2026届高三英语二轮复习名词性从句公开课+课件+教案+学案

Noun Clauses 名词性从句 教学反思 一、总体思路 本课以名词性从句的用法为核心，通过两大层次（变句子为名词和名词性从句）的大量口头练习来实现“训练思维”的目的。做到了英语学科核心素养中语言能力、学习能力、思维品质的有效锻炼。 二、选材 名词性从句的本质是一个大名词，而名词在口头和书面表达中都有举足轻重的作用，因为名词用起来很灵活，没有时态和语态的制约，而且还可以被形容词、副词、介词、冠词、非谓语、定语从句等修饰，所以用途异常广泛。而且名词可以做主语、宾语、表语、同位语，所以表达能力超强，重要性不言而喻。 而在实际教学中，我们发现学生对于这种“大名词”的用法掌握得并不是很好，“脱口而出”更是难上加难。本着学英语是为了用英语的态度，我设计了本堂课，通过简单的讲解，大量的情境练习，反复锤炼学生的思维，从而真正将其为我所用！自如用在写作中，口语交际中！ 当然，一堂课的时间和实践是有限的，所以我设计的活动重点在练习宾语从句和表语从句，偶尔涉及到主语从句和同位语从句。但是把句子变为“大名词”的方法学生可以在本课以外多练习，只要点燃饿了学生心中的火花，就会收获意想不到的感动！ 三、英语学习活动观&情境创设 学生是学习的主体，活动可以有效的引领和吸引学生的注意力。 本课的教学重点有两个：一个是把一个简单句变成一个大名词，主要是三种形式，即陈述句、一般疑问句和特殊疑问句；另一个是在练熟大名词的基础上说出正确的含有名词性从句的句子。 第二个重点通过三个活动来实现，不断抓住学生的注意力，让学生走入情境，以对话的形式说出名词性从句或者把我给的提示变成正确的含有名词性从句的句子。 学生经过三轮名词性从句的变化练习和前两轮在特定情境下的对话练习还不同程度的出错，忘记了加whether这样的连词，直到第三轮对话练习才做得明显好很多了。由此可见， 这种思维练习的效果是立竿见影的。如果没有这样的练习，那么学生几乎不可能对名词性从句做到脱口而出！ 四、课堂评价 看完本课的课堂实录，我发现自己使用的评价语言和方式较为单一，excellent是出现最多的。英语课程标准指出：要注重评价主体的多元化、评价形式的多样化、评价内容的全面性和评价目标的多维化。 这一点，我还要在平时的教学中多使用，养成习惯，以形成性评价为主辅以终结性评价，反映“以人为本”的教育理念。 五、提升 1. 大名词的练习环节，是我带着同学们一起做的，其实可以逐个叫学生自己起来说，这样可以更好地检验学生的理解，然后再设计一个速度反应练习，以此锻炼学生的思维，这样可以让学生更好地投入课堂每； 2. 某些性格内向的孩子没有很好的投入到活动中来，虽然也内敛地和搭档编了对话，但是不敢起来展示。所以，在以后的教学中我应该关注所有学生的表现，适时创造机会给他们更多鼓励； 3. 在以后的教学中，不断给学生渗透这种“学以致用”的理念，语法的学习是锻炼思维的好机会，只有锤炼了思维，才学到了语法的精髓！这不是刷题能够达到的高度，也比刷题更快乐，更有成就感！ 反思是“照亮别人”，更是“完善自己”；反思是教师走向专业化的起点，反思是为了更好的前行，我将一如既往的努力！ 华清中学 黄淋花 2021.6.9 学科网（北京）股份有限公司 $Language is a way of thinking. Is the language hard to learn? What is Language? 陈述句 一般疑问句 特殊疑问句 陈述句 一般疑问句 特殊疑问句 that+ whether+ what which who whose + when where why how = = = 名词 名词 名词 → 变为陈述语序 → 变为陈述语序 主语 Subject 宾语 Object 表语 Predicative 同位语 Appositive Subject clause Object clause Predicative clause Appositive clause Noun Noun-clauses Aims By the end of this lesson, you will be able to: ① use noun-clauses to express yourselves in daily life; ② translate good and correct sentences with noun-clauses. 陈述句 that+ = 名词 大家都知道…… 读书很重要。 她的座右铭(motto)是…… 生活就像一盒巧克力。 袁隆平先生是杂交水稻之父。 普京以前是一名间谍。 我确定…… 我相信/懂…… 这是一个美好的世界。 我不怀疑…… 他提到…… 失败是成功之母。 一般疑问句→ 变为陈述语序 whether+ = 名词 Did you turn off your laptop? Are you hungry? Did they put the books on the shelf? Has he finished his homework? Is she getting married?   Did she send James an invitation?   Does she still keep in touch with James?  Is he a big fan of football? Does he like Chinese food? I don’t know She asked me I’ll let you know The problem is I have no idea whether+ 特殊疑问句→ 变为陈述语序 what which who whose + when where why how = 名词 What is her favorite book? Which film does he like? Who finished the task the first? Whose schoolbag is this? When will she arrive? Where did he go last night? Why were you late? How did you/he make it? Whom were they talking about? I don’t know I wonder I’m thinking about I don’t remember let me see I asked him/her The question is I have no idea + 8 Task 1 Ask & answer questions. What is your greatest strength? What are your hobbies? Why are you leaving your job? Why do you want to change jobs? Why should we hire