新课6 必修第一册Unit 3 Choices（语法+写作预习）（沪教版）（教材预习，上海专用）英语初升高衔接

沪教版必修一Unit 3 Choices（语法+写作） 目录 单元语法：定语从句关系代词的用法 写作聚焦：议论文/建议信 学以致用：巩固提升，全面突破 单元语法 定语从句关系代词的用法 一、 核心概念与功能 (Concept & Function) 1. 定义回顾 定语从句是指在复合句中作定语，修饰名词或代词（即先行词 Antecedent）的从句。关系代词在从句中起两个作用： 1. 连接作用：引导从句，修饰先行词。 2. 替代作用：在从句中充当句子成分（主语、宾语、定语等）。 2. 关系代词功能一览表 关系代词 先行词类型 在从句中充当的成分 备注 who 人 主语、宾语 作宾语时可省略，口语中常用 whom 人 宾语 正式文体，介词后必须用 whom which 物 / 整个主句 主语、宾语 非限制性从句中指代整句时只能用 which that 人 / 物 主语、宾语 通用性强，但在特定情况下受限（见下文） whose 人 / 物 定语 表示“……的”，= of which / of whom as 物 / 整个主句 主语、宾语 常用于 such...as, the same...as 结构 注意：关系副词 (when, where, why) 不在本次讨论范围，但需提醒学生区分：若从句缺主/宾，用关系代词；若从句完整不缺主宾，用关系副词。 二、 核心用法深度解析 (Deep Dive into Usage) 1. Who vs. Whom vs. That (指代人) · Who: 最常用，可作主语或宾语。 · The boy who is standing there is my brother. (主语) · The girl (who/whom) you met yesterday is a doctor. (宾语，可省略) · Whom: 仅作宾语，常用于正式文体或介词之后。 · To whom should I address the letter? (介词后不能用 who/that) · That: 指代人时，通常用于限制性定语从句，作主语或宾语。 · He is the man that helped me. 2. Which vs. That (指代物) · Which: 可用于限制性和非限制性定语从句。 · The book which lies on the desk is mine. · That: 仅用于限制性定语从句，不可用于非限制性从句（即逗号后）。 · ❌ My car, that is broken, needs repair. · ✅ My car, which is broken, needs repair. 3. Whose 的双重指向 (Possession) whose 既可用于人，也可用于物，表示所属关系。 · 指人: I have a friend whose father is a pilot. · 指物: They lived in a house whose windows faced south. · 转换: ...a house the windows of which faced south. (更正式) 4. As 的特殊用法 as 引导定语从句时，常含有“正如”、“像……一样”的意思，且常与以下搭配连用： · Such ... as ...: I like such books as are easy to read. · The same ... as ...: This is the same bag as I lost yesterday. (注意：the same ... that 强调是“同一个”，as 强调是“同一种”) · As 引导非限制性定语从句: 置于句首或句中，指代整个主句内容。 · As is known to all, the earth moves around the sun. (正如大家所知……) · He is late again, as is often the case. (他又迟到了，这是常事。) 三、 重点难点与“唯一性”规则 (Key Distinctions & Exclusive Rules) 1. 只能用 That 的情况 (The "That-Only" Rule) 当出现以下情形时，关系代词通常只用 that，不用 which： 1. 先行词被最高级或序数词修饰时： · This is the best film that I have ever seen. · The first place that they visited was the Great Wall. 2. 先行词被 the only, the very, the last, just, right 等限定词修饰时： · You are the only person that understands me. 3. 先行词是不定代词时 (all, everything, nothing, something, anything, little, much 等)： · Is there anything that I can do for you? 4. 先行词既有人又有物时： · They talked about the persons and things that they remembered. 2. 只能用 Which 的情况 (The "Which-Only" Rule) 1. 非限制性定语从句中（即有逗号隔开）： · Football, which is a popular sport, is loved by many. 2. 介词提前时（介词 + which）： · This is the room in which Lu Xun once lived. (不可用 in that) · 注意: 如果介词在句尾，可以用 that 并省略，如 This is the room (that) Lu Xun once lived in. 3. Who/Whom 的选择 · 在介词后指代人，必须用 whom。 · The man with whom I spoke is Mr. Li. · 在非限制性定语从句中指代人，通常用 who (作主语) 或 whom (作宾语)，不用 that。 四、 课堂练习 (Classroom Activities) Activity 1: 关系代词快选 (Quick Choice) 填入的关系代词，并说明理由。 1. This is the best movie ______ I have seen. (Answer: that; 最高级修饰) 2. He has two sons, ______ work as doctors. (Answer: who; 非限制性，指人) 3. The house ______ roof was damaged has been repaired. (Answer: whose; 表所属) 4. She spoke in a way ______ was very polite. (Answer: that/which; 方式，无特殊限制) Activity 2: 句式合并挑战 (Sentence Combination) 将两组句子合并为一个含定语从句的复合句。 1. I lost the pen. I bought it yesterday. → I lost the pen (that/which) I bought yesterday. 2. Mr. Smith is a teacher. His daughter is in my class. → Mr. Smith is a teacher whose daughter is in my class. 