高三一轮复习名词性从句学案
名词性从句
一、基本概念
在复合句中起名词作用的从句叫做名词性从句。它包括_________________、_______________、____________和_________________。
判断下列句子属于名词性从句的哪一种
1.What is needed for the space trip is careful preparation.
2.Her wish is that she can lose weight soon.
3.I think that woman can reach every high achievements in many fields of science.
4.We were very excited at the news that our team had won.
二、注意事项:
1.注意区分that 与what （重难点-必考点）
请用that或what 填空。
1）__________he said at the meeting yesterday surprised us
2）__________he spoke at the meeting yesterday surprised us .
3）_________your father wants to know is how you are getting along with your study.
4)The trouble is __________ we are short of tools.
5)China is becoming stronger and stronger. It is no longer __________it used to
be.
6)__________he really means is _________he disagrees with us.
2.主语从句作主语，主句谓语动词通常用单数；为使句子平衡，常用it作形式主语。
⑴It + be + 形容词(strange，natural. True等) + that 等
Eg：It’s strange that he didn’t come.
⑵It + be + 名词词组+ that从句（a pity，a shame等）
Eg: It’s a pity that he can’t go.
⑶It doesn’t matter + how/ w hether从句
Eg: It doesn’t matter w hether he will come or not.
⑷It + be + 过去分词（said，reported，hoped等）+that从句
Eg: It’s reported that our China team has won.
⑸It seems / happens + that从句
Eg：It happens that I wasn’t there that day.
3.表语从句还可以用as if，as though引导。
在表语从句中.不要使用The reason why… is because …句型，
应使用The reason why… is that…或This / it /that/ is because…等句型.
4.表示“是否”，引导宾语从句时可用if或whether，但在介词后或直接与or not 连用时，只能用whether引导；引导表语从句、同位语从句或位于句首的主语从句时，只能用whether，不用if。
5. 同位语从句一般放在fact，news，idea，promise，suggestion，advice，doubt，word(消息)，information，order等抽象名词之后，说明或解释这些抽象名词的具体内容。多用that引导，不能由which引导。
6. 当宾语从句又带有补语时，要用it作形式宾语。
如：I think it important that we should keep calm.
7. 在表示“建议” “命令” “要求”，如advice，suggestion，proposal，order，demand，request等词后的名词性从句，其谓语通常用“(should＋)动词原形”。
8.宾从的否定转移：宾从中有think，believe，imagine，suppose 等动词时，否定形式要转移。翻译为“认为/相信/猜测…..不”
如：I do n’t think this dress fits you well.我认为这件衣服不适合你穿。
I don’t believe he will do so，will he?我相信他不会这样做，是吗？
当由两个that引导的从句作同一个动词或介词的宾语时，第二个that不可省。Tom told the leader (that) Jone had worker very hard and that he wanted him stay.
9.同位语从句与定语从句的区别：（难点）
不同点：
同位语从句：对前面的名词（注意是抽象名词）起解释说明的作用；
that没有词义，不作成分，不可省略。
定语从句：对前面的名词或代词起修饰限定的作用；
that 有词义，作主语或宾语，可省略。
10.whoever意思为“凡……者”相当于anyone who+定语从句。它既可作主句的主语，又可作从句的主语。而who引导主语从句，只在从句中作主语。
例1 _____leaves the room last ought to turn off the lights.
A. Anyone
B. The person
C. whoever
D. Whom [Key] C
[点拨] whoever = anyone who
例2 Tom hopes to become a friend of _____ shares her interests.
A. anyone
B. whomever
C. whoever
D. no matter who [Key] C
[点拨] whoever 引导的句子做介宾而no matter who 不引导名词性从句，只引导让步状从。例3 It was a matter of _____ would take the position.
A. who
B. whoever
C. whom
D. whomever [Key] A
三、练习巩固
（一）用适当的词填空，使句子意思完整。
1. ______ he didn’t attend the meeting yesterday wasn’t quite clear.
2. The Foreign Minister said，“It is our hope ______ the two sides will work towards peace.”
3. ______ team will win the match is still unknown.
4. ______ comes to the party will receive a present.
5. ______ Mary has left is still a question.
6. It’s reported ______ three people were killed in the accident and five were hurt badly.
7. ______ he solved the problem successfully interested all of us.
观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。
我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀―样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。8. We usually thin k ______ we can’t get seems better than what we have.
