（江苏专用）2019年高中英语Unit2WitnessingtimeSectionⅣGrammar.docx

Section Grammar & Writing名词性从句在句子中起名词作用的从句叫名词性从句(Noun Clauses)。名词性从句的功能相当于名词词组，它在复合句中能作主语、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。一、引导名词性从句的连接词1引导名词性从句的连接词可分为三类：连词(5个)：that, whether, if, as if / though连接代词(9个)：what, whatever, who, whoever, whom, whomever, whose, which, whichever连接副词(7个)：when, where, how, why, whenever, wherever, however点津(1)that, whether, if, as if / though在名词性从句中均不充当任何成分；连接代词不仅连接从句，还在从句中作主语、宾语、表语；连接副词不仅连接从句，还在从句中作状语。(2)用who, whom, which, whose, what, when, where, why, how, whoever, whatever, whichever等连接词引导的从句要用陈述语序。2whether与if的区别whether与if均为“是否”的意思。但在下列情况下，只可用whether：(1)whether引导主语从句且从句位于句首Whether he can come to the party on time depends on the traffic.他能否按时参加聚会取决于交通情况。(2)引导表语从句和同位语从句The question is whether we can get in touch with her.问题是我们是否能与她取得联系。(3)whether从句作介词宾语I am thinking about whether I should quit my present job.我正在考虑我是否应该辞去目前的工作。(4)if与whether都可以与or not连用，但后面紧跟or not时只能用whetherWe didnt know whether or not she was ready.我们不知道她是否准备好了。3who与whoever的区别who表示疑问，意思是“谁”；whoever表示陈述，意思是“无论谁”，相当于anyone who。Who will be sent there has not been decided.谁将被派去那儿，还没有决定。Whoever comes first will have a chance to go on a trip to Europe.无论谁得第一都有机会去欧洲旅行。4which与what的区别which表示“哪一个/些”，含有疑问性，并且指某个范围内的某一个或哪一些。what没有具体的范围限制，表示“什么或的事情”。What gift do you want for the coming Christmas?圣诞节你想要什么礼物？Here is one apple and a pear. Which do you want?这儿有一个苹果和一个梨。你想要哪一个？二、主语从句作句子主语的从句叫主语从句。What he wants to tell us is not clear.他要跟我们说什么，还不清楚。Who will win the match is still unknown.谁能赢得这场比赛还不得而知。It is known to us how he became a writer.我们都知道他是如何成为一名作家的。It is suggested that we should take measures to control the house prices.有人建议我们要采取措施控制房价。It is necessary that the government should make sure all children under 11 are educated.政府应保证11岁以下的所有孩子受到教育，这是必要的。点津(1)有时为避免句子头重脚轻，常用it代替主语从句作形式主语放于句首，而把主语从句置于句末。常用句型为：Itbe名词/形容词/过去分词that从句。(2)在以下的主语从句中，从句中谓语动词要用“(should)do”，即：It is necessary (important, natural, strange, etc.) that .It is suggested (requested, proposed, desired, etc.) that .考题印证111(2012新课标全国卷)It is by no means clear _ the president can do to end the strike.AhowBwhichCthat Dwhat解析：选D。考查名词性从句的引导词。句中it是形式主语，主语从句中缺少do的宾语，故选择what作为主语从句的引导词且充当从句中谓语动词do的宾语。12(2012安徽高考)The limits of a persons intelligence, generally speaking, are fixed at birth, but_ he reaches these limits will depend on his environment.Awhere BwhetherCthat Dwhy解析：选B。考查主语从句的引导词。句意：一个人的智力极限，通常来说，出生时就已经定型了，但他是否能够达到这些极限则取决于他的生活环境。根据“depend on”可知，主语从句“ _ he reaches these limits”中含有不确定因素，故用whether，选B。 三、宾语从句用作宾语的从句叫宾语从句。1由连接词that引导的宾语从句连接词that引导宾语从句时，that在句中不充当任何成分，在口语或非正式的文体中常被省去，但如果有两个that引导的宾语从句时，第二个从句前的that不可省。We think (that) we have made some progress but that we must make more efforts.我们认为虽然我们取得了一些进步，但我们必须更加努力。2在demand, order, suggest (建议), decide, insist (坚持主张), desire, request, command, doubt等表示要求、命令、建议、决定等意义的动词后，宾语从句中谓语常用“(should)动词原形”。I requested that she (should) do her work alone.我要求她独自工作。3We / I dont think / believe / imagine / suppose后接宾语从句时，not是对宾语从句的否定。I dont believe he will do so.我相信他不会这样做。点津注意宾语从句中的时态呼应，若主句动词是现在时，从句根据情况使用不同时态。