question-words
译林版九年级英语上册Unit 3 Grammar 示范公开课教学课件
What should I do?
Why are they so strict with me?
How can I achieve a balance between my schoolwork and my hobbies?
Revision
S
V
Object clause
a question word
what/how/why/…
Observe and work out the rules
Circle the subject and verb after it in each clause.
The word order in the clause: … + ________ + ______ + …
Circle and work out the rule
1. What/How about choosing your hobby according to the time you have?2. Why not/Why don’t you just play football for an hour or two, and then go home? 3. Let’s go camping. 4. Shall we have a meeting about this?
Circle the question mark or full stop in each sentence.
ends with a question mark.
_______ ends with a full stop.
Let’s…
Read and complete
特殊疑问词的用法口诀
特殊疑问词的用法口诀Special interrogative words, also known as question words, are essential in the Chinese language for asking questions and seeking specific information. These words are used to inquire about various aspects of a situation, including who, what, when, where, why, and how. Mastering the usage of these special interrogative words is crucial for effective communication in Chinese. To help learners understand and remember the usage of these question words, a useful mnemonic device or "口诀" (kǒu jué) in Chinese can be employed. This mnemonic device can aid in memorization and recall of the different question words and their respective usage in various contexts.The first special interrogative word is "谁" (shéi), which means "who" in English. This question word is used to inquire about the identity of a person or people. For example, "谁是你的朋友?" (shéi shì nǐ de péng yǒu?) translates to "Who is your friend?" When using the mnemonic device, one can associate the question word "谁" with theEnglish word "she" to help remember its meaning and usage.The second special interrogative word is "什么" (shén me), which means "what" in English. This question word is used to ask about an unspecified object, action, or situation. For example, "你喜欢吃什么水果?" (nǐ xǐ huān chī shén me shuǐ guǒ?) translates to "What fruit do you like to eat?" To remember the usage of "什么," one can associate it with the English phrase "what's more" to help recall its meaning and function in questions.The third special interrogative word is "哪里" (nǎ li), which means "where" in English. This question word is usedto inquire about a specific location or place. For example, "你家在哪里?" (nǐ jiā zài nǎ li?) translates to "Whereis your home?" When using the mnemonic device, one can associate the question word "哪里" with the English phrase "not here" to help remember its meaning and how it is usedin questions about location.The fourth special interrogative word is "什么时候"(shén me shí hou), which means "when" in English. Thisquestion word is used to ask about a specific time or period. For example, "你什么时候去旅行?" (nǐ shén me shí hou qù lǚ xíng?) translates to "When are you going on a trip?" To aid in remembering the usage of "什么时候," one can associate it with the English phrase "she wore" to help recall its meaning and function in questions about time.The fifth special interrogative word is "为什么" (wèi shén me), which means "why" in English. This question word is used to inquire about the reason or cause of something. For example, "你为什么生气了?" (nǐ wèi shén me shēngqì le?) translates to "Why are you angry?" When using the mnemonic device, one can associate the question word "为什么" with the English phrase "way she meant" to help remember its meaning and usage in questions about reasons or causes.The sixth special interrogative word is "怎么" (zěn me), which means "how" in English. This question word is used to ask about the manner or method of doing something. For example, "你怎么学习汉语?" (nǐ zěn me xué xí hànyǔ?) translates to "How do you study Chinese?" T o aid inremembering the usage of "怎么," one can associate it with the English phrase "zen mode" to help recall its meaning and function in questions about manner or method.In addition to the mnemonic device, practice and repetition are also crucial for mastering the usage of special interrogative words in Chinese. Learners can engage in conversations, ask and answer questions using these question words, and seek feedback from native speakers or language instructors to improve their proficiency. By integrating the mnemonic device with regular practice, learners can enhance their understanding and retention of the different special interrogative words and their respective usage in various contexts.Furthermore, learners can create personalized examples and scenarios using the special interrogative words to reinforce their understanding and application. By incorporating these question words into everyday conversations or written exercises, learners can solidify their knowledge and familiarity with the usage of special interrogative words. Additionally, learners can utilizemultimedia resources such as videos, podcasts, and online quizzes to further reinforce their understanding and usageof these question words in different contexts.Moreover, understanding the cultural and social nuances associated with the usage of special interrogative wordscan also enhance one's proficiency in Chinese communication. Different cultures and social settings may influence the choice and manner of using special interrogative