9. It is a fact ______ English is being accepted as an international language.
10. ______ is to be sent there to solve the problem hasn’t been decided.
11. _____has helped to save the drowning girl is worth praising.
12. --- Could you do me a favor?
--- It depends on ____ it is.
13. A modern city has been set up in ____ was a wasteland ten years ago .
(二)改错
1. Exactly how the tomato was introduced into Europe is uncertain，but it was probably around 1565.
2. Grandma pointed to the hospital and said，“That’s when I was born.”
3. “Every time you eat a sweet，drink green tea.” This is that my mother used to tell me.
4. It makes the book so extraordinary is the creative imagination of the writer.
5. From space，the earth looks blue. This is how about seventy-one percent of its surface is covered by water.
6. It suddenly occurred to him he had left his keys in the office.
7. As many as five courses are provided，and you are free to choose whatever suits you best.
8. It doesn’t matter if you pay by cash or credit card in this store.
单靠“死”记还不行，还得“活”用，姑且称之为“先死后活”吧。让学生把一周看到或听到的新鲜事记下来，摒弃那些假话套话空话，写出自己的真情实感，篇幅可长可短，并要求运用积累的成语、名言警句等，定期检查点评，选择优秀篇目在班里朗读或展出。这样，即巩固了所学的材料，又锻炼了学生的写作能力，同时
还培养了学生的观察能力、思维能力等等，达到“一石多鸟”的效果。9. Our teachers always tell us to believe in that what we do and who we are if we want to succeed.
课本、报刊杂志中的成语、名言警句等俯首皆是，但学生写作文运用到文章中的甚少，即使运用也很难做到恰如其分。为什么?还是没有彻底“记死”的缘故。要解决这个问题，方法很简单，每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换，可以在每天课前的3分钟让学生轮流讲解，也可让学生个人搜集，每天往笔记本上抄写，教师定期检查等等。这样，一年就可记300多条成语、300多则名言警句，日积月累，终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中，自然会出口成章，写作时便会随心所欲地“提取”出来，使文章增色添辉。
10.观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让
幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀―样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。When the news came how the war broke out，he decided to serve in the army.
11. It all depends on if they will support us .
12.Doris' success lies in the fact which she is co-operative and eager to learn from others.
(三) 语法填空
I am going to tell you 1. happened in my restaurant today.
This afternoon a poorly-dressed gentleman came into my restaurant. Nobody knew 2. he was. We were surprised that he finished two orders of food in
a very limited time. We wondered 3. he was so hungry. We also doubted
4. the man was able to pay the bill. The gentleman asked
5. we should mind waiting for just a minutes. After some time，we were shocked to see
6. he took out of a letter and a million pound bank-note.
I asked Mr. Clements，the owner of the restaurant，7. it was genuine. Mr. Clements said it was true because two of this amount had been issued by the Bank of England this year. He thought 8. the gentleman showed them couldn’t be fake.9. a gentleman with a million pound note was in rags and ate in our small restaurant was a big puzzle to all the people there. I really couldn’t describe 10. excited I was to meet such a millionaire.
高一必修3-Unit-4-名词性从句学案
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名词性从句学案