3. Air pollution is serious. As we all know. → As we all know, air pollution is serious. Activity 3: 纠错诊所 (Error Correction) 找出下列句子中的错误并改正。 1. This is the school where I studied in. → Correction: This is the school that/which I studied in. OR This is the school where I studied. (where = in which，不能重复介词) 2. He is the man whom helped me. → Correction: He is the man who/that helped me. (从句缺主语，whom只能作宾语) 3. The book, that is on the table, is mine. → Correction: The book, which is on the table, is mine. (非限制性从句不能用that) 写作聚焦 一、写作任务聚焦： **任务类型**： 议论文/建议信**（如“如何做出困难选择”） **能力目标**： - 使用因果逻辑链（e.g., *firstly... consequently...*）组织论点； - 引用生活实例或社会现象增强说服力（如课业与兴趣的平衡）； - 学习建议信函的语用策略（如委婉表达 *You might consider...*）。 **教学建议**： 结合校园调查数据（如学生压力源），撰写解决方案类文本。 二、典例剖析 假设你叫李华，你的朋友John沉迷于抖音（DouYin）而不能自拔，写信向你寻求帮助，请你给他写一封建议信。内容包括: 1. 表示理解和关心；2. 沉迷抖音的影响；3. 提出具体建议。 要求 1. 词数80左右；2. 可以适当增加细节，以使行文连贯；3. 开头和结尾，不计入总词数。 Dear John, _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 学以致用 一、单句语法填空（用适当的关系代词填空：that /which/who /whom/whose） 1. The man ________ is standing at the gate is my uncle. 2. The book ________ you lent me is very interesting. 3. This is the best film ________ I have ever seen. 4. The girl ________ you met at the party is my best friend. 5. I live in a room ________ window faces south. 6. The boy ________ mother is a doctor studies very hard. 7. The building ________ was built last year is our library. 8. We talked about the people and things ________ interested us. 9. Anyone ________ works hard will succeed. 10. The present ________ you gave me is very precious. 二、翻译句子（必须使用定语从句 + 关系代词） 1. 正在唱歌的那位女士是我的英语老师。 _________________________________________________________________________________ 2. 我昨天买的那支钢笔丢了。 _________________________________________________________________________________ 3. 他就是我刚才在大街上遇到的那个人。 _________________________________________________________________________________ 4. 窗户朝南的那间教室是我们的。 _________________________________________________________________________________ 5. 这就是我去年买的那辆自行车。 _________________________________________________________________________________ 6. 我喜欢有幽默感的朋友。 _________________________________________________________________________________ 7. 他给我看了他在国外拍的照片。 _________________________________________________________________________________ 8. 这是我能找到的唯一答案。 _________________________________________________________________________________ 9. 刚才被老师表扬的学生是我们班的班长。 _________________________________________________________________________________ 10. 我认识那个父亲是工程师的男孩。 _________________________________________________________________________________ 三、写作训练 假定你是学生会主席李华，你校个别学生沉迷手机无法自拔，学习、生活受到不良影响。请你在你校英文报上发表一篇倡议书。内容包括： 1. 手机成瘾的危害； 2. 具体的建议。 注意： 1. 词数80左右； 2. 可以适当增加细节，以使行文连贯。 Dear students, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 11 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司zxxk.com 学科网（北京）股份有限公司 $ 沪教版必修一Unit 3 Choices（语法+写作） 目录 单元语法：定语从句关系代词的用法 写作聚焦：议论文/建议信 学以致用：巩固提升，全面突破 单元语法 定语从句关系代词的用法 一、 核心概念与功能 (Concept & Function) 1. 定义回顾 定语从句是指在复合句中作定语，修饰名词或代词（即先行词 Antecedent）的从句。关系代词在从句中起两个作用： 1. 连接作用：引导从句，修饰先行词。 2. 替代作用：在从句中充当句子成分（主语、宾语、定语等）。 2. 关系代词功能一览表 关系代词 先行词类型 在从句中充当的成分 备注 who 人 主语、宾语 作宾语时可省略，口语中常用 whom 人 宾语 正式文体，介词后必须用 whom which 物 / 整个主句 主语、宾语 非限制性从句中指代整句时只能用 which that 人 / 物 主语、宾语 通用性强，但在特定情况下受限（见下文） whose 人 / 物 定语 表示“……的”，= of which / of whom as 物 / 整个主句 主语、宾语 常用于 such...as, the same...as 结构 注意：关系副词 (when, where, why) 不在本次讨论范围，但需提醒学生区分：若从句缺主/宾，用关系代词；若从句完整不缺主宾，用关系副词。 