高中同位语从句老师
高中英语知识讲解 同位语从句
同位语从句编稿：张桂琴审稿：梁晓概念引入：我们已经学习了名词性从句中的其它三个从句：主语从句、宾语从句和表语从句，本单元我们将较详细地了解一下同位语从句的用法，并梳理名词性从句的几个常用连接词使用时的需注意的一些方面。
下面先研究一下这些句子：1 I have a dream that one day, all roads will be made plain.我梦想着总有一天所有的道路都是平坦的。
2 We hold this truth to be self-evident that all men are created equal.我们认为这些真理都是不言自明的，所有的人生来都是平等的。
3 Some people hold the opinion that the Internet is a curse.有些人持这种观点，互联是一种诅咒。
4 Museums play a role of education for the simple reason that they provide people with agood opportunity to have a deeper understanding of their own country's tradition and cultures. 博物馆发挥教育的作用，原因很简单，他们为人们提供一个很好的机会，对自己国家的传统和文化有更深的了解。
这些句子中都含有一个同位语从句，你找到了吗？而且都是that引导的从句，说明前面的名词，如句1中的dream，句2中的truth。
语法讲解同位语从句1. 在复合句中用作同位语的从句叫同位语从句。
它一般跟在某些名词后面，用以说明该名词表示的具体内容。
I heard the news that our team had won．我听到了我们队获胜的消息。
Where did you get the idea that I could not e？你在哪儿听说我不能来？2. 可以跟同位语从句的名词通常有news，idea，fact，promise，question，doubt，thought，hope，message，suggestion，words（消息），possibility等抽象名词。
高中英语 同位语从句-教案
高中英语同位语从句-教案一、教学目标通过本节课的研究，学生应能够：- 理解同位语从句的概念和用法- 掌握同位语从句的结构和特点- 能够正确使用同位语从句进行语言表达二、教学重点- 同位语从句的定义和特点- 同位语从句的结构和使用方法三、教学内容1. 介绍同位语从句的概念和作用：同位语从句是指在句中作为主句成分，同位于名词之后的从句。
它用来进一步说明或解释前面的名词，起到同位语的作用。
2. 同位语从句的结构：同位语从句通常由连词“that”引导，也可以由“if/whether”引导。
3. 同位语从句的用法：同位语从句常用于以下几种情况：- 对名词进行解释、说明、补充或强调。
- 作为名词性从句，可以在句中充当主语、宾语、表语等成分。
4. 同位语从句的例句：- The fact that he passed the exam was a relief for his parents.- Her suggestion that we go hiking was accepted by everyone.四、教学方法- 教师讲解与示范：通过教师讲解同位语从句的概念、结构和用法，并提供例句加以解释说明。
- 学生练与互动：让学生根据给定的句子构造同位语从句，并进行口头和书面练。
五、教学评价- 教师对学生上课期间的活动、表现和答题情况进行评价，包括口头回答问题、书面练和课堂互动参与度等。
六、教学延伸1. 针对更高年级的学生，可引导学生分析和比较同位语从句与其他名词性从句的区别与联系。
2. 引导学生运用同位语从句进行写作，增强语言表达的能力。
英语高中名词性从句练习题及讲解
英语高中名词性从句练习题及讲解在一个阳光明媚的午后，小明坐在窗边，手里拿着一本英语书，眼睛却望着窗外的蓝天白云。
他心里想，要是能把英语学得像家乡的方言一样溜，那该多好啊！突然，他的脑海中浮现出了一个奇妙的想法：用家乡的俚语来练习英语名词性从句。
这样既能增加学习的趣味性，又能加深对英语的理解。
于是，他拿起笔，开始创作起来。
1. 定语从句：小明的狗，它的名字叫做“旺财”，是村里最聪明的。
- 翻译：The dog of Xiaoming, which is named "Wangcai", is the smartest in the village.2. 主语从句：谁都知道，小明的英语成绩是班上最好的。
- 翻译：It is known to all that Xiaoming's English gradeis the best in the class.3. 宾语从句：老师经常告诉我们，学习英语没有捷径。
- 翻译：The teacher often tells us that there is noshortcut in learning English.4. 同位语从句：小明的梦想，那就是成为一名英语老师。
- 翻译：Xiaoming's dream, that is to become an English teacher.5. 表语从句：事实就是这样，小明的英语水平已经很高了。
- 翻译：The fact is that Xiaoming's English level isalready very high.小明一边写，一边忍不住笑出声来。
他想象着同学们用家乡话读这些句子的样子，一定很有趣。
他决定把这些练习题带到课堂上，让大家一起分享这份快乐。
老师走进教室，看到小明的练习题，也被逗笑了。
他决定把这些练习题加入到课程中，让全班同学都来练习。
就这样，小明的创意不仅让自己的英语学习变得更加有趣，也让整个班级的学习氛围变得更加活跃。
高中英语语法同位语从句 ppt课件
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分隔式同位语从句
注意:
1. 同位语从句有时被别的词或短语把它和 名词隔开：（谓语较短，同位语从句较长）
1:The story goes that William Tell killed the king with an arrow.
