There is no clear

clear的用法clear有清楚的;明确的;明白(某事)的;清晰的;清空;清除;空地等意思，那么你知道clear的用法吗?下面跟着小编一起来学习一下，希望对大家的学习有所帮助!clear的用法大全：clear的用法1：adj.(形容词)clear的基本意思是清澈的,透明的,可指玻璃的透明、湖水的清澈、天空的晴朗等。

还可引申指清楚的,明白的无疑的,确信的畅通的,无阻的。

强调没有模糊污染之状,含有不混乱的和不模棱两可的意味,多用于褒义。

clear的比较级为clearer,最高级为clearest，在句中可用作定语、表语或补语。

clear前可用quite来修饰。

clear作摆脱了的完全的,十足的解时,无比较级和最高级,此时用作定语; clear还可作在海关通过了检查解。

clear from的意思是不含,是含有否定意义的短语,用于形式上肯定而意义上否定的含蓄的否定句中。

clear的用法2：adv.(副词)clear用作副词时,意思是清晰地,清楚地。

引申可表示完全整整地,用于加强语气。

clear接of意思是离开,不接触。

clear的用法3：v.(动词)clear的基本意思是清除,指清除污物,清除影响视线的或把某地方弄脏弄乱的东西,引申可指清除心中的疑虑,即使清楚,使明白。

强调的是除后的清。

clear可用作不及物动词,也可用作及物动词。

用作及物动词时,接名词或代词作宾语。

clear作除去解时,如果宾语是表示地点的名词,所清除之物由of 引出; 如果宾语是表示所清除之物的名词,则地点由介词from引出。

clear还可作送交审批解。

clear的用法例句：1. It was clear Cohen didnt understand what Millard was driving at.看得出科恩并不明白米勒德想说什么。

