主语从句用法详解

主语从句用法详解（共8篇）

篇1：主语从句用法详解

在句子中起宾语作用的从句叫做宾语从句。宾语从句分为三类：动词的宾语从句，介词的宾语从句和形容词的宾语从句。宾语从句过“三关”：时态、语序、连词

一.宾语从句的定义

置于动词、介词等词性后面起宾语作用的从句叫宾语从句。宾语从句的语序必须是陈述语序。谓语动词、介词、动词不定式，v.-ing形式后面都能带宾语从句。有些形容词(afraid,sure,glad等)之后也可以带宾语从句。

二.宾语从句中引导词的用法在复合句中作主句的宾语，引导词有：

连词：that (that 常可省略),whether, if

代词：who, whose, what ,which

副词：when ,where, how, why 等。

(一)that引导的宾语从句(在非正式场合that可以省略)

可跟that从句做宾语的动词有：

say, think, insist, wish, hope, demand, imagine, wonder, know, suppose, see, believe, agree, admit, deny, expect, explain, order, command, feel, dream, suggest, hear, mean, notice, prefer, request, require, propose, declare, report等。

例句：The boy believes that he will travel through space to other planets.

注意事项：当主句谓语动词是 think, believe, suppose, expect 等词，而宾语从句的意思是否定时，常把否定转移至主句表示。

例句：I don’t think it is right for him to treat you like that.

在以下情况中that不能省略

当句中的动词后接多于两个由that引导的宾语从句时，第一个that可省，但后面的that不可省。

例句：He said (that) you were too young to understand the matter and that he was asked not to tell you.

当主句的谓语动词与that宾语从句之间有插入语时，that一般不可省。

例句：Just then I noticed, for the first time, that our master was wearing his fine green coat and his black silk cap.

当that从句是双宾语中的直接宾语时，that不可省。

例句：I can’t tell him that his mother died.

注意事项：许多带复合宾语的句子，that引导的宾语从句经常移到句子后部，而用it作形式宾语。

例句：I find it necessary that we should do the homework on time.

(二)由whether,if 引导的宾语从句

由whether(if)引导的宾语从句，实际上是一般疑问句演变而来的。意思是“是否”。宾语从句要用陈述句语序。一般说来，在宾语从句中whether与if可以互换使用，但在特殊情况下if与whether是不能互换的。

例句：I wonder whether(if) they will come to our party.

只能用whether，不能用if引导的宾语从句

在带to的不定式前

例句：We decided whether to walk there.

在介词的后面

例句：I’m thinking of whether we should go to see the film.

在动词后面的宾语从句时

例句：We discussed whether we had a sports meeting next week

直接与or not连用时

例句：I can’t say whether or not thet can come on time.

只能用if不能用whether引导的宾语从句

if引导条件状语从句，意为“如果”

例句：The students will go on a picnic if it is sunny.

if引导否定概念的宾语从句时

例句：He asked if I didn’t come to school yesterday.

引导状语从句even if(即使)和as if(好象)时

例句：He talks as if he has known all about it.

(三)连接代词和连接副词引导的宾语从句

这样的宾语从句实际上是由特殊疑问句变化而来的，宾语从句要用陈述句语序。用于这种结构的动词常常是：see, say, tell, ask, answer, know, decide, show, find out, imagine, suggest, doubt, wonder, discover, understand, inform, advise等。

英语中的连接代词有：who,whom,whose,which,what,在句中担任主语、宾语、定语或者表语。

例句：Can you tell me whom you are waiting for?

英语中的连接副词有：when,where,why,how，在句中担任状语的成分。

例句：None of us knows where these new parts can be bought.

三.宾语从句的语序宾语从句的语序是陈述句语序即：连接代词/副词+主语+谓语+其他成分。例句如下：

I don’t know what they are looking for.

Could you tell me when the train will leave?

Can you imagine what kind of man he is?

四.宾语从句的时态主句是一般现在时，从句根据实际情况使用任何时态。

例句：The headmaster hopes everything goes well.

主句是过去时态，从句须用过去时态的某种形式。

例句：She was sorry that she hadn’t finished her work on time.

