Unit 7 Art 北师大2019版高中英语必修第三册
北师大版(2019)英语必修 第三册 Unit 7 Art-Lesson 3 A Musical Genius 课件(共17张PPT)

a In Germany.
b In Canada.
c In France.
3 What big challenge did Beethoven face?
a He became deaf.
b He became blind.
c He was unable to walk.
4 How many pieces of music did Beethoven write?
• Beethoven as a musician • The performance of Symphony No. 9
Activity 7
Group Work: Think and share.
1. The description of Beethoven’s behaviour in the performance shows that he was deaf. 1) Can you find the hints? “And the whole time, Umlauf stood quietly by his side, skilfully guiding the orchestra.” The music ended but Beethoven continued to conduct. “It was not until Caroline Unger took his arm and turned him to face the audience that the great man had realised his symphony was a success.”
Beethoven • General information • Composing of Symphony No. 9 • Performance of Symphony No. 9
北师大版(2019)英语必修 第三册 Unit 7 Art Lesson 3 A Musical Genius 教案

Unit 7 ArtLesson 3 A Musical Genius【教学目标】Students will be able to1. read and talk about Ludwig van Beethoven2. read for deep understanding3. summarise information4. learn about and practise word building【教学重难点】1. reading for deep understand2. summarising information【教学过程】1. What do you know about Ludwig van Beethoven?(1) Read aloud the title of the lesson and the four questions. Discuss any difficult words or terminology.(2) Students answer the questions independently as a benchmark assessment.2. Scan the story and answer questions.(1) Ask volunteer students to read the italicised paragraph and the first paragraph.(2) Give students a few moments to correct their answers in Activity 1.(3) Discuss the answers as a class.3. Read and find out.(1) Read the Skill Builder. Draw a diagram to show the main information of the passage and how the passage is structured. Let’s read the passage to find details on Symphony No. 9 and supporting sentences.(2) V olunteer students read the story.(3) In pairs, while listening, students add the details to the diagram. Support students as they complete the task.(4) Encourage students to answer the questions in the Skill Builder about the passage that theyhave just read.(5) Discuss the answers as a class.4. Take notes and answer questions.(1) Students volunteer to each read a few sentences of the text.(2) Divide students into groups based on their reading level. Allow high level readers to read independently and complete the activity alone. Encourage middle level readers to read the account quietly and work together to find the answers. Support low level readers by listening as they read the account aloud and explaining unknown terms and tricky sentence structures. If necessary, provide sentence frames for low level readers to complete in order to answer the questions.(3) Discuss the answers as a class.5. Pair Work: Choose a topic to introduce to your partner.(1) Students choose a topic and mind map information on that topic.(2) Using those ideas and the discussed vocabulary, students write at least five sentences. High level learners can research further and write more information.(3) In pairs, students read their sentences to their partner and review what they have learnt.6. Group Work: Think and share.(1) Divide students into groups to answer the questions and provide logical reasoning.(2) Discuss the answers as a class.7. Complete sentences on page 16.(1) V olunteer students can read the phrases in the box and the sentence frames. Discuss any difficult words or terms.