you? What can you do for this company? What are your salary expectations? Are you good with computers? Are you a fast learner? Do you think you are fit for this job? … Tell us … Task 2 Ask & answer questions. How old is he/she? How tall is he/she? Is he/she handsome/ beautiful? Does he/she have a nice personality? How many brothers and sisters does he have? Is he humorous/interesting/knowledgeable? Is he a true gentleman? Are his parents difficult to get along with? Will I have a nice talk with him/her? … Do you know I wonder The problem is I have no idea … Mother: Sweetheart, I’ve set you on a blind date. Daughter: Again? Mom, I think I can handle it on my own. Mother: I’m sure that this one won’t let you down. Daughter: But you don’t even know whether he’s a true gentlemen. Mother: Well I do know the fact that he is a really nice guy. Daughter: So do you know whether he is handsome? Mother: You know honey, whether he is handsome or not is actually not that important. Never judge a person by his or her appearance. Daughter: Ok, Mom, you win. You are always right. I give in.　 Task 3 Recall the experience of seeing a doctor. 回忆 看病 经历 Why am I always so tired/ hungry/ thirsty? Why am I always so sleepy in the class? Why couldn’t I get up in the morning? Why does my right hand keep shaking? Why do I get a cold easily? Do I have to take some medicine? … I asked the doctor I was under too much study pressure. I need more sleep/ rest. … I should stop staying up late at night. I’d better do more exercise. I eat less junk food and drink more boiled water. I should have breakfast regularly. I should eat more vegetables and fruits. … The doctor said/ explained The doctor suggested Emily: Hey Lisa. You were absent in the class this morning? Lisa: Yes. I went to see the doctor. Emily: Oh, what’s wrong with you? Lisa: I don’t know why I keep getting colds recently. Emily: So what did the doctor say? Lisa: Well, he said that I was under too much study pressure and lacking exercise. And he suggested that I should eat a balanced diet and do some exercise everyday. Emily: Yes. It is a fact that we are not doing enough exercise. But the problem is that we are too busy with study. I still have no idea how should I balance study with exercise. Lisa: Me too. that+陈述句 whether+一般疑问句的陈述语序 特殊疑问句的陈述语序 Noun-clauses: Homework： Please finish the exercises on the given paper. To learn another language is to train your brain. $励志 乐学 自主 探究 Hua Qing Senior High School西安市临潼区华清中学 Noun Clauses学案 [Learning Aims] 1. Knowledge Objective By the end of this lesson, I will be clear about how to make noun-clauses. 2. Ability Objectives By the end of this class, I will be able to: (1) use suitable noun-clauses to express myself in my daily life and will be able to translate good and correct sentences with noun-clauses; (2) have a better understanding of noun-clauses in reading English news, articles, and doing English tests. 