高中英语Module6OldandNewSectionⅢGrammar非限制性定语从句和定语从句的缩略教学案外研版必修3
Module6OldandNewSectionⅢGrammar非限制性定语从句和定语从句的缩略
Module6OldandNewSectionⅢGrammar非限制性定语从句和定语从句的缩略语法图解探究发现①She heard a terrible noise, which brought her heart into mo uth.②The weather turned out to be very good, which was more th an we could expect.③A person with his head in the clouds is a dreamer, whose m ind is not in the real world.④Qingdao is a beautiful city, where I’ll pay a sixday visit.⑤They have a son and two daughters, all of whom live in the city.⑥He lived in London for two months, during which time he pic ked up some English.⑦David, as you know, is an amateur photographer.⑧He spoke to the girl (who was) from Paris.⑨We said goodbye to Mr. Green, (who was) still busy at his o ffice.[我的发现](1)①～⑦句中，关系词前面均有逗号，它们为非限制性定语从句。
(2)⑧⑨句中都可以省略括号中的词，从而构成定语从句的缩略。
一、非限制性定语从句1．作用非限制性定语从句只是对主句内容或先行词的补充、解释或附加说明。
主句与先行词或从句之间一般用逗号隔开，常常单独翻译。
没有它，主句意思仍然完整。
2．关系代词引导的非限制性定语从句关系代词有as, which, who, whom, whose等，作定语从句的主语、宾语、表语或定语。
必修3Module6 non-defining attributive clauses非限制性定语从句全英文说课稿
Module6 Old and NewPeriod3 grammar non-defining attributive clausesPart1. The analysis of the teaching material:In the passage The Three Gorges Dam, the writer use the infinitives to express his ideas, so I think this module aims to help the students grasp how to use non-defining attributive clauses. As we know, non-defining attributive clause is one of the most important grammars, and it is also one of the most difficult grammars. To help the students grasp this grammar, I should make the students interested in the class first.Part2. Analysis of the students:The students have learnt defining attributive clauses in module 5 on page 47, and they often meet attributive clauses in reading materials, so the grammar is not strange to them.Most of our students lack confidence and are shy to express their ideas in English, so some interesting and easy work to try to involve all the students to take part in the class activities are necessary.Part3. Teaching aims:Knowledge aims:1. Learn about the non-defining attributive clauses.2. Master the differences between non-defining attributive clauses and definingattributive clausesAbility aims:1.Improve students’ ability through group discussion2.Improve students’ analyzing and resolving abilities throu gh group cooperation. Emotional aims:1. To arise the students’ interest in learning English.2. To encourage students to be active in class.Part4. Teaching key points1. Work together to sum up the grammatical rules of non-defining attributive clauses.2. Master the differences between non-defining attributive clauses and definingattributive clauses.Teaching difficult pointsDifferent forms of non-defining attributive clauses, and how to use them.Teaching Aids:1. Projector2. Tape recorder3. Multimedia4. The blackboardPart5. Teaching theoriesWhen I dealing with the lesson, I’ll do my best to carry out the methods, such as: situational teaching and communicative teaching; task-based teaching; inquiry teaching;making the students the real masters while the teacher acts as a director and helper. I’ll try to encourage the students to learn by discussion, cooperation and free talk.In addition, I’ll make the best of multimedia to make the class more lovely, interesting and high-effective.Part6. Teaching Procedures 45’Step1 Lead in 12’1. Lead in the lesson of the unit by showing some sentences which they learnt on page47 about defining attributive clauses on screen. Ask students read the sentences and answerwhat clauses they are.(1) Su Song was an eleventh-century monk who(m) very little is known about.(2) For example, it is the country which silk was first invented in.2 review the relative pronouns and relative adverbs which usually used in attributiveclauses.(1) Relative pronounsas，which，who，whom，whose, that(2) Relative adverbswhen, where, why(Purpose: review defining attributive clauses which students learnt on module 5.)3. Ask students read above sentences and do exercise1’s sentences on page 54, thencheck the answer and find out the common and the difference of these sentences.