(2) Encourage students to work independently and not to turn back to the passage, to complete the sentences by filling in the terms.(3) Students can read their sentences to a partner to hear that they sound correct.(4) Discuss the answers as a class.8. Complete the Word Builder on page 17.(1) Instruct students that they will use their dictionaries to assist with completing the table.(2) Ask students to look up one of the words in their dictionary.a. What part of speech is it? How do you know?b. What is the verb form? How do you know? What is the adjective form?c. How did the word change?(3) Divide students into groups based on their reading level. Allow high level readers to complete the activity alone. Encourage middle level readers to work together to find the answers. Support low level readers to complete the Word Builder by providing guidance with dictionary skills.(4) Discuss the answers as a class.9. Complete sentences.(1) V olunteer students read the sentence frames. Explain any difficult words or terms.(2) Divide students into groups based on their reading level. Allow high level readers to complete the activity alone. Encourage middle level readers to work together to complete the sentences. Support low level readers by providing a key with the answers that they can choose from.(3) Discuss the answers as a class.10. Pair Work: Which part of the story impressed you most? Why?(1) In pairs, students discuss what impressed them most about the passage and what they learnt.(2) Each student shares their answer with the class.。
北师大2019新版高中英语必修三UNIT 7 ART 单词表

UNIT 7 ART默写Topic Talkopera /ˈɒprə/ n. 歌剧; 歌剧艺术band /bænd/ n. 乐队; 乐团performance /pəˈfɔːməns/ n. 表演; 演出exhibition /ˌeksɪˈbɪʃn/ n. 展出(会), 展览classical /ˈklæsɪkl/ adj. (音乐)古典的; 传统的jazz /dʒæz/ n. 爵士乐drama /ˈdrɑːmə/ n. 戏剧comedy /ˈkɒmədi/ n. 喜剧片; 喜剧节目calligraphy /kəˈlɪɡrəfi/ n. 书法performer /pəˈfɔːmə(r)/ n. 表演者; 演奏者; 演员talented /ˈtæləntɪd/ adj. 有才能的; 有天资的professional /prəˈfeʃənl/ adj. 专业的; 职业的component /kəmˈpəʊnənt/ n. 组成部分stage /steɪdʒ/ n. 舞台; 讲台; 阶段costume /ˈkɒstjuːm/ n. 戏装; 化装服shade /ʃeɪd/ n. (画的)阴影部分atmosphere /ˈætməsfɪə(r)/ n. 气氛; 氛围monthly /ˈmʌnθli/ adv. 每月地; 每月一次地uplifting /ˌʌpˈlɪftɪŋ/ adj. 令人振奋的Lesson 1 MASTERPIECESmasterpiece /ˈmɑːstəpiːs/ n. 杰作; 代表作figure /ˈfɪɡə(r)/ n. 人像, 人形; 数字starry /ˈstɑːri/ adj. 布满星星的mentally /ˈmentəli/ adj. 精神上; 心理上massive /ˈmæsɪv/ adj. 巨大的beneath /bɪˈniːθ/ prep. & adv. 在……(正)下方affect /əˈfekt/ vt. 影响drug /drʌɡ/ n. 药物, 药材spot /spɒt/ n. (圆)点; 斑点; 污渍failure /ˈfeɪljə(r)/ n. 失败的事; 失败scream /skriːm/ n. 尖叫, 尖叫声; vi. & vt. 高声喊出striking /ˈstraɪkɪŋ/ adj. 惊人的; 显著的let out a scream 发出尖叫声viewer /ˈvjuːə(r)/ n. 观看者burning /ˈbɜːnɪŋ/ adj. 燃烧着的cause /kɔːz/ vt. 导致, 引起; 使发生. n. 原因; 事业empire /ˈempaɪə(r)/ n. 帝国; 大企业*1scene /siːn/ n. 景色mysterious /mɪˈstɪəriəs/ adj. 神秘的; 难以解释的visual /ˈvɪʒuəl/ adj. 视觉的, 视力的reaction /riˈækʃn/ n. 反应Lesson 2 BEJING OPERAfemale /ˈfiːmeɪl/ adj. 女(性)的male /meɪl/ adj. 男(性)的mask /mɑːsk/ n. 面具*clown /klaʊn/ n. 小丑*emotion /ɪˈməʊʃn/ n. 情感acrobatics /ˌækrəˈbætɪks/ n. 杂技master /ˈmɑːstə(r)/ vt. 掌握, 精通; n大师; 主人refer /rɪˈfɜː(r)/ vi. 提到; 谈到refer to 提到perform /pəˈfɔːm/ vi.& vt. 表演; 演出pattern /ˈpætn/ n. 图案; 花样, 式样otherwise /ˈʌðəwaɪz/ adv. 否则; 要不然carriage /ˈkærɪdʒ/ n. 马车*complex /ˈkɒmpleks/ adj. 复杂的aspect /ˈæspekt/ n. 方面Lesson 3 A MUSICAL GENIUSorchestra /ˈɔːkɪstrə/ n. (大型的)管弦乐队*genius /ˈdʒiːniəs/ n. 天才symphony /ˈsɪmfəni/ n. 交响乐, 交响曲*minor /ˈmaɪnə(r)/ adj. (音乐)小调的; 小的; 不很重要的composer /kəmˈpəʊzə(r)/ n. 作曲家piano /piˈænəʊ/ n. 钢琴struggle /ˈstrʌɡl/ n. 奋斗; ⅵ. 奋斗, 拼搏proceed /prəˈsiːd/ vi. 继续; 进行note /nəʊt/ n. 单音, 音调, 音符score /skɔː(r)/ n. 