Unit 2 Bridge Cultures 名词性从句（单元核心语法精练）英语人教版2019选择性必修第二册

Unit 2 Bridge Cultures 核心语法精练（名词性从句） 目录 1 B 考点夯基·专项突破 3 一、单句语法填空 4 二、完成句子 9 C 综合攻坚·能力跃升 11 题型一 语法填空（模考真题） 11 题型二 阅读理解（模考真题） 14 一、核心概念： 名词性从句，顾名思义，就是一个在句子中起名词作用的从句。既然一个名词可以在句中作主语、宾语、表语、同位语，那么一个完整的句子也可以充当这些成分。 引导词是名词性从句的灵魂，它决定了从句的性质。 类型 引导词 功能与含义 例句（主语从句为例） 从属连词 that 无实义，不充当任何成分，只起连接作用。 That the earth is round is a fact. whether/if 表示“是否”。whether可接or not，if不能。 Whether he agrees (or not) is not important. as if / as though 表示“好像”，“仿佛”，常用于表语从句。 It looks as if it would snow. 连接代词 what 什么；……的东西（在从句中作主、宾、表） What we need is more time. who/whom 谁（在从句中作主、宾） Who will be our leader is unknown. which 哪一个（表示选择） Which book is better is clear now. whose 谁的（在从句中作定语） Whose plan will be adopted is the key. 连接副词 when 什么时候（在从句中作时间状语） When the meeting will be held is not decided. where 什么地方（在从句中作地点状语） Where he has gone is unknown. how 如何，怎样（在从句中作方式状语） How she solved the problem inspired us. why 为什么（在从句中作原因状语） Why he left remains a mystery. 二、四大类型详解 根据从句在主句中所充当的成分不同，名词性从句可分为以下四种： 1. 主语从句 (Subject Clause) 功能：在复合句中充当主语的从句。 位置：通常位于谓语动词之前。为避免“头重脚轻”（主语过长，谓语过短），常用 形式主语it 代替，而将真正的主语从句后置。 例句： That he finished the work on time surprised everyone.（他准时完成了工作，这让每个人都感到惊讶。）- 直接位于句首 What she said is true.（她所说的是真的。）- 直接位于句首 It is surprising that she passed the exam.（她通过了考试，这很令人惊讶。）- 使用形式主语it It doesn't matter when you arrive.（你什么时候到没关系。）- 使用形式主语it 2. 宾语从句 (Object Clause) 功能：在复合句中充当动词或介词的宾语。 位置：位于及物动词或介词之后。 注意：及物动词后的that常可省略，但介词后的that不能省略，且通常不能用if替代whether。 例句： I know (that) he is a doctor.（我知道他是一名医生。）- 动词宾语，that可省略 She wondered whether/if he would come.（她想知道他是否会来。）- 动词宾语 He was surprised by what he saw.（他对他所看到的感到惊讶。）- 介词宾语 I'm worried about whether she is safe.（我担心她是否安全。）- 介词宾语（只能用whether） 3. 表语从句 (Predicative Clause) 功能：在复合句中放在系动词（如be, seem, look, sound）之后，充当表语，说明主语是什么或怎么样。 位置：位于系动词之后。 例句： The problem is that we lack experience.（问题是我们缺乏经验。） That is why I was late.（那就是我迟到的原因。） It seems as if it is going to rain.（看起来好像要下雨了。） The question remains whether they will agree.（问题仍然在于他们是否会同意。） 4. 同位语从句 (Appositive Clause) 功能：对一个抽象名词（如idea, news, fact, promise, hope, belief, doubt, thought）进行解释说明，表明其具体内容。从句与被解释的名词是同位关系（即“=”的关系）。 位置：紧跟在被说明的名词之后。 引导词：通常用that引导，that在从句中不作成分且不能省略。 例句： The news that our team had won excited us all.（我们队获胜的消息让我们所有人都很兴奋。）- that our team had won 就是 the news 的具体内容。 I have no idea when he will return.（我不知道他什么时候回来。） He made a promise that he would never lie again.（他承诺再也不说谎了。） 一、语法填空 1．Just as I was going downstairs, it struck me I had left the door unlocked. 【答案】that 【详解】考查固定句型。句意：就在我下楼的时候，我突然想起我忘记锁门。it struck me that“我突然想到”，固定句型，it是形式主语，that引导的主语从句是真正的主语，故填that。 2．It is clear regular exercise improves physical health. 【答案】that 【详解】考查主语从句。句意：显然，经常锻炼有助于改善身体健康。句中It作形式主语，设空处引导名词性从句作真正主语，从句句意、结构完整，用连接词that引导。故填that。 3． we can solve this problem efficiently is the key to the project’s success. 【答案】How 【详解】考查主语从句。句意：我们如何有效地解决这个问题是该项目成功的关键。空处引导主语从句，从句主要成份完整，但需要“如何”之意，故用连接副词how作引导词。故填How。 4． he suddenly quit his job without any explanation confused his colleagues. 【答案】Why 【详解】考查主语从句。句意：他为什么没有任何解释就突然辞职了，这使他的同事们很困惑。空格处引导的是主语从句，从句中不缺主语或宾语，由without any explanation可知，句子表示“他为什么没有任何解释就突然辞职了”，空格处意为“为什么”，用why引导主语从句，位于句首，首字母大写，故填Why。 5． we can go on the trip depends on the weather this weekend. 【答案】Whether 【详解】考查主语从句。句意：我们是否能去旅行取决于这个周末的天气。空格处引导的是主语从句，从句中不缺主语或宾语，由depends on the weather可知，句子表示“我们是否能去旅行取决于这个周末的天气”，空格处意为“是否”，用whether引导主语从句，位于句首的单词首字母大写，故填Whether。 6．There is no doubt hard work leads to success in the long term. 【答案】that 【详解】考查同位语从句和固定句型。句意：毫无疑问，从长远来看，努力工作会带来成功。引导同位语从句，从句句意、结构完整，用连接词that引导；There is no doubt that...是固定句型，意为“毫无疑问……”。故填that。 7．Some teachers hold the view students should have more free time to explore their interests. 【答案】that 【详解】考查同位语从句。句意：一些老师持有这样的观点，即学生应该有更多自由时间去探索他们的兴趣。students should have more free time to explore their interests是对the view内容的具体解释，为同位语从句，且从句结构和意义完整，故用that引导，that在同位语从句中不充当成分，只起连接作用。故填that。 8．The increase in divorce may be partly due to the fact people live longer. 【答案】that 【详解】考查同位语从句。句意：离婚率的上升可能部分是由于人们寿命更长这一事实。分析句子结构可知，空格后的句子“people live longer”是对前面“the fact”的解释说明，为同位语从句；且该从句结构完整，不缺少成分，应用that引导。故填that。 9．He was ill and that was he was absent from school. 【答案】why 【详解】考查表语从句。句意：他病了，这就是他缺课的原因。空处引导表语从句，从句缺少原因状语，需用连接副词why引导。故填why。 10．She always stays calm in emergencies; that is she has received professional training for years. 【答案】because 【详解】考查表语从句连接词。句意：她在紧急情况下总是保持冷静，那是因为她接受了多年的专业训练。此处为连接词引导表语从句；结合句意，“接受多年专业训练”是“在紧急情况下保持冷静”的原因，因此应用because引导表语从句，强调原因。故填because。 11．“This is I found in the yard,” said he and handed it to me. 【答案】what 【详解】考查名词性从句。句意：“这是我在院子里找到的东西，”他说着把它递给了我。空格处引导的是表语从句，从句中缺少found的宾语，因此用what，意为“……的东西/事情”，引导从句并在从句中作宾语。故填what。 12．What I want to know is or not you have lost faith in me. 【答案】whether 【详解】考查表语从句。句意：我想知道的是你是否对我失去信心。whether引导名词性从句，常与or not搭配，表示“是否”，本句中引导表语从句，故填whether。 