名词性从句的教学设计
xxxx 纪念中学xx
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
Stepl. Task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
3.1 don't like his job
I don't like what he does every day
4.1 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这个部分我设计是让学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。用，生进行讨论分析，然后说出它们的不同。最后进行总结名词性从句的定义。）
名词性从句的定义
在复合句中起名词作用的从句叫名词性从句（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、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。
（定义总结后，我让学生做第一个练习，要求他们单独完成。）
Practice time：指出下列各名词性从句的种类
1. At lunchtime, the radio weatherman reported that the mist would become a thick fog in theafternoon.
2. She wondered if the buses would still be running.
3. The truth is that the fog is too thick for the bus to run that far.
4. She sensed that she was being watched by a tall man ina dark coat.
5. When we will start is not clear.
6. I had no idea that you were her friend.
Step2. Task II引导词的由来
句型转换
1. They are good doctors. He told us. —
2. He had n't said any thi ng at the meeti ng. The fact surprised us. —
总结：当从句原来是陈述句时，变成名词性从句用that 引导。
3. Does your sister get up early? Do you know? —
4. Do animals have the same senses as humans? I often wonder. —
总结：当从句原来是一般疑问句时，变成名词性从句用if 或whether 引
导。
5. When did he buy this new bike? Could you tell me? —
6. M y question is this: where will the lecture be given?
总结：当从句原来是特殊疑问句时，变成名词性从句还用原来的特殊疑问词来引导
（这一次，我给学生10 分钟的时间进行讨论，并且总结。期间我会观察他们的进行情况，也会给予一些指导，但整个环节还是学生为主。最后的答案在PPT上展示。有个别学生会提出一些问题，如语序等，而这些问题刚好让我进入第三个任务。）
Step3. Task II名词性从句的语序、时态及单复数概念
1. T hat I can pay back the help people give me makes me happy.
2.It was good news that everybody got back safely.
3.She sensed that she was being watched.
4. The truth is that the fog is too thick for the bus to run that far.
5. Whether he will come or not is unimportant to me.
总结：名词性从句必须用陈述句语序。宾语从句的时态必须与主句保持一致。另外，一般情况下，名词性从句均看作单数概念。
Practice time.单句改错
1. That the earth turns around the sun are known to all.
2. When the meeting will be held haven't been known yet.
3.I didn't know that you will come.
4. He said that he is writing a story.
5. Could you tell me when will he arrive?
6. You can begin to see why does English have such strange rules.
（有了上一个步骤的铺垫，我顺利的完成了这个环节，学生也比较容易的记住了这些在写作中容易犯的错误。）
Step4. Task IV. whether与if 的辨用
表“是否”时，在下列情况下用whether 。
а.主语从句b.表语从句c.同位语从句e.介词后的宾语从句f.后接动词不定式
（whether todo sth.） g .whether or not 连在一起引导宾语从句时不用if
Practice time
if / whether
1. I asked her _________ she had a bike.
2. ____ we will hold a party in the open air tomorrow depends on the weather.
3. We're worried about ______ he is safe.
4. I don't know __________ he is well or not.
5. I don't know _______ or not he is well.
б. The question is _______ he should do it.
7. The doctor can hardly answer the question ____ the old man will recover
soon.
8. I don't know ______ to go.
9. ____ you are not free tomorrow, I'll go without you.
（whether 与if 的辨用我还是让学生通过小组讨论的方式进行，并且他们也很快就解决我给他们的练习了。这一点学生几乎是自主完成的，感觉他们的理解能力还是可以的，个别学生有疑问的也在其他同学的帮助下很快解决。）
Step5. Task V同位语从句PK定语从句
1. W e heard the news that our team had won the game.
2. T he news that you told us yesterday was really disappointing.
Practice :判断下列各句是同位语从句还是定语从句
1.They expressed the hope that they would come to visit China again.
2. The hope that she expressed is that they would come to visit China again.
3. T he fact that she works hard is well known to us all.
4. I can't stand the terrible noise that she is crying loudly.
（到这个环节的时候时剩下的不多，所以，我选择了只让学生初步了解它们之间的不同，打）算在下一节课中再让学生进行巩固练习，并且运用。．
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
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.
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
高三英语语法名词性从 句教学设计 Document number：WTWYT-WYWY-BTGTT-YTTYU-2018GT
高三英语语法课教学实录——名词性从句小结教学设计教学目标：掌握名词性从句的功能、分类，引导名词性从句的3类连接词及如何应用名词性从句； 教学重难点：划分句子成份，并引导学生应用名词性从句； 教学过程： 一、导入：通过4个主、宾、表、同位语从句的例子引入名词性从句 His first question was whether Tom had arrived yet. Do you know why the river narrows here What astonishes us is that he was defeated. The news that our team has won the match is true. 二、名词性从句的定义、分类和功能 1. 名词性从句的定义：在句子中起名词作用的句子叫名词从句 2. 名词性从句的分类：包括主语从句、表语从句、宾语从句和同位语从句 主语从句：What astonishes us is that he was defeated. 使我们震惊的事是他被击败了。 表语从句：His first question was whether Tom had arrived yet. 他的第一个问题是汤姆是否已经到了。 宾语从句：Do you know why the river narrows here 你知道为什么这条河在这里变窄了么 同位语从句：The news that our team has won the match is true. 我们队赢得这场比赛的消息是对的。 三、引导名词性从句的连接词： 包括以下三类：
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。
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）
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.