3. Emotional Objectives During the class, I can enjoy and not be afraid of practicing the target language. [Learning Key Points]: I should be clear about how to change a simple sentence into a big noun and make correct noun-clauses. [Learning Difficult Points]： How to keep practicing the language actively under different situations [Learning Methods]： Observing, thinking, playing and practicing [Learning Procedures] Step 1: Dive into the topic directly. 1. Language is a way of thinking. 2. Is the language hard to learn? 3. What is Language? Q1: What is the difference among them? Q2: How to change a simple sentence into “a big noun word”? Step 2: Studying the three ways to change a simple sentence into a big noun and doing exercise respectively. 学习名词的三大变身方法并分别做口头练习 名词=____________+陈述句（陈述句） 名词=____________+陈述句（一般疑问句） 名词=____________+陈述语序的句子（特殊疑问句） Step 3:Practicing under different situations.在不同情境下持续烧脑练习 Situation 1 Simulating a job interview 模拟面试 Imagine you are going to attend a job interview. Please act out the interview in your group. Some students act as the interviewer and the rest go as the interviewee. Please role-play the situation and try your best to ask and answer questions with noun-clauses. For example: The interviewer: Tell us why you want to work at this company. The interviewee: I believe that this company has a bright future. … The following can offer you some help but be sure to make some changes before using it. Situation 2 Going on a blind date模拟相亲 Imagine you are going to go on a blind date. Now ask questions about him or her. For example: You: I wonder whether he is handsome. Your best friend1: I hope that he is a handsome guy. Your best friend2: I don’t know whether he is handsome. Your best friend3: I wonder whether he is serious about this date. … The following can offer you some help but be sure to make some changes before using it. Situation 3 Seeing a doctor模拟看病 Under great study pressure, you go to see a doctor. Think about the questions you want to ask the doctor and role-play a conversation between you and the doctor with your partner. For example: You: May I ask/ Can you tell me why I am so sleepy in the class? The doctor: I can see that you are very hardworking and stay up a lot. The doctor: It is obvious that you are very hardworking and stay up a lot. … The following can offer you some help but be sure to make some changes before using it. Step 4: Summary and Homework 1) How to make big noun-words with simple sentences? 2) What are the four noun-clauses? Homework: Translate the following sentences into English using suitable noun-clauses. 1. 我好奇什么让他这么开心。 2. 我还不清楚她要和我说什么。 3. 我当时无法看到他们在喝什么。 4. 我不记得他早饭吃了什么。 5. 你记得当时她穿什么衣服吗？ 6. 我不知道她喜欢吃什么？ 7. 我不知道她去过哪些国家。 8. 我不记得当时他们在干嘛。 9. 我不知道昨晚发生了什么。 10. 我不知道现在北京天气怎么样？ 11. 我明白你的意思。 12. 我不知道哪部手机更好。 13. 我不知道哪个包包更贵。 14. 你知道哪个国家人最多吗？ 15. 让我来看下这是谁的手机。 16. 你知道谁动了我的奶酪吗？ 17. 你知道健身房的开放时间吗？ 18. 你知道最近的书店在哪里吗？ 19. 妈妈问我有没有洗碗？ 20. 你知道你老板是否喜欢吃快餐呢？ 21. 她会不会说汉语不是问题的关键。 22. 问题是她喜欢喜欢吃中餐。 23. 很明显她非常喜欢住在中国。 24. 毫无疑问袁隆平是杂交水稻之父。 25. 