高中英语主语从句教案

高中英语主语从句教案（精选7篇）

高中英语主语从句教案篇1

高考英语二轮语法专讲精品教案第7讲主语从句

高考英语二轮语法专讲精品教案第7讲主语从句来源：中学学科网 1. 定义：用作主语的从句叫做主语从句2. 构成：关联词+简单句 3．引导主语从句的关联词有三类： (1)从属连词that。如：That they were sisters was unknown to anyone. 她们是姐妹这件事好象没任何人知道。 (2)从属连词whether。如： Whether he’ll come here isn’t clear.他是否会来这里还不清楚。 (3)连接代词who, whom, whose, what, which, whoever, whatever, whichever 连接副词 where, when, how, why。如： What she did is not yet known.她干了什么尚不清楚。 How this happened is not clear to anyone. 这事怎样发生的，谁也不清楚。 Whoever comes is welcome.不论谁来都欢迎。 Wherever you are is my home ---- my only home. 你所在的任何地方就是我的家----我唯一的家。解释： 1．主语从句能用it作形式上的主语。常以it作形式主语的.句型有： A.It+be+形容词(obvious, true, natural, surprising, good, wonderful, funny, possible, likely, certain, probable, etc.)+that从句。如： It is certain that she will do well in her exam. 毫无疑问她考试成绩会很好。 It is probable that he told her everything. 很可能他把一切都告诉她了。 B.It+be+名词词组(no wonder, an honour, a good thing, a pity, no surprise, etc.)+that从句。如：It’s a pity that we can’t go. 很遗憾我们不能去。 It’s no surprise that our team should have won the game. 我们没赢这场比赛真意外。 C.It+be+过去分词(said, reported, thought, expected, decided, announced, arranged, etc.)+that从句。如： It is said that Mr. Green has arrived in Beijing. 据说格林先生已经到了北京。 It is reported that China has sent another man-made earth satellite into orbit. 据报道中国又成功地发射了一颗人造地球卫星。 D. It+seem, happen等不及物动词及短语+that从句。如： It seems that Alice is not coming to the party at all. Alice似乎不来参加晚会。 It happened that I was out that day. 碰巧我那天外出了。 E.It+doesn’t matter+连接代词或连接副词引起的主语从句。如： It doesn’t matter whether she will come or not. 她是否来这无关紧要。 F.当that引导的主语从句出现在疑问句中时，要以it作形式主语，而把主语从句后置。如：Is it true that the scientist will give us a lecture next week? 下周那位科学家将给我们作报告是真的吗？ Does it matter much that they will not come tomorrow? 他们明天不来很要紧吗？ 2．注意连接代词whoever, whatever, whichever等引导主语从句的含义 Whoever comes will be welcome. (whoever=the person who) 来的人将受到欢迎。 Whatever he did was right. (whatever=the thing that)他所做的事情是正确的。

高中英语主语从句教案篇2

关键词：高中英语 “主语从句”复习课反思

DOI：10.16657/j.cnki.issn1673-9132.2016.08.171

我校为了给青年教师提供锻炼学习的机会，在全校范围内开展了“青年教师公开课比赛”的赛教活动，充分展示了我校青年教师的课堂教学水平和教学基本功。在各位领导的积极鼓励指导下，我有幸能参加这次赛教活动，感到非常高兴，因为赛教给了我成长的压力，给了我煅炼的空间，给了我展示的舞台，也给了我前进的动力和方向。我非常珍惜这样的机会。根据本次授课经历，结合自身情况，我有许多感受。这些感受在一定程度上改变了我的某些教学观念，提升了我的教学水平，增强了我日后提高业务水平的信心。

一、受益于备课过程

好的开始是成功的一半，上课也是同理。在本次赛教过程中，从开始的选题、备课、试讲、修改、赛教等，每一个环节都得到了教研组长胡长虹老师、王峰老师，还有同教研组的各位教师的耐心指点和帮助。感谢胡老师在我试讲后细心地为我评课指导，给出合理的建议和改进的措施。

