our hotel. 人教版第八册教材句子成分解析词法：near引导的成分，修饰其前面的名词。
to go 非谓语动词作宾语。
句法结构：本句是主从句，so 引导的是原因状语从句。
语义整理：it指天气。
推理分析：承接前文的时间，地点，人物，这里继续描写事件。
My sister and I tried paragliding.人教版第八册英语课文词法：trying，后面既可以出现to do,也可以出现doing。
句法：doing作宾语。
推理分析：详细梳理事件。
I felt like I was a bird.人教版英语第八册课文词法：like此处不是动词，是介词。
句法：两套主谓结构。
推理分析：用比喻，加强对事件的详细描述。
It was so exciting!人教版英语第八册课文词法：excited，多指人，exciting多指物。
推理分析：与上文指的是同一事件。
For lunch, we had something very special-Malaysian yellow noodles. 人教版，英语第八册课文词法：special与副词，名词的转换。
句法：状语如果出现在主语之前，多用逗号隔开。
语义整理：此处have是吃的意思。
推理分析：与上文所谈，不是同一件事。
初中英语阅读理解之长难句分析讲义语篇学语法——从句IarrivedinLondononafoggyday,togotoaveryimportantmeeting.Theplace①wherethemeetingwasgoingtobehel d wasontheothersideofthetown.Alltrafficcametoastop②becausethedriverswerenotabletoseemorethanayardinfrontofthem.Themeetingwouldbeginat9:0 0,soIdecidedtogothereonfoot.Minuteslater,Iwascompletelylost.Istoodthereandthough t③因此，复合句含有两个或两个以上的主谓结构（完整的句子），句子与句子之间用连接词连接。
其中，主句部分可以独立存在，但从句担当了主句某一句子成分，故通常不能独立存在。
根据从句在句子中充当的成分，可以将其分为6类，即主语从句、表语从句、宾语从句、同位语从句、定语从句和状语从句。
名词性从句1.主语从句：，而不是用单词或短语来充当主语。
eg: (1)Whatyouneedismorepractice.(2)Whenthemeetingwillbeheldhasnotbeenannounced.(3)Thathewillnotattendthemeetingisclear.(4)Whetheritwilldousharmorgoodisunknown.注：有时，为了避免将太长的主语放在句首而使句子显得头重脚轻，通常用代词it做形式主语，而将真正的主语从句放到句子的后面。
例如：(1)It isclearthathewillnotattendthemeeting.(2)It isunknownwhetheritwilldousharmorgood.主语从句引导词：①连词that（在从句中不担任成分，本身没有词义），Isuppose⑤youarelost.((3)AfterwardItoldhim⑦whereIwantedtogo,tookhisarm,andwestarted.（这是told的宾语从句，充当间接宾语，引导词where在从句中充当状语）(4)Iwondered⑨whyhefoundhiswaysoeasily.(wondered的宾从，why在从句中充当状语）另外：宾语从句除了可以跟在及物动词之后外，还可以跟在介词的后面，充当介词的宾语。
初中英语含定语从句长难句的讲解（初中英语必须掌握的定语从句知识点）#大有学问#大家好！今天我们一起来学习英语语法的重头戏—定语从句。
听起来很高级，但其实只要掌握了它的基本概念和知识点，定语从句就不再是难题了！首先，让我们看看什么是定语从句。
例如：I like the book. The book is on the table.这两个句子可以合并成：I like the book that is on the table.在这个新句子中，“that”是关系词，引导了修饰先行词“the book”的定语从句“that is on the table”。
定语从句包含先行词、关系词、从句主语、从句谓语和从句补语等基本要素。
1.先行词是被从句修饰的名词或代词。
2.关系词是用来引导定语从句的词，包括关系代词和关系副词。
关于关系词，我们可以分为三类：主语关系词、宾语关系词和表语关系词。
主语关系词包括：that、who和which；宾语关系词包括：that、whom和which；表语关系词只有一个，就是“whose”。
•关系代词“that”和“which”主要用于修饰事物。
例如：The book that I bought yesterday is very interesting.我昨天买的那本书非常有趣。
The movie which we watched last night was really good.我们昨晚看的电影非常好。
•关系代词“who”和“whom”主要用于修饰人，其中“who”用于主语或表语，而“whom”用于宾语。
例如：The person who is sitting next to me is my friend.坐在我旁边的那个人是我的朋友。
The woman whom I met at the party is a famous singer.我在派对上遇见的那位女士是一位著名的歌手。