2:Word came that their team had
won.（word：n消息）
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15
Word came that …… 消息传来说 News came that …… 消息传来说 A story goes that …… 传说 A saying goes that …. 有一句谚语说
e.g 1.我了解他们为什么离开得那么早. 2. 我们还没决定好去哪儿.
1.I’ve got a good idea _w__h_y_ they left early. 2.The question _w__h_e_r_e_ we should go has not been decided.
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如果同位语从句意义不完整，需加“什么”“哪 个”“谁”等连接代词，需用what,which,who等 在从句中充当成分
e.g 1.谁会出国这个问题还未决定. 2.我不知道该选哪个.
1.The question ___w_h_oshould go (主语) abroad hasn’t been decided yet.
I have no idea that you were here. The news that we won the game is
exciting.
The question whether he’ll attend the meeting is important.
新疆哈密市高级中学高中英语语法《同位语从句》教学案
同位语从句讲解和练习2. 同位语从句(1) 同位语从句的定义在中用作的称为同位语从句。
同位语从句是名词性从句的一种。
它在句中起的作用。
它一般放在fact, news, idea, truth, hope, problem, information, belief, thought, doubt, promise, question等名词的后面, 对前面的名词作进一步的解释, 说明前面名词的具体含义。
引导同位语从句的词有连词that, 连接副词how, when, where, whether, what等。
Eg:1. The hope that he may recover is not gone yet.2. The problem whether we should continue to do the experiment has been solved.3. I have no idea when he will come back.注意：同位语从句有时被别的词把它和名词隔开：1.The story goes that William Tell killed the king with an arrow.2.Word came that their team had won.⑵同位语从句的表现形式:①由that引导1.The fact that you don’t have enough time to do the work is simply unbelievable.2.The hope that he may come here is not gone yet.3.The news that he has been elected president of the United States is true.4.The truth that heavy objects and light objects fall at the same speed is known to all.5.The problem that she later developed a serious lung disease bothered scientists.②由whether引导The question whether we need more time to do the work has not been discussed.③由when引导I have no idea when they will go.⑶有时可用namely (即), that is to say (也就是说), in other words (换句话说), that is (那就是),for example等引出同位语, 说明其前面的名词或代词。
高中同位语从句老师
同位语从句请你们看一下下面的例句，写出它们划线部分的从句类型：①主语从句②表语从句③宾语从句1.She wants to know what kind of films I like. ( __3_______ )2.That is what I want to tell you .(_____2____ )3. Whether she will go there is not known .(_____1____ )4. It is a pity that he can't attend the party . (____1_____ )5.The teacher suggested that he (should) read the novel .( __3____)6.I will tell you why I was late for the meeting . (__3____ )7. I wonder what has happened to her . (__3____ )8. The reason is that he doesn’t understand me . (____2_____ )什么是同位语？找出下列句子中的同位语或同位语从句。
1.Mrs.Liu , our English teacher , doesn’t live far from school .2. My friend , Zhanghui , often helps other classmates .3.The news that our class won the basketball match made me very happy .4.They asked me the question whether he came from America .Summary1一般的，__同位语______ 成分是对其前面的名词或代词进行__解释____和 __说明_____ 。
3.高中英语教师面试：语法课《Globalwarming同位语从句教学》全英文教案及试讲逐字稿
3.高中英语教师面试：语法课《Globalwarming同位语从句教学》全英文教案及试讲逐字稿三、1.题目：语法教学试讲2.内容：There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomenon.3.基本要求（1）讲解同位语从句；（2）全英试讲；（3）板书设计。