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。
名词性从句复习教案 I、Teaching Objectives 1. To review the definition and the classification of Noun Clause. 2. To know about the key points of Noun Clause in National Entrance Examination. 3. To know about the differences between “that” and “what”, and master the usage of the two words. II、Teaching difficult and important points 1. The way to judge which clause the sentence includes. 2. The differences between “that” and “what”, and master the usage of the two words. III、Teaching Method Explanation, practise and conclusion ect. 大纲要求 名词性从句是必考的。在引导名词性从句的连接代词及连接副词。在单选完型阅读中经常出现。 名词性从句:名词性从句在功能上相当于名词。 包括: 主语从句(subject clause)、宾语从句(object clause)、表语从句(predicative clause)和同位语从句(appositive clause) His job is important 主语{What he does is important. I don’t like his job. 宾语{I don’t like what he does every day. This is his job. 表语{This is what he does every day. I don’t know about the man, Mr. White. 同位语{I don’t know about the fact that he is Mr.White. e.g. That he will come is certain.. (subject clause) I know that he will come. (object clause) The truth is that I have been there.(predicative clause) The fact that she was late surprised us. (appositive clause) 一句话就是从句放在主宾表同的位置上. 从句可以是完整句也可以是不完整句 名词从句的引导词通常有： 1. 连词that, whether, if. 2. 连接代词what, whatever, who, whoever, whose, which 3. 连接副词when, where, how, why 主语从句 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
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.
要考试，找戴氏戴氏教育乐山分校主讲教师：徐海燕 主语从句——突破高考 1、名词性从句的概念：名词性从句相当于名词。 主语从句 2、名词性从句种类表语从句 宾语从句 3、引导名词性从句的关系词：①从属连词：that；whether；if；as if（表语从句） ②连接代词：who；whom；whose；what；which ③连接副词：when；where；why；how 以及how组成 的短语：how many；how long；how far。。。 （1）主语从句 Eg：A、What surprised me most was to see some of the village people seated on the benches at the end of room. B、That he will come is certain. C、Whether she’s coming or not doesn’t matter too much. D、Which team will win the match is a matter of public concern. E、Where she has gone is not known yet’ ※主语从句较长时，放句末，用it 作形式主语。 Eg：It was well known that Napoleon always asked the same three questions，and usually in the same order. It is uncertain whether he can come or not. It remains a secret how they climbed up the mountain. It has not been decided when they will leave for New York. 总结：用it作形式主语有以下几种常用句型： ①it + be + 形容词+从句 ②it + be + 名词词组+从句 ③it + be + 过去分词+从句 ④it + seems ; happen ;等不及物动词+从句 直击高考： 1、______leaves the room last ought to turn off the light. A、Anyone B、The person C、Whoever D、Who 2、______the Olympic Games will be held in Beijing is not known yet. A、Whenever B、If C、Whether D、That 3、_____he said at the meeting astonished every present. A、What B、That C、The fact D、That 4、_____we can’t get seems better than ______ we have. A、What ; what B、What ;that C、That ; that D、That ;that 5、_____ troubles me is ______ I can’t learn all these English idioms by heart. A、That ; that B、What ; that C、That ; what D、What ;\ 6、______fashion differs from country to country may reflect the cultural differences from one aspect. A、What B、That C、This D、Which
名词性从句的复习 西安市第三中学豆兰兰 一整体设计思路。 1.通过本节课的复习，培养高三学生对名词性从句的掌握，尤其对高考考点和 易混淆点的辨析。 2.教学材料选取“马来西亚航班 MH370 失去联系”这一热点事件，旨在激发学 生的兴趣。 二教学背景分析。 教学内容分析：本节课是复习名词性从句，主要从六个方面进行：语序问题、时态 问题、主谓一致、名词性从句中的虚拟语气、 it 作形式主语或形式宾语、连接 词what 和 that 的区别。 学生情况分析：经过高一高二的学习，学生对名词性从句的基本概念和基本用法 有了一定的了解，但对高考考点把握不到位，对易混淆点难以区分，所以本课设计“说 -练-总结 -巩固 -写”的步骤，以热门时事作为语言材料，旨在帮助学生更好 地把握高考考点。 三教学目标分析。 1.学生通过习题训练总结出名词性从句中语序问题、时态问题、主谓一致问题和 从句中虚拟语气问题的规则，回忆出 it 作形式主语或形式宾语的句型、辨析出连 接词 what 和 that 的区别。 2.学生能用名词性从句描述出关于“马来西亚航班MH370 失去联系”事件的图片。 3.鼓励学生为同胞祈福，激发学生的同情心。 四教学重点，难点分析。 教学重点：帮助学生总结名词性从句中虚拟语气的规则，回忆it作形式主语或形式宾语的句型并且辨析连接词what 和 that 的区别。 教学难点：帮助学生区分what 和 that 的用法。 五教学过程设计。 Step1Leading-in Activity ：Ask students to make sentences according to the pictures. Suggested sentences: 1.It was reported that flight MH370 was missing. (主语从句 ) 2.We are sad at the news that 239 passengers may/will not come back. (同位语从