专题03 选择性必修第二册Units 1～2 教材核心知识串讲（期末复习课件）高二英语上学期沪外版

这是高中英语选择性必修第二册Units 1~2的期末复习课件，包含考情透视、知识梳理、语法串讲、考场练兵四部分。考情分析明确课标要求与考点，知识梳理系统整合核心词汇、短语及写作句式，语法聚焦-ing/-ed作表语和名词性从句，辅以即时检测，考场练兵设单句填空、完成句子等实战训练。 资料特色突出核心素养培养，语言能力方面通过语境化词汇运用和读写训练提升表达，文化意识融入科学家精神与语言多样性理解，思维品质体现在语法辨析（如-ing/-ed作表语区别）和写作论证逻辑，学习能力通过知识框架梳理和方法指导强化。实例丰富如语法规则对比、高考真题改编练习，助力高二学生夯实基础提升应试能力，为教师提供系统复习支架，适配学生巩固衔接的学情需求。

期末复习考点串讲 Units 1~2 沪外版·英语·选择性必修第二册 01 考情透视·目标导航 目 录 语法串讲·融会贯通 知识梳理·夯实基础 考场练兵·实战训练 02 03 04 课标要求 考情分析 第一部分 考情透视·目标导航 考情透视·目标导航 掌握 Unit1（Scientists）和 Unit2（Language and Mind）核心词汇、短语及句型，能在语境中灵活运用。熟练掌握 Unit1 -ing/-ed 形式作表语的用法，Unit2 主语从句和表语从句的结构与运用。 能识别人物报道、传记、议论文、科普文章的结构特征，快速提取核心信息和支撑细节。能运用具体事例或逻辑推理作为支撑细节，完成话题相关的书面表达（描述类、议论类）和口头汇报。 理解科学家的精神品质与奉献精神，尊重不同文化背景下科学家的探索与坚守。深入认识语言与思维的辩证关系，树立保护语言多样性的意识，培养跨文化沟通与思辨能力。 01 语言知识 02 语言能力 03 文化意识与情感态度 课标要求 考情透视·目标导航 语法与词汇 1. -ing/-ed 形式作表语的辨析及语境运用 2. 主语从句与表语从句（引导词、语序、时态呼应） 3. 单元核心词汇（如 scientist、devote、language、impact 等）和短语（如 devote to、have an impact on 等）的辨析与搭配 阅读理解 1. 识别人物报道、传记、议论文的语篇结构，提取事实信息和作者观点 2. 分析语篇中支撑细节与主旨的关系 3. 推断语篇隐含意义和文化内涵（科学家精神、语言与思维的关联） 写作与表达 1. 以 “科学探索经历” 或 “语言学习的意义” 为主题，撰写短文（100-120 词），运用细节描写或正反论证支撑观点 2. 正确运用所学语法和词汇，保证语篇逻辑连贯、表达得体 考情分析 单词、短语、句型 第二部分 知识梳理·夯实基础 一、重点单词 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ 11. ______________ 12. ______________ 13. ______________ 14. ______________ 15. ______________ 16. ______________ 17. ______________ 知识梳理·夯实基础 n. 科学家 n. 生物学家 n. 探索者 v. 幸存；存活 v./n. 营救；救援 v. 抛弃；放弃 n. 灾难；灾祸 v. 致力于；奉献 scientist biologist explorer survive rescue abandon disaster devote desperate hardship countless unfortunate breakthrough crucial pioneer allergy elevated adj. 绝望的； n. 艰难；困苦 adj. 无数的；数不尽的 adj. 不幸的；令人遗憾的 n. 突破；重大进展 adj. 至关重要的 n. 先驱；开拓者 n. 过敏反应 adj. 高的；升高的 Unit1 Scientists 1.scientist n. 科学家→ _______ n. 科学→ _______ adj. 科学的→ _____ __ adv. 科学地 2.survive v. 幸存→ _______ n. 幸存→ _______ n. 幸存者 3.rescue v./n. 营救→ _______ n. 营救者 4.abandon v. 抛弃→ ____ ___ adj. 被遗弃的→ _____ __ n. 放弃 5.disaster n. 灾难→ _______ adj. 灾难性的 6.devote v. 奉献→ _______ adj. 挚爱的；忠诚的→ _______ n. 奉献 7.desperate adj. 绝望的→ _______ adv. 绝望地→ _____ __ n. 绝望 8.unfortunate adj. 不幸的→ ____ ___ adv. 不幸地→ _______ n. 运气 9.breakthrough n. 突破→ ______ _ v. 突破；突围 10.crucial adj. 至关重要的→ _______ adv. 关键地 词性转换 science scientific scientifically survival survivor abandoned rescuer abandonment disastrous devoted devotion desperately desperation unfortunately fortune break through crucially 二、重点短语 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________ 6. ______________ 7. ______________ 8. ______________ 9. ______________ 10. ______________ 11. ______________ 12. ______________ 13. ______________ 14. ______________ 15. ______________ 16. ______________ 17. ______________ 知识梳理·夯实基础 致力于；奉献给 承担；接受 尽管；不管 渡过难关 出发；启程 处于危险中 从…… 营救某人 为生存而挣扎 devote to take on in spite of pull through set out/off in danger rescue sb. from struggle for 冻死 躲避；避难 扎营 处于危险中 成功；做到 坚持；继续 偶然遇到 寻找；搜寻 与…… 作斗争 freeze to death take shelter set up camp at risk make it hold on come across in search of fight against Unit1 Scientists 知识梳理·夯实基础 三、写作句式积累 , the scientist never regretted being devoted to his research, which inspired thousands of young people.