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
4. The news is true.
The news that he has been elected monitor is true.
主语同位语从句系表
Step2: 主语从句
1. 主语从句的引导词
主语从句在复合句中充当主句的主语。引导主语从句的词有：
从属连词：that, whether(通常不用if);
That she will come to our party is certain.
Whether it is true remains a question.
连接代词：who, whose, whom, what, which,whoever, whichever, whatever;
Who was the first man to land on the moon is clear to us.
Which train will arrive first is not clear.
Whoever comes will be welcome.
Whatever the old man had was given to the government.
连接副词：when, where, why, how等。
Where he was born is still a puzzle.
Why he was late for school yesterday is not clear.
注意：（1）从属连词if通常不能用来引导主语从句，应该用whether(or not)；
(2)以wh-连接代词和连接副词引导的主语从句采用陈述句语序；
(3)以that 为从属连词引导的主语从句如位于句末，在非正式场合，that可省略；如：It is clear rain will fall this evening.(rain前省去了that)
2.it作形式主语结构
主语从句位于句首常显得笨重，因此常将它移至句末，句首用it作形式主语。
1）that 从句作主语时，为了使句子平衡，常用it 作形式主语。
It is certain that he will come here. 他会来这里这是很确定的。
结构：it+be+adj.+主从
It is wonderful that we won the competition.
结构：it+be+adj.+主从
2）It was a pity that you failed the exam.
结构：it+be+n.+主从
3）It happened that I met her in the street.
结构：it+appear/happen/seem/matter等不及物动词+主从
4）It is said that she married last year.
结构：it+be+过去分词+主从
3.it作形式主语情况
（1）以that引导的主语从句通常用it作形式主语；
（2）以wh-引导的主语从句一般放在句首，也可用it作形式主语；
（3）全句如果是一般疑问句，则多用it作形式主语，如：
Is it probable that she will go there today?
（4）全句如果是感叹句，则必须用it作形式主语；
How strange it is that he is so quiet!
当堂导练一：用适当的连接词填空。
1. people with mental-health problems want most of all is a more equal and open working culture.
2. we need more practice is quite clear.
3. I accept the gift or refuse it is none of your business.
4. The traveler lost his way in the wood, and made things worse was that it was getting dark.
5. In some countries, are called “public schools” are not owned by the public.
6.据说他赢得了这场比赛。（翻译）
References:1.what 2. That 3. Whether 4.what 5.what 6. It is said that he won the competition. Step3: 宾语从句
1.宾语从句的引导词
宾语从句在复合句中充当主句的宾语。引导宾语从句的词有：
从属连词：that, whether, if;
I think (that) he can finish the work alone.
I want to know if(whether) his mother still teaches in the school.
连接代词：who, whose, whom, what, which,whoever, whichever, whatever;
I wonder what he is doing now.
Do you know which is longer,the Yellow River or Yangtze River?
He asked me whose pronunciation was the best in the class.
Take whatever you like.
连接副词：when, where, why, how等。
I wonder why she failed in the final examination.
Tell me how I can get to the railway station.
Can you tell me where she lives.
Do you know when we will set off tomorrow morning?
2、that的特殊用法
引导宾语从句的that往往可以省略，但在下列情况中不能省略：
1)that从句位于句首时，that不能省略；
That she ever did such a thing I couldn’t believe.
2)谓语动词think/thought 与that从句之间有插入的词语，that也不能省：
I thought to myself that he was not telling the truth.
3) 宾语从句并列时，第一个that可以省略，第二个不能省略；
She said (that) she couldn’t tell me and that I wouldn’t understand.
4)if 和whether都可以引导宾语从句，但if后不能跟or not,whether后可以和or not连用；5）动词doubt引导的宾语从句，肯定句用if/whether, 否定句或疑问句用that
6）that不能充当介词宾语，偶尔可作except，in的宾语。其他介词后，需要用that从句作宾语时，常用it作形式宾语。
He is a good student except that he is a little bit careless.
他是个好学生，就是有点粗心。
He differed from his classmates in that he devoted his spare time to reading.
他和他的同学不同的地方在于他把课余时间用在了读书上面。
You may depend on it that I shall always help you. 你要相信我会一直帮助你的。
It all depends on whether I have enough time (or not). 那要看我有没有足够的时间。
3、it作形式宾语的用法
由that引导的宾语从句后面如果有宾语补足语，常用it做形式宾语，而将整个宾语从句放在宾语补足语之后；
He has made it clear that he will not give in. 他不会屈服的，这一点他已经明确表示了。We consider it necessary that he should improve his pronunciation.
