1、.名詞性從句1、 根本概念在復(fù)合句中起名詞作用的從句叫做名詞性從句。它包括_、_、_和_。判斷以下句子屬于名詞性從句的哪一種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 ha

2、d won. 二、本卷須知 :1.注意區(qū)分that 與what 重難點-必考點 連詞引導(dǎo)的從句thatwhat名詞性從句沒有詞義不作任何成分有時可省略有詞義，“什么、所的充當(dāng)主語、賓語或表語不能省略定語從句指人或物，作主語、賓語或表語；可省略請用that或what 填空。1_he said at the meeting yesterday surprised us2_he spoke at the meeting yesterday surprised us .3_your father wants to know is how you are getting along with your

3、study.4The trouble is _ we are short of tools.5China is becoming stronger and stronger. It is no longer _it used to be.6_he really means is _he disagrees with us.2.主語從句作主語，主句謂語動詞通常用單數(shù)；為使句子平衡，常用it作形式主語。 It + be + 形容詞strange, natural. True等 + that 等Eg：Its strange that he didnt come. It + be + 名詞詞組+ th

4、at從句a pity, a shame等Eg: Its a pity that he cant go. It doesnt matter + how/ whether從句Eg: It doesnt matter whether he will come or not. It + be + 過去分詞said, reported, hoped等+that從句Eg: Its reported that our China team has won. It seems / happens + that從句Eg：It happens that I wasnt there that day. 3.表語從句

5、還可以用as if， as though引導(dǎo)。在表語從句中.不要使用The reason why is because 句型, 應(yīng)使用 The reason why is that 或This / it /that/ is because等句型. 4.表示“是否，引導(dǎo)賓語從句時可用if或whether，但在介詞后或直接與or not連用時，只能用whether引導(dǎo)；引導(dǎo)表語從句、同位語從句或位于句首的主語從句時，只能用whether，不用if。5. 同位語從句一般放在fact，news，idea， promise，suggestion，advice, doubt, word消息, inform

6、ation, order等抽象名詞之后，說明或解釋這些抽象名詞的詳細(xì)內(nèi)容。多用that引導(dǎo)，不能由which引導(dǎo)。6. 當(dāng)賓語從句又帶有補語時，要用it作形式賓語。如：I think it important that we should keep calm.7. 在表示“建議 “命令 “要求，如advice，suggestion，proposal，order， demand，request等詞后的名詞性從句，其謂語通常用“should動詞原形。8.賓從的否認(rèn)轉(zhuǎn)移：賓從中有think, believe, imagine, suppose 等動詞時，否認(rèn)形式要轉(zhuǎn)移。翻譯為“認(rèn)為/相信/猜測.不如

7、：I dont think this dress fits you well.我認(rèn)為這件衣服不合適你穿。I dont believe he will do so, will he?我相信他不會這樣做，是嗎？當(dāng)由兩個that引導(dǎo)的從句作同一個動詞或介詞的賓語時，第二個that不可省。Tom told the leader that Jone had worker very hard and that he wanted him stay.9.同位語從句與定語從句的區(qū)別：難點不同點：同位語從句：對前面的名詞注意是抽象名詞起解釋說明的作用；that沒有詞義，不作成分，不可省略。定語從句：對前面的名詞

8、或代詞起修飾限定的作用；that 有詞義，作主語或賓語，可省略。10.whoever意思為“凡者相當(dāng)于anyone who+定語從句。它既可作主句的主語，又可作從句的主語。而who引導(dǎo)主語從句，只在從句中作主語。例1 _leaves the room last ought to turn off the lights.A. Anyone        B. The person        C. whoever   

9、0;    D. Whom Key  C點撥 whoever = anyone who 例2 Tom hopes to become a friend of _ shares her interests.A. anyone        B. whomever        C. whoever        D. no matter w

10、ho Key  C點撥 whoever 引導(dǎo)的句子做介賓而no matter who 不引導(dǎo)名詞性從句，只引導(dǎo)讓步狀從。例3 It was a matter of _ would take the position.A. who        B. whoever        C. whom       D. whomever Key  A三、練習(xí)穩(wěn)固一用適當(dāng)?shù)脑~填空，使句子

11、意思完好。 1. _ he didnt attend the meeting yesterday wasnt 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. Its rep

12、orted _ three people were killed in the accident and five were hurt badly. 7. _ he solved the problem successfully interested all of us.觀察內(nèi)容的選擇，我本著先靜后動，由近及遠的原那么，有目的、有方案的先安排與幼兒生活接近的，能理解的觀察內(nèi)容。隨機觀察也是不可少的，是相當(dāng)有趣的，如蜻蜓、蚯蚓、毛毛蟲等，孩子一邊觀察，一邊提問，興趣很濃。我提供的觀察對象，注意形象逼真，色彩鮮明，大小適中，引導(dǎo)幼兒多角度多層面地進展觀察，保證每個幼兒看得到，看得清?？吹们宀拍苷f得

13、正確。在觀察過程中指導(dǎo)。我注意幫助幼兒學(xué)習(xí)正確的觀察方法，即按順序觀察和抓住事物的不同特征重點觀察，觀察與說話相結(jié)合，在觀察中積累詞匯，理解詞匯，如一次我抓住時機，引導(dǎo)幼兒觀察雷雨，雷雨前天空急劇變化，烏云密布，我問幼兒烏云是什么樣子的，有的孩子說：烏云像大海的波浪。有的孩子說“烏云跑得飛快。我加以肯定說“這是烏云滾滾。當(dāng)幼兒看到閃電時，我告訴他“這叫電光閃閃。接著幼兒聽到雷聲驚叫起來，我抓住時機說：“這就是雷聲隆隆。一會兒下起了大雨，我問：“雨下得怎樣?幼兒說大極了，我就舀一盆水往下一倒，作比較觀察，讓幼兒掌握“傾盆大雨這個詞。雨后，我又帶幼兒觀察晴朗的天空，朗讀自編的一首兒歌：“藍天高，白