二、赛教课堂的得失

本节课主要教授的是高中重要语法项目——主语从句。主语从句是高考的热点，也是考查学生对句子结构和知识面掌握情况的一个方向。为了上好这堂课，我精心设计了“导学案”和教学设计，还制作了一个操作性强的精美课件。通过各种教学手段的使用，轻松愉快地完成了一堂大容量的具有挑战性的语法课。现将此次赛教的得失总结如下。

（一）精心设计教学过程

第一步，导入。在导学案上呈现两段文字，学生朗读段落，通过分组讨论，回答：一共有几个主语从句，并划出所有主语从句。学生通过所找出的六个主语从句，对于主语从句的几种主要类型一目了然。这种发现式的语法注入法，得到评委教师的好评。第二步，主语从句基本信息。通过多媒体课件，给学生展示主语从句的定义及基本结构总结，并配有简单例句。学生从整体上对主语从句的句型有了基本的把握。比如，（1）it作形式主语，从句为主语;（2）从句直接作主语。第三步，从句是否缺少成分，以及从句缺少什么成分。采用先练习，后让学生总结规律并记录语法规则的教学方式，清晰易懂，学生易于接受。比如，“It is unknown what he will do next.”以及“What he will do next is unknown.”总结规则先找出it所指代的内容，引导词what在从句中所充当的成分，指导学生明了引导词what在从句中作宾语。第四步，主语从句引导词的运用。先给出例句，然后让学生通过翻译、讨论归纳、习题练习等多种方式掌握其用法。学生讨论氛围浓，将不同的答案展示在导学案上。学生积极展示讨论结果，教师给予纠正和指点，将难点简化，学生掌握情况好。第五步，引导词的辨析。比如，that与what的区别，以及主语从句中的主谓一致关系。第六步，高考考点总结。通过总结主语从句高考重点规则，让学生熟记于心。对课堂内容进行很好的总结整合，有利于知识点的掌握。第六步，高考链接。紧扣高考，实战演习，让学生能力得到提升。

（二）自主、合作、探究式的学习方法

自主、合作、探究式学习方式的基础是自主，关键也是自主。没有自主学习，合作探究就无从谈起。要让学生真正自主学习，教师首先必须转变教学观念，在思想上确认、在行动中落实学生的主体地位，要给学生自主学习的时间，还给学生自主学习的权利。在本课堂上，教师要引导学生自主阅读，探究发现主语从句，这样，学生印象深刻。在难点突破时，教师要给学生指出学习的方向，让学生通过讨论，写出自己的结论。

（三）教学内容突出重难点

语法课的特点是知识点琐碎繁多，很难做到面面俱到，没有重点难点，学生就会产生厌烦情绪，增加学习难度，丧失学习信心。那么，一堂好的语法课，就要通过教学内容的合理整合和安排，将复杂难懂的语法项目通过简单易懂的例句来导入，加深学生的理解，并且要突出重点难点，集中突破，增强学生的学习成就感，调动学生的学习积极性。

（四）注重调动学生的学习积极性

在课堂上，当我看到学生热切渴望的眼神时，我就不由自主地变得自信、热情、激情澎湃。学生也容易受到这种情绪的感染，能积极主动地参与到课堂学习中，课堂气氛活跃。此外，教师还要运用丰富的评价语言激励学生，调动学生的学习积极性。比如，you are so smart./you really did a good job./wonderful！your english is very good and your answers are correct./be yourself and you can do it better...这样，通过评价引导学生更好地思考与探索，鼓励学生发表自己的独特见解。

（五）不足之处

语法复习课枯燥难理解的特殊性，决定了它在赛教中是一种挑战。虽然我经过了精心的备课、试讲、修改润色的过程，但还存在一些需要改进优化的地方。（1）给学生做練习的时间应该更充分，让学生能更好地思考。在展示学生答案时，即使没有出现错误，也应该强调学生容易出错的地方。（2）更好地把握课堂用语的准确性和规范性，更好地提高自己的业务水平，做到精益求精。（3）更多地尝试语法课的整合，形成一定的教学模式。

