初中英语从句语法讲解说课讲解

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 say

something 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 me

where 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 I

will do better in English this term. (我想本学期我的英语会学得好点。) / The teacher asked

the 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 is

my 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。)

4、当关系代词紧跟在介词后面时,必须用which或whom,而当介词移到句尾时,则又可以使用that

或who. 如：This is the room in which Miss Li once lived. (= This is the room Miss Li

once lived in.) (这是李小姐曾经居住过的房间。)

(5) 主语从句：在句子中充当句子主语的从句叫主语从句。位于谓语动词之前。通常由that,whether

以及疑问连词引导。一般情况下,常用it替代主语从句,而将主语从句移到句尾。如：When we

should start is still a question. (我们该在什么时候开始还是个问题呢。)

十五、直接引语和间接引语(初中不作特别要求)

1、直接引语和间接引语：在陈述句中,直接引用说话人原来的语句,称为直接引语。在书写时,直接引语用引

号。用自己的词语来转述表达原来说话人说的内容,称为间接引语。

2、直接引语改变为间接引语：

1、直接引语如果是陈述句,变为间接引语时应注意以下各点：

①不用引号,而用连接词that,但有时可省略。

②人称作相应变化；

③主句里的动词如果是过去时,间接引语中的时态一般应作相应改变：一般现在时变一般过去时；一

般将来时变过去将来时；现在进行时变过去进行时；现在完成时变成过去完成时；一般过去时变成过去完成时；但一般过去时如与一个具体的过去时间连用,则时态不变。

如：He says,"I am not from the USA.”→He says that he is not from the USA.

Mr Smith said to his girl friend,“I haven’t seen you for a long time.”

→Mr Smith said to his girl friend that he had not seen her for a long time.

this

these

now

ago

today

this week(month,etc.) next week ( month,etc.) yesterday

tomorrow

here 大气压专题讲解that

those

then

before

that day

that week ( month,etc.) the next week ( month,etc.) the day before

the next (following) day there

2、直接引语如果是一般疑问句,变为间接引语时,需用从属连接词whether或if引导,词序要改变。如：

Lin Tao said to Miss Green, "Is it made in China?”→Lin Tao asked Miss Green if it was made in China.

3、直接引语如果是特殊疑问句,变为间接引语时,需用疑问词引导,词序是：连词+主语+谓语。

如：Lucy said to me, “How can I help?”→Lucy asked me how she could help.

4、直接引语如是祈使句,变间接引语时,须将祈使句变为动词不定式,并在动词不定式前用tell, ask, order. 如：He said to the little boy,“Come here, young man! ”

→He asked the little boy to go there.

5、直接引语变为间接引语时,指示代词以及表示时间和地点的词或词组应作相应变化：

在直接引语中在间接引语中

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“HeaskedmeifIhadanypaper.”这句话是如何体现间接引语的语法特征的以及如何将直接引语转化为间接引语学生都是第一次接触，教师在设计教案时要抓住宾语从句作为间接引语的教学重点。从宾语从句入手，讲解间接引语的语法特点和直接引语转化为间接引语的方法，深入浅出，这样就会使学生更容易理解间接引语的语法特点，及时掌握间接引语的转换方式，提升学生英语语法的基础水平。三、语法课教案设计措施教案是教师开展教学的重要手段，教案好坏直接关系到教学质量。合格的教案能最大程度地体现教师的教学水平，能够激发学生的学习兴趣，使学生在短时间内有效地接受新知识。（一）教案要有针对性教师在设计教案时要有针对性。一是要针对学生的`学习特点和身心发展的特点，掌握学生之间学习水平的差异，这样就可以合理安排教学环节和教学进程。教师在设计教案时，要制定有层次性的学习目标，设置不同难度的问题，根据学生的学习特点设置提问环节，使学生都能够在课堂上有所收获，能够体会到学习过程中的成就感，激发学生的学习兴趣，提升语法教学质量。二是要针对教学内容准确把握各类语法的重难点，将重点知识传授给学生，如在讲间接引语时要着重讲解宾语从句的语法特点。这样就可以事半功倍，使学生更有针对性地开展学习活动，有助于提升学生的英语成绩。（二）教案要有创新性教师在设计教案时，要充分调动自身的能力，对教材内容进行深入剖析，对学生心理进行深入解读。初中阶段，学生的好奇心、好胜心较强，教师在设计教案时要充分尊重学生的这些特点。不断创新教学形式，开展合作学习和探究式学习，引导学生进入到教师创设的教学情境中，激发学生的想象力和创造力，充分调动学生的积极性。在教案中最好设计小组竞技教学活动内容，打破传统灌输式教育模式，提升学生的学习兴趣，保证良好的教学效果。教案中还要注意提问的技巧，提问要注重知识点的迁移，促使学生能够积极思考。例如在提问被动语态的特点时，学生可能不太了