13．The question is will be the lucky dog for the job at the famous company. 【答案】who 【详解】考查表语从句。句意：问题是谁会成为这家著名公司这份工作的幸运儿。空处引导表语从句，从句中缺少主语，且指代“人”，表示“谁”，应用连接代词who。故填who。 14．It is one of the Chinese traditional virtues to be grateful to has been kind and helpful to us. 【答案】whoever 【详解】考查宾语从句。句意：感恩那些对我们友善且有帮助的人，是中国传统美德之一。此处为连接词引导的宾语从句作介词“to”的宾语，从句中缺少主语，且主语需指代“人”；同时，此处表示不确定的人，应为“无论谁，任何人”，而“who”仅指代特定的“谁”，无法体现泛指含义，所以此处使用连接代词whoever。故填whoever。 15．Make sure you can arrive at the cinema on time. 【答案】that 【详解】考查宾语从句。句意：确保你能准时到达电影院。分析句子可知，空格处单词引导从句，从句意义完整，不缺少成分，故应用连接词“that”引导从句。故填that。 16．We can’t seem to make up our minds we want a modern city or a traditional one. 【答案】whether 【详解】考查连词。句意：我们似乎无法决定我们想要一座现代化城市还是一座传统城市。根据空后or以及语境可知，这里需用连词whether引导该宾语从句，whether...or...，为固定搭配，意为“是……还是……”，符合语境。故填whether。 17．The puzzled boy stood at the crossroads, not knowing he should go. 【答案】where 【详解】考查宾语从句引导词。 句意：这个困惑的男孩站在十字路口，不知道该往哪里走。“not knowing”后接宾语从句，从句中缺少地点状语，表示“该往哪里走”，所以应使用连接副词where引导宾语从句。 故填where。 18．The title of the passage will help you understand you will read. 【答案】what 【详解】考查宾语从句。句意：这篇文章的标题会帮助你理解你将要读的内容。设空处引导宾语从句，且在从句中作read的宾语，结合句意“……的内容”，应用what引导该从句。故填what。 19．He is addicted to computer games, and that is he has to drop out of school. 【答案】why 【详解】考查表语从句。句意：他沉迷于电脑游戏，这就是他不得不辍学的原因。分析句子结构可知，此处为连接词引导的表语从句，从句中不缺主语和宾语，但句意不完整，根据句意，前文“He is addicted to computer games”是“he has to drop out of school”的原因，因此应用连接副词“why”引导表语从句，强调结果背后的原因。故填why。 20．You can depend on it she will keep her promise and arrive on time. 【答案】that 【详解】考查宾语从句。句意：你可以相信她会信守承诺并准时到达。分析句子结构可知，it在句中作形式宾语，真正的宾语是... she will keep her promise and arrive on time，句意和语法成分完整，因此用that引导宾语从句。depend on it that...是固定句型，意为“相信……；指望……”。故填that。 21．We anticipate sales will rise next year. 【答案】that 【详解】考查宾语从句。句意：我们预计明年销售额将会上升。anticipate后面接了一个宾语从句，从句“sales will rise next year”句子结构完整，不缺成分，所以空处需用连接词that引导宾语从句。故填that。 22．Seeing so many friends dying of drug-related illnesses was brought me to my senses. 【答案】what 【详解】考查表语从句。句意：看到这么多朋友死于与毒品有关的疾病，这让我清醒了过来。“ brought me to my senses”是表语从句，从句中缺少主语，指代“看到这么多朋友死于与毒品有关的疾病”这件事，所以用连接代词what引导表语从句。故填what。 23．The government announced it would pay its debts. 【答案】that 【详解】考查宾语从句。句意：政府宣布将偿还其债务。引导宾语从句，从句不缺少成分和句意，所以用连接词that，只起连接作用。故填that。 24．I couldn’t bear the thought these forests would be lost forever. 【答案】that 【详解】考查同位语从句。句意：我无法忍受这样的想法：这些森林将会永远消失。说明thought的内容，引导同位语从句，从句不缺少成分和句意。故填that。 25．That was we did this morning. 【答案】what 【详解】考查表语从句。句意：那就是我们今天早上做的事。分析句子结构可知，这里考查表语从句，从句缺宾语，表示“什么”，应用连接代词what引导。故填what。 26．She’s driven to a forested area near she was found. 【答案】where 【详解】考查宾语从句。句意：她被驱赶到她被发现的附近一片森林所在的区域。空处引导宾语从句，作介词near的宾语，从句缺少地点状语，故填where。 27．As the spokeswoman said, we should take action against them depends on what they will do. 【答案】whether 【详解】考查主语从句。句意：正如这位女发言人所说，我们是否应该对他们采取行动取决于他们将做什么。空处引导主语从句，又根据句意可知，空处表示“是否”，且位于句首，故应用whether引导该从句。故填whether。 28．“Is this you did this morning?” he asked me angrily. 【答案】what 【详解】考查表语从句。句意：“这就是你今天早上做的事吗？”他生气地问我。空格处引导的是表语从句，从句中缺少did的宾语，句子表示“这就是你今天早上做的事吗”，因此用what引导表语从句。故填what。 29． some people regard as a drawback is seen as a plus by others. 【答案】What 【详解】考查主语从句。句意：一些人认为是不利因素的东西则被另外一些人当作有利因素。空格处引导的是一个主语从句，且在从句中作“regard”的宾语，意为“……的东西/事情”。“what”可在名词性从句中充当主语、宾语或表语，此处符合语境，指代“一些人认为是缺点的东西”，因此应填入what，句首单词首字母大写。故填What。 30．We promise attends the party will have a chance to take a photo with the movie star. 【答案】whoever 【详解】考查主语从句。句意：我们保证参加晚会的人都有机会和那位电影明星合影。设空处引导主语从句，作will have a chance to take a photo with the movie star的主语，主语从句“________ attends the party”中缺少主语，此处表示“无论谁”，因此用whoever引导主语从句，故填whoever。 二、完成句子 31．我们是否去爬山要看天气而定。 depends on the weather. 【答案】 Whether we will go climbing 【详解】考查主语从句。结合句意表示“是否”用whether，引导主语从句；主语为we；表示“爬山”短语为go climbing，表示将来的动作用一般将来时，句首单词首字母大写。故填Whether we will go climbing。 32．他所被记住的是他的幽默风格。 is his humorous style. 【答案】 What he is remembered for 【详解】考查主语从句和固定短语。根据句意，此处需要一个主语从句表达“他所被记得的（事情）”，“因……被记住”用固定短语“be remembered for”。主语从句中缺少宾语，指的是事情，用连接代词what引导，位于句首，首字母需大写，从句主语为he，结合语境用一般现在时的被动语态，be动词为is。故填①What②he③is④remembered⑤for。 33． is still a puzzle. 那个迷路的孩子去了哪里仍然是个谜。 【答案】Wherever the lost child went 【详解】考查主语从句的引导词及语序。 根据汉语提示 “那个迷路的孩子去了哪里”，可知空处需填主语从句。引导词“哪里”用where，从句需用陈述句语序（主语 + 谓语）。“迷路的孩子”译为 “the lost child”，“去了哪里” 为过去发生的动作，用一般过去时，谓语动词go的过去式为went。故填Where the lost child went。 34．毫无疑问，这个男孩正是我们要找的人。 the boy is just the one we are looking for. 【答案】There is no doubt that 【详解】考查同位语从句和固定句式。结合句意及is可知此处使用一般现在时，设空处表示“毫无疑问”，且后面为一个完整的句子，可用固定句式there is no doubt that…，that引导同位语从句，解释说明名词doubt的内容，设空处位于句首there需要首字母大写。故填There is no doubt that。 35．他不努力工作的事实大家都知道。 The fact is known to us all. 【答案】that he doesn't work hard 【详解】考查同位语从句。表示“……的事实”，名词fact后应该用同位语从句，对fact的内容进行解释说明，“他不努力工作”翻译为he doesn't work hard，从句意义完整，不缺成分，应该用连词that引导。故填that he doesn't work hard。 36．I didn’t phone her, and she got angry with me. 我没有给她打电话。那就是她对我生气的原因。 