三、发展方向

课堂教学是一门缺憾的艺术，一定会存在这样或那样的问题。那么我所要做的就是，能够积极总结得失，及时反思，虚心听取别人的意见，不断完善自己的教学，使自己快速成长起来。此外，作为一名高三教师，我应该广泛猎做高考试题，全面梳理高中英语知识和方法，提高分析、解决英语问题的能力并及时运用于高三课堂教学。

高中英语主语从句教案篇3

深圳市宝安高级中学顾永

主语从句可以按其引导词的不同分为三类：

第一类，用从属连词that引导的主语从句，例如：

That we shall be late is certain.

That the driver could not control his car was obvious.

这种结构主要是对that从句的内容进行强调，属正式文体，连词that不可以省略；但是在一般情况下，往往使用先行it结构，即用it作形式主语，而把that从句放到后面，这时，在口语中，连词that有时则可以省略。所以上述两句可以改为：

It is certain that we shall be late.

It was obvious that the driver could not control his car.

如果整个句子是疑问形式，就只能用先行it结构，例如：

Is it true that he would take the risk?

Is it possible that they will come tomorrow?

常使用先行it结构，用that从句作主语的句子有下列几个句型：

1、It + be + 形容词 + that从句：

It is clear that he was telling the truth.

It’s probable that we’ll be a little late.

2、It + be + 名词词组 + that从句：

It’s a pity that you can’t go with us.

3、It + 及物动词 + 宾语 + that从句：

It worried her a bit that her hair was turning grey.

It shocked me that Peter didn’t tell anybody where he was.

4、It + be + 过去分词 + that从句：

It is said that he has been there many times.

5、It + seem/happen/appear等不及物动词 + that从句：

It seems that he has lost something.

注意：

在上述第1和第2两种句型中，that从句前置与使用先行it，that从句后置在意义上没有什么差异；但使用先行it结构较为常见。

在第3种句型中，that从句前置在语法上是可能的，但实际上并不常见，通常总是使用先行it结构。

第4种句型实质上是被动结构，由于that从句不可以位于句首作被动句的主语，所以只能使用先行it结构。

第5种句型已经形成了固定的搭配关系，that从句不能前置，只能使用先行it结构，不过，这种结构可以转换为带有不定式的简单句，例如：

It happened that I had no money with me that day.

→ I happened to have no money with me that day.

第二类，用连接代词who、whose、which、what，连接副词when、where、how、why，以及连词whether（或if）引导的主语从句，例如：

Who was responsible for the accident is not yet clear.

→ It is not yet clear who was responsible for the accident.

What he did is not yet known.

→ It is not yet known what he did.

Whether it is true remains a problem.

→ It remains a problem whether / if it is true.

从以上例句可以看出，这类主语从句可以直接放在句首作主语，也可以使用先行it结构，把主语从句放在后面，两种结构可以互换，意义上无差异，但用if引导主语从句时，只能采取先行it结构，也就是说if不可以引导置于句首的主语从句。

第三类，用what、whatever、where、wherever、whoever、whichever等代词引导的主语从句，例如：

What he said at the meeting encouraged everyone.

Whoever fails to see this will make a big blunder.

这类从句一般相当于带有定语从句所修饰的名词词组，即在结构上相当于一个名词加上一个定语从句，例如：

What he wants to buy is a ten-speed bicycle.

→ The thing that he wants to buy is a ten-speed bicycle.

Whoever breaks the law is sure to be punished.

→ Anyone who breaks the law is sure to be punished.

切记，这类主语从句不可以使用先行it结构。

上述第二类主语从句与第三类主语从句尽管在形式上十分相似，但实际上是不同的。第二类结构中用连接代/副词引导的从句系由特殊疑问句转化而来，以whether/if引导的从句系由一般疑问句转化而来，自然含有疑问的意味，例如：

When they will have the sports meet is still a question.

→ When will they have the sports meet?

Who he is doesn’t concern me.

