摘要：
高中英语宾语从句说课稿宾语从句宾语从句就是在复合句中作宾语的名词性从句，通常放在主句谓语动词 （及物动词） 或介词之后。1. 作动词的宾语（1） 由that引导的宾... 高中英语宾语从句说课稿
宾语从句
宾语从句就是在复合句中作宾语的名词性从句，通常放在主句谓语动词 （及物动词） 或介词之后。
1. 作动词的宾语
（1） 由that引导的宾语从句（that 通常可以省略）， 例如：
I heard that be joined the army. 我听说他参军了。
（2） 由what, whether （if） 引导的宾语从句，例如：
a） She did not know what had happened. 她不知道发生了什么。
b） I wonder whether you can change this note for me. 我想知道你是否能帮我改一下笔记。
（3） 动词＋间接宾语＋宾语从句。例如：
She told me that she would accept my invitation. 她对我说她会接受我的邀请。
2. 作介词的宾语，例如：
Our success depends upon how well we can cooperate with one another. 我们的成功取决于我们之间的合作。
3. 作形容词的宾语，例如：
I am afraid （that） I've made a mistake. 我恐怕我已经犯了一个错误。
注意：that 引导的从句常跟在下列形容词后作宾语：anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以将此类词后的that 从句的看作原因状语从句。
4. it 可以作为形式宾语
it 不仅可以作为形式主语，还可以作为形式宾语而真正的宾语that 从句则放在句尾，特别是在带复合宾语的句子中。 例如：
We heard it that she would get married next month. 我听说她下个朋就会结婚了。
5. 后边不能直接跟that 从句的动词
这类动词有allow, refuse, let, like, cause, force, admire, condemn, celebrate, dislike, love, help, take, forgive等。这类词后可以用不定式或动名词作宾语，但不可以用that引导的宾语从句。如：
正确表达：I admire their winning the match.
错误表达：I admire that they won the match.
6. 不可用that从句作直接宾语的动词
有些动词不可用于“动词＋间接宾语＋that从句”结构中，常见的有envy, order, accuse, refuse, impress, forgive, blame, denounce, advise, congratulate等。例如：
正确表达：He impressed the manager as an honest man.
错误表达：He impressed the manager that he was an honest man.
7. 否定的转移
若主句谓语动词为think, consider, suppose, believe, expect, fancy, guess, imagine等，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。例如：
I don't think this dress fits you well. 我认为这件衣服不适合你穿。
表语从句
表语从句在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。可以接表语从句的连系动词有be, look, remain, seem等。引导表语从句的that常可省略。另外，常用的还有the reason is that… 和It is because 等结构。例如：
1） The question is whether we can make good preparation in such a short time.
2） This is why we can't get the support of the people.
3） But the fact remains that we are behind the other classes.
4） The reason he is late for school is that he missed the early bus.
同位语从句
同位语从句就是在复合句中作名词的同位语的名词性从句。 1. 同位语从句的功能 同位语从句对于名词进一步解释，说明名词的具体内容，一般由that引导，例如： 1） The king's decision that the prisoner would be set free surprised all the people. 2） The order that all the soldiers should stay still is given by the general. 2. 同位语在句子中的位置 同位语从句有时可以不紧跟在它所说明的名词后面，而是被别的词隔开。例如： He got the news from Mary that the sports meeting was put off. 3. 同位语从句与定语从句的区别 （1） 定语从句中的that既代替先行词，同时以在从句中作某个成分（主语或宾语），而同位语从句中的that是连词，只起连接主句与从句的作用，不充当句中任何成分。 （2） 定语从句是形容词性的，其功能是修饰先行词，对先行词加以限定，描述定的性质或特征；同位语从句是名词性的，其功能是对名词进行补充说明。例如： 1） The news that he told me is that Tom would go abroad next year.（他告诉我的消息是汤姆明年将出国。）（第一个that引导的从句是定语从句，that在从句中作宾语） 2）The news that Tom would go abroad is told by him.（汤姆将出国的消息是他讲的。）（同位语从句，that在句中不作任何成分）
宾语从句：作动词的宾语 1）直接放在动词后 He doesn’t know where the post office is. I think (that) watching TV too much is bad for people’s health. I wonder if you can do me a favor. I don’t know which school he is in. He asked me whose handwriting was the best in the class. I wonder why she refused my invitation. 2）有些宾语从句前有间接宾语 He told me what I should read. 3）使用it 作形式宾语，宾语从句置后 I thought it strange that he failed to call me4）在think, believe, imagine, suppose, expect 等动词之后的宾语从句中，如果从句的谓语是否定含义，则不用否定形式，而将主句的谓语think 等变为否定形式： I don’t think you are right. I don’t believe . 作介词的宾语 Did he say anything about how we should do the work? 1）that 引导的宾语从句只可用在except 、but、 besides、 in 等少数介词后 Your composition is good except that there are several spelling mistakes. His success lies in that he is always optimistic. 2）介词后的宾语从句只能用whether 不能用if 来引导 It all depends on whether we can get enough money.作形容词的宾语 在某些表语形容词后可接that 引导的宾语从句 I’m afraid that I have made a big . 宾语从句的注意事项 1). that 在下列情况下不能省略 a. that 在引导并列的宾语从句时，第一个that可省，第二个that不可省。 He told me (that) he came and that he would go next week. b.当作介宾时不能省略 The reason lies in that she works harder than the others do. c.当宾语太长用it作形式宾语时 2). 用陈述句的语序 No one can be sure what man will look like in a million years. We’ve heard where the meeting will be held. 注意 What is/was the matter?除外 He asked me what was the matter with her? 3). whether 和if a. 在宾语从句中可以互换,但作介宾时用whether It all depends on whether they will come back. b. 后紧跟or not时用whether I didn’ t know whether or not he had arrived in Wuhan. 4). 宾语从句中的时态宾语从句中的时态主要取决与主句的时态。主句用现在时，从句用各种时态都可以。主句使用过去时，从句除表示真理可使用现在时以外，一律使用过去时态。 I think he has already finished. My grandpa told me the earth is round. I told him he was wrong.