【答案】that’s why 【详解】考查固定句型。空处是描述一个事实，使用一般现在时，“那就是……的原因”使用固定句型that’s why，why引导表语从句。故填that’s why。 37．I guess . 我猜这就是为什么她能每天吸引那么多的游客前来吧。 【答案】that’s why she attracts so many visitors every day 【详解】考查固定句型。“这就是为什么……”使用固定句型that’s why...，why引导表语从句，“吸引”使用动词attract，“那么多游客”译为so many visitors，“每天”使用固定短语every day，句子使用一般现在时。故填that’s why she attracts so many visitors every day。 38．The question is . 问题是我们应当相信谁。 【答案】who/whom we should trust 【详解】考查表语从句。空处表示“我们应当相信谁”，位于be动词后，是表语从句，“应当”使用情态动词should，后接动词原形，“相信”使用动词trust，引导词在从句中作宾语，表示“谁”使用连接代词who/whom引导，故填who/whom we should trust。 39．我猜他不会来参加聚会。 I don't suppose . 【答案】he will come to the party 【详解】考查宾语从句。“suppose” 后接宾语从句时，否定常转移到主句，即 “我猜他不会……” 表达为 “I don't suppose he will...”；“来参加聚会” 译为 “come to the party”，根据语境，此处表示将来的动作，应用一般将来时。故填 he will come to the party。 40．He showed me yesterday. 他让我看他昨天买的东西了。 【答案】what he bought 【详解】考查宾语从句和时态。空处需填“他购买的东西”，可处理为宾语从句，作show的直接宾语；从句主语是he，谓语动词“买”表达为buy，结合时间状语yesterday可知，从句应用一般过去时，从句缺宾语，且指代事物，应用连接代词what作引导词。故填what he bought。 题型一 语法填空 （24-25高二下·广东广州·期末）阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。 Li Hua, a name familiar to many Chinese students, frequently appears in writing tasks of English exams. Over decades, the topics of these writing tasks 1 (change) dramatically, reflecting great progress in English education. One major change is the popularization and advance of English learning. Tian Lijun, born in the 1970s, started to learn English in middle school. “My first English teacher taught in Chinese mainly with blackboard.” she recalled. In the following years, English education began at 2 (early) stages and became more engaging. For Gen Zers like Wang Mengqi, 27, 3 (expose) to English came even before elementary school. “My colleagues and I encourage students to switch to 4 English-only mode during class.” said Wang, now a high school English teacher in Beijing. Students at her school can frequently use multimedia tools to practice English and even AI devices 5 (improve) their English. Another change in English learning is the writing topics, 6 have shifted from helping Li Hua ask about foreign customs to introducing Chinese culture. Wang believes this is closely tied to China’s 7   (grow) cultural confidence. As an 8 (experience) English teacher, Zhang Zhibin says, “English isn’t just a subject; it’s a key 9 the world.” English education bridges China and the world — equipping youth not just with language skills, 10 the ability to share China’s story and connect with the world. 【答案】 1．have changed/have been changing 2．earlier 3．exposure/being exposed 4．an 5．to improve 6．which 7．growing 8．experienced 9．to 10．but 【导语】本文是一篇说明文。主要介绍了英语考试写作任务中“李华”相关话题的变化及英语教育的发展。 1．考查动词时态。句意：几十年来，这些写作任务的主题发生了巨大变化，反映了英语教育的巨大进步。此处为谓语动词，根据时间状语“Over decades”可知，动作从过去持续到现在，且可能仍在进行，用现在完成时或现在完成进行时；主语the topics为复数，所以用have changed或have been changing。故填have changed/have been changing。 2．考查形容词比较级。句意：在接下来的几年里，英语教育开始得更早，也更有吸引力。结合语境以及下文的“became more engaging”可知，此处暗含与过去相比“更早”，用early的比较级earlier。故填earlier。 3．考查名词或非谓语动词。句意：对于27岁的王梦琪这样的Z世代来说，接触英语甚至在小学之前就开始了。此处作主语，可用expose的名词形式exposure（不可数）；也可用非谓语动词作主语，此处描述的是经常性动作，且expose与逻辑主语之间为被动关系，所以此处使用动名词的被动形式being exposed，表示“被暴露于，接触”。故填exposure/being exposed。 4．考查冠词。句意：“我和同事鼓励学生在课堂上切换到全英文模式。”现任北京某高中英语教师的王老师说。mode为可数名词单数，此处表示泛指“一种全英文模式”，且English-only是以元音音素开头的短语，用不定冠词an。故填an。 5．考查非谓语动词。句意：她所在学校的学生可以经常使用多媒体工具练习英语，甚至使用人工智能设备来提高他们的英语水平。此处为非谓语动词作状语，结合句意，此处表示目的，所以使用不定式作目的状语，意为“为了提高”，所以用to improve。故填to improve。 6．考查定语从句。句意：英语学习的另一个变化是写作主题，从帮助李华询问外国习俗转变为介绍中国文化。此处为关系词引导的非限制性定语从句，先行词为the writing topics，指物，关系词在从句中作主语，用关系代词which。故填which。 7．考查形容词。句意：王认为，这与中国日益增长的文化自信密切相关。此处修饰名词cultural confidence，用grow的形容词形式growing，意为“日益增长的”。故填growing。 8．考查形容词。句意：作为一名经验丰富的英语教师，张志斌说：“英语不仅仅是一门学科，它是打开世界的钥匙。”此处修饰名词English teacher，用experience的形容词形式experienced，意为“经验丰富的”。故填experienced。 9．考查介词。句意：作为一名经验丰富的英语教师，张志斌说：“英语不仅仅是一门学科，它是打开世界的钥匙。”此处为固定搭配a key to…，意为“……的钥匙”，所以用介词to。故填to。 10．考查连词。句意：英语教育架起了中国与世界之间的桥梁——不仅为年轻人提供语言技能，还培养他们讲述中国故事、与世界连接的能力。此处为固定搭配not just...but...，意为“不仅……还……”，所以用but。故填but。 （24-25高二下·湖北恩施·期末）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Irina Ianshina, an exchange student from Russia, adopts the Chinese name Lin Wan. “Lin” represents forest in Chinese, reflecting her love for nature, inspired by her outdoor-filled childhood and “Wan”, chosen for its gentle connotations, 1 (recommend) by her Chinese friends. Despite the perception that Chinese is one of the most difficult languages to learn, Ianshina has always had a 2 (fond) for Chinese culture, even 3 (experiment) with calligraphy during her school days in Moscow at 14. Beyond her love for calligraphy, Ianshina chose Hainan also 4 its pleasant winter temperatures, fresh air, and especially the seafood. Planning to extend her studies in China, she aims to achieve HSK-4 proficiency, which will enable her effectiveness of communication with native speakers 5 (enhance). Anastasiia Zubkova, 6 18-year-old junior from Russia, noted the similarity between Russians and Hainan 7 (local) in their shared love for chicken dishes 8 expressed her fascination with the wide variety of fruits available in Hainan, a diversity she didn’t find in Russia. “Since the college began admitting international students in 2015, we have enrolled over 100 students from Russia, who have demonstrated 9 (exception) academic performance, with most holding undergraduate or 10 (advance) degrees,” said Chen Huiyang, Party secretary of HNCST. 