二、 核心用法深度解析 (Deep Dive into Usage) 1. Who vs. Whom vs. That (指代人) · Who: 最常用，可作主语或宾语。 · The boy who is standing there is my brother. (主语) · The girl (who/whom) you met yesterday is a doctor. (宾语，可省略) · Whom: 仅作宾语，常用于正式文体或介词之后。 · To whom should I address the letter? (介词后不能用 who/that) · That: 指代人时，通常用于限制性定语从句，作主语或宾语。 · He is the man that helped me. 2. Which vs. That (指代物) · Which: 可用于限制性和非限制性定语从句。 · The book which lies on the desk is mine. · That: 仅用于限制性定语从句，不可用于非限制性从句（即逗号后）。 · ❌ My car, that is broken, needs repair. · ✅ My car, which is broken, needs repair. 3. Whose 的双重指向 (Possession) whose 既可用于人，也可用于物，表示所属关系。 · 指人: I have a friend whose father is a pilot. · 指物: They lived in a house whose windows faced south. · 转换: ...a house the windows of which faced south. (更正式) 4. As 的特殊用法 as 引导定语从句时，常含有“正如”、“像……一样”的意思，且常与以下搭配连用： · Such ... as ...: I like such books as are easy to read. · The same ... as ...: This is the same bag as I lost yesterday. (注意：the same ... that 强调是“同一个”，as 强调是“同一种”) · As 引导非限制性定语从句: 置于句首或句中，指代整个主句内容。 · As is known to all, the earth moves around the sun. (正如大家所知……) · He is late again, as is often the case. (他又迟到了，这是常事。) 三、 重点难点与“唯一性”规则 (Key Distinctions & Exclusive Rules) 1. 只能用 That 的情况 (The "That-Only" Rule) 当出现以下情形时，关系代词通常只用 that，不用 which： 1. 先行词被最高级或序数词修饰时： · This is the best film that I have ever seen. · The first place that they visited was the Great Wall. 2. 先行词被 the only, the very, the last, just, right 等限定词修饰时： · You are the only person that understands me. 3. 先行词是不定代词时 (all, everything, nothing, something, anything, little, much 等)： · Is there anything that I can do for you? 4. 先行词既有人又有物时： · They talked about the persons and things that they remembered. 2. 只能用 Which 的情况 (The "Which-Only" Rule) 1. 非限制性定语从句中（即有逗号隔开）： · Football, which is a popular sport, is loved by many. 2. 介词提前时（介词 + which）： · This is the room in which Lu Xun once lived. (不可用 in that) · 注意: 如果介词在句尾，可以用 that 并省略，如 This is the room (that) Lu Xun once lived in. 3. Who/Whom 的选择 · 在介词后指代人，必须用 whom。 · The man with whom I spoke is Mr. Li. · 在非限制性定语从句中指代人，通常用 who (作主语) 或 whom (作宾语)，不用 that。 四、 课堂练习 (Classroom Activities) Activity 1: 关系代词快选 (Quick Choice) 填入的关系代词，并说明理由。 1. This is the best movie ______ I have seen. (Answer: that; 最高级修饰) 2. He has two sons, ______ work as doctors. (Answer: who; 非限制性，指人) 3. The house ______ roof was damaged has been repaired. (Answer: whose; 表所属) 4. She spoke in a way ______ was very polite. (Answer: that/which; 方式，无特殊限制) Activity 2: 句式合并挑战 (Sentence Combination) 将两组句子合并为一个含定语从句的复合句。 1. I lost the pen. I bought it yesterday. → I lost the pen (that/which) I bought yesterday. 2. Mr. Smith is a teacher. His daughter is in my class. → Mr. Smith is a teacher whose daughter is in my class. 3. Air pollution is serious. As we all know. → As we all know, air pollution is serious. Activity 3: 纠错诊所 (Error Correction) 找出下列句子中的错误并改正。 1. This is the school where I studied in. → Correction: This is the school that/which I studied in. OR This is the school where I studied. (where = in which，不能重复介词) 2. He is the man whom helped me. → Correction: He is the man who/that helped me. (从句缺主语，whom只能作宾语) 3. The book, that is on the table, is mine. → Correction: The book, which is on the table, is mine. (非限制性从句不能用that) 写作聚焦 一、写作任务聚焦： **任务类型**： 议论文/建议信**（如“如何做出困难选择”） **能力目标**： - 使用因果逻辑链（e.g., *firstly... consequently...