NOUNCLAUSESSUBJECTSANDOBJECTS(最新整理)
高中英语教资语法点-从句
名词性从句 Noun clause（包括主语从句、宾语从句、表语从句和同位语从句）定义：A noun clause is a dependent clause that acts as a noun in a sentence. Noun clauses will contain a subject and a verb, but they cannot stand alone in a sentence. It must always be paired with a main clause.1.主语从句 subjective clause定义：A noun clause is a clause that plays the role of a noun. We use it as subject placeholder.结构：(1)主语从句（subject clause）+谓语（predicate）例句：what she said is right.(2)It 形式主语（formal subject）+谓语（predicate）+主语从句例句：It is important to arrive on time.2.宾语从句 objective clause定义：objective clause is clause that acts as an object in a sentence. It often follows a verb. 结构：{subject} + {verb} +(that可省略)+ {object clause}例句：I know (that) he is lying.I didn’t realize (that) I was late.3.表语从句 predicative clause定义：A predicative clause is a clause that follows a linking verb（系动词）and describes the subject of the sentence. It may be introduced by conjunctions such as that, whether, as, because, A predicative clause may be introduced by conjunctions（连词）, such as that, whether, as, as if, because, or connectives (连接词). Connectives many be conjunctive pronouns (连接代词)(who, whom, what, whose, which, whoever, whatever) or conjunctive adverbs (连接副词) (where, wherever, when, whenever, how and why).结构：Subject+ linking verb+ predicative clause例句：The regulation was that the first examination should be done in writing.Our proposal is that you should join in.Their suggestion was that no one should interfere.注：if不能引导表语从句。
名词性从句在高考英语作文中的应用
名词性从句在高考英语作文中的应用全文共3篇示例，供读者参考篇1Noun clauses are often used in high school English composition because they are a versatile and effective way to add complexity and depth to writing. These clauses can serve various functions in a sentence, such as acting as subjects, objects, or complements. They also allow writers to convey ideas in a more succinct and coherent manner.One common use of noun clauses in high school English composition is to provide additional information about a specific topic. For example, in a persuasive essay about the importance of recycling, a writer might include a noun clause that serves as the direct object of a verb, such as "I believe that recycling can make a significant impact on the environment." This noun clause expands on the writer's opinion and provides further context for the argument.Another way noun clauses are used in high school English composition is to introduce a quotation or report someone else's opinion. For instance, in a research paper on the effects of socialmedia on teenagers, a writer might include a noun clause that acts as the subject of a sentence, such as "Studies have shown that excessive use of social media can lead to decreased academic performance." This allows the writer to present a factual statement without inserting their own opinion.Noun clauses can also be used to create complex sentences that showcase a writer's ability to manipulate language effectively. By incorporating subordinate clauses into their writing, students can demonstrate their proficiency in grammar and syntax while adding sophistication to their arguments. For example, in a literary analysis essay on Shakespeare's "Hamlet," a student might include a noun clause that serves as the object of a preposition, such as "The protagonist's inner turmoil is evident in his soliloquies, where he questions whether 'to be or not to be.'"In conclusion, noun clauses are a valuable tool for high school students in English composition. By understanding how to use these clauses effectively, students can enhance the clarity and complexity of their writing. Whether providing additional information, introducing quotations, or creating complex sentences, noun clauses are a versatile resource that can help students succeed in their academic endeavors.篇2The Application of Noun Clauses in English Writing in the College Entrance ExaminationIn the English writing section of the college entrance examination, one essential grammatical structure that students need to master is noun clauses. Noun clauses, also known as nominal clauses, function as a noun within a sentence and can serve a variety of purposes, such as subject, object, complement, or appositive. Understanding how to use noun clauses correctly can greatly enhance the clarity and cohesion of one's writing. In this article, we will explore the application of noun clauses in high school English essays and provide examples of how they can be effectively integrated into writing.One common way in which noun clauses are used in essays is as a subject of a sentence. For example, in a persuasive essay on the importance of environmental conservation, a student might write: "What we do now will have a significant impact on the future of our planet." In this sentence, the noun clause "What we do now" functions as the subject of the sentence, emphasizing the importance of taking action to protect the environment.Noun