当宾语从句表示的是一个客观真理或者事实时，即使主句是过去时，从句也用一般现在时态。

例句：The teacher told his class that light travels faster than sound.

五.宾语从句的特点宾语从句可以作及物动词、介词及形容词的宾语。

宾语从句的语序一律用陈述句语序。

连接词that引导宾语从句在句中无词义，不充当句子成份，多数情况下可以省略。

whether 和 if 都可引导宾语从句，但 whether后可紧跟or not;whether从句可作介词的宾语。

如果从句太长，可以用形式宾语it.

篇2：主语从句用法详解

一、同位语从句的引导词

引导同位语从句的词语通常有连词that，whether，连接代词和连接副词等。

1.由that引导

We heard the news that our team had won.我们听到消息说我们队赢了。

They were worried over the fact that you were sick.他们为你生病发愁。

The news that we are having a holiday tomorrow is not true.明天放假的消息不实。

I’ve come to the conclusion that it was unwise to do that.我得出结论这样做是不明智的。

The fact that the money has gone does not mean it was stolen.那笔钱不见了这一事实并不意味着是被偷了。

He referred to Copernicus’ statement that the earth moves round the sun.他提到了哥白尼关于地球绕太阳转的说法。

【注意1】在某些名词(如demand, wish, suggestion, resolution等)后面的同位语从句要用虚拟语气。如：

They were faced with the demand that this tax be abolished.他们面对废除这个税的要求。

They expressed the wish that she accept the award.他们表示希望她接受这笔奖金。

There was a suggestion that Brown should be dropped from the team.有一项建议是布朗应该离队。

The suggestion that the new rule be adopted came from the chairman.采纳新规则的建议是主席提出的。The resolution that women be allowed to join the society was carried.允许妇女参加这个协会的决议通过了。

I can understand their eagerness that you should be the main speaker.我理解他们希望你作主要发言人的殷切心情。

【注意2】引导同位语从句的连词that通常不省略，但在非正式文体中也可以省去。如：

He gabbed his suitcase and gave the impression he was boarding the Tokyo plane.他拿起了手提箱，给人的印象是他要登上飞往东京的飞机了。

2.由whether引导

There is some doubt whether he will come.他是否会来还不一定。

Answer my question whether you are coming.你回答我的问题：你来不来。

The question whether it is right or wrong depends on the result.这个是对还是错要看结果。

We are not investigating the question whether he is trustworthy.我们不是在调查他是否可以信任的问题。

【注意】whether 可引导同位语从句，但if不能引导同位语从句。

3.由连接代词引导

Have you any idea what time it starts? 你知道什么时候开始吗?

From 1985-90 I was an instructor at the regional party headquarters.After that I went back to work in a factory.Then I had no idea what a casino was.从1985年到1990年我是地方党部的教员。随后我回到一家工厂工作。当时我不知道赌场是什么样的地方。

4.由连接副词引导

I have no idea when he will come back.我不知道他什么时候回来。It is a question how he did it.那是一个他如何做的问题。

He had no idea why she left.他不知道她为什么离开。

You have no idea how worried I was!你不知道我多着急!

二、关于分离同位语从句

有时同位语从句可以和同位的名词分开。如：

The story goes that he beats his wife.传说他打老婆。

The news got about that he had won a car in the lottery.消息传开说他中彩得了一辆汽车。

The rumour spread that a new school would be built here.谣传这里要盖一所新学校。

Report has it that the Smiths are leaving town.有传言说史密斯一家要离开这座城市。

The thought came to him that maybe the enemy had fled the city.他想到可能敌人已逃离这座城市。

The order soon came that all citizens should evacuate the village.不久命令下来，所有居民都必须撤出村子。(G31)

二、同位语从句与定语从句的区别

1．意义的不同

同位语从句是用于说明所修饰名词的具体内容的，它与被修饰词语通常可以划等号；而定语从句是限制所修饰名词的，它的作用是将所修饰的名词与其他类似的东西区别开来：

We are glad at the news that he will come.听到他要来这个消息我们很高兴。(news的内容就是that he will come，故that引导的是同位语从句)