2. The rabbis try to steer clear of political questions.拉比们努力避开政治问题。

IELTS Writing Band Descriptors: Task 1BandTask achievementCoherence and cohesionLexical resourceGrammatical range and accuracy9• fully satisfies all the requirements of the task• clearly presents a fully developed response• uses cohesion in such a way that it attracts no attention• skilfully manages paragraphing• uses a wide range of vocabulary with very natural and sophisticated cont rol of lexical features; rare minor errors occur only as ‘slips’• uses a wide range of structures with full fle xibility and accuracy; rare mi nor errors occur only as ‘slips’8• covers all requirements of the task sufficiently• presents, highlights and illustrates key features/ bullet points clearly and appropriately• sequences information and ideas logically• m anages all aspects of cohesion well• uses paragraphing sufficiently and appropriately• uses a wide range of vocabulary fluently and flexibly to convey precise meanings• skilfully uses uncommon lexical items but there may be occasional inaccu racies in word choice and collocation• produces rare errors in spelling and/or word formation• uses a wide range of structures• the majority of sentences are error-free• makes only very occasional errors or inappropriacies7• covers the requirements of the task•(Academic) presents a clear overview of main trends, differences or stag es• (General Training) presents a clear purpose, with the tone consistent and appropriate• clearly presents and highlights key features/bullet points but could be more fully extended• logically organises information and ideas; there is clear progression throu ghout• uses a range of cohesive devices appropriately although there may be so me under-/over-use• uses a sufficient range of vocabulary to allow some flexibility and precisi on• uses less common lexical items with some awareness of style and colloc ation• may produce occasional errors in word choice, spelling and/or word form ation• uses a variety of complex structures• produces frequent error-free sentences• has good control of grammar and punctuation but may make a few error s6• addresses the requirements of the task• (Academic) presents an overview with information appropriately selected • (General Training) presents a purpose that is generally clear; there may be inconsistencies in tone• presents and adequately highlights key features/ bullet points but details may be irrelevant, inappropriate or inaccurate• arranges information and ideas coherently and there is a clear overall pr ogression• uses cohesive devices effect ively, but cohesion within and/or between se ntences may be faulty or mechanical• may not always use referencing clearly or appropriately• uses an adequate range of vocabulary for the task• attempts to use less common vocabulary but with some inaccuracy• makes some errors in spelling and/or word formation, but they do not i mpede communication• uses a mix of simple and complex sentence forms• makes some errors in grammar and punctuation but they rarely reduce c ommunication5• generally addresses the ta sk; the format may be inappropriate in places • (Academic) recounts detail mechanically with no clear overview; there m ay be no data to support the description• (General Training) may present a purpose for the letter that is unclear a t times; the tone may be variable and sometimes inappropriate• presents, but inadequately covers, key features/ bullet points; there may be a tendency to focus on details• presents information with some organisation but there may be a lack of overall progression• makes inad equate, inaccurate or over-use of cohesive devices• may be repetitive because of lack of referencing and substitution• uses a limited range of vocabulary, but this is minimally adequate for th e task• may make noticeable errors in spelling and/or word fo rmation that may cause some difficulty for the reader• uses only a limited range of structures• attempts complex sentences but these tend to be less accurate than sim ple sentences• may make frequent grammatical errors and punctuation may be faulty; e rrors can cause some difficulty for the reader4• attempts to address the task but does not cover all key features/bullet p oints; the format may be inappropriate• (General Training) fails to clearly explain the purpose of the letter; the t one may be inappropriate• may confuse key features/bullet points with detail; parts may be unclear, irrelevant, repetitive or inaccurate• presents information and ideas but these are not arranged coherently an d there is no clear progression in the response• uses some bas ic cohesive devices but these may be inaccurate or repetit ive• uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task• has limited control of word formation and/or spelling; errors may cause strain for the reader• uses only a very limited range of structures with only rare use of subord inate clauses• some structures are accurate but errors predominate, and punctuation is often faulty3• fails to address the task, which may have been completely misunderstood• presents limited ideas which may be largely irrelevant/repetitive• does not organise ideas logically• may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas• uses only a very limited ran ge of words and expressions with very limite d control of word formation and/or spelling• errors may severely distort the message• attempts sentence forms but errors in grammar and punctuation predomi nate and distort the meaning2• answer is barely relat ed to the task• has very little control of organisational features• uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling• cannot use sentence forms except in memorised phrases1• answer is completely u nrelated to the task• fails to communicate any message• can only use a few isolated words• cannot use sentence forms at all• does not attend• does not attempt the task in any way• writes a totally memorised responseIELTS Writing Band Descriptors: Task 2BandTask responseCoherence and cohesionLexical resourceGrammatical range and accuracy9• fully addresses all parts of the task• presents a fully developed position in answer to the question with releva nt, fully extended and well supported ideas• uses cohesion in such a way that it attracts no attention• skilfully manages paragraphing• uses a wide range of vocabulary with very natural and sophisticated cont rol of lexical features; rare minor errors occur only as ‘slips’• uses a wide range of structures with full flexibility and accuracy; rare mi nor errors occur only as ‘slips’8• sufficiently addresses all parts of the task• presents a well-developed response to the question with relevant, extend ed and supported ideas• sequences informat ion and ideas logically• manages all aspects of cohesion well• uses paragraphing sufficiently and appropriately• uses a wide range of vocabulary fluently and flexibly to convey precise meanings• skilfully uses uncommon lexical items but there may be oc casional inaccu racies in word choice and collocation• produces rare errors in spelling and/or word formation• uses a wide range of structures• the majority of sentences are error-free• makes only very occasional errors or inappropriacies7• addresses all parts of the task• presents a clear position throughout the response• presents, extends and supports main ideas, but there may be a tendenc y to over-generalise and/or supporting ideas may lack focus• logically organises information and ideas; there is clear progression throu ghout• uses a range of cohesive devices appropriately although there may be so me under-/over-use• presents a clear central topic within each paragraph• uses a sufficient range of vocabulary to allow some flexibility and precisi on• uses less common lexical items with some awareness of style and colloc ation• may produce occasional errors in word choice, spelling and/or word form ation• uses a variety of complex structures• produces frequent error-free sentences• has good contr ol of grammar and punctuation but may make a few error s6• addresses all parts of the task although some parts may be more fully c overed than others• presents a relevant position although the conclusions may become uncle ar or repetitive• presents releva nt main ideas but some may be inadequately developed/u nclear• arranges information and ideas coherently and there is a clear overall pr ogression• uses cohesive devices effectively, but cohesion within and/or between se ntences may be faulty or mechanical• may not always use referencing clearly or appropriately• uses paragraphing, but not always logically• uses an adequate range of vocabulary for the task• attempts to use less common vocabulary but with some inaccuracy• makes some errors in spelling an d/or word formation, but they do not i mpede communication• uses a mix of simple and complex sentence forms• makes some errors in grammar and punctuation but they rarely reduce c ommunication5• addresses the task only partially; the format may be inappro priate in pla ces• expresses a position but the development is not always clear and there may be no conclusions drawn• presents some main ideas but these are limited and not sufficiently deve loped; there may be irrelevant detail• presents information wit h some organisation but there may be a lack of overall progression• makes inadequate, inaccurate or over-use of cohesive devices• may be repetitive because of lack of referencing and substitution• may not write in paragraphs, or paragraphing may be inad equate• uses a limited range of vocabulary, but this is minimally adequate for th e task• may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader• uses only a limited range of structures• attempts compl ex sentences but these tend to be less accurate than sim ple sentences• may make frequent grammatical errors and punctuation may be faulty; e rrors can cause some difficulty for the reader4• responds to the task only in a minimal way or the answer is tang ential; the format may be inappropriate• presents a position but this is unclear• presents some main ideas but these are difficult to identify and may be repetitive, irrelevant or not well supported• presents information and ideas but these are not arra nged coherently an d there is no clear progression in the response• uses some basic cohesive devices but these may be inaccurate or repetit ive• may not write in paragraphs or their use may be confusing• uses only basic vocabulary which may be used repeti tively or which may be inappropriate for the task• has limited control of word formation and/or spelling; errors may cause strain for the reader• uses only a very limited range of structures with only rare use of subord inate clauses• some structures are accurate but errors predominate, and punctuation is often faulty3• does not adequately address any part of the task• does not express a clear position• presents few ideas, which are largely undeveloped or irrelevant• does not organise ideas logically• may use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas• uses only a very limited range of words and expressions with very limite d control of word formation and/or spelling• errors may sev erely distort the message• attempts sentence forms but errors in grammar and punctuation predomi nate and distort the meaning2• barely responds to the task• does not express a position• may attempt to present one or two ideas but there is no developmen t • has very little control of organisational features• uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling• cannot use sentence forms except in memorised phrases1• answer is completely unrelated to t he task• fails to communicate any message• can only use a few isolated words• cannot use sentence forms at all• does not attend• does not attempt the task in any way• writes a totally memorised response。

