最新初中英语从句语法讲解教学教材
初中语法从句教案
初中语法从句教案一、教学目标1. 让学生掌握名词性从句和状语从句的用法，能够正确辨别和运用这两种从句。
2. 提高学生对英语复杂句型的理解能力，增强句子间的逻辑关系。
3. 培养学生运用英语从句进行交际的能力，提高写作水平。
二、教学内容1. 名词性从句：宾语从句、表语从句、同位语从句。
2. 状语从句：时间状语从句、地点状语从句、原因状语从句、条件状语从句、让步状语从句。
三、教学重点与难点1. 重点：名词性从句和状语从句的识别及运用。
2. 难点：名词性从句中的语序问题，状语从句中的时态问题。
四、教学方法1. 采用情境教学法，通过设定各种生活场景，让学生在实际语境中学习并运用从句。
2. 运用任务型教学法，让学生在完成各种任务的过程中，巩固从句的知识。
3. 采用互动式教学法，鼓励学生积极参与，提高课堂活力。
五、教学步骤1. 导入：通过一个谜语引出从句的概念，激发学生的兴趣。
2. 讲解：（1）名词性从句：讲解宾语从句、表语从句、同位语从句的定义、用法和语序。
（2）状语从句：讲解时间状语从句、地点状语从句、原因状语从句、条件状语从句、让步状语从句的定义、用法和时态。
3. 练习：（1）让学生进行名词性从句的练习，辨别并改正错误。
（2）让学生进行状语从句的练习，选择合适的从句类型并填空。
4. 拓展：讲解从句在实际应用中的注意事项，如避免滥用从句、保持句子简洁等。
5. 总结：对本节课的内容进行总结，强调重点和难点。
6. 作业布置：让学生课后运用所学知识，编写一个含有从句的短文。
六、课后反思1. 检查学生的课堂表现，了解掌握情况。
2. 对学生的作业进行批改，发现问题并及时给予反馈。
3. 针对学生的掌握情况，调整教学策略，提高教学效果。
通过以上教学设计，希望能够帮助学生更好地掌握名词性从句和状语从句的知识，提高他们的英语水平。
初中优秀英语说课稿《宾语从句》
初中优秀英语说课稿《宾语从句》初三英语《宾语从句讲解》说课教案本人这节课主要是带领学生复习了前面学习的一个重要语法项目--宾语从句。
宾语从句是中考的重点语法项目，通过前面的学习，学生对宾语从句有了一定的了解，但是有些同学在运用时总会出现这样那样的错误，因此，很有必要对之进行全面的复习巩固。
首先，我用多媒体投影放出了“了解宾语从句”，这样做了目的是让学生了解宾语从句是主从复合句的一种。
主从复合句是由一个主句和一个或一个以上的从句构成的。
主句是复合句的主体，从句仅仅是主句的一个成分，它从属于主句，不能独立。
从句在全句中充当什么成分，就叫什么从句。
宾语从句在全句中作宾语。
接着，我又向学生展示了本节课的学习目标及重、难点，让学生做到心中数。
然后围绕重点、难点，从三个方面进行了复习:1、由不同引导词引导的宾语从句2、直接引语和间接引语3、宾语从句中时态的变化在复习由不同引导词引导的宾语从句时，又分了三种情况:由从属连词that引导的宾语从句、由连接代词who,whom,whose,whichwhat和连接副词where,how,why,when引导的宾语从句、由从属连词whether,if引导的宾语从句。
并且又针对每一种情况进行了练习，从而使学生对宾语从句有了一个更加深刻的印象。
由于宾语从句与直接引语变间接引语联系非常密切，所以我又在复习宾语从句后添加了直接引语变间接引语这一内容，使学生对所学内容进一步得到了巩固。
最后，由学生自己归纳总结出宾语从句中时态的变化，也就是本节课的第三个重点内容。
在此基础上，又进行了综合方面的练习，使绝大数学生更好地学习领会了宾语从句，达到了本节课的教学目的。
初中英语《定语从句》名师教案教学设计
初中英语《定语从句》名师教案教学设计一、教学目标1. 让学生掌握定语从句的定义和基本结构。
2. 使学生能够正确运用定语从句修饰名词或代词。
3. 培养学生运用定语从句进行交际的能力。
二、教学内容1. 定语从句的定义和作用。
2. 定语从句的基本结构：who, which, that。
3. 定语从句的引导词及先行词。
4. 定语从句的时态和语态。
5. 定语从句的练习和应用。
三、教学重点与难点1. 定语从句的基本结构。
2. 定语从句的引导词及先行词的用法。