名词性从句 课前篇 考纲要求 1.名词性从句引导词的用法比较。 2.能够辨别同位语从句与定语从句。 牛刀小试 1. A warm thought suddenly came to me _______ I might use the pocket money to buy some flowers for my mother’s birthday. A. if B. when C. that D. which 2. Mum is coming. What present ______ for your birthday? A. you expect she has got B. you expect has she got C. do you expect she has got D. do you expect has she got 3. We haven’t settled the question of _________ it is necessary for him to study abroad. A. if B. where C. whether D. that 知长问短
课上篇 1.高考趋势 名词性从句是复合句中比较难掌握的语法内容之一，几乎每年高考都要考。名词性从句在各种题目中也经常出现，因此应切实掌握这一考点。其中对名词性从句的连接词的考查是重中之重，考生如何正确理解句子的含义并选取正确的连接词是解答这一类题目的关键。 2.语法脉络 在复合句中起名词作用的从句叫做名词性从句。 名词性从句：主语从句，宾语从句，表语从句，同位语从句。在名词性从句中一律用陈述句的语序，即使从句表达的是疑问含义。 ㈠主语从句 ①在句中作主语的句子叫主语从句。主语从句通常由从属连词that，whether 和连接代词what, who, which, whatever, whoever以及连接副词how, when, where, why等词引导。that在从句中无词义，只起连接作用；连接代词和连接副词在句中既保留自己的疑问含义、又起连接作用，在从句中充当成分。 What he wants to tell us is not clear. Where the English evening will be held has not yet been announced. That he stole a bike was true. ②单个的主语从句作主语时，谓语动词用单数形式。如果是两个或两个以上的主语从句作主语，谓语动词则用复数形式。 Where and when he was born has not been found. When the person was murdered and why he was murdered are still unknown. ③有时为避免句子头重脚轻，常用it 代替主语从句作形式主语放于句首，而把主语从句置于句末。主句的谓语动词一般用单数形式。 It is known to us how he became a writer. ④在主语从句中用来表示惊奇、不相信、惋惜、理应如此等语气时，谓语动词要用虚拟语气“(should) +do”，常用的句型有： It is necessary It’s important, It’s natural/strange…that … ㈡宾语从句 由连接词that引导宾语从句时，that在句中不担任任何成分，在口语或非正式的文体中常被省去，但如从句是并列句时,第二个分句前的that不可省。
名词性从句学案(优)
名词性从句复习学案 班级_____________组别_________________姓名__________________ 【自主学习，明确目标】 1.教学目标：1）了解名词性从句的定义、种类，及其位置。 2）掌握名词性从句的语序，引导词的选择及其技巧。 2．教学重点:熟记that,whether,if,what,which等引导词的特殊用法。 1).找出主句的谓语，确定是什么从句。 2).分析从句的句子成分，缺什么，补什么；不缺句子成分，不缺意思，就选_______;不缺句子成分，只缺“是否”，就选__________或if；缺主语/宾语/表语，就补连接______词，选what,who,whom,which等；缺状语，就补连接_________词，选when,where,why,how 等。 3).确定词性后，再根据句子的意思选择适当的引导词。 我的问题：（你在预习中有哪些未能解决的问题和有疑问的地方？写在下面做个备忘吧！
等待课堂上与老师和同学他就讨论解决。） 【合作探究，解决问题】 探究一：观察句子，找出主句谓语，划出从句，判断从句类型。 1.Whoevercomesiswelcome.(____________从句) 2.Itis?reported?that?three?people?were?killed?in?the?traffic?accidentyesterday.(___________ 从句) 3.Thequestioniswhetherthefilmisworthseeing.(____________从句) 4.Iwonderedwhyyouweresoangry.(____________从句) 5.Italldependsonhowwesolvetheproblem.(____________从句) 2.。 3.3）。 4. 8) 3.Whentheywillstartandwheretheywillgo_________(be)stillunknown. 4.Whatweneed__________(be)moretime. 5.Whatweneed_________(be)moredictionaries. 小结三：1.单个的主语从句作主语时，主句的谓语动词一般用_______数形式。（如例1） 2.由两个或多个连接词引导一个主语从句，谓语动词用_______数形式。（如例2） 3.如果是两个或两个以上的主语从句作主语，谓语动词则用_______数形式。（如例3） 4.由what引导从句作主语时，主句的谓语动词的数一般与后面的______语的数保持一致。(如例4、5)
(完整版)名词性从句学案(语法精讲-主语从句、宾语从句、表格模板语从句、同位语从句)+经典习题(含参考答案)
名词性从句 名词性从句（主语、表语、宾语、同位语从句） （一）主语从句 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 G. 当主语从句出现在感叹句中时，要以it作形式主语，而把主语从句后置。如： How strange it is that the children are so quiet! 孩子们这么安静真奇怪！ 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。 （二）表语从句 精心整理