他应当改进他的发音，我们认为这是有必要的。
当堂导练二：
用连接词完成下列填空题。
1. The road is covered with snow. I can’t understand they insist on going by motor-bike.
2. I persuaded my parents we should go to Italy for a holiday rather than Scotland.
3. --Can you get everything ready by the weekend?
--It all depend on we can get Mr. Green’s cooperation.
4.He seems too tired today, and I wonder he got a good sleep last night.
5. Would you tell me you want your tea, with sugar or milk?
6. He will tell you he expects will win such a match.
7. 我想要知道他在哪里。（翻译）
References:1.why 2.that 3.whether 4.whether 5.how 6.who 7. I wonder where he is.
Step4: 表语从句
1. 表语从句的引导词
表语从句在复合句中充当主句的表语。引导表语从句的连接词有：
从属连词：that，whether（通常不用if）, as if, as though等；
The truth is that he has never been to the countryside.
The question is whether we can finish the experiment by tomorrow afternoon.
She looks as if she were very tired.
连接代词：who, whose, whom, what, which, whatever, whichever, whoever等；
The most important thing is whom our education must serve.
最重要的是我们的教育必须为谁服务。
This school is not what it was before.
What I want to know is which dictionary I should buy.
连接副词：when, where, why, how, because等;
What I want to know is when we’ll leave for Beijing.
This is why she got up so early this morning.
That was how they won the football match.
I was late. It/That/This was because I missed the train.
2. 以suggestion，advice，demand等词为主语的表语从句中的谓语动词需用虚拟语气，如：His suggestion was that we (should) finish our task all by ourselves.
当堂导练三：用适当的连接词填空。
1. The question is ________ we will have our sports meet next week.
2. The reason why he failed is ________he was too careless.
3. Go and get your coat. It’s ________you left it.
4．What I want to know is ______ he likes the gift given by us.
5. The reason is_________I missed the bus.
6. That is ________ we were late last time.
7. She looked _________ she were ten years younger.
8.—I fell sick!
—I think it is _______ you are doing too much.
References:1.whether/where 2.that 3.where 4. whether 5.that 6.why 7.as though 8.because Step5: 同位语从句
1.同位语从句的引导词
以从句的形式表示的同位语叫同位语从句。引导同位语从句的连接词通常有：
从属连词：that，whether（通常不用if）等，that不能省略；
The truth that the earth moves around the sun is known to all.
The question whether we should take part in the parade was answered by the teacher.
连接代词：what,who,whom,whose等；
I have no idea what size shoes she wears.我不知道她穿几号的鞋。（what作定语）
The question who will take his place is still not clear. （who作主语）
连接副词：when, where, why, how等;
We haven’t yet settled the question where we are going to spend our summer vacation.
到哪儿去度暑假，这个问题我们还没有决定。
I have no idea how she did it.
2.同位语从句在复合句中作某些名词的同位语；常见的名词有：news, fact, plan, suggestion, idea, order, question, truth, hope, thought, belief, doubt, fear等。
3.同位语从句之前的名词若为suggestion, requirement, advice等名词时，同位语从句的谓语动词须用虚拟语气。
4.由that引导的同位语从句和定语从句之间的区别是，同位语从句是对前面的名词进行解释说明；而定语从句是对先行词进行修饰限定；同位语从句中的that不充当任何成分，定语从句中的that充当一定的成分。
The news that he joined the army is inspiring.(同位语从句)
The news that he told me is inspiring.(定语从句)
当堂导练四：
用正确的连接词填空。
1）They expressed the hope they would come over to China soon.
2) The fact he didn’t see Tom this morning is true.
3) Word has come some American guests will come to our college for a visit next week.
4) He can’t answer the question he got the money from his home yesterday.
5) Do you have any idea is actually going on in the classroom?
6) The problem we should have the meeting in the hall now must be decided at once. References：1.that 2.that 3.that 4.how 5.what 6.whether
After class:
Step6: 自辅落实
I. 在空格处填入适当的连接词。
1.There are three pens on the desk. I wonder _______ one she will choose.
2.No one knew ______ necklace that was.
3.Do you know ________ the meeting will begin at the auditorium(观众席).
4.Can you tell me ________ you happened to meet in the street yesterday?
5.I don’t know ________ he is so hard on his son.
6.I don’t think _______ you need worry about it.
7.______ and _______ we shall meet next time has not been decided yet.
8.________ she manages to do so much work is interesting to us all.
9.The fact _______ we’ll have a good harvest this year is beyond doubt.
https://www.doczj.com/doc/5f7991056.html, is no longer _______ it used to be.