尽管历经艰辛，这位科学家从未后悔投身研究，这激励了成千上万的年轻人。 is his perseverance in the face of illness.霍金最让我敬佩的是他面对疾病时的坚韧 The reason is that they have a strong passion for their career.许多科学家能取得巨大成功的原因是他们对事业有着强烈的热爱。 Rosalind Franklin’s story shows that gender inequality can never stop those .罗莎琳・富兰克林的故事表明，性别歧视永远无法阻挡那些决心追求科学的人。 Despite all the hardships What impresses me most about Stephen Hawking why many scientists can achieve great success who are determined to pursue science Unit1 Scientists 知识梳理·夯实基础 一、重点单词 1. ________________ 2. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________ 7. ________________ 8. ________________ 9. ______________ 10. _____________ 11. _____________ 12. _____________ 13. _____________ 14. _____________ 15. _____________ n. 语言 n. 思维 v. 介意 n. 灵魂；心灵 n. 现实；实际情况 n./v. 影响；冲击 v./n. 责怪；责任 adj. 聪颖的adv. 在别处；到别处 language mind soul reality impact blame brilliant elsewhere v. 提高；增强 adj. 认知的 v. 使分心 n. 目标 v. 以…… 为目标 v. 符合；相应 n. 技巧；诡计 v. 欺骗 adj. 相当多的；重要的 enhance cognitive distract target correspond trick considerable Unit2 Language and Mind 词性转换 1.language n. 语言→ ____ ___ adj. 语言的→ _ ______ n. 语言学家 2.mind n. 思维→ _______ adj. 精神的；心理的→ _______ adv. 精神上 3.impact n./v. 影响→ _______ adj. 有影响力的 4.blame v./n. 责怪→ ___ ____ adj. 无过错的→ ____ ___ adj. 该受责备的 5.brilliant adj. 聪颖的→ _______ adv. 出色地 6.enhance v. 增强→ _______ n. 增强；改进 7.cognitive adj. 认知的→ _______ n. 认知 8.distract v. 使分心→ __ _____ adj. 分心的→ _______ n. 分心的事物 9.correspond v. 符合→ ____ ___ adj. 相应的→ ____ ___ n. 通信；相似 10.preserve v. 保护→ ______ _ n. 保护→ __ ____ adj. 防腐的 preservation preservative linguistic linguist mental mentally impactful blameless blameworthy brilliantly brilliantly cognition distracting distraction corresponding correspondence 知识梳理·夯实基础 二、重点短语 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ 6. ____________________ 7. ____________________ 8. ____________________ 9. ______________ 10. ______________ 11. ______________ 12. ______________ 13. ______________ 14. ______________ 15. ______________ 16. ______________ 17. ______________ 令人置疑；引起疑问 另一方面 对…… 产生影响 妨碍；阻碍 拓展；打开 无异于；近乎 过滤掉；筛除 排除干扰 beg the question on the other hand have an impact on get in the way of open up nothing short of filter out tune out distractions 延缓…… 的衰老 健脑；开发大脑 塑造我们的思维方式 各种各样的 值得学习 全球思维 加深理解 形成视角 语言多样性 delay the aging of develop the brain shape the way we think a variety of be worth learning global mindset deepening understanding form a perspective linguistic diversity Unit2 Language and Mind 知识梳理·夯实基础 三、写作句式积累 is whether language shapes the way we think.几个世纪以来争论不休的是，语言是否会塑造我们的思维方式。 It is universally acknowledged that .众所周知，学习一门新语言能提升认知能力。 is that switching between languages strengthens the brain.双语者更擅长多任务处理的原因是，语言切换能锻炼大脑 , as shown in the example of color description.语言不仅反映文化，还影响我们感知世界的方式，颜色描述的例子就说明了这一点。 What has been debated for centuries learning a new language can enhance cognitive abilities The reason why bilingual people are better at multitasking Languages not only reflect culture but also influence how we perceive the world Unit2 Language and Mind 第三部分 语法串讲·融会贯通 语法串讲 即时检测 -ing/-ed 形式 作表语 表语：用来说明主语是什么或怎么样，用于系动词之后,可以由名词，代词，形容词，数词，副词，介词短语，分词，动名词，动词不定式，从句充当。 