(Purpose: lead in the topic: non-defining attributive clauses.)Step2 Non-defining attributive clauses 20’1.Encourage the students to sum up the differences between non-defining attributiveclauses and defining attributive clauses by themselvesIn a defining attributive clause(1) The information given is essential to understand the sentence, and make it clearwhich person or thing you are talking about in a sentence.(2) You don’t need a commaIn a non-defining attributive clauses(1) The information is not essential to understand the sentence, but it provides additionalinformation.(2) Punctuation is important, common are used to separate the clause from the rest of thesentence.(3) ‘That’ canno t be used in a non-defining attributive clause.2. The definition of non-defining attributive clause.When a attributive clause merely describes an object without having the function of defining or identifying to which object the speaker or writer is referring, the clause must be placed between commas. Such a clause can be called a non-defining or non-limiting relative clause, i.e., a non-defining relative clause gives extra information about a noun or noun phrase and has commas at both ends.(Purpose: this part is designed to make the students understand the definition of non-defining attributive clauses and the difference between non-defining attributive clausesand defining attributive clauses, at the same time lead to the next part.)Step3 Practice 8’Get the students to finish excercise2 and 3 on page 54, and then check the answer. I’ll divide the students into 2 groups, and then ask them to finish the tasks by competition and cooperation. If anyone answers the question correctly, his or her group will get 1 point, and the group which gets the most points is the winner.(Purpose: To consolidate the usage of non-defining attributive clauses, at the same time increase the students ‘interest in their studies)Step4 Summary 4’First, ask the students to d iscuss “What have you learnt this class?”Then give the summary: This class we learn the grammatical items of non-defining attributive clauses. We know the differences between non-defining attributive clauses and defining attributive clauses are common and the information given is essential or not essential to understand the sentence.Step 5Homework 1’Revise the use of non-defining attributive clauses.Part 7 Blackboard designNon-defining attributive clauses(1) Relative pronouns : as，which，who，whom，whose, that(2) Relative adverbs: when, where, whyNon-defining attributive clauses(1) The information is not essential to understand the sentence, but it provides additional information.(2) Punctuation is important, common are used to separate the clause from the rest of the sentence.(3) ‘That’ cannot be used in a non-defining attributive clause.(Purpose: the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. It also tells the students that this is the important points in this class.)Above is my teaching plan of this lesson. Thank you for listening.。
英语ⅲ外研版module6oldandnew教案period3
英语ⅲ外研版module6oldandnew教案period3整体设计教材分析本部分的内容是非限制性定语从句以及定语从句之间的区别。
学生能够了解到限制性定语从句和非限制性定语从句的区别并会做相关的练习题目来巩固所学的知识。
三维目标1.知识与技能1)Makesurestudentsmasteredthegrammaticalitems.2)Consolidatetheirknowledgeofnon-definingattributiveclauses.2.过程与方法1)Motivatestudents’enthusiasmintakingpartintheclass.2)Helpstudentstousethesentencepatternsincommunication.3.情感与价值Throughthestudyofthisperiodstudentswillsurelyknowmoreaboutthebasicmeaningso fsomeattributiveclauses.教学重点1.Thebasicusageofthenon-definingrelativepronounsandadverbsandlearntousethem indifferentsituations.2.Howtousethesentencepatternsindailylife.教学难点Howtohelpstudentstolearnthenon-definingattributiveclauseefficiently.教学方法Deductiontopresenttheusageofthenon-definingrelativepronounsandadverbs,andth ensomeexercisestoconsolidatewhatwehavelearned.教学过程→Step1Revision1.Checkstudents’homework.2.Haveadictationofthewordslearntinthetext.Thewordsfordictation:dream(v.)energygenerateharnesshistoricalnarrowpoempowerstationsubmerge suggest→Step2Grammar1:Non-definingattributiveclausesActivity1Readthesentences.