14、云飄，鳥兒飛，樹兒搖，太陽公公咪咪笑。這樣抓住特征見景生情，幼兒不僅印象深化，對雷雨前后氣象變化的詞語學(xué)得快，記得牢，而且會應(yīng)用。我還在觀察的根底上，引導(dǎo)幼兒聯(lián)想，讓他們與以往學(xué)的詞語、生活經(jīng)歷聯(lián)絡(luò)起來，在開展想象力中開展語言。如啄木鳥的嘴是長長的，尖尖的，硬硬的，像醫(yī)生用的手術(shù)刀樣，給大樹開刀治病。通過聯(lián)想，幼兒可以生動形象地描繪觀察對象。 8. We usually think _ we cant get seems better than what we have. 9. It is a fact _ English is being accepted as an internation

15、al language. 10. _ is to be sent there to solve the problem hasnt 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 .二改錯1. Exactly how the to

16、mato was introduced into Europe is uncertain, but it was probably around 1565.2. Grandma pointed to the hospital and said, “Thats 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 imaginatio

17、n 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 doesnt

18、matter if you pay by cash or credit card in this store. 單靠“死記還不行,還得“活用,姑且稱之為“先死后活吧。讓學(xué)生把一周看到或聽到的新穎事記下來,摒棄那些假話套話空話,寫出自己的真情實感,篇幅可長可短,并要求運用積累的成語、名言警句等,定期檢查點評,選擇優(yōu)秀篇目在班里朗讀或展出。這樣,即穩(wěn)固了所學(xué)的材料,又鍛煉了學(xué)生的寫作才能,同時還培養(yǎng)了學(xué)生的觀察才能、思維才能等等,到達“一石多鳥的效果。9. Our teachers always tell us to believe in that what we do and who we ar

19、e if we want to succeed.課本、報刊雜志中的成語、名言警句等俯首皆是,但學(xué)生寫作文運用到文章中的甚少,即使運用也很難做到恰如其分。為什么?還是沒有徹底“記死的緣故。要解決這個問題,方法很簡單,每天花3-5分鐘左右的時間記一條成語、一那么名言警句即可?？梢詫懺诤蠛诎宓摹胺e累專欄上每日一換,可以在每天課前的3分鐘讓學(xué)生輪流講解,也可讓學(xué)生個人搜集,每天往筆記本上抄寫,老師定期檢查等等。這樣,一年就可記300多條成語、300多那么名言警句,日積月累,終究會成為一筆不小的財富。這些成語典故“貯藏在學(xué)生腦中,自然會出口成章,寫作時便會隨心所欲地“提取出來,使文章增色添輝。10. 觀

20、察內(nèi)容的選擇，我本著先靜后動，由近及遠的原那么，有目的、有方案的先安排與幼兒生活接近的，能理解的觀察內(nèi)容。隨機觀察也是不可少的，是相當(dāng)有趣的，如蜻蜓、蚯蚓、毛毛蟲等，孩子一邊觀察，一邊提問，興趣很濃。我提供的觀察對象，注意形象逼真，色彩鮮明，大小適中，引導(dǎo)幼兒多角度多層面地進展觀察，保證每個幼兒看得到，看得清。看得清才能說得正確。在觀察過程中指導(dǎo)。我注意幫助幼兒學(xué)習(xí)正確的觀察方法，即按順序觀察和抓住事物的不同特征重點觀察，觀察與說話相結(jié)合，在觀察中積累詞匯，理解詞匯，如一次我抓住時機，引導(dǎo)幼兒觀察雷雨，雷雨前天空急劇變化，烏云密布，我問幼兒烏云是什么樣子的，有的孩子說：烏云像大海的波浪。有的孩

21、子說“烏云跑得飛快。我加以肯定說“這是烏云滾滾。當(dāng)幼兒看到閃電時，我告訴他“這叫電光閃閃。接著幼兒聽到雷聲驚叫起來，我抓住時機說：“這就是雷聲隆隆。一會兒下起了大雨，我問：“雨下得怎樣?幼兒說大極了，我就舀一盆水往下一倒，作比較觀察，讓幼兒掌握“傾盆大雨這個詞。雨后，我又帶幼兒觀察晴朗的天空，朗讀自編的一首兒歌：“藍天高，白云飄，鳥兒飛，樹兒搖，太陽公公咪咪笑。這樣抓住特征見景生情，幼兒不僅印象深化，對雷雨前后氣象變化的詞語學(xué)得快，記得牢，而且會應(yīng)用。我還在觀察的根底上，引導(dǎo)幼兒聯(lián)想，讓他們與以往學(xué)的詞語、生活經(jīng)歷聯(lián)絡(luò)起來，在開展想象力中開展語言。如啄木鳥的嘴是長長的，尖尖的，硬硬的，像醫(yī)生用

22、的手術(shù)刀樣，給大樹開刀治病。通過聯(lián)想，幼兒可以生動形象地描繪觀察對象。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 語法填空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 t