1．定义：用作表语的从句叫做表语从句。 2．构成：关联词+简单句 3．引导表语从句的关联词的种类： (1) 从属连词that。如： The trouble is that I have lost his address. 麻烦是我把他的地址丢了。 (2) 从属连词whether, as, as if。如： He looked just as he had looked ten years before. 他看起来还与十年前一样。 注：从属连词if一般不用来引导表语从句，但as if却可引导表语从句 (3) 如： 1． 2．should+ 3．that引导 ●“…….+ is /remain/look/seem/appear + that表语从句”，表示“.….是表语从句” 例：What’s troubling me is that I don’t have much experience in this field. ●主语是reason时，表语从句必须由that引出 例：The reason I don’t go there was that I got a new job. 4．as if/as through引导 ●“……look/seem/appear/remain（系动词）+ as if/as through 表语从句”，表示“.….好像表语从句” 精心整理
名词性从句导学案(修改版)
整体思维学习名词性从句导学案 语法学习的目的：提升理解语言的准确性和提高运用语言的准确性 整体思维学习方法：整体思维学习法是指从整体到细节的认识事物的过程。当我们已经知道事物的整体概况后，会使细节的掌握变得更加轻松。这就好比当我们认识了太阳系后，再认识太阳系中的每个行星如地球就轻松多了，因为我们已经从宏观上把握了它所处的整个体系。整体思维学习语法遵循从整体到细节的学习过程，先从整体上了解语法的家族、在英语句子中所处的地位，所具有的不同的功能和使用的语境，再针对每一项的功能进行强化操练和运用，达到掌握的目的。 语法学习的黄金法则：以句子和语篇为载体理解语法的形式、意义和功用、以句子和语篇为载体记忆语法的形式、意义和功能、以听、读、说、写为主要手段内化语法知识，提升语言的理解能力和运用能力。 学习目标Learning objectives： At the end of the learning , students will be able to: 1. know about the basic structure of English sentences. 2.know about the whole system/family of noun clauses 3.know about the functions of noun clauses 4. use noun clauses in context and real situations by doing some exercises. 5. learn about how to learn grammar. 语法学习的步骤： I.Preparation for learning grammar: 语法学习前的知识准备 Q：What is a noun clause? Q: How does it come? Q: Why do we have to use a noun clause? Q: What role does it play in an English sentence? Required knowledge for learning about noun clauses: 英语简单句的基本构造 1）主语+谓语+（宾语）（谓语动词是不及物动词时没有宾语） We have developed good study habits. We study hard. He went to shanghai for a meeting. 2) 主语+系动词+表语（系动词可以是：be, become, grow, get, remain, feel等等） I am a teacher. They are at home. We are eager for the approach of the winter holiday. The problem remains unsolved. 在此基本主干上，依据具体语境需要添加同位语、状语、定语、补语或插入语等附加成分。其中，同位语放在主语或宾语后面，进一步说明主语或宾语的信息，状语的位置可放在句首或句尾，或谓语的前后；定语的位置放在主语和宾语的前面或后面做前置定语和后置定语，补语放在主语或宾语后面做主补或宾补。我们可以用树状结构来表示英文句子的基本结构。
名词性从句复习公开课学案
名词性从句复习公开课 学案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
高考英语名词性从句复习导学案 教学目标： 1.掌握名词性从句的种类及关联词的作用。 2.熟悉高考名词性从句的主要考点，掌握解题技巧。 教学重点：帮助学生总结名词性从句中七大考点 教学难点：帮助学生区分what 和that 的用法。 教学过程设计 Step1 Leading-in 1)Enjoy a song, fill in the blanks please! 2)Practice time:请判断下列划线部分属哪种名词性从句 1. What I want to do is watching TV. 2. The news that they won the game made us happy. 3. I don’t know who helped me last night.. 4. The fact is that he stole the car. 5. Do you know the fact that he stole the car 6. It is said that they won the game 归纳：（一）名词性从句包括，，，。 特点：都有关联词引导, 用陈述句的语序。 （二）名词性从句定义 1.在句子中起名词作用的句子叫名词性从句。 2.名词性从句的功能相当于名词词组, 它在复合句中能担任主语、表语、宾语、同位语等成分。 Step2 Exploring Explore six aspects that need our special attention in noun clauses. Provide students with exercises first and then guide them to summarize the rules from the exercises. 设计目的：让学生回忆并进一步熟悉名词性从句的考点和易混淆点。让学生从习题中总结能够培养学生的探索和总结能力。 名词性从句考点： 考点1．语序问题 1.No one can be sure ____ in a million years. A. what will man look like B. what man will look like
名词性从句学案(优)之欧阳光明创编
名词性从句复习学案 欧阳光明（2021.03.07） 班级_____________ 组别_________________ 姓名 __________________ 【自主学习，明确目标】 1. 教学目标：1）了解名词性从句的定义、种类，及其位置。 2）掌握名词性从句的语序，引导词的选择及其技巧。 2．教学重点: 熟记that, whether, if, what, which等引导词的特殊用法。 3. 易混淆点：1）whether, if的区别；2）that, what的区别； 3) what, which 的区别4) 主语从句中的主谓一致问题。 【自主学习，问题生成】 一、感受名词性从句:猜猜下列谚语的汉语意思，并判断各句中的名词性从句分别是什么从句。 1. What's lost is lost. (句意：______________________________________________ ________从句) 2. It is known to all that the earth turns around the sun. (句意：________从句)