11.That’s ______ they decided to pu t off the sports meet.
12._________ caused the accident is still a complete mystery.
13.I have no idea ________ he failed in the exam.
14.Who doubts_______ it is true?
15.You can take ________ umbrella you prefer.
References: 1.which 2.whose 3.when 4.whom 5.why 6.that 7. When,where
8.How 9.that 10.what 11.why 12. What 13.how 14.that 15.whichever
II. 改错
1.He doesn’t know if it is true or not.
2.His only ambition is what he wants to be a teacher.
3.I haven’t the least interest in that he is doing.
4.She made quite clear that she preferred to study English.
5.My first question was if you had been there.
6.Whatever you said it was right.
7.I don’t believe no matter what you said.
8.It turned out what the experiment was a success.
References:1.if改为whether 2.what变为that 3.that变what 4.made后加it 5.if 变whether 6.去掉it 7.whatever 8.what改为that
Step7:课后反思
T e a c h i n g D e s i g n Grammar — The Attributive Clause (I) (who, whom, which, that, whose) 淅川二高贾丽君 I. Teaching aims: 1. Help students understand what the Attributive Clause is and its function. 2. Enable students to use relative pronouns (who, whom, which, that, whose) in the Attributive Clause properly. 3. Encourage students to express their love to fathers using the Attributive Clause. II. Teaching important and difficult points: Enhance students’ proficiency and accuracy in using the relative pronouns to write the Attributive Clauses. III. Teaching methods: Task-based teaching method; Audio-lingual method; Cooperative learning; Group discussion IV. Teaching steps: Step I：Lead in 1. Guess a riddle. This is a man who loves us very much. This is a man whose love is as great as a mother’s.
明乐课堂---名词性从句教案设计 高三理科英语唐媚媚 I.教学目标 1.使学生理解名词性从句的概念并且学会区分不同从句类型； 2.学生学会正确地选择引导词和翻译该从句； 3.学生可以熟练的运用到作文句子中，以增加作文的亮点； 4.帮助学生树立自信心，增加学英语的兴趣。 II.教学重难点 1.正确判断名词性从句 2. 正确判断从句成分，选择引导词，尤其区分”that”和”what” III.教学方法 凸显学生为主体，教师引导学生，学生参与总结归纳；小组合作； IV.教具 多媒体；导学案；PowerPoint V.教学过程 Step 1. Leading-in导入 (1) 解释名词在句子中所做的成分---- 主语，宾语；表语；同位语 (2) 引出名词性从句的概念 -----起名词性作用的句子。(给出例子) Step 2. 引导词的讲解 (1)从属连词：that; whether/ if 连接代词：who; whom; what; which; whose; whoever; whomever; whatever; whichever 连接副词： when, where, why, how
(2)分别以简单例子解释说明三种引导词的用法； a.从句中不缺成分也不缺意思----- that b.从句中不缺成分，但有疑问的含义---- whether ‘’是否’’ c.从句中缺失成分，判断“事”或“人”---- what/ who d.从句中不缺失主干成分，但却是状语意思----where/ when/ why /how Step3. 实践出真知 ------- 判断；选引导词；准确翻译 1.That he made an important speech at the meeting was true. 2. Whether we’ll go camping tomorrow depends on the weather. 3.When he will come to Beijing is still uncertain, Saturday or Sunday. 4. His mother asked him whom/who he could turn to for help. 5.I want to know where he lives. 6.He got up late. That was why he was late. Step 4. 强化训练(题目难度加深；考查类型多样) 将全班分成若干小组，做题后再讨论，互相讲解理解，公布答案 题目类型：1.语法填空 (4道) 2.语句改错 (3道) 3. 作文造句 (3道) 例：1.Police have found ___ appears to be the lost ancient statue. 2.I have a lot of toys, what are new. 3.The reason is because he got up late. 4.我们应该认真听老师上课讲的东西并且写下重要的东西。 5.我写信来告诉你如何提高学习。 6.让我留下深刻印象的事情是他总是乐意帮助别人。 Step 5. 反思和总结 请同学们构建知识网络：名词性从句的类型&引导词网络图
