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Section ⅢGrammar——名词性从句(Ⅰ)名词性从句相当于名词，可分别作主句的主语、表语、宾语和同位语。
因此，名词性从句分为主语从句、表语从句、宾语从句和同位语从句，都不能用逗号与主句分开。
When we will start is not clear.(主语从句)我们何时动身还不清楚。
Mrs.Black won't believe that her son has become a thief.(宾语从句)布莱克夫人不相信她的儿子成了一个小偷。
My idea is that we should do it right now.(表语从句)我的意思是我们现在就开始做这件事。
I had no idea that you were her friend.(同位语从句)我不知道你是她的朋友。
一、引导名词性从句的连接词二、主语从句1．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。
主语从句通常由连词that和whether、连接代词或连接副词引导。
2．that在句中无词义，只起连接作用，在口语和非正式文体中可以省略，但that从句位于句首时，连词that不能省略。
3．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。
That the football match will be put off is certain now.足球赛将会推迟一事现在已经确定。
Whether he will come or not is still a question.他是否会来仍然是个问题。
Whoever breaks this law deserves a fine.违反该法者应予以罚款。
When the plane is to take off has not been announced.飞机何时起飞还没有宣布。
It is known to all that light travels in straight lines.众所周知，光沿直线传播。
Period Three Grammar and usage—Simple，compound andcomplex sentences语法感知感知以下课文原句，完成方框下的小题1．简单句是只含有一个主谓结构的句子。
如句1,3,5。
并列句是由并列连词连接的两个或两个以上的简单句构成的。
如句6,11。
2．主从复合句由一个主句和一个或一个以上的从句构成。
如句2,4,7,8,9,10；其中句2,7,9中that引导宾语从句；句4中when引导时间状语从句；句8中although引导让步状语从句；句10中that引导表语从句。
语法精析1．简单句只含有一个主谓结构的句子叫简单句。
有八种基本类型：(1)主谓：主语＋谓语(2)主系表：主语＋连系动词＋表语(3)主谓宾：主语＋谓语＋宾语(4)主谓宾宾：主语＋谓语＋间接宾语＋直接宾语(5)主谓宾补：主语＋谓语＋宾语＋宾语补足语(6)主谓状：主语＋谓语＋状语(7)主谓宾状：主语＋谓语＋宾语＋状语(8)存现句：表示事物存在、出现、消失的句式。
2．并列句由两个或两个以上不分主次、相互独立的简单句构成的句子叫并列句。
并列句通过并列连词、连接副词和分号三种方式连接起来。
常见的并列连词：(1)and表示平行、顺接、递进等He was cleaning the room and his children were playing outside.他在打扫房间，他的孩子们在外面玩耍。
(2)but表示转折(但是，然而)His son came back，but he was still concerned.他儿子回来了，但是他仍然很担心。
(3)for表示原因或理由It must have rained yesterday evening，for the ground is wet.昨晚准是下雨了，因为地面是湿的。
(4)so表示结果(所以)The manager was ill so I went to the press conference in his place.经理病了所以我代他去参加发布会。
Section ⅢGrammar——及物动词与不及物动词英语中按动词后可否直接跟宾语，把动词分成及物动词(transitive verb)与不及物动词(intransitive verb)。
及物动词后面必须跟宾语意义才完整，不及物动词后不能直接跟宾语，若要跟宾语，必须先在其后添加上某个介词。
一、及物动词及物动词后的宾语通常为名词、代词、动名词、不定式或从句。
可以用于下列结构中：1．主语＋谓语＋宾语He reached Paris the day before yesterday.(名词)他前天到达巴黎。
I found something interesting in the newspaper.(代词)我在报纸上发现了一些有趣的事情。
They are practising singing the new song.(动名词)他们正在练习唱那首新歌。
How did you manage to finish it so soon? (不定式)你怎么这么快就完成了？I believe that the committee will consider our suggestion.(宾语从句)我相信委员会将会考虑我们的建议。
[名师点津](1)下列及物动词只能用动名词作宾语，而不用不定式：admit(承认)，appreciate(感激)，avoid，consider(考虑)，delay，deny，enjoy，escape，fancy(想象)，finish，forgive，imagine，keep(继续)，mind，miss(想念)，postpone(推迟)，practise，prevent，recall(回忆)，resist，risk，stand(忍受)，suggest(建议)等。
(2)下列及物动词只能用不定式作宾语，而不用动名词：afford，arrange，ask，choose，determine，expect，hesitate，hope，long(渴望)，manage，offer，plan，prepare，pretend，promise，refuse，threat，wish等。
2021牛津译林版高中英语必修一单词表Unit1Back to school默写potential /pɔten[I/ n.潜力；可能性.adj.潜在的，可能的(2)senior /”si:niɔ(r)/ adj.中学的(招收11或13岁以上学生);级别高的；高级水平的；老年的.n.级别(或地位)较高者；较…年长的人；高水平运动员path /pa:0/ n.道路；小路；成功的途径(2)challenge /'tʃæli ndʒn.&vt.挑战；质疑(2)thinking f0r nki n/ n.思维，思想；想法(2)positive /pD zətr v/ adj.积极乐观的；良好的，正面的(2) opportunity /.D pə'tju:nəti/ n.机会，时机(2)lie in存在，在于(2)rise to能够处理(2)acquire /a'kwar a(r)/ vt.获得，得到effort /'efɔt/ n.努力，费力的事；试图(2)advance /ad'ya:ns/ n.进步，进展；前进，行进.vt.&vi.发展，进步(3)amazing /ɔ'meI zI y adj.令人大为惊奇的，令人惊喜的(3) confidence /kp nfr dəns/ n.信心，信任把握(3)make a difference起作用，有影响(3)make the most of充分利用，尽情享受(3)source/sɔ:s/ n.资源；资料，谋略(3)take advantage of利用(3)facility /fə'si ləti/ n.设施，设备；场所(3)equal /i:kwɔl/adj.相同的，相等的，平等的；相当的，能胜任的.n.同等的人(物).vt.与…相等；比得上(3) attitude /ætr tju:d/ n.态度，看法(3)goal /gəu l/ n.目标；进球得分(3)balance /bæləns/ vt.同等重视；(使)保持平衡；权衡重要性。