英语：细辨clear，clean和clearlyA.clearI.adj.1.清楚的;清晰的;明了的Professor Smith gave a clear explanation of the experiment.史密斯教授对这次实验做了清晰的讲解。

We had a clear view of the mountains. 我们清楚地看到群山。

2.清澈的,透明的;(皮肤)洁净的We could see fish in the clear water. 我们看到清澈的水中有鱼。

The water in the river is so clear that we can see the bottom. 河水清澈见底。

3.明亮的;晴朗的The night was clear and the stars were out. 夜空晴朗,星星都出来了。

4.头脑清醒的;锐利的He said she was a lady with a clear mind. 他说她是一位思想敏锐的女士。

5.显然的,明显的[(+to)][+wh-][+(that)]It is becoming clearer to us that they don't want to do that.我们越来越清楚地看到他们不愿做那件事。

6.无疑的,确信的[(+about/of)][+(that)][+wh-]I am not quite clear yet about this. 对此我还不太清楚。

7.无障碍的;清除了...的[(+of)]The road is clear of snow now. 路上的雪已清除。

8.(时间)未作安排的,空的Tuesday afternoon is clear. Shall we meet then? 星期二下午有空,我们在那时见面好吗?9.清白的,无罪的[(+of)]Now that I've told you everything, I can leave with a clear conscience.如今我已将一切都告诉了你,我可以问心无愧地走了。

there is no point的用法在英语中，有一个常用的短语叫做“there is no point”，直译成中文就是“没有意义”。

它的用法非常广泛，可以用来表达某件事情没有必要、没有价值、没有意义等等。

在本文中，我们将探讨“there is no point”的不同用法及其相关例句。

1. 表达不必要当我们认为某件事情不必要时，可以使用“there is no point”来表达。

这种情况下，通常还会加上一个“in”短语，表示某种行为或行动是不必要的。

例如：- There is no point in arguing with him. （和他争吵没有意义。

）- There is no point in doing something you don't enjoy. （做一些你不喜欢的事情没有意义。

）- There is no point in trying to change her mind. （试图改变她的想法没有意义。

）2. 表达没有价值当我们认为某件事情没有价值时，也可以使用“there is no point”来表达。

这种情况下，通常还会加上一个“to”短语，表示某种行为或行动是没有价值的。

例如：- There is no point in investing in that company. （投资那家公司没有价值。

）- There is no point in studying for the exam if you don't understand the material. （如果你不理解材料，那么为考试而学习没有价值。

）- There is no point in continuing the project if it's not profitable. （如果项目不赚钱，那么继续下去没有价值。

）3. 表达没有意义当我们认为某件事情没有意义时，同样可以使用“there is no point”来表达。

there is no way用法"there is no way"是一个英语短语，意思是"没有办法"、"不可能"。

它通常用于表达对某件事情或情况的否定或怀疑。

例如：1. A: Can you lend me $100?B: Sorry, there is no way.我没有办法。

2. A: Do you think we can finish the project by tomorrow?B: With the current progress, there is no way.根据现在的进展，不太可能。

3. A: Can you believe he won the race?B: No way! I thought he would lose.没有办法！我以为他会输。

"there is no way"也可以用于表达坚决拒绝或不同意的态度。

例如：1. A: Let's cheat on the exam.B: There is no way! I prefer to study and earn my grades honestly.绝对不行！我宁愿诚实地学习并取得好成绩。

2. A: Can we avoid paying taxes this year?B: Absolutely not! There is no way we should evade our responsibilities as citizens.绝对不行！我们不能逃避作为公民的责任。

拓展：此外，"there is no way"也可以用于表示没有可能的情况下，寻找解决方法或改变现状。

例如：1. A: We won't be able to finish this report by the deadline.B: There must be a way! Let's analyze our options and come up with a plan.一定有办法的！让我们分析一下我们的选择，制定一个计划。