乐谱; 比分; 成绩respond /rɪˈspɒnd/ vi. & vt. 回应, 回复backstage /ˌbækˈsteɪdʒ/ adj. 后台的; (在)幕后(的)tense /tens/ adj. 紧张的; 焦虑不安的conductor /kənˈdʌktə(r)/ n. 指挥hesitate /ˈhezɪteɪt/ vi. 犹豫; 踌躇not hesitate to do sth毫不犹豫做某事, 尽管做某事charge /tʃɑːdʒ/ n. 主管; 负责take charge of 负责2joyous /ˈdʒɔɪəs/ adj. 欢乐的, 令人愉快的signal /ˈsɪɡnəl/ vt. 标志着; 预示; n标识broad /brɔːd/ adj. 宽阔的; 广博的broad smile 满面的笑容compose /kəmˈpəʊz/ vt. 作(曲); 构成; 写作Writing Workshop A FORMAL EMAILadvertisement /ədˈvɜːtɪsmənt/ n. 广告youth /juːθ/ n. (青)少年contest /ˈkɒntest/ n. 比赛, 竟赛martial /ˈmɑːʃl/ adj. 军事的; 战争的*martial arts 武术madam /ˈmædəm/ n. 女士; 夫人documentary /ˌdɒkjuˈmentri/ n. 纪录片currently /ˈkʌrəntli/ adv. 当前; 现时acceptable /əkˈseptəbl/ adj. 可接受的individual /ˌɪndɪˈvɪdʒuəl/ n. 个人, 个体appreciate /əˈpriːʃieɪt/ vt. 感激; 欣赏faithfully /ˈfeɪθfəli/ adv. 忠诚地, 忠实地Reading Club 1expressive /ɪkˈspresɪv/ adj. 富于感情的; 明确表露想法的artistic /ɑːˈtɪstɪk/ adj. 美术的; 艺术的extensively /ɪksˈtɛnsɪvli/ adv. 广泛地; 大规模地; 全面地symbolism /ˈsɪmbəlɪzəm/ n. 象征主义sculptor /ˈskʌlptə(r)/ n. 雕刻家admiration /ˌædməˈreɪʃn/ n. 敬佩; 羡慕best-selling /best ˈselɪŋ/ adj. 畅销的Reading Club 2permission /pəˈmɪʃn/ n. 允许; 许可threatening /ˈθretnɪŋ/ adj. (行为)带有威胁的messy /ˈmesi/ adj. 脏的; 凌乱的punishable /ˈpʌnɪʃəbl/ adj. 可依法惩处的说明:带*号的词为《普通高中英语课程标准(2017年版)》必修和选择性必修以外词汇。
Unit 7 Art Lesson 3 英语教案高中英语北师大版(2019)必修第三册

Unit 7 ArtLesson 3 A Musical GeniusLevel: Senior high schoolCoursebook:《北师大版(2019)高中英语必修第三册》Objectives:To develop students' ability to understand and use new vocabulary related to music and musicians.To enable students to read and comprehend a biography of a famous musician.To improve students' ability to infer meaning from context.To encourage students to discuss and express opinions about the impact of music on society.Materials:A copy of the Unit 7 Art Lesson 3 article "A Musical Genius" for each student.A whiteboard and markers.Audio recording of a piece of music by the featured musician.Procedures:Warm-upPlay a piece of music by the featured musician and ask students to guess who the musician is. Ask students to discuss in pairs or small groups what kind of impact music has on society.Pre-reading:Introduce new vocabulary from the article such as composer, conductor, symphony, and orchestra, using the whiteboard.Ask students to predict what the article might be about based on the vocabulary introduced.Reading:Distribute the article "A Musical Genius" to students and ask them to read it silently.In pairs or small groups, ask students to discuss what they learned about the musician from the article.Conduct a whole-class discussion, asking students to share their findings and ask any questions they may have.Post-reading:Divide the class into two groups and assign each group a role - one group will represent themusician's supporters and the other group will represent his critics.Each group should prepare a short presentation outlining their arguments for or against the musician's impact on society.Conduct a debate between the two groups, with each side presenting their arguments and responding to the other side's points.Conclusion:Summarize the key points discussed during the debate.Play another piece of music by the featured musician.Ask students to share any final thoughts on the topic of music and its impact on society.Assessment:Participation in class discussions and debate.Vocabulary quiz based on the new vocabulary introduced in the lesson.Written reflection on the impact of music on society.Homework:Write a short biography (100 words) of a famous musician of your choice. Use the vocabulary and reading comprehension skills you learned in class to describe their life and achievements. Be sure to include the following information:The musician's name and background.Their most famous works and contributions to the field of music.Any challenges or obstacles they faced in their career.The impact of their music on society.You should also use at least five new vocabulary words from the lesson and make sure to infer meaning from context when necessary.。