3. 定语从句的时态和语态的运用。
四、教学方法1. 采用任务型教学法，让学生在实际语境中运用定语从句。
2. 运用案例分析法，通过典型例句讲解定语从句的用法。
3. 采用分组合作学习法，培养学生团队合作精神。
五、教学过程1. 导入：利用图片或情境引入定语从句的概念。
2. 新课内容：讲解定语从句的定义、基本结构和引导词。
3. 案例分析：分析典型例句，让学生理解定语从句的用法。
4. 课堂练习：设计相关练习题，让学生巩固所学内容。
5. 小组讨论：分组讨论定语从句在实际语境中的应用。
6. 总结与拓展：总结本节课所学内容，布置课后作业。
7. 课后作业：让学生运用定语从句进行写作或翻译练习。
六、教学策略1. 采用互动式教学，鼓励学生积极参与课堂讨论。
2. 使用多媒体教学资源，如图片、视频等，增强学生对定语从句的理解。
3. 设计丰富的课堂活动，激发学生学习兴趣。
4. 注重个体差异，给予不同程度的学生个性化指导。
七、教学评价1. 课堂问答：检查学生对定语从句的理解和应用能力。
2. 练习题：评估学生对定语从句的掌握程度。
3. 小组讨论：观察学生在团队合作中的表现，了解其运用定语从句的能力。
4. 课后作业：分析学生作业，评估其对课堂所学知识的运用情况。
八、教学拓展1. 对比定语从句和同位语从句的区别。
2. 介绍定语从句在英语阅读和写作中的重要作用。
3. 引导学生关注定语从句在实际生活中的应用。
初中英语宾语从句讲解(共49张PPT)
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(二)、语序 宾语从句的语序用陈述语序： 连接词+主语+谓语+其他成分
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主句+连接词+从句（主+谓+其他成分）
即：助动词不能放在主语前面。
1. When will he go to the library? His brother asks when he will go to the library . 2. What did he want to buy ? I don’t know what he wanted to buy .
eg: I don’t know what’s the matter.
做主语
Can you tell me who is over there? Can you tell me who he is ?
做宾语
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(三).宾语从句中时态的变化
填一填
I hear (that)
Jim was ( be ) a worker two years ago.
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宾语从句与简单句的转换
比一比
Байду номын сангаас
①
I I
don’t don’t
know know
where I should where to go.
注：that 在句中无词义，在从句中不能充 当句子成分，在口语中往往被省略。
2.由连接代词 Who,whom,whose,which,what和连接副词 where,how,why,when引导的宾语从句。这些连词既有词义又 充当句子成份。
人教版初中英语语法定语从句 ppt课件
步骤三
In which = where
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关系代词 关系副词
who whom which that whose When where why
先行词 句中作用
人
主语/宾语
人／物 主语／宾语
人／物 定语
时间 状语
地点 状语
reason 状语
省否
关系代 词在句中 作宾语可 以省略
这是下午要飞往东京的那架飞机。
She was annoyed by something that I had said.
她为我说的某句话而不高兴。
Shengzhen is not the city that it used to be.