语法复习专题（11） Unit11 名词性从句 一、考点聚焦 1、名词性从句中连接词的运用 名词性从句中的连接词有连词that / whether / as if，连接代词what / who/ which / whose / whatever / whoever / whomever / whichever，连接副词where / when / why / how / wherever / whenever。 （1）that的用法。 ①主语从句、表语从句、同位语从句中用that但不能省略。如： That they are good at English is known to us all. The problem is that we don’t have enough money. She expressed the hope that they would come to China one day. ②宾语从句中的连接词that有时可省有时又不可省，在以下几种情况中that不能省略：（A）当that从句和主句谓语动词之间有插入词语或者从句主语之间有插入语时，that不可省略；（B）当that 从句与另一名词性从句并列作宾语时，that不能省；（C）当that作介词宾语时，that不可省掉。如： He judged that,because he was a child, he did not understand wine Everyone knew what happened and that she was worried. The reason lies in that she works harder than the others do. ③that从句作主语和宾语时，可以用it 来替换成以下几种结构表达。 (A)It is clear/certain/likely/true/surprising that… （B）It is a pity/shame/good idea/no wonder that ...（C）It is said/reported/ believed/known/thought/suggested that … （D）It seems/happens that。如：It happened that I went out last night. It is said that China will win in the World Cup. ④that和what的区别。 that 引导名词性从句时，在主从句中不以当任何句子成分，也没有任何含义；而what 引导名词性从句时，在主从句中都要充当一定的句子成分，what可以分解成定语从句中的先行词 + 关系代词即常说的先行词 + that。如： It’s shame that he has made such a mistake. Do what he says. ⑤同位语从句与定语从句中that的区别。 同位语从句中的连词that只起连接作用，在从句中不担当任何句子成分；而定语从句中的关系代词that在句中做宾语或主语，宾语与先行词有修饰关系。如果句子是同位语从
高一英语定语从句教案 一、基本概念 1. 定语从句： 修饰一个名词或代词的从句称为定语从句，一般紧跟在它所修饰的先行词后面。 2. 先行词： 被定语从句修饰的名词 3. 关系词： 引导定语从句的关联词成为关系词有关系代词和关系副词。关系代词有that, which, who, whom, whose, as；关系副词有where, when, why。关系词常有3个作用：1）引导定语从句。2）代替先行词。3）在定语从句中担当一个成分。 二、关系代词和关系副词的意义及用法 指人：who, that,(指人常用who,不常用that) 主语 指物：which, that 指人：whom, who, that（who常用在在非正式和口语体中） 宾语(关系代词作宾语时常可省略) 关系代词指物：which, that 定语：whose （whose + n.=of which + n. ） 关系词 时间：when 关系副词----状语地点：where = 介词+ which 原因：why 解题技巧：关键看从句缺何种成分 三、例句练习讲解 1.Yesterday I helped an old man ＿lost his way.昨天我帮助了一位迷路的老人。 2.The man ＿you met just now is my friend. 你刚才见到的那个人是我的朋友。 3.This is the pen ＿he bought yesterday. 这是他昨天买的笔。 4.He has a friend ＿father is a doctor. 他有个父亲是医生的朋友。 注意：whose指物时，常用以下结构来代替，例： 门坏了的那间教室很快就会被修好。 The classroom whose door is broken will soon be repaired. The classroom the door of which is broken will soon be repaired. 你喜欢那本封面是黄色的书吗？ Do you like the book whose cover is yellow? Do you like the book the cover of which is yellow? 5.I still remember the day ＿I first came to this school.我仍然记得第一次来到这学校 的那一天。 6.Shanghai is the city ＿I was born. 上海市我出生的地方。 7.Please tell me the reason ＿you missed the plane. 请告诉我你错过航班的原因。 注意：关系副词引导的从句可以由“介词+which”引导的从句替换 8.易错题：This is the mountain village (which) I visited last year. I'll never forget the days (which) I spent in the countryside. 习惯上总把表地点或时间的名词与关系副词where, when联系在一起而做错题。