words in conversations. By immersing oneself in Chinese culture, interacting with native speakers, and observing language usage in various contexts, learners can gain insights into the appropriate and natural use of special interrogative words in different social and cultural settings.In conclusion, the usage of special interrogative words in Chinese is essential for effective communication and inquiry. By employing mnemonic devices, engaging in regular practice, creating personalized examples, utilizing multimedia resources, and understanding cultural nuances, learners can enhance their proficiency in using these question words. Mastery of special interrogative words notonly facilitates effective communication but also enriches one's understanding of the Chinese language and culture. With dedication and perseverance, learners can successfully integrate these question words into their language repertoire and communicate with confidence in various Chinese-speaking environments.。
高中英语单词天天记question素材
·question·v. ['kwestʃən] ( questions; questioned; questioning )··双解释义·vt. & vi.盘问; 提问ask questions·vt. & vi.对…表示质疑have or express doubt about·基本要点•1.question的基本意思是“询问,质询”,指就不足信、不正确或可疑的事对某人进行连续提问,也可指经过法庭或警署询问某人。
引申可作“对…表示质疑”解。
2.question可用作及物动词,也可用作不及物动词。
用作及物动词时接名词、代词或if/whether从句作宾语。
3.question后常用介词about或on来表示某方面的问题。
4.注意:“盘问”应为cross-question。
•·词汇搭配•～+名词•question a person 审问某人•question the accuracy 怀疑正确性•question the truth 怀疑真实性•～+副词•question closely 仔细地审问•question curiously 好奇地问•question exhaustively 追根究底地问•question improperly 不符合事实地问•question innocently 天真地问•question minutely 仔细地问•question openly 公开怀疑•question sternly 严厉地询问•～+介词•question sb about his activities 询问某人的活动•question sb on his views 询问某人的看法•question sb on〔upon〕 the point 就这点质问某人·常用短语•It cannot be questioned but/that...毫无疑问 There is no question (but) thatIt cannot be questioned but the new method is superior to the old one.新方法比旧方法好,这是毫无疑问的。
高中英语单词天天记question素材
·question·v. ['kwestʃən] ( questions; questioned; questioning )··双解释义·vt. & vi.盘问; 提问ask questions·vt. & vi.对…表示质疑have or express doubt about·基本要点•1.question的基本意思是“询问,质询”,指就不足信、不正确或可疑的事对某人进行连续提问,也可指经过法庭或警署询问某人。
引申可作“对…表示质疑”解。
2.question可用作及物动词,也可用作不及物动词。
用作及物动词时接名词、代词或if/whether从句作宾语。
3.question后常用介词about或on来表示某方面的问题。
4.注意:“盘问”应为cross-question。
•·词汇搭配••question a person 审问某人•question the accuracy 怀疑正确性•question the truth 怀疑真实性••question closely 仔细地审问•question curiously 好奇地问•question exhaustively 追根究底地问•question improperly 不符合事实地问•question innocently 天真地问•question minutely 仔细地问•question openly 公开怀疑•question sternly 严厉地询问••question sb about his activities 询问某人的活动•question sb on his views 询问某人的看法•question sb on〔upon〕 the point 就这点质问某人·常用短语•It cannot be questioned but/that...毫无疑问 There is no question (but) thatIt cannot be questioned but the new method is superior to the old one.新方法比旧方法好,这是毫无疑问的。
人教版初二英语知识点汇总
人教版初二英语知识点汇总Unit 1 仪式与礼仪 (Ceremonies and Etiquette)语法1.情态动词 (Modal Verbs)–can/could: 表示能力–may/might: 表示允许、可能–must: 表示必须、肯定–should/ought to: 表示应该、建议–will/would: 表示意愿、习惯、预测2.疑问词 (Question Words)–what, who, whom, whose, which, when, where, why, how–它们用来引导疑问句和作为一些复合词语的成分。
词汇1.仪式 (Ceremonies)–wedding: 婚礼–graduation: 毕业典礼–birthday: 生日–funeral: 葬礼2.礼仪 (Etiquette)–manners: 礼貌、行为规范–polite: 礼貌的–impolite: 不礼貌的–greeting: 问候、招呼3.词根词缀–-ful: 充满…的–-less: 无…的阅读与写作1.借助上下文推测词语含义2.围绕着仪式和礼仪，谈论交际中的礼貌、得失、情感等话题3.书写礼节性文章，如：感谢信、祝贺信等Unit 2 海底世界 (Underwater World)语法1.一般过去时 (Simple Past Tense)–表示过去发生的动作或情况2.过去进行时 (Past Continuous Tense)–表示过去某个时刻正在发生的动作或情况–表示过去某个时刻正在进行的一段时间的动作或情况3.比较级与最高级 (Comparative and Superlative)–比较级：比较两者之间的大小、程度等–最高级：在同一范围内比较三者或三者以上之间的大小、程度等词汇1.海洋生物 (Marine Life)–fish: 鱼类–shark: 鲨鱼–whale: 鲸鱼–dolphin: 海豚–octopus: 章鱼2.海底景观 (Underwater Scenery)–coral: 珊瑚–reef: 礁–seaweed: 海藻–sand: 沙子–rock: 岩石3.词根词缀–-ful: 充满…的–-less: 无…的阅读与写作1.理解科普类文本，如海洋生物、海底景观等2.以海底生物或海底景观为题材写作3.讨论环保问题，提高保护海洋的意识Unit 3 歷史人物 (Historical Figures)语法1.现在完成时 (Present Perfect Tense)–表示过去发生的动作或情况对现在产生的影响或状态2.倍数表达 (Expressions of Multiples)–three times, ten times, half, twice, etc.词汇1.歷史人物 (Historical Figures)–Lu Xun: 鲁迅–Marie Curie: 玛丽·居里–Leonardo da Vinci: 列奥纳多·达·芬奇–William Shakespeare: 威廉·莎士比亚–Susan B. Anthony: 苏珊·B·安东尼2.近义词 (Synonyms)–bad: poor, awful, terrible, etc.–good: great, excellent, wonderful, etc.阅读与写作1.阅读并理解与历史人物有关的文章2.进一步理解英语写作中的语法知识，并进行应用3.了解不同历史人物的生平、成就、思想等方面，并进行分析和讨论Unit 4 电影与明星 (Movies and Stars)语法1.一般现在时 (Simple Present Tense)–表示现在的习惯、状态、和真理等2.介词 (Prepositions)–表示方位、时间、原因等词汇1.电影 (Movies)–action movie: 动作片–comedy: 喜剧–drama: 剧情片–romance: 爱情片2.明星 (Stars)–Tom Hanks: 汤姆·汉克斯–Angelina Jolie: 安吉丽娜·朱莉–Jackie Chan: 成龙–Zhang Ziyi: 章子怡3.词根词缀–-ful: 充满…的–-less: 无…的阅读与写作1.阅读关于电影和明星的电影介绍及其他相关文章2.提高英语写作及口语表达能力，表达个人对电影和明星的态度与看法3.了解不同国家的电影和明星，扩大视野，请认识其他文化Unit 5 旅游与文化 (Travel and Culture)语法1.疑问句与回答 (Questions and Answers)–一般疑问句：句末加上问号即可，不需要改变动词形式–特殊疑问句：疑问词+一般疑问句2.时间 (Time)–日期：year, month, day–时间：hour, minute, second词汇1.旅游 (Travel)–destination: 目的地–attraction: 景点–tour: 旅游–ticket: 票–guide: 导游2.文化 (Culture)–festival: 节日–cuisine: 美食–customs: 国情习俗–art: 艺术3.词根词缀–-ful: 充满…的–-less: 无…的阅读与写作1.理解旅游信息、文化类文章，并复述文章中的重点内容2.对旅游信息、文化类话题进行表达，包括自我介绍和讲解等3.完成书面作业，包括旅游计划、议论文等，以提高英语写作能力Unit 6 健康与生活 (Health and Life)语法1.祈使句 (Imperative Sentences)–用来表示请求、命令、建议、警告等2.祈使句的否定形式 (Negative Imperatives)–在谓语动词前面加don’t 或 do not词汇1.健康 (Health)–diet: 饮食–exercise: 运动–sleep: 睡眠–stress: 压力2.生活 (Life)–hobby: 爱好–music: 音乐–movie: 电影–game: 游戏3.词根词缀–-ful: 充满…的–-less: 无…的阅读与写作1.理解有关健康和生活的文本，并提高表达和理解能力2.通过日常生活中的例子掌握祈使句的用法和技巧3.书写健康、生活类文章，以提高英语写作水平。