教案：Global warming (Appositive clause)1. Teaching aims1) Knowledge aimStudents will be able to understand the definition and usage of appositive clause and understand the differences between appositive clause and attributive clause.2) Ability aimStudents are able to identify appositive clauses and use them correctly.3) Emotional aimStudents can realize the importance of protecting our environment and learn to protect our only motherland.2. Important and difficult points1) Important pointStudents will be able to understand the usage of appositive clause and identify them correctly.2) Difficult pointStudents will be able to distinguish the differences between appositive clause and attributive clause.3. Teaching and learning methodsSituational teaching method; communicative teaching method; task-based teaching method；group work method; cooperation study method; independent study method4. Teaching proceduresStep 1: Lead inEnjoy a short video clip The earth song by Michael to students to lead to the topic about environmental protection.Step 2: Presentation1) Ask a question: What caused global warming? First, the teacher present the question to students and ask them to find the answer according to the text. Students find the sentence“There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming.”2) Ask students to talk about the relationship between the noun “doubt”and that clause. Then introduce the definition of appositive clause to students.3) Present more sentences to students and ask them to find out conjunctions of appositives clause.4) Present two sentences The news that our team has won the match made me excited. &The news that she told me made me excited. to students and ask them to find out which one is appositive clause and which one is attributive clause.5) Summary and supplement. The teacher gives summary and supplements about appositive clause.Step 3: PracticePresent some appositive clauses to students and ask them tochoose the appropriate conjunctions for each appositive clause.Step 4: ProductionAsk students to work in groups of four and design a poster about environment protection. Try to use appositive clause as many as possible. Step 5: Summary and homeworkThe teacher leads students to summarize what they have learned in this class.Homework: Finish the exercises about appositive clause in their text books.5. Blackboard designAppositive clauseThere is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomemon.试讲稿：语法教学（Appositive clause）GreetingHello, boys and girls. I am glad to see you again. Are you happy today? That’s great. I am so happy to hear that.1.Lead inBefore our class, let’s enjoy a video clip The earth song. Now look at the ppt and after you watch it, please tell me what’s the video about. Emm, what’s the video about? Yes, it’s about the environmental problems. So today let’s learn something about it.2.PresentationClass, please look at the handouts, I have a question for you. What caused global warming? Yeah, There is no doubt that the earth is becoming warmer and that it is human activity that has caused this global warming rather than a random but natural phenomemon. You guys got the correct。