Introduction of the Terms 动词-ing形式: 有动词的特征，同时又具有名词、形容词和副词的特征，因此它可以在句中作主语、表语、定语、宾语、宾语补足语和状语。（又称现在分词，现在进行式，动名词) 动词-ed形式：由动词原形+ed构成（也有一些动词为不规则动词），也称为动词的过去分词。动词-ed形式仍保留着动词的特征，可以跟宾语和状语。 语法串讲·融会贯通 Introduction of the Rules 1. When used as predicatives, the verb-ing and verb-ed form is connected to the subject by linking verbs like be, become, seem, get, look, appear, etc. 用做表语时，动词-ing 和 动词-ed形式通过连系动词与主语相连接。 语法串讲·融会贯通 Introduction of the Rules 2. The verb-ing form is often used to describe a thing or a situation; while the verb-ed form is used to decribe how a person feels. 动词-ing 形式通常用于描述一件事情或者一种情况；动词-ed形式用来描述一个人的主观感受。 语法串讲·融会贯通 Introduction of the Rules 3. The verb-ing and verb-ed forms provide specific information about the subjects of the sentences. 动词-ing 形式和动词-ed形式为句子中的主语提供更多的具体的信息。 语法串讲·融会贯通 Introduction of the Rules 1. Verb-ing 作表语时表示主语的特征和性质。 This Maths problem is quite puzzling. Emma Watson’s speech was moving. 2. Verb-ing 作表语时表示主语的内容。 The real issue is getting to know the needs of the staff. Getting to know the needs of the staff is the real issue. 语法串讲·融会贯通 Introduction of the Rules 动词-ing做表语和进行时态的区别 1. They are glad to hear that the early results of treatment are encouraging. encouraging 用作表语，说明主语的特征，起形容词作用。 encouraging 用于构成进行时态，表示主语正在进行的一种具体动作，做谓语动词用。 2. My mum is encouraging me to study medicine instead of giving up. 语法串讲·融会贯通 Introduction of the Rules 1. Verb-ed 作表语时表示主语(人和事物) 所处的状态。 Ben seemed delighted at the thought of adopting of a cat. Our monitor was discouraged because of the criticism she received. 语法串讲·融会贯通 Introduction of the Rules 动词-ed做表语和被动语态的区别 1. The gate of the school was closed when they went by. closed用作表语，说明主语的状态 closed用来构成被动语态，强调一个被动的动作，主语是动作的承受者。 2. However, they don’t know when it was closed. 语法串讲·融会贯通 即时检测 1．So he remained          (stand) upright, and since he was tired, he yawned. 2．Now that you are          (die) to join in the league, why not try out for it? 3．It’s hard to keep your nerve when people keep         (interrupt) you. 4．The tips given in this book are useful and          . (motivate) 5．Progress is always         (motivate); any small progress can inspire positive emotions that will make you work harder. 6．The plot of the drama was so            (absorb) that the girl was attracted by it. standing dying motivating interrupting motivating absorbing 即时检测 7．When we’re at home, she keeps          (press) me          (study) all the time. 8．The guests came in, but she remained          (stand) at the desk reading. 9．Tom knew he would certainly get            (blame) if he was late home. 10．Enough sleep is         (connect) with general health conditions. 11．During lectures, students are encouraged to stay        （concentrate）on the material being presented to fully grasp the concepts being taught. 12．Then I walked away, pretending not to have heard anything. However, I felt       (cheat) and it really depressed me. pressing   to study standing blamed connected concentrated cheated 主语从句 She is a girl who is called Lily. 画横线的为定语从句=adj, 修饰限定名词 She smiles when she sees me. 画横线的为状语从句=adv,说明动词的状态(时间/原因/地点/... 