考研英語(yǔ)as引導(dǎo)的從句總結(jié)
as是考研英語(yǔ)中十分常見(jiàn)的單詞，用法靈活多樣，是英語(yǔ)中最常用的詞匯之一。小編為大家精心準(zhǔn)備了考研英語(yǔ)as引導(dǎo)的從句總結(jié)參考資料，歡迎大家前來(lái)閱讀。
考研英語(yǔ)as引導(dǎo)六大從句總結(jié)
一、as引導(dǎo)定語(yǔ)從句
as引導(dǎo)定語(yǔ)從句時(shí)，既可以引導(dǎo)限定性定語(yǔ)從句，又可以引導(dǎo)非限定性定語(yǔ)從句。區(qū)分as引導(dǎo)定語(yǔ)從句和其它從句的關(guān)鍵特征是：as引導(dǎo)定語(yǔ)從句時(shí)在從句中做成分，通常做主語(yǔ)或賓語(yǔ)。
1、as引導(dǎo)限定性定語(yǔ)從句。
如從句所修飾的名詞前有such、the same、as出現(xiàn)，后面的定語(yǔ)從句將由as引導(dǎo)，形成such...as，the same...as，as…as這樣的固定結(jié)構(gòu)，譯為“和……一樣”。
例1：I never heard such stories as he told.
我從未聽(tīng)過(guò)他所講的那樣的故事。
例2：He’ll repeat such questions as are discussed in the book.
他將重復(fù)書(shū)中討論過(guò)的問(wèn)題。
例3：They made the same mistake as others would have made on such an occasion.
他們犯了和其他人在這種場(chǎng)合下會(huì)犯的同樣錯(cuò)誤。
2、as引導(dǎo)非限定性定語(yǔ)從句。
as引導(dǎo)非限定性定語(yǔ)從句，往往指代一整句話(huà)，通常表示“正如”的`意思。as引導(dǎo)的非限制性定語(yǔ)從句位置相對(duì)比較靈活，可以位于先行詞之前、之后或中間。
例：As is known to everybody, the moon travels round the earth.
眾所周知，月亮繞著地球轉(zhuǎn)。
二、as引導(dǎo)時(shí)間狀語(yǔ)從句
as引導(dǎo)時(shí)間狀語(yǔ)從句多用于口語(yǔ)，強(qiáng)調(diào)“同一時(shí)間”或“一先一后”，有時(shí)還有“隨著”的含義。
例1：As I was going out, it began to rain.
當(dāng)我出門(mén)時(shí)，開(kāi)始下雨了。(as強(qiáng)調(diào)兩個(gè)動(dòng)作緊接著發(fā)生，不強(qiáng)調(diào)下雨的特定時(shí)間。)
例2：As time goes on, he will understand what I said.
隨著時(shí)間的推移，他會(huì)理解我所講的話(huà)。
三、as引導(dǎo)原因狀語(yǔ)從句
as表示“因?yàn)?rdquo;，與because相比，較口語(yǔ)化，所表達(dá)的原因語(yǔ)氣較弱，所表的原因比較明顯，或是已知的事實(shí)。
例1：As the weather is so bad, we have to delay our journey.
因?yàn)樘鞖馓愀�，我們不得不推遲旅行。
例2：Any new source of energy will be very welcome, as there is already a shortage of petroleum.
任何新型能源都將大受歡迎，因?yàn)槭鸵呀?jīng)出現(xiàn)短缺。
四、as引導(dǎo)方式狀語(yǔ)從句
as表示“按照”，“以……方式”，“像……一樣”，“正如”。
例：Do as the Romans do when in Rome. 入鄉(xiāng)隨俗
注：as在引導(dǎo)方式狀語(yǔ)從句時(shí)，還常出現(xiàn)在一個(gè)固定的類(lèi)比結(jié)構(gòu)中：(just) as …, so…。這一句型表示類(lèi)比，基本含義是“正如……，所以……”。
例：Just as virtue is its own reward, so is vice its own punishment.
善有善報(bào)，惡有惡報(bào)。
五、as引導(dǎo)讓步狀語(yǔ)從句
as可以表示“盡管”，“雖然”，引導(dǎo)讓步狀語(yǔ)從句，但必須構(gòu)成倒裝。讓步狀語(yǔ)從句倒裝規(guī)則有兩類(lèi)：
1、 形容詞/副詞/分詞/名詞(無(wú)冠詞)/介詞短語(yǔ)等+as+主語(yǔ)+謂語(yǔ)動(dòng)詞，主句。
例1：Much as I like you, I couldn’t live with you.
我盡管很喜歡你，卻不能和你在一起生活。
例2：Child as he is, he knows to help others.
盡管他是個(gè)孩子，他懂得幫助別人。
2、動(dòng)詞原形+as+主語(yǔ)+助動(dòng)詞(may/might, will/would, can/could, do/does/did)，主句。
例：Try as we may, we cannot sense directly the television signal sent out from the broadcast station.