【答案】 1．was recommended 2．fondness 3．experimenting 4．for 5．to be enhanced 6．an 7．locals 8．and 9．exceptional 10．advanced 【导语】这是一篇记叙文。本文介绍了俄罗斯交换生林婉和Anastasiia Zubkova对中国文化的喜爱及海南的印象，还提及海南高校招收俄罗斯学生的情况。 1．考查时态和语态。句意：“林”在中文里代表森林，反映了她对自然的热爱，这源于她充满户外活动的童年；而“婉”因其温和的含义，是她的中国朋友推荐的。此空考查谓语动词，主语Wan与recommend之间为被动关系，且动作发生在过去，应用一般过去时的被动语态，主语为单数，be动词用was。故填was recommended。 2．考查名词。句意：尽管人们认为中文是最难学的语言之一，但Ianshina一直喜爱中国文化，甚至14岁在莫斯科上学时就尝试过书法。这里考查have a fondness for，为固定搭配，意为“喜爱”，所以应填名词fondness作宾语。故填fondness。 3．考查非谓语动词。句意：尽管人们认为中文是最难学的语言之一，但Ianshina一直喜爱中国文化，甚至14岁在莫斯科上学时就尝试过书法。此空考查非谓语，句子主语Ianshina与experiment之间为主动关系，再由语境可知，这里应用现在分词作伴随状语。故填experimenting。 4．考查介词。句意：除了热爱书法，Ianshina选择海南还因为那里宜人的冬季气温、新鲜的空气，尤其是海鲜。此处表示原因，应用介词for，表“因为”。故填for。 5．考查非谓语动词。句意：她计划在中国继续深造，目标是达到HSK四级水平，这将使她与母语者的交流效果得到提升。这里考查enable sth. to be done，为固定用法，意为“使某事被做”，所以这里应用动词不定式的被动形式。故填to be enhanced。 6．考查冠词。句意：18岁的俄罗斯大三学生Anastasiia Zubkova指出，俄罗斯人和海南当地人有一个共同点，都喜欢鸡肉菜肴，她还对海南丰富多样的水果表示着迷，这是她在俄罗斯没有见过的。这里表示“一个18岁的大三学生”，所以应用不定冠词表泛指，“18-year-old”以元音音素开头，应用不定冠词an。故填an。 7．考查名词复数。句意：18岁的俄罗斯大三学生Anastasiia Zubkova指出，俄罗斯人和海南当地人有一个共同点，都喜欢鸡肉菜肴，她还对海南丰富多样的水果表示着迷，这是她在俄罗斯没有见过的。local作名词时意为“当地人”，此处表示泛指应用复数形式。故填locals。 8．考查连词。句意：18岁的俄罗斯大三学生Anastasiia Zubkova指出，俄罗斯人和海南当地人有一个共同点，都喜欢鸡肉菜肴，她还对海南丰富多样的水果表示着迷，这是她在俄罗斯没有见过的。分析句子结构可知，前后句之间为并列关系，应用并列连词and连接。故填and。 9．考查形容词。句意：海南经贸职业技术学院党委书记陈惠阳表示：“自2015年学院开始招收国际学生以来，我们已招收了100多名俄罗斯学生，他们表现出优异的学业成绩，大多数拥有本科或更高学历。” 此处修饰名词academic performance，应用形容词exceptional，表“优异的”，符合语境。故填exceptional。 10．考查形容词。句意：海南经贸职业技术学院党委书记陈惠阳表示：“自2015年学院开始招收国际学生以来，我们已招收了100多名俄罗斯学生，他们表现出优异的学业成绩，大多数拥有本科或更高学历。” 此处修饰名词degrees，应用形容词advanced，表“高等的”，符合语境。故填 advanced。 题型二 阅读理解 （24-25高二下·河北保定·期末）At Lincoln High School, a Spanish teacher, Ms Rodriguez, has aroused (激起) students’ interest in Spanish and Latino culture through her innovative teaching methods. Despite the school’s limited resources, Ms Rodriguez always strives (努力) to keep her students engaged through creative teaching strategies and community cooperation, enhancing their cultural identity. However, Ms Rodriguez’s teaching journey at Lincoln High School wasn’t always smooth. She found that students weren’t very interested in Spanish classes, with some thinking that learning Spanish had no practical use. Additionally, there was a cultural gap in the school, with some students lacking a sense of identity with Latino culture. Faced with these challenges, Ms Rodriguez didn’t back down. She decided to introduce interactive teaching methods like role-playing, cultural workshops, and community projects to increase student engagement. Ms Rodriguez also worked together with the local community, inviting Latino artists, writers, and entrepreneurs to the school to share their stories, thus enhancing students’ cultural identity. She encouraged students to involve their families in language learning through homework and community activities, strengthening family interaction and cultural heritage. Ms Rodriguez’s efforts gradually paid off. Students’ interest in Spanish classes increased significantly, and classroom participation and grades improved remarkably. The school successfully hosted several Latino cultural events, attracting participation from students and teachers across the school, thus enhancing the school’s cultural diversity. Ms Rodriguez’s efforts were also recognized by the community, and she was invited to share her teaching experiences at several educational conferences. When asked about the secret to her success, Ms Rodriguez modestly stated that the key lies in innovative teaching methods and community cooperation. She believes that by enhancing students’ cultural identity and family involvement, their enthusiasm for learning can be aroused. In the future, she hopes to continue promoting cultural education in schools and breaking down cultural barriers. 1．How did Ms Rodriguez arouse students’ interest in Spanish and Latino culture? A．By giving them extra homework. B．By teaching advanced students first. C．By improving teaching ways with the new. D．By asking the school leader for more resources. 2．What did Ms Rodriguez do to enhance students’ cultural identity? A．She gave orders to the local community. B．She invited professionals to give lectures. C．