语法串讲·融会贯通 什么是名词？ 表示人或事物的名称的词叫名词。 2. 名词在句子当中一般可以作什么成分? The boy is Li Ming. Mr. Liang , a 24-year-old boy, teaches us English . 主语 表语 同位语 宾语 语法串讲·融会贯通 29 在复合句中起名词作用的句子叫名词性从句。名词性从句的功能相当于名词，它在复合句中能充当主语、宾语、表语和同位语。因此根据它在句中不同的语法功能分为： 什么是名词性从句? 名词性从句 主语从句 ( The Subject Clause) 宾语从句 ( The Object Clause) 表语从句 ( The Predicative Clause) 同位语从句 ( The Appositive Clause) 语法串讲·融会贯通 30 及物动词 不及物动词+介词 抽象名词 1.When we shall hold the meeting depends on whether John can return tomorrow. 系动词 2.The problem is when John will come back. 3.We expressed our hope that we could visit the country again. ____从句 _____从句 _____从句 ______从句 宾语 主语 表语 同位语 语法串讲·融会贯通 名词性从句(主从)的引导词 一.从属连词 that 、whether 、if 从属连词 词义 在从句中的成分 能否省略 that 无 不充当 不省略(除宾从） if 是否 不充当 不能省 whether 是否 不充当 不能省 (只连接句子，不充当句子任何成分 ) 语法串讲·融会贯通 名词性从句(主从)的引导词 连接代词 what(ever) who(ever) whom(ever) which(ever) whose (必须要充当成分，作主/宾/表/定) 连接代词 词义 在从句中的成分 能否省略 what(ever) （无论）什么 主/宾/表/ × who(ever) （无论）谁 主/宾/表 × whom(ever) （无论）谁 宾 × which(ever) （无论）哪一个 定（有范围） × whose 谁的 定 × 语法串讲·融会贯通 名词性从句(主从)的引导词 连接副词 how(ever) when(ever) where(ever) why (要充当状语) 连接副词 词义 在从句中的成分 能否省略 how(ever) （无论）如何 方式状语 × when(ever) （无论）何时 时间状语 × where(ever) （无论）在哪 地点状语 × why 为什么 原因状语 × 语法串讲·融会贯通 1. _________she left him made him heart-broken. 2. _________ he is still alive(活着) is a piece of good news to us. 3. _________ he will come or not is not known yet. 4. It is uncertain ____________ he will leave for Beijing tomorrow. That That 从属连词 （不做成分） that, whether，if Whether that _______成分，____意义，______省略。 whether _____成分，____意义，译为_____。 if _____成分，____意义，译为_____,不放句首。 不做 是否 无 不能 不做 有 whether/if 不做 有 是否 一.主语从句引导词 语法串讲·融会贯通 1. will take part in the meeting has not been decided. 2. she said is true. 3. book I shall choose hasn’t been decided. 4. breaks the law will be punished. who在主语从句中充当 ______, 译为 ______。 what在主语从句中充当 ______, 译为 ______。 which在主语从句中充当 ______, 译为 ______。 whoever在主语从句中充当 ______, 译为 ______。 结论： 主语 谁 宾语 什么 定语 哪一个 主语 无论谁 【练一练】 Who What Which Whoever 连接代词 what(ever) , who(ever) ,whom(ever),which(ever) ，whose 语法串讲·融会贯通 1.When the bomb(炸弹) will explode(爆炸) worries the man. 2.Where she is from is unknown(未知的). 3.Why he was late is not important now. 4.How he attained(获得) success is unknown(未知的). when在主语从句中充当 _______, 译为 ______。 where在主语从句中充当 _______, 译为 ______。 why在主语从句中充当 _______, 译为 _______。 how在主语从句中充当 _______, 译为 _______。 结论： 状语 何时 状语 何地 状语 为何 状语 怎样 连接副词（作状语） when, where, why , how 语法串讲·融会贯通 That all people work together in the epidemic(疫情) is important. 用一个 It 来解决问题！ It is important that all people work together in the epidemic(疫情). ★主语从句为了避免头重脚轻现象,用it做_______，而把从句放在句子______。 形式主语 后面 二.it在主语从句中的使用 语法串讲·融会贯通 It + be + 名词 ＋ that从句 It is a pity that… 很遗憾… 例子：It is a pity that you can’t join us. It is a fact that… 事实是… It + be + 形容词 ＋ that从句 It is obvious that…… 显然... It is important that …. 重要的是… It + be + 过去分词 ＋ that从句 It is said that... 据说... It is known that… 众所周知… 常用句型： It+特殊不及物动词+that从句 It seems / appears ... that ... 似乎…… It happened (to sb.) that ... （某人）碰巧… It occurred to sb that... (某人)突然想起... 语法串讲·融会贯通 1. Whether we can go back school ______ unknown. 