1.高一英语说课稿优秀范例
虚拟语气，在高考中这几年出现的越来越频繁，几乎成了逢考必出的语法点。而学生的书面表达，若能用虚拟语气造一两个句子，显然能够提高写作的档次，所以，这个语法知识的练习总结也就显得很有必要了。
就学生而言，基础参差不齐。虚拟语气在平时的考试训练中一直都是他们感觉比较头疼的一个问题。大多学生基础薄弱，所以对于该语法知识的点我从最基础的着手，涉猎的点大都是常考点。
教法采用的是任务型教学法。结合学生的自主学习，合作探究，利用1T4P教学模式，把各个任务由易到难分解到4个环节中在各项任务的设计方面尽可能的简化，但是也有个别难点需要满足部分优秀学生的需要。
在Preparation环节，我通过展示几幅图片来引出几个使用虚拟语气的情景：我要是拥有很多线，我会买一栋别墅。他要是开车小心点，昨天就不会出车祸了。我要是明天能见到姚明，我要向他索要签名。图图希望每天都是他的生日。和现在相反的虚拟，和过去相反的.虚拟，和将来相反的虚拟，以及在宾语从句中的虚拟一一点出，让学生去感知虚拟语气的概念，了解虚拟语气的使用。
之后进入到presentation，这个环节设计了五个任务：虚拟语气在各种不同情境下的时态，混合型虚拟的使用，含蓄条件句中的虚拟，虚拟语气的省略倒装和虚拟语气在名词性从句中的使用。后四个都是常考的重点，虚拟语气的省略倒装和在名词性从句中的使用是难点。
在整个教学过程中，对于学生的学习活动前三个安排的都是自主学习，问题设计的也不难，旨在通过学生对语法知识的复习来巩固他们以前所学的知识并进一步强化。对于虚拟语气的省略设计的是同桌合作，小范围的探究解决问题。而对于虚拟语气在名词性从句中的运用则是分组讨论总结，以求达到夯实语言基础的目的。
Practice环节是在近几年的高考试题中选取了十道和虚拟语气相关的单选题，让学生去感知这个只是点在高考中的出题方向，并能在掌握知识后正确的做题来树立自信心。这一部分他们独立完成后核对答案并提出问题，如果有必要，我会为他们对本节知识做进一步的总结和补充。
第四个环节，即production环节，我设计了七道纠错题，这些错误也是学生在平时的写作中常出现的问题，虚拟语气在书面表达中具有举足轻重的地位，所以，让学生学会运用虚拟语气写出一些高质量的句子，我认为很有必要。
对于作业布置，一是让学生再次认真复习学案上列出的有关虚拟语气的知识点，而是给他们提供了三个汉语句子让他们翻译，让他们再次感知虚拟语气语法在句子中使用的奥妙。
2.高一英语说课稿优秀范例
在课堂开始，我会给学生播放一段有冯小刚导演拍的电影《唐山大地震》的片段节选，让学生能通过电影能理解和体会到自然灾害给人类带来的巨大灾难。让后直接导入今天的课题。这个能激发学生去了解这篇文章的兴趣，积极加入课堂。 Step2 pre-reading 读前
在这个环节我会在学生在读这篇文章之前给出几个问题。但是并不要求学生马上给出答案。而是要求在下一环节的阅读中找出答案。
Step3 while reading
在这个环节当中我设计了3个活动
第一个活动 activity1 fast reading
给学生几分钟的时间，让后让学生快速阅读这篇文章，并找出在读前所给题的答案，在读完文章之后，让几个同学来进行回答。
第二个活动 activity2 scanning
放录音，让学生跟随录音快速阅读，并要求学生找出每一段落的中心句，并在读完之后，要求得出这篇文章的整体大意。并让学生起来进行回答
第三个答案：acrtivity3 task 在这一环节当中我会设计一个任务。任务类型为知识的抢答。
首先我会将整个班级分为若干个小组，每组有七到八个人。并选出小组长。这一环节中我设计了十个对错题，(true or false),要求学生以小组的形式进行抢答。并作出得分记录，最后还要评选出第一名。在抢答过程当中，我并不只单单是以游戏的形式来完成这一任务，只是简单的完成对错题，我会要求每组在抢答的过程当中，要对他们所选的答案进行解释说明为什么。让学生在这个过程当中真正玩有所得。
Step 4 post-reading
这一环节我会把我们所读的这篇文章设计成一篇阅读题的模式，设计五道选择题，用幻灯片展示出来，并让学生进行选择。题目的设计会以文章的主旨大意和一些细节作为试题。这让学生能在这一环节当中对刚刚已经学习知识进行巩固。
Step5 summary
在这一环节中我会整堂课做一个简短的总结，并再一次强调本次课的重难点。让学生明确本课的重点，再一次明确课堂目标。和引导学生对这篇文章的情感态度进行升华。
Step6 homework
作业1、要求学生背诵本次课的重点词汇和短语
2、要求完成相应联系。
3、要求学生课后通过各种途径查到关于地震的常识，并去了解一些 逃生的小常识，下节课来全班同学一起分享。
3.高一英语说课稿优秀范例
一、教学目标的设计
1、通过阅读，让学生用材料中的句型、短语、词汇来加深对克隆技术的了解，即克隆已经灭绝的动物，例如恐龙，也是不可能的。
2、通过听力，让学生借助原有的听力基础和本课新学的知识来试谈对克隆动物的看法，即克隆的优点和不足。
3、通过说的活动，让学生进一步提高用英语来表达对克隆的认识，即克隆与生活、克隆与自我的关系。
二、文本解读
第一部分：阅读材料。通过一篇有关“恐龙的回归”的文章，讲述人类自开始进行动物克隆研究以来，一直想要克隆已经灭绝的动物的愿望，让学生通过阅读了解恐龙的重生仅仅是一个无法实现的梦想而已。首先通过阅读明确文章的观点，然后通过再次阅读让学生明白不能克隆的原因。
第二部分：听的材料。让学生听一段关于克隆是否是对动物残忍的.对话，首先进行听前预测，接着听大意，然后听细节，最后展开讨论，让学生发表自己的看法。这项活动不但有利于提高学生的听说能力，而且能开发他们对克隆动物健康的关注及对克隆技术发展前景的再思考，具有现实意义。
第三部分：说的材料。以“你最想克隆什么东西”问题展开，旨在发挥学生的想象力，然后通过“你想克隆一个与你一样的人吗？”这样的问题让学生各抒己见，增加学生的语言输出量，增强课堂的趣味性。最后把这一部分作为一篇课后写作加以落实，提高学生的语言综合运用能力。
三、关于选修课的设计
根据《高中英语课程标准》，选修课的设计应以课程目标和学生的需求为依据，要充分考虑学生的学习现状，既要有新内容、新发展，又不能超出学生的实际水平。教师要引导学生主动学习，帮助他们形成以能力发展为母的学习方式，鼓励学生通过体验、实践、讨论、合作和探究等方式，发展学生的听说读写的综合语言技能。
四、课后反思
对自己在课堂上未能充分调动学生的积极性而感到遗憾，课堂气氛不够热烈，主动发言的学生较少，还需更多考虑课堂指令的明确性。教学内容的设计还是沿用以往教学模式，亮点不多，创新不够，需继续向其他教师好好学习。此外，在今后的教学过程中，要将教学内容设计更贴近于实际生活，贴近学生，调动学生的英语学习的积极性。
4.高一英语说课稿优秀范例
（一）教材内容及分析
我说课的内容是外研版《英语》（新标准）高中第三册（必修3）Module 4 Sandstorms in Asia本模块介绍了亚洲（主要是中国）沙尘暴的情况，并引入了与沙尘暴和环保有关的词汇。要求学生了解沙尘暴方面的知识并掌握相关词汇，培养学生用英语谈论沙尘暴及环保的语言技能。
Introduction部分为此模块的warming up,介绍与“沙尘暴”有关的词汇，并设计了三个练习活动。通过教材设计的这三个活动，可以让学生初步熟悉这些词的意义，为以后的各项学习活动做好准备。Reading and Vocabulary该部分介绍了“亚洲的沙尘暴”。围绕着课文，编者设计了五个与课文内容和词汇有关的练习。通过这些练习，学生可以增进对沙尘暴危害性的了解，熟悉有关沙尘暴的词汇。
（二）教学目标
根据《新课标》总目标的描述，结合本课的内容，我把本节课的教学目标系统化，分别是：语言知识，能力目标，情感目标，文化意识，和学习策略。
1．语言知识目标
掌握并能运用下列词汇：
与沙尘暴有关：disaster, dune, citizen, dust, desertification, forecast, strength, cycle, mask
与环保有关：process, mass, campaign
句子:
To have been caught in a sandstorm was a terrible experience.
There was nothing to be done.