盡管我們費(fèi)了很大的勁，也無(wú)法直接覺(jué)察發(fā)射臺(tái)發(fā)出的電視信號(hào)。
六、as引導(dǎo)比較狀語(yǔ)從句
as引導(dǎo)比較狀語(yǔ)從句，其基本結(jié)構(gòu)是as…as。前一個(gè)as是副詞，后一個(gè)as是比較狀語(yǔ)從句的連詞。否定結(jié)構(gòu)為not so much … as …。
例1：Small as it is, the ant is as much a creature as are all other animals on the earth.
盡管螞蟻很小，但是它同地球上的任何其他動(dòng)物一樣，也是一種動(dòng)物。
例2：It was not so much the many blows he received as the lack of fighting spirit that led to his losing the game.
與其說(shuō)是他受到了許多打擊，還不如說(shuō)是缺乏斗志使他輸?shù)袅吮荣悺?/p>
考研英語(yǔ)語(yǔ)法：逗號(hào)運(yùn)用五大技巧
所謂逗號(hào)十二劍法，指的就是分句之間的如何銜接與連貫問(wèn)題。句式的復(fù)雜多變要求一篇作文中既要有簡(jiǎn)單句、并列句又要有復(fù)合句甚至復(fù)雜復(fù)合句。要構(gòu)造句子結(jié)構(gòu)的復(fù)雜多變就必須講究分句之間的銜接與連貫問(wèn)題。逗號(hào)十二劍法實(shí)質(zhì)就是逗號(hào)后(前)分句間銜接與連貫的十二種技巧。為形象起見(jiàn)，美其名曰“逗號(hào)十二劍法”。一起來(lái)看下。
第一劍法:
例1. Nowadays, the call for quality-oriented education is becoming widespread and the drawbacks of test-oriented education, which have aroused great concern throughout China, are becoming increasingly apparent.
例2 The sharp contrast hinges on the protection of the green house, which determines in a large measure the life and death of the lovely flower.
例3 This trend began during the Second World War, when several governments came to the conclusion that the specific demands that a government wants to make of its scientific establishment cannot generally be foreseen in detail.
例4 The researchers made great progress in the early 1970s, when they discovered that oncogenes, which are cancer-causing genes, are inactive in normal cells.
例5 I’m off to St.James Park, where I have to give a lecture on the theatre.
第二劍法:
例1 By contrast, when removed from the green house, the protective umbrella, it struggles helplessly against the sudden attack of storms, only to wither away.
例2 Parents are too eager to mold their kids, disregarding their individuality with a callous attitude toward their personal development.
例3 School-age children are often seen carrying bulging bags on their backs, weighed down on their way to and from school every day.
第三劍法:同位語(yǔ)或插入語(yǔ)的使用
例1 As is distinct from above, the number “13”, a long-held symbol of ominousness in the eyes of most westerners, seems to be plaguing them.
例2 By contrast, when removed from the green house, the protective umbrella, it struggles helplessly against the sudden attack of storms, only to wither away.
例3 Specifically, the number “6”, as they strongly believe, is closely associated with smoothness in the Chinese culture.
例4 There were twenty people present, to be precise.
例5 Roughly speaking, these countries are the most densely-populated in Asia.
例6 So we sleep well in a familiar, safe place, but we sleep lightly, if at all, when we fear that bears will nose into the tent.
例7 You can gain little, if any, learning in such a way.
第四劍法:
例1 We now live in a society where competition in the job market rages, with graduates and job-hunters from all walks of life scrambling for desirable jobs.
例2 As described in the picture, an American girl is wearing a Chinese costume characteristic of some minority group, with a sweet smile on her face.
例3 These children can set their hearts at ease, with everything well- arranged by their parents.
例4 With education on all sides being enforced, our young college students will grow up to be qualified not only in their fields but, more importantly, in moral cultivation.
例5 He entered upon the new enterprise cautiously, with his eyes wide open.
第五劍法:
例1 Rosy dreams shattered, they are bewildering at the junction: “To be or not to be? That is a question”--- Hamlet’s perplexed monologue are echoing in their ears.
例2 “Just listen to this,” she will say, her eyes glowing, her warm fingers pressed to my palm to hold my attention.
例3 The U.S. population expanding dramatically, the species of its wildlife has witnessed a corresponding decline in a span of two centuries (1800-2000).
例4 He went off, gun in hand.
例5 The floor wet and slippery, we stayed outside.
例6 The meal over, prayers were read by Miss Miller.
第六劍法:
例1 Disillusioned and disheartened, they are most likely to be collapsed under the weight of life.
例2 Living in the warm nestle, safe and sound, they are utterly free from external hardships and ignorant of what the bare reality is like.
例3 They swarm into the job market, curious and excited.
例4 Moving and true to life, this TV series moved thousands of audiences into tears.