有人说“读书无用”，我不理解这样的想法。 26. 你应该做的就是向她道歉。 27. 我的意思是我还没有准备好呢。（主从+系+表从） 28. 找到水稻高产的方法一直是袁隆平坚持做的事情。 29. 捕捉生活中的美好瞬间一直是我最爱的事情。 30. 事实是他对我撒谎了。 4 - - 1 - - 学科网（北京）股份有限公司 $ 敬业、协作、启智、进取 Hua Qing Senior High School西安市临潼区华清中学 Teaching Plan 课题名称 Noun Clauses 名词性从句 授课教师 授课时间 授课班级 指导思想和理论依据 英语学科的核心素养主要包括关键能力（语言能力、学习能力）和必备品格（思维品质、文化意识）。这些素养中的“语言能力”离不开语法的正确使用，而语法的有效学习应在具体的情景中，培养和训练英语思维。教者要围绕主题创设情境，在情境中为学生做好语言、知识、策略和思维的铺垫，让学生在主题的引领下、在真实的情境中，实践、感知、迁移，最终脱口而出，为我所用！绝不只是以做题为目的的静态的学语法！整个学习过程应融合思维品质、学习能力和语言能力于一体！学生学得开心、学得轻松、学得明白才能收获自信，从而实现本堂课的学科育人目标！ 教学内容分析 名词性从句，即主语、宾语、表语、同位语从句，该从句的本质是一个“大名词”。名词在英语表达中占据着半壁江山，因此名词性从句在无论是书面表达还是口头表达中都绕不过去。 传统语法会讲什么连接词引导什么样的从句，这种讲法非常琐碎而复杂。我把该语法总结为“大块头名词”的“三种变身”，即that+陈述句；whether+一般疑问句的陈述语序；特殊疑问句的陈述语序，这样的大块头的名词摆在什么位置（主语、宾语、表语、同位语）就是什么从句。 本节课的教学内容是：从名词的三大变身开始，创设不同情境让学生不断地练习，持续地训练大脑，让学生从慢到快脱口而出名词性从句。由于同位语从句和主语从句占比较小，所以本课的练习主要集中在宾语从句和表语从句。学生能真正掌握其中两个，自然可以撬动其他两个从句，毕竟这四个从句的本质都是名词。 学生情况分析 这个班级的学生目前处于高一年级第二学期，班内人数53人。 从知识层面来讲，学生到目前已经接触过名词性从句，即主语、宾语、表语、同位语从句。但是由于名词在英语表达中太过重要，名词性从句这样的“大块头”名词在表达中不可或缺，所以，学过了不代表学生能够灵活使用，不能脱口而出，也不能自如地在写作中使用。于是，本堂课就是要解决学生能够“灵活使用”名词性从句的大问题！让学生在老师创设的情境下脱口而出名词性从句，找到前所未有的成就感，实现思维的解放，做到如鱼得水，真心爱上英语！ 从性格特点方面来看，高一的孩子们朝气蓬勃，意气风发。这个班里85%的学生能主动参与学习活动，能够仔细观察、主动思考、喜欢表达，愿意合作与分享，另有少部分同学限于语言运用能力、信心、胆量的不足，不敢大胆地进行口头练习。所以在课堂上需要多鼓励并耐心引导，做好同伴互助；教学设计要充分考虑以上因素，学习过程要兼有知识与趣味性；练习要有梯度，从易到难，让学生快乐学语法、用语法，并感觉不到难度。 教学目标 Teaching Aims 1. Key Competence关键能力: By the end of this lesson, the students will be able to: ① use noun-clauses to express themselves in their daily life and writing and will be able to translate good and correct sentences with noun-clauses; ② have a better understanding of noun-clauses in reading English news, articles, and doing English tests. 2. Essential Character必备品格: By the end of this lesson, the students will be able to: ① enjoy expressing their ideas using suitable noun-clause; ② achieve confidence and fall in love with English. Teaching Key Points 教学重点 How to change a whole sentence into a big noun and make correct noun-clauses. 通过名词的三大变身和大量情境练习来解决 Teaching Difficult points 教学难点 How to create plenty of interesting situations where students could be led to practice the target language effectively and abundantly. 询问学生喜欢的话题，结合图片，创设“学生有话说”的生活情境 Teaching Methods教学媒体资源选择 Situational teaching approach 情境创设法 Task-based teaching approach 任务驱动法 Multi-media 多媒体 课堂教学创新点Innovation 本课精讲多练，通过面试、相亲、看医生这三个情境创设，结合多媒体演示，以学生为主体，通过练习来训练学生的大脑，最终真正把这个语法为我所用，而不是传统的“始于讲语法，终于做考题”的哑巴式英语学习模式。 契合本次大赛主题：“课堂革命 西安行动”。 课程思政元素体现及切入点 英语是一门语言，语言是拿来用的，用来交流的。 传统的学语法主要是为了应付考试，没有从“提升学生英语能力”的角度出发。 本课通过简单的讲解，配合深入、有趣的练习，让学生训练大脑、养成“大块头”名词的英语思维，学生在不断运用的过程中掌握了，自信了，也就爱了，爱了就不得了！ Teaching Procedures教学过程 Teaching Procedures Teacher’s Activities Students’ Activities Intention Step 1 Lead-in 导入 Dive into the topic directly by showing three simple sentences as follows: 1. Language is a way of thinking. 2. Is the language hard to learn? 