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Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts. Part One Analysis of the Teaching Material (一) STATUS AND FUNCTION is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write English sentences well. Therefore this lesson is in the important position of the teaching material. lesson is the first one of Unit if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit. a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. (二)ANALYSIS OF THE STUDENTS The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now. (三)TEACHING AIMS AND DEMANDS The teaching aim's basis is established according to Junior School English syllabus' provision. objects (1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I\'m sorry”“That\'s all right”. (2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson. (3) To finish some exercises. objects (1) To develop the Ss’ abilities of listening, speaking, reading and writing. (2) To train the Ss’ ability of working in pairs. (3) To develop the Ss’ abilities of c ommunication by learning the useful structures. objects (1) To enable the Ss to be polite and love life. (2) To enable the Ss to look after their things well. (四)TEACHING KEY AND DIFFICULT POINTS The teaching key and difficult points’ basis is establ ished according to Sample A of Lesson Six in the teaching material\'s position and function. points: (1).To help the Ss to communicate with each other.

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本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！ == 本文为word格式，下载后可方便编辑和修改！ == 初中英语语法说课稿在初中的同学学习语法十分重要，那么应该如何做好相关的说课稿呢？下面是小编分享给大家的初中英语语法说课稿，希望对大家有帮助。一、教学目标学习反意疑问句二、教学重点通过教学使学生掌握反意疑问句的基本句型结构和回答。三、教学难点 1．主句谓语是think, believe, expect, suppose, imagine等引导的宾语从句，就从句部分提问。 2。陈述句部分主语是不定代词everybody, anyone, somebody, nobody, no one等，疑问部分常用复数they，有时也用单数he。教学程序如下：初二下学期第十单元安排了学习反意疑问句的教学内容，一、说教学程序：导入——新知识的学习说设计这个教学程序的基本思路和根据。就初二学生来说他们学习了以下语法项目：be动词（包括be 动词的过去时）； There be句型；行为动词的一般现在时；行为动词的一般过去时；一般将来时；（包括There be句型的一般将来时）；现在完成时；现在完成进行时；情态动词和祈使句。因此，我在讲授反意疑问句时，仅仅围绕学生学过的以上语法项目进行反意疑问句的教学并进行反复练习。具体练习作业本（上、下）、典中点中的练习都有，另外，再补充一些总结性的有关反意疑问句的专项练习加以巩固。二、说练习和作业的设计。

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初中英语语法教学教案教学思路: 本节课我教的是情态动词can和could作“能力”解时的区别。这节课我打算通过复习以前学过的情态动词can的用法，以及通过做游戏，让学生在轻松愉快的氛围中掌握can的用法，以及了解can和could的区别。一、Teaching Content: Topic:Unit5Can you play the guitar? Grammar：Using “can”/“could”to talk about ability 二、Teaching Aims: https://www.360docs.net/doc/7317798877.html,e can talk about the ability at present. https://www.360docs.net/doc/7317798877.html,e could talk about ability in the past. 三、Teaching Key and D ifficult Points: H ow to use “can”and “could”to express ability in the present and past. 四、Teaching Methods: Task-Based Language Teaching Method 五、Teaching Procedures: Step 1：Warming up Task 1: Revision T: What can you do now? S1: I can sing. S2: I can draw S3: I can dance. T: Can you ride a bike / swim / fly a kite / play football / play chess? Ss:Yes, I can. / No, I can’t. Task 2: Playing a game T: Now let us play a game.Five students come to the front and perform fo r t h e class according to myinstructions.andgestures.Theothers answer my questio ns. T : What can she do? Ss : She can ride a bike /swim/ fly a kite/ play football / play chess . T: Can she swim/ fly a kite/play football /play chess. Ss: Yes ,She can? No, she can’t. T: Say the whole sentences: eg: Acan ride a bike. He can’t/ cannot swim. Step2:Presentation T: Can you ride a bike now? S1:Yes. I can T:Couldyou ride a bike five years ago ? Yes, I could./ No, I couldn’t ( Help him answer) S1:Yes, I could./ No, I couldn’t. T: we can use “could”t talk about the past .e.gI can play computer now .But, last year I couldn’t play.