*）组织论点； - 引用生活实例或社会现象增强说服力（如课业与兴趣的平衡）； - 学习建议信函的语用策略（如委婉表达 *You might consider...*）。 **教学建议**： 结合校园调查数据（如学生压力源），撰写解决方案类文本。 二、典例剖析 假设你叫李华，你的朋友John沉迷于抖音（DouYin）而不能自拔，写信向你寻求帮助，请你给他写一封建议信。内容包括: 1. 表示理解和关心；2. 沉迷抖音的影响；3. 提出具体建议。 要求 1. 词数80左右；2. 可以适当增加细节，以使行文连贯；3. 开头和结尾，不计入总词数。 Dear John, _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】One possible version: Dear John, I’m more than sorry to know that you are addicted to Dou Yin and very worried about you. I’m writing to inform you of the harm caused by it and offer you some advice. What you should know is that spending too much time playing Dou Yin can make you exhausted and can’t concentrate on a class attentively. Therefore, limiting the time spent on it is necessary. It is highly suggested that you should develop an interest in other things, such as reading and running. Hopefully, the suggestions above will be helpful to you. Looking forward to your good news. Yours, Li Hua 【导语】本篇书面表达属于应用文。要求考生给朋友John写一封建议信，就他沉迷于抖音而不能自拔提出建议。 【详解】1.词汇积累 担心的：worried→concerned 集中注意力：concentrate on→focus on 因此：therefore→as a result 有帮助：be helpful→be of help 2.句式拓展 简单句变复合句 原句：I’m writing to inform you of the harm caused by it and offer you some advice. 拓展句：I’m writing to inform you of the harm that is caused by it and offer you some advice. 【点睛】【高分句型1】What you should know is that spending too much time playing Dou Yin can make you exhausted and can’t concentrate on a class attentively.（运用了what引导的主语从句和that引导表语从句） 【高分句型2】It is highly suggested that you should develop an interest in other things, such as reading and running.（运用了it作形式主语，that引导主语从句） 学以致用 一、单句语法填空（用适当的关系代词填空：that /which/who /whom/whose） 1. The man ________ is standing at the gate is my uncle. 2. The book ________ you lent me is very interesting. 3. This is the best film ________ I have ever seen. 4. The girl ________ you met at the party is my best friend. 5. I live in a room ________ window faces south. 6. The boy ________ mother is a doctor studies very hard. 7. The building ________ was built last year is our library. 8. We talked about the people and things ________ interested us. 9. Anyone ________ works hard will succeed. 10. The present ________ you gave me is very precious. 【答案】 1. who / that 解析：先行词 man（人），关系代词在从句中作主语。 句意：站在门口的那个人是我叔叔。 2. which / that 解析：先行词 book（物），关系代词在从句中作宾语。 句意：你借给我的那本书很有趣。 3. that 解析：先行词被最高级 the best修饰，只能用 that。 句意：这是我看过的最好的电影。 4. who / whom / that 解析：先行词 girl（人），关系代词在从句中作宾语。 句意：你在派对上遇到的那个女孩是我最好的朋友。 5. whose 解析：表示所属关系 “…… 的”，whose window（房间的窗户）。 句意：我住在一间窗户朝南的房间里。 6. whose 解析：表示所属关系，whose mother（男孩的妈妈）。 句意：妈妈是医生的那个男孩学习很努力。 7. which / that 解析：先行词 building（物），关系代词在从句中作主语。 句意：去年建的那栋楼是我们的图书馆。 8. that 解析：先行词既有人又有物（people and things），只能用 that。 句意：我们谈论了让我们感兴趣的人和事。 9. who / that 解析：先行词 Anyone（人），关系代词在从句中作主语。 句意：任何努力工作的人都会成功。 10. which / that 解析：先行词 present（物），关系代词在从句中作宾语。 句意：你送给我的礼物非常珍贵。 二、翻译句子（必须使用定语从句 + 关系代词） 1. 正在唱歌的那位女士是我的英语老师。 _________________________________________________________________________________ 2. 我昨天买的那支钢笔丢了。 _________________________________________________________________________________ 3. 他就是我刚才在大街上遇到的那个人。 _________________________________________________________________________________ 4. 