事实证明there开头1.there is no help for…没有办法2.there is no room for for…没有…的余地3.there is no sense in…….是没有意义的4.there is no lack for…有很多的，不缺乏的5.there is no hurry about 无须慌忙6.there is no need for/to do sth不需要，不必7.there is no denying…无可否认8.there is no doubt that/of…无疑9.there is no possibility that/of…没可能10. there is no difficulty in…方面没困难11. there is no difference between/it makes no difference that…没区别12. there is no sign of…没有…的迹象13. there is evidence that…显然14. there was a time when…从前曾经有一个时候15. there is a slim hope of…有…微小的希望16. there is some trouble/difficulty in…方面有困难17. there is a chance/possibility that/of…有可能18. there is no probability of/that…很难有/会…19. there is no saying that…很难说,难以断言20. it goes without saying that…不言而喻21. there seems/appears to be…似乎有…22.it appears to sb that…在…看来似乎23.it occurs to sb that…某人想到24. it is common knowledge/well known that…众所周知25. it is common saying that….俗话说26. it is arranged that…已经商定27. it can be said that..可以说28. it is said/stated that…据说,有人说29. it is acknowledged that…应该承认30. it has been proved that…业已证明31. it remains to be proved that…尚待证明32. it turned out=it so fell out that…结果是33. it can be seen that…可见,可以说34. it remains to be seen that…尚待分晓35. it remains for sb to do sth有待某人做36. it was noted above that…如上所说37. it is mentioned that…上文提到38. it used to be said that…常言道39. it will be said that…有人会说40. it should be noted that…应该指出/注意41. it is worth (notice) that…值得注意的是42. it must be admitted=acknowledged/ realized that…必需承认/认识到43. it is no good/use that…是无用的44. it is no harm that…是无害/妨的45. it is no wonder that…无怪乎,难怪46. it is one’s duty to do…做…是…的职责47. it is one’s fault to do…做…是…的过错48. it is a waste of time to do…做…是浪费时间49. it is a shame to do…做…不光彩50. it is a great joy/pleasure to do…高兴做51. it is a pity that…可惜,遗憾的是52. it is a fact that…事实上53. it is a wonder that…奇怪的是54. I think it would be a good idea to do…是好主意55. it is good/bad manners to do…做…是有礼貌的56. it is usually considered/regarded that…通常认为57. it is generally accepted that…人们通常认为58. it is declared/annouced that…据宣称59. it is reported that…据报到60. it is described that…据介绍1) According to a recent study, …根据最近的一个研究……2) A recent survey indicates that …. So some people take the viewthat …. Others, however, don’t think so. 最近一项调查表明……。

有关“there is no denying that”的造句
“there is no denying that”的意思是“不可否认”。

有关“there is no denying that”的造句如下：
1.There is no denying that the environment is crucial to our survival.不可否认，环境对我们
的生存至关重要。

2.There is no denying that the company's financial situation has improved.不可否认，公司的
财务状况已经有所改善。

3.There is no denying that the government's response to the crisis was slow and inadequate.
不可否认，政府对危机的反应缓慢且不足。

4.There is no denying that the Internet has revolutionized the way we access and share
information.不可否认，互联网已经彻底改变了我们获取和分享信息的方式。

5.There is no denying that the movie was a box office hit, grossing millions of dollars in its
opening weekend.不可否认，这部电影在票房上取得了巨大成功，首周末票房收入数百万美元。

初中课文里的 There are no的句子
1.There is no+名词（+现在分词）这个句式表示“没有”的意思。

后边跟的名词通常为抽象名词如use，doubt，good，point，reason等，而且一些已经成为习惯用法。

用于表达“没有用”，“没有意义”，“不好”等评价。

句型末尾附加的现在分词短语或介词短语即是评价的对象。

评价的对象也可以是一个以疑问词开头的名词性从句。

There is no point in hurrying since we are already late.我们已经迟到了，赶快点也没有什么意义了。

There is no good looking at your mobile all day.整天看着你的手机没有好处。

2.There is no+动名词（+宾语从句）这个句式在意义上已经出现明显的变化，不再是表示“没有”的意思，而是表示“无法做某事”。

它其实已成为一个习语。

下面来看看一些例子：
There is no denying that this is an important event.不可否认，这是一个重要事件。

There is no telling what may happen in a football game.无法预知足球比赛中可能发生什么情况。

英文ThereisnotThereisno用法差在哪？使用时机？英文There is not / There is no 用法差在哪？ Not 跟 no 在英文里面都是否定的意思，但你可能会发现，有些英文ˋ句子就是只能用Not ，而有些英文句子则要使用No，用Not 文法就会错，到底No跟Not 差别在哪呢？如果你还不知道，那就赶快学起来吧！下面教学No 跟 Not的使用时机。