3. What is Language? Then ask the students: can you find out the difference among them? Then raise another question: Can I change a whole sentence into a big noun word and how to do it? Look at the screen attentively. Think about the questions and answer them together. To raise today’s topic in a quick way to save time for later practice. Think actively instead of accepting passively. Lead the students to the core part of this class. Step 2 Studying the ways & doing exercise. 学习名词的三大变身方法并分别做练习实践 三种大名词一一展示，一一练习巩固，并让学生做速度反应练习，以此来锤炼学生的思维，从而达到脱口而出的效果。 that+陈述句 whether+一般疑问句的陈述语序 特殊疑问句的陈述语序 Follow the way attentively and then do exercise respectively to strengthen their understanding. Do exercise of making noun-clauses actively. First understand it and then practice it, which is correspondent with the law of studying. Step 3 Practicing under different situations. 在不同情境下持续烧脑练习 Step 3 Practicing under different situations. 在不同情境下持续烧脑练习 Situation 1模拟面试 Simulating a job interview Ask the students to role-play the situation and ask and answer questions with noun-clauses in groups. Ask the students to make dialogues with partners and then invite at least two groups to show their work. Make dialogues with partners attentively. Volunteers show their dialogues to the whole class and the rest of them listen carefully. Learning the target language in real life situations is very impressive without a shadow of doubt and memorable as well; The situations I create are interesting to the students and also familiar to them, so they will have a lot to say. Showing the dialogue that I made is aimed to guide them to make a better dialogue and apply more noun clauses in it. Situation 2模拟相亲 Going on a blind date Ask the students to immerse in the situation and ask as well as answer questions related to the topic with noun-clauses in groups. Ask the students to make dialogues with partners and then invite at least two groups to show their work. Show the dialogue that I made and play the video file. Take a quick look at the noun clauses that I used in my dialogue. Make dialogues with partners actively. Volunteers show their dialogues to the whole class and the rest of them listen carefully. Listen carefully to the dialogue that I made. Analyze the type of certain noun clauses. Situation 3模拟看病 Seeing a doctor Ask the students either to recall an experience of seeing a doctor and have a small talk with their partners or to role-play the situation of seeing a doctor. Ask the students to make dialogues with partners and then invite at least two groups to show their work. Show the dialogue that I made and play the video file. Take a quick look at the noun clauses that I used in my dialogue. Make dialogues with partners actively. Volunteers show their dialogues to the whole class and the rest of them listen carefully. Listen carefully to the dialogue that I made. Analyze the type of certain noun clauses. Ask the students to immerse in the familiar life situation, role-paly and keep practicing the target language. Showing the dialogue that I made is aimed to guide them to make a better dialogue