15
深圳现在已不是原来的那个城市了。
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1引导定语从句2在从句中作一成份3代替先行词在从句中的位置步骤二步骤二步骤三步骤三where步骤一步骤一先行词house带入句子houserighthouseright关系代词关系副词先行词句中作用主语宾语关系代词在句中作宾语可以省略whom宾语which主语宾语whose定语when时间状语where地点状语whyreason状语关系代词whowhom的用法who和whom均只用于指人不用于指事或物其中who在定语从句中用作主语whom在定语从句中用作宾语
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■ 关系代词whose的用法
关系代词whose既可用于指人，也可用于指事或物，它在 定语从句中主要用作定语。如：
She is the woman whose car was stolen. 她就是汽车被盗的 This is the house whose windows were broken. 这就是窗户
最新人教版新课标英语九年级上册定语从句公开课教学设计
定语从句专题复习教案Revising Attribute ClauseLecturer:Time:◆Three dimensional Teaching Aims：Knowledge aims:1. Know the trends of attributive clauses to be tested in NMET2008. Ability aims:2. Master the usage of Relative pron. and Relative adverbs.Emotional aims:3. Distinguish some groups of relative conjunctions easy to misuse.4. Tell the difference among several kinds of clauses to cultivate Ss’ integrating skills.◆Teaching Important Points:1. How to tell the difference between “as/ which, that/which”,etc.2. Revising “Prep+Relative pron.”◆Teaching Difficulties:1. “as” leading attributive clauses,2. How to use “where, when, why” properly and understand the relation with “that”◆Learning Strategy:Make the students learn to summarize and induce what they have learned, thus building knowledge network. Then they can develop life-long ability of learning.◆Teaching Type:Revision◆Teaching aids:1) Multimedia 2) Paper sheet◆Teaching Procedures:Step I. Lead-inGive out paper sheets, asking the students to find out attributive clauses in the reading material taken from Reading D NMET2007.IStep II. Analyzing the status of Attributive clauseIntroduction to trends of Attributive clause tested in NMET1. The non-restrictive attributive clause is an important testing point, focused on difference between leading words “as” and “which”.2. More than one clause is put together, such as emphasizing structure ( it be…that), appositive clauses(that…), adverbial clauses (such that/as…)3. “Prep +Relative pron (which, whom)”4. Testing forms: Multiple choice, Proofreading, Cloze test, Reading comprehension and Writing(Discuss the above, and make them have a better understanding their difference.)Strategy:1. Have a better understanding of how to use Relative pron and Relative adverbs.2. Try to tell the difference “as/which；that/which; that/as”3. Know how to use a preposition in the structure “Prep+ Relative pron”. Step III. Focused test points(Each of the following parts is given a certain time to be discussed in groups or pairs so that the students can have enough time to think over. Then they are questioned. The aim is to strengthen interactive work.)1. Please find out what role the following relative pron. and relative adverb play in the sentence.①Alec asked the policeman with whom he worked to contact him whenever there was an accident. ( )②We will be shown around the city :schools、museums and some other places, where other visitors seldom go. （）③We are living in an age when many things are done on computer. （）④As is reported in the newspapers, talks between the two countries are making progress. （）2. Restrictive attributive clause & Non-restrictive clauseMartin Luther King ,Jr, who won the Nobel Peace Prize in 1964, was an important political leader.Albert Einstein began the research and studies which led to his new discoveries in physics.Summarizing difference between Restrictive clause and Non-restrictive clause1) Structure 2) punctuation 3) translation 4) meaning3. Distinguish the following four groups of relative conj.Point 1: that/which以下典型情况，引导词用that，而不用which.①先行词是不定代词all、little、something、anything、none、the one 时；You should hand in all that you have.②先行词被序数词或形容词最高级所修饰时This train is the most interesting film that Ive ever seen.③先行词既有人又有物时；Do you know the things and people that they are talking about?④先行词前有only、any、few、little、no、every、all所修饰时；This is the very book that I am looking for.⑤主句的主语是疑问词who或which时Who is the boy that won the gold medal?Point 2: as/whichwhich引导非限制性定语从句，其先行词既可以是一个词，又可以是整个主句或主句某一部分；as指代整句话或与the same…as; such…as连用。
初中英语语法-定语从句精讲(共38张PPT)
3. I live in the room _w_h_o_s_e____windows face south.
4. He is a person (_th_a_t_/_w_h_o_m) we like very much. 5. The last place _t_h_at__ we visited was the Great Wall.
状
2012重庆）29. Sales director is a position ______communication ability is just as important as sales skills. A. which B. that C. when D. where
2012浙江）9. We live in an age ______ more information
(1). This is the best building ＿（＿thaI ht）ave seen in Paris.