1.英文 No 用法No 可以出现在名词的前面喔！例：There’s no address on the envelope. 信封上没有地址。

另外，No也很常用来回答Yes/No问句。

例：Did you finish your homework? No, I didn’t finish my homework. 你完成作业了吗？不，我没有完成作业。

No 很常出现在名词前面，而且名词前面是没有冠词的。

例： Jenny has no idea where her phone is. 珍妮搞不懂她的手机在哪。

例： The school has no bad teachers. 这学校没有坏老师。

除此之外，No也很常出现在动名词前面。

例： No *** oking. 别抽烟。

例： No playing in the street! 马路上禁止玩耍。

2.英文Not 的用法那么英文Not的使用时机呢？Not 通常出现在当你想要描述负面的事物的时候。

例： I do not like her. 我不喜欢她。

例： He is not cooking dinner tonight. 他今晚不会煮饭。

例： Not surprisingly, the hotel was very nice. 毫不奇怪，这间酒店非常好。

另外，Not 也很常出现在名词前面，而且名词前面会有冠词喔。

例： He is not a teacher; he is a student. 他不是老师。

clear的用法clear有清楚的;明确的;明白(某事)的;清晰的;清空;清除;空地等意思，那么你知道clear的用法吗?下面跟着一起来学习一下，希望对大家的学习有所帮助!clear的用法大全：clear的用法1：adj.(形容词)clear的基本意思是“清澈的,透明的”,可指玻璃的透明、湖水的清澈、天空的晴朗等。

还可引申指“清楚的,明白的”“无疑的,确信的”“畅通的,无阻的”。

强调没有模糊污染之状,含有不混乱的和不模棱两可的意味,多用于褒义。

clear的比较级为clearer,最高级为clearest，在句中可用作定语、表语或补语。

clear前可用quite来修饰。

clear作“摆脱了的”“完全的,十足的”解时,无比较级和最高级,此时用作定语; clear还可作“在海关通过了检查”解。

clear from的意思是“不含”,是含有否定意义的短语,用于形式上肯定而意义上否定的含蓄的否定句中。

clear的用法2：adv.(副词)clear用作副词时,意思是“清晰地,清楚地”。

引申可表示“完全”“整整地”,用于加强语气。

clear接of意思是“离开,不接触”。

clear的用法3：v.(动词)clear的基本意思是“清除”,指清除污物,清除影响视线的或把某地方弄脏弄乱的东西,引申可指清除心中的疑虑,即“使清楚,使明白”。

强调的是“除后”的“清”。

clear可用作不及物动词,也可用作及物动词。

用作及物动词时,接名词或代词作宾语。

clear作“除去”解时,如果宾语是表示地点的名词,所清除之物由of引出; 如果宾语是表示所清除之物的名词,则地点由介词from引出。

clear还可作“送交审批”解。

clear的用法例句：1. It was clear Cohen didn't understand what Millard was driving at.看得出科恩并不明白米勒德想说什么。