clauses can also be used as the object of a verb, such as in the sentence: "I believe that education is the key to a better future." Here, the noun clause "that education is the key to a better future" serves as the direct object of the verb "believe," expressing the speaker's belief about the importance of education.Moreover, noun clauses can function as complements in a sentence, providing additional information about the subject or object. For instance, in a discussion of the factors that contribute to success, a student might write: "The idea that hard work leads to success is a common belief." In this sentence, the noun clause "that hard work leads to success" serves as the complement of the subject "idea," elucidating the common belief about the relationship between hard work and success.In addition to serving as subjects, objects, and complements, noun clauses can also be used as appositives, providing further explanation or clarification. For example, in a description of a memorable experience, a student might write: "My dream of becoming a doctor, which had been nurtured since childhood, finally came true." Here, the noun clause "which had been nurtured since childhood" serves as an appositive to the noun"dream," providing additional information about the persistence of the student's goal.In conclusion, noun clauses play a crucial role in enhancing the coherence and precision of writing in the college entrance examination. By mastering the use of noun clauses as subjects, objects, complements, and appositives, students can effectively convey their ideas and arguments in a clear and organized manner. Therefore, it is essential for students to familiarize themselves with the various functions of noun clauses and practice incorporating them into their essays. With diligent study and practice, students can confidently apply noun clauses in their writing and achieve success in the English writing section of the college entrance examination.篇3The Application of Noun Clauses in the English Composition of the College Entrance ExaminationIntroductionIn the English composition of the college entrance examination, noun clauses play a significant role in enhancing the complexity and coherence of the writing. Noun clauses are subordinate clauses that act as nouns in a sentence, and they canfunction as subjects, objects, complements, or possessives. By using noun clauses effectively, students can demonstrate their proficiency in grammar, vocabulary, and sentence structure, thus earning higher scores in the examination. This article will explore the application of noun clauses in the English composition of the college entrance examination and provide examples to demonstrate their effective use.1. Noun Clauses as SubjectsOne of the common uses of noun clauses in English composition is as subjects in a sentence. Noun clauses that function as subjects typically begin with words such as "that," "who," "what," "where," or "how." For example, in the sentence "What she said surprised everyone," the noun clause "What she said" functions as the subject of the sentence. By using noun clauses as subjects, students can vary their sentence structures and create more engaging and sophisticated compositions.2. Noun Clauses as ObjectsNoun clauses can also be used as objects in a sentence, either as direct objects, indirect objects, or objects of prepositions. Noun clauses that function as objects typically begin with words such as "that," "if," "whether," or "why." For example, in the sentence "I wonder whether he will come to theparty," the noun clause "whether he will come to the party" functions as the object of the verb "wonder." By using noun clauses as objects, students can convey their thoughts and opinions more effectively in their compositions.3. Noun Clauses as ComplementsNoun clauses can also be used as complements in a sentence, either as subject complements or object complements. Noun clauses that function as subject complements typically begin with words such as "that," "what," or "who." For example, in the sentence "His only wish is that she accepts his apology," the noun clause "that she accepts his apology" functions as the subject complement of the verb "is." By using noun clauses as complements, students can provide additional information and clarification in their compositions.4. Noun Clauses as PossessivesNoun clauses can also be used as possessives in a sentence, indicating ownership or relationship. Noun clauses that function as possessives typically begin with words such as "whose," "where," or "of which." For example, in the sentence "The book whose cover is torn belongs to me," the noun clause "whose cover is torn" functions as the possessive of the noun "book." By using noun clauses as possessives, students can show theirunderstanding of relationships and connections in their compositions.ConclusionIn conclusion, noun clauses are valuable tools for students to enhance the complexity and coherence of their English compositions in the college entrance examination. By using noun clauses as subjects, objects, complements, or possessives, students can demonstrate their proficiency in grammar, vocabulary, and sentence structure. Through effective application of noun clauses, students can create more engaging and sophisticated compositions, thus increasing their chances of earning higher scores in the examination. It is essential for students to practice using noun clauses in their writing to improve their overall English proficiency and succeed in the college entrance examination.。