Unit+7+Art+Lesson+3+A+Musical+Geni北师大版(2019)必修第三册+

Vienna was tense. Beethoven was afraid that the performance would be a disaster.
After all, what use is a conductor who could not hear his orchestra—even if he is
2. Where was Beethoven born?
A. In Germany.
B. In Canada. C. In France.
birthplace
3. What big challenge did Beethoven face?
A. He became deaf.
life challenge
score. n. 乐谱
当这位著名作曲家时隔12年再次走上舞台时,观众们毫不犹豫地报以热烈的掌声。剧院 的音乐总监迈克尔·乌姆劳夫(Michael Umlauf)加入了他的行列,两人一起负责管弦乐队。 在一个多小时的时间里,贝多芬在管弦乐队面前跳来跳去,在空中忘情地挥舞着双臂, 疯狂地翻动着乐谱。
Read and explore
Para 2
General information
Para 3-6
Performance of Symphony No. 9
Read and explore
back(后面的)+stage(舞台)=后台的
n. 剧场,戏院
3. Before the performance, the backstage atmosphere at a very famous theatre in
Activity 1.
1. What is Beethoven most famous for? A. His piano performances. n. 大型管弦乐队
北师大版(2019)英语必修第三册Unit7ArtLesson1Masterpieces教案

北师⼤版(2019)英语必修第三册Unit7ArtLesson1Masterpieces教案Unit 7 ArtLesson 1 Masterpieces【教学⽬标】Students will be able to1. read and talk about paintings and masterpieces2. read for general understanding3. read for specific information and understanding words in context4. read for similarities between three different paintings5. learn about and practise noun clauses6. learn about and practise subject clauses, object clauses and predicative clauses【教学重难点】1. reading for specific information2. Using noun clauses in context【教学过程】1. Talk about paintings on page 8.(1) Discuss one painting at a time. Students can use the vocabulary under the paintings. What title would you give to each painting? Write the heading of each painting on the board; “The Starry Night”, “The Scream” and “The Empire of Light”. Ask students:a. What does the title say about the painting?b. What elements can be seen in the painting?c. What is your opinion of the painting? Explain.d. What emotion does the painting bring to mind?e. How does the painting make you feel?(2) As students are talking, write vocabulary words that they mention on the board. Make sure that every student has a chance to answer the questions and take part in the discussion.2. Read and find out what each painting is about.(1) In pairs, students read through the descriptions of the three paintings.(2) Instruct students to underline the title of each painting and the general sentence for eachparagraph.(3) Encourage students to use the context to understand unknown terms.(4) In small groups, students discuss what each painting is about.(5) Review the answers as a class.3. Read again, take notes and talk about each painting.(1) Read and discuss the diagram:a. What does the painting show?b. What may have inspired the painter?c. What did the artist think, say or write about the painting?This may be difficult for students but they can use contextual clues.(2) Allow students time to read the full article again or call on volunteers to read the passage aloud.(3) In pairs, students complete the diagram. High level students can attempt to complete the diagram independently.(4) Discuss the answers as a class.4. Pair Work: Sort and introduce.