名词性从句精讲 在句子中起名词作用的句子叫名词从句(Noun Clauses）。名词从句的功能相当于名词词组, 它在复合句中能担任主语、宾语、表语、同位语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。That he will come h ere surprises me. I know that he will come here. The news is that he will come here.The new that he will come here surprises me. 一、名词性从句的相同点：1.结构 2.连接词 引导名词性从句的连接词可分为三类： 从属连接：that, whether, if（不充当从句的任何成分） 连接代词：what, whatever, who, whoever, whom, whose, which. 连接副词：when, where, how, why 二、四大名词性从句的剖析 1.主语从句 作句子主语的从句叫主语从句。主语从句通常由从属连词that，whether，if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，在从句中充当从句的成分。例如： That he suddenly fell ill last week made us surprised. 上星期他突然生病了让我们很惊讶。 Whether he will be able to come remains a question.他是否能够来仍然是一个问题。What he wants to tell us is not clear. 他要跟我们说什么，还不清楚。Where the English evening will be held has not yet been announced.英语晚会将在哪里举行，还没有宣布。 有时为避免句子头重脚轻，常用形式主语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。主语从句后的谓语动词一般用单数形式。常用句型如下： （1）It + be +形容词+主语从句It is very interesting that he likes such kind of books. （2）It + be +名词+主语从句It is a pity that he missed the lecture. （3）It + be +动词的过去分词+ that从句It is said that they have won the game. （4）It +不及物动词+ that从句It seems that something is wrong with the computer. 另注意在主语从句中用来表示必须、理应如此、建议、要求等语气时，谓语动词要用虚拟语气“(should) +do”，常用的句型有： It is necessary (important, natural, strange, etc.) that … It is suggested (requested, proposed, desired, etc.) that… 2.宾语从句 名词性从句用作宾语叫宾语从句，在句中可以作谓语动词或介词的宾语。引导宾语从句的连接词与
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
名词性从句讲解（复习课） 一、热点考点回顾 （一）名词性从句定义 在句子中起名词作用的句子叫名词性从句 (Noun Clauses），名词性从句的功能相当于名词或名词词组，它在复合句中能担任主语、宾语、表语、同位语。因此根据它在句中不同的语法功能，名词性从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。从高考的考查的实际情况来看，名词性从句考得最多的是宾语从句，其次是主语从句，再次是表语从句，而同位语从句则很少考查。（二）名词性从句 1.从句的分类 形容词性从句，即定语从句 状语从句 从句主语从句 名词性从句宾语从句 表语从句 同位语从句 2.说明： ①名词性从句的功能相当于名词，根据其在句中充当的成份，有不同的叫法。 ②引导名词性从句的连接词主要有： a.从属连词that，无词义，不作句子成分；在宾语从句中可省略，但引导其他 名词性从句时通常不省略。 I hope (that) you will enjoy your holiday. 希望你假期过得好。 That he likes you is very obvious. 很显然他喜欢你。 b.从属连词if，whether（是否）有词义，但不作句子成分。引导宾语从句时，可 换成互换，但引导其他名词性从句时不能换成if； He asked whether [if] I would show him the way. 他问我是否可以给他带路。 Whether it will do us harm remains to be seen. 是否对我们有害还要看一看。(引导主语从句，不能用if 代替whether)
Noun Clauses Teaching aims: 1.Review the use of Noun Clauses 2.Consolidate the use of Noun Clauses by finishing some exercises Teaching procedure: Step1: Daily greetings. Step2: Read the teaching aims together Step3: The teacher guides the students to learn the learning material about Noun Clauses within 3 minutes. Step4: Fill in the following two blanks to master the function of the conjunctives summary the function of the conjunctives. Ⅰ
Ⅱ Step5: Show the following sentences on the screen and let the students judge which type of Noun Clauses they are. 1.What you are doing is very difficult. 2. Tom hopes( that) the teacher won’t ask him a question. 3. We must pay attention to what we said and did. 4. This is what I want. 5. The news that he passed the exam surprised me 6. The news that he told us is not true. 7. It was in the morning that he was late Step6: Complete the following the exercises within 5 minutes 选择题 1. We all know the truth _____ the earth goes round the sun A. that B. which C. what D. whether 2. Information has been put forward _____ more middle school graduates will be admitted into universities. A. if B. that C. whether D. how 3. The trouble is _______ we can get food. A. where B. which C. that D. what