考研英語(yǔ)語(yǔ)法復(fù)習(xí)三大建議
語(yǔ)法是復(fù)習(xí)考研英語(yǔ)的基礎(chǔ)。對(duì)于準(zhǔn)備考研英語(yǔ)的學(xué)生而言，基礎(chǔ)階段是全面、系統(tǒng)地學(xué)習(xí)語(yǔ)法的關(guān)鍵時(shí)期。因?yàn)�，如果能在這一時(shí)期打下堅(jiān)實(shí)的基礎(chǔ)，接下來(lái)的學(xué)習(xí)會(huì)非常順利，后期的閱讀、寫(xiě)作及翻譯的技巧和方法更能融會(huì)貫通。基礎(chǔ)階段，考生應(yīng)該全面掌握考研語(yǔ)法要點(diǎn)。
無(wú)論英語(yǔ)語(yǔ)法知識(shí)是否扎實(shí)，建議2016屆的廣大考生們應(yīng)該從頭開(kāi)始，將語(yǔ)法知識(shí)進(jìn)行系統(tǒng)化的學(xué)習(xí)，因?yàn)榇蠖鄶?shù)同學(xué)的語(yǔ)法知識(shí)只限于高中語(yǔ)法，對(duì)語(yǔ)法沒(méi)有系統(tǒng)地掌握�？忌槍�(duì)個(gè)人情況，多下苦功突破薄弱環(huán)節(jié)，鞏固并熟練掌握常考的重要語(yǔ)法點(diǎn)，并且要具有系統(tǒng)意識(shí)，對(duì)考研英語(yǔ)語(yǔ)法體系做到了如指掌。
1.完備的考研英語(yǔ)語(yǔ)法體系應(yīng)該包含如下重要的語(yǔ)法知識(shí)點(diǎn)：三大從句(名詞性從句，定語(yǔ)從句，狀語(yǔ)從句)，三種非謂語(yǔ)動(dòng)詞(動(dòng)名詞、不定式和分詞)，四種特殊結(jié)構(gòu)(省略結(jié)構(gòu)、比較結(jié)構(gòu)、倒裝結(jié)構(gòu)、分割結(jié)構(gòu))。
對(duì)以上這個(gè)考研語(yǔ)法體系，備考考生從宏觀層面要掌握各個(gè)知識(shí)點(diǎn)的聯(lián)系和區(qū)別，從微觀層面要各個(gè)突破，透徹了解，并且能熟練應(yīng)用語(yǔ)法知識(shí)，正確輸出符合英語(yǔ)語(yǔ)法的句子和文章。
2.在學(xué)習(xí)態(tài)度和學(xué)習(xí)方法方面，語(yǔ)法學(xué)習(xí)貴在持之以恒。多數(shù)考生感覺(jué)語(yǔ)法知識(shí)比較枯燥，不愿意學(xué)習(xí)。但是，語(yǔ)法學(xué)習(xí)是能順利通過(guò)研究生考試的因素之一。建議2016屆的考生要靜下心來(lái)，結(jié)合做題來(lái)學(xué)習(xí)，即先看語(yǔ)法書(shū)，然后做相應(yīng)的題目鞏固語(yǔ)法知識(shí)。如果題目做得不理想，這會(huì)成為你學(xué)習(xí)的動(dòng)力;如果題目做得不錯(cuò)，說(shuō)明你對(duì)這部分語(yǔ)法知識(shí)掌握得不錯(cuò)。學(xué)習(xí)的同時(shí)，要對(duì)基本的語(yǔ)法知識(shí)進(jìn)行整理，形成一個(gè)體系，也要對(duì)一些特殊的語(yǔ)法現(xiàn)象進(jìn)行歸納
3.學(xué)習(xí)語(yǔ)法切記不要進(jìn)入學(xué)習(xí)誤區(qū)。語(yǔ)法復(fù)習(xí)重在語(yǔ)法現(xiàn)象本身，而不是記住那些枯燥無(wú)味的術(shù)語(yǔ)，那么，考研英語(yǔ)的語(yǔ)法掌握到什么程度就可以了呢?復(fù)習(xí)語(yǔ)法的目的是讀懂文章、作對(duì)題目。
英語(yǔ)成績(jī)好的同學(xué)，肯定語(yǔ)法基礎(chǔ)也不差，并且能熟練地將語(yǔ)法知識(shí)應(yīng)用到閱讀、做題中。英語(yǔ)成績(jī)不好的同學(xué)，可能是語(yǔ)法基礎(chǔ)不扎實(shí)，也可能是囫圇吞棗，對(duì)語(yǔ)法知識(shí)一知半解，不能很好的應(yīng)用到閱讀和做題中。如果在閱讀中面對(duì)一個(gè)長(zhǎng)難句，能快速準(zhǔn)確地抓住這個(gè)長(zhǎng)難句的主干，理清各個(gè)成分之間的關(guān)系，并能正確翻譯，那就說(shuō)明對(duì)這部分的語(yǔ)法知識(shí)掌握的不錯(cuò);如果達(dá)不到這個(gè)要求，就說(shuō)明掌握的還不好，還需要強(qiáng)化復(fù)習(xí)。
其實(shí)，檢驗(yàn)語(yǔ)法是否過(guò)關(guān)的另外一個(gè)方法：在閱讀練習(xí)中能否準(zhǔn)確理解長(zhǎng)難句。同學(xué)們一定要把語(yǔ)法學(xué)習(xí)和平時(shí)的練習(xí)結(jié)合起來(lái)，做到學(xué)以致用。
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