We are glad at the news that he told us.听到他告诉我们的这个消息我们很高兴。(that从句是限制the news的内容的，即我们高兴只是因为他告诉的这个news而不是其他的news，故that从句为定语从句)2.引导词的不同

what, how, if, whatever 等可引导名词性从句，但不引导定语从句。

3.引导词的功能上的不同

that引导同位语从句时，它不充当句子成分，而引导定语从句时，它作为关系代词，要么充当定语从句的主语，要么充当定语从句的宾语。如上例 that he told us中的that就充当told的宾语。

4.被修饰词语的区别

同位语从句所修饰的名词比较有限，通常有hope, wish, idea, news, fact, promise, opinion, suggestion, truth等，而定语从句所修饰的名词则非常广泛。另外，when和where 引导定语从句时，通常只修饰表示时间和地点的名词，而它们引导同位语从句时却不一定；又如why引导定语从句，它通常只修饰名词the reason，而它引导同位语从句时则不一定：

I have no idea when they will come.我不知道他们什么时候来。(同位语从句)

I’ll never forget the days when I lived there..我永远不会忘记我住在那儿的日子。(定语从句)

We don’t understand the problem why this is the best choice.我们不明白这个问题，为什么这是最好的选择。(同位语从句)

篇3：英语主语从句用法剖析

一、主语从句概述

在主从复合句中充当主语的一个句子就叫主语从句, 例如:That the earth goes round the sun is well-known to everybody.

Whether she will come to help us has not been known yet.

When we will go to Beijing for visa to America is still a secret.

二、主语从句中的主谓一致

当主语从句作一个主从复合句的主语时,主句的谓语动词通常用单数,但what引导的主语从句中谓语动词是need, want,require等的时候,主句谓语动词和表语保持一致,如:

What I am most interested in is American movies.

What I want is a large sum of money.

What I need are a great many books.

三、形式主语

为了避免头重脚轻,通常用it作形式主语,把主语从句放在后面作真正主语,常用句式有:

1.It + be + 形容词 + that-从句

It is necessary that everybody should have a healthy diet and exercise regularly.

2.It + be + 过去分词 + that-从句

It is said that she is going to study abroad after he graduates from Lanzhou University.

3.It + be + 名词 + that-从句

It is a pity that such an educated and qualified graduate cannot find a job.

4.其他含有it 作形式主义的句式:

It makes no difference who will go to Shanghai for the conference with me.

It remains to be seen whether she will join my research studio.

四、名词性从句的难点及区别

1.what引导主语从句时的理解:what在从句中要充当主语、宾语或表语;what经常译为“所…的东西”;what =the thing(s) that,如:

What made him proud was that his students had been admitted to key universities.(作主语)

What they want to do is to continue traveling abroad after retirement.(作宾语)

What she used to be is a secret to us all.(作表语)

2.wh+ever 与 no matter + wh-的用法。引导让步状语从句 可以换用,引导主语从句只能用wh+ever,如:

Wherever you go and whatever you do,I’ll be right here waiting for you.

=No matter where you go and no matter what you do,I’ll be right here waiting for you.

Whatever you said at the meeting is very useful and valuable.

Whoever leaves the office last,please close the window.

=No matter who leaves the office last,please close the window.

篇4：英语主语从句用法剖析

【关键词】连接词 主语从句 形式主语 难点区别

众所周知，引导名词性从句的连接词通常有三类，他们用法各不相同，现解释如下：连接词that，没有词义；不作句子成分；但在主语从句中不能省略；连接词if ＼whether，词义“是否”；不作句子成分，不能省略；在主语从句中只用whether；连接代词what，whatever，which，whichever，who，whoever，whom，whomever，whose 以及连接副词when，whenever，where，wherever，how，however，why，有词义；在主语从句中作主语、宾语、表语和状语；不能省略。

一、主语从句概述

在主从复合句中充当主语的一个句子就叫主语从句，例如：That the earth goes round the sun is well-known to everybody.

Whether she will come to help us has not been known yet.

When we will go to Beijing for visa to America is still a secret.