若主句动词是过去时，从句使用相应的过去时态，但当从句表示的是客观真理、科学原理、自然现象时，从句仍用现在时态。I know (that) he studied English last term.(从句表示过去，用一般过去时)I know (that) he will study English next year.(从句表示将来，用一般将来时)I know (that) he has studied English since 1998.(从句表示到目前的情况，用现在完成时)The teacher told us that practice makes perfect.(从句是客观真理，用一般现在时)考题印证221(2012北京高考)Jerry did not regret giving the comment but felt _ he could have expressed it differently.Awhy BhowCthat Dwhether解析：选C。 考查宾语从句。句意：Jerry不后悔给出评论，但是觉得自己本来可以用不同的方式来表达。that he could have expressed it differently是由that引导的宾语从句，作felt的宾语。that在从句中不作成分。22(2012陕西高考)As many as five courses are provided, and you are free to choose _ suits you best.Awhatever BwhicheverCwhenever Dwherever解析：选B。考查宾语从句。句意：提供给你五门功课，你可以自由选择最适合于你的课程。宾语从句中缺少主语，故排除C、D两项。因为前面已提出有五门课程，是有固定范围的，故用whichever。whatever是没有范围的，不符合题意。23(2012辽宁高考)The newcomer went to the library the other day and searched for _ he could find about Mark Twain. Awherever BhoweverCwhatever Dwhichever解析：选C。考查连词。介词for后面跟的是宾语从句，且从句中find缺少宾语，且所述之物没有范围，所以用whatever，故选C。24(2012四川高考)Scientists study _ human brains work to make computers.Awhen BhowCthat Dwhether解析：选B。考查名词性从句。句意：科学家通过研究人类大脑是如何工作以制造出电脑的。how在句中引导宾语从句，作study的宾语。根据句意，选B项。四、表语从句在复合句中，位于系动词之后作表语的从句叫表语从句。其基本结构为：主语系动词从句。This is where our problem lies.这就是我们的问题所在。It looks as if it is going to rain.看上去天要下雨了。点津当主语是reason时，表语从句要用that引导而不用because。The reason why he was late was that he missed the train by one minute this morning.他迟到的原因是今天早晨他差一分钟没有赶上火车。考题印证331(2011陕西高考)Id like to start my own business thats _Id do if I had the money. Awhy Bwhen Cwhich D what 解析：选D。考查表语从句。句意：我想自己做生意那是我如果有钱就会做的事情。从句中的do 是及物动词，缺少宾语，所以将A 和B 排除，这两个选项在从句中常常作状语。which 引导名词性从句时，意为“哪个，哪些”，一般用于有一定范围可供选择的情况，不合逻辑。故用what。32(2011山东高考)Im afraid hes more of a talker than a doer, which is_he never finishes anything.Athat BwhenCwhere Dwhy解析：选D。考查表语从句。很显然，前文所说的(他是一个空谈家而不是一个实干家)是下文(他一事无成)的原因，由此可知应该选why。why在定语从句中引导表语从句。五、同位语从句1同位语从句说明其前面的名词的具体内容。同位语从句经常放在下列名词后面：advice, demand, doubt, fact, hope, idea, information, message, news，order, problem, promise, question, request, suggestion, truth, wish, word等。The news that we won the game is exciting.我们赢得这场比赛的消息令人激动。I have no idea when he will come back home.我不知道他什么时候回家。The thought came to him that Mary had probably fallen ill.他想到玛丽可能生病了。2that引导的同位语从句和定语从句的区别that作为关系代词，可以引导定语从句，在句中作成分，作宾语时可以省略；that引导同位语从句时，起连接的作用，没有实际意义，在从句中不作成分，一般不能省略。试比较下面两个例句：The news (that) he told us was not true.他告诉我们的那个消息不是真的。(that引导定语从句，在从句中作tell的宾语，可以省略)The news that there will be a big earthquake in China is not true.在中国将有一次大地震的消息不是真的。(that引导同位语从句，解释说明news的内容，在从句中不作成分)考题印证441(2012重庆高考)Evidence has been found through years of study _ childrens early sleeping problems are likely to continue when they grow up.Awhy BhowCwhether Dthat解析：选D。考查同位语从句。分析句子结构可知，空格后面的部分是解释说明Evidence的内容的，是Evidence的同位语从句，从句中不缺任何成分，故选连词that。42(2012江苏高考)The notice came around two in the afternoon_ the meeting would be postponed.Awhen BthatCwhether Dhow解析：选B。考查同位语从句。分析句子成分可知，“_ the meeting would be postponed”是同位语从句，解释说明notice的具体内容，从句句意完整，且不缺少成分，所以用that引导。.完成句子1我们被邀请去参加今晚的音乐会，这对我们来说是个好消息。That_we_are_invited_to_a_concert_this_evening is good news to us.2他打电话时，我正好不在。