知识讲解-高中同位语从句
知识讲解-高中同位语从句-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN同位语从句概念引入：我们已经学习了名词性从句中的其它三个从句：主语从句、宾语从句和表语从句，本单元我们将较详细地了解一下同位语从句的用法，并梳理名词性从句的几个常用连接词使用时的需注意的一些方面。
下面先研究一下这些句子：1 I have a dream that one day, all roads will be made plain.我梦想着总有一天所有的道路都是平坦的。
2 We hold this truth to be self-evident that all men are created equal.我们认为这些真理都是不言自明的，所有的人生来都是平等的。
3 Some people hold the opinion that the Internet is a curse.有些人持这种观点，互联网是一种诅咒。
4 Museums play a role of education for the simple reason that they providepeople with a good opportunity to have a deeper understanding of their own country's tradition and cultures. 博物馆发挥教育的作用，原因很简单，他们为人们提供一个很好的机会，对自己国家的传统和文化有更深的了解。
这些句子中都含有一个同位语从句，你找到了吗？而且都是that引导的从句，说明前面的名词，如句1中的dream，句2中的truth。
语法讲解同位语从句1. 在复合句中用作同位语的从句叫同位语从句。
它一般跟在某些名词后面，用以说明该名词表示的具体内容。
I heard the news that our team had won．我听到了我们队获胜的消息。
高中同位语从句教案
高中同位语从句教案一、教学目标1. 让学生理解同位语从句的定义和用法。
2. 培养学生正确运用同位语从句进行表达的能力。
3. 提高学生对英语语法的认识和运用水平。
二、教学内容1. 同位语从句的定义和基本结构。
2. 同位语从句的引导词。
3. 同位语从句的时态和语态。
4. 同位语从句的例句分析和实践。
三、教学重点与难点1. 同位语从句的引导词。
2. 同位语从句的时态和语态的使用。
3. 区分同位语从句与其他从句类型的区别。
四、教学方法1. 实例分析法：通过例句分析，让学生理解同位语从句的用法。
2. 练习法：设计相关练习题，让学生巩固所学知识。
3. 互动教学法：引导学生参与课堂讨论，提高学生的积极性。
五、教学过程1. 导入：简要介绍同位语从句的概念，激发学生的兴趣。
2. 讲解：详细讲解同位语从句的定义、结构和引导词。
3. 例句分析：分析经典例句，让学生理解同位语从句的用法。
4. 练习：布置练习题，让学生运用所学知识进行实践。
5. 课堂讨论：引导学生讨论同位语从句与其他从句类型的区别。
6. 总结：对本节课的内容进行归纳总结，强调重点和难点。
7. 作业布置：布置课后作业，巩固所学知识。
六、教学评估1. 课堂练习：观察学生在练习中的表现，了解他们对同位语从句的理解和运用程度。
2. 课后作业：批改学生的课后作业，评估他们对课堂所学知识的掌握情况。
3. 小组讨论：通过小组讨论，了解学生在互动中的表现，鼓励他们积极运用同位语从句。
七、教学拓展1. 对比分析：引导学生对比同位语从句和其他从句类型的用法，提高他们的语法意识。
2. 实际应用：鼓励学生在日常英语写作和口语表达中运用同位语从句，提高他们的实际运用能力。
3. 课外阅读：推荐相关英语文章和读物，让学生在课外阅读中巩固同位语从句的知识。
八、教学反馈1. 课堂反馈：鼓励学生在课堂上积极提问和发表意见，及时解决他们在学习过程中遇到的问题。
2. 课后反馈：通过课后交流，了解学生在家庭学习中对同位语从句的掌握情况，给予针对性的指导和建议。
名词性从句之表语从句及同位语从句课件-2022届高三英语一轮复习
语
高中英语语法课专项讲解与练习
讲师 / 颜老师
目录
contents
复习主、宾从
同位语从句
表语从句 教学总结
主语从句引导词分几种？
引导词有连词that (that 不可省略), whether; 连接代词有who, what ,which, whose, whoever, whatever,whichever; 连接副词 when ,where, how, why 等.
free. We must make certain of facts.
D． 双谓语系动词 此类系动词既有系动词功能，后接表语，又保留原 实义动词本身的含义。
The sun rose red. She stopped and stood quite still. The snow lay thick on the ground. He married young. Lei Feng died young. He continued silent.
2·主句用过去时，从句用过去某个时态。
宾语从句注意事项
否定前移，及完成反意问句
错题讲解
2. I don’t know ____A_______or not．
A． whether he is at home B． if he is at home C． that he is at home
高中英语同位语从句
例：We'll discuss the problem whether the sports meeting will be held on time.我们将讨论运动会是否会如期举行的问题。
4.注意同位语从句与定语的从句的区别。如：
The news that he told me yesterday is true.（定语从句）
The news that our team has won is true.（同位语从句）
在以上两句中，名词都是the news，其后的系表结构也都是is true，但that所引导的从句却截然不同。很明显，在第一句中，从句that he told me对the news起修饰限定作用，且that在从句中充当宾语，所以这个从句是定语从句；而第二句则不然，that our team has won起解释说明the news的具体内容的作用，且that在从句中不作成分，因此这个从句是同位语从句。
7.同位语从句和定语从句的区分：可以在先行词与与从句之间加一个系动词be,使之构成一个新句子，如果句子通顺且符合逻辑，则为同位语从句，反之，则为定语从句。
如：The report that he was going to resign was false.
