结果状语从句初中英语语法(推荐3篇)
结果状语从句初中英语语法 篇一
标题：Understanding Result Clauses in Middle School English Grammar
In middle school English grammar, one important concept to grasp is the use of result clauses. Result clauses are used to express the consequence or outcome of an action or situation. By understanding how to use result clauses correctly, students can enhance their writing and speaking skills. In this article, we will explore the basic structure and usage of result clauses in middle school English grammar.
A result clause typically begins with words such as "so," "such," "that," or "as a result." These words serve as connectives to link the main clause and the result clause together. For example, in the sentence "She studied hard so that she could pass the exam," the result clause "she could pass the exam" is introduced by the word "so."
Result clauses can also be introduced by certain adjectives or adverbs, such as "enough," "too," or "so." For example, in the sentence "He was so tired that he fell asleep during the movie," the result clause "he fell asleep during the movie" is introduced by the word "so."
It is important to note that in result clauses, the subject of the main clause and the result clause must be the same. For example, in the sentence "He ate so much that he felt sick," both the main clause and the result clause have the same subject "he."
In addition, result clauses can be used to express both positive and negative outcomes. For positive outcomes, we can use words like "so," "such," or "that." For example, in the sentence "She practiced piano so diligently that she won the competition," the result clause expresses a positive outcome. For negative outcomes, we can use words like "too" or "enough." For example, in the sentence "He was too lazy to finish his homework, so he failed the assignment," the result clause expresses a negative outcome.
To summarize, result clauses are used to express the consequence or outcome of an action or situation. They are introduced by connectives such as "so," "such," "that," or certain adjectives or adverbs. The subject of the main clause and the result clause must be the same. Result clauses can express both positive and negative outcomes.
By mastering the usage of result clauses, students can effectively express cause and effect relationships in their writing and speaking. Practice using result clauses in various contexts to become more comfortable with their usage. With time and practice, using result clauses will become second nature in your English communication skills.
结果状语从句初中英语语法 篇二
标题：Examples and Exercises for Result Clauses in Middle School English Grammar
In middle school English grammar, understanding how to use result clauses is crucial for effective communication. To help you practice and reinforce your understanding of result clauses, we will provide some examples and exercises in this article.
Example 1:
Main clause: He studied hard
Result clause: so that he could pass the exam
Example 2:
Main clause: She practiced piano
Result clause: so diligently that she won the competition
Example 3:
Main clause: They laughed loudly
Result clause: such that everyone turned to look
Exercise 1: Complete the following sentences with the appropriate result clause.
1. He was too tired ________________.
2. She ran so fast ________________.
3. They ate too much ________________.
Exercise 2: Rewrite the following sentences using result clauses.
1. He studied hard and he got good grades.
2. She practiced singing and she became a famous singer.
3. They worked so diligently that they finished the project on time.
Exercise 3: Identify the result clause in the following sentences.
1. The rain was so heavy that we had to cancel the picnic.
2. He ate too many candies and he got a stomachache.
3. She spoke so softly that we could barely hear her.
By practicing these examples and exercises, you can enhance your understanding and usage of result clauses in middle school English grammar. Remember to pay attention to the structure and connectives used to introduce result clauses. With consistent practice, you will become more confident in using result clauses to express consequences and outcomes in your writing and speaking. Keep up the good work!