二、主语从句中的主谓一致

当主语从句作一个主从复合句的主语时，主句的谓语动词通常用单数，但what 引导的主语从句中谓语动词是need，want，require等的时候，主句谓语动词和表语保持一致，如：

What I am most interested in is American movies.

What I want is a large sum of money.

What I need are a great many books.

三、形式主语

为了避免头重脚轻，通常用it作形式主语，把主语从句放在后面作真正主语，常用句式有：

1.It + be + 形容词 + that-从句

It is necessary that everybody should have a healthy diet and exercise regularly.

2.It + be + 过去分词 + that-从句

It is said that she is going to study abroad after he graduates from Lanzhou University.

3.It + be + 名词 + that-从句

It is a pity that such an educated and qualified graduate cannot find a job.

4.其他含有it 作形式主义的句式：

It makes no difference who will go to Shanghai for the conference with me.

It remains to be seen whether she will join my research studio.

四、名词性从句的难点及区别

1.what引导主语从句时的理解：what 在从句中要充当主语、宾语或表语；what 经常译为“所…的东西”；what =the thing（s） that，如：

What made him proud was that his students had been admitted to key universities.（作主语）

What they want to do is to continue traveling abroad after retirement.（作宾语）

What she used to be is a secret to us all.（作表语）

2.wh+ever 与 no matter + wh-的用法。引导让步状语从句可以换用，引导主语从句只能用wh+ever，如：

Wherever you go and whatever you do，Ill be right here waiting for you.

=No matter where you go and no matter what you do，Ill be right here waiting for you.

Whatever you said at the meeting is very useful and valuable.

Whoever leaves the office last，please close the window.

=No matter who leaves the office last，please close the window.

Whoever leaves the office last must close the window.

参考文献：

[1]张道真.实用英语语法[M].外语教学与研究出版社.2002.

篇5：雅思英语中作主语从句的形式主语

句型

It; is; +; ; n./; adj./v-ed; +; that

It; +; seems/happens/appears/matters//strikes/occurs; +; that

It; is; +; said/reported/believed/; accepted/announced/estimated/acknowledged; +; that

It; +; must; be; admitted/stressed; out; +; that/It; +; cannot; be; denied; +; that/It; +; can; be; foreseen; +; that

It; +; goes; without; saying; +; that

雅思范文实例

A.; It; is; an; understandable; fact; that; many; employers; may; prefer; to; use; the; services; of; children; simply; to; save; money; by; paying; them; less; than; adults; and; it; is; this; type; of; exploitation; tht; should; be; discouraged.;

B.; Admittedly，; it; is; common; sense; that; a; person; without; cooperative; spirit; will; be; difficu< to; survive; in; the; modern; society.

C.; Unfortunately，; it; is; not; always; the; case; that; new; things; are; promoted; because; they; have; good; impacts; for; the; majority; of; people.;

D.; It; is; clear; from; the; data; given; that; there; are; some; significant; differences; in; spending; habits; in; Europe.;

E.; It; goes; without; saying; that; it; pays; to; keep; early; hours.

篇6：主语从句用法详解

1.It has been proved _________ eating vegetables in childhood helps to protect you against serious illnesses in later life.A.if B.because C.when D.that

2.The last time we had great fun was ________ we were visiting the Water Park.A.where B.that C.when D.why

3.________ matters most in learning English is enough practice.A.What B.Why C.Where D.Which 4.The traditional view is ______ we sleep because our brain is “programmed” to make use do so.A.when B.why C.whether D.that 5.______ parents say and do has a life-long effect on their children.96A.That B.Which C.WhatD.As 6.________

is

our

belief

that improvements in health care will lead to a stronger, more prosperous economy.A.As B.That

C.This

D.It 7.______ team wins on Saturday willthrough to the national championships.A.No matter what B.No

matter which C.Whatever D.Whichever 8.You are saying that everyone should be equal, and this is ______ I agree.A.why B.where C.what