(2). She is the most beautiful girl ＿＿ I have met.
（that）
3、先行词被序数词，或者被the last(最后的), the only(唯 一的), the very（正是那个）, all, any, every, few, little, no, some等词所修饰时，引导词只用that。
谢谢欣赏
当先行词在定语从句中充当所有格
人的
1. The worker __w_h__o_s_e__ arm was cut down was sent to hospital.
初中英语语法 定语从句 专题讲解 (含教案设计及练习题)
初中英语语法定语从句专题讲解学生通过本课学习，能够掌握定语从句的概念、知识要点和用法，并在综合能力上有一定的应用。
☆课堂回顾：英语句子结构——定语：一、什么是定语定语是对名词或代词起修饰、限定作用的词、短语或句子，汉语中常用“……的”表示。
定语通常位于被修饰的成分前。
He is a clever boy.（形容词作定语）His father works in a steel work.（名词作定语）There are 54 students in our class.（数词）Do you known betty’s sister?（名词所有格）He bought some sleeping pills.（现代分词）His spoken language is good.（过去分词，相当于形容词）基础操练：请画出下列句中的定语。
1. What is your family name?2. The boy in blue is Tom.3. The man downstairs was trying to sleep.4. There are five boys who will play the game.★本课知识点：定语从句的知识要点定语从句课本例句导入：the teacher who teaches us maths is a young man.the restaurant where we had our lunch last time is in tha 17th street.the book that you borrowed from me yesterday is helen's.一、定语从句的概念:定语从句属于形容词性从句，用来修饰主句中的名词性成分，如主语、宾语。
定语从句在英语阅读材料里处处可见。
它是初中阶段的重要语法内容，也是学好英语的重难点。
首先我们了解一下定语：一本有趣的书an interesting book 形容词interesting做定语修饰名词book一位漂亮的女孩a beautiful girl形容词beautiful做定语修饰名词girl★定语就是在句子中修饰名词或代词的词。
初中语法教案宾语从句
初中语法教案宾语从句教学目标：1. 学生能够理解宾语从句的概念和用法。
2. 学生能够正确构造宾语从句。
3. 学生能够在句子中正确使用宾语从句。
教学内容：1. 宾语从句的定义和用法。
2. 宾语从句的构造方法。
3. 宾语从句在句子中的运用。
教学步骤：一、导入（5分钟）1. 向学生介绍宾语从句的概念。
2. 通过例句展示宾语从句的用法。
二、讲解（15分钟）1. 讲解宾语从句的定义：宾语从句是句子中的一个成分，它由一个疑问词（如what, who, when, where等）引导，回答这个问题。
2. 讲解宾语从句的构造方法：疑问词 + 主语 + 谓语 + 其他。
3. 讲解宾语从句在句子中的运用：宾语从句通常放在动词后面，作为动词的宾语。
三、练习（15分钟）1. 让学生练习构造宾语从句，给出一些疑问词，让学生组成完整的宾语从句。
2. 让学生在句子中使用宾语从句，将宾语从句放在动词后面。
四、巩固（10分钟）1. 让学生分组，互相练习使用宾语从句，纠正错误。
2. 让学生回答一些关于宾语从句的问题，加深对宾语从句的理解。
五、总结（5分钟）1. 让学生总结宾语从句的概念、构造方法和用法。
2. 强调宾语从句在句子中的位置和作用。
教学评估：1. 在课堂上观察学生的参与程度和理解程度。
2. 收集学生的练习作品，检查他们的掌握情况。
3. 在课后对学生的学习情况进行跟踪了解，及时纠正错误。
教学延伸：1. 让学生进一步学习宾语从句的时态和语态。
2. 让学生在写作中运用宾语从句，提高写作水平。
备注：本教案适用于初中英语教学，根据学生的实际情况，可以适当调整教学内容和教学步骤。
中考英语语法复习说课稿讲义第十四讲：宾语从句
中考英语语法复习说课稿讲义第十四讲：宾语从句一. 教材分析宾语从句是中考英语语法中的重要内容，本节课我们将学习宾语从句的定义、类型、连接词以及语序等知识点。
通过本节课的学习，学生能够掌握宾语从句的基本用法，并在实际语境中运用。
二. 学情分析根据对学生的了解，大部分学生在之前的学习中已经接触过宾语从句，但对宾语从句的连接词和语序等细节部分掌握不扎实。
因此，在教学过程中，需要重点讲解和练习这些知识点。
同时，学生对宾语从句在实际语境中的应用还需加强。
三. 说教学目标1.知识目标：学生能够理解宾语从句的定义和类型，掌握宾语从句的连接词和语序，了解宾语从句在实际语境中的应用。
2.能力目标：学生能够熟练运用宾语从句进行口语表达和写作。
3.情感目标：激发学生学习英语语法的兴趣，培养学生的自主学习能力和团队协作精神。
四. 说教学重难点1.教学重点：宾语从句的连接词和语序。
2.教学难点：宾语从句在实际语境中的应用。
五. 说教学方法与手段1.教学方法：采用情境教学法、任务型教学法和合作学习法。
2.教学手段：利用多媒体课件、图片、例句等辅助教学。
六. 说教学过程1.导入：通过一个简单的宾语从句例子，引导学生回顾已知的宾语从句知识，为新课的学习做好铺垫。
2.讲解：讲解宾语从句的定义、类型、连接词和语序。
通过举例说明，让学生清晰地了解宾语从句的构成和用法。
3.练习：设计不同类型的练习题，让学生巩固所学知识。
练习题包括选择题、填空题和改错题等。
4.应用：创设实际语境，让学生运用宾语从句进行口语表达和写作。
可以采用角色扮演、小组讨论等形式。
5.总结：对本节课的主要内容进行总结，强调宾语从句的连接词和语序等重要知识点。
6.作业：布置相关的课后练习，让学生进一步巩固所学知识。
七. 说板书设计板书设计要简洁明了，突出宾语从句的关键点。
可以设计如下板书：•定义：……•类型：……•连接词：……•语序：……八. 说教学评价通过课堂表现、练习题和课后作业等多方面对学生的学习情况进行评价。
英语从句讲解教案初中