and apply more noun clauses in it. Step 4 Summary, Test and Homework 总结回顾 布置作业思维革命 延伸课外 Ask the students to recall the three ways to form noun-clauses and do a translation test to check their study effect and assign the homework. Finally share with them the following sentence about English learning： “To learn another language is to train your brain.” Recall the three ways of noun-clauses formation and do a translation test using what they have learnt and set down their homework. Find out and set down the homework. Listen carefully and think actively about how to train one’s brain in English learning. Re-consolidate the key point of this class, examine their learning effect and strengthen their learning with moderate homework. Hoping the students realize that to train one’s brain through plenty of verbal practice is the most effective way in learning English. 摆脱题海战术 练就思维的膝跳反射 Blackboard Design 板书设计 教学评价与反思 一、总体思路 本课以名词性从句的用法为核心，通过两大层次（变句子为名词和名词性从句）的大量口头练习来实现“训练思维”的目的。做到了英语学科核心素养中语言能力、学习能力、思维品质的有效锻炼。 二、选材 名词性从句的本质是一个大名词，而名词在口头和书面表达中都有举足轻重的作用，因为名词用起来很灵活，没有时态和语态的制约，而且还可以被形容词、副词、介词、冠词、非谓语、定语从句等修饰，所以用途异常广泛。而且名词可以做主语、宾语、表语、同位语，所以表达能力超强，重要性不言而喻。 而在实际教学中，我们发现学生对于这种“大名词”的用法掌握得并不是很好，“脱口而出”更是难上加难。本着学英语是为了用英语的态度，我设计了本堂课，通过简单的讲解，大量的情境练习，反复锤炼学生的思维，从而真正将其为我所用！自如用在写作中，口语交际中！ 当然，一堂课的时间和实践是有限的，所以我设计的活动重点在练习宾语从句和表语从句，偶尔涉及到主语从句和同位语从句。但是把句子变为“大名词”的方法学生可以在本课以外多练习，只要点燃饿了学生心中的火花，就会收获意想不到的感动！ 三、英语学习活动观&情境创设 学生是学习的主体，活动可以有效的引领和吸引学生的注意力。 本课的教学重点有两个：一个是把一个简单句变成一个大名词，主要是三种形式，即陈述句、一般疑问句和特殊疑问句；另一个是在练熟大名词的基础上说出正确的含有名词性从句的句子。 第二个重点通过三个活动来实现，不断抓住学生的注意力，让学生走入情境，以对话的形式说出名词性从句或者把我给的提示变成正确的含有名词性从句的句子。 学生经过三轮名词性从句的变化练习和前两轮在特定情境下的对话练习还不同程度的出错，忘记了加whether这样的连词，直到第三轮对话练习才做得明显好很多了。由此可见， 这种思维练习的效果是立竿见影的。如果没有这样的练习，那么学生几乎不可能对名词性从句做到脱口而出！ 四、课堂评价 看完本课的课堂实录，我发现自己使用的评价语言和方式较为单一，excellent是出现最多的。英语课程标准指出：要注重评价主体的多元化、评价形式的多样化、评价内容的全面性和评价目标的多维化。 这一点，我还要在平时的教学中多使用，养成习惯，以形成性评价为主辅以终结性评价，反映“以人为本”的教育理念。 五、提升 1. 大名词的练习环节，是我带着同学们一起做的，其实可以逐个叫学生自己起来说，这样可以更好地检验学生的理解，然后再设计一个速度反应练习，以此锻炼学生的思维，这样可以让学生更好地投入课堂每； 2. 某些性格内向的孩子没有很好的投入到活动中来，虽然也内敛地和搭档编了对话，但是不敢起来展示。所以，在以后的教学中我应该关注所有学生的表现，适时创造机会给他们更多鼓励； 3. 在以后的教学中，不断给学生渗透这种“学以致用”的理念，语法的学习是锻炼思维的好机会，只有锤炼了思维，才学到了语法的精髓！这不是刷题能够达到的高度，也比刷题更快乐，更有成就感！ 反思是“照亮别人”，更是“完善自己”；反思是教师走向专业化的起点，反思是为了更好的前行，我将一如既往的努力！ 6 1 学科网（北京）股份有限公司 $励志 乐学 自主 探究 Hua Qing Senior High School西安市临潼区华清中学 Noun Clauses学案 [Learning Aims] 1. Knowledge Objective By the end of this lesson, I will be clear about how to make noun-clauses. 2. Ability Objectives By the end of this class, I will be able to: (1) use suitable noun-clauses to express myself in my daily life and will be able to translate good and correct sentences with noun-clauses; (2) have a better understanding of noun-clauses in reading English news, articles, and doing English tests. 3. Emotional Objectives During the class, I can enjoy and not be afraid of practicing the target language. [Learning Key Points]: I should be clear about how to change a simple sentence into a big noun and make correct noun-clauses. [Learning Difficult Points]： How to keep practicing the language actively under different situations [Learning Methods]： Observing, thinking, playing and practicing [Learning Procedures] Step 1: Dive into the topic directly. 