学术英语课后答案 unit1
学术英语理工教师手册Unit 1 Choosing a TopicI Teaching ObjectivesIn this unit , you will learn how to:1.choose a particular topic for your research2.formulate a research question3.write a working title for your research essay4.enhance your language skills related with reading and listening materials presented in this unit II. Teaching Procedures1.Deciding on a topicTask 1Answers may vary.Task 21 No, because they all seem like a subject rather than a topic, a subject which cannot be addressed even by a whole book, let alone by a1500-wordessay.2Each of them can be broken down into various and more specific aspects. For example, cancer can be classified into breast cancer, lung cancer, liver cancer and so on. Breast cancer can have such specific topics for research as causes for breast cancer, effects of breast cancer and prevention or diagnosis of breast cancer.3 Actually the topics of each field are endless. Take breast cancer for example, we can have the topics like:Why Women Suffer from Breast Cancer More Than Men?A New Way to Find Breast TumorsSome Risks of Getting Breast Cancer in Daily LifeBreast Cancer and Its Direct Biological ImpactBreast Cancer—the Symptoms & DiagnosisBreastfeeding and Breast CancerTask 31 Text 1 illustrates how hackers or unauthorized users use one way or another to get inside a computer, while Text2 describes the various electronic threats a computer may face.2 Both focus on the vulnerability of a computer.3 Text 1 analyzes the ways of computer hackers, while Text 2 describes security problems of a computer.4 Text 1: The way hackers “get inside” a computerText 2: Electronic threats a computer facesYes, I think they are interesting, important, manageable and adequate.Task 41Lecture1:Ten Commandments of Computer EthicsLecture 2:How to Deal with Computer HackersLecture 3:How I Begin to Develop Computer Applications2Answersmay vary.Task 5Answers may vary.2 Formulating a research questionTask 1Text 3Research question 1: How many types of cloud services are there and what are they? Research question 2: What is green computing?Research question 3: What are advantages of the cloud computing?Text 4Research question 1: What is the Web 3.0?Research question 2: What are advantages and disadvantages of the cloud computing? Research question 3: What security benefits can the cloud computing provide?Task 22 Topic2: Threats of Artificial IntelligenceResearch questions:1) What are the threats of artificial intelligence?2) How can human beings control those threats?3) What are the difficulties to control those threats?3 Topic3: The Potentials of NanotechnologyResearch questions:1) What are its potentials in medicine?2) What are its potentials in space exploration?3) What are its potentials in communications?4 Topic4: Global Warming and Its EffectsResearch questions:1) How does it affect the pattern of climates?2) How does it affect economic activities?3) How does it affect human behavior?Task 3Answers may vary.3 Writing a working titleTask 1Answers may vary.Task 21 Lecture 4 is about the security problems of cloud computing, while Lecture 5 is about the definition and nature of cloud computing, hence it is more elementary than Lecture 4.2 The four all focus on cloud computing. Although Lecture 4 and Text 4 address the same topic, the former is less optimistic while the latter has more confidence in the security of cloud computing. Text3 illustrates the various advantages of cloud computing.3 Lecture 4: Cloud Computing SecurityLecture 5: What Is Cloud Computing?Task 3Answers may vary.4 Enhancing your academic languageReading: Text 11.Match the words with their definitions.1g 2a 3e 4b 5c 6d 7j 8f 9h 10i2. Complete the following expressions or sentences by using the target words listed below with the help of the Chinese in brackets. Change the form if necessary.1 symbolic 2distributed 3site 4complex 5identify6fairly 7straightforward 8capability 9target 10attempt11process 12parameter 13interpretation 14technical15range 16exploit 17networking 18involve19 instance 20specification 21accompany 22predictable 23profile3. Read the sentences in the box. Pay attention to the parts in bold.Now complete the paragraph by translating the Chinese in brackets. You may refer to the expressions and the sentence patterns listed above.ranging from（从……到）arise from some misunderstandings（来自于对……误解）leaves a lot of problems unsolved（留下很多问题没有得到解决）opens a path for（打开了通道）requires a different frame of mind（需要有新的思想）4.Translate the following sentences from Text 1 into Chinese.1) 有些人声称黑客是那些超越知识疆界而不造成危害的好人（或即使造成危害，但并非故意而为），而“骇客”才是真正的坏人。
牛津译林版英语九年级上册Unit3单元复习课件
Key points
6. I often doubt whether it is worth spending so much time on my homework.
① doubt n.
a. I have some doubts about his ability to do the job well. b. Sigmund Friend without doubt is the best youth worker. c. There is no doubt that teenagers can solve their own problems. ② doubt v.
✓ _G_o__o_v_e_r_ what you have learned as often as possible
✓ _R_e_a_d_E__n_g_lis_h__a_lo_u_d_every morning. Try to _p_r_o_n_o_u_n_c_e_a_ll_t_h_e_w__o_rd_s__c_o_rr_e_c_tly. Learning their correct pr_o_n_u_n_c_ia_t_io_n__ will help you remember them.