英语从句讲解教案初中Objective: The objective of this lesson is to help students understand and differentiate between different types of clauses in English, including dependent and independent clauses, and how to use them effectively in sentences.Materials:- Whiteboard or blackboard- Markers or chalk- Handout with examples of different types of clauses- Sentence diagramming tools (optional)Procedure:1. Introduction (5 minutes)Begin the lesson by asking students what they know about clauses in English. Ask them to provide examples of sentences with clauses. Write some of their examples on the board. 2. Definition and Types of Clauses (10 minutes)Explain to students that a clause is a group of words containing a subject and a verb, and it is used to express a complete thought. There are two main types of clauses: dependent and independent.- Dependent clause: A dependent clause cannot stand alone as a complete sentence because it relies on another clause for meaning. It usually begins with a relative pronoun (who, which, that) or a conjunction (because, although, if). Provide examples and have students identify the dependent clauses in them.- Independent clause: An independent clause can stand alone as a complete sentence because it expresses a complete thought. It does not rely on another clause for meaning. Provide examples and have students identify the independent clauses in them.3. Identifying and Using Clauses in Sentences (15 minutes)Distribute the handout with examples of different types of clauses and have students work in pairs to identify the type of clause in each example. Encourage students to provide their own examples and discuss how to use them in sentences.4. Sentence Diagramming (10 minutes)If you have access to sentence diagramming tools, demonstrate how to diagram a sentence with dependent and independent clauses. Ask students to try diagramming some of the examples they have identified earlier in the lesson.5. Practice and Application (10 minutes)Provide students with a list of sentences and ask them to identify the type of clause in each one. Encourage them to provide their own examples and use them in sentences. You can also ask students to write their own sentences using dependent and independent clauses and share them with the class.6. Conclusion (5 minutes)Summarize the main points of the lesson by reviewing the types of clauses and their uses in sentences. Encourage students to practice identifying and using clauses in their writing to improve the flow and coherence of their sentences.Assessment:- Exit Ticket: Ask students to write a sentence using both a dependent and independent clause and provide a brief explanation of how they used them in the sentence.- Peer Review: Have students write a short paragraph using dependent and independent clauses and have them exchange paragraphs with a partner for review and feedback.- Homework: Assign a paragraph writing task where students must use a variety of dependent and independent clauses to create a coherent and cohesive paragraph.By the end of the lesson, students should have a clear understanding of the different types of clauses in English and how to use them effectively in sentences.。