It_happened_to_me_that I had been away when he called.3他看上去与过去不一样了。He seems different from what_he_used_to_be.4我的决定是我们所有人明天早上六点出发。My decision is that_all_of_us_are_to_start_at_6_oclock_tomorrow_morning.5问题是他是否会接受我们的帮助。The question is whether_he_will_accept_our_help.6我不知道那个记者从哪里得到的消息。I have no idea where_the_journalist_could_have_got_his_information_from.7他们提出了那项工作是否值得做的问题。They raised a question whether_the_work_was_worth_doing.8那就是我为什么请了三天假的原因。That was why_I_asked_for_three_days_leave.9看来我们得步行回家了。It looks as_if_we_shall_have_to_walk_home.10父母被教导明白了教育对孩子的未来是多么重要。Parents are taught to understand how_important_education_is_to_their_childrens_future.单项填空1It gives his life a flying start _ he has gone abroad for further education.Awhat BwhenCthat Dhow解析：选C。考查主语从句。句意：他出国深造使他的人生有了个成功的开端。it为形式主语，that从句为真正的主语，从句结构和意义完整，所以用that作引导词。2 Did Mr Jones leave office? No. _ was lying.AThose who told you thatBAnyone told you thatCNo matter who told youDWhoever told you that解析：选D。考查主语从句。句意：“琼斯先生辞职了吗？”“没有。告诉你消息的这个人在撒谎。”因为句子的谓语动词是单数，所以A项中those与后面谓语动词的数不一致，排除A项；no matter who不引导主语从句，排除C项；若选B项，则应在anyone后加上定语从句引导词who/ that。3The leaders of the battle ordered _ all of us _ the work on time.Aif; finished Bthat; finishCwhether; finished Dwhat; finished解析：选B。ordered后的宾语从句中不缺少成分，故用that引导；其中finish为should finish的省略形式，故选B项。4Have you seen Henry lately? My boss wants to know _.Ahow he is getting alongBhow is he getting alongCwhat he is getting alongDwhat is he getting along解析：选A。结合句意“我的老板想知道他过得怎么样”可知，应用how引导宾语从句，引导词后的从句应用陈述语序，故选A。5_ makes the school famous is _ many students in this school have been admitted to famous universities.AWhat; because BThat; becauseCWhether; that DWhat; that解析：选D。句意：使这所学校闻名的是它的很多学生被录取到了名牌大学。分析句子结构可知，本题考查了主语从句和表语从句。主语从句中的引导词作主语，故用what；表语从句中的引导词不作任何成分，仅起引导作用，故用that。6The question came up at the meeting _ we had enough money for our research.Awhether BthatCwhich Dwhat解析：选A。句意：在会议上，我们是否有足够的资金能够用于研究的问题被提出来了。whether引导同位语从句解释question的具体内容，符合句意。7_ matters most in learning English is enough practice.AWhat BWhyCWhere DWhich解析：选A。句意：学习英语最重要的是有足够的训练。what此处在从句中作主语，相当于the thing that；而which强调某一范围中的哪一个；why和where在从句中只能作状语。8It is none of your business _ other people think about you. Believe yourself.Ahow BwhatCwhich Dwhen解析：选B。句意：其他人如何看你不关你的事情。相信你自己。分析句子结构可知，it作形式主语，而真正的主语应为后面的从句，且从句中缺少think about的宾语，故用what引导。9We find _ necessary _ we practise English every day.Ait; / Bit; thatCits; / Dits; that解析：选B。当主句的谓语动词为make, find, see等词时，可用it替换从句，此时it用作形式宾语，that引导的宾语从句后置。10We cant figure out _ quite a number of insects, birds, and animals are dying out.Athat BasCwhy Dwhen解析：选C。figure out意为“弄懂，弄明白”。根据句意“我们弄不懂为什么大量的昆虫、鸟类和动物正在灭绝”可知，动词和宾语从句之间需要一个表示原因的关系副词why。11The problem is _ we can improve our reading skills in such a short time.Awhen BwhereChow Dthat解析：选C。句意：问题是我们怎么才能在如此短的时间内提高我们的阅读技巧。when与in such a short time重复了；where表示地点；that引导的句子应用肯定的语气，而文中出现的是“问题”，故用疑问词引导。12The policy of the mainland is very clear and straightforward, and the key problem is _ the leaders of Taiwan will accept it.Athat BhowCwhy Dwhether解析：选D。句意：大陆的政策清楚直接，关键是台湾领导人是否接受。根据句意，此处表达的是“台湾领导人是否接受”，按照缺什么补什么的原则，应用whether。