因为the report was that he was going to resign句意通顺，所以，that he was going to resign是同位语从句。
析：the sports meeting will be held on time意义不完整，应加"是否"的含义才能表达the problem的全部内容，因此应用whether引导同位语从句。
高中英语总复习之专题复习“同位语从句”完整教案
教学过程一、课堂导入：教师读句子，让学生跟读：1、They are familiar with the opinion that all matter consists of atoms.2、We were very excited at the news that our team had won.3、I have not idea when Chaplin’s film will be on again.4、The fact that women can work as well as men is clear.5、Henry Adams made a promise that he would not open the letter until 2 o’clock.二、复习预习回顾复习上节课所授内容，针对上节课的试题进行讲评、订正、答疑，并根据学生实际情况进行分析讲解，利用上面句子导入本节课所要学习的同位语从句的知识点。
三、知识讲解知识点1 ：同位语从句的概念1、复习同位语的涵义同位语（the Appositive），是句子成分的一种，它位于名词、代词后面，解释说明它们的性质和情况，它可以由名词、代词、名词性短语或从句充当。
例如：(1) Tom, our monitor, is a handsome boy. (名词)(2) I myself will do the experiment. (代词)(3) She is the oldest among them six. (数词)(4) My sister, a beautiful and sweet girl, will get married tomorrow. (名词性短语)2、同位语从句的概念同位语是指对先行词起进一步解释说明的成分，如果这个同位语由一个从句来充当，则该从句就称之为同位语从句。
在同位语从句中，需要使用陈述句语序。
如：The news that Mr. Li will be our new teacher is true.注意：同位语从句的先行词一般都是表示抽象概念的名词，如：reason, excuse, question, problem, idea, fact, story, promise, truth, suggestion, advice, request, news ,order, reply, thought等。
完整版)高中-同位语从句详细讲解与练习(附答案)
完整版)高中-同位语从句详细讲解与练习(附答案)同位语从句是用作同位语的从句，通常用于解释或说明先行词。
常见的先行词有fact、news、idea、thought、n、reply、report、remark等。
连接同位语从句的从属连词多为that，有时也可以用whether。
例如：They were all very worried that you were sick。
这件事让他们都非常担心。
I have no idea whetherhe'll come or not。
我不知道他是否会来。
除了that之外，连接代词who、which、what和连接副词where、when、why、how也可以引导同位语从句。
例如：The n who should do the work requires ___。
谁该干这项工作，这个问题需要考虑。
___ where we are going to ___。
我们还没有决定去哪里度暑假的问题。
同位语从句与定语从句的区别在于，同位语从句只起连接从句的作用，没有实际意义，且不能省略连接词that。
而定语从句则起到限定作用，可以用关系代词who、which、that等引导，且连接词可以省略。
例如：The book that ___。
我昨天买的那本书很有趣。
同位语从句是指在复合句中作为同位语的从句，一般紧跟在某些名词后面，用以说明该名词表示的具体内容。
比较常用的名词有news，idea，fact，promise，n，doubt，thought，hope，message，n，words（消息），possibility等。
例如，I heard the news that our team had won.（我听到了我们队获胜的消息。
）同位语从句的引导词包括连词that，whether，连接代词和连接副词等。
在某些名词后面的同位语从句要用虚拟语气，如demand。
wish。
高中英语语法同位语从句
1. TThe newwss that we won the game is exciting. 2. I have no idea when he will come back home. 3. WWord came to him that Mary had probably fallen ill. 4. They are investigating tthheeqquueessttiioonn whether the man is trustworthy.
同位语从句
1. 概念: 以 一个句子 作 同位语 .
2. 两点注意 同位语从句一定有相应的 连接词 。
同位语从句的语序为 陈述语序 。
3. 用法: 常跟的抽象名词有: fact/ idea/reason/ thought/order/ doubt/news/hope/truth/ belief/theory/decision/discovery/ problem/evidence(证据)/opinion… 4. 连词 that/whether/who/ which/ what /when/ where/why/how
1 There is some doubt ___w_h_e_t_h_e_rwe can finish the work on time.
2 I have no idea ___w__h_a_t_ is to be done next.
3 We were very excited at the news ____th_a_tour football team won.
abroad hasn’t been decided yet.