Unit 1 School lifeTeaching aims of the whole unit:1．Develop students’ ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.2．Develop students’ ability of listening comprehension by listening to two talks about school activities.3．Develop students’ speaking ability by discussing daily school life and reporting school activities.4．Develop students’ writing ability by writing a notice about school activities.5．Develop students’ integrated skills of using English by making a poster for a school club.6．Enlarge students’ vocabulary about school facilities.7 Help students understand what an attributive clause is and what relative words function as in attributive clauses; teach students how to use relative pronouns that, which, who, whom and whose.Period arrangement:The whole unit: 12 periodsWelcome to the unit: 1 periodReading: 2 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsSelf-assessment: 1 periodRevision and exercises: 1 periodPeriod 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm:When we are talking about our school life, what will we probably think of?What words or phrases will we use to describe our school life? Step 2 Presentation1.Say the following to students:It’s the beginni ng of the new term. You’ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China. What about schools in other countries? Do you have different experiences? Are schools all over the world the same? This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what's the difference between schools in China and the UK?Step 3 Discussion1 Ask students the following questions to talk about the words in the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China?(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school? Why or Why not?Fewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UK?At ease with our teacherWhat can we know from this picture?What does the word ease mean? What do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high?What relationship do you want to have with your teachers in senior high?2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.aspects In the UK In ChinaHuge campus and low-rise buildings We can see hugecampus andlow-rise buildings.It is the biggestdifference fromschools in ChinaSchools in China usually have alarge enough campus to make surestudents have enough space tostudy and play in.But most school buildings aretaller, at least three storeys.Lockers for every student There are rows oflockers by theclassrooms forstudents to put theirstationary, books,exercise-books andother belongings.Students bring what they need forlessons to school and then take itall back home after school. Mostschools in china do not haveequipment in the classroom.Fewer students in each class There are fewerstudents in a class,no more than 30 perThere are usually more students inhigh school, perhaps 40 to 50 perclass. Recently some schools areclass. beginning to limit the number ofstudents in each class.At ease with our teacher Students have aclose relationshipwith their teachers.They feel at easeand comfortablewith them.It is similar in china. Nowadays,lots of teachers and students haveestablished a good relationshipwith each other. They respect