(完整版)初中英语语法专题(状语从句)讲解

初中英语语法专题（状语从句）讲解状语从句在复合句中作状语，修饰动词、形容词或副词等。状语从句可以表示时间、条件、原因、地点、目的、结果、让步、方式、比较等意义。知识梳理：提纲挈领，抓住重点和难点！各类状语从句连接词（短语）一览表：时间 when, while, as, as soon as, since, until, after, before 条件 If, unless 原因 As, because, since 地点 Where 目的 So that, in order that 结果So that, so…that, such…that 让步 though, although, even if, however 方式 As 比较 t han, (not)as…as, 时间状语从句： Whenever he comes, he brings a friend. 他每次来都带个朋友。条件状语从句： As long as I am alive, I will go on studying. 只要我活着，我就要学习。原因状语从句： Since we live near the sea, we enjoy nice weather.由于我们住在海边，能享受到好的天气。地点状语从句： Put it where we can all see it.把它放在我们都能看到的位置。目的状语从句：

Finish this so that you can start another.把这个做完，你可以开始另一个。结果状语从句： He was so angry that he couldn't say a word. 他气得说不出话了。让步状语从句： Though he is in poor health, he works hard.虽然他身体不好，但是他工作很努力。方式状语从句： Students do as the teachers say.学生们按照老师说的去做。比较状语从句： The work isn't as easy as I thought.这项工作比我想象得难。例题解析：举一反三，学的更轻松！ 1. 易混引导词while, when, as的区别： when既可以指"时间点",与瞬间动词连用，也可以指"时间段"，与延续性动词连用（=while）。如： When he came in, his mother was cooking. When (While) we were at school, we went to the library every day. While表示时间段,因此，while 从句的谓语动词要用延续性动词。如： Please don't talk so loud while others are working. As与when用法相似，但着重强调主句动作与从句动作同时发生，有"随着……"或"一边……一边……"之意。如： As you get older, you get more knowledge.随着年龄的增长，你获得的知识就越多。 2．Because,as,since 的区别： Because用于表示直接原因,回答why提出的问题，语气最强；As用于说明原因, 着重点在主句，常译成"由于"；since表示显然的或已知的理由或事实，常译成"既然"。如： Water is very important because we can't live without it. He didn't come yesterday as his mother was ill. I'll do it for you since you are busy.

(完整)初中英语三大从句详解

在英语中，主要有三大从句，即名词性从句（包括主语从句，宾语从句，表语从句，同位语从句）、形容词性从句（即定语从句）、副词性从句（即状语从句,包括时间、条件、结果、目的、原因、让步、地点、方式等）。以下是一些基本的从句的语法知识点 A、定语从句专项讲解与训练一、定语从句概念定语从句（attributive clause），顾名思义，就是一个句子作定语从属于主句。定语一般是由形容词充当，所以定语从句又称作形容词从句。另外，定语从句是由关系代词或关系副词引导的，故又称作关系从句。定语从句一般放在它所修饰的名词或代词之后，这种名词或代词被称作先行词。请看示例： The woman who lives next door is a teacher. 先行词定语从句在所有的从句中，算定语从句最难掌握，因为汉语里没有定语从句，汉语里只有定语，而且总是放在名词之前来修饰名词。二、关系代词引导的定语从句关系代词代替前面的先行词，并且在定语从句中充当句子成分，可以作主语、宾语、定语等。常见的关系代词有：who, that, which。它们的主格、宾格和所有格如下表所示：格先行词主格宾格所有格人who whom whose 物which which whose of which 人、物that that — （一）关系代词who, whom和whose的用法 who代替人，是主格，在定语从句中作主语。例如： An architect is a person who designs buildings. 建筑师是设计房屋的人。 I will never forget the teacher who taught us chemistry in the first year of my senior middle school. 我将永远不会忘记在高一时教我们化学的那位老师。 Anyone who wants to apply for this job must send us the resume by email first. 想应聘这个职位的任何人都必须先通过电子邮件向我们发送简历。 whom代替人，是宾格，在定语从句作宾语，在非正式英语常可省略。例如： Do you know the gentleman whom we met in the school library yesterday? 昨天我们在学校图书馆里遇到的那位先生你认识吗？ This is the student whom my father taught ten years ago. 这是我爸爸十年前教的学生。 The girl who I saw is called Mary. 我见到的那个女孩名叫玛丽。（在非正式英语中，主格who代替了宾格whom，亦可省略） whose一般代替人，有时亦可代替物，是所有格，在定语从句作定语。例如： The girl student whose father is a senior engineer used to study abroad. 其父是一位高级工程师的那个女学生过去在国外留学。 Do you know the name of the hotel whose window we can see here? 我们这儿能看到窗户的那个宾馆叫什么名