She told many interesting Spanish stories. D．She required her family members to offer help. 3．Which is a future goal of Ms Rodriguez’s? A．Keeping boosting cultural learning. B．Releasing the secret to her success. C．Focusing on discovering cultural barriers. D．Writing a book about her teaching methods. 4．What can be the best title for the text? A．The Effective Ways to Increase Students’ Studies B．The Challenges of Ms Rodriguez’s Teaching Spanish C．Innovative Teaching Methods at Lincoln High School D．Ms Rodriguez’s Journey to Inspire Cultural Learning 【答案】1．C 2．B 3．A 4．D 【导语】这是一篇记叙文。文章主要说明了林肯高中的罗德里格斯老师通过创新教学和社区合作，激发学生对西班牙语及拉美文化的兴趣，提升其文化认同，其成效显著，得到了认可。 1．细节理解题。根据第一段“Despite the school’s limited resources, Ms Rodriguez always strives to keep her students engaged through creative teaching strategies and community cooperation, enhancing their cultural identity.(尽管学校的资源有限，但罗德里格斯老师始终努力通过富有创意的教学策略和社区合作来让学生保持学习热情，从而增强他们的文化认同感)”以及第二段“She decided to introduce interactive teaching methods like role-playing, cultural workshops, and community projects to increase student engagement.(她决定采用互动教学方法，如角色扮演、文化工作坊和社区项目，以提高学生的参与度)”可知，罗德里格斯女士通过采用新的教学方法来改进教学方式，激发学生们对西班牙语和拉丁美洲文化的兴趣。故选C。 2．细节理解题。根据第三段“Ms Rodriguez also worked together with the local community, inviting Latino artists, writers, and entrepreneurs to the school to share their stories, thus enhancing students’ cultural identity.(罗德里格斯女士还与当地社区合作，邀请拉丁美洲的艺术家、作家和企业家到学校分享他们的故事，从而增强学生的文化认同感)”可知，罗德里格斯女士邀请了专业人士来举办讲座，增强学生的文化认同感。故选B。 3．细节理解题。根据最后一段“In the future, she hopes to continue promoting cultural education in schools and breaking down cultural barriers.(未来，她希望能继续在学校推动文化教育，并消除文化隔阂)”可知，罗德里格斯女士的未来目标是持续推动文化学习的发展。故选A。 4．主旨大意题。根据第一段“At Lincoln High School, a Spanish teacher, Ms Rodriguez, has aroused students’ interest in Spanish and Latino culture through her innovative teaching methods. Despite the school’s limited resources, Ms Rodriguez always strives to keep her students engaged through creative teaching strategies and community cooperation, enhancing their cultural identity.(在林肯高中，一位名叫罗德里格斯的西班牙语教师通过其创新的教学方法激发了学生们对西班牙语和拉丁美洲文化的兴趣。尽管学校的资源有限，但罗德里格斯老师始终努力通过富有创意的教学策略和社区合作来让学生保持学习热情，从而增强他们的文化认同感)”结合文章主要说明了林肯高中的罗德里格斯老师通过创新教学和社区合作，激发学生对西班牙语及拉美文化的兴趣，提升其文化认同，其成效显著，得到了认可。可知，D选项“罗德里格斯女士激发文化学习之旅”最符合文章标题。故选D。 （24-25高二下·四川达州·期末）As a middle school adviser, I know firsthand how unkind kids can be to each other — but today, I saw something that reminded me just how friendly they really are. It was “College Day” at our school, when students wear gear from colleges and universities, which were designed according to their height and weight. And we focus on the importance of pursuing education after high school. At lunch, we hosted a fun question-and-answer activity with buzzers (蜂鸣抢答器), prizes, and questions about education funds, on-the-job training programs, and post-secondary options. Six students came up at a time to play. During one round, two of the students who participated were from our specialized classroom. These students are amazing — strong-minded, determined, and full of heart. As the game began, I got ready to step in if they needed support or if they felt left out. The first question went to one of the general education students. Then, on the second question, Frank, one of our students from the specialized class, rang in first. Before I could even help, a few classmates quietly came up behind him and whispered the answer in his ear. He repeated it with excitement, and when I announced it was correct, the crowd erupted in cheers — louder than I’d heard all day. It happened again with the next question. This time, the crowd began cheering Frank’s name, and he lit up with pride. More students from the class were invited up to play, and the cheering only grew louder. The whole room was filled with delight — students supporting one another, showing joy, unity, and genuine kindness. We often talk about the challenges this generation faces, but I saw something powerful today. These kids are good. They’re tender-hearted. They lift each other up. And in that moment, they reminded me that the future is in very good hands. 1．What does the word “gear” in paragraph 2 probably mean? A．Caps. B．Glasses. C．watches. D．Uniforms. 2．What did the author do at the beginning of the game? A．He prepared to ring the buzzer first. B．He announced the answer instantly. C．He planned to assist students in need. D．He left students behind without hesitation. 3．What made Frank proud? A．His kindness to others. B．Peers’ praise and shouts. C．His confidence in himself. D．Peers’ support and cheers. 4．What message does the text convey about the kids? A．They are ambitious. B．They are stressful. C．They are hopeful. D．They are grateful. 【答案】1．D 2．C 3．D 4．C 【导语】本文是一篇记叙文。文章主要讲述了作者在学校“大学日”活动中看到学生们互相支持、展现善意的故事。 1．词义猜测题。