(全)2021中考英语-长难句-分析详解含译文中考英语-长难句-分析详解含译文一、We all need heroes. We need to be XXX, done that, and succeeded. Many times the greatest heroesare the people we deal with every day - relatives（亲戚）, friends, andneighbors - who will keep going when it is easier to give up.二、词汇突破：1. be able to能够；2. respect尊敬，敬重；3. people who have been there先行者；4. deal with打交道，处理；5. neighbor邻人；6. keep going继续下去；7. give up放弃；三、拆分句子:Many times the greatest heroes are the people we deal with every day -relatives（亲戚）, friends, and neighbors - who will keep going when it iseasier to give up.本句话拆分后：1. Many times the greatest heroes are the people；2. (who) we deal with every day; who指代的是people,在定语从句中做宾语，可以省略；3. relatives（亲戚）, friends, and neighbors；是the people 的同位语；4. who will keep going；who指代的是people;5. when it is easier to give up;四、参考译文：我们都需要英雄。
初三英语阅读理解长难句的分析与翻译技巧对于初三的学生来说，英语阅读理解中的长难句常常是令人头疼的难题。
这些长难句结构复杂、词汇丰富，理解和翻译起来颇具挑战性。
但只要掌握了正确的方法和技巧，就能够轻松应对，提高阅读理解的能力和得分。
一、长难句的特点初三英语阅读理解中的长难句通常具有以下几个特点：1、句子结构复杂包含多种从句，如定语从句、状语从句、宾语从句等，或者使用了复杂的短语结构，如分词短语、不定式短语等。
例如：“The book that I bought yesterday, which is very interesting, has been recommended by many of my friends” 这个句子中既有定语从句“that I bought yesterday”，又有非限制性定语从句“which is very interesting”，句子结构较为复杂。
2、词汇量大且生僻长难句中往往会出现一些高级词汇、学术词汇或专业术语，增加了理解的难度。
比如：“The phenomenon of climate change has raised wides pread concerns among scientists and policymakers” 其中“phenomenon”（现象）和“policymaker”（政策制定者）可能对学生来说不是常见词汇。
3、逻辑关系隐晦长难句中的逻辑关系可能不那么直接和明显，需要仔细分析才能理清。
例如：“Although he worked hard, he failed the exam because he didn't pay attention to the details” 这个句子中包含了转折和因果两种逻辑关系。
二、长难句分析技巧1、找出句子的主干句子的主干是指主语、谓语和宾语等主要成分。
先找到主干，可以帮助我们快速把握句子的基本意思。
从句长难句翻译例句及讲解英语从句的翻译定语从句状语从句名词从句（主语从句、宾语从句、表语从句、同位语从句）定语从句的翻译●无论是限制性定语从句还是非限制性定语从句，翻译成汉语时是处理为前置定语还是后置定语，要视具体情况而定；有些定语从句和主句存在着状语关系，翻译时更要灵活对待。
●It was what sentimentalists, who deal in very big words, call a yearning after the ideal, and simply means that women are not satisfied until they have husbands and children on whom they may center affections, which are spent elsewhere, as it were, in small changes.●It was what sentimentalists call a yearning after the ideal, and means that women are not satisfied until they have husbands and children.●大意是说：这就是情感主义者称之为对于理想爱情的渴望，简单说来，就是女人必须在有了丈夫和孩子之后才能感到满足。
●who引导的定语从句who deal in very big words 用来修饰sentimentalists (情感主义者)●whom引导的定语从句on whom they may center affections用来修饰husbands and children●which 引导的定语从句which are spent elsewhere, as it were, in small changes用来修饰affections●一般情感主义者喜欢用大字眼，称之为对于理想爱情的渴望。
从句长难句翻译例句及讲解英语从句的翻译定语从句状语从句名词从句（主语从句、宾语从句、表语从句、同位语从句）定语从句的翻译●无论是限制性定语从句还是非限制性定语从句，翻译成汉语时是处理为前置定语还是后置定语，要视具体情况而定；有些定语从句和主句存在着状语关系，翻译时更要灵活对待。
●It was what sentimentalists, who deal in very big words, call a yearning after the ideal, and simply means that women are not satisfied until they have husbands and children on whom they may center affections, which are spent elsewhere, as it were, in small changes.●It was what sentimentalists call a yearning after the ideal, and means that women are not satisfied until they have husbands and children.●大意是说：这就是情感主义者称之为对于理想爱情的渴望，简单说来，就是女人必须在有了丈夫和孩子之后才能感到满足。