(Showthefollowingonthescreen.)aMaoZedongwroteapoeminwhichhedreamedof “wallsofstonetoholdbackcloudsandrain”.bTheThreeGorgesDam,whichisthebiggestconstructionprojectinChinasincethebuild ingoftheGreatWallandtheGrandCanal,hasbeenbuilttocontrolflooding.cSunYat-sen,whowastheleaderofthe1911Revolution,firstsuggestedtheideain1919.dMorethanamillionpeoplewholivedintheregionhavemovedfromtheirhomes.Nowanswerthesequestions.1Whichoftheattributiveclauses(initalics)containessentialinformationaboutthe subjectandwhichcontainextrainformation?2Ifyoutakeawaytheattributiveclauses,dothesentencesstillmakesense?Whyorwhyno t?3Whichsentenceshavecommas,theoneswithessentialinformationortheoneswithextra information?Suggestedanswers:1aanddcontainessentialinformation;banddcontainextrainformation.2aandddon’t,bandcdobecausethemeaningstandswithouttheextraclause.3Theoneswiththeextrainformation.Activity2Readthesentences.Addcommasifnecessary.1SunYat-senwhobecamePresidentoftheRepublicofChinain1912diedin1925.2ThebuildingoftheGrandCanalwhichistheworld’slongestcanalbeganin486BC.3Thesectionofthecanalwhichwasbuiltintheseventhcenturywasmainlyusedforricetr ansportation.Suggestedanswers:1SunYat-sen,whobecamePresidentoftheRepublicofChinain1912,diedin1925.2ThebuildingoftheGrandCanal,whichistheworld’slongestcanal,beganin486BC.3Thesectionofthecanal,whichwasbuiltintheseventhcentury,wasmainlyusedforrice transportation.Activity3Addinformationtosentences1-3,usingextrainformationA-C.1TheYangtzeRiveristhethirdlongestriverintheworld.2TheThreeGorgesDamisthebiggestconstructionprojectinChina.3MaoZedongwroteapoemaboutadamacrosstheYangtzeRiver.Awhichismorethan6,000kilometreslongBwhoisagreatleaderofChinaCwhichwillgeneratealargeamountofenergySuggestedanswers:1A:TheYangtzeRiver,whichismorethan6,000kilometreslong,isthethirdlongestrive rintheworld.2C:TheThreeGorgesDam,whichwillgeneratealargeamountofenergy,isthebiggestcons tructionprojectinChina.3B:MaoZedong,whoisagreatleaderofChina,wroteapoemaboutadamacrosstheYangtze River.→Step3Grammar2:ContractionofattributiveclausesActivity1(Showthefollowingonthescreen.)aImetamanmygrandfatherworkedwiththirtyyearsago.bImetamanwhomygrandfatherworkedwiththirtyyearsago.cIwantedtovisitthehousethatmygrandparentslivedin.dThebuswhichItookbacktomybirthplacewasfullofvisitorsfromotherpartsofChina.Nowanswerthesequestions:1Dothefirsttwosentencesmeanthesamething?2Inthefirsttwosentences,whoisthesubjectoftheverbwork—themanorthegrandfather?3Canthewordsthatandwhichberemovedfromthethirdandfourthsentenceswithoutchangingthemeaning?Suggestedanswers:1Yes,theydo.2Thegrandfather.3Yes,theycan.Activity2Studythetwosentences.Noticethewordsinbracketscanbedeletedwithoutaffectingth emeaningofthesentence.Thevalleyisnowpartofthereservoir(whichwas)createdbytheThreeGorgesDam.Thepeople(whoare)livinginthevillagehavemovedtootherplaces.Readoutthetwosentenceswithandthenwithoutthewordsinbrackets.Askstudentstocommentonthedifferenceitmakestothesentences.Comment:Whenwiththewordsinbrackets,theyareattributiveclauses;whenwithoutthewordsinb rackets,sentenceoneisapastparticipleusedasattributeandsentencetwoisapresentpart icipleusedasattribute.Activity3Crossouttherelativepronounswherepossible.1Theycomefromavillagethatwassubmergedinthereservoir.2Therearemanypeoplewhoprefertoliveinvillages.3Thedamthatwesawinthefilmwasn’ttheThreeGorgesDam.4I’vegotabookthathaslotsofinformationaboutZiguiCounty.5ThestudentsthatImetnearthereservoirwerefromVietnam.6IreceivedanemailfrommycousinwholivesneartheThreeGorgesDam.Suggestedanswers:1can’tremove“that”2can’tremove“who”3canremove“that”4can’tremove“that”5canremove“that”6can’tremove“who”Conclusion:1Whentherelativepronounisusedasthesubject,itcan’tberemoved.2Whenindefiningattributiveclauses,therelativepronounisusedastheobject,itcan be removed.Activity4Makeeachpairofsentencesintoonesentence.Example:Themountainisthehighestintheregion.Weclimbedit.Themountainweclimbedisthehighestintheregion.1Thedamprovidesalargeamountofpower.Theybuiltitontheriver.2Thepowerstationwasverymodern.Wevisitedit.3Thevillageisnearthelake.Mygrandparentsusedtoliveinit.4TheboatwentfromWuhantoZigui.Itookit.Suggestedanswers:1Thedam(which/that)theybuiltontheriverprovidesalargeamountofpower.2Thepowerstation(which/that)wevisitedwasverymodern.3Thevillage(which/that)mygrandparentsusedtoliveinisnearthelake.4Theboat(which/that)ItookwentfromWuhantoZigui.→Step4Conclusion限制性定语从句和非限制定语从句的区别:定语从句就其先行词的关系而言,可分为限制性和非限制性两种。
Module6《Old and New》Grammar(外研版必修3)
▶As we know, smoking is harmful to one’s health.