初中英语语法基础知识大全100题
初中英语语法基础知识大全100题Grammar is the foundation of language, and a strong grasp of grammar principles is essential for effective communication in English. For middle school students, establishing a solid understanding of English grammar basics is crucial as they continue to develop their language skills. This essay will explore 100 essential grammar fundamentals that every middle school student should master.1. Parts of Speech: Nouns, Verbs, Adjectives, Adverbs, Pronouns, Prepositions, Conjunctions, and Interjections.2. Singular and Plural Nouns: Regular and irregular plural forms.3. Possessive Nouns: Forming possessive case with apostrophes.4. Proper Nouns and Common Nouns: Capitalization rules.5. Subject-Verb Agreement: Ensuring verbs agree with their subjects in number and person.6. Verb Tenses: Present, past, future, and their progressive and perfect forms.7. Irregular Verbs: Common verbs with unique past tense and past participle forms.8. Active Voice and Passive Voice: Recognizing and using both constructions.9. Transitive and Intransitive Verbs: Verbs that require objects and those that do not.10. Linking Verbs: Verbs that connect the subject to a subject complement.11. Auxiliary Verbs (Helping Verbs): Verbs that assist the main verb, such as "be," "have," and "do."12. Modal Auxiliaries: Verbs that express possibility, obligation, permission, and other modalities.13. Gerunds and Infinitives: Verbal forms that function as nouns, adjectives, or adverbs.14. Adjective Types: Descriptive, possessive, demonstrative, interrogative, and articles.15. Degrees of Comparison: Positive, comparative, and superlative forms of adjectives.16. Adverb Types: Manner, time, place, frequency, degree, and sentence adverbs.17. Comparative and Superlative Adverbs: Forming adverb comparisons.18. Personal Pronouns: Subject, object, possessive, and reflexive forms.19. Indefinite Pronouns: Words like "someone," "anyone," "nothing," and "all."20. Relative Pronouns: "Who," "whom," "whose," "which," and "that."21. Interrogative Pronouns: "Who," "what," "where," "when," "why," and "how."22. Preposition Types: Prepositions of time, place, direction, and relationship.23. Prepositional Phrases: Identifying and using prepositional phrases correctly.24. Coordinating Conjunctions: "And," "but," "or," "nor," "for," "so," and "yet."25. Subordinating Conjunctions: "Because," "since," "when," "while," "if," and "unless."26. Correlative Conjunctions: Paired conjunctions like "both...and," "either...or," and "neither...nor."27. Interjections: Expressing emotion or emphasis, such as "Ouch!" and "Wow!"28. Sentence Types: Declarative, interrogative, imperative, and exclamatory sentences.29. Simple Sentences: One independent clause with a subject and a verb.30. Compound Sentences: Two or more independent clauses joined by a coordinator.31. Complex Sentences: An independent clause and one or more dependent clauses.32. Compound-Complex Sentences: Combining compound and complex sentence structures.33. Phrases: Noun phrases, verb phrases, adjective phrases, andadverb phrases.34. Clauses: Independent clauses and dependent clauses.35. Dangling and Misplaced Modifiers: Recognizing and correcting these common errors.36. Parallel Structure: Maintaining consistency in the grammatical form of related elements.37. Sentence Fragments: Identifying and correcting incomplete sentences.38. Run-On Sentences: Recognizing and fixing two or more independent clauses joined incorrectly.39. Subject-Verb Inversion: Inverting the subject and verb in certain sentence structures.40. Negation: Forming negative statements using "not," "no," and other negating words.41. Contractions: Combining words to form shortened forms, such as "can't" and "won't."42. Capitalization Rules: When to capitalize proper nouns, titles, and the beginning of sentences.43. Punctuation: Using periods, commas, semicolons, colons, apostrophes, and quotation marks correctly.44. Appositives: Noun phrases that rename or describe another noun.45. Participial Phrases: Verb phrases that function as adjectives or adverbs.46. Gerund Phrases: Noun phrases beginning with a gerund.47. Infinitive Phrases: Verb phrases beginning with an infinitive.48. Restrictive and Nonrestrictive Clauses: Defining and nondefining relative clauses.49. Conditional Sentences: "If-then" statements expressing hypothetical situations.50. Passive Voice Transformation: Changing active voice sentences to passive voice.51. Direct and Indirect Speech: Reporting statements, questions, and commands.52. Pronoun-Antecedent Agreement: Ensuring pronouns agree with their antecedents.53. Pronoun Case: Subjective, objective, and possessive pronoun forms.54. Reflexive and Intensive Pronouns: Using "self" and "selves" pronouns correctly.55. Demonstrative Pronouns: "This," "that," "these," and "those."56. Indefinite Pronouns: "Everyone," "someone," "anything," and "nothing."57. Relative Pronouns: "Who," "whom," "whose," "which," and "that."58. Interrogative Pronouns: "Who," "what," "which," "whose," and "whom."59. Preposition Placement: Appropriate positioning of prepositions in sentences.60. Conjunction Usage: Selecting the right coordinating or subordinating conjunction.61. Adverb Placement: Properly positioning adverbs within asentence.62. Adjective Order: Following the correct order when using multiple adjectives.63. Verb Tense Consistency: Maintaining consistent verb tense throughout a passage.64. Subjunctive Mood: Using "were" instead of "was" in certain hypothetical statements.65. Gerund vs. Infinitive: Choosing between gerund and infinitive verb forms.66. Active vs. Passive Voice: Determining the appropriate voice for a given sentence.67. Subject-Verb Agreement with Collective Nouns: Singular or plural verb form.68. Compound Subject Agreement: Ensuring correct verb agreement with compound subjects.69. Dangling Modifiers: Correcting sentence structures with unclear modifications.70. Misplaced Modifiers: Placing modifiers in the appropriate position in a sentence.71. Parallel Structure in Lists: Maintaining grammatical consistency ina series of items.72. Comma Usage: Properly using commas in a variety of sentence structures.73. Semicolon Usage: Correctly applying semicolons to join independent clauses.74. Colon Usage: Appropriately using colons to introduce lists or explanations.75. Apostrophe Usage: Proper placement of apostrophes in possessive forms and contractions.76. Quotation Mark Usage: Correctly incorporating quotations and dialogue.77. Capitalization Rules: Applying capitalization guidelines for proper nouns, titles, and more.78. Abbreviation and Acronym Usage: Correctly using abbreviated forms and acronyms.79. Numbers and Numerals: Deciding when to spell out numbers versus using numerals.80. Commonly Confused Words: Distinguishing between homophones and similar-sounding words.81. Idioms and Idiomatic Expressions: Understanding and using common English idioms.82. Preposition Combinations: Mastering the appropriate prepositions to use in various contexts.83. Relative Clause Placement: Ensuring relative clauses are positioned correctly.84. Noun Clause Structure: Constructing noun clauses as subjects, objects, and complements.85. Adverb Clause Structure: Forming adverb clauses to provide additional information.86. Adjective Clause Structure: Creating adjective clauses to modifynouns and pronouns.87. Conditional Clause Structure: Constructing "if-then" statements and other conditional sentences.88. Passive Voice Transformation: Converting active voice sentences to passive voice.89. Direct and Indirect Speech: Accurately reporting statements, questions, and commands.90. Pronoun-Antecedent Agreement: Ensuring pronouns agree with their antecedents in number and gender.91. Pronoun Case: Properly using subjective, objective, and possessive pronoun forms.92. Reflexive and Intensive Pronouns: Identifying and applying the correct "self" pronouns.93. Demonstrative Pronouns: Appropriately using "this," "that," "these," and "those."94. Indefinite Pronouns: Recognizing and using universal, existential, and negative pronouns.95. Relative Pronouns: Selecting the right relative pronoun ("who," "whom," "whose," "which," "that").96. Interrogative Pronouns: Employing "who," "what," "which," "whose," and "whom" correctly.97. Preposition Placement: Ensuring prepositions are positioned properly in sentences.98. Conjunction Usage: Choosing the appropriate coordinating or subordinating conjunction.99. Adverb Placement: Determining the correct placement of adverbs within a sentence.100. Adjective Order: Arranging multiple adjectives in the proper sequence.Mastering these 100 essential grammar fundamentals will provide middle school students with a strong foundation in English language skills. By understanding the rules and conventions governing parts of speech, sentence structures, punctuation, and more, students can improve their written and oral communication, as well as their reading comprehension. Continuous practice and reinforcement of these grammar principles will equip middle school students for success in their academic and professional pursuits.。
人教高中英语必修3Unit5Noun Clause课件(共19张PPT)
I don’t care _w__h_o__ you are,
_w_h_e_r_e_ you’re from,
_w_h__a_t _ you did.