→ Who is he?

Whether he will join us won’t make too much difference.

→ Will he join us?

而第三类结构中的主语从句则没有疑问的意味。

试比较下列各句：

① What caused the accident is a complete mystery.

② What caused the accident was a broken bottle.

③ What she looks like doesn’t matter.

④ What she’d like is a digital watch.

上述各句中尽管都有一个以what引导的主语从句，但其意义不尽相同；第①和③句中的主语从句系由“What caused the accident?”和“What does she look like?”转化而来，所以可以改成：

It is a complete mystery what caused the accident.

It doesn’t matter what she looks like.

第②④句中的主语从句含义分别为“The thing that caused the accident”和“The thing which she’d like”，所以不含疑问意味，因此不可以说：

It was a broken bottle what caused the accident.

It is a digital watch what she’d like.

但是可以说：

It was a broken bottle that caused the accident.

It is a digital watch that she’d like.

不过，这已不是主语从句，而是强调结构了。

（-12-7）

初中英语定语从句教案篇4

3. 复习什么是宾语。动词/介词后面的名词就是宾语。

I play basketball.

We are talking about our homework..

4. 宾语从句就是在宾语的位置上放一个完整的句子。

5. I love that I can earn some coupons.

板书：He knows me.

He knows what’s wrong with his wife.

说出下面4个句子的主句和从句。

A.He said that he had a very good journey home.

B.He asked if /whether they had come.

C.He told me that the earth goes around the sun.

D.He asked me how he could get to the nearest post office.

总结：。。是主句，剩下的是由that，if，how引导的宾语从句。

初步认识了宾语从句，下面我们开始了解宾语从句的三要素

引导词(连接词)

语序、时态

1)从属连词that引导陈述句宾语从句，在口语或者非正式语中可以被省略

比如上面四句话中的A,C就是that引导的陈述句的宾语从句。如果省略掉that，该如何修改

A.He said that he had a very good journey home.

C.He told me that the earth goes around the sun.

2)由从属连词 whether, if 引导一般疑问句的宾语从句，表示“是否”，比如上面的B就是由if引导的宾语从句，

B.He asked if /whether they had come.

3)由连接代词 who,whom,whose,which,what, whoever, whichever, whatever 和连接副词 where, how, why,when引导的宾语从句

代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略，比如上面的D。

D.He asked me how he could get to the nearest post office.

注意：关于是否if/whether

.Whether,if 引导宾语从句：两词可互换，但是下列情形除外：

1).whether从句中有or not

2).whether从句做介词宾语

3) whether后可以加or not,但是if不可以.

4) 在不定式前只能用whether.

(如：I can’t decide whether to stay. 我不能决定是否留下。)

5) 避免歧异时，我们常用whether而不用if.

Paper课堂

1. I asked her __________ she had a bike.

2. We’re worried about ________ he is safe.

3. I don’t know ________ or not he is well.

4. I don’t know _______ to go.

继续观察上面的四句话，请问宾语从句的语序有什么特点?(陈述句语序)不管原来的句子是陈述句，一般疑问句还是特殊疑问句，放在宾语从句里都是陈述句语序。

练习

Part 1 课堂练习

Mike gets up at seven in the morning.

He says that--- Mike gets up at seven in the morning

The teacher asks-- if Mike gets up at seven in the morning.

.The teacher asks what time--- Mike gets up in the morning.

我们已经了解了宾语从句的引导词和语序，下面我们来学习下宾语从句的时态。

(卡片，贴在上面时态的旁边)口诀：主现从任意主过从过去从真理用现在

英语教案－as引导定语从句扫描篇5

As 引导定语从句扫描

在定语从句中，一般的从句关系代词是which、who、whom、that、 whose, 其代替主句中的人或物，在从句中做主语、宾语或定语。而学生在学习过程中，常会遇到as作为关系代词出现，做起题来，无从下手,就此笔者对as作为关系代词引导定语从句的情况做一归纳, 以供参考.