eachother and work to gain a betterunderstanding of each other.3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class.What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4 Summary and HomeworkToday we’ve mainly talked about the differences between the high school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn in this lesson.2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).Period 2 Reading (1) School life in the UKTeaching aims:1. Get students to know what school life is like in a high school in the UK.2. Develop students’ ability of reading comprehension through:1)skimming and scanning.2)Guessing the meanings of some new words from the context3. To learn some expressions about school life.Teaching procedures:Step 1 Lead-in and PresentationSay the following to the students:Yesterday we’ve talked about the differences between the high school lives in the UK and in China. We know well about the high school lives in China, because we are Chinese. But we know a little about the high school lives in the UK. Yeah? Today we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.(Bb: School life in the UK) Before we read the article, we are going to learn the reading strategy: skimming and scanning.Please look at page 3: Reading strategy. (Bb the following while learning the reading strategy. )Skimming: to get a general idea of the article, without studying it in detail.Focus on the titles, headings, the first and last sentences or paragraphs, charts and pictures …scanning: to find certain information in an article quickly.Look for key words and phrases, dates and numbers, etc.Step 2. Reading1. Skimming:Question: How does Wei Hua feel about her life in the UK?2. Scanning:1)Ask students to go through the three questions in part A and makesure that each of them know the meaning of each question.(AWoodwork class is a class in which students make somethingfrom wood.)Ask students to read the passage as quickly as possible and try to find answers to the three questions. Remind students only tofocus on and identify the most important information.2)Ask student to reread the passage and complete Part C1individually. Then ask some of them to give the answers to thequestions in Part C13)Ask students to finish Part C2 individually. Then get somestudents to share their answers with the whole class. Ask them to say the true sentences to correct the false ones.3 GuessingAsk students to finish Part D individually. Tell them not to look up the meanings of the words from the wordlists in the textbook. Let themguess the meanings from the context. Then check the answers with the whole class.Step 3 New Words in this UnitStudy the new words appears from page2 to page 5 (from attend to immediately) at page 68.Step 4. Homework.1. Complete part E on page 5.2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Learn all the new words we learned today by heart.Period 3 Reading (2) School life in the UKTeaching aims:1 Help students become more familiar with the article.2 Develop students’ ability of reading comprehension by finding out what topics are covered in the article.3 Develop students’ ability of speaking by discussing the subjects they like in school.Teaching Procedures:Step 1. Revision:Check the homework:1)Have a dictation to go over the words learned last period.2)Check the answers in reading on pages 82 and 83 in wb.3)Ask some students to read the