As long as you love me.
summary
My dream is that I will be a good translator. 表语从句
Mary Moe achieves her dream at age 91.
What dream did Mary have ?
Mary had a dream
_th__a_t_s_h_e__c_o_u_ld__l_e_a_r_n_h__o_w__to__f_ly_ an airplane.
As long as you love me
summary
主语从句
作主语
名 （Subject Clause）
词 宾语从句
作宾语
性 （Object Clause）
从 表语从句
作表语
句
（Predicative Clause）
同位语从句
作同位语
（Appositive Clause）
名词性从句中的连接词（引导词）有:
连词: that / whether /if
what 引导名词性从句，解释“所.....事情/东西” that引导主语从句时无词义
1) What we need is more time.
我们所需要的是更多的时间。
2) Teacher said that we should save time.
老师说我们应该节省时间。
改错练习
1. Light travels faster than sound is common knowledge. Thatthat虽无词义但引导主语从句位于
英语 同位语从句
英语同位语从句A noun clause, also known as a nominal clause, functions as a noun within a sentence. It can act as a subject, object, or complement. In English, noun clauses are often introduced by words such as that, whether, who, what, where, when, why, how, if, or wh-words (who, what, where, when, why, how). These clauses are called "noun clauses" because they perform the same function as a noun.Noun clauses can be used in various ways to provide additional information or to clarify the meaning of a sentence. Let's explore some common types of noun clauses and their usage.1. Subject Noun Clauses:A subject noun clause takes the place of a subject in a sentence. For example:What you said is true.Whether he will come to the party is uncertain.2. Object Noun Clauses:An object noun clause acts as the direct object or indirect object of a verb. For example:I know what she wants.He asked where they were going.3. Complement Noun Clauses:A complement noun clause completes the meaning of a sentence by functioning as a subject complement or an object complement. For example:Her belief is that hard work pays off. (subject complement)。
英语八大从句类型总结
英语八大从句类型总结There are eight types of subordinate clauses in English grammar, and they are usedto add depth and complexity to sentences. Each type of clause has its own unique function and structure, and understanding them is essential for mastering the English language. In this document, we will provide a comprehensive summary of the eight types of subordinate clauses, including examples and explanations for each.1. Noun Clauses。
Noun clauses function as a noun in a sentence and can act as the subject, object, or complement. They often begin with words such as "that," "whether," or "wh-" words like "who," "what," "where," "when," "why," and "how." For example:I know that she is coming to the party. (noun clause as the object of the verb "know")。
新目标英语九年级第十单元课件
Inspire students to develop a positive attitude towards innovation and technology, and cultivate their academic spirit
Course ware design concept
Student centered
The courseware is designed to meet the needs and interests of students, with a focus on practical language use and skill development
Flexible and adaptable
Explore word roots and affixes
Help students understand word formation by looking at roots, prefixes, and suffixes
Encourage independent learning
Direct students to online resources or dictionaries where they can look up new words independently
Process and method
Enhance students to actively participate in class discussions, group work, and presentations to improve their communication and collaboration skills
noun clauses as the ob_x_ject and predictive
Noun clauses: noun clauses as the object, noun clauses as the predicative, noun clauses as the subject and noun clauses as the appositive名词性从句：宾语从句、表语从句、主语从句和同位语从句He said that he didn’t want to know. (宾语从句)I asked her whether she agreed. (宾语从句)My idea is that we should do it right away. (表语从句)What I need is time and money. (主语从句)It is clear enough what he meant. (主语从句)I had no idea that you were her friend. (同位语从句)Noun clauses as the object 宾语从句1. 引导词连接代词: who whom whose which连接副词: when where why how从属连词: that whether if关系代词型: whatetcI don’t know who (whom) you mean.He asked why he had to go alone.We believe that he is honest.I don’t know whether he’ll arrive in time.We’re talking about what we’ll do next.2. 种类2.1 动词的宾语从句I heard that he had gone home.Make sure all the lights are turned off before you leave.2.2 介词的宾语从句We’re talking about what we’ll do next.I know nothing about her except that she lives here.2.3 形容词的宾语从句sure certain glad sorry happy afraid surprised satisfied pleased disappointed etc 表示“情感”的形容词后可接宾语从句。