(1) Read the phrases aloud. Explain any difficult words.(2) In pairs, students complete the table while discussing each phrase and why it applies to the painting.5. Read and find out similarities.(1) Suggest that students underline and take note of the similarities in each description as they are listening.(2) Ask students to volunteer to read the first paragraph of each description.(3) Create a class discussion on the similarities that students noticed. Encourage all students to participate. Students need to explain their opinions.6. Group Work: Discuss.(1) Discussion questions:a. What’s your opinion of the three paintings after reading the descriptions?b. Do you like or dislike them more? Give your reasons.(2) Instruct students to work independently, to write a few sentences on each painting, expressing their opinion. They can use the following vocabulary words: artistic beauty, originality, emotional,atmosphere, color scheme, dramatic, contrast, highlights, the painting makes me feel uneasy/inspired, dark and troubling, failure, powerful.7. Group Work: Introduce the paintings.(1) Divide students into small groups.(2) Each group chooses one painting and selects one person to be the scribe and write down notes for the group.(3) Each student in the group describes the painting, and provides background to the painting, the artist, the inspiration behind the painting etc. The scribe can mind map this information.(4) Each group writes at least ten complete sentences about the painting using these descriptions.(5) A volunteer from the group reads this passage to the class, role playing that he or she is introducing the painting to visitors at an art gallery.(6) The class can ask questions about the painting and members from the group can help to answer the questions.8. Pair Work: Read and answer.(1) Before starting, revise the different types of noun clauses. Students can read the Grammar Summary for Unit 7, Noun Clauses on page 94. Read through the rules and examples with the class and ensure that students understand clauses in the examples.(2) Students work in pairs to answer the questions on page 10.9. Combine two expressions to make a complete sentence.(1) Divide students into pairs.(2) Explain to students that full sentences include a subject (noun), a verb and a complete thought. Show that the shorter sentences do not make sense on their own as they are incomplete thoughts. Highlight that short sentences can be full sentences but not always.(3) Instruct students to read each sentence pair aloud and decide how to join the two expressions using a subject clause, an object clause or a predicative clause. Students need to support their answers.(4) Students write the completed sentences.10. Rewrite sentences.(1) Ask volunteer students to read the passage aloud to the class. Discuss any difficult words and terminology.(2) Ask students what the passage is about to gain a deeper understanding of the passage:a. What type of art did he create?b. What inspired his art?c. What is he famous for?(3) Let students work independently. Explain to students that they will join the two independent sentences for each number, using noun clauses. The sentences need to make sense and be a complete thought.(4) Students read their constructed sentences to their partner when complete and compare answers.11. Read the quotes and discuss.(1) In small groups ask students to answer the questions:a. How can a man paint with his brain?b. Why is painting similar to poetry? Poetry involves the beauty of words while painting involves the beauty of the world.c. How can poetry speak?d. Why is painting similar to cooking?e. How can you taste painting?(2) Ask students: What are the features of a good painting? Discuss focal point, beauty, skill of the artist, inherent meaning, uniqueness and the artist’s intent. Read the information from the online resources to provide further information.。