To be cycling in a sandstorm is frightening.
2．语言技能目标：
理论依据:高中英语课程标准强调用英语获取和处理信息的能力
1).能从文章中获取主要信息并摘录要点
2).能理解文章主旨、作者意图
3).能提取、筛选和重组文章中的信息
4).能利用上下文猜测新词汇
3．学习策略目标
词汇归类
在阅读、英语互动、完成任务过程中进行有效自我调控
通过各种途径获取相关信息，辨别并运用有效资源
3．文化意识和情感态度目标
了解亚洲沙尘暴的状况
增强环保意识
4．重点与难点
重点：
了解沙尘暴；阅读微技能训练
难点：
运用所学词汇和短评，围绕主题进行讨论及写作
二、说学情
在教学过程中，对学情的了解是教师因材施教的关键。高中的学生注意力有一定的稳定性，观察能力很强，具有一定的目的性，系统性和全面性，已经初步实现从具体思维向抽象思维的过渡。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。同时，自我意识增强，拥有强烈的主观能动性。他们更是拥有很强烈的自我展现意识与XX，不但在乎别人对自己的评价，更渴望得到别人的关注和赞赏。他们已具有了一定的自主合作和探究的能力，具有了一定的英语语言知识和英语应用的能力，具备了基本的英语思考和英语表达的基本技能。
因此，设计这节课时，我充分考虑到学生的主体性，把自己作为与学生一起探讨的一员，以亦师亦友的身份走进他们，以基础的语言启发他们，以轻松的话题开始，以愉快的交流展开合作，充分创造机会让同学们都拥有成功的`喜悦，在和谐的氛围中探究并完成教学任务。
三、说教学方法
(新课程提倡运用任务型教学途径，围绕核心问题，设定小任务；围绕文章内容，尽可能提供训练学生技能的机会；开展自主性学习的课堂活动，强调合作探究与独立思考相结合。任务型教学：任务型教学强调语言学习应该是在“做中学”“用中学”。任务设计应该贴近学习者的生活，才能激发学习者的背景知识，激发他们的学习的兴趣，语言才能在经意中习得(incidental acquisition).
这节课本人主要采用任务型教学法和活动教学法，借助多媒体展开教学活动。通过运用阅读技巧，如查读等方式提高阅读能力，从而使学生掌握阅读策略，同时围绕文章设计多种语言活动，以自主合作等多种形式，引导学生根据不同的学习任务尝试使用不同的学习策略，使良好的学习习惯得以培养，自主学习和合作得以发展，交际能力和综合运用能力得以提高。)
四、说学法
通过本课教学，我将主要培养学生掌握以下学习方法：
1．参与式学习法：培养他们从练中学，在学中用，通过设置符合学生知识水平的活动让学生参与、体验、实践，并从中品味在活动中的乐趣。
2．知识迁移法：培养学生善于运用所学知识来分析和解决问题的能力。
3．合作学习法：通过小组形式完成多种活动，培养探究和合作意识与能力。
五、教学反思
本课在阅读训练方面旨在：
1）培养学生在阅读中的推测词义的能力。
2）指导学生运用阅读技巧，诸如Skimming（扫读）、Scanning（细读）等培养其快速阅读的能力。在课程导入时，我选用部分图片展示，引发了学生浓厚的学习兴趣，为下一步的阅读做好了铺垫。在介绍亚洲沙尘暴文章的同时，我设置了不同水平的练习题以弥补教材中练习单一的不足，调动了不同程度学生的学习积极性。在循序渐进的讨论活动中，学生们既对沙尘暴的认识有所提高，又获得了听、说、读、写几方面知识能力的提高。倘若时间充裕，我会进一步加强推测词义的训练。
5.高一英语说课稿优秀范例
（一）设计思想
一节成功的英语课取决于一个优秀的设计思想。高中英语的听说教学是给学生打基础的最重要的阶段。学生只有积极主动地说出来，才能促进听说读写等综合素质的全面提高。而只有创设与学生的实际生活相结合的情景，才能促使学生有话可说，积极主动地说，甚至绘声绘色的用英语表演。
（二）理论依据：
语言学家克鲁姆认为：成功的英语课堂教学教师应该为课堂内创造更多的情境，让学生有机会运用已学的语言材料。通过给学生创设问题情境，图文并茂，充分调动学生的积极性，使学生自主学习，让学生成为问题的“发现者”，然后学生与学生进行合作性的探究，让老师成为问题的“点拨者”。
《新课程的教学实施》在教学应当如何适应课程培养目标的要求中指出：要强调与学生生活世界的密切结合。强调与学生生活世界的密切结合也就意味着，要改变“过于注重书本知识的现状”，要“加强课程内容与学生生活以及现代社会和科技发展的联系，关注学生兴趣和经验”，增强“提高生命生活质量”的意识，使学生学会生活，并能积极主动地创造健康向上的生活。
（三）设计特色：以“我的新教师”为话题，遵循贴近学生生活的原则，创设多种情景让学生发现，体验而习得语言，让课堂动起来！
二、教材分析
本课学习的内容是外研版新课标B1M2My New Teachers的Introduction即听说课的一个课时。课本内容包括：学习一些描述人物的形容词；学习用这些形容词描述自己熟悉的人物；讨论并描述自己心目中的好老师；听一名英国男孩对好老师的理解并与自己的描述比较。考虑到教学内容较少而且比较单一，不能充分调动学生的积极性，达到听说课的教学目的，我结合学生的实际生活，对教材整个模块的内容进行了整合，通过创设多种情景活动，使学生积极参与课堂活动，主动踊跃地发言，并且惟妙惟肖地表演。
三、学情分析
高一学生思维活跃，敢于提出不同见解，学生已经储备了一定的英语知识，能较好地展开话题讨论，各抒己见。采取多媒体教学，运用多种教学方法和手段激发学生交流和学习的兴趣，希望学生始终处于积极、主动的思考、探究的状态中，创造充满活力的课堂气氛。
四、教学目标
1、语言知识目标：掌握描述人物特点的形容词。
2、语言技能目标：运用描述人物特点的形容词进行描述和交流。
3、情感态度：学生能自如地表达自己的思想，情感以及与人合作交流的能力；
理解教师这一职业的'艰辛，理解并尊重老师。
4、学习策略：在情景中进行交流，培养学生的交际策略。
五、重点难点
1、教学重点：鼓励学生讨论自己最喜欢的老师；锻炼学生的听说能力；鼓励学生使用新学词汇描述新老师。
2、教学难点：如何使学生积极主动地参与到教学活动中来，大胆地说，自主地演。
六、教学策略与手段
本课教学强调从学生实际情况出发，从学生生活经验出发，而不是从“本本”出发。以学生为中心，让学生成为课堂中的主角，教师成为教学活动的组织者，合作者和参与者。在设置任务的过程中，考虑到了生生互动，师生互动。学生在教师特意创设的教学情境中去学习、体会英语语言的特点，使听说活动能在一种活的环境中轻松愉快地进行。
七、课前准备
新的课程标准强调教师、学生、内容、环境四个因素的整合，这四个因素持续交互，呈动态发展。
1、学生的学习准备：
鼓励学生课前认真预习描述人物的新单词。
2、教师的教学准备
新课程标准要求采用互动的课堂模式，提倡开放的学习方式，鼓励学生创造性地运用语言。在上课前，注意了解不同层次学生对这一部分内容的了解程度，吃透教材，上网查询资料，扩大自己的知识面和对电脑的认识，下载新颖的有关教师的图片，以激发学生学习的积极性。除此之外，还在课前估计课堂内可能发生的情况，准备好各种预案，以便顺利完成教学任务。
八、课堂教学过程设计：
Step 1 Preparation（准备阶段）
Enjoy a piece of music
（Before class，let Ss enjoy a piece of music）
设计说明：大家一起唱英文歌曲，使学生迅速进入英语课堂；营造一种轻松活泼的教学氛围。
Step 2 lead—in（导入）
T：How long have you been here？
S：About two weeks。
T：Do you feel happy for being here？
S：Yes。
T：How do you think of our school？
S1：It is beautiful。
S2：The teachers are very excellent and friendly。
T：Yes，excellent！So today we will talk about _____？
SS：My new teachers！
设计说明：鉴于他们是高一新生，学校生活又是学生非常熟悉的话题，从学生的现实生活出发，以轻松愉快的聊天形式导入新课，能使学生迅速进入本节课的学习，形成轻松活泼的课堂氛围。
Step 3 Warming—up（热身活动）
T：We usually use some adjectives to describe persons。 . I am ___？
Ss：Beautiful。
T：Yes，thank you。 Here I will give you some pictures and you just give me the adjectives that you can think of from it，ok？
S：pretty beautiful handsome amusing…
Make the students try to express themselves freely。 Help the students to describe the pictures，using the adjectives they have learnt。