imagine v. - imaginative adj. - imagination n. ① imagine sth Can you imagine a green world without pollution? ② imagine doing sth She imagined sitting in her favourite sofa back home. ③ imagine + clause
新版PEPUnit 3 My weekend plan全英教案
Unit 3 My weekend planI Knowledge aims:To learn the simple future tense.To use the sentences to talk about the plan.To learn some phrases.II Learning aims: 1.Can use the 4-skills sentences patterns.Can use them in the real scene.e the sentences of the simple future to talk about the plan.3.Can use the corret tones to read out the diary of Wu Yifan’s. III. Emotional Aims:Let them plan before doing.Let the students “learn by doing”.Know something about the traditional festival. IV.Teaching plan:The first period: PartA Let’s learn.& Make a plan.The second period: Part A Let’s try.& Let’s talk.The third period:PartBLet’s learn.&Role-play.The fourth period:PartB Let’s try.&Let’s talk.The fifth period:Part B Read and write.&Pronaunciation.The sixth period:Part B Let’s check.Let’s wrap it up &Story time.Unit 3 the First PeriodI.Teaching contents: PartA Let’s learn.& Make a plan.II.Teaching aims:Learn some phrases of the future time.Learn some phrases about something to do in the free time.III.Teaching key points:Use the phrases exactly.IV.Teaching difficulties:Write the phrases and use them.V.Teaching aids:PPT and the Multi-media.VI:.Teaching procedure:StepI Revision1.Show out some picture by the PPT,then talk with the students.As:What do you usually do on Sunday? I often….2.Revise some phrases of verd.As:fly kites,catch butterflies,collectleaves.StepII Presentation3.Depand on the talk,to show out of the pictures and then draw out of thenew phrases:visit my grandparents,see a film,take a trip and go to the supermarket.4.Show out the pictures of the times to learn the phrases of the future time. As:this morning,this afternoon,this evening,tonight,tomorrow and next week.5.Let the students to talk their weekend plan.What are you going to do this weekend?I’m going to….Step III Practice6.Make a plan.It’s Saturday morning now.Make a plan and share it with your partner.7.Play a game guess.What is she/he going to do?Step IV HomeworkMake a weekend plan for your family.Step V Bb writing:What are you going to do ?this morning/this afternoon/thisevening/next week/tonight.I’m going to ?visit my grandparents/see a film/go to thesupermarket/take a trip.Unit 3 the Second PeriodI.Teaching contents: Part A Let’s try.& Let’s talk.II.Teaching aims:They can act out of the dialogue.Can use the sentence partten ‘be going to” to talk in the daily life.III.Teaching key points:Can act out the dialogue.IV.Teaching difficulties:Can use “be going to”to talk about something will do or will happen.V.Teaching aids: PPT and the Multi-media.VI:.Teaching procedure:StepI Warming upShow out a chant.Let them read it out.Tomorrow,tomorrow, I am going to see a film tomorrow.Tonight,tonight,she is going to watch TV tonight. …StepII Presentation &Practice1.Show out the picture of Main Scene.Then talk about it.As:Who are they? What are they talking about?2.Discuss the question about it.3.Then read after the video.StepIII Let’s try.&Let’s talk.1.Listen to the tape.Then try to finish the exercises in the book.2.Ask some questions about the dialogue.As:What is Sarah going to do tomorrow?What is Mike going to do?What does Mike have to do now?3.Look at the video,then find out the answer of the question.4.Learn to read the dialogue.5.Act out the dialogue in group.e the key sentences to make a new dialogue.What are you going to do tomorrow?I’m going to…We’re going to….I have…StepIV Consolidation&Extension1.Talk about the weekend plan about yours and your friends’.2.Make a survey.Step 5 Homework1.Listen and read the dialogue.2.Finish the exercises in the workbook.Bb writing:Unit 3 the Second PeriodWhat are you going to do ?I am going to ?Unit 3 the Third PeriodI.Teaching contents: PartBLet’s learn.&Role-play.II.Teaching aims:Can use some simples sentences to talk about shopping. Can act out the dialogue in role-play.Learn to enjoy helpingthe other.III.Teaching key points:Act out the dialogue in the text.IV.Teaching difficulties:Use somet sentences to talk about shopping in theshop.V.Teaching aids: PPT and the Multi-media.VI:.Teaching procedure:StepI Warming up& Revision1.Free talk.Depend on the picture in the PPT to revise the words of the schoolthings.2.Then draw out what will you want to buy in the bookstore?3.Say a chant.As:ruler,ruler,do you want rulers?Book,book, do you wantbooks?Pencil,pencil,do you want pencils?School things,school things,I want them all.4.Ask and answer.Show out the pictures and talk about them.StepII Prensentation & Practice1.Let’s learn.Depend on the PPT to draw out the new ic book,dictionary,postcard,word book.e the new words to talk,then practice them.3.Role-play.Show the scene of shopping.Then learn to act how to buy or sellsomething in the shop.Practise the important sentences :Can I help you?What are you going to buy?Do you have …? Here they are.4.Let the students to act out it.StepIII Consolidation&Extensione the sentences you learn from this lesson to make new dialogue.2Act out your new dialogue with your partner.StepIV Homework1.Recite the 4-skills words.2.Finish the exercises in the workbooks.Bb writing:Unit 3 the Third PeriodComic book word book postcard dictionary-dictionariesCan I help you? Yes, I want to buy…. What are you going to buy?I’m going to buy….Unit 3 the fourth PeriodI.Teaching contents: PartB Let’s try.&Let’s talk.II.Teaching aims:Can act out of the e the sentences in the dialogue to talk in the daily life.Can use “what,where,when ”to ask about the plan. III.Teaching key points:Can act out the dialogue.IV.Teaching difficulties:Can use “be going to”to talk about the plan. V.Teaching aids: PPT and the Multi-media.VI:.Teaching procedure:StepI Warming up& Revision1.Let’s watch the video.Show a video about the space.Let them cheer outwith the space.2.Let’s try.Observe the picture in Let’s try.Then ask and answer thequestions.Step II Presentation & Practice1.Depend on the video of the dialogue to learn to say ,read and understandthe what did they talking about.2.Watch the video again ,then answer the questions.As:What are they going to do? Where are they going? When are they going?3.Read the dialogue loudly,then do some exercises of it.4.Act out the dialogue in group.5.Show out the action.StepIII Consolidation&Extension1.Act the dialogue in group .Then act it out.2.Make a poster for the Space Travel.StepIV HomeworkLisen,read and act out the dialogue.Bb writing:Unit3 The Fourth PeriodUnit 3 the fifth PeriodI.Teaching contents: Part B Read and write.&Pronaunciation.II.Teaching aims:Can read and talk the text.Know some different festival in our country and the Western country.III.Teaching key points:Read and retell the text.IV.Teaching difficulties:Can talk about the important festival in our country and the western countries.V.Teaching aids: PPT and the Multi-media.VI:.Teaching procedure:StepI Warming up & Revision1.Show out the festivals in western countries.What festivals can you see?Do you know them?2.Talk about them.StepII Presentation1.Show out three pictures .Talk about something of the festivals. National Day,the Spring Festival, the Mid-Autumn FestivalWhat do you know about these festivals?Can you say some other festivals?2.Depend on the questions to listen to the tape.3.Find out the answer of the questions.Step III Practice1.Read the text.Then discuss in group then finish the questions.A.What is Wu Yifan’s aunt going to do?B.What will Wu Yifan’s grandma do?C.What are Wu Yifan and Robin going to do?2.Read the text together or one by one.then transtate it in Chinese.3.Listen to the “Tips for pronunciation”,learn to read after it.Step IV Homework1.Read and retell the text.2.Finish the exercises in the workbooks.Bb writing:Unit 3 the Fifth PeriodMid-Autumn Festival will=be going toWhat are you going to do for Mid-Autumn Festival?I’m going to….Unit 3 the sixth PeriodI.Teaching contents: Part B Let’s check.Let’s wrap it up &Story time. II.Teaching aims:Can retell the story.Can use “will or be going to ”to talk about something will do.III.Teaching key points:Can read and understand the story.IV.Teaching difficulties:Know how to use “will and be going to”exactly. V.Teaching aids: PPT and the Multi-media.VI:.Teaching procedure:StepI Warming up&Revision1.Let’s sing. Sing “What are you going to do?”2.Talk something about the festivals.StepII Presentation &Practice1.Let’s check.Listen to the tape ,then tick the correct one.2.Let’s wrap it up.Sort the words,then let the students read them out.。
三年级下册重点词语 英语单词