一、as引导限制性定语从句

主要结构有：

the same…as

as…as

such…as

so…as

主句中出现the same, as, such, so修饰先行词，需选择as做关系代词在定语从句中做主语或宾语。

1. It’s the same person as we wanted to find yesterday .

我们昨天要找的是同一个人。

2. Such girls as he knows are good at English .

他所认识的女孩都擅长英语。

3. Do you have such books as we like ?

你有我们喜欢那种书吗?

4. She will marry as healthy a man as she can find .

她将嫁给她能找到的任何一个有钱人。

5. There is so warm a house as we want to live in .

这里有如此暖和的房子，我们都想住在里面。

6. He has so difficult a problem , as none of us can solve .

他有如此难的一个问题，我们没有人能解决。

二、引导非限制性定语从句

⑴ as引导非限制性定语从句，指代整个主句内容，从句可置于句首，句中或句尾

1. As everyone knows ,China is a beautiful country with a long history .

每个人都知道，中国是一个有着悠久历史的`美丽国家。

2. The earth , as we know , moves round the sun .

地球，我们都知道，围着太阳转。

3. Tom works hard and is willing to help others, as we all know.

汤母工作努力，并且乐于助人，这一点我们都知道。

⑵ 非限制性定语从句中的谓语为被动式时，常用as做主语

be said/known/announced/reported/mentioned/expected/discussed

1. Grammar , as has been said before, is not a set of dead rules.

语法，就像以前所说，不是一套死规则。

2. As is known to all , TaiWan is part of China .

⑶ as引导非限制性定语从句，有“如，似，正像”的含义，因此，下列句式多用as

as has been said above

如上所说

as anybody can see

正像每个人所看到的那样

as we had expected

正如我们所预料的那样

1. Things are not always as they appear.

事情并不一直像他们表面那样。

2. The boy has as much progress as we had expected.

高中英语主语从句教案篇6

2017上海教师资格证面试：高中英语语法课同位语从句教案

以下为高中语法课同位语从句教案。Appositive clause Teaching Aims:

Knowledge aims: Students can understand the usage of appositive clause;can know the differences between appositive clause and attributive clause.Ability aims: Students can identify the appositive clause, and can use this kind of clause into their writing or speaking.Emotional aims: Can foster the interest and desire of learning English, pay attention to in English communication and understand others’ feelings;Can improve the confidence of learning English, and not afraid of speaking English;Can cooperate with other group mates actively, and complete the tasks together.Teaching Key Points: Get the sentence structure and its meaning of each sentence, and can induct the rules of the functions of grammar.Teaching Difficult Points: Use the appositive clause in proper situations;can identify the clause type in different situations, especially can distinguish the appositive clause.Teaching Methods: Inductive Method, Task-based Teaching Method, Found-type Method Teaching Aids: multi-media Teaching Procedures: Step 1 Warming-up Ask students to read the following tongue twister firstly, and then ask them what kind of grammatical phenomenon they can find.Now the question comes to their minds, “How many sheets could a sheet slitter slit if a sheet slitter could slit sheets?”(如果裁纸机能裁纸的话，一个裁纸机能裁多少张纸呢?)I will lead them to think about the relation between the words “question” and the sentence in the quotation marks.Then come to the conclusion: the sentence in the question mark is appositive of the word “question”.And today we’re going to learn the appositive clause.Step 2 Presentation 1.Show some sentences on the PPT, and ask students to discuss the function of the underlined part in groups of 4.We heard the news that our team had won.They were worried over the fact that you were sick.The news that we are having a holiday tomorrow is not true.I can understand their eagerness that you should be the main speaker.After they finished, I will invite group leaders to share their views.And come to the conclusion that the function of appositive clause is a supplementary specification to a noun, this kind of clause equals to a noun.This clause always appears after the related noun closely.2.Show the following sentences to deepen their understanding of appositive clause.And lead them to find out the different conjunction of appositive clause.I have no idea what size shoes she wears.I have no idea which wine is best.I have no idea when he will be back.He must answer the question whether he agrees to it or not.The conjunction words include the following three groups: Conjunctions: that, whether Conjunctive adverbs: how, when, where, why Conjunction pronouns: what, who, whom, whose, which “If” can’t lead an appositive clause.Step 3 Practice 1.Ask students to make sentences by using appositive clause.2.Compare the following pairs and find out the difference between the two sentences in each pair.The news that l have passed the exam is true./The news that he told me just now is true.The idea that computers can recognize human voices surprises many people./The idea that he gave surprises many people.Then ask some students to make a conclusion: the first sentence is appositive clause, and the second one is attributive clause.In appositive clause, the clause aims to explain the noun, and the conjunction works as nothing;while in attributive clause, the clause aims to modify the noun, and the conjunction works as some sentence constituent.Step 4 Production Read the following sentences and identify what kind of clause it is.I have no idea when they will come.I’ll never forget the days when I lived there.I have a dream that one day all roads will be made plain.We hold this truth to be self-evident that all men are created equal.Some people hold the opinion that the Internet is a curse.Step 5 Summary and homework Ask students to make a summary and ask them to use appositive clause to write their diary as much as possible.Blackboard Design: Teaching Reflection: 来源：上海教育人才网