2. The rabbis try to steer clear of political questions.拉比们努力避开政治问题。

名词性从句复习题一、主语从句练习：1．(谁将去接他) is not decided.2．(哪个班极会赢得这场足球赛) is not clear so far. 3．(他能否买到飞机票）doesn’t matter much. 4．(我们如何去那里) is a question.5．(你刚才告诉我的）is being discussed7．(他为什么哭) is not clear.8．It is clear (他是一个乞丐).9．(你要请谁) is not important.10．(我们将在哪里举行篮球赛）is not clear.二、宾语从句练习题：类型一：引导词的运用1. I don’t know ___________or not．A．whether he is at home B．if he is at homeC．that he is at home D．whether is he at home2. This depends on _________ the weather is fine．A．which B．whether C．if D．that3. The teacher asked the new student ________ class he was in．A．which B．where C．if D．that4. I don’t know ________ Mr．Green will come to see us．He’ll help us w ith our English．A．why B．when C．how D．where5.－－－Be careful！Don’t break the bottles．Do you hear ______ I said? David?－－－Yes，MumA．what B．that C．why D．If类型二：宾语从句的语序——陈述句语序1.Did you find out ______?A．she was looking for whose child B．whose child was she looking forC．whose child she is looking for D．whose child she was looking for2.Are you interested in _____?A．how did he do it B．he did it how C．how he did it D．he how did it 3.I don’t know _____．Can you tell me?A．how the two players are old B．how old are the two playersC．the two players are how old D．how old the two players are4.－－－What did the scientist say?－－－He said he wondered if _____ into space by spaceship one day．A．he had to fly B．he could fly C．can he fly D．could he fly5. She asked Tom ________ with his car?A．what the matter was B．what the matter isC．what was the matter D．what is the matter类型三：时态1.It’s 7：30．I can’t believe y ou___ cooking dinner yet，Sally．A．haven’t started B．didn’t C．don’t start D．hadn’t started2.The teacher told us yesterday that December 25 ____ Christmas Day．A．is B．was C．has been D．will be3.The teacher said that the earth _______round the sun．A．goes B.go C．went D．will go4.We ’d like to tell you that you ______the exam．A．have passed B．had passed C．pass D．will pass 5. “Could you tell me______?” “ Yes．They ____ to the library．”A．where are the twins，have been B．where were the twins，have been C．where the twins are，have gone D，where the twins were，have gone 类型四：其他－－－反意疑问句，it做形式宾语1.I don’t think he is right，__________?A．isn’t he B．is he C．do I D．don’t I2.He believes she is right，__________?A．doesn’t he B．does he C．is she D．isn’t she3.I thought that he disliked playing football，__________?A．didn’t he B．did he C．did I D．didn’t I4.I find _____ important that we practice English every day．A．it B．this C．that D．what5.You can’t imagine ____when they received the nice gift．A．how they were excited B．how excited they wereC．how excited were they D．they were how excited三、表语从句练习题：1. The question is ________ we will have our sports meet next week.A. thatB. ifC. whenD. whether2．The reason why he failed is ________he was too careless.A. becauseB. thatC. forD. because of3. Go and get your coat. It’ s ________you left itA. whereB. thereC. there whereD. where there4．The problem is _________to take the place of TedA. who can we getB. what we can getC. who we can getD. that we can get5. What I want to know is ______ he likes the gift given by us.A. thatB. ifC. whetherD.不填6. The reason is_________ I missed the bus.A. thatB. whenC. whyD. what7. That is __ ___ we were late last time.A. thatB. whenC. whyD. what8. She looked _________ she were ten years younger.A. thatB. likeC. asD. as though9.—I fell sick!--I think it is _______ you are doing too much.A. whyB. whenC. whatD. because10. The reason wh y he hasn’t come is ___________.A. because his mother is illB. because of his mother’s being illC. that his mother is illD. for his mother is ill11. —He was born here.-- That is _______ he likes the place so much.A. thatB. whatC. whyD. how12.That is ______ Lu Xun once lived.A. whatB. whereC. thatD. why13．_______your father wants to know is________ getting on with your studies.A. What; how are youB. That；how you areC. How；that you areD. What；how you are14. The trouble is__________ we are short of tools.A. whatB. thatC. howD. why that15. America was __________was first called “India” by Co lumbus.A. whatB. whereC. the placeD. there where16. China is becoming stronger and stronger. It is no longer_________ .A. what it used to beB. what it was used to beingC. what it used to beingD. what it was used to be17. ________he really means is ________he disagrees with us.A. What … thatB. That … whatC. What … whatD. That … what18. The energy is ________ makes the cells able to do their work.A. thatB. whichC. whatD. such19 —I drove to Zhuhai for the air show last week.—Is that_____ you had a few days off？A. why B .what C. when D. where20 .I had neither a raincoat nor an umbrella ____I got wet through.A. It’s the reasonB. That’s whyC. There’s whyD. It’s how四、同位语从句练习题：一、用适当的连接词填空：1.It worried her a bit _____ her hair was turning gray.2.I have no idea _____ we can do with these waste materials.3.____the doctor really doubts is____my mother will recover from the serious disease soon.4.It is hoped____nature will never be destroyed.5.____do you guess will give a talk on English tomorrow?6.-- I drove to Zhuhai for the air show last week.-- Is that ____ you had a few days off?7. Word came____I was wanted at the office.8.Do you know ____of them will be our new headmaster?9.The teacher didn’t tell me ____we were wrong.10. It’s generally considered unwise to give a child ____he or she wants.二、单选：1.The fact ____ she works hard is well known to us all.A.thatB.whatC.whyD.which2.The fact ____ he was successful proves his ability.A.thatB.whatC.whichD.why3.The news ____ he was kidnapped surprised us greatly.A.whatB.thatC.whyD.when4.His suggestion ____ the meeting be delayed was turned down.A.whichB.thatC./D.it5.I have no idea ____ he will start.A.whenB.thatC.whatD./6.I've come from the government with a message ____ the meeting won't be held tomorrow.A.ifB.thatC.whetherD.which7.The thought ____ he might fail in the exam worried him.A.whenB.whichC.whatD.that8.The order ____ the prisoner be set free arrived too late.A.whichB.whetherC.thatD.what9.The nurses are trying their best to reduce the patient's fear ____ he would die of the disease.A.thatB.asC.of whichD.which10.He often asked me the question ____ the work was worth doing.A.whetherB.whereC.thatD.when2013年名词性从句高考题1.【2013北京】31. ____ makes the book so extraordinary is the creative imagination of the writer.A. ThatB. WhatC. WhoD. Which2.【2013北京】33. Experts believe people can waste less food by shopping only when it is necessary.A. whyB. whereC. thatD. what3.【2013湖南】28. Do not let any failures discourage you, for you can never tell ________ close you may be to victory.A. howB. thatC. whichD. where4.【2013江西】30. _______ one of you breaks the window will have to pay for it.A. WhoeverB. WhateverC. WhicheverD. Wherever5.【2013山东】30. It’s good to know _____ the dogs will be well cared for while we’re away.A. whatB. whoseC. whichD. that6.【2013陕西】20. It remains to be seen the newly formed committee’s policy can be put into practice. A. that B. which C. what D. whether7.【2013四川】6. ______ you said at the meeting describes a bright future for the company.A. WhenB. HowC. WhatD. That8.【2013天津】15. I want to tell you is the deep love and respect I have for my parents.A. ThatB. WhichC. WhetherD. What9.【2013新课标I卷】26. Police have found appears to be the lost ancient statue.A. whichB. whereC. howD. what10.【2013浙江】16.The only way to succeed at the highest level is to have total belief ______ you are better than anyone else on the sports field.A. howB. thatC. whichD. whether11.【2013重庆】28. struck me most in the movie was the father’s deep love for his son.A. ThatB. ItC. WhatD. Which12.【2013安徽】21．From space, the earth looks blue. This is about seventy-one percent of its surface is covered by water.A. whyB. howC. becauseD. whether主语从句最答案1．who will pick him up is not decided.2．which class will win the match is not clear so far.3．whether he can buy the ticket for plane doesn’t matter much.4．how we will go there is a question.5．what you told me just now was really a surprise.6．when he will go abroad is being discussed7．why he cries is not clear.8．It is clear that he is a beggar9．who you will invite is not important.10．where the basketball will be held is not clear.宾语从句答案类型一：ABABA 类型二DCDBC 类型三AAAAC 类型四BAAAB表语从句答案1~5: DBACC 6~10 :ACDDC 11~15:CBDBA 16~20: AACAB同位语从句练习题答案1. that2. what3. what, whether4. that5. who6. why7. that8. which9. where 10.whatever1-5 AABBA 6-10 BDCAA2013年高考题答案1. 答案B2. 答案C ,考查名词性从句。