根据第二段中“It was “College Day” at our school, when students wear gear from colleges and universities, which were designed according to their height and weight.(那天是我们学校的“大学日”，学生们会穿上根据身高和体重量身定制的各所学院和大学的gear)”可知，因为制服通常是根据人的身高和体重来设计的，所以学生穿的是制服，所以gear指的是“制服”。故选D。 2．细节理解题。 根据第三段中“As the game began, I got ready to step in if they needed support or if they felt left out.(游戏开始时，我准备好在他们需要支持或感到被冷落时介入)”可知，作者在游戏开始时准备帮助需要支持或感到被冷落的学生。故选C。 3．细节理解题。 根据第五段中“This time, the crowd began cheering Frank’s name, and he lit up with pride.(这一次，人群开始为弗兰克欢呼，他骄傲地笑了)”可知，是同伴的支持和欢呼让弗兰克感到骄傲。故选D。 4．主旨大意题。 根据最后一段中“We often talk about the challenges this generation faces, but I saw something powerful today. These kids are good. They’re tender-hearted. They lift each other up. And in that moment, they reminded me that the future is in very good hands.(我们经常谈论这一代人面临的挑战，但今天我看到了强大的力量。这些孩子很好。他们心地善良。他们互相扶持。在那一刻，他们让我明白，未来大有希望)”可知，文章主要讲述了在“大学日”活动中，学生们互相支持、鼓励，展现了他们的善良和团结，作者认为这些孩子让未来大有希望。故选C。 1 / 12 学科网（北京）股份有限公司 $$ Unit 2 Bridge Cultures 核心语法精练（名词性从句） 目录 1 B 考点夯基·专项突破 3 一、单句语法填空 3 二、完成句子 4 C 综合攻坚·能力跃升 5 题型一 语法填空（模考真题） 5 题型二 阅读理解（模考真题） 6 一、核心概念： 名词性从句，顾名思义，就是一个在句子中起名词作用的从句。既然一个名词可以在句中作主语、宾语、表语、同位语，那么一个完整的句子也可以充当这些成分。 引导词是名词性从句的灵魂，它决定了从句的性质。 类型 引导词 功能与含义 例句（主语从句为例） 从属连词 that 无实义，不充当任何成分，只起连接作用。 That the earth is round is a fact. whether/if 表示“是否”。whether可接or not，if不能。 Whether he agrees (or not) is not important. as if / as though 表示“好像”，“仿佛”，常用于表语从句。 It looks as if it would snow. 连接代词 what 什么；……的东西（在从句中作主、宾、表） What we need is more time. who/whom 谁（在从句中作主、宾） Who will be our leader is unknown. which 哪一个（表示选择） Which book is better is clear now. whose 谁的（在从句中作定语） Whose plan will be adopted is the key. 连接副词 when 什么时候（在从句中作时间状语） When the meeting will be held is not decided. where 什么地方（在从句中作地点状语） Where he has gone is unknown. how 如何，怎样（在从句中作方式状语） How she solved the problem inspired us. why 为什么（在从句中作原因状语） Why he left remains a mystery. 二、四大类型详解 根据从句在主句中所充当的成分不同，名词性从句可分为以下四种： 1. 主语从句 (Subject Clause) 功能：在复合句中充当主语的从句。 位置：通常位于谓语动词之前。为避免“头重脚轻”（主语过长，谓语过短），常用 形式主语it 代替，而将真正的主语从句后置。 例句： That he finished the work on time surprised everyone.（他准时完成了工作，这让每个人都感到惊讶。）- 直接位于句首 What she said is true.（她所说的是真的。）- 直接位于句首 It is surprising that she passed the exam.（她通过了考试，这很令人惊讶。）- 使用形式主语it It doesn't matter when you arrive.（你什么时候到没关系。）- 使用形式主语it 2. 宾语从句 (Object Clause) 功能：在复合句中充当动词或介词的宾语。 位置：位于及物动词或介词之后。 注意：及物动词后的that常可省略，但介词后的that不能省略，且通常不能用if替代whether。 例句： I know (that) he is a doctor.（我知道他是一名医生。）- 动词宾语，that可省略 She wondered whether/if he would come.（她想知道他是否会来。）- 动词宾语 He was surprised by what he saw.（他对他所看到的感到惊讶。）- 介词宾语 I'm worried about whether she is safe.（我担心她是否安全。）- 介词宾语（只能用whether） 3. 表语从句 (Predicative Clause) 功能：在复合句中放在系动词（如be, seem, look, sound）之后，充当表语，说明主语是什么或怎么样。 位置：位于系动词之后。 例句： The problem is that we lack experience.（问题是我们缺乏经验。） That is why I was late.（那就是我迟到的原因。） It seems as if it is going to rain.（看起来好像要下雨了。） The question remains whether they will agree.（问题仍然在于他们是否会同意。） 4. 同位语从句 (Appositive Clause) 功能：对一个抽象名词（如idea, news, fact, promise, hope, belief, doubt, thought）进行解释说明，表明其具体内容。从句与被解释的名词是同位关系（即“=”的关系）。 位置：紧跟在被说明的名词之后。 引导词：通常用that引导，that在从句中不作成分且不能省略。 例句： The news that our team had won excited us all.（我们队获胜的消息让我们所有人都很兴奋。）- that our team had won 就是 the news 的具体内容。 I have no idea when he will return.（我不知道他什么时候回来。） He made a promise that he would never lie again.（他承诺再也不说谎了。） 一、语法填空 1．Just as I was going downstairs, it struck me I had left the door unlocked. 2．It is clear regular exercise improves physical health. 3． we can solve this problem efficiently is the key to the project’s success. 4． he suddenly quit his job without any explanation confused his colleagues. 5． we can go on the trip depends on the weather this weekend. 6．There is no doubt hard work leads to success in the long term. 7．Some teachers hold the view students should have more free time to explore their interests. 8．The increase in divorce may be partly due to the fact people live longer. 9．He was ill and that was he was absent from school. 10．She always stays calm in emergencies; that is she has received professional training for years. 11．“This is I found in the yard,” said he and handed it to me. 12．What I want to know is or not you have lost faith in me. 13．The question is will be the lucky dog for the job at the famous company. 14．It is one of the Chinese traditional virtues to be grateful to has been kind and helpful to us. 15．Make sure you can arrive at the cinema on time. 16．We can’t seem to make up our minds we want a modern city or a traditional one. 17．The puzzled boy stood at the crossroads, not knowing he should go. 18．The title of the passage will help you understand you will read. 19．He is addicted to computer games, and that is he has to drop out of school. 20．You can depend on it she will keep her promise and arrive on time. 21．