▶The sun heats the earth, which is very important to us. ▶As is known to all, the moon travels around the earth once every month. ▶Tom, as we expected, attended the meeting.
该校行政工作负责人拒绝考虑此事｡
三､缩略为名词短语 由名词短语作表语的非限制性定语从句略去作主语的关 系代词和连系动词便成为名词短语作同位语｡例如:
▶We finally reached Rio, (which was)the end of our
journey. 我们最后抵达里约——我们旅行的目的地｡
2. The Three Gorges Dam, (which is) the biggest construction
project in China since the building of the Great Wall and the Grand Canal, has been built to control flooding and provide hydro-electric power for the central region of China.
→The man owning that car will be fined for illegal
parking. 那辆汽车的主人将因违章停车而被处以罚款｡
③Look over there—there’s a very long,
winding path ______ up to the house.
2018版高中英语外研版必修3课件：Module 6 Old and New Part 3 精品
6.非限制性定语从句和并列句的区别 ①非限制性定语从句和主句之间用逗号分开。 ②并列句之间用分号,或逗号+并列连词(and/but/for/so等)。 对比下面的句子: He has two sons,both of whom are doctors.(定语从句) He has two sons,and both of them are doctors.(并列句) He has two sons;both of them are doctors.(并列句) 他有两个儿子,两个儿子都是医生。
4.在定语从句中,whose+n.=the+n.+of whom/which=of whom/which+ the+n.。 Don’t get close to the house,whose roof is likely to fall at any time. 不要靠近那座房子,它的房顶随时都有可能掉下来。(其中的whose roof 等于the roof of which=of which the roof) The boy,whose parents died in the earthquake,is very sad now. 那个男孩现在很难过,他的父母在地震中去世了。(其中的whose parents等于the parents of whom=of whom the parents)
(4)将定语从句转换成介词短语。 若定语从句为系表结构,且表语为介词短语,可以略去作主语的关系 代词和连系动词,使之缩略为介词短语作后置定语。 The things and the persons that were in my mind have disappeared. =The things and the persons in my mind have disappeared. 我印象中的那些人和事已经消失了。
外研版高中英语必修三教案：Module6 Old and New
Module 6 Old and New教学设计说明话题介绍本模块主题是“Old and New”，介绍了中国人民在文明进步方面做出的历史成就和现实成就，如长城、香港国际机场和三峡大坝。
Period 1 Reading INTRODUCTION Vocabulary and speaking 和READING ANDVOCABULARY合并为第一课时“阅读课。
”课文“The Three Gorges Dam”是说明文，介绍了举世瞩目的三峡大坝。
三峡大坝设计全长2309米、坝顶海拔高程185米、混凝土浇筑总量1610万立方米，是世界上规模最大的钢筋混凝土大坝。
整个三峡工程分为前期施工期、围堰挡水期、初期运行期和后期运行期四个阶段。
Period 2 Grammar 课本54和56页合并为第二课时“语法课”，学习Non-defining clauses andcontraction of relative。
Period 3 Writing 课本55页是写作课“Writing”，阅读一则email，写作一则email。
Period 4 Speaking 课本55页“Speaking”为“口语课”，学习Talking about dams。
Period 5 Function 课本58页是“功能课”，学习使用strong adjectives，即“强势形容词”，或“书面形容词”。
Period 6 CULTURAL CORNER 课本59页的CULTURE CORNER 是“文化阅读课”，“The Empire State Building, New York”，即纽约帝国大厦。
纽约帝国大厦设计者为美国史莱夫-兰布-哈蒙建筑事务所，1931年落成，是70年代以前世界上最高的建筑。
纽约州别名帝国州，故名。
Period 7 TASK 课本60页的TASK 是“任务课”，学习用英文preparing a news bulletin。
近年届高考英语一轮复习第一部分教材课文要点Module6OldandNew模块知识链接高考题型外研
2019届高考英语一轮复习第一部分教材课文要点 Module 6 Old and New模块知识链接高考题型外研版必修32019届高考英语一轮复习第一部分教材课文要点 Module 6 Old and New模块知识链接高考题型外研版必修3编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（2019届高考英语一轮复习第一部分教材课文要点 Module 6 Old and New模块知识链接高考题型外研版必修3）的内容能够给您的工作和学习带来便利。
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1 / 61Module 6 Old and New1 课文与语法填空阅读所学课文，在空白处填入1个适当的单词或括号内单词的正确形式。