.D how 9.After Yang Liwei succeeded in circling the earth, ____ our astronauts desire to do is walk in space.A.where B.what C.that D.how 10.I think Father would like to know ______ I’ve been up to so far, so I decide to send him a quick note.A.which B.why C.what D.how 11.Our country is developing at an amazing speed, and this is ______ makes me feel so proud.A.what B.which C.that D.why 12.________ puzzles the scientists is how these creatures can survive in such severe conditions.A.What B.As C.That D.It 13._____ leaves the room last ought to turn off the lights.A.Anyone B.Who C.Whoever D.The person 14.Inside the White House, there is a room called the Oval Office.That’s _______ the president works.A.whey B.when C.what D.where 15.______ you will be admitted to York University will be decided by the Admission Committee.A.That B.Whether C.What D.If 16.The reason ____ I plan to go is _____ she will be disappointed if I don’t.A.why;that

B.that;because C.which;because D.why;for 17.We sell handmade gifts._____gift you order from us is unique for the special person!A.Which B.That C.Whichever D.What that/what的区别

1．_______your father wants to know is________ getting on with your studies.A.What;how are you

B.That；how you are

C.How；that you are

D.What；how you are 2.The trouble is__________we are short of tools.A.what

B.that

C.how

D.why that 3.America was __________was first called “India” by Columbus.A.what

B.where

C.the place

D.there where 4.China is becoming stronger and stronger.It is no longer_________.A.what it used to be

B.what it was used to being

C.what it used to being

D.what it was used to be

5.________he really means is ________he disagrees with us.A.What … that

B.That … what

C.What … what

D.That … what

6.The energy is ________ makes the cells able to do their work.A.that B.which C.what D.such 1-17: DCADC DDBBC disagree，与agree具有相同用法，既可以作及物动词，又可以作不及物动词，但要注意对应的场合。下面以agree为例，具体说明之。

agree只有在以下两种情形中作及物动词：

1）agree + to do sth.（动词不定式）

2）agree + that...（that引导的宾语从句）

agree在其他场合只能作不及物动词： 1）agree with + sb./view/opnion等名词

2)agree to + sth.(plan/suggestion等总括名词)

篇7：考研英语语法之主语从句

2016考研考生现在还处于基础准备阶段，对于考研英语来说，基础无非是单词和语法。现在，作者为大家献上考研英语语法集锦，希望能为大家带去复习上的帮助。

1.概述

在复合句中充当主语成分的句子叫作主语从句。具体形式为：引导词引导一个从句作主语;或者it作形式主语+谓语/系表结构+引导词+从句。

2.分类

⑴陈述句充当主语从句，连词为that(that没有实际含义，在从句中只起连接作用，不在从句中作任何语法成分)，从句为“that+陈述句”，that不能省略。

【例句】

That Chris Lee won the champion of Super Girl in arouse wide public concern.

李宇春赢得超女冠军这件事引起了社会的广泛关注。

⑵一般疑问句充当主语从句，连词为whether(whether“是否”的含义，在从句中只起连接作用，不在从句中作任何语法成分)，从句为“whether+陈述句语序”，whether不能省略。

【例句】

Whether this is true or not remains a mystery.

这是对是错还是个谜。

⑶特殊疑问句充当主语从句，连词为特殊疑问词(特殊疑问词都有自己的含义，在从句中作一定的语法成分)，从句为“特殊疑问词+陈述句语序”，特殊疑问词不能省略。

【例句】

例1 ――what

What caused the accident remains unknown.

是什么引起了这一事故仍然未知。

例2――where

Where my wife and I should enjoy our honeymoon is still unsettled.

我太太和我应该去哪享受我们的蜜月还没有最后决定。

例3 ――which

Which university I should choose to continue my further education is a question of great importance.

我应该考哪个大学的研究生是个很重要的.问题。

例4――when

When and where the test will be given is not yet decided.

什么时候在什么地方进行考试还没定下来。

例5――ever

Whoever gets the job will have a lot of work to do.

任何得到这份工作的人都将要有很多工作要做。

例6――how

How we can protect the grain from damp needs to be discussed.

我们怎样才能保护粮食不受潮需要讨论讨论。

3.It句型

有的时候主语从句过长，根据人类短暂记忆规律，主语过长会影响理解和阅读，往往会用it作形式主语，而把真正的主语放在句尾，加以强调，是为it句型。

【例句】

例1 It is important that we all should attend the meeting.