三年级下册重点词语英语单词1. Conjunctions:Conjunctions are essential words used to connect words, phrases, or sentences together. In the third grade, students learn about coordinating conjunctions such as "and," "but," and "or." They understand how these words combine ideas and create compound sentences. For example, in a sentence like "I like ice cream and chocolate," the word "and" is a conjunction that connects two things the person likes.2. Adjectives:Adjectives are words used to describe or give more information about people, places, or things. In the third grade, students expand their knowledge of adjectives beyond basic colors and sizes. They learn more descriptive adjectives such as "beautiful," "delicious," "furry," etc. These words help them express themselves better when talking or writing about something. For example, "The sunset was beautiful" or "The cat had soft, furry fur."3. Verbs:Verbs are action words that describe what someone or something is doing. In the third grade, students continue to develop their understanding of verbs by learning new action words. They learn words like "jump," "run," "swim," "fly," etc. These words help them express actions in their sentences. For example, "The bird flew high in the sky" or "I love to swim in the pool."4. Nouns:Nouns are words that represent people, places, things, and ideas. In the third grade, students expand their understanding of nouns by learning about proper nouns and common nouns. Proper nouns are specific names of people, places, or things, while common nouns are general names. For example, "John" is a proper noun, whereas "boy" is a common noun. Students also learn collective nounslike "team," "class," and "herd," which represent a group of things or people.5. Prepositions:Prepositions are words used to show the relationship between a noun or pronoun and other words in a sentence. In third grade, students learn commonly used prepositions such as "in," "on," "at," "behind," "under," etc. These words help them describe where something is located or how something is done. For example, "The book is on the table" or "They played in the park."6. Adverbs:Adverbs modify verbs, adjectives, or other adverbs and provide moreinformation about how, when, or where an action takes place. In the third grade, students learn adverbs that describe the manner, time, place, frequency, and degree of an action. They learn words like "quickly," "often," "here," "very," etc. For example, "She walked slowly" or "He often plays basketball."7. Pronouns:Pronouns are words used to replace nouns in a sentence, avoiding repetition.In the third grade, students learn about personal pronouns like "I," "you," "he," "she," etc. They also learn possessive pronouns like "mine," "yours," "his," "hers," etc. These words help them communicate more efficiently byusing shorter sentences. For example, instead of saying "John went to John's house," they can say "John went to his house."8. Homophones:Homophones are words that sound the same but have different meanings and spellings. In the third grade, students learn about commonly confused homophones such as "their," "there," and "they're." They also learn words like "two," "to," and "too," which have different meanings but are pronounced the same. Understanding homophones helps students avoid confusion and use the correct words in their writing and speaking.9. Synonyms and Antonyms:In the third grade, students start building their vocabulary by learning synonyms and antonyms. Synonyms are words with similar meanings, while antonyms are words with opposite meanings. For example, "happy" and "joyful" are synonyms, while "happy" and "sad" are antonyms. Understanding synonyms and antonyms expands students' word choices and helps them express themselves more precisely.10. Compound Words:Compound words are formed by combining two or more separate words to create a new word with a different meaning. In the third grade, students learn to identify and create compound words. They understand that a compound word canbe made by joining two nouns, e.g., "cupcake" or by combining an adjective and a noun, e.g., "rainbow." Recognizing compound words helps students decipher unfamiliar words and enhances their reading and writing skills.11. Prefixes and Suffixes:Prefixes and suffixes are added to the beginning or end of words to changetheir meaning or form. In the third grade, students explore common prefixeslike "un-," "re-," "pre-," and suffixes such as "-ing," "-ed," "-er," and "-est." These word parts help students understand and create new words. For example, "unhappy" (not happy), "rewrite" (write again), "preview" (look at before), "running" (in the process of running), "jumped" (past tense of jump), "runner" (one who runs), and "fastest" (most fast).12. Plurals:Plurals are used to indicate more than one person, place, thing, or idea. In the third grade, students learn to form plurals by adding "-s" or "-es" to nouns, and they encounter irregular plurals that don't follow this rule. They understand that some nouns change their vowel sound before adding "-es" toform the plural. For example, "cat" becomes "cats," "box" becomes "boxes," and "child" becomes "children."13. Comparatives and Superlatives:Comparatives and superlatives are used to compare two or more nouns or adjectives. In the third grade, students learn to form comparatives by adding "-er" to adjectives and superlatives by adding "-est." They also learn the use of "than" in comparative sentences and "the" before superlatives. For example, "taller" (comparative of tall), "highest" (superlative of high), "faster than" (comparing speed), and "the best" (superlative indicating the highest quality).14. Compound Sentences:Compound sentences are formed by joining two or more independent clauses witha conjunction. In the third grade, students practice creating compound sentences to express more complex ideas. They use conjunctions like "and," "but," "or," and "so" to connect related thoughts. For example, "I finished my homework, so I went out to play."15. Question Words:Question words are used to ask questions about various aspects of a sentence. In the third grade, students become familiar with question words such as "who," "what," "where," "when," "why," "how," and "which." They learn to form questions and understand the information being requested. For example, "What time is it?" asks for specific information about the time.16. Time and Weather Expressions:Time and weather expressions are essential for talking about daily routinesand the atmosphere around us. In the third grade, students learn words and phrases related to time like "morning," "afternoon," "evening," "today," "tomorrow," and "yesterday." They also learn weather-related words such as "sunny," "rainy," "cloudy," "windy," and "snowy." These expressions help students discuss daily schedules and describe the current or forecasted weather conditions.17. Opposites:Opposites are words with meanings that are opposite to each other. In thethird grade, students expand their vocabulary by learning opposite words to express contrasting ideas. They encounter pairs like "hot-cold," "big-small," "fast-slow," "up-down," and "in-out." Understanding opposites helps students communicate more effectively and adds depth to their language skills.18. Homographs:Homographs are words that are spelled the same but have different meanings and sometimes different pronunciations. In the third grade, students encounter homographs like "lead" (as in leading a group) and "lead" (the metal), or "wind" (as in winding a clock) and "wind" (the air current). Recognizing homographs helps students differentiate between words that look alike but have distinct uses in different contexts.19. Idioms:Idioms are groups of words with meanings that are different from the literal meanings of the individual words. In the third grade, students begin to explore simple idiomatic expressions used in everyday language. They learn phrases like "break a leg" (wishing good luck), "hit the books" (study), and "spill the beans" (reveal a secret). Understanding idioms enriches students' language use and helps them comprehend native speakers more naturally.20. Prefixes, Suffixes, and Infixes:Prefixes, suffixes, and infixes are added to words to change their meaning or form. In the third grade, students are introduced to infixes, which are inserted within a word. They learn that infixes can add emphasis or emotion to a word. For example, "un-freakin-believable" (an infix added for emphasis). Understanding these word parts helps students decode and encode words more effectively.。
小学一年级英语 Question Words - Who, what, where, when, why
Which?