The Three Gorges Dam，the biggest 1. （construct）project in China,has been built 2。
（control）flooding and provide hydro-electric power for the central region of China。
The dam is nearly 200 metres high and 1。
5 kilometres wide。
It is the largest hydro-electric power station and dam in the world and 3. (cost）more than any other project in history。
外研版高中英语必修3 Module 6《Old and New》 Grammar
who is a great leader of China. ( 从句的主语 ) Yangtze River, ____
whom live in the 3. They have a son and two daughters, all of ______ city. ( 从句的主语 ) As you know, this is the day when the quake happened five 4. ___ years ago. ( 从句的宾语 )
name I’ve never forgotten. (of whom/whose引导的非限制性定
语从句 ) 他提到一个笔友，那个笔友的名字我从来没有忘记。
2. 限制性定语从句与非限制性定语从句的区别。
区别 形式 限制性定语从句 与先行词之间不用逗号隔开 与先行词的关系十分密切， 功能 限制先行词的意义。如果去 非限制性定语从句 与先行词之间一般 用逗号隔开 是先行词的附加说 明，如去掉，句子
Module 6 Old and New Grammar 非限制性定语从句以及定语从句的简化
【探究寻规】
用关系词(which/ who/ as/ whom/where )完成下列句子，并观
察在下列句子中所作的成分。 1. The Three Gorges Dam is the biggest construction which will generate a large amount project in China, ______ of energy. ( 从句的主语 ) 2. Mao Zedong wrote a poem about a dam across the
二、难点突破
as, which引导非限制性定语从句的区别： 项目 as which 引导的从句既可指代整个 主句的内容，又可指代主 句的一部分 引导的从句不能位于主句 之前 这，那
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Module 6 Old and New Section Ⅲ Grammar 非限制性定语从句和定语从句的缩略语法图解探究发现①She heard a terrible noise, which brought her heart into mouth.②The weather turned out to be very good, which was more than we could expect.③A person with his head in the clouds is a dreamer, whose mind is not in the real world.④Qingdao is a beautiful city, where I’ll pay a sixday visit.⑤They have a son and two daughters, all of whom live in the city.⑥He lived in London for two months,during which time he picked up some English.⑦David, as you know, is an amateur photographer.⑧He spoke to the girl (who was) from Paris.⑨We said goodbye to Mr. Green, (who was) still busy at his office.[我的发现](1)①～⑦句中，关系词前面均有逗号，它们为非限制性定语从句。
(2)⑧⑨句中都可以省略括号中的词，从而构成定语从句的缩略。
一、非限制性定语从句1．作用非限制性定语从句只是对主句内容或先行词的补充、解释或附加说明。
主句与先行词或从句之间一般用逗号隔开，常常单独翻译。
没有它，主句意思仍然完整。
2．关系代词引导的非限制性定语从句关系代词有as, which, who, whom, whose等，作定语从句的主语、宾语、表语或定语。
当先行词指人时，通常使用who, whom, whose来引导；当先行词指物时，通常使用which 来引导。
关系代词不可以省略。
另外，that不能引导非限制性定语从句。
A fiveyearold boy can speak two f oreign languages, which surprises all the people present.一个五岁男孩会讲两门外语，这令在场的所有人感到惊讶。
Bob’s father, who worked on the project, spent four years in Egypt.鲍勃的父亲从事这项工程，在埃及度过了四年。
As can be seen from his face, he is quite pleased.从他的脸上可以看出来，他非常高兴。
[名师点津] 由as, which引导的非限制性定语从句，as和which可指代整个主句或主句所表达的整个意思，相当于and this或and that，且在定语从句中都可以作主语和宾语。
但不同之处主要有：(1)as引导的定语从句可置于句首，而which不可。
(2)as后常接expect, know, report, say, see等动词的主、被动语态句，有“正如，就像”之意；which常翻译为“这一点”。