定语从句(教案) 篇7

Revising Attribute Clause Lecturer: 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-in Give out paper sheets, asking the students to find out attributive clauses in the reading material taken from Reading D NMET2007.I

Step II.Analyzing the status of Attributive clause Introduction to trends of Attributive clause tested in NMET 1.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 clause

Martin 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 clause 1)Structure

2)punctuation

3)translation

4)meaning 3.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/which which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。

注意：当从句与主句语义一致时，用as，反之则用which。

e..g.① He turned out to be very successful, _______is more than we could expect.② _______ we all know, he studies hard.③ Such people _______ you describe are thought to be fools.④ She married again, _______ are expected.⑤ She married again, _______ are unexpected.Keys: ①which

②As

③as

④as

⑤which Point 3: Prep+ Relative pronoun 关系代词前介词的确定

1.根据从句中动词与先行词的逻辑关系 e.g.Is that the newspaper _________ you often write articles.2.根据从句中动词或形容词的习惯搭配

e.g.Can you explain to me how to use these idioms ___________ I，m not sure.3.根据先行词与介词的搭配习惯

e.g.1949 was the year ___________ the P.R.C.was founded.Point 4: Relative adverbs: when, where, why when在定语从句中做时间状语，可换成：介词＋which I remember the day when the civil rights march took place.↓(on which)where在定语从句中做地点状语，可换成：介词＋which We live in a part of town where there were no schools.↓

(in which)why 在定语从句中做原因状语，可换成：for＋which None of us know the reason ______Tom was absent from the meeting.Do you think the reason ______ he gave is believable? Point 5: Integrating skills 不要一看见时间就用when，一看见地点就用where，一看见原因就用why.到底用关系代词还是关系副词，关键看关系词在从句中做什么成分。Such与as或that引导定语从句与that引导状语从句是有区别的，如何理解，看下面的句子： 1 1)I’ll never forget the days when we worked together.2)I’ll never forget the days that/which we spent together.2.1)She has such a good pen that I want to buy one.2)She has such a good pen that I want to buy.3)She has such a good pen as I want to buy(Asking the students to find their difference)Step IV.Present original NMET All the following are left for the students to solve, making sure that they can go on with NMET well enough.(On the screen)Multiple Choice:

1)(Sichuan 2007)．It is reported that two schools，________ are being built in my hometown，will open next year.A．they both

B．which both

C．both of them

D．both of which 2)(NMET2007.I)Some pre-school children go to a day care center, __________ they learn simple games and songs.A.then

B.there

C.while

D.where 3)(Beijing 2007)We shouldn’t spent our money testing so many people, most of _____are healthy A.that

B.which

C.what

D.whom 4)(Shanghai 2007)His movie won several awards at the film festival, _____ was beyond his wildest dream.A.which

B.that

C.where