我们都参加会议是重要的。

例2 It is strange that he should do that.

篇8：主语从句用法详解

传统教育采用的是注入式教学法,现提倡的探究式学习的教学方法与传统的教学方法有着明显的不同。探究式学习是以学生为中心,注意激发学生的学习兴趣,让学生自主地探究事物之间的内在联系,然后由学生根据自己已有的知识和经验生成新的知识。教师的作用是负责课堂活动的组织和帮助学生解决遇到的疑难问题,促使学生得出新的结论,从而达到提高学生自我学习能力的目的。

语法教学的目的就是使学生通过学习基础的语法知识去掌握句型,进而用句型去进行听、说、读、写等实践活动,达到培养学生基本语言技能,从而培养学生的综合语言运用能力,最终能实现正确运用英语进行交际的目的。因此语法教学必定是英语教学中的一个重要组成部分。而目前很多教师在语法课采用的传统的语法演绎的教学方法,即先讲清概念,再呈现语法规则,后举例说明主要用法,最后要求练习和拓展。这种方法由理论到实践,直接、明了、简便,但容易导致以教师为中心,填鸭式教学。语法教学不是单纯的知识灌输,不应以讲解和传授为主,而让学生死记硬背语法规则,一味套用基本句型。因此,教师在教授新语法课时,必须多动脑筋,想方设法采取积极有效的语法授课方法。

《现代英语教程·一》Lesson Eight的中心语法是“主语从句”,而且是新授课。但在此之前的学习中,教材中有出现过这个语法现象,而且前一单元刚好学过名词性从句中的宾语从句和表语从句,因此对学生来说,不会感到陌生,理解上没有太大的问题。笔者根据此语法,在课堂教学中引导学生运用探究性学习的教学方法进行了一次尝试。

二、 教学案例

主语从句教学观察与分析

1.背景

(1)上课时间:2010年4月10日

(2)上课地点:大专903班

(3)学生情况:全班50位学生,绝大多数来自农村。学生英语基础普遍很差,接受能力也差。

(4)知识背景:学生在前一单元刚好学过名词性从句中的宾语从句和表语从句,而且教材中也出现了此语法,因此对学生来说,不会感到陌生。

(5)教学目标:能辨认主语从句,能归纳总结主语从句的用法并能理解运用。

(6)预期目的:传统的语法教学中,教师往往给出语法规则,然后让学生操练,套用规则以达到巩固目的。这对学生来说,属于接受性学习。这样的教学方法,学生的主体性没有得到充分发挥,课堂气氛较沉闷,学生容易感到枯燥无味。因此,我想将探究性学习渗透在语法课堂教学中,创设情境,让学生发现语法规则,巩固规则,运用规则,从中发展学生的探究能力和创新能力。

2.设计意图、教学过程及分析。“探究性学习”强调以学生为主体,问题为中心,研究为手段,实践为途径,过程体验为重点,创新精神和实践能力培养为目的的一种学习方法。在本课设计时,我力求将上述特征体现在课堂教学中。本课较大的探究活动都安排了“小组合作“这一研究性学习的基本组织形式,研究性学习以过程体验为重点,使学生通过“观察—对比、讨论-归纳-巩固—运用”来真正掌握主语从句这一语法现象。

3.教学过程

(1)引入“发现规则“的探究活动

创设情境,激发学生的探究欲望。

Step1首先,让学生听一首大家都很熟悉的英文歌曲“what will be will be”

(分析:由于我以歌曲来引入语法教学,把枯燥无味的语法变成学生乐于接受的模式,这样可以提高学生学习此语法的兴趣。)

Step 2.Discovering structures.Give students some sentences and ask them to pay attention to the structure of these sentences. (板书并直观地划出句子的主语)

1You are students.

2To learn English well is not easy.

3Smoking is bad for your health.

4That we shall be late is certain.

5What she said is not yet known.

6Where the boy has gone is not known.

(分析:此举给学生一个直观的印象,让学生进一步认识主语从句的结构,加深印象,为下一步的学习作铺垫。整个过程比较顺畅自然,学生情绪愉快,达到了引入的目的,使学生自身处于一种主动认知的状态。)

Step 3.Reading and finding out the Subject Clause.