[即时演练1](1)用适当的关系代词填空①Have you seen the film Warcraft(《魔兽》), whose leading actor is world famous?②My friend, who has served on the International Olympic Committee all his life, is retiring next month.③As we all know, China is a developing country.④My uncle gave me a book, the cover of which is very beautiful.⑤Peter, whom you met in London, is now back in Paris.(2)完成句子①The boy, whose_father_is_an_engineer,_studies very hard.那个小男孩学习很努力，他的父亲是位工程师。
②These apple trees, which_I_planted_three_years_ago,_have not borne any fruit.这些苹果树是我三年前栽的，还没有结过果实。
3．关系副词引导的非限制性定语从句当先行词指时间或地点时，用when, where引导非限制性定语从句，在定语从句中作状语。
why不引导非限制性定语从句，但可用for which代替。
We will put off the outing until next week, when we won’t be so busy.我们将把郊游推迟到下个星期，那时我们就不会那么忙了。
Many children go to a day care centre, where they can learn games.很多孩子上日间托儿所，在那儿他们可以学习游戏。
[即时演练2](1)用适当的关系代词和关系副词填空①They went to London, where they lived for six months.②He will put off the picnic until May 1st, when he will stay with his family.③We’ll graduate in July, when we will be free.④They reached the hotel y esterday, where a negotiation of sale will be held.(2)完成句子(浙江高考改编)I didn’t become a serious climber until the fifth grade, when_I_went_up to rescue a kite that was stuck in the branches of a tree.五年级时，我爬上一棵树去取卡在树枝上的风筝，直到那时我才成为一名真正的登山爱好者。
4．“名词/代词＋介词＋关系代词”结构此类结构常见的有some/several/a few/a little/many/more/most/the largest ...of which/whom等形式。
Here are the questions, some of which I thought are difficult for you.问题都在这儿，其中一些我认为对你来说太难了。
[即时演练3](1)选词填空：which, whom①(重庆高考改编)John invited about 40 people to his wedding, most of whom are family members.②(天津高考改编)English is a language shared by several diverse cultures, each of which uses it differently.(2)完成句子①(2016·江苏高考改编)Many young people, most_of_whom welleducated, headed for remote regions to chase their dreams.很多年轻人都去了偏远地区追求自己的梦想，他们中大部分都受过良好地的教育。
②It now has 20,000 hectares of land, more than twothirds_of_which are under cultivation.现在它拥有两万公顷土地，其中超过三分之二的土地已经耕种。
③The textile mill has over 8,000 workers and staff, eighty_percent_of_whom are women.这家纺织厂有8千多职工，女职工占百分之八十。
二、定语从句的缩略有些定语从句可以缩略为各种短语，如分词短语、形容词短语、名词短语、介词短语及动词不定式短语等，且句意不受影响。
我们称这一语言现象为定语从句的缩略。
1．缩略为分词短语有些定语从句可直接略去作主语的关系代词(who, which, that)和部分谓语(am, is, are等)，从而使之缩略为现在分词短语或过去分词短语作后置定语。
The people who live in the village have moved to other areas.→The people living in the village have moved to other areas.住在这个村子里的人们已经搬到其他地方了。
They are problems which have been left over by history.→They are problems left over by history.这些是历史遗留下来的问题。
[名师点津] 有些定语从句不能按上述方法直接缩略，而需变动词为分词。
这类定语从句一般缩略为现在分词短语，且在缩略时要考虑现在分词的时态和语态。
The man who owns that car will be fined for illegal parking.→The man owning that car will be fined for illegal parking.那辆汽车的主人将因违章停车而被处以罚款。
2．缩略为形容词短语若定语从句为主系表结构，且表语由形容词短语充当，可直接略去作主语的关系代词和连系动词，从而使定语从句缩略为形容词短语作后置定语。
He saw a magazine on the table that/which was next to him.→He saw a magazine on the table next to him.在他旁边的桌子上，他看到了一本杂志。
My uncle lives in a village that/which is remote from the madding crowd.→My uncle lives in a village remote from the madding crowd.我叔叔住在一个远离喧嚣尘世的村庄里。