2. I have no idea w_h__i_c_h_ one I should choose. (定语)
高中英语同位语的知识点
高中英语同位语的知识点高中英语同位语的知识1一个名词(或其它形式)对另一个名词或代词进行修饰，限定或说明，这个名词(或其它形式)就是同位语。
同位语与被它限定的词的格式要一致，并常常紧挨在一起。
同位语从句即重复说明同一个称谓或事件的从句。
1、名词作同位语MrWang,mychild’steacher,willbevisitingusonTuesday.王先生，我孩子的老师，星期二要来看我们。
(在这里'mychild'steacher'做同位语修饰'MrWang')2、作同位语I,theoldestgirlinthefamily,alwayshadtocarefortheotherchildren.我，作为家里最大的女孩，总是要照料家中的其他孩子。
3、直接引语作同位语但是现在他们不得不思考这样的问题：“多莉早死是因为它是一只克隆羊吗?”4、作同位语ThegirlsweresurprisedatthefactthatoceanshipscansailuptheGreatlakes.巨大的海轮可以开到五大湖，让表姐妹俩感到吃惊。
高中英语同位语的知识2固定用法同位语部分是个句子，就是同位语从句，这种用法比较"固定"。
1、在复合句中用作同位语的从句叫同位语从句。
它一般跟在某些名词后面，用以说明该名词表示的具体内容。
Iheardthenewsthatourteamhadwon.我听到了我们队获胜的消息。
2、可以跟同位语从句的名词通常有news，idea，fact，promise，question，doubt，thought，hope，message，suggestion，words(消息)，possibility,decision 等(一般的“抽象”名词都可用)。
我从王先生那里来，他让我告诉你他今天下午不能来看你了。
3、英语中引导同位语从句的词通常有连词that，whether，连接代词what，who。
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同位语从句
请你们看一下下面的例句，写出它们划线部分的从句类型：①主语从句②表语从句③宾语从句
1.She wants to know what kind of films I like.(__3_______)
2.That is what I want to tell you.(_____2____)
3.Whether she will go there is not known.(_____1____)
4.It is a pity that he can't attend the party.(____1_____)
5.The teacher suggested that he(should)read the novel.(__3____)
6.I will tell you why I was late for the meeting.(__3____)
7.I wonder what has happened to her.(__3____)
8.The reason is that he doesn’t understand me.(____2_____)
什么是同位语？找出下列句子中的同位语或同位语从句。
1.Mrs.Liu,our English teacher,doesn’t live far from school.
2.My friend,Zhanghui,often helps other classmates.
3.The news that our class won the basketball match made me very happy.
4.They asked me the question whether he came from America.
Summary1
一般的，__同位语______成分是对其前面的名词或代词进行__解释____和__说明_____。
我们把对前面的__抽象___名词进行解释、___说明__的从句称为___同位语___从句。
Discovering useful structures
1.They forget the fact that Canada is5,500kilometers from coast to coast.
2.The news that he has passed the driving test is true.
3.The thought that they could cross the whole continent was exciting.
4.There is no doubt that he will keep his promise.
5.The suggestion that a new bridge(should)be built was accepted.
6.We will discuss the problem whether the sports meeting be held on time.
7.I have no idea when he will be back.
8.We haven’t yet settled the question where we are going to spend our summer vacation.
Summary2
1.可以跟同位语从句的名词通常都是__抽象______名词，
例如有，__fact_____，_thought_________,news,___doubt____,suggestion, ___idea___,____question_____,____problem_________等。
2.引导同位语从句的的连词有___that_____，它在句子中没有实际___含义___，在句中不作___成分_____。
若同位语从句的意义不完整，需要有“是否”的含义时，应用__whether_____；如果同位语从句意义不完整，需要有“谁”，“什么时候”，“在哪里”，“为什么”等含义时，分别可以用___who_____，__when______，__where______，__ why______等连词引导。
注意：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.
Task
请你选择适当的连词引导同位语从句（that,who,where,what,whether and how)
1.The news___that_____Mr.Li will be our new English teacher is true.
2.We haven’t yet settled the question___where_____we are going to spend our summer vacation this year.
3.The question__who______should do the work is being discussed at the meeting.
4.I have no idea__what______the boy is doing in the next room now.
5.I have no idea__how______I can get to the railway station.
6.The problem___when_____we should have the meeting in the hall now must be decided at once.
请指出下列句子的句子成分，并判断是什么从句
1.The order when we should return hasn’t been decided.同
2.I have no idea where she lives.同
3.The fact that the earth turns around the sun is known to all.同
4.It is said that he is a famous writer.主
5.I don't know when he will come tomorrow.宾
6.My question is whether they will agree with me.表
7.I have no idea what he is doing now.同。