设计说明：运用头脑风暴法，呈现一些图片引导学生充分想象自己已经学过的描述人物的单词，由此，总结已知词汇，导出新词汇。
Step 4 Exercise（练习巩固）
Complete the sentences with these adjectives
amusing intelligent nervous patient
popular serious shy strict
1）、Mr。 Wood is a very ________teacher。 He never get angry，even when his student behave badly。
2）、 Our history teacher is a very ________man。 He is nice，but he never smiles。
设计说明：对新学单词的含义理解，巩固与运用。
Step 5 （描述）
Use the words to describe your classmates
设计说明：从选词填空到运用已知词汇造句，是能力的提升。所设计的环节要求描述自己的同班同学，人物就在身边，触手可及。两个月的相处，和谐的同学关系使他们非常有XX表达对同学的热爱，对友谊的理解与感悟。这一情景可真是触到了学生的“骨髓”里。
Step 6 Guessing Game（猜谜游戏）
Describe your favorite teacher that you and your classmates know and ask your classmates to guess who he or she is。
设计说明：在这一环节中，我并没有让学生重复练习使用adjectives去描绘老师，因为到此为止，学生对这些adjectives已经掌握的相当好了。所以，我结合课本Speaking中的一个环节，把talk about your favorite teacher变成了Guessing game的形式，把全班分成四组，每组描绘一个自己的favorite teacher。为了让其他组的同学猜出来，他们必须不断地把自己的描绘对象描绘地细致，再细致。他们会挖空心思想自己学到的所有知识，并不仅仅是摆在手边的adjectives，而且要连句成篇，是能力的又一次提升，起到了很好的效果。并且，我把班里其他老师的照片以幻灯片的形式展示给同学们，他们更加积极主动了，整个课堂形成了一种描绘，赞美自己老师的和谐氛围。
Step 7 Discussion（讨论）
Do you agree with the following statements？
设计说明：学生们把自己的观点发表的淋漓尽致之后，需要的是其他观点的冲击。这一环节要求学生判断这些观点的对错，实质上是要求学生比较自己与他人的观点。在比较与判断中，学生获得了另一种交流。
高中英语定语从句说课稿课件
高中英语定语从句说课稿
定语从句（Attributive Clauses）在句中做定语，修饰一个名词或代词。它是高中英语学习的重要语法项目之一，也是历年高考的热点。如下是我给大家整理的高中英语定语从句说课稿，希望对大家有所作用。
Ⅰ.概念：
(1) 定语从句：在主从复合句中用作定语的从句叫定语从句。定语从句一般紧接在先行词后面。
(2) 先行词：被定语从句修饰的成份。先行词可以为一个词，短语，或整个主句。
(3) 引导定语从句的词叫关系词，分为关系代词和关系副词。
关系词的作用：
1) 引导定语从句，连接主句和从句，相当于一个连词；
2) 必在从句中作某个句子成份（可以做主语，宾语，表语，定语，状语）
常用的关系代词: that、 which、 who、whom、as , 在从句中作主语，宾语，whose在从句中作定语)
常用的关系副词（在从句中只作状语）: when、why、 where
The student who answered the question was John.
I know the reason why he was so angry.
The boy (whom) you are talking to is my brother.
I'd like a room whose window looks out over the sea.
定语从句三步：
第一找出先行词；
第二看先行词在定语从句中的语法功能（做主语、宾语或状语）；
第三选择合适的关系词。
Ⅱ. 几个关系代词的基本用法：
●that: 可指人或物；在定语从句中作主语，宾语，表语。(指人时，相当于who或 whom；指物时，相当于which)(不用于非限制性定语从句; 不可置于介词后作宾语) 如：
1. Do you know the gentleman that/who spoke just now?
2. You can take anything ( that) you like.
3. What is the question (that/which) they are talking about?
4. Here is the man ( who/whom/that ) you want to see.
5. She's no longer the girl ( that) she used to be before.
●which: 指物；在定语从句中作主语，宾语，表语，定语。如：
1. The bookwhich/that was on the desk was bought by my father.
2. The book (which/that) I bought yesterday is very interesting.
3. The factory in which his father works is far from here.
●who, whom, whose:
who: 主格, 在从句中作主语，在口语或非正式用法中作宾语; 只可指人
whom: 宾格，在从句中作宾语; 只可指人
whose: 属格，在从句中作定语，可指人也可指物。
1. I like the students who/that work hard.
2. All who heard the story were amazed.
(代词如he, they, any, those, all, one等后多用who.)
3. He's a man from whom we should learn.
= He's a man (whom/who/that) we should learn from.
4. A child whose parents are dead is called an orphan.
5. I'd like a room whose window faces south.
=I'd like a room of which the window faces south.
=I'd like a room the window of which faces south.
关系代词作介词宾语： （介词+ whom / which）
关系代词在定语从句中用作介词宾语时, 介词可放于从句之首, 也可放于从句之末. 但以放于句首较为正式.（介词前置，必须注意不影响动词词组的含义。）
1. This is the book for which you asked. =This is the book (that/which) you asked for.
2. Do you know the person with whom I shook hands？
= Do you know the person (whom/who/that) I shook hands with?
3. Is this the factory to which you paid a visit last week?
4. Is this factory the one to which you paid a visit last week?
5. This is the girl whom they are looking after. (介词after与look构成固定词组，不可前置。look at, look for, look after, take care of等)
●as 的.用法:(as 引导定语从句, 在定语从句中作主语、宾语、表语)
①如为限制性的，多用于the same …as ; the same as；such …as …; as many/much as；so …as等结构中。
1. I have the same book as you (have). 我有一本和你的一样的书。
2. .---Why didn't you mention that in face of the police just now?
--- I thought it was such a minor detail as was hardly worth mentioning.
3. Don't do such things as you are not sure about.
比较：I live in the same house that he used to live in.
I'm wearing the same shirt as you wore yesterday.