●who引导的定语从句who deal in very big words 用来修饰sentimentalists (情感主义者)●whom引导的定语从句on whom they may center affections用来修饰husbands and children●which 引导的定语从句which are spent elsewhere, as it were, in small changes用来修饰affections●一般情感主义者喜欢用大字眼，称之为对于理想爱情的渴望。
初中英语重点长难句如下：1. 复合句：由两个或多个简单句组成的句子，通常包含一个主句和至少一个从句。
例如：“Although it was raining, he decided to go out.” 尽管下雨，他还是决定出门。
2. 并列句：由并列连词连接的两个或多个具有相同地位的简单句。
例如：“He likes playing football and basketball.” 他喜欢踢足球和打篮球。
3. 复杂并列句：包含复合句和并列句的特点，既有并列关系又有从属关系。
例如：“She not only studies hard but also plays the piano well.” 她不仅学习努力，而且钢琴弹得好。
4. 带有非限定性定语从句的句子：非限定性定语从句提供额外信息，不是必需的，常用逗号与主句隔开。
例如：“My brother, who is a doctor, works in a hospital.” 我哥哥是一名医生，在医院工作。
5. 带有被动语态的句子：句子的主语是动作的承受者。
例如：“The book was written by a famous a uthor.” 这本书是由一位著名作家写的。
6. 带有虚拟语气的句子：表达假设、愿望或非真实条件的句子。
例如：“If I were you, I would study harder.” 如果我是您，我会更努力学习。
7. 带有分词短语作状语的句子：现在分词或过去分词作为状语，修饰主句。
例如：“Walking in the rain, he felt extremely happy.” 在雨中行走，他感到非常高兴。
8. 带有比较级和最高级的句子：表达事物之间的比较或极端程度。
例如：“This is the most interesting book I have ever read.” 这是我读过的最有趣的书。
9. 带有宾语从句的句子：一个句子作为另一个句子的宾语。
初中英语阅读理解之长难句分析讲义语篇学语法——从句I arrived in London on a foggy day, to go to a very important meeting. The place①where the meeting was going to be hel d was on the other side of the town. All traffic came to a stop②because the drivers were not able to see more than a yard in front of them. The meeting would begin at 9:00, so I decided to go there on foot.Minutes later, I was completely lost. I stood there and though t③that I would have to phone to the meeting to explain④that I was not able to arrive there on time. Then I heard a young man’s voice coming out of the fog, “I suppose⑤you are lost. Can I help you?” I was very glad to have a ma n ⑥who could take me to the meeting. Afterward I told him⑦where I wanted to go, took his arm, and we started. We walked quite fast, turning corners and crossing roads.⑧As I followed him through the dark streets, I wondered⑨why he found his way so easily. “I know this part of London quite well,” he said.“But in such a fog it’s impossible to see anything,” I said.“I am blind, sir.” he answered, “In the fog, it is exactly the same for me as usual.”在英语语法中，按照句子结构，英语句子主要可以分为三种类型：简单句、并列句和复合句。
1.简单句：最基本的句子类型，一个句子中只含有一个主谓结构。
Eg：My uncle gives me a camera.2. 并列句：由两个或两个以上独立的主谓结构或简单句并列在一起的，通常用并列连词来连接两个或两个以上的句子，Eg：Jim went to the party last night, but his wife didn’t..Study hard and you will make progress.3. 复合句：由一个主句与一个或一个以上的从句（从句有相应的连词引导）组成的句子。
因此，复合句含有两个或两个以上的主谓结构（完整的句子），句子与句子之间用连接词连接。
其中，主句部分可以独立存在，但从句担当了主句某一句子成分，故通常不能独立存在。
根据从句在句子中充当的成分，可以将其分为6类，即主语从句、表语从句、宾语从句、同位语从句、定语从句和状语从句。
名词性从句1. 主语从句：，而不是用单词或短语来充当主语。
eg: (1) What you need is more practice.(2) When the meeting will be held has not been announced.(3) That he will not attend the meeting is clear.(4) Whether it will do us harm or good is unknown.注：有时，为了避免将太长的主语放在句首而使句子显得头重脚轻，通常用代词it做形式主语，而将真正的主语从句放到句子的后面。