结果状语从句初中英语语法 篇三
结果状语从句初中英语语法大全
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 初中物理 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。)
通过上面对英语语法结果状语从句的讲解学习，希望同学们能很好的掌握上面的知识，并在考试中取得优异成绩。
初中英语写作学习的四大误区
【写作学习的四大误区】，初中的同学们，很多人对写作文有着很大的误区，就让浅陌来和大家说说在学习英语写作方面的误区吧。
通过对近些年出题的趋势来看，中考对英语写作的考察更偏重于交际情景设置和不同体裁的要求，但是由于客观和种种主观原因，很多同学的作文容易走入种种误区，这些误区主要体现在以下方面：
一、构思、准备不充分，匆忙下笔
任何一篇作文出题都是有它独特的道理的，所以提前审题和构思就显得必不可少了。很多孩子目前存在一个情况，想到哪写到哪，有记流水帐的习惯;这也造成了作文杂乱无章，毫无条理 初中政治，同时容易出现写错单词和用错句型的情况。针对这种情况可以从以下几个方面予以解决：
1、认真审题，审题的重点放在写作体裁、格式、字数方面，确保第一遍审题就能保证得到基本分。
2、确定文体和时态，因为不同的文体要求的写作格式也是不同的。
3、列提纲，打草稿，然后修改。这样可以保证错误降低至最少或者没有错误，同时也能保持卷面整洁。
二、中心重点不突出，切题不准确
英语写作不是语文散文(形散神不散)，写英语作文，尤其是在中考大压力下短时内写出高分作文一定要注意这一点。造成这种情况的主要原因是动笔前并没有认真审题和思考，对出题者希望得到的预期尚未揣摩透彻，这也就造成了一些同学虽然语言功底非常不错，但是最终的结果还是没有拿到一个自己预期的心理分数，最大的问题就出在切题不准确或者不够突出中心上了。
三、忽视文化差异
我们要时刻牢记一点，中英文表达方式有很大的差异，所以体现在作文表达上也常常会出现生硬的中国式作文表达，降低了我们的作文质量。所以注重中英语言差异，并努力找到两者之间的表达方式上的共通点，并且有意识的运用就能避免类似的问题。
四、忽视细节，无谓失分
很多孩子在写作文时常常感觉"下笔如有神"，但最终结果出来后大惑不解。这方面的问题主要体现在忽视标点、书写、段落安排、大小写的问题，所以只要更加注重细节，这些无谓失分就可以解决。
初一英语作文：一封感谢信
Dear Mr. John,
How are things going with you in Beijing?I am writing to show my thanks to you. You tutored me in my spoken English before you went to Beijing. With your help I made such rapid progress that I won the first place in the Spoken English Competition of the city. My achievement is owed to your help. Thank you very much.
I have heard that you and your wife will pay a visit to my school. I am very glad at the news. In that case we can see each other again. I am looking forward to your coming. I am sending you a telescope as a small gift. I hope you will like it 初二.
All the best.
初三英语学习三大对策
初三是初中学习生活的关键年级，学习内容多，要求高，强度大。一年后(实际上约10个月)同学们就要参加中考，进入状态越早，就会越主动，效果就会越好。
初三的状态是指：树立明确的人生目标，拥有足够的学习动力，具有强烈的自信心;变“要我学”为“我要学”，时间安排合理，学习效率高;学习得法，不搞题海战术，既会学习，又会考试。
抓好三个环节
预习：初三学习忙，时间紧，但预习工作不可忘。课前要熟悉课文中生词的音和义，基本搞懂课文内容，尤其要记下难于理解的问题。带着这些问题，有的放矢地听课，听课的效率就会提高。
听课：课堂是获取知识和培养能力的主渠道，学习时间大多是在课堂中度过的。因此掌握科学的听课方法，提高听课效率，是提高课堂学习效率和学习成绩的关键所在。在课前预习的基础上，可以明确听课目标，掌握听课的主动性，从而提高学习效率。课堂上，通过听、说、读、写的训练，掌握词、句、段、篇等基本知识，培养听、说、读、写的基本能力。因此上课不仅要认真听，更要多说，多读，多写，多思。也要捕捉讲课重点，尽可能当堂消化。
复习：温故而知新，课后复习可以加深对课堂所学知识的消化和理解，并强化记忆，达到熟练掌握灵活运用。
详解阅读题--驾车的小伙子
My infant daughter began crying as I drove home from the store, and since she was harnessed to her safety seat in the back, I couldn't console her. Stopping for a red light, I turned around and waved my hands, calling her name to distract her. I gave her my biggest smile and blew her a kiss. The sound of
Notes:
(1) harness （to）v.系于；绑于He is harnessed to his job. 他脱不开身。
(2) console v.给予安慰或同情
(3) distract v.转移注意力；使分心
(4) prompt v 初中物理.驱使
(5) the man at the wheel驾驶员
(6) broadly adv.咧嘴地
Exercises:
根据短文填空：
① My infant daughter began_____ as I drove home from the store.
② And since she was harnessed_____ her safety seat in the back, I couldn't console her.
③ Stopping _____a red light, I turned around and waved my hands, calling her name to distract her.
④ I gave her my biggest smile and her a kiss.
⑤ The young man _____the wheel was smiling broadly.
驾车的小伙子
从商场开车回家的路上，我的小宝贝女儿开始哭闹起来。由于她被套在后面的安全座里，所以我无法安慰她。红灯停车的时候，我转过身来，对她摆手，叫她的名字来引她。我给她以满脸笑容，并给她一个飞吻。从我们车后传来的`喇叭声立刻使我抬头望去。驾车的小伙子正对我咧着大嘴笑。他向我摆手并给了我一个飞吻。
练习参考答案：
① crying ② to ③ for ④ blew ⑤ at
arrive, get与reach的用法区别
三者均可表示“到达”，区别如下：
■arrive 和 get 都是不及物动词，前者较正式，后者则较口语化 初中数学。两者之后均不可接宾语，但可接 here, there, home 之类的表地点的副词作状语。如：
What time does the train arrive? 火车什么时候到?