英语从句讲解技巧初中教案
英语从句讲解技巧初中教案Objective: Students will be able to identify and understand different types of clauses (noun clause, adjective clause, and adverb clause) and how to use them in sentences.Materials: Whiteboard, markers, handouts with sample sentences and exercises, PowerPoint presentation.Introduction (10 minutes):1. Begin the class by asking students what they know about clauses. Write their responses on the whiteboard.2. Introduce the three types of clauses: noun clause, adjective clause, and adverb clause.3. Give a brief explanation of each clause type and provide examples.Noun Clause: A noun clause is a dependent clause that functions as a noun in a sentence. It usually starts with "that," "who," or "what."Example: "What she said surprised everyone."Adjective Clause: An adjective clause describes a noun and usually answers the questions "which," "who," or "where." It uses "which" or "who" as a connector.Example: "The book which you gave me is fascinating."Adverb Clause: An adverb clause tells us more about an adjective, verb, or adverb and answers the questions "when," "where," "why," or "how." It uses "when," "where," "why," or "how" as a connector.Example: "She left the party earlier because she was feeling unwell."Body (30 minutes):1. Explain each clause type in more detail, using examples and visual aids if possible.2. Provide handouts with sample sentences and exercises for students to work on.3. Conduct a group activity where students can practice identifying and labeling clauses in given sentences.Guided Practice (15 minutes):1. Ask students to work in pairs and create their own sentences using the three types of clauses.2. Encourage them to be creative and use their imagination to come up with interesting sentences.3. Provide feedback and guidance as needed.Independent Practice (10 minutes):1. Give students a worksheet with various sentences, and ask them to identify and label the clauses in each sentence.2. Encourage them to use a dictionary or reference material if they need help.3. Circulate among students, providing assistance and answering questions.Closure (5 minutes):1. Ask students to share their experiences and what they have learned about clauses.2. Summarize the main points of the lesson and emphasize the importance of understanding clauses for effective communication.3. Encourage students to practice identifying and using clauses in their writing and daily conversations.Assessment:1. Collect the worksheets from the independent practice session to assess students' understanding of clause identification and labeling.2. Provide individual feedback and address any misconceptions or areas of improvement. Extension:1. Conduct a follow-up lesson or activity focused on advanced clause usage, such as complex clauses or clause variations.2. Encourage students to write a short story or paragraph using a variety of clause types to demonstrate their understanding and creativity.。