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Noun Clauses: Subjects and Objects Introduction...Read Jim Bresler’s interview of Zeya Mason, one of the first participants in the recently expanded National Service ProgramJim: Zeya, you’re one of the very first participants in the program, so here’s kind of obvious first question: Tell me what you think of National Service.Zeya: I think it’s a wonderful program. It’s given me something worthwhile to do, and it’s helped me figure out what my career is going to be.Jim: Do you believe that citizens owe their country something?Zeya: I do, yes. The country has given all of us a lot. In return, we all need to do whatever we can for the country.Jim: What are you doing in your National Service assignment?Zeya: I’m working in a literacy program. I teach people who aren’t completely literate how to read and write.Jim: Tell me what made you decide to join the National Service Program.Zeya: Well, I graduated from high school a year ago, and I was going to go right on the college. But after thirteen years of school, I realized I was tired. What became really clear to me was the fact that I just wasn’t ready for serious study. The National Service Program had just been approved, so I applied and was accepted.Jim: Great. Zeya, do you think this program is for everyone?Zeya: Well, I don’t know if everyone would be interested, but I do think that just about anyone could benefit from it. Whoever isn’t going right on to college from high school ought to give it serious consideration.Jim: Well, Zeya, thank you again for doing this interview, and good luck in the future.Zeya: My pleasure.Grammar NotesNoun clauses are dependent clauses that perform the same functions that regular nouns do: They can be subjects, direct objects, indirect objects, or objects of prepositions.subjectWhat bothers me is his lack of initiative.direct objectWe all need to do whatever we can.indirect objectThe program should provide whoever is unemployed a two-year job.object of prepositionI’m assigned to work with whoever needs literacy training.∙Noun clauses are often introduced by what, that, who, whom, where, how, why, whether (or not), and by the words whatever, whichever (one), wherever, whoever, whomever, however.What I need is a challenging job.Do what you have to do.Whatever you want to do tonight is all right by me.I know that I’ll enjoy National Service.∙Remember the distinction between who and whom, whoever and whomever.Who and whoever are used as subjects, while whom and whomever are used as objects in formal English. Many native speakers don’t use whom and whomever.Award the prize to whoever comes through the door first. (Whoever is the subject of the verb comes in the dependent clause.)Award the prize to whomever you like. (whomever is the direct object of the verb like.)Usage Note: Although native speakers often replace whom and whomever with who and whoever in conversation or informal writing, in careful speech and formal writing the use of whom and whomever is recommended.Appoint whomever you like. (formal)Appoint whoever you like. (informal)∙When a noun clause beginning with that functions as a direct object, the word that may be omitted.Do you think (that) National Service is for everyone?∙Noun clauses are sometimes embedded questions with if or whether (or not).Do you mind if I record your answer?Do you Know whether or not she has left?∙Indirect Speech is expressed in noun clauses.“Mary, what are you going to be when you grow up?” John askedJohn asked Mary what she was going to be when she grew up.Note that a noun clause sometimes includes the phrase the fact that.The fact that I’m helping others fulfils me. (The clause the fact that I’m helping others is the subject of the entire sentence.)I’m bothered by the fact that I’m not doing anything socially useful. ( the clause the fact that I’m not doing anything useful is the object of the preposition by.)EXERCISESDiscover the GrammarRead the editorial, which recently appeared in The Pleasantville Herald. Underline all noun clauses used as subjects or objects.MAKE NATIONAL SERVICE MANDATORYCongress recently approved a bill to fund a National Service program, and the president signed it. We think this is a small step in the right direction, but we also believe it doesn’t go nearly far enough.In our view, whoever gets something from the nation should be required to give the nation something in return. Think for a minute about what we receive. We all have access to free education through high school, police protection, national security, roads and highways, national parks – the