We got [arrived] here last night. 我们昨晚到这儿。
要表示“到达某地”，需借助适当介词：
1. arrive 之后通常接介词 at (一般用于较小的地方)或 in (一般用于较大的地方)。如：
We arrived at the station five minutes late. 我们到车站晚了 5 分钟。
They will arrive in Paris next Monday. 他们将于下周星期一到达巴黎。
2. get 之后通常接介词 to。如：
When we got to the park, it began to rain. 我们到达公园时，就开始下雨了。
在谈到火车、汽车等或乘客等到站时，通常用 get in。如：
The bus gets in at five thirty. 汽车五点半到站。
■reach 通常是及物动词(较 get 更正式)，其后可直接跟地点名词作宾语(不能用介词)。如：
He reached Beijing yesterday. 他昨天到达北京。
注：reach 之后也可接 here, there, home 等词。如：
When did he reach home yesterday? 昨天他什么时候到家?
顺便说一句：reach 除可表示到达某地外，还用于其它意义的到达。如：
Your letter reached me last week. 我是上周收到你的信的。
He has reached school age. 他已达到上学年龄。
You can guess it when you reach the end of the chapter. 当你读到这末尾时，你就可以猜到了。
初中英语预习听课及复习方法指导
一、预习的方法
首先是单词、词组、句型的预习。预习英语单词时，要做到读音准确，词义明确，词性明了，对于四会（听、说、读、写）的单词，还要求拼写正确。预习词组、句型和课文的重难点，可充分利用课后注释加以明确，初步了解所要学习的内容。经常在课前查词典，将有助于丰富学生对相关单词、词组、句型等用法的理解和把握。
其次是英语课文的预习。在预习课文时，应要求学生在预习单词的基础上，先仔细听几遍课文的录音带，如果一下子听不明白也不要气馁，可以要把课文当阅读材料来用，认真阅读几遍，对于刚才没有听明白的地方，要特别留意，然后再听一遍朗读带，看看原先没听清楚的地方是否已经明白，接下来再细心研究课文，找出课文中的重要知识点。这种带着问题听课的过程，效率更高。如果还有时间听录音带，模仿朗读，跟读课文，培养自己的英语语感，锻炼自己的朗读能力。
根据以上预习要求，将初步了解所要学习的基本内容，记录预习中的疑难问题，产生强烈的求知欲。这种强烈的求知欲将使学生在课堂上变被动为主动，极大地提高课堂学习效率。
二、听课的方法
课堂学习是学习学习英语的重要环节，也是学生能否学好英语的关键所在。
首先，强化学习的自觉意识。英语学习的过程是一种客观作用于主观、并由主观个体进行加工、整理、理解、记忆并运用的过程，在课堂学习的过程中，应把注意力集中在学习的内容上面，勤于思考，必然会使听课效率大大提高。
其次是做课堂笔记的方法。课堂上认真听讲，做好笔记，充分调动一切感官，养成眼、耳、口、手并用的听课习惯，对于学好英语是极有帮助的。记笔记时要有所选择，突出重点，既不能把教师课堂上讲的内容全部记录，也不能一点不记。对于课文中的重点内容，如重点短语、重点句型的用法等,初中生物，做笔记是必要的，有助于学生课后整理复习。
三、复习的方法
首先，要学会整理课堂笔记。通过回顾上课的过程，再次“品味”课堂上的重点内容，不仅加深了印象，而且也有利于温故而知新。其次，建立改错本。把每次练习、作业、测试中做错的习题摘录在”错题本“上，并对出错的原因进行分析、归纳、总结，并在课后反复复习，每次考试前重新翻阅”错题本“以加深印象，就能避免下次再犯同样的错误。这样经过多次反复记忆，久而久之，就会养成做题时认真思考的习惯。
复习单词、词组、句型的过程是一个“滚雪球”的过程。在滚雪球的过程中，有时会脱落一些，这说明雪球内部结合力不强，还没有融会贯通。复习也是一样，要经常归纳整理，不断把所学的新知识融入自己原有的知识体系中，使之浑然一体，这样形成的知识才不容易“脱落”，而且经久不忘。这就要求学生做学习的有心人，及时归纳整理相关的知识点。