比较：Here is so big a stone as no one can lift. （定语从句）
Here is so big a stone that no one can lift it.（结果状语从句）
②如为非限制性的，多单独引导一个定语从句，这种定语从句可置于句首，句中或句尾，译为"正如，这一点"。（动词常为know, see, expect, point out, etc.）
As we all know, smoking is harmful to one's health . (as 作宾语)
=As is known to all, smoking is harmful to one's health . （as 作主语）
=It's known to all that smoking is harmful to one's health .
=Smoking is harmful to one's health, as we all know .（as 作宾语）
=Smoking, as we all know, is harmful to one' health.
He was a foreigner, as I knew from his accent. (宾语, 先行词是前面整个句子)
Ⅲ. 关系副词引导的定语从句:
●When 指时间，在定语从句中作时间状语。其先行词是表时间的名词（如：time, day, week, tear, month, etc.）
He came last night when I was out.
We will put off the picnic until next week, when the weather would be better.
注意：先行词为"时间名词"，可用when引导定语从句，when在定语从句中作状语；还可以用which或that 引导，which或that在从句中作主语或宾语。
比较:1. I still remember the day when /on which my brother joined the army.（作状语）
2. I still remember the days which/that we spent together. （作宾语）
3. I shall never forget the day when Shen Zhou Ⅴ was launched, which has a great effect on my life.
●Where 指地点，在定语从句中作地点状语。其先行词是表示地点的名词，如：place, school, factory, room, etc.
This is the place where I was born.
I live in the room where /in which he used to live.
注意：先行词是"地点名词"，定语从句可用where引导，还可用which或that引导，which/that 在从句中作主语或宾语。
比较: ※1. This is the factory where /in which he worked last year. （作状语）
2. I think you have got to the point where a change is needed, or you would fail.
3. He's got himself into a dangerous situation where he's likely to lose control of the plane.
4. This is the park which/that they visited last year. （作宾语）
●Why 指原因，在定语从句中作原因状语。先行词为reason 时，可用for which指代；当关系词在从句中作主语或宾语时，则用which或that 引导。如：
1. The reason why / for which / (that) he didn't attend the meeting was that he was ill.
2. I don't believe the reason (that/which) he gave me. （作宾语）
3. Have you asked him the reason that may explain his success? （作主语）
当先行词为way时，the way在从句中作状语时，定语从句常用that, in which,或how引导，that常可以省略。
the way在从句中作主语或宾语时，则用which或that 引导。如:
This is the way (that) /in which I do such things.
比较: Please do the experiment in the way （that/which）I have shown you.
Ⅳ. 限制性定语从句与非限制性定语从句的区别：
1. 形式上，非限制性定语从句往往用逗号隔开。
2. 语法上，非限制性定语从句一般不用that.
3. 语义上，限制性定语从句与先行词关系紧密，起限定作用，如果去掉了这个定语从句，整个句子就不完整或者会改变意思；而非限制性定语从句与先行词关系不是很紧密，对先行词起补充说明或描述的作用。
This is the book I like best. 这就是我最喜欢的那本书。
Beijing, which has been China's capital for more than 800 years, is rich in cultural and historic relics. 北京是中国八百年之久的古都，它有着丰富的文化和历史遗产。
4. 翻译时，限制性定语从句可译为一句（较短的一般译为"的"字结构）；而非限制性定语从句可译为两句。（见上句翻译）
比较: He has a sister, who is a musician.
He has a sister who is a musician.
引导非限制性定语从句的关系代词，指人时用who, whom, whose , 指物时用which , whose; 关系副词when，where, why, etc.
1. He studied hard at school when he was young, which leads to his success in his later life.
2. Tom's father, who arrived just now, is a famous scientist.
Ⅴ. 几个易混淆的关系代词的比较:
●that & which:
在定语从句中，which 和that 在指代事物时，一般可以互换使用，但并非在任何情况下都是这样，这里介绍宜用that, 而不宜用which 的情况.
①先行词为不定代词,all, much, something, everything, anything, nothing, none, the one等,
should do all that is useful to the people .
's nothing that can be said about it .
you mean the one that was bought yesterday?
②先行词被only, any, few, little, no, just, very, one of等词修饰时。
only thing that we could do was to wait.
's the very word that is wrongly used.
3. The last place (that) we visited was the chemical works.
比较 *This is one of the best novels that were published last year.
This is the only one of the best novels that was published last year.
③先行词是序数词时或被序数词修饰时。
we talk about Wuxi, the first that comes into mind is Tai Lake.
is the third film that has been shown in our school this term.
④先行词是最高级或被最高级修饰时。
is the best that can be done now.
most important thing that should be done right now is how to stop him from going on.
⑤先行词既有人又有物，用which和who都不适合，这时宜用that.
writer and his novel that you have just talked about is really well known .
rider and his bike that had run over an old woman were held up by the police.
⑥被修饰词为数词时.
I caught two fish and put them in a basin of water .Now you can see the two that are still alive .
⑦如果有两个从句，其中一个关系代词已用which ,另一个关系代词宜用that，以避免语言的单调或重复。
Edison built up a factory which produced things that had never been seen before.
⑧疑问词是who或which，关系代词宜用that，以避免重复。
1. Which is the book that you like best?
2. Who is the man that is standing at the gate?
⑨主句是There be 结构，修饰其主句的定语从句宜用that 作关系代词. 如：
1. There is still a seat in the corner that is still free.
⑩被修饰成分为表语时，或者关系代词本身是定语从句的表语时,该关系代词宜用that .
1. That's a good book that will help you a lot.
2. My home village is no longer the place ( that ) it used to be .
定语从句中宜用which而不宜用that 的情况:
①当关系代词的前面有介词时.
zoo is a park in which many kinds of animals are kept for exhibition.
this the room in which Mr. White lives?
②在非限制性定语从句中.
's dog, which was are now very old, became ill and died .
and more people are beginning to learn English, which is becoming popular in our country. (which指代主句)
③在一个句子中有两个定语从句，其中一个定语从句的关系代词用了that, 另一个宜用which .
1. Let me show you the novel that I borrowed from the library which was newly open to us.
④当关系代词后面带有插入语时.
1. Here's the English grammar which, as I have told you, will help improve your English.
⑤先行词本身是that, 宜用which .
What's that which she is looking at?
⑥先行词是those+复数名词.
A shop should keep a stock of those goods which sell best.
●who & that:
who 和 that 指代人时，有些情况宜用who, 而不宜用that
①先行词为anyone, anybody, those, all, one, ones, they, he, people时. 如：
person I want to learn from is the one who studies hard and works well.
who (=Whoever) failed to come to the meeting yesterday must give his reason .
who are not fit for their work should leave office at once.
②在There be 结构中，修饰主语的定语从句宜用关系代词who 指代人. 如：
is a gentleman who wants to see you .
are several students in our class who are still not sure about the use of attributive clauses.
③当先行词有较长的后置定语时. 如：
1. I met a foreigner in the park yesterday afternoon who could speak Chinese very well.
●as & which:
as & which 引导非限制性定语从句的区别：
①位置的不同：
which 引导的定语从句只置于所限制的句子后；as 位置较灵活，也就是说as可置于所限制的句子前面；插在句子中或放在句子后。如：
1. He was late again, which made his teacher very angry.
2. Jack, as you know, is an honest man. 或Jack is an honest man , as you know.
或As you know, Jack is an honest man.