13The problem will appear _ a different welfare system will be created.Aunless BwhetherCuntil Dif解析：选B。句意：是否创立一种不同的福利体系的问题将会出现。这是一个分隔式的同位语从句，根据句意可知用whether来引导此同位词从句，表示“是否”。if一般不引导同位语从句。14Word came _ a gas explosion in a cold mine in northeast China had killed a few miners, _ shocked everyone.Athat; it Bwhere; thatCthat; which Dwhen; it解析：选C。句意：有消息说，在中国东北部的矿难中有数名矿工遇难，这震惊了所有人。that引导同位语从句解释说明word的内容，从句不缺少成分；which引导非限制性定语从句修饰前面的整个句子。15The seaside here draws a lot of tourists every summer. Warm sunshine and soft sands make _ it is.Awhat BwhichChow Dwhere解析：选A。句意：这里的海滨每年夏天都会吸引大量的游客，温暖的阳光和松软的沙滩便是其魅力所在。C、D为关系副词；how表方式；where表地点；而B项which表选择。只有A项what表示它具有的魅力的内容，故A为正确答案。有关保护文化遗产的短文据报道每年6月的第二个星期六是我国的“文化遗产日”，目的是使人们增强保护文化遗产的意识。请你根据下列信息写一篇150词左右的宣传稿。我国文化遗产现状：游客乱丢垃圾；乱涂乱画。文化遗产的价值：更好地了解中国的历史和文化；是中国人的骄傲；向古人学习；促进旅游业和经济的发展。措施：如何保护文化遗产。(至少两点)注意：短文必须包括所有的内容要点，可适当发挥。It is reported that the second Saturday each June is China Cultural Heritage Day, whose aim is to remind people of the importance of protecting the cultural relics around us.As we all know, it is important for us to protect cultural relics because cultural relics are not only of great value, but also help us get a better understanding of Chinas history and culture. Besides, we can learn a lot from our ancestors and feel proud of being a Chinese. Whats more, they have a positive effect on local economy and tourism.However, some cultural relics are being damaged now. For example, a lot of people throw rubbish on the ground wherever they are visiting. Also, the young like to write their names on walls of buildings. These bad behaviors have caused such a terrible result that a large number of cultural heritages have been badly destroyed.Therefore, it is high time that we should take measures to protect cultural relics before it is too late. There are many things we can do. We can educate people by making speeches or putting up posters outside some places of interest. At the same time, money can be collected to have some threatened cultural relics repaired.本文结构合理。作者首先开门见山提出话题，接着从多个角度分析文化遗产的重要性，然后介绍目前文化遗产所面临的现状，最后号召人们保护文化遗产，提出解决问题的措施。(1)在短语的使用上很广泛：remind people of; of great value; feel proud of; have a positive effect on等短语用得非常灵活。(2)在句式上使用了定语从句：whose aim is to ., As we all know .；名词性从句：It is reported that .；虚拟语气：it is high time that we should .；并列句：not only ., but also .；状语从句：wherever they are visiting等。(3)除此之外，本文还使用了一些过渡词，使得文章通顺、连贯。本单元的写作项目与保护文化遗产有关。写作时应注意以下几点：1精心谋篇布局，巧妙构建文章框架首先应交代自己的写作目的；接着可介绍目前文化遗产所面临的现状；最后号召人们保护文化遗产，提出解决问题的措施。如果提出的建议不止一条，应有序地进行介绍。2正确使用时态和语态，提高语言准确性整篇文章应使用现在时态。介绍文化遗产的价值应使用一般现在时的主动语态。介绍文化遗产所受到的破坏应使用一般现在时的被动语态。表达自己的合理化建议时可用should, must, can等情态动词。3贴切使用过渡性词汇，提高行文逻辑性总体介绍文化遗产的价值时可用As we all know, as you may have seen等过渡性短语；分层介绍文化遗产的重要性时可用not only .but also ., besides, whats more, in addition等作过渡；介绍破坏文化遗产的行为导致严重危害时可用however, for example, whats worse, to make things even worse, as a result, as a consequence等；逐条提建议时可使用first, second, then, at the same time, in the meanwhile, finally, at last, in the end等。相信这些过渡性词汇和短语的准确使用会有效增强文章的连贯性和逻辑性。假设你班最近就圆明园是否应该重建开展了一场讨论，同学们观点有分歧，各自理由主要如下：赞同：重现该园辉煌景象；中华文明具体体现；旅游新景点；如