2025届北师大版(2019)高中英语一轮复习语基默写课件必修第三册UNIT 7 ART

UNIT 7 ART
目录
语境背诵
Ⅰ.阅读单词 1.a jazz band 一支爵士乐队 2.a comedy star 一个喜剧明星 3.many different components 许多不同的组成部分 4.traditional Chinese costume 传统的中国服装 5.enjoy the uplifting performances欣赏令人振奋的表演 6.the starry sky 布满星星的夜空 7.Roman Empire 罗马帝国 8.brightly painted masks 颜色鲜艳的面具
狂背单词
语境背诵
狂背单词
1.figure n.人像,人形;数字;雕像;人影;体形 vt.认为;计算 2.spot n.(圆)点;斑点;污渍;地点 vt.看见;注意到;发现 3.scream n.尖叫,尖叫声 vi. & vt.高声喊出
4.cause vt.导致,引起;使发生 n.原因;事业
5.struggle n.奋斗;斗争;难事 vi.奋斗,拼搏 6.note n.单音,单调,音符;笔记;便条;纸币 vt.注意;记录 7.score n.乐谱;比分;成绩 8.charge n.主管;负责;电荷;指控;收费 vt. & vi.收费;充电;控告
→effective adj.有效的;生效的
语境背诵
狂背单词
8.fail vi.失败→failure n.失败的事;失败 9.strike v.打;击;突然想到→striking adj.惊人的;显著的 10.view v.看待;观看→viewer n.观看者 11.burn v.燃烧→burning adj.燃烧着的 12.mystery n.神秘→mysterious adj.神秘的;难以解释的 13.react vi.反应→reaction n.反应 14.emotion n.情感→emotional adj.情感的;情绪的→emotionally adv.情感上;
单词+知识点课后习题处理课件-高中英语北师大版(2019)必修第三册

◆When the thick fog disappeared, a mountain came into sight.浓雾散去之后,一座山映入眼帘。
4. spot (1)n.[C]斑点;污迹;地点,场所 ◆The expert observed a reddish spot on the surface of
passed by,当我经过时,我发现她正在图书馆里写信 。
5. failure (1)n.[C]失败的事;失败者 ◆The art show was far from being a failure;it was a great success.这次艺术展览远非失 败;这是一次巨大 的成功。 ◆As an emperor,he was a failure;but as an artist,he was a great success.作为一位帝 王,他是个失败者;但 作为一名艺术家,他非常成功。
(2)as to后面可接从句或”特殊疑问词+不定式"结构。 ◆They have not decided yet as to who will be in charge of the project.关于谁将负责这项 工程,他们还没有决定。 ◆He asked for my advice as to what to do next.关于接 下来要做什么,他征求了我的意见。
●*empire /'e m paɪ ə/ n.帝国;大企业 ●scene /si: n/ n.景色 ●on the scene 在现场;当场(=on the spot) ●the scene of the accident, crime, etc 事故﹑犯罪等的
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高中北师大2019版英语必修三Unit 7 ART【NOTES ON THE TEXTS】Topic TalkAll artists must be half-poet,half-craftsman.凡是艺术家都须有一半是诗人,一半是匠人。
------朱光潜《谈美》Lesson lIn his diary, Munch talked about what inspired him. “ I was walking down the road with two friends when the sun set; suddenly the sky turned as red as blood... I stood there shaking...”蒙克在他的日记中谈到了灵感的来源,“太阳落山时,我和两个朋友一起走在路上;天空突然变得像血一样红......我站在那里颤抖......”①set n. 集合,布景,装置,一套V. 树立,点燃a. 固定的,规定的set up 建立;装配;开业;树立set out 出发;开始;陈述(书面用词)set off v. 出发,引起,动身,;使爆炸;抵消;分开all set 准备就绪,都安排好了Eg:Then confirm your selection and you’re all set.最后再确认你的选择,就完成了。
He set off once more in spite of his friends’ attempts to dissuade him.他不顾朋友们的劝阻,再次启程远航。
In the chilly autumn wind, the soldiers set out with a mettlesome and handsome bearing.秋风飒飒中,战士们英姿勃发地出发了。
Police have set up a roadblock on the road to London.警察在通往伦敦地路上设置了路障。
②as (adv.) ...as (prep.) ... 与......一样as far as adv. 至于,直到,就.......而言as soon as 一....... 就as good as 和......几乎一样;实际上就等于Eg:You’ve made as many mistakes as I have.They will arrive at nine, as far as we know.Lesson 3The theatre’s musical director, Michael Umlauf, joined him and together the two men took charge of the orchestra.剧院音乐指挥迈克尔.奥姆洛夫也走上台和他一起指挥乐队。
take charge of 主管,负责;掌管in charge (of) 负责,主管Eg: To become a successful person, we must be able to take charge of ourselves.要成为成功人士,我们必须能够掌控自己。