list goes on and on. We suggest that it is time to reinvoke John F. Kennedy’s famous call to action: “Ask not what your country can do for you; ask what you can do for your country.”We propose that Congress pass new legislation creating a job corps and requiring all youths to serve in it. It would require all young persons to give two years of service doing whatever they are most skilled at or interested in. There are thousands of things that job corps workers could do: build bridges, work on highway construction, teach illiterate people to read, work in day care centers and old-age homes, pick up trash on the streets, paint over graffiti on public buildings, and serve in the military or Peace Corps. Whoever worked in the job corps would receive minimum wage, health-care benefits, and tuition credits for future education. The corps would be especially valuable for people who don’t know where they’re going in their careers.What this country needs is a sense of community and togetherness. Mandatory national service is the way to achieve it.Is there life after high school?Two high school seniors are having a conversation about life after graduation. Fill in the blanks in their conversation with clauses from the box.Colleen : We will graduate next month. Do you know ______________________?Amanda : I don’t have a clue. I guess ______________________________?Colleen : Doing what?Amanda : Doing _________________________________?Colleen : By whom?Amanda : By _______________________________. What about you?Colleen : I think ______________________.Amanda : The army? Why?Colleen : Well, I don’t know yet _________________. I figure________________. Why don’t you join along with me?Amanda : What? And be told _________________ every minute of the day?Colleen : You just said you are willing to do ____________________.Anyway , it’s not like that. You can learn a lot of new things and get away from home to boot. Think it over.Amanda : Hmm... I wonder ______________________.Editing Read and edit the letter, correcting the seven errors in noun clauses.Dear colleen,Well, old pal, here I am at Fort Jackson. I have to say you were right about joining the army. I just wish we could have been stationed together. I’ll admit what basic training was though, but now that it’s over with, I’m having a great time. Whomever says that you’re treated like a slave is wrong. There are rules to follow, but they are not unreasonable. That I like best about my situation is what I get to study whatever I want. I chosetelecommunications. I assume that things are the same for you. Is what right?I just wonder that I would be doing if I hadn’t gone in the army. I hope what things are going as well for you as they are for me. Write soon.Best,AmandaReach out and help someoneTwo friends in their late twenties, Brady and Pablo, are talking. Fill in the blanks in their conversation with whatever, whichever, whoever, or however and correct forms of the indicated verbs. You will use some of these words more than once.Pablo: What’s the matter with you lately? You seem really down in the dumps Brady: I don’t know. I’m just not very happy. Take girls, for example.___Whoever I meet___ bores me. (I/meet) I’d like to meet some new and interesting people.Pablo: What about work? Doesn’t that satisfy you?Brady: Nah, I’ve been there so long that I can do ________________ (I/want), but there’s no challenge anymore. Right now there are five major projects the company is doing. My boss tells me to work on _______________ the most. (one /interest me) the trouble is, none of them interest me.Pablo: Why don’t you try doing some volunteer work? That’s what I do – I go down to the community center and work with _______________ on that day. (need/help) You get your mind off yourself when you’re volunteering. Brady: Ok, so what do I do?Pablo: Just go down to the community center some evening. Talk to________________ (be) at the main desk. Say you’re there to help. You’ll do ____________________ (need/to be done).Brady: Ok, I’ll give it a try. Helping others might cheer me up. What’s the address?Small Group DiscussionDiscuss one or more of the following topics.1-What I want out of life is ...Example:Student A: What I want out of life is a challenging job and a fulfilling relationship with someone.Student B: Tell us what you would consider a challenging job.2-What I find hardest about being an adult is ....3-What I find most interesting about being an adult is ...4-What this country needs is ...。