We anticipate sales will rise next year. 22．Seeing so many friends dying of drug-related illnesses was brought me to my senses. 23．The government announced it would pay its debts. 24．I couldn’t bear the thought these forests would be lost forever. 25．That was we did this morning. 26．She’s driven to a forested area near she was found. 27．As the spokeswoman said, we should take action against them depends on what they will do. 28．“Is this you did this morning?” he asked me angrily. 29． some people regard as a drawback is seen as a plus by others. 30．We promise attends the party will have a chance to take a photo with the movie star. 二、完成句子 31．我们是否去爬山要看天气而定。 depends on the weather. 32．他所被记住的是他的幽默风格。 is his humorous style. 33． is still a puzzle. 那个迷路的孩子去了哪里仍然是个谜。 34．毫无疑问，这个男孩正是我们要找的人。 the boy is just the one we are looking for. 35．他不努力工作的事实大家都知道。 The fact is known to us all. 36．I didn’t phone her, and she got angry with me. 我没有给她打电话。那就是她对我生气的原因。 37．I guess . 我猜这就是为什么她能每天吸引那么多的游客前来吧。 38．The question is . 问题是我们应当相信谁。 39．我猜他不会来参加聚会。 I don't suppose . 40．He showed me yesterday. 他让我看他昨天买的东西了。 题型一 语法填空 （24-25高二下·广东广州·期末）阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。 Li Hua, a name familiar to many Chinese students, frequently appears in writing tasks of English exams. Over decades, the topics of these writing tasks 1 (change) dramatically, reflecting great progress in English education. One major change is the popularization and advance of English learning. Tian Lijun, born in the 1970s, started to learn English in middle school. “My first English teacher taught in Chinese mainly with blackboard.” she recalled. In the following years, English education began at 2 (early) stages and became more engaging. For Gen Zers like Wang Mengqi, 27, 3 (expose) to English came even before elementary school. “My colleagues and I encourage students to switch to 4 English-only mode during class.” said Wang, now a high school English teacher in Beijing. Students at her school can frequently use multimedia tools to practice English and even AI devices 5 (improve) their English. Another change in English learning is the writing topics, 6 have shifted from helping Li Hua ask about foreign customs to introducing Chinese culture. Wang believes this is closely tied to China’s 7   (grow) cultural confidence. As an 8 (experience) English teacher, Zhang Zhibin says, “English isn’t just a subject; it’s a key 9 the world.” English education bridges China and the world — equipping youth not just with language skills, 10 the ability to share China’s story and connect with the world. （24-25高二下·湖北恩施·期末）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Irina Ianshina, an exchange student from Russia, adopts the Chinese name Lin Wan. “Lin” represents forest in Chinese, reflecting her love for nature, inspired by her outdoor-filled childhood and “Wan”, chosen for its gentle connotations, 1 (recommend) by her Chinese friends. Despite the perception that Chinese is one of the most difficult languages to learn, Ianshina has always had a 2 (fond) for Chinese culture, even 3 (experiment) with calligraphy during her school days in Moscow at 14. Beyond her love for calligraphy, Ianshina chose Hainan also 4 its pleasant winter temperatures, fresh air, and especially the seafood. Planning to extend her studies in China, she aims to achieve HSK-4 proficiency, which will enable her effectiveness of communication with native speakers 5 (enhance). Anastasiia Zubkova, 6 18-year-old junior from Russia, noted the similarity between Russians and Hainan 7 (local) in their shared love for chicken dishes 8 expressed her fascination with the wide variety of fruits available in Hainan, a diversity she didn’t find in Russia. “Since the college began admitting international students in 2015, we have enrolled over 100 students from Russia, who have demonstrated 9 (exception) academic performance, with most holding undergraduate or 10 (advance) degrees,” said Chen Huiyang, Party secretary of HNCST. 题型二 阅读理解 （24-25高二下·河北保定·期末）At Lincoln High School, a Spanish teacher, Ms Rodriguez, has aroused (激起) students’ interest in Spanish and Latino culture through her innovative teaching methods. Despite the school’s limited resources, Ms Rodriguez always strives (努力) to keep her students engaged through creative teaching strategies and community cooperation, enhancing their cultural identity. However, Ms Rodriguez’s teaching journey at Lincoln High School wasn’t always smooth. She found that students weren’t very interested in Spanish classes, with some thinking that learning Spanish had no practical use. Additionally, there was a cultural gap in the school, with some students lacking a sense of identity with Latino culture. Faced with these challenges, Ms Rodriguez didn’t back down. She decided to