article in Part E to check whetherthey have used the suitable word in each blank.Step 2 Reading1) Ask some students to read the article aloud paragraph by paragraph. Ask other students to find out what topics are covered in it.School hoursSchool assemblyTeachersClass sizeDifferent classes in different classroomsHomeworkSubjects and favourite subjectsWhat to do at lunchtimeBritish food3)Ask students to point out the different high school lives in the UKand in China in these topics.Step 3 DiscussionLet students look at Part F together and discuss the questions in Part F in Pairs. Then get some pairs to act out their discussion in class.Step 4 Language focus1 Ask students to find out the following words, phrases and sentences in the article. Then give some explanations.Words:a)as (since, because, for)b)attend (join, join in, take part in)c)prepared)experiencee)respectf)exciting, excitedg)dropPhrases:a)for freeb)be happy withc)used to do sth.; be/get used to do sth.; be/get used to doing sth.d)the way to do; the way of doing; the way + Attributive Clausee)at the end of; in the end; by the end off)as … asSentences:a)Going to a British school for one year has been a very enjoyableand exciting experience for me.b)I do like eating.c)We also had different students in some class, so it was difficult toremember all the faces and names.2 Ask students to put the following sentences into English in their exercise-books.1) Jim 加入了我们的讨论之列。
Period Three Grammar and usage—Sentence elements andsentence structures语法感知感知以下句子，完成方框下的小题1．句1中Today是主语；the start of a new term是表语。
句1结构为：主语＋系动词＋表语。
2．句2中you是主语；will discover是谓语；your potential是宾语。
句2结构为：主语＋谓语＋宾语。
3．句3中Senior high school是主语；will help是谓语；you是宾语；learn and grow是宾语补足语。
句3结构为：主语＋谓语＋宾语＋宾补。
4．句4中I 是主语；can’t wait是谓语；you是间接宾语；what senior high school life is like 是直接宾语。
句子结构为：主语＋谓语＋间接宾语＋直接宾语。
5．句5中you是主语；must take是谓语；the central role是宾语；in your own education是定语；by being an active and responsible student是状语。
句5结构为：主语＋谓语＋宾语＋状语。
6．句6中you是主语；develop是谓语；as a student and as a person是状语。
句子结构为：主语＋谓语＋状语。
7．句7是存现句：引导词there引导的句子。
语法精析一、句子成分句子是表达思想的基本单位，主要的句子成分(sentence elements) 有主语(S)、谓语(V)、宾语(O)、补语(C)、状语(A)、表语(P)、定语(Attr.)等。
具体如下：1．主语(subject)：指句子所谈论的主体。
主语可以由名词、代词、数词、不定式、动名词、主语从句和短语等来担任。
Your attitude towards my plan is very important.你对我计划的态度非常重要。
To persuade her to change her mind is really very hard.说服她改变主意确实很难。
Seeing is believing.眼见为实。
2．谓语(verb)：谓语又称为“谓词”，指谓语部分的主要动词，通常说明主语所做的动作或主语的特征和状态。
Each student in our class works very hard.(简单谓语)我们班的每个学生学习都很努力。
The child could dress himself at the age of three.(复合谓语)这个小孩三岁就会自己穿衣服了。
3．宾语(object)：通常指动作的对象。
有的动词后面可以接两个宾语，通常把其中表示人的宾语称为间接宾语(indirect object)，把表示物的宾语称为直接宾语(direct object)。
The old man gave the child some nice books.老人给了这个孩子一些好书。
I will buy a new coat for my mother.我要给妈妈买一件外套。
4．补语(complement)：补语分为主语补语(subject complement)和宾语补语(object complement)，用来补充说明主语或宾语的特征或情况。
Later I found that person very critical.后来我发现那个人非常挑剔。
The young man was caught smoking in the kitchen.有人撞见那个年轻人在厨房里吸烟。
5．状语(adverbial)：修饰动词、形容词、副词或全句。
The boss tried to treat all the employees equally.这位老板尽量对所有员工一视同仁。
Fortunately，the children were found near the village.幸运的是，这些孩子在村子附近被找到了。
6．表语(predicative)：指连系动词后面的成分，通常说明主语的身份、特征或状态。
常见的连系动词有be，become，feel，get，look，seem等。
The days are getting longer and longer.白天变得越来越长。
It is amazing that the little child can speak four languages.这个小孩会说四种语言，真令人惊讶。
7．定语(attributive)：修饰名词或代词。