Who is in charge of the administration of your company?你们公司地行政工作由谁负责?1.For the past few months, we have been interviewing and filming young players about their interest in basketball.have been doing 现在完成进行时,表示从过去一直持续到现在地动作,这个动作可能刚刚结束,也可能还要继续下去。
Eg:I have been learning swimming for a few months.过去几个月我一直在学游泳。
2.I wonder if you could also give me more information about how to apply to be part of this festival.apply to 申请,提出请求Eg:We’ve applied to the committee for approval.我们已经向委员会提出申请。
【GRAMMAR】名词性从句---Noun Clauses1.概念:在复合句中起名词作用的句子叫做名词性从句。
名词性从句的功能相当于名词(词组),在复合句中可做主语,宾语,表语,同位语。
根据其在句子中所充当的成分,名词性从句可分为主语从句,宾语从句,表语从句和同位语从句。
2.引导词:① that;② whether/ if;③What/ who/ which/ where/ when/ why/ how long/ much/ many...;④as/ as if/ as though etc.3.名词性从句类型A.主语从句1.主语从句在复合句作主语。
e.g. Who will go is not important.2. 用it 作形式主语,主语从句放在句末。
e.g. It doesn’t matter so much whether you will come or not.3. that 引导主语从句时,不能省略。
e.g. That he suddenly fell ill last week made us surprised.B. 表语从句1. 表语从句在复合句中作表语,位于系动词之后。
e.g. The question was who could go there.2. 引导表语从句的连接词that 有时可省去。
e.g. My idea is (that) we can get more comrades to help in the work.C. 宾语从句1. 宾语从句在复合句中作宾语。
引导宾语从句的连词that 一般可省略。
e.g. I hope (that) everything is all right.2. 介词之后的宾语从句,不可用which 或if 连接,要分别用what 或whether 。
e.g. I’m interested in whether you’ve finished the work.I’m interested in what you’ve said.2.whether 与if 都可以引导宾语从句,常可互换。
但下面情况不能互换。
①宾语从句是否定句时,只用if, 不用whether 。
e.g. I wonder if it doesn’t rain.①用if 会引起误解,就要用whether 。
e.g. Please let me know whether you want to go. (此句如果把whether 改成if ,容易当成条件句理解)①宾语从句中的whether 与or not 直接连用,就不能换成if ;不直接连用,可换。
e.g. I don’t know whether or not the report is true.I don’t know whether/ if the report is true or not.①介词后的宾语从句要用whether 引导。
whether 可与不定式连用。
whether 也可引导主语从句、表语从句、同位语从句,还可引导让步状语从句,以上均不能换成if 。
但引导条件从句时,只能用if ,而不能用whether 。
e.g. It depends on whether we have enough time.They don’t know whether to go there.Please come to see me if you have time.D.同位语从句同位语从句在句中作某一名词的同位语,一般位于该名词(如:news, fact, idea, suggestion, promise 等)之后,说明该名词的具体内容。
e.g. I have no idea when he will be back.The fact that he had not said anything surprised everybody.【练习】一、判断下列各句哪句含有名词性从句,并指出是什么从句:1. China is no longer what it used to be.2. The truth that the earth turn around the sun is known to all.3. It was snowing when he arrived at the station.4. How he persuaded the manager to change the plan is interesting to us all.5. The news that they had won the game soon spread over the whole school.6. The news that you told me yesterday was really disappointing.7. That is where Lu Xun used to live.8. He spoke as if he understood what he was talking about.9. Do you remember the teacher who taught us English at middle school?10. I wonder why she refused my invitation.二、用适当的连词填空:1. I can’t decide ____________ dictionary I should buy.2. That’s ____________ he refused my invitation.3. I am very interested in ____________ he has improved his pronunciation in such a short time.4. ____________ we need is more time.5. The fact ____________ she had not said anything at the meeting surprised everybody.6. ____________ and ____________ they will meet has not been decided yet.7. Please tell me ____________ you are waiting for.8. Is that ____________ you are looking for?9. Would you please tell me ____________ the nearest post office is?10. I don’t know ____________ he will agree to the plan or not.【参考答案】一、1 、表语从句; 2 、同位语从句; 3 、不是; 4 、主语从句; 5 、同位语从句;6 、不是;7 、表语从句;8 、宾语从句;9 、不是;10 、宾语从句二、1. which; 2. why; 3. how; 4. What; 5. that; 6. when, where; 7. who(m); 8. what; 9. where; 10. whether。