‘Which’ is the question you ask when there is a choice between two or more things.
Which dress should I wear?
Which flavor of ice cream do you like?
People
Who is she?
Who is your teacher?
Who are you talking to?
What?
You can ask many questions using ‘what.’
What is your name?
What time is it?
What did you do last weekend?
Question Words
Who, what, where, when, why?
who what where when why how which
quien que donde cu Nhomakorabeando por que como cual
Who?
When you ask ‘who,’ you are asking about:
When are you eating dinner?
Why?
If you ask ‘why,’ you are looking for a reason.
Why did you hit me?
Why does it snow so much in Buffalo?
Why don’t you like Justin Beiber?
Why didn’t you do your homework?
小学一年级英语 Question Words - WH- Words
WH - words
What?
Basic question word Use this word when you are asking about
anything. Question Word (what) + helping verb + object
What is your address? 321 Nunya Street What are you doing? I am reading. What do you want? I want to talk to you.
Why
Use this word when you want to know the reason for something.
Why are you going to the store? I need milk. Why are you crying? I am sad. Why did you do that? I don’t know.
Where
Use this word when asking about location, or a place.
Where are Байду номын сангаасou going? I am going home. Where are you from? I am from Italy. Where is McDonalds? It is on your left.
to pick them up and put them away. 7. ________ are you so mean?
Whose
Use this word when asking about whether a person owns or possesses something.
三年级英语练习册重点单词
三年级英语练习册重点单词1. Nouns:Nouns are words that represent people, places, things, or ideas. In a third-grade English practice book, students will come across common nouns such as "cat," "dog," "book," "teacher," and "school." Learning and understanding nouns enable students to effectively communicate and describe the world around them.2. Verbs:Verbs are action words that show what someone or something is doing. In athird-grade English practice book, students will encounter verbs like "run," "jump," "eat," "play," and "read." Understanding verbs helps students express themselves more accurately and precisely.3. Adjectives:Adjectives are words that describe or modify nouns. In a third-grade English practice book, students will learn adjectives such as "big," "small," "happy," "sad," and "beautiful." Knowing adjectives enables students to provide more details and create vivid descriptions in their writing.4. Adverbs:Adverbs are words that describe or modify verbs, adjectives, or other adverbs. In a third-grade English practice book, students may encounter adverbs like "quickly," "carefully," "often," "very," and "happily." Understanding adverbs helps students express how an action is performed or the degree of a quality.5. Pronouns:Pronouns are words that replace or refer to nouns. In a third-grade English practice book, students will learn pronouns such as "he," "she," "it," "they," and "we." Knowing pronouns allows students to avoid repetition and make their speech and writing more concise.6. Prepositions:Prepositions are words that show the relationship between a noun or pronoun and other words in a sentence. In a third-grade English practice book, students may come across prepositions like "on," "in," "at," "under," and "behind." Understanding prepositions enables students to accurately describe the position, location, or direction of an object.7. Conjunctions:Conjunctions are words that join words, phrases, or clauses together. In athird-grade English practice book, students will learn conjunctions such as "and," "but," "or," "because," and "so." Knowing conjunctions helps students connect ideas and create more complex sentences.8. Determiners:Determiners are words that introduce or specify nouns. In a third-gradeEnglish practice book, students may encounter determiners like "a," "an," "the," "this," and "that." Understanding determiners enables students to correctly identify and use articles, demonstratives, and possessives.9. Interjections:Interjections are words or phrases used to express strong emotions or sudden bursts of feeling. In a third-grade English practice book, students may come across interjections like "wow," "oh," "ouch," "great," and "hurray." Recognizing interjections allows students to convey their emotions and add excitement to their speech and writing.10. Question Words:Question words are used to ask questions about various aspects of a sentence. In a third-grade English practice book, students will learn question wordssuch as "what," "where," "when," "why," "how," and "which." Understanding question words helps students form and understand questions, which isessential for communication and information gathering.11. Plurals:Plurals are used to indicate more than one person, place, thing, or idea. In a third-grade English practice book, students will learn to form plurals by adding "-s" or "-es" to nouns, and they may encounter irregular plurals that don't follow this rule. Understanding plurals helps students indicate quantity and avoid grammatical errors in their writing.12. Past Tense Verbs:Past tense verbs are used to talk about actions that have already happened. In a third-grade English practice book, students will learn to form past tense verbs by adding "-ed" to regular verbs and memorize irregular past tense forms. Understanding past tense verbs helps students describe events and tell stories effectively.13. Future Tense:Future tense is used to talk about actions that will happen in the future. Ina third-grade English practice book, students will learn to use phrases like "will," "going to," and "tomorrow" to indicate future actions. Understandingfuture tense helps students make plans, express intentions, and talk about upcoming events.14. Singular and Plural Possessive Nouns:Singular and plural possessive nouns are used to show ownership. In a third-grade English practice book, students will learn to add "'s" to singular nouns and "'s" or just an "s" to plural nouns to show possession. Understanding possessive nouns helps students clearly indicate ownership and avoid confusion in their writing.15. Comparatives and