There are various goods in this supermarket.这个超市里有各种各样的货物。
The girl is eager for an opportunity to join the club.这个女孩渴望有机会加入这个俱乐部。
二、句子结构常见的句子结构(sentence structures)有以下八种：1．主谓：主语＋谓语(SV)在这个结构中，谓语动词是不及物动词，能表达完整的意思。
后面不接宾语，但可以接副词、介词短语、状语从句等。
Our knowledge of the disease has advanced over recent years.近年来我们对这种病的了解深入多了。
The last moment finally came.最后时刻终于到来了。
2．主系表：主语＋连系动词＋表语(SVP)在这个结构中，谓语动词必须是系动词；表语多为形容词，也可为名词、代词、副词、数词、介词短语、不定式、分词及表语从句等。
His present life is really tough.他现在的生活确实艰难。
The girl’s favorite subject is biology.这个女孩最喜欢的科目是生物学。
3．主谓宾：主语＋谓语＋宾语(SVO)在这个结构中，谓语动词是及物动词，不能表达完整的意思，后面必须接宾语。
充当宾语的通常是名词(动名词)、代词、数词、动词不定式(短语)及宾语从句等。
The young teacher tried to realize the students’potential.这个年轻老师尽量发掘学生的潜力。
My brother aimed to become a famous director.我哥哥力争成为著名导演。
4．主谓宾宾：主语＋谓语＋间接宾语＋直接宾语(SVOO)在这个结构中，谓语动词是及物动词，后接两个宾语，间接宾语在前，直接宾语在后。
当把直接宾语放到间接宾语之前时，间接宾语前应加适当的介词。
We decided to teach him a lesson.我们决定给他一个教训。
The wise manager offered me a good job.这位明智的经理给我提供了一份好的工作。
5．主谓宾补：主语＋谓语＋宾语＋宾语补足语(SVOC)在这个结构中，谓语动词是及物动词，后面接宾语和宾语补足语。
充当补语的可以是名词、形容词、副词、介词短语、非谓语动词(短语)等。
I opened the door and found him in the room.我打开门，发现他在房间里。
After the accident，I found the man very responsible.在这起事故之后，我发现这个人非常负责任。
When I turned around，I saw him standing there.我转过身，看见他正站在那里。
6．主谓状：主语＋谓语＋状语(SV A)All the students are working hard now.现在所有学生学习都很努力。
The trees on this hill grow very well.这座山上的树生长得很好。
7．主谓宾状：主语＋谓语＋宾语＋状语(SVOA)He reminded me of that matter so often.他经常提醒我那件事情。
The young man solved the problem so properly.那个年轻人恰当地解决了这个问题。
8．存现句：表示事物存在、出现、消失的句式叫存现句。
常见的是引导词there引导的句子。
There are a lot of nice flowers in front of the building.楼前有很多好看的花。
提示：题干中加灰底的词汇是本课时或前面课时中的词汇复现，帮助学生及时巩固，循环复习。
Ⅰ.写出下列句子中画线部分的成分1．There are some beautiful flowers along the path.表语2．I’d like to work with a positive person.定语3．The girl is given a good opportunity.宾语4．The middle-aged man sees his doctor regularly.状语5．I was not satisfied with his attitude towards his work.谓语6．He worked hard，but he failed to reach the goal.宾语7．They are looking for the person responsible for the program.定语8．The independent boy was popular with the teachers.主语9．You’d better remind your son to work hard at school.宾补10．What he did was to make the situation much better.宾补Ⅱ.写出下列句子的句子结构11．Whaley invites the rest of the class to praise him.(2019·全国Ⅰ)主语＋谓语＋宾语＋宾补12．Chris started learning English a little over three years ago.(2019·全国Ⅰ)主语＋谓语＋宾语＋状语13．Learning English as a second language can be a painful experience.(2019·全国Ⅰ)主语＋系动词＋表语14．Does Jennifer live here？(2019·天津)主语＋谓语＋状语15．It gives us a great feeling of peace.(2019·全国Ⅰ)主语＋谓语＋间接宾语＋直接宾语16．This development did not take place overnight.(2019·全国Ⅲ)主语＋谓语＋状语17．There are times when your heart is not in your work.(2019·全国Ⅱ)存现句18．Monkeys seem to have a way with numbers.(2019·全国Ⅲ)主语＋系动词＋表语19．I heard a knock on the door.(2019·天津)主语＋谓语＋宾语20．Our hosts shared many of their experiences.(2019·全国Ⅲ)主语＋谓语＋宾语基础巩固Ⅰ.根据括号内的要求把下面两句话合并成一句话1．We’ve painted the walls.They’re bright yellow.(用“宾语＋宾补”的形式连接两句) We’ve painted the walls bright yellow.2．We gave him.We gave a book.(用双宾语的形式连接两句)We gave him a book.3．The sun rises.The sun is red.(用“动词＋状语”的形式连接两句)The sun rises red.4．We have physics in the classroom.The classroom is new.(用new作定语的形式连接两句) We have physics in the new classroom.5．An old man lived in the village many years ago.(用There lived...改写)There lived an old man in the village many years ago.Ⅱ.单句写作6．看！那些运动员跑得非常快。