②先行词的不同：
as引导非限制性定语从句时，其先行词多为一个句子；
which引导非限制性定语从句时，其先行词可以是一个词，一个短语或一个句子。
1. She was very patient towards the children, which her husband seldom was.
2. He was proud, which I dislike very much.（先行词是一个句子）
3. He is an honest man, as is known to all.
③as 一般译为"正如""就像"，"这一点"
as we all know；as you know; as is known to all; as you see; as we can see; as has been expected; as we have imagined.
高中英语定语从句句型总结
一、疑问句中考查定语从句
1. Is this the farm ________ you visited last week？
A. whereB. the oneC. on whichD. /
【解析】答案是D。命题人经常利用疑问句的特殊结构来干扰学生的正确选择。遇到这类定语从句时，最好的办法是先把疑问句还原成陈述句，然后判断谁是先行词，再看关系词在定语从句中所充当的成分，最后确定正确答案。
二、倒装句中考查定语从句
2. We came to a place， ________ stood a big tower.
A. whichB. thatC. /D. where
【解析】正确答案是D。为了保持句子平衡，句子用了倒装语序。倒装的使用使定语从句的结构变得较为特殊，因此对于使用倒装语序的定语从句，应先把倒装语序还原成正常语序，这样句子结构就比较清晰了。
三、 拆分词组和固定搭配
3. The second is connected with the use ________ the body makes of food.
A. of whichB. whereC. to doD. that
4. Why can’t you realize the part ________ they have played in our life？
A. whichB. on whichC. whenD. where
【解析】正确答案分别是D和A。一些词组和搭配被拆开后，句子的含义就变得难以理解。首先把拆开的词组复原是理解此类定语从句的关键。上述句子中包含以下词组：make use of， play a part (in)。
四、添加插入语或状语
5. The scientist has made another discovery， _______ I believe is of great importance.
A. thatB. /C. whichD. why
【解析】应选择C。这类句子主要利用插入语或状语的添加来增加试题的难度。常见的插入语有：I think (suppose， expect， believe， imagine)， in my opinion， to tell you the truth等。做这类题目时，最佳的办法是先删去插入语或状语，这样句子的主干部分就一目了然了。
五、插入非谓语动词
6. Is this the man ________ you want to have ________
the radio for me？
A. who；repairedB. that；repaired
C. whom；repairingD. that；repair
【解析】D项正确。非谓语动词是英语中难度较大的语法项目之一，因而在定语从句中加入非谓语动词就成了学生最易失分的题目。对付这类题目最有效的办法就是将句子还原。如：我们可以把几个句子中的定语从句进行还原，还原后的句子应是：You want to have the man repair the radio for me.
高中定语从句说课稿
在高中需要进行定语从句的教学时应该如何写好相关的说课稿呢？下面是我分享给大家的高中定语从句说课稿，希望对大家有帮助。
Ⅰ. 定义
定语从句，起形容词的作用，在句中常用来修饰名词或代词。被修饰的词称为先行词,引导定语从句的词称为关系词, 关系词的作用一是放在先行词与定语从句中间起引导作用;二是在意义上代替先行词,并在从句中充当一个成分。其中关系代词：who, whom, whose, which, that, as；关系副词：when, where, why。
eg. She is the girl who sings best of all.
The pen which my uncle gave me is missing.
He lives in a house whose windows face south.
The factory where my father works is in the east of the city.
Perhaps the day will come when people will be able to breathe clean air in cities.
Ⅱ. 关系代词
1.先行词是人，作主语，关系代词用who, that
eg. He is a man（ ） never leaves today’s work till tomorrow.
The boy ( ) is standing there is my cousin.
2. 先行词是人，作宾语，关系代词用 whom, who, that,
eg. Here is the man ( ) you’ve been expecting to meet.
The man ( ) you met yesterday is Mr. Smith.
3. 先行词是物，作主语，关系代词用which, that
eg . The train （ ） has just left is for Guangzhou.
Children like to read books ( ) have wonderful pictures.
4. 先行词是物，作宾语，关系代词用which, that,或省略
eg. The book ( ) you borrowed yesterday is really interesting.
The pen ( ) my uncle gave me is missing.
5. 先行词是人、物，作定语，关系代词用whose
eg. He is the professor ( ) name was Jackson.
China, （ ） population is the largest in the world, is developing very fast.
Ⅲ. 关系副词
1.先行词是表示时间的名词，在定从中作时间状语，关系代词用when
eg. I can’t remember the date ( ) he went abroad.
I’ll never forget the day ( ) I joined the army.
2.先行词是表示地点的名词，在定从中作地点状语，关系代词用where; 其中注意表示抽象概念的地点名词，如，situation、stage、degree、point等表示方面或程度时，也需用where
eg. This is the village （ ） Uncle Wang once lived.
They have reached the point ( ) they have to separate with each other.
He’s got himself into a dangerous situation ( ) he is likely to lose control over the plane.
3. 先行词是reason，在定从中作原因状语，关系代词用why
eg. I don’t know the reason ( ) he was late.
None of us know the reason ( ) Tom was absent from the meeting.
4.引导定语从句的关系副词也可以用“适当介词 + which”来代替。
eg. October 1, 1949 was the day when （ = ） the People’s Republic of China was founded.
This is the factory where（= ） we worked a year ago.
I don’t believe the reason why (= ) he was late for school.
Ⅳ. 关系代词that & which的区别:
⒈ 只用that的情况
① 先行词为all, everything, anything, nothing, little, much等不定代词时。
eg. There is nothing ( ) can prevent him from doing it.
② 先行词被any, only, few, no, very, little 等修饰时。
eg. This is the very book ( ) I’m looking for.
③ 先行词被形容词最高级或序数词修饰时。
eg. The first place ( ) they visited in Guilin was Elephant Trunk Hill.
This is the best film ( ) I have ever seen.
④ 先行词既有人又有物时。
eg. He talked about things and persons ( ) they remembered in the school.
⑤ 先行词被the only, the very修饰时。
eg. Mr. Smith is the only foreigner ( ) he knows.
⑥ 句中已有who或which,为了避免重复时。
eg. Who is the man ( ) is standing beside Tom?
⒉ 不能用 that的情况：
① 引导非限制性定语从句；
eg. He had failed in the maths exam , ( ) made his father very angry.
② 介词 + 关系代词。
eg. This is the room in（ ） my father lived last year.
Ⅴ. as引导定语从句时的.用法(as 相当于that & which)
① as引导限制性定语从句通常用于the same … as, such … as结构中。
eg. This is the same book ( ) I lent you.
Such machines ( ) are used in our workshop are made in China.
② as引导非限制性定语从句既可放在主句之前，也可放在主句之后，位置灵活，用来修饰整个句子。通常用下列句型：as is known to all, as is said, as is reported, as is announced, as we all know, as I expect 等。
eg. ( ) I expected, he got the first place again in this mid-term examination.
Taiwan, ( ) we all know, belongs to China.
Ⅵ. 限制性定语从句和非限制性定语从句的主要区别:
限制性定语从句: 一般紧跟在先行词后面,不用逗号把从句与先行词分隔开来。使先行词的意思十分明确,成为特定的人或物,是句子中不可缺少的成分,少了它句子就会失去意义不能成立,或意思不清楚,不能说明问题。通常译为定语。
非限制性定语从句: 通常由逗号与句子其他成分隔开。只是对先行词作进一步的说明,没有它句子仍能成立,意思仍很清楚。通常译为并列的句子。
eg. I was the only person in our office （ ） was invited.（去掉定语从句，意思就不完整）
Tom’s father, （ ） is over sixty, still works hard day and night.（整个句子可分成两句来翻译）
Ⅶ. 分隔定语从句
即先行词与关系代词、副词之间被介词短语，同位语，谓语等分隔开来。
此种定语从句，在选择关系词时，要注意找准先行词。
eg. There is an expression in his eyes （ ）I can’t understand.