Superlatives:Comparatives and superlatives are used to compare two or more nouns or adjectives. In a third-grade English practice book, students will learn toform comparatives by adding "-er" and superlatives by adding "-est" to adjectives. They will also learn the use of "than" in comparative sentencesand "the" before superlatives. Understanding comparatives and superlatives helps students express degrees of quality, quantity, or difference.16. Present Progressive Tense:Present progressive tense is used to talk about actions that are happening at the moment. In a third-grade English practice book, students will learn to use "am/is/are + -ing" to describe ongoing actions. Understanding present progressive tense helps students describe and talk about activities happeningin the present.17. Simple Future Tense with "be going to":Simple future tense with "be going to" is used to talk about future actionsthat are planned or expected to happen. In a third-grade English practice book, students will learn to use "be going to + base verb" to talk about future events. Understanding this tense helps students discuss future plans and intentions.18. Time Expressions:Time expressions are used to indicate specific times or durations. In a third-grade English practice book, students will learn time expressions like "at 3o'clock," "in the morning," "after lunch," and "every day." Understanding time expressions helps students talk about when actions occur and manage theirdaily schedules.19. Wh- Questions:Wh- questions are used to ask for information about who, what, where, when, why, and how. In a third-grade English practice book, students will practice forming and answering wh- questions. Understanding wh- questions helpsstudents gather information and engage in conversations effectively.20. There Is/There Are:"There is" and "there are" are used to indicate the presence of one or more nouns in a particular place or situation. In a third-grade English practicebook, students will learn to use "there is" for singular nouns and "there are" for plural nouns. Understanding "there is/there are" helps students describe the existence of objects and people in their environment.。
七年级上册英语内容知识点整理4一6单元
Unit 4: I Have a Pen PalVocabulary:- Ordinary: normal or usual- Request: to ask for something- Reply: an answer or response to a question or request- Chat: to talk in a friendly and informal way- Favourite: preferred above all others- Send: to cause something to be carried or transmitted to a destination- Address: a place where someone lives or a location where something is situated- Receive: to be given, presented with, or paid somethingGrammatical Structures:1. Present simple tense: used to talk about habitual or regular actions.Example: I go to school every day.2. Be verb in the present simple tense: used to talk about permanent states or characteristics.Example: She is tall.3. Question words and question formation:- Wh- questions: used to ask about specific information.Example: Who is your pen pal?- Yes/No questions: used to ask for confirmation or denial.Example: Do you have a pen pal?4. Possessive adjectives: used to show ownership.Example: This is my cat.5. Prepositions of place: used to show the location of something.Example: The pen is on the table.Unit 5: Do you have any hobbies?Vocabulary:- Collect: to bring together a number of things- Stamp: a small piece of paper indicating payment of a fee - Matchbox: a small box in which matches are kept- Build: to construct something by putting parts or materials together- Model plane: a small replica of an airplane- Calligraphy: decorative handwriting or handwritten lettering- Karate: a martial art developed in JapanGrammatical Structures:1. Present simple tense: used to talk about habitual or regular actions.Example: She plays tennis every Saturday.2. Question words and question formation:- Wh- questions: used to ask about specific information.Example: What is your hobby?- Yes/No questions: used to ask for confirmation or denial.Example: Do you collect stamps?3. Frequency adverbs: used to show how often something happens.Example: He often goes swimming.Example: My hobby is more interesting than yours.Unit 6: It's Raining!Vocabulary:- Present: being or occurring in a particular place or position- Rain: moisture condensed from the atmosphere that falls visibly in separate drops- Windy: characterized by or exposed to strong winds- Snowy: characterized by or exposed to falling snow- Sunny: having a bright and shining appearance- Cloudy: covered or obscured by clouds- Temperature: a measure of the warmth or coldness of an object or substanceGrammatical Structures:1. Present simple tense: used to talk about habitual or regular actions.Example: It often snows in winter.2. Be verb in the present simple tense: used to talk about permanent states or characteristics.Example: The weather is usually hot in summer.3. Question words and question formation:- Wh- questions: used to ask about specific information.Example: What's the weather like today?- Yes/No questions: used to ask for confirmation or denial.Example: Is it raining?4. Expressions for describing weather:Example: It's a sunny day.These are the main vocabulary and grammatical structures covered in Units 4-6 of the seventh-grade English textbook. It is important to review and practice these concepts to enhance your understanding and proficiency in English.。
英语课堂游戏酷炫转盘PPT模板——question-words-wheel_teacher
My favourite colour is green.
I like the green dress.
9/10
104812567390
TIME’S UP
I play basketball.
Where are you from? I’m from Spain. I am a student.
I live in London.
How do you go to school?
I like pets.
I go to school by bus.
I go running in that park.
5/10
104812567390
TIME’S UP
I’m happy because it’s my birthday .
When did you go to Rome?
10/10
104812567390
TIME’S UP
I’m happy because it’s my birtuday.
What is your favourite colour?
I go to the beach by car.
My favourite colour is red.
I go running in that park.
My favourite colour is red.
I like the green dress.
8/10
104812567390
TIME’S UP
I’m happy because it’s my birthday.
Why are you happy?
I want to be a doctor.