Ask the students to read the passage and find examples of subject clause in “How Life Began on the Earth”

在前面的一系列热身活动之后。让学生自己找出主语从句,让学生通过已输入的语法规则来观察运用,可加深学生对主语从句的印象,也为以后的运用打基础。

(2)布置任务,激励学生发现规则。

Step 4.Finding out the rules

1Let the students read the materials and have a discussion with their group members.

听到指令后,有的学生立即按课前分好的小组围在一起开始讨论。我在小组间作巡视,帮助引导基础比较差的学生发现规律。我注意到平时那些上课不爱开口的差生也能主动地问他们的组员为什么句子开头that,whether,who,what,which,when,where,how,why…气氛比较活跃,绝大部分学生能主动参与到讨论中。

2 At last let the students sum up the rules of subject clause.

此活动采用小组竞赛的形式来总结主语从句的规则及其用法,然后我作简单的点拨。

(分析:在这一过程中,由于我改变以往语法课的做法,把问题交给学生自己去讨论,探索,研究,发现并得出结论,这正是探究性学习的目的。通过探究,他们还得出了主语从句后面的谓语动词一般用单数的结论。)

(3)操练中“巩固规则”的探究活动。

Step 5.Practice

Do the exercises in the workbook.

Step 6.Competition

Give the students some uncompleted sentences and ask them to complete them with subject clause when necessary.

让学生从单纯的观察,发现到练习巩固。引入竞争机制能更大程度地调动学生的学习积极性,在练习中进一步熟悉,巩固和掌握。为下面的主语从句的运用:由句到一段话,由简单到复杂打下基础。

(4)运用中“巩固规则”的探究活动。Step 7.Play a game:Guessing who he/she is?

Ask the students to describe one of their classmates by using at least one subject clause and others guess who he/she is.

把话题转移到学生更为熟悉的同学身上,加大了难度。

(分析:从课后反应看,学生意犹未尽,多数学生体验到了成功的快乐,形成了主动积极的学习态度,基本达到了探究性学习的目的。)

Step 8 Self_assessment

Step 9 Summary and Homework

三、探究性学习教学学生调查和效果分析

为了了解本次探究性学习教学的效果,笔者做了一次简单的课后调查。90%的学生赞同教师常常使用探究性学习教学方法。因为他们觉得这种课堂气氛不沉闷,不是一味地听教师的讲解和死记硬背语法规则,对新的语法知识容易接受,记得牢固。75%的学生认为此课堂对他们的语法理解和口头书面表达均有帮助。在语法知识的学习心得方面,5%的学生能深入理解该语法形式,20%的学生能在操练阶段运用该语法形式,50%的学生在引入阶段能大概了解和初步掌握该语法的形式和意义。在巩固规则的练习方面,95%的学生认为很重要,主要是因为不做练习,就会忘记所学的语法规则。从以述表明:探究性学习教学得到了学生的肯定,起到了提高学生英语语法学习的兴趣和信心的作用。

四、教学反思

1.我将本课与平时的传统教法相比,发现运用探究式的教学方法更能充分发挥学生的主体性,学生思维的广度、深度、密度更大,更易形成良好的学习方法、策略。本课的大部分时间是学生活动,“以学生为主体”的教学理念得到了发挥。小组讨论学习的形式,又增强了学生的合作意识。学生从发现规则的喜悦,到巩固规则,运用规则的兴奋,学生体验到了探究性学习的快乐。而这种体验,又促进了学生学习英语的积极性。

2.教师在探究活动中的主导作用非常重要。体现在对教材的钻研、教学过程的设计、情感的激励、探究学习的氛围的营造等方面。因此,对学生的积极参与要给予肯定,并及时地进行总结评价。

3.让学生保持学习的热情和兴趣体验使用语言的成功感很重要。宽松、和谐的气氛容易激活学习的思维,他们能比较快的理解语法项目且留下较深的印象。

4.机械性操练和及时点拨是关键。在开始实施时,一定要给予学生足够的时间对语法的形式和意义进行讨论归纳,也要让他们在句子中反复使用和体会该语法功能。