初中定语从句语法讲解教案
初中定语从句语法讲解教案教学目标：1. 理解定语从句的概念和作用；2. 掌握定语从句的关系词及其用法；3. 能够正确运用定语从句修饰名词或代词。
教学重点：1. 定语从句的概念和作用；2. 关系词的用法及选择。
教学难点：1. 关系词的用法及选择；2. 定语从句的类型及运用。
教学准备：1. PPT课件；2. 相关练习题。
教学过程：一、导入（5分钟）1. 引导学生回顾复合句的概念，让学生意识到定语从句是复合句的一部分；2. 提问：什么是定语从句？它的作用是什么？二、讲解定语从句的概念和作用（10分钟）1. 解释定语从句的概念：在复合句中，修饰某一名词或代词的从句叫定语从句；2. 强调定语从句的作用：定语从句的作用是修饰先行词，起到形容词的作用；3. 举例说明：如“The book that you gave me is very interesting.”中，“that you gave me”是定语从句，修饰先行词“the book”。
三、讲解关系词及其用法（10分钟）1. 介绍关系代词：that，which，who（宾格whom，所有格whose）；2. 介绍关系副词：where，when，why；3. 讲解关系词的用法：关系词在定语从句中作主语、宾语、表语等成分；4. 举例说明：如“The book that you gave me is very interesting.”中，“that”作主语；“The place where we met is near the school.”中，“where”作地点状语。
四、讲解定语从句的类型及运用（10分钟）1. 限定性定语从句：定语从句对先行词进行必要的描述或说明，缺少它，则句义显得不完整；2. 非限定性定语从句：对先行词进行补充说明，解释，与先行词之间有逗号隔开；3. 举例说明：如“The students who saw the film were afraid to swim in the sea.”中，定语从句对先行词“the students”进行必要描述；“The coat that I put on the desk is blue.”中，定语从句对先行词“the coat”进行补充说明。
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从句从句按其在复合句中的作用,分为主语从句、表语从句、宾语从句、定语从句和状语从句等。
（参见以下各条）3、各从句在句子中的位置以及用法：(1) 表语从句：在句子中作连系动词的表语的从句,它位于主句中的系动词之后。
例如：That is why he did not come to school yesterday. / It is because you are so clever.(2) 宾语从句：在句子中作及物动词或介词的宾语。
①基本形式：（主句＋）连词+从句主语+从句谓语+...②关于宾语从句连词的选择：若从句来源于一个陈述句,那么,连词用that,在口语中that可以省略;若从句来源于一个一般疑问句,连词则用if 或whether;若从句来源于一个特殊疑问句,则连词就是疑问词(如what,who,where,when等)例如：They believe that the computer will finally take the place of human beings.(他们相信计算机终将代替人类。
) (从句本来就是陈述句)/ I wonder whether I should saysomething for him to the headmaster. (我不知道是不是该为他在校长跟前说点什么。
) (从句来源于一般问句Shall I say something for him to the headmaster?)/ He asked mewhere he could get such medicine. (他问我在哪儿能搞到那样的药。
) (从句来源于特殊问句Where can he get such medicine? )③宾语从句的时态问题：如果主句是现在时,从句则用现在某一时态,甚至可以用过去时；如主句是过去时,从句则相应地使用过去某一时态,遇到客观真理时仍然用现在时。
如：I think Iwill do better in English this term. (我想本学期我的英语会学得好点。
) / The teacher askedthe boy if the earth is round. (老师问那个男孩地球是不是圆的。
)④下列结构后面的从句一般也作为宾语从句看待：be sorry / afraid / sure / glad +that从句,如：I’m sorry I’m late. (对不起,我迟到了。
) / I’m afraid he isn’t in at the moment. (恐怕他此刻不在家。
)(3) 状语从句：在复合句中作状语,其位置可以在主句前或主句后。
状语从句可以分为时间、地点、原因、目的、结果、比较、让步、条件等几种。
状语从句由从属连接词引导。
时间状语从句通常由when ,as ,while, after, before, since, as soon as ,since, till (until), while, whenever等引导。
时间状语从句一般放在句首或句尾,特别注意,时间状语从句不允许使用将来时,而应该用现在时替代。
如：When you finish the work, you may go out to play with Sam.(你完成工作就可以出去和Jim一起玩了。
) / I won’t leave until Mum comes back. (妈妈回来了我才会走。
)地点状语从句通常由where, wherever等引导。