窗户朝南的那间教室是我们的。 _________________________________________________________________________________ 5. 这就是我去年买的那辆自行车。 _________________________________________________________________________________ 6. 我喜欢有幽默感的朋友。 _________________________________________________________________________________ 7. 他给我看了他在国外拍的照片。 _________________________________________________________________________________ 8. 这是我能找到的唯一答案。 _________________________________________________________________________________ 9. 刚才被老师表扬的学生是我们班的班长。 _________________________________________________________________________________ 10. 我认识那个父亲是工程师的男孩。 _________________________________________________________________________________ 【答案】 1. The woman who / that is singing is my English teacher. 句意：正在唱歌的那位女士是我的英语老师。 2. The pen which / that I bought yesterday is lost. 句意：我昨天买的那支钢笔丢了。 3. He is the man who / whom / that I met in the street just now. 句意：他就是我刚才在大街上遇到的那个人。 4. The classroom whose windows face south is ours. 句意：窗户朝南的那间教室是我们的。 5. This is the bike which / that I bought last year. 句意：这就是我去年买的那辆自行车。 6. I like friends who / that have a sense of humor. 句意：我喜欢有幽默感的朋友。 7. He showed me the photos which / that he took abroad. 句意：他给我看了他在国外拍的照片。 8. This is the only answer that I can find. 句意：这是我能找到的唯一答案。（先行词被 the only 修饰，用 that） 9. The student who / that was praised by the teacher just now is our monitor. 句意：刚才被老师表扬的学生是我们班的班长。 10. I know the boy whose father is an engineer. 句意：我认识那个父亲是工程师的男孩。 三、写作训练 假定你是学生会主席李华，你校个别学生沉迷手机无法自拔，学习、生活受到不良影响。请你在你校英文报上发表一篇倡议书。内容包括： 1. 手机成瘾的危害； 2. 具体的建议。 注意： 1. 词数80左右； 2. 可以适当增加细节，以使行文连贯。 Dear students, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】one possible version As smartphone addiction becomes a growing concern, it is crucial to recognize its negative impacts. Excessive phone use not only harms physical health, but also affects academic performance and reduces face-to-face social interactions. Therefore, I am writing to call on everyone to get rid of smartphone addiction. To begin with, students can set daily screen-time limits and disable unnecessary notifications to minimize distractions. Additionally, participating in offline activities like sports, reading, or club events can help reduce reliance on phones. Moreover, peer support plays a vital role — students should kindly remind each other to stay focused and maintain a balanced lifestyle. Let us work together to create a campus environment where technology serves as a tool for growth rather than a barrier to our potential. 【导语】本篇书面表达属于应用文。要求考生就学校个别学生沉迷手机无法自拔，学习、生活受到不良影响的现象在学校英文报上发表一篇倡议书。 【详解】1.词汇积累 担忧：concern→worry 因此：therefore→as a consequence 此外：additionally→in addition 参加：participate in→join in 2.句式拓展 简单句变复合句 原句：To begin with, students can set daily screen-time limits and disable unnecessary notifications to minimize distractions. 拓展句：To begin with, students can set daily screen-time limits and disable unnecessary notifications so that they can minimize distractions. 【点睛】【高分句型1】As smartphone addiction becomes a growing concern, it is crucial to recognize its negative impacts.（运用了as引导的时间状语从句） 【高分句型2】Let us work together to create a campus environment where technology serves as a tool for growth rather than a barrier to our potential.（运用了where引导的定语从句） 11 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司zxxk.com 学科网（北京）股份有限公司 $