I was the only person in my office ( ) was invited to the important ball.
I suggest you choose someone I think ( ) is very kind and friendly.
选择填空：
1. It was April 29,2011 Prince William and Kate Middleton walked into the palace hall of the wedding ceremony.
A. that B. when C. since D. before
2.)Gutter oil is illegally recycled cooking oil, contains chemicals that are harmful to the human body and can even cause cancer.
A. it B. which C. where D. that
3. Between the two parts of the concert is an interval, the audience can buy ice-cream.
A. when B. where C. that D. which
4. The old town has narrow streets and small houses are built close to each other.
A. they B. where C. what D. that
5. Whatever is left over may be put into the refrigerator, it will keep for two or three weeks.
A. when B. which C. where D. while
6. English is a language shared by several diverse cultures, each of ------- uses it somewhat differently.
A. which B. what C. them D. those
7. A bank is the place they lend you an umbrella in fair weather and ask for it back when it begins to rain.
A. when B. that C. where D. there
8. She has a gift for creating an atmosphere for her students ------ allows them to communicate freely with each other.
A. which B. where C. what D. who
9 Ted came for the weekend wearing only some shorts and a T-shirt, ------ is a stupid thing to do in such weather.
A. this B. that C. what D. which
10. She showed the visitors around the museum, the construction ------ had taken more than three years.
A. for which B. with which C. of which D. to which
11. The school shop, customers are mainly students, is closed for the holidays.
A. which B. whose C. when D. where
was so pleased with all we had done for him he wrote us a letter to praise for it.
A. what; what B. what; that C. that; what D. that; that
moon travels round the earth once every month, is known to everybody.
A. it B. as C. that D. what
14. is often the case with elder people, my grandma, talked about my new hairstyle for at least 50 minutes nonstop.
A. That B. Which C. As D. It
graduating from high school, you will reach a point in your life ------- you need to decide what to do.
A. that B. what C. which D. where
novel was completed in 1978, the economic system has seen great changes.
A. when B. during which C. since thenD. since when
bring us into the presence of the greatest minds have ever lived.
A. which B. who C.不填 D. that
world is made up of matter.
A. in that we live B. on which we live
C. where we live in D. we live in
is such a good boy all the teachers like.
A. that B. who C. as D. whom
this the reason at the meeting for his carelessness in his work?
A. he explained B. what he explained
C. how he explained D. why he explained
was very angry and I can still remember the way he spoke to me.
A. how B. that C. what D. which
’s the new machine parts are too small to be seen.
A. that B. which C. whose D. what
’ve become good friends with several of the students in my school ------- I met in the English speech contest last year.
A. who B. where C. when D. which
高中英语宾语从句
hadbetter是主句，这是一般现在是所以后面的从句,也就是makesure后面的部分，也要相应的按照主句的时态变化因此也应该是一般现在时wouldget有两种解释，一种是will的过去式，意思是从过去的某一点看未来的过去将来时另一种解释是would做情态动词，表示意愿，“会”的意思，因为前面是makesure“确定”，所以“会”的意思就不搭配了这样，wouldget的两种解释都行不通，所以就选C
先弄清楚：1.充当宾语的从句叫宾语从句。2.及物动词和介词的后面加宾语。3.宾语从句的引导词(that/if/whether/what/who/whom/which/whose/when/where/why/how等的具体用法参考语法书)。4.宾语从句用陈述语气。例如：I wonder where we will go next Sunday.Finally, we arrived at what was called the Paradise ten years ago.
makesure下面加句子一定要加that连接下面一般都是一般现在时这句是宾语从句啊。
高中英语定语从句宾语从句
宾语从句和定语从句的区别：宾语从句：只有主语+谓语动词，缺少宾语，整个从句充当句子宾语，（从句前面是一个动词）。定语从句是：主谓宾完整，整个从句作为定语补充说明宾语这个先行词，（从句前面是一个名词）。定语从句结构定语从句公式:定语从句=先行词+关系词+从句先行词，指被定语从句修饰的名词、代词。一般先行词出现在定语从句的前面。关系词关系词常有3个作用：①连接作用，连接主句和定语从句。②指代先行词。③在定语从句中担当成分。宾语从句时态主句是一般现在时，从句根据实际情况使用任何时态。例句：The headmaster hopes everything goes well.主句是一般过去时，从句须用过去时态的某种形式。例句：She was sorry that she hadn’t finished her work on time.当宾语从句表示的是一个客观真理或者事实真理时，即使主句是过去时，从句也用一般现在时态。例句：The teacher told his class that light travels faster than sound.
名词性从句是由if, whether, that 和各种疑问词充当连接词所引导的从句，其功同名词一样。 一．主语从句 主语从句是在复合句中充当主语的从句，通常放在主句谓语动词之前或由形式主语it代替，而本身放在句子末尾。 1. It 作形式主语和it引导强调句的比较 It 作形式主语代替主语从句，主要是为了平衡句子结构，主语从句的连接词没有变化。而it引导的强调句则是对句子某一部分进行强调，无论强调的是什么成分，都可用连词that。被强调部分指人是也可用who/whom。例如： It is a pity that you didn’t go to see the film. It doesn’t interest me whether you succeed or not. It is in the morning that the murder took place. It is John that broke the window. 2. 用it 作形式主语的结构 (1) It is ＋名词＋从句 It is a fact that … 事实是… It is an honor that …非常荣幸 It is common knowledge that …是常识 (2) it is ＋形容词＋从句 It is natural that… 很自然… It is strange that… 奇怪的是… (3) it is ＋不及物动词＋从句 It seems that… 似乎… It happened that… 碰巧… (4) it ＋过去分词＋从句 It is reported that… 据报道… It has been proved that… 已证实… 3. 主语从句不可位于句首的五种情况 (1) if 引导的主语从句不可居于复合句句首。 (2) It is said , (reported) …结构中的主语从句不可提前。例如： It is said that President Jingo will visit our school next week. (right) That President Jiang will visit our school next week is said. (wrong) (3) It happens…, It occurs… 结构中的主语从句不可提前。例如： It occurred to him that he failed in the examination. (right) That he failed in the examination occurred to him. (wrong) (4) It doesn’t matter how/whether …结构中的主语从句不可提前。例如： It doesn’t matter whether he is wrong or not. (right) Whether he is wrong or not doesn’t matter. (wrong) (5) 含主语从句的复合句是疑问句时，主语从句不可提前。