例如：(1) It is clear that he will not attend the meeting.(2) It is unknown whether it will do us harm or good.主语从句引导词：①连词that （在从句中不担任成分，本身没有词义），②连词whether（意思是“是否”）③连接代词what，whatever，who，whoever，which等引导，④连接副词when，where，how，why等引导。
2. 表语从句：。
跟在系动词后面的句子成分就是表语。
eg: (1) That is what I want to say. （what在从句中充当，不能省略）(2) My opinion is that we should make a decision right now.(that只引导，本身无词义，在从句中也不充当任何句子成分，可以省略)(3) The problem is who should be responsible for this car accident.(who在从句中当，不能省略）(4) What I want to know （从句）is who is in charge of the work（从句）.(用于引导从句的what和引导从句的who都不能省略)(5) It looks as if it’s going to rain. （looks是系动词）3. 宾语从句：，在动词或介词的后面通常都跟有宾语。
引导宾语从句的连接词与主语从句和表语从句一样，是that, whether ( if ), who，whoever，which，when，where, how, why，what，whatever等。
例如本文中出现的几个宾语从句：(1) I stood there and thought ③that I would have to phone to the meeting to explain ④that I was not able to arrive there on time.第③句是thought的宾语从句，第④句是explain的宾语从句。
(2) I suppose ⑤you are lost.(这是suppose的宾语从句，省略了that).(3) Afterward I told him ⑦where I wanted to go, took his arm, and we started.（这是told的宾语从句，充当间接宾语，引导词where在从句中充当状语）(4) I wondered ⑨why he found his way so easily.(wondered的宾从，why在从句中充当状语）另外：宾语从句除了可以跟在及物动词之后外，还可以跟在介词的后面，充当介词的宾语。
Eg：Your composition is quite good except that there are some spelling mistakes.（充当介词except的宾语）What we should take with us （主语从句）depends on where we’ll stay.（充当介词on的宾语）在使用宾语从句时，要注意：1）宾语从句的时态①当主句是过去时的某种时态时，从句的时态也要用相应的过去时的时态。
Eg：The teacher asked him whether he had studied English for 6 years.②但如果主句是现在的时态，则从句的时态根据从句本身的实际情况而定。
Eg：I am glad that you passed the exam.2）that在引导宾语从句通常都省略，如上文中的第⑤句。
3）如果主句中it做形式宾语，而that引导宾语从句是真正的宾语时，that不能省略。
Eg：Many students take it for granted that their parents should do everything for them.（it是形式宾语，that引导的宾语从句是真正的宾语，不能省略that）形容词性从句5. 定语从句：。
在全句中相当于形容词，用来修饰先行词（即被定语从句修饰的词）——名词或代词，或修饰整个主句。
定语从句属于非独立性从句，本身不能独立存在，应该紧跟在它的先行词之后。
根据与先行词之间关系的密切程度，定语从句分为两类：限制性定语从句和非限制性定语从句。
由关系代词(who, whom, whose, which, that, as)或关系副词(when, where, why)引导的从句，限制性定语从句：与先行词的关系密切，如果将定语从句删掉，那么剩下的主句部分就会含混不清，另外，限制性定语从句之前不用标点符号。
如上文中：The place①where the meeting was going to be hel d was on the other side of the town.I was very glad to have a ma n ⑥who could take me to the meeting.非限制性定语从句：对先行词做进一步的解释或说明，如果删除掉，不影响整个句子的基本意思，通常用逗号与主句部分分开。
例如：(1) A student, whose name I don’t know, comes to see you.(2) They will fly to London, where they plan to stay for a week.(3) Tom didn’t pass the maths exam, which made his parents angry.(4) One of the most senic areas is the Loire Valley, where you can visit the old castles in which the kings and queens of France used to live.分析：在上文第①句The place①where the meeting was going to be hel d was on the other side of the town.中，主句部分是The place was on the other side of the town. 由关系副词where 引导的从句where the meeting was going to be held是表示地点的先行词the place的定语，引导词where在从句中充当地点状语, 相当于in the place。