高中定语从句讲课教案
Book7Unit5Attributive Clause(定语从句)教案 一．教材分析 定语从句是高考要点，虽然近些年的高考全国卷不再有单选题，但是定语从句在完形填空、阅读理解、语法填空以及短文改错中仍然是重要考点。并且在作文中使用定语从句在考试作文中为避免使用过多的单句，让同学们可以尝试使用定语从句等稍复杂的复合句，以增加作文的亮点和深度，从而提升作文的档次，获得更高的分数！ 二．学情分析 五班的同学们对定语从句还是比较感兴趣的，一部分同学掌握的还不错，但是并不是所有同学掌握程度都一样，所以对定语从句及时的复习和巩固是有必要的。尤其是在期中考试之前，给学生们定定心，打打气，有助于提高他们学英语的自信心。 三．学习目标。 1．进一步理解定语从句的概念。 2. 学会判断定语从句，分析定语从句的构成； 3. 掌握有关定语从句的解题技巧，培养综合运用语言的能力，特别是能在作文中熟练使用定语从句。 四. 教学重点和难点 重点是给同学们呈现清楚定语从句的分类和几种特殊情况；难点是给他们设置的两个练习：把单句组合成复合句；当场用定语从句作文。 五．教学过程 Step1. Warming up Show a picture of Class5 and a sentence “We love this family, where we can learn English well.” 设计思路：首先让同学们感到集体的温暖，齐读这个定语从句，让他们自己先感受认识定语从句，为接下来的课堂内容做铺垫。 Step2．定语从句的概念和构成。 (一)概念。 在复合句中，用来修饰____________和____________的从句叫做定语从句。被修饰词叫____________, 用来引导定语从句的关联词叫_____________。定语从句分为____________和_____________。 （二）构成。
名词性从句的教学设计 陆丰林启恩纪念中学蔡少燕 一、学情分析 教学对象为高中二年级学生。学生已经进行了高中英语一年的学习，渐渐习惯了我的教法。他们会对课堂内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。 二、教材分析 这是名词性从句语法课的第一次系统的学习，尽管之前在课本中已经让学生对名词性从句有了初步的理解，可是如何将已学的知识进行总结、归纳，找出其内在联系，找出其规律，并在此基础上去扩展知识、指导实践，从而使学生对知识掌握得更加牢固更加深刻是我这节课的重点。我的目标是根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。 三、教学目标 Enable the students grasp the definition, kinds and use of noun clauses. 四、教学难点重点 1. How to distinguish the noun clauses. 2. How to tell the appositive clause from the attributive clause. 五、教具 Multi—media，a test paper 六、教学策略 环环相扣，设计紧凑。首先从简单句和名词性从句的对比入手，引出名词性从句的含义。并通过不同从句的基本特点让学生分辨属于哪一种名词性从句。接着，引导学生理解不同引导词的由来，并总结规律。然后，集中精力对付名词性从句的语序、时态及单复数概念的问题，让学生明白在运用名词性从句时要注意的一些问题。最后是名词性从句中.whether与if，同位语从句和定语从句的辨用。 在教学过程中，教师的基本任务是“导”，即起组织和引导的作用。教师应注意和研究如何启发诱导学生积极主动地参与教学活动。教师在教学中应指导学生自学，掌握自学方法，培养分析问题和解决问题的能力。 七、教学过程 Step1. Task I.什么叫“名词性从句”？ 名词性从句在功能上相当于名词 1.His job is important. What he does is important 2.This is his job This is what he does every day 3.I don’t like his job I don’t like what he does every day 4.I don’t know about the man, Mr. White I don’t know about the fact that he is a teacher. （这个部分主要是通过简单句中的一个单词让学生明白名词性从句就相当于一个名词的作用，不过就是由不同的引导词引导的一些句子放在不同词的位置上。这个部分我设计是让学
名词性从句专项练习 第一部分：基础题 1. . A. B. C. D. 2. —’s . .5 — I , , a . A. B. C. D. 3. ? . A. B. C. D. 4. — a ? — . A. B. C. D. 5. . I . A. B. C. D. 6. ' . A. B. C. D. 7. . A. B. C. D. 8. ? A. B. C. D.
9. — ? — , ? A. B. C. D. 10. . .5 A. / B. C. D. 11. . A. B. C. D. 12. . ? A. B. C. D. 13. . A. B. C. D. 14. . 20 , . A. ; B. ; C. ; D. ; 15. a . A. B. C. D. 第二部分：强化题 1. ’t . A. B. C. D. 2. A ’s . .5
A. B. C. D. 3. . A. B. C. D. 4. . I . A. B. C. D. 5. , . . A. B. C. D. 6. , , a . A. B. C. D. 7. . A. B. C. D. 8. I . A. B. C. D. 9. a , . .5 A. B. C. D. 10. . A. B. C. D. 11. . A. B. C. D. 12. . A. B. C. D.