Iamclear=我很清楚？你以为你清楚但⽼外可不清楚！⼤家好我是今天值早班的⽆缺记得上中学的时候每次英语⽼师讲完⼀个知识点都会问 Are you clear?然后我们就答 I'm clear.当时还觉得⾃⼰棒棒哒其实啊，这句⼦讲得根！本！就！不！对！clear 的意思是清楚的、易懂的I'm clear. 就是「我是清楚的」但并不表⽰「我听懂了」正确的说法应该是：- Am I clear？ - It's clear.-我说清楚了吗？-清楚了！天呐，咱们竟然⽤错了这么多年那「清楚了」还能怎么说呢⽊⽊和 Day 今天来告诉你Day 告诉你 clear 真正的意思来⾃早安英⽂ 00:00 06:48笔记：代替 understand 的⽤法It is clear. / It is clear now.我现在懂了。

Get it.我明⽩了Can you explain it to me again？I am trying to get it!你可以再给我解释⼀遍吗？我想弄明⽩。

I know what you mean!我懂你的意思！I get you.我懂你。

- I had meetings all day! I am so busy!我开了⼀天的会，我好忙啊！- Oh, I get you. I am also so busy with work! 我懂你，我今天⼯作也很忙。

Gotcha / Gotcha loud and clear!我懂了！I have a thing to do, I have to leave early! 我还有⼀个事情要做，我不得不先离开了！Gotcha loud and clear. See ya!好的，下次见！认真听节⽬的同学应该发现了It's clear. 还可以⽤来怼⼈⽐如你⽼妈跟你唠叨了n遍⼥孩⼦夏天不要吃冰淇淋你就可以说⼀句 It's clear.表⽰「我知道鸟，别再说了」英⽂中像 It's clear. 这样有潜台词的句⼦还有很多下⾯我再给⼤家介绍⼏个I'm fine.我很好？先看⼀段对话，⼤家再来判断这个 fine 到底是好还是不好-You don't look well, are you OK?- I'm fine, totally fine.-你看起来不太好，你还好吗？- 我很好，简直不能再好了。