introduce interactive teaching methods like role-playing, cultural workshops, and community projects to increase student engagement. Ms Rodriguez also worked together with the local community, inviting Latino artists, writers, and entrepreneurs to the school to share their stories, thus enhancing students’ cultural identity. She encouraged students to involve their families in language learning through homework and community activities, strengthening family interaction and cultural heritage. Ms Rodriguez’s efforts gradually paid off. Students’ interest in Spanish classes increased significantly, and classroom participation and grades improved remarkably. The school successfully hosted several Latino cultural events, attracting participation from students and teachers across the school, thus enhancing the school’s cultural diversity. Ms Rodriguez’s efforts were also recognized by the community, and she was invited to share her teaching experiences at several educational conferences. When asked about the secret to her success, Ms Rodriguez modestly stated that the key lies in innovative teaching methods and community cooperation. She believes that by enhancing students’ cultural identity and family involvement, their enthusiasm for learning can be aroused. In the future, she hopes to continue promoting cultural education in schools and breaking down cultural barriers. 1．How did Ms Rodriguez arouse students’ interest in Spanish and Latino culture? A．By giving them extra homework. B．By teaching advanced students first. C．By improving teaching ways with the new. D．By asking the school leader for more resources. 2．What did Ms Rodriguez do to enhance students’ cultural identity? A．She gave orders to the local community. B．She invited professionals to give lectures. C．She told many interesting Spanish stories. D．She required her family members to offer help. 3．Which is a future goal of Ms Rodriguez’s? A．Keeping boosting cultural learning. B．Releasing the secret to her success. C．Focusing on discovering cultural barriers. D．Writing a book about her teaching methods. 4．What can be the best title for the text? A．The Effective Ways to Increase Students’ Studies B．The Challenges of Ms Rodriguez’s Teaching Spanish C．Innovative Teaching Methods at Lincoln High School D．Ms Rodriguez’s Journey to Inspire Cultural Learning （24-25高二下·四川达州·期末）As a middle school adviser, I know firsthand how unkind kids can be to each other — but today, I saw something that reminded me just how friendly they really are. It was “College Day” at our school, when students wear gear from colleges and universities, which were designed according to their height and weight. And we focus on the importance of pursuing education after high school. At lunch, we hosted a fun question-and-answer activity with buzzers (蜂鸣抢答器), prizes, and questions about education funds, on-the-job training programs, and post-secondary options. Six students came up at a time to play. During one round, two of the students who participated were from our specialized classroom. These students are amazing — strong-minded, determined, and full of heart. As the game began, I got ready to step in if they needed support or if they felt left out. The first question went to one of the general education students. Then, on the second question, Frank, one of our students from the specialized class, rang in first. Before I could even help, a few classmates quietly came up behind him and whispered the answer in his ear. He repeated it with excitement, and when I announced it was correct, the crowd erupted in cheers — louder than I’d heard all day. It happened again with the next question. This time, the crowd began cheering Frank’s name, and he lit up with pride. More students from the class were invited up to play, and the cheering only grew louder. The whole room was filled with delight — students supporting one another, showing joy, unity, and genuine kindness. We often talk about the challenges this generation faces, but I saw something powerful today. These kids are good. They’re tender-hearted. They lift each other up. And in that moment, they reminded me that the future is in very good hands. 1．What does the word “gear” in paragraph 2 probably mean? A．Caps. B．Glasses. C．watches. D．Uniforms. 2．What did the author do at the beginning of the game? A．He prepared to ring the buzzer first. B．He announced the answer instantly. C．He planned to assist students in need. D．He left students behind without hesitation. 3．What made Frank proud? A．His kindness to others. B．Peers’ praise and shouts. C．His confidence in himself. D．Peers’ support and cheers. 4．What message does the text convey about the kids? A．They are ambitious. B．They are stressful. C．They are hopeful. D．They are grateful. 1 / 12 学科网（北京）股份有限公司 $$