Question Words
Question WordsThe most common question words in English are the following:WHOWHO is only used when referring to people. (= I want to know the person) Examples:∙Who is the best football player in the world?∙Who are your best friends?∙Who is that strange guy over there?WHEREWHERE is used when referring to a place or location. (= I want to know the place) Examples:∙Where is the library?∙Where do you live?∙Where are my shoes?WHENWHEN is used to refer to a time or an occasion. (= I want to know the time) Examples:∙When do the shops open?∙When is his birthday?∙When are we going to finish?WHYWHY is used to obtain an explanation or a reason. (= I want to know the reason) Examples:∙Why do we need a nanny?∙Why are they always late?∙Why does he complain all the time?Normally the response begins with "Because..."WHATWHAT is used to refer to specific information. (= I want to know the thing) Examples:∙What is your name?∙What is her favourite colour?∙What is the time?WHICHWHICH is used when a choice needs to be made. (= I want to know the thing between alternatives)Examples:∙Which drink did you order – the rum or the beer?∙Which day do you prefer for a meeting – today or tomorrow?∙Which is better - this one or that one?HOWHOW is used to describe the manner that something is done. (= I want to know the way) Examples:∙How do you cook paella?∙How does he know the answer?∙How can I learn English quickly?With HOW there are a number of other expressions that are used in questions:How much– refers to a quantity or a price (uncountable nouns)Examples:∙How much time do you have to finish the test?∙How much is the jacket on display in the window?∙How much money will I need?How many– refers to a quantity (countable nouns) Examples:∙How many days are there in April?∙How many people live in this city?∙How many brothers and sister do you have?How often– refers to frequencyExamples:∙How often do you visit your grandmother?∙How often does she study?∙How often are you sick?How far– refers to distanceExamples:∙How far is the university from your house?∙How far is the bus stop from here?。
WH Question Words
WH Question WordsWe use question words to ask certain types of questions (question word questions). We often refer to them as WH words because they include the letters WH (for example WHy, HoW).They do their homework at night. (when)Mr. Robertson came to the party alone. (who)The car is across the street from the house. (where)I like the red blouse, not the blue one. (which)She felt better after she took a nap. (how)That is an English book. (what)My sister called her boyfriend yesterday (when)She talked to him for an hour. (how long)He studies piano at the university. (what)The party lasted all night. (how long)The check was for $5.50. (how much)She was eating a sandwich. (what)She is working hard. (what)My parents have two cars. (how many)They are coming to visit tomorrow. (when)He is going to work right now. (where)The man with the white hat is my brother. (who)I don’t get up early because I like to sleep late. (why)We have an English class every day. (how often)They like to dance on weekends. (what)The club is not far from their house. (where)Their favorite kind of music is Latin Jazz. (what)I didn’t bring my d ictionary today. (why)They are singing popular songs. (what kind)1. When do they do their homework.2. Who did Mr. Robertson come to the party with?3. Where is the car?4. Which blouse do you like?5. How did she feel?6. What kind of book is that?/ What is that?/ What is that book?7. When did your sister call her boyfriend?9. What does he study at the university?10. How long did the party last?11. How much was the check for?13. What is she doing?14. How many cars do your parents have?15. When are they coming to visit?16. Where is he going right now?17. Who is the man with the white hat?18. Why don't you get up early?19. How often do you have an English class?20. What do they like to do on weekends?21. Where is the club?22. What is their favorite kind of music?23. Why didn't you bring your dictionary today?24. What kind of songs are they singing?Wh- Questions allow a speaker to find out more information about topics. They are as follows:When?Where?Who?Why?How?What?TimePlacePersonReasonMannerOther words can also be used to inquire about specific information:Which (one)?Whose?Whom?How much?How many?How long?How often?How far?What kind (of)?Choice of alternativesPossessionPerson (objective formal)Price, amount (non-count)Quantity (count)DurationFrequencyDistanceDescriptionThe "grammar" used with wh- questions depends on whether the topic being asked about is the "subject" or "predicate" of a sentence. For the subject pattern, simply replace the person or thing being asked about with the appropriate wh-word.(Someone has my baseball.)(Something is bothering you.)Who has my baseball?What is bothering you?For the predicate pattern, wh- question formation depends on whether there is an "auxiliary" verb in the original sentence. Auxiliary or "helping" verbs are verbs that precede main verbs. Auxiliary verbs are italicized in the following sentences.I can do it.They are leaving.I have eaten my lunch.I should have finished my homework.To make a question using the predicate pattern, first form a yes/no question by inverting the subject and (first) auxiliary verb. Then, add the appropriate wh- word to the beginning of the sentence.(You will leave some time.) ? will you leaveWhen will you leave?(He is doing something.) ? is he doingWhat is he doing?(They have been somewhere.) ? have they beenWhere have they been?If there is no auxiliary and the verb is "be," invert the subject and verb, then add the appropriate wh- word to the beginning of the sentence.(He is someone.) ? is heWho is he?(The meeting was some time.) ? was the meetingWhen was the meeting?If there is no auxiliary and the verb is not "be," add do to the beginning of the sentence. Then add the appropriate wh-question word. Be sure to "transfer" the tense and number from the main verb to the word do.(You want something.) ? do you wantWhat do you want?(You went somewhere.) ? did you go (past tense)Where did you go?(She likes something.) ? does she like (third person -s)What does she like?For Practice: See Question Words (from The Internet TESL Journal)What, When or Where? (from The Internet TESL Journal)See also: Speaking: Simple QuestionsSpeaking: Asking for informationIf you have questions or comments about this page, please contact us.Be sure to include the title of this page in the Subject line of your e-mail.WH- Questions WordsThere are eight types of WH- question.Each WH- question form signals a specific type of response:What = a NAMING responseWhere = a LOCATION responseWho = a NAMING response of a personWhose = a POSSESSION responseHow = an EXPLANA TION responseWhich = a MULTIPLE CHOICE responseWhy = a REASON responseWhen = a TIME responseWH系疑问句：WH-ECHO-Q-S/INF-WH-Q-S/WH-Q-S/等21-1[WH-回应疑问句(WH-ECHO-Q-S)]当你错过一个句子某些重要部分时，你可能会像以下(2)中的问题(B1 至B5)那样问。
Question words 特殊疑问词的用法
3. They will buy six apples. What will they buy?
4. They will buy six apples. How many apple疑问词What/How +其他成分构成的特 殊疑问句：
• (1) What+其他成分（通常为名词） • 问时间: What time is it now? (What time=
When) • 问颜色:What color is this? • 问星期:What day is it today? • 问意见: What about this T-shirt?
特殊疑问词+ 一般疑问句 即：特殊疑问词+be动词/助动词/情态动词+主语+其他成分
• Who is she? • What are you doing? • When do you get up? • Where will we go? • Why do you go swimming? • How do you go to school?
Wall? How long will you stay? • 问意见：How about this one? (= What about…?)
Practice: 就划线部分提问
1. We will go to the cinema by bus. How will you go to the cinema?
• (2) How+其他成分（通常为形容词、副词） • 问年龄: How old are you? • 问价格: How much is the cheese? • 问数量: How many bananas? • 问频率:How often do you play football? • 问人口数量：How big is Beijing? • 问长度或者持续的时间：How long is the Great
连接代词和副词引导名词性从句
Object Clauses
Compare the two sentences:
e.g. Could you tell me when you graduated? e.g. He told me when he graduated.
( = the time when)
e.g. He informed me where we would meet next
e.g. When the new road is open to traffic hasn’t been made clear. = It hasn’t been made clear when the new road is open to traffic.
e.g. That our boss will come to the conference excites us.
What he was doing surprised his father. subject clause 主语从句
精品
What’s your first impression of him? I want to know.
I want to know what your first impression of him is. object clause 宾语从句
e.g. Whoever breaks the rule should be punished. ( = anyone who)
e.g. Whatever he did was supported by us. ( = anything that)
Conclusion: what、whatever、whoever等连 接代词既可以表示疑问，又可以表示陈述， 可表示“（任何） …精的品 事、话、东西、人”。