该题目不是英语作文题目不符合要求1When we look at the title "The title is not an English composition title and does not meet the requirements", it becomes quite clear that there are several reasons why it doesn't fit the criteria of a proper English composition title. Firstly, it is overly general and lacks specificity. A good English composition title should provide a clear indication of the main topic or idea that the essay will focus on. For example, "The Beauty of Nature" or "The Challenges of Studying Abroad" give readers a specific idea of what to expect. Secondly, the given title contains no clear keywords or phrases that can guide the writing direction. Titles like "The Impact of Technology on Modern Life" or "My Dream Career" have focused and relevant words that help the writer to organize their thoughts. Moreover, it is worded in a rather confusing and convoluted way. A suitable title should be straightforward and easily understandable. To sum up, a proper English composition title should be specific, clear, and relevant to the content of the essay. It should provide a strong foundation for the writer to start their composition and give the readers a glimpse of what lies ahead.2When we encounter a topic that doesn't meet the requirements, it can bring a series of negative impacts. For students, it often leads to confusionas they struggle to understand the core meaning and the expected direction of the writing. This confusion makes it difficult for them to organize their thoughts and express themselves accurately.Let me give you an example. Once, we were given a writing assignment with a topic that was ambiguous and lacked clear instructions. Many students, including myself, found ourselves lost in the initial stage. We spent a lot of time trying to figure out what was really needed, resulting in a waste of precious time and energy. Eventually, the quality of our writings was significantly compromised. Some compositions were disorganized, with the main ideas not being presented clearly. Others failed to meet the depth and breadth expected due to the uncertainty caused by the ill-defined topic.In conclusion, a topic that doesn't meet the requirements not only poses challenges for students but also undermines the quality and effectiveness of the learning process. It is crucial for educators to formulate clear and appropriate topics to facilitate students' learning and growth.3One day, I was sitting in the classroom, ready to take an important exam. When I opened the test paper, my heart sank. The questions were so confusing and seemed not to match the requirements we were given before.I stared at the paper, feeling anxious and helpless. I tried to understand what was being asked, but the ambiguity of the topics made it extremely difficult.I kept reading and rereading the questions, hoping to find some clues, but to no avail. Time was passing by quickly, and I could feel the pressure mounting. My mind was in a turmoil, and I didn't know where to start. I desperately wanted to cry out for help, but there was no one to turn to. That moment, I truly realized the importance of having clear and accurate questions. A well-defined question can guide us to the right direction and make our thinking more organized. But this time, I was lost in a maze of confusion, struggling to find my way out. Eventually, when the exam ended, I left the classroom with a heavy heart, knowing that my performance was far from satisfactory. This experience taught me a valuable lesson that clarity in questions is crucial for a successful outcome.4When it comes to essay topics that do not meet the requirements, there are several common types. One such type is when the topic is overly broad. For instance, a topic like "The World" is so vast that it's difficult to know where to start or what specific aspects to focus on. It's like trying to catch all the stars in the sky at once - an impossible and overwhelming task.Another type is when the topic is overly narrow. Say, "The Color of My Pen Yesterday" is so specific that there's hardly any room for exploration or expansion. It limits the scope of thinking and makes it challenging to develop a substantial and interesting discussion.Then there's the issue of ambiguous topics. Consider "The MysteryThing". What on earth is this mystery thing? There's no clear indication or definition, leaving the writer confused and unsure of the direction to take.In conclusion, a good essay topic should be neither too broad nor too narrow, and its meaning should be clear and definite. Only then can it provide a solid foundation for a well-structured and thought-provoking essay.5When it comes to setting English composition topics, it is of utmost importance for the setters to ensure they meet certain requirements. Firstly, they need to have a thorough understanding of the students' proficiency levels. This involves knowing their vocabulary range, grammar grasp, and writing abilities. For instance, if the students are beginners, the topic should not be overly complex; otherwise, it might discourage them. Secondly, following the teaching syllabus is essential. The topics should align with the knowledge and skills that students are supposed to acquire at a particular stage.A good example of a suitable topic could be "Describe Your Favorite Season". This allows students to use common adjectives and simple sentence structures to express their thoughts. Another excellent one could be "My Dream Job", which prompts students to think about their future and practice using future tenses.In conclusion, by considering these factors and providing well-suitedtopics, educators can stimulate students' interest and enhance their writing skills, making the learning process more enjoyable and effective.。

用no造句1、The temperature continued to fall for a short time, but no ice was formed在短时间内，温度连续下降，但是没有结冰。

2、we had no money so we hd to live by barter.我们没有钱所以不得不以交换为生。

3、But considering that the moon has no atmosphere, and thus no wind, how can the flag be waving?但是想想月球上没有大气，因此也没有风，国旗又如何能飘扬起来呢？4、This is just high school civics stuff. No surprise here.这仅仅是高中时的公民教育知识，在这里没有任何惊奇之处。

5、I have no class today.我今天不用上课。

6、In no respect can he be looked upon as a good husband.无论在哪一方面他都不能被看作是个好丈夫。

7、You must do it, you have no option.你一定得干，你没有选择的余地。

8、The tedious job of filing a tax return no longer requires several evenings, but just a few hours.填写纳税申报单的枯燥工作不会再占用好几个夜晚，而只需几个小时。

9、So, no function selector is needed.因此，不需要任何函数选择器。

10、There are turn-key systems that anyone can start with little or no experience.还有交钥匙系统，任何人都可以先从很少或没有经验。