13. I’d . (2006年山东模拟题) A. B. C. D. 14. , a . A. B. C. D. 15. — ? —. ’s . A. B. C. D. 高考趋势与重点 名词性从句在历年地高考中几乎都有所涉及，并且每年地命题各有变化。近年来地高考试题更侧重于在一定地语言环境下考查熟练使用英语语序和关联词地能力。因此，在平时地备考复习中我们除了牢固掌握基础知识外，还要多注意一定语境下基础知识地运用。 一、在名词性从句中得用法： 1.…(虚拟语气) .5 2.…（现在完成时） 3.() … …(虚拟语气) 4.(, , , , ,…) … 5. a (a , , , , a , , a …) … 6.…; …; . …; 7.(, , , , …) …; 8.(, ) …(虚拟语气)…
名词性从句teaching plan 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）
名词性从句 名词性从句是由if, whether, that 和各种疑问词充当连接词所引导的从句，其功同名词一样。 一．主语从句 主语从句是在复合句中充当主语的从句，通常放在主句谓语动词之前或由形式主语it代替，而本身放在句子末尾。 1. It 作形式主语和it引导强调句的比较 It 作形式主语代替主语从句，主要是为了平衡句子结构，主语从句的连接词没有变化。而it引导的强调句则是对句子某一部分进行强调，无论强调的是什么成分，都可用连词that。被强调部分指人是也可用who/whom。例如：
It is a pity that you didn't go to see the film. It doesn't interest me whether you succeed or not. It is in the morning that the murder took place. It is John that broke the window. 2. 用it 作形式主语的结构 (1) It is ＋名词＋从句 It is a fact that … 事实是… It is an honor that …非常荣幸 It is common knowledge that …是常识 (2) it is ＋形容词＋从句 It is natural that… 很自然… It is strange that… 奇怪的是… (3) it is ＋不及物动词＋从句
It seems that… 似乎… It happened that… 碰巧… (4) it ＋过去分词＋从句 It is reported that… 据报道… It has been proved that… 已证实… 3. 主语从句不可位于句首的五种情况 (1) if 引导的主语从句不可居于复合句句首。 (2) It is said , (reported) …结构中的主语从句不可提前。例如： It is said that President Jingo will visit our school next week. (right) That President Jiang will visit our school next week is said. (wrong)
教学过程 一、复习预习 复合句分为哪几类？ 1、名词性从句 2、形容词性从句 3、状语从句 二、知识讲解 在句子中起名词作用的句子叫名词性从句(Noun Clauses）。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、宾语、表语、同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。 一．主语从句 主语从句是在复合句中充当主语的从句，通常放在主句谓语动词之前或由形式主语it代替，而本身放在句子末尾。 1. It 作形式主语和it引导强调句的比较 It 作形式主语代替主语从句，主要是为了平衡句子结构，主语从句的连接词没有变化。而it引导的强调句则是对句子某一部分进行强调，无论强调的是什么成分，都可用连词that。被强调部分指人时也可用who/whom。例如： a) It is a pity that you didn’t go to see the film. 你不去看那场电影真可惜。
b) It doesn’t interest me whether you succeed or not.我对你成功与否不感兴趣。 c) It is in the morning that the murder took place.谋杀案是在早上发生的。（强调句型） d) It is John that broke the window.是John打碎的窗户。（强调句型） 2. 用it 作形式主语的结构 (1) It is ＋名词＋从句 It is a fact that …事实是… It is an honor that …非常荣幸 It is common knowledge that …是常识 (2) It is ＋形容词＋从句 It is natural that…很自然… It is strange that…奇怪的是… (3) It is ＋不及物动词＋从句 It seems that…似乎… It happened that…碰巧… It appears that…似乎… (4) It ＋过去分词＋从句 It is reported that…据报道… It has been proved that…已证实… It is said that…据说… 3. 主语从句不可位于句首的五种情况： （1）if 引导的主语从句不可居于复合句句首。 （2）It is said /reported…结构中的主语从句不可提前。例如： 正确表达：It is said that President Jiang will visit our school next week. 错误表达：That President Jiang will visit our school next week is said. （3）It happens/occurs…结构中的主语从句不可提前。例如： 正确表达：It occurred to him that he failed in the examination. 错误表达：That he failed in the examination occurred to him. （4）It doesn’t matter how/whether …结构中的主语从句不可提前。例如：正确表达：It doesn’t matter whether he is wrong or not. 错误表达：Whether he is wrong or not doesn’t matter.
