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初中英语语法:so...that/such...that/so that的用法

so...that/such...that/so that 一、so... that...句型中的so是副词,常常用来修饰形容词或副词,意思是“如此……以致于……”,引导结果状语从句,常用句型为:主语+谓语+s...

so...that/such...that/so that

一、so... that...句型中的so是副词,常常用来修饰形容词或副词,意思是“如此……以致于……”,引导结果状语从句,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……”,引导结果状语从句,其句型结构可分以下三种:

1. such+a(an)+adj.+单数可数名词+that从句

He is such a clever boy that everybody likes him.

He was such an honest man that he was praised by the teacher.

2. such+adj.+复数可数名词+that从句

They are such interesting novels that I want to read them once again.

3. such+adj.+不可数名词+that从句

He has made such great progress that the teachers are pleased with him.

【注意】如果such后边的名词前由many、much、few、little等词所修饰的话,则不用such而用so。例如:

He had so many falls that he was black and blue all over. 

He had so little education that he was unfit for this job.

三、so that 意思是"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:

  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.

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.

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.

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