例如： Is it likely that it will rain in the evening? (right) Is that will rain in the evening likely? (wrong) 4. What 与that 在引导主语从句时的区别 What 引导主语从句时在句时在从句中充当句子成分，如主语．宾语．表语，而that 则不然。例如： 1) What you said yesterday is right. 2) That she is still alive is a consolation. 二．宾语从句 宾语从句就是在复合句中作宾语的名词性从句，通常放在主句谓语动词（及物动词）或介词之后。 1. 作动词的宾语 (1) 由that引导的宾语从句（that 通常可以省略）,例如： I heard that be joined the army. (2) 由what, whether (if) 引导的宾语从句，例如： 1) She did not know what had happened. 2) I wonder whether you can change this note for me. (3) 动词＋间接宾语＋宾语从句。例如： She told me that she would accept my invitation. 2. 作介词的宾语 例如：Our success depends upon how well we can cooperate with one another. 3. 作形容词的宾语 例如：I am afraid (that) I’ve made a mistake. That 引导的从句常跟在下列形容词后作宾语： Anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以将此类词后的that 从句的看作原因状语从句。 4. It 可以作为形式宾语 It 不仅可以作为形式主语，还可以作为形式宾语而真正的宾语that 从句则放在句尾，特别是在带复合宾语的句子中。 例如： We heard it that she would get married next month.. 5. 后边不能直接跟that 从句的动词 这类动词有Allow, refuse, let, like, cause, force, admire, condemn, celebrate, dislike, love, help, take, forgive等。这类词后可以用不定式或动名词作宾语，但不可以用that引导的宾语从句。例如： I admire their winning the match. (right) I admire that they won the match. (wrong) 6. 不可用that从句作直接宾语的动词 有些动词不可用于“动词＋间接宾语＋that从句“结构中，常见的有Envy, order, accuse, refuse, impress, forgive, blame, denounce, advise, congratulate等。例如： He impressed the manager as an honest man. (right) He impressed the manager that he was an honest man. (wrong) 7. 否定的转移 若主句谓语动词为Think, consider, wuppose, believe, expect, fancy, guess, imagine等，其后的宾语从句若含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。例如： I don’t think this dress fits you well.（我认为这件衣服不适合你穿。） 三．表语从句 表语从句在复合句中作表语的名词性从句，放在系动词之后，一般结构是“主语＋连系动词＋表语从句”。可以接表语从句的连系动词有be, look, remain, seem等。引导表语从句的that常可省略。另外，常用的还有the reason is that… 和It is because 等结构。例如： 1) The question is whether we can make good preparation in such a short time. 2) This is why we can’t get the support of the people 3) But the fact remains that we are behind the other classes. 4) The reason he is late for school is that he missed the early bus. 四．同位语从句 同位语从句就是在复合句中作名词的同位语的名词性从句。 1. 同位语从句的功能 同位语从句对于名词进一步解释，说明名词的具体内容，一般由that引导，例如： 1) The king’s decision that the prisoner would be set free surprised all the people. 2) The order that all the soldiers should stay still is given by the general. 2. 同位语在句子中的位置 同位语从句有时可以不紧跟在它所说明的名词后面，而是被别的词隔开。例如： He got the news from Mary that the sports meeting was put off. 3. 同位语从句与定语从句的区别 (1) 定语从句中的that既代替先行词，同时以在从句中作某个成分（主语或宾语），而同位语从句中的that是连词，只起连接主句与从句的作用，不充当句中任何成分。 (2) 定语从句是形容词性的，其功能是修饰先行词，对先行词加以限定，描述定的性质或特征；同位语从句是名词性的，其功能是对名词进行补充说明。例如： 1) The news that he told me is that Tom would go abroad next year.（他告诉我的消息是汤姆明年将出国。）（第一个that引导的从句是定语从句，that在从句中作宾语） 2)The news that Tom would go abroad is told by him.（汤姆将出国的消息是他讲的。）（同位语从句，that在句中不作任何成分） 参考资料：
宾语从句，就是宾语的位置，用了一句具有完整结构的话来代替，比如说，我想知道xx，xx可以是一句话：你多大了。定语从句，就是我想知道一件事，这句话中，用一句话来对一件事这个宾语做修饰或解释，比如：我想知道一件事，这件事它是惊喜的。两者区别就是，一个用一句话来代替宾语，原句没有出现名词之类的单独宾语。一个就是原局中出现了，宾语，宾语后面跟了一句话去解释补充这个宾语。相同的是，两者都要用关键词开头，。
状语从句：时间，地点，原因，方式，条件，比较，结果，目的，让步，共九种定语从句；限定性，非限定性两种名词性定语从句：主语从句，宾语从句，表语从句，同位语从句，
宾语从句全英文无生课稿
宾语从句讲解视频，快来看一看吧
时态谓语动词的三种情况 1.主句用一般现在时，从句可用任意时态。 2.主句用过去时，从句用过去某个时态。 3.主句用过去时，从句是真理时，只用一般现在时
宾语从句
一、重要语法：宾语从句
1、宾语从句
本课侧重的是由特殊疑问词引导的宾语从句的用法，主要的疑问词有if/whether/how/why/what/when/where等。如：
I don't know when I'll finish.
My wife wants to know if Mary needs any help. I don't know what you're talking about.
二、课文主要语言点
Is that you, John? Yes, speaking. 注意打电话时的习惯用语。如果电话接通后，要找某人接电话，一般可以说：May I speak to sb.? 也可以像课文里这样直接询问对方是否就是你要找的人：Is that you, sb.? 如果接电话的人正是对方要找的人，则可回答：This is sb. speaking.或者简单回答：Speaking。原文中的speaking就是简短回答，其完整形式为：This is John speaking.
Tell Mary we'll be late for dinner this evening. 1)tell sb. sth.，tell为双宾动词，可以改为：tell sth. to sb.。但是，当直接引语为句子时，只能用tell sb. sth.(从句)的结构 2)be late for，迟到。
I'm afraid I don't understand. I'm afraid后接宾语从句，省略了连接词that。这是形容词后接宾语从句的用法，that一般都会省略。如：I'm sure he will come here on time tomorrow. 需要注意的是，当I'm afraid要翻译成中文时，不要译为“我恐怕”，而要译为“恐怕”，这样比较符合中文的表达习惯。
Hasn't Mary told you? She invited Charlotte
and me to dinner this evening.
1)Hasn't...?，反问句，一般不需要回答。 2)invite sb. to sth.，邀请某人到某场合(如吃饭或聚会)。需要注意的是，如果邀请后面接的是动作，则采用：invite sb. to do sth.。可拓展invite的名词invitation。
I said I would be at your house at six o'clock,
but the boss wants me to do some extra work.
1)I said I would...，可复习一下间接引语的用法。 2)be at，到达，相当于arrive at。 3)do extra work，加班。
I'll have to stay at the office.
I don't know when I'll finish.
1)will have to，必须。 2)when引导的是宾语从句，注意从句的语序要采用陈述句语序。
Oh, and by the way, my wife wants to know
if Mary needs any help.
1)by the way，顺便说一声。 2)if引导的是宾语从句。与其他疑问词不一样的是，当if或whether用来连接宾语从句时，其直接引语原句是一般疑问句，而不是特殊疑问句。比如，课文里的这句话的直接引语应该是：Does Mary need any help? 3)need在此用作实义动词，直接后接名词。可以复习一下need作为情态动词和实义动词的用法及其区别。
I don't know what you're talking about. what引导的是宾语从句，在从句中充当about的宾语。
That is John Smith, isn't it? Yes, I'm John Smith. 注意打电话时，指代对方时多用that is来指代you are。
You are John Smith, the engineer, aren't you?
That's right.
注意the engineer用作John Smith的同位语，而且用逗号隔开，起到强调作用，强调的是身为工程师的那个John Smith。
You work for the Overseas Engineering Company, don't you? No, I don't.
1)work for，在哪儿工作、为谁工作。 2)overseas，海外。注意别漏了s。
I'm John Smith the telephone engineer
and I'm repairing your telephone line.
the telephone engineer用作John Smith的同位语。用逗号隔开，朗读时重读，以起到强调作用。
if 引导的宾语从句