2. When and where he gets infectious(感染的) _____ unknown. 3. When the task can be finished and whether he can have a rest _____ unknown. 4. What he wants most ____ staying with his family. What they need _______ masks(口罩). 单个从句做主语，大多数使用_______ (单数？复数？) 由两个连接词引导同一个主从，谓动使用_____ (单数？复数？) 主语为and连接的两个主从时，谓动使用_____ (单数？复数？) what在主从中做宾语时，谓语的单复数取决它后面的表语。 单数 单数 复数 is is are is are 三.主语从句 主谓一致 问题 语法串讲·融会贯通 通过下列句子中的错误总结规律。 ★主语从句一律用______语序， 即从句中主语在前，谓语在后。 正：When he will come is not known. 例1. When will he come is not known. 1.How we go for a picnic should be discussed. 2.How do we go for a picnic should be discussed. √ × 【练一练】 四.主语从句的语序 陈述 语法串讲·融会贯通 巧记主语从句 从句作主语，后用单谓语； 莫忘加连词，that不省但无意； “是否”用whether,其他应用靠翻译； 头重脚轻怎么办？ 主语从句往后置，只需形式主语it把它替； 另外别忘记，从句使用陈述的语序。 语法串讲·融会贯通 定 义 主语从句 引导词 形式主语 主谓一致 总 结 作用，位置 从属连词，连接代词， 连接副词 单个主语从句-单数 多个主语从句-复数 ①It＋be＋ 形容词/名词短语/过去分词+ that从句(真正主语) ②It +不及物动词+ that从句(真正主语) 语序 陈述语序 语法串讲·融会贯通 1. _______ impresses people most about Yuan Longping is his ongoing ability to fulfil his dreams. 2. The limits of a person’s intelligence, generally speaking, are fixed at birth, but ________ he reaches these limits will depend on his environment. (安徽卷) 3. Every year, _________ makes the most beautiful kite will win a prize in the kite Festival.（北京卷） 4. _________Li Bai, a great Chinese poet, was born is known to the public. （江苏卷） 5._____ he had an important conference to attend the next morning occurred to him. (湖北卷) Where That whether What whoever 即时检测 表语从句 I am a teacher. I am ten. He became rich and successful.   Everyone is here. They are at home now. My job is to teach them English. The fact is that he passed the exam. 名词 数词 形容词 副词 介词短语 不定式 从句 表语是用来说明主语的身份、性质、品性、特征和状态的，表语常由名词、代词、数词、动词过去分词、动词的-ing形式、副词、介词短语、形容词、不定式和从句等来充当。 表语的概念 语法串讲·融会贯通 46 ①What John Snow showed to the world was how cholera could be overcome. ②The exact places Snow marked on the map were where all those who died had lived. ③Snow’s finding was that the pump water carried cholera germs. 表语从句的概念 系动词 表语从句 系动词 表语从句 表语从句 系动词 语法串讲·融会贯通 47 在复合句中，位于_________之后，充当________的名词性从句称作表语从句。 表语 系动词 可以接表语从句的系动词有: be动词: am is are; 感官动词：look，feel, sound, taste, smell; 表象系动词：seem（仿佛）, appear（似乎） 持续性动词：remain, keep, stay; 变化系动词：become, get, grow, turn, go, come, run, fall; 终止系动词：prove（证明是）, turn out（结果是） 表语从句的概念 语法串讲·融会贯通 48 表语从句的语序 The question is how (can I / I can ) make you understand the knowledge. 表语从句和宾语从句、主语从句一样，要用陈述语序：主语+谓语。 √ The fact is that he was lying. His suggestion is that we should tell him. 语法串讲·融会贯通 Bradley Hand ITC 49 引导词 用法 连词 that 在从句中不充当成分，无意义 whether 在从句中不充当成分，意为“是否” 连接代词 what(ever),which(ever),who(ever),whom(ever), whose 在从句中充当主语，宾语，定语 连接副词 how,when,where,why 在从句中充当状语 其它连词 because, as if, as though 在从句中不充当成分，意为“因为，好像，似乎” 表语从句的引导词 语法串讲·融会贯通 50 一、that 引导的表语从句 that ____ 意义，在表语从句中 ______ 成分,起______ 作用，________ 省略。 无 不充当 连接 不能 The fact is that he was lying. The reason is that they never give up. His suggestion is that we should tell him. One idea is that fish is the best brain food. 语法串讲·融会贯通 51 The question is _________ we can rely on him. He often tells lies. The question is _________ we can finish the task on time, for we have only three days left. 