3. Don’t put off till tomorrow what should be done today. (句意：________从句) 4. Children are what the mothers are. (句意：________从句) 5. We hold this truth that all men are created equal.(句意：________从句) 二、基础知识回顾： 1. 名词性从句的定义、句法功能和分类 由连接词引导，在复合句中起____词作用的从句叫名词性从句(Noun Clauses)。名词性从句在复合句中的功能相当于名词词组, 它在复合句中能担任________语、_______语、________语和_______语等，因此根据它在句中不同的句法功能，名词性从句又可分别分为________从句、__________从句、___________从句，和_________从句。 2. 引导名词性从句的连接词，及其在句中的作用。 3. 解题方法： 1). 找出主句的谓语，确定是什么从句。 2). 分析从句的句子成分，缺什么，补什么；不缺句子成分，
名词性从句复习学案
名词性从句复习学案 一．考点 1.熟悉名词性从句的种类 2.掌握名词性从句的基本用法 二．检测 I. 完成下列表格，掌握名词性从句的基本用法 II.用适当的连接词填空，指出各题所考查的的知识要点 1. ________ he is still alive is a wonder. 2. ________ parents say and do has a life-long effect on their children. 3. _____________ we’ll go outing depends on the weather. 4. ________ made the long distance call is not important. 5. _________ they will come hasn’t been made public. 6. _________ girl is the most diligent in our class is quite clear. 7. It hasn’t been decided __________ the meeting will be held tomorrow. 8. It is a pity ______ you didn’t go to see the film with me yesterday.
9. She said _______ she would come to the meeting. 10. I know _______ he is too old and _______ he can’t do the work. 11. I want to know _______ you are thinking about now. 12. I don’t know _____________ he’ll arrive in time. 13. Our success depends on ______ well we can cooperate with one another. 14. He goes to the library every day except ________ it is raining. 15. I think _____ best that you should stay here. 16. He made _____ quite clear that he preferred coffee to sea. 17. You may depend on _____ that everything will be all right. 18. I don’t like ____ when you look at me like that. 19. I hate _____ when people talk with their mouths full. 20. I’d appreciate _____ if you would like to teach me how to use the computer. 21. The reason for his absence was ______ he was ill in hospital. 22. The question is __________ they will be able to help to help us out. 23. That is _________ you are mistaken. 24. The popular opinion is ________ everyone needs enough sleep.. 25. I just got news _______ he is not coming this evening. 26. I have no idea ________ he will come back. 27. There is no doubt _______ he is guilty. 28. There is some doubt _________ he will come. 29. There is a feeling in me _______ we’ll never know the secret. 30. A suggestion came from the teacher _______ we should read English every morning. 31. He came from the boss with a message ________ we would go to Hong Kong for a tour. 32. This is the excuse _______ you are so hard on me. III. 用适当的连接词填空，注意连词用法区别 1.Do you remember _______ he said at the meeting ? ( ) Do you remember the words _______ she said at the meeting? ( ) 2.China is no longer _______ he was 20 years ago. ( ) China is no longer the country _______ he was 20 years ago. ( ) 3.I don’t doubt _______ he can do a good job. I doubt ____________ he can do a good job.