如：Go back where you came from! (哪里来还滚到哪里去！) / I will never forget to catch the thief who stole my necklace wherever he may be. (我永远也不会忘记去抓住那个偷我项链的贼,无论他会在哪里。
)原因状语从句通常由because, since, as等引导,一般放在句首或句尾。
如：He went abroad because his father had found a good university for him. (他出国了,因为他父亲给他找了一所好大学。
)目的状语从句通常由so that..., so...hat..., in order that...等引导,往往放在句尾,从句中通常含有can / could / may / might等情态动词。
如：He got up earlier so that he could catch the first train. (他起身更早为的是赶上第一班车。
)结果状语从句通常由so that..., so...that... 等引导,放在句尾。
结果状语从句一般表示已经发生的事情,故多为过去时态。
如：He lost so many bikes that he decided never to buy a new one.(他丢了那么多辆自行车,他决定再也不买新车了。
)比较状语从句通常由as, than, as (so)...as等引导,一般省略从句的谓语部分,只剩下名词或代词(用主格或宾格均可)。
如：Jane is much taller than I/me. (Jane比我高多了。
) / I don’t have as many books as you (do). (我书没有你多)让步状语从句通常由though (although), as, even if( even though), however, whatever等引导。
如：Even if you pay the debt(债务) for me, I will not thank you because it has nothing to do with me.(即使你替我还了债我也不会感谢你,因为它与我毫无关系。
)/ He wears a T-shirt though it is very cold. (他穿了一件T恤衫,尽管天很冷。
)条件状语从句通常由if, unless, as long as等引导,条件状语从句一般放在句首或句尾,特别注意,时间状语从句不允许使用将来时,而应该用现在时替代。
You will certainly fail in the coming final exams unless you work much harder. (即将来到的期末考试你肯定考不及格,除非你更用功。
) / If it doesn’t rain tomorrow, we shall go hiking. (如果明天不下雨我们就要去徒步旅行。
)[注意] 1、because与so；(al)though与but；if与so不可以同在一个句子中成对出现。
2、时间、条件、原因,让步状语从句放在句首时需要用逗号与主句隔开。
(4) 定语从句：在复合句中作定语用修饰句子中某一名词或代词的从句叫定语从句。
①定语从句的位置：放在名词或代词的后面。
如：The man who has an umbrella in his hand ismy uncle. (手上抓了一把雨伞的人是我的叔叔。
)②语法术语的改变：被修饰的名词或代词称为先行词；引导定语从句的连接词称为关系词,其中that、which、who称为关系代词,where、when、how称为关系副词。
③关系代词或关系副词的作用：关系代词who、whom和whose指人,分别在从句中作主语、宾语和定语。
which指物that多指物, 有时也指人,它们在从句中可以作主语或宾语。
定语从句中关系代词作从句宾语时可以省略。
This is the thief (that/who/whom) we have been looking for these days. (这个就是我们近日一直在找的小偷。
) / Please find a room which is big enough for all of us to live in. (请找一间足够大能住下我们全体的房间。
)关系副词when或where引导定语从句时,它们在从句中分别作时间状语和地点状语。
如：This is the room where they had a quarrel a week ago. (这是一个星期前他们吵架的房间。
) / I can never forget the day when I first saw you. (我永远不会忘记第一次见到你的日子。
)④限制性定语从句和非限制性定语从句。
限制性定语从句在句中不能省略,否则主句意思就不完整。
非限制性定语从句和主句之间往往用逗号分开,这种从句是一种附加说明,如果从句子中省去,也不致于影响主句的意思。
如：She spent the whole evening talking about her latest book, which none of us had heard of. (她一个晚上都在谈论她最近的书,我们一个人都没有听说过那本书。
)[注解]1、关系代词只能用that的情况：当先行词是指事物的不定代词(all, anything等),或先行词部分含有最高级,或含有序数词时,不能用其他的关系代词,只能用that. 如：All that Lily told me seems untrue. (Lily告诉我的话似乎不真实。
) / Can you give me anything that has no sugar inside?(能不能给我点里面没有糖的东西？)/ This is the first two-story bus that runs in our city. (这是第一辆运行于我市的双层公交车。
)2、关系代词在从句中作主语时一般用who(指人)、that(指物),而不用that指人或用which指物。
如：Do you know the woman who is weeping in the corner? (你认识那个在角落里哭泣的女人吗？) / Do not tell me any words that have nothing to do with me. (跟我无关的话,请一个字也不要说。
)3、关系代词作从句的宾语时,常用which或whom,较少使用that或who,而且,关系代词常常省略。
如：Tom’s father was the first parent whom our teacher talked to. (Tom的父亲是我们老师第一个谈话的人。