二、whether 引导的表语从句 whether whether 思考：可以用“if”来引导吗？ 连接词whether起 _____ 作用，意为“_________________”，在句中也不作任何成分（注意：if ______引导表语从句)。 连接 是否、究竟、到底 不能 语法串讲·融会贯通 52 三、what, which, who, whom, whose 等引导的表语从句 Tom is no longer _______ he used to be. The question is _______ of us should come first. (我们两个中的哪一个) The problem is ______ is really fit for the hard job. The important thing is _______name should be put on the top of the list. what which who whose 连接代词 what, which, who, whom, whose 除在句子中起 ______ 作用外，还可在从句中作 _____、_____ 或 ______，且各有词义。 连接 主语 表语 定语 语法串讲·融会贯通 53 四、where, when, why, how 引导的表语从句 That’s _______ I can’t agree with you. This is ______ Sara was late for the meeting. (She missed the early bus.) This is _____ they overcome the difficulties. My strongest memory is ______ I attended an American wedding as a child. where why how when 连接副词where, when, why, how除在句中起______ 作用外，在从句中还充当_______、______、______或______状语，本身具有词义。 连接 时间 地点 方式 原因 语法串讲·融会贯通 54 It seems __________________ he doesn’t know the answer. It looks __________________ it is going to rain. 五、as if / as though 引导的表语从句 as if / as though as if / as though as if / as though 引导的表语从句常置于look, seem, sound,be,become等__________________,意思为_________. 系动词 后面 似乎 语法串讲·融会贯通 55 五、as if / as though 引导的表语从句 1. It sounds as if someone ___ knocking at the door. 2. Tom likes to talk big as if he ______ an important person. (对现在的虚拟，用一般过去时，be动词用were) 3. He opens his mouth as if he ________ say something. (对将来的虚拟，用would/could/might+do) 4. He talked about Rome as if he ___________ there. (对过去的虚拟，用had done) (与事实相符, 用一般现在时) is were would had been 总结：as if/as though 引导从句的虚拟语气： 若跟现在事实不符：过去式（be动词用were） 若跟将来事实不符：would/could+动词原形 若跟过去事实不符：had done 语法串讲·融会贯通 56 六、because引导的表语从句 That's because we never thought of it. She hasn’t come. This is because she is ill. Because 引导的表语从句，在从句中______成分，意为______. 常用于句型： This/That/It is/was because +原因： 那是因为… 不充当 因为 I think that’s _____ he was so angry. why The rain is too heavy. That is _________ I got wet. why 区分句型： This/That/It is/was why +结果： 那就是为什么… 语法串讲·融会贯通 The reason why he is late for school is ________ he missed the bus. 2. Why we decided to put off the football match is ________ the weather was too bad. that that 当主句的主语是 _____________ 或 why 引导的 __________时常用 ______ 来引导表语从句，而不用 because。 the reason 主语从句 that Attention 语法串讲·融会贯通 1. My suggestion is that we ____________ (go) and help him. 2. My advice is that we ____________ (get) there by train. (should) go (should) get 当主句的主语是表示建议（suggestion, advice）、命令（order）、要求（request, proposal）、计划（plan）等的名词时，表语从句要用虚拟语气，即（should）+ 动词原形。 Attention 语法串讲·融会贯通 1. My worry is if he can get there on time. 2. The reason why he failed was because he hadn’t studied hard. 3. My advice is that he sees the doctor right away. 4. The trouble is what we are short of money. that whether that see 即学即练 改错 即学即练 1. The problem is ____ we can get the things we need. 2. To help Africa achieve sustainable development is _____ matters in the long run. 3. What I told him was ____ I would find him a good play. 4. That is _____ I want to tell you. 5. That is ____ she failed to pass the exam. how what that what why 61 即学即练 My suggestion is that we __________ (go) to hospital at once. When a pencil is partly in a glass of water, it looks as if it _______(be) broken. My idea is that we ___________(get) more people to attend the conference. The little girl appeared as if she ___________(be) a grown-up. She looks as if she _________(be) ten years younger. (should) go were (should) get had been were 62 第四部分 考场练兵·实战训练 语法串讲 即时检测 一、单句语法填空 （2022 天津卷改编）The scientist’s story was so _______________(touch) that many students decided to follow in his footsteps. （2021 浙江卷改编）What we need most is _______________(devote) to our goals rather than empty talk. It is not clear _______________(whether/that) the new language course will be offered next semester. The reason why he succeeded is _______________(he) never gave up when facing difficulties. Learning a foreign language is _______________(benefit) to both the brain and personal development. touching devotion whether that he beneficial 考场练兵·实战训练 1. The fact was 　. 事实是他没有做真正的努力。 2. The question is . 问题是这部电影是否值得看。 3. she had known Millie for years. 看起来好像她认识米莉已有好多年了。 4. My advice is as often as possible. 我的建议是你尽可能经常地练习说英语。 that he didn't really try whether the film is worth seeing It seemed as though/if that you (should) practise speaking English 二、完成句子 考场练兵·实战训练 5. That's . 那就是我第一次遇见她的地方。 6. The problem is . 问题是谁才真正适合做这份艰苦的工作。 7. That is . 那就是我想让你在这儿工作的原因。 8. I was late for school this morning. last night. 今天早上我上学迟到了。那是因为我昨晚睡得太晚了。 where I first met her who is really fit for the hard job why I want you to work here That's because I stayed up too late 考场练兵·实战训练 It is known that scientists play a vital role in promoting social progress. Many great scientists 1. _______________(devote) their entire lives to exploring the unknown. Zhong Yang, 2. _______________ was a biologist from Fudan University, is a typical example. He spent more than 15 years collecting seeds on the Qinghai-Tibet Plateau, 3. _______________(face) varying climates and harsh environments. Despite all the hardships, he never felt 4. _______________(discourage). What makes his story 5. _______________(impress) is his dual devotion to science and education. He once said that Tibet needed educators more than biologists, 6. _______________(which) showed his deep care for the region’s development. Language also plays a key role in scientific communication. 7. _______________(master) a foreign language helps scientists share their findings with the world. It is a fact 8. _______________ language shapes the way we think. For example, people who speak different languages may have different 9. _______________(perspective) on time and space. In conclusion, both scientific spirit and language competence are crucial. We should learn from scientists’ perseverance and attach importance to language learning, as it is 10. _______________(benefit) to our personal growth and global communication. 考场练兵·实战训练 三、语法填空 have devoted who facing discouraged impressive which Mastering that perspectives beneficial 感谢聆听 每天解决一个小问题，每周攻克 一个薄弱点，量变终会引发质变。 教师寄语 $