经典的名词性从句导学案
名词性从句语法主题（一）主语从句导学案 I．Revision 指出下面划线部分在句中做什么成分? A tree has fallen across the road. ____________ You are a student. ____________ To find your way can be a problem. ____________ Smoking is bad for you. ____________ “How do you do?” is a greeting. ____________ What she said is not yet known. ____________ That we shall be late is certain. ____________ It is certain that we shall be late. ____________ II．Learning subjective clauses Step 1划出主语从句, 初步识别主语从句 How you got me blind is still a mystery. That she had won the first prize made the girl very happy. When and where we will hold the meeting hasn’t been decided. Whether we go by train or by boat makes no difference. Who will host the meeting is still a serious problem. Whoever comes to China is welcome. Step 2 看以下的主语从句，总结主语从句的位置特点。 分析下列文中的主语从句，并进行小组讨论。 1. What it was to become was uncertain until between 4.5 and 3.8 billion years ago. 2. What is even more important is that as the earth cooled down, water began to appear on its surface. 3. What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas. 4. Why they suddenly disappeared still remains a mystery. 5. So whether life will continue on the earth for millions of years to come will depend on whether this problem will be solved. 先划分句子，归纳出主语从句所在的位置， 根据以上主语从句实例，_____________________________________ Step 3 学习主语从句的主要连接词 1）从属连词：that，whether that 引导主语从句只起引导作用，本身无实际意义，在主语从句中不充当任何成分，但不能省略。 That she left him cut him to the heart. That he will come is certain. Whether有词义，意为“是否”，但不担任任何句子成份，不能与if替换。 Whether it will please them is not easy to say. Whether life exists on other planets is not clear. 2)连接代词who, what, which, whatever, whichever, whoever, 有词义，且在句中担任主语，宾语，表语或定语。What seems easy to some people seems difficult to others. Whose car runs faster should be tested. Which side will win is not clear. Whatever you do in the future is decided by yourself. 3)连接副词when, where, how, why,有词义，且在句中担任状语。 When they will start is not known yet. Where he would go to study after graduation is still unknown to us. How he became a great scientist is known to us all. Why he did it remains a mystery. Step 4总结主语从句的规则：给出一组实例，让学生进行讨论，总结出相应规则，并进行练习。 1. Where will the meeting be held is not decided. Where the meeting will be held is not decided. 2. When will the work be finished is unknown. When the work will be finished is unknown. 3. What will he do after graduation is a question. What he will do after graduation is a question. 结论_______________________________________________________ Exercises 1. _____ do shopping depends on the weather. A. When will we B. When we will C. What will we D. What we will 改写句子 1. When will the scientist give a report? It is still a question. When _________________________________________. 2. Why is they earth becoming warmer? It is an important topic to scientists.
名词性从句-教案
第十二章 名词性从句teaching plan 第一、二、三、四课时 一、学情分析 名词性从句是高中阶段学生接触到的较难的语法点，很多学生分不清楚名词性从句，定语从句和状语从句之间的区别，经常出现混用的现象。但在高考中名词性从句为必考项目，甚至在学业水平考试中都有要求，因此，学生复习名词性从句的用法有着重要意义，它对于学生分辨各种复合句有一定的指导作用，扫除名词性从句的障碍可以有助于学生学习其他的复合句，并对其书面表达和语法填空的提高有指导意义。 二、教学目标 1.知识与技能 A．复习名词性从句的种类及构成； B．正确辨识并使用名词性从句的连接词； C．复习it作形式宾语在句子中代替宾语从句。 2. 过程与方法 A．图解法 B．列举法 C．讲授法 D．演示法 3. 情感态度与价值观 A．培养学生的规范语言表达； B．让学生体会语言的灵活多变。 C．让学生体验学习的乐趣和成功的喜悦。 三、教学重、难点 1.名词性从句的作用； 2.正确判断并使用连接词； 3.名词性从句的表现形式； 4.It作形式主语和形式宾语的用法。 四、教学方法： 1.合作交流，小组讨论。 2.自主学习，独立思考。 3.探究学习。 五、渗透法制教育 教学步骤： Before class： 一．先学任务 1.复习五种简单句中的“主+谓”结构、“主+谓+宾”结构、“主+系+表”结构； 2.对比以下几个句子，区分其分别属于哪种从句。
1）What she said was right. （主从） 2）I have no idea how she did it.（同位语从句） 3）It’s a pity that you failed the exam.（主从） 4）I’m sure that I will see you again.（宾从） 5）What I want to know is when we’ll leave for Beiji ng.（主从、表从） 6）Teachers consider it necessary that students should finish their homework.（宾从） 3. 用适当的连接代词或连接副词填空。 1)I don’t know ______ she can speak English or not. 2)There is a policeman over there. Let’s go and ask him_________ the railway station is. 3)_________ he is correct or not is unknown. 4) That is _________ they are looking for. 5) It is a truth ________ there would be no new China without the Chinese Communist Party. References: 1.whether 2.where 3. Whether 4.what 5.that During class ： Step1: lead in 1. A bear comes. 主语 谓语 What we are afraid of comes. 主语（从句） 谓语 2. The sheep stops breathing. 主语 谓语 宾语 The sheep stops what he is doing. 主语 谓 宾语（从句） 3. That is the place. 主语 系 表语 That is where Lenin once lived. 主语 系 表语从句