高考名词性从句目录 一、引导名词性从句的连接词 二. 主语从句 三、宾语从句 四、表语从句 五.同位语从句 六、名词性 that-从句 七、名词性 wh-从句 八、否定转移 九、高考热点透视 十、专项考点练习
在句子中起名词作用的句子叫名词从句 (Noun Clauses ）。 名词从句的功能相当于名词词组 , 它在复合句中能担任 主语、宾语、表语、同位语 等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。 一、引导名词性从句的连接词 名词性从句引导词的分类 引导词 常见引导词 补充说明 的类别 that ；if 、whether that 无意义，不充当句子成分， If ，whether 表是否，不充当句 连词 as if ,as though （均表 只起连接作用，引导宾语从句 子成分，只起连接作用，位于 好像、似乎） 可省略 句首时只用 whether what whatever which whichever What 不引导定语从句，引导的名词性从句其意义相当于 连接代词 who whoever “名词 +定语从句”。 whom whomever 连接代词有词义，在句中担任主语，表语，定语或宾语 whose whosever when whenever 有词义，在句中担任状语。 什么时候 什么地 where where, 连接副词 wherever when , how 方 why, 为什么 how ,怎么样 however why 二. 主语从句 What he wants to tell us is not clear. Who will win the match is still unknown. Where the English evening will be held has not yet been announced. 注意： 有时为避免句子头重脚轻， 常用形式主语 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。主语从句后的谓语动词一般用单数形式。常用句型如下： （1） It + be + 名词 + that 从句 （2）It + be + 形容词 + that 从句 （3）It + be + 动词的过去分词 + that 从句 （4）It + 不及物动词 + that 从句 当堂练习： （1）It is immediately clear ____ the financial crisis will soon be over. （ 2） ____ was most important to her, she told me, was her family. （ 3）watch was lost is unknown. （ 4）he finished writing the composition in such a short time surprised us all. 三、宾语从句 We must never think (that) we are good in everything while others are good in nothing. He has told me that he will go to Shanghai tomorrow. （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。） I want to know what he has told you. 注意： 当 think, believe, imagine, suppose 等等动词引起的否定性宾语从句中，要把上述主句中的动 词变为否定式。即将从句中的否定形式移到主句中。例如： We don ’tthink you are here. 我们认为你不在这。
名词性从句 名词性从句的几个难点 that通常不可省略的三种情况 (1)引导主语从句，that置于句首时。 That he failed in the exam made his parents disappointed. 他考试不及格让父母很失望。 (2)当一个句子有两个或多个并列的宾语从句时，引导第二和以后几个从句的that不可省略。 I wished (that) we could go sighting in Hangzhou this summer and that we could buy some books on our way back in Shanghai. 我希望今年夏天我们能去杭州旅游，并在返程时在上海买些书回来。 (3)由it作形式宾语时，that引导的宾语从句中，that也不可省略。 He has made it clear that he wouldn't agree to the plan. 他已清楚表明不同意这项计划。 what和that在名词性从句中的区别 (1)what在名词性从句中可充当主语、宾语和表语，意义上相当于the thing(s) that，引导主语从句时，其谓语动词的单复数由表语的单复数而定；what引导的从句可作介词的宾语从句。 What he wants are those books.他需要的是那些书。 What he wants is some water.他需要的是一些水。 A modern city has been set up in what was a wasteland ten years ago.一个现代化的城市已经在10年 前还是一块废地的地方建造起来了。 (2)that不充当任何句子成分，只起连接作用，无任何意义；引导主语从句时，常用it作形式主语，谓语动词用单数；引导宾语从句时，常被省略；that从句一般不充当介词宾语，偶尔可作except，in的宾语。 That she will refuse the offer seems unlikely. (＝It seems unlikely that she will refuse the offer.) 她不可能拒绝那个建议。 I have found (that) all the tickets have been sold out. 我发现所有的票已售完。 He is a good student except that he is a little bit careless. 除了有点粗心之外，他是一个好学生。． whether与if的用法比较 (1)二者均可作“是否”讲，都可以引导名词性从句，引导宾语从句可以互换。 I don't know whether/if he'll attend the meeting. 我不知道他是否会出席会议。 (2)在下列情况下，常用whether，不用if。 ①whether引导从句可以放于句首。 Whether he es or not makes no difference. 他来不来都一样。 ②whether可引导表语从句和同位语从句，if不可。 The question whether he should join the team has not been decided upon.他是否入队的问题还没决定。The question is whether it is worth trying. 问题是这是否值得一试。 ③whether可以作介词宾语，if则不可。
Grammar Revision (The attributive clauses) Step1 Lead in Step2 Discovering 朗读下列句子, 注意体会定语从句的用法,找出先行词和关系词, 并完成表格. 1.This is the man who helped me yesterday. 2. The teacher (who/whom/that) you want to see is coming. 3. I met a boy whose father was a astronaut. 4. I like the book which/that was bought yesterday. 5. This is the factory (which/that) we visited last year. 6. He has a book whose cover(=the cover of which) is very beautiful. 7. The earthquake was felt in Beijing, which is more than two hundred kilometers away. 8.As is known to us all, the earth moves round the sun. 1.The time when (=at which) I first met Nelson Mandela. 2.The school where(=at/in which) I studied was 3 kilometers away from my home. 3.The reason why(=for which) he was late was that he missed his train. 4. Don’t forget the time (that/which) I’ve told you. 6. That’s the reasons (that/which) he explained to us. 7.He is such a good boy as we all like.