1. Language is a way of thinking. 2. Is the language hard to learn? 3. What is Language? Q1: What is the difference among them? ·“Language is a way of thinking.” 是一个陈述句，作独立句子。 ·“Is the language hard to learn?” 是一个一般疑问句，用于提问。 ·“What is Language?” 是一个特殊疑问句，用于询问“语言是什么”。 Q2: How to change a simple sentence into “a big noun word”? ·使用 that + 陈述句（陈述句语序） ·使用 whether/if + 陈述句语序（一般疑问句转换） ·使用 疑问词（what/who/where等） + 陈述句语序（特殊疑问句转换） Step 2: Studying the three ways to change a simple sentence into a big noun and doing exercise respectively. 学习名词的三大变身方法并分别做口头练习 名词=____________+陈述句（陈述句） 名词=____________+陈述句（一般疑问句） 名词=____________+陈述语序的句子（特殊疑问句） 名词 = that + 陈述句 名词 = whether/if + 陈述句语序 名词 = 疑问词（如 what, who, where 等） + 陈述句语序 Step 3:Practicing under different situations.在不同情境下持续烧脑练习 Situation 1 Simulating a job interview 模拟面试 Imagine you are going to attend a job interview. Please act out the interview in your group. Some students act as the interviewer and the rest go as the interviewee. Please role-play the situation and try your best to ask and answer questions with noun-clauses. For example: The interviewer: Tell us why you want to work at this company. The interviewee: I believe that this company has a bright future. … The following can offer you some help but be sure to make some changes before using it. Situation 2 Going on a blind date模拟相亲 Imagine you are going to go on a blind date. Now ask questions about him or her. For example: You: I wonder whether he is handsome. Your best friend1: I hope that he is a handsome guy. Your best friend2: I don’t know whether he is handsome. Your best friend3: I wonder whether he is serious about this date. … The following can offer you some help but be sure to make some changes before using it. Situation 3 Seeing a doctor模拟看病 Under great study pressure, you go to see a doctor. Think about the questions you want to ask the doctor and role-play a conversation between you and the doctor with your partner. For example: You: May I ask/ Can you tell me why I am so sleepy in the class? The doctor: I can see that you are very hardworking and stay up a lot. The doctor: It is obvious that you are very hardworking and stay up a lot. … The following can offer you some help but be sure to make some changes before using it. Step 4: Summary and Homework 1) How to make big noun-words with simple sentences? 通过三种方式将简单句转换为名词性从句： 用 that 引导陈述句 用 whether/if 引导一般疑问句转换的从句 用 疑问词 引导特殊疑问句转换的从句，并保持陈述语序 2) What are the four noun-clauses? 名词性从句包括： 主语从句 宾语从句 表语从句 同位语从句 Homework: Translate the following sentences into English using suitable noun-clauses. 1. 我好奇什么让他这么开心。 2. 我还不清楚她要和我说什么。 3. 我当时无法看到他们在喝什么。 4. 我不记得他早饭吃了什么。 5. 你记得当时她穿什么衣服吗？ 6. 我不知道她喜欢吃什么？ 7. 我不知道她去过哪些国家。 8. 我不记得当时他们在干嘛。 9. 我不知道昨晚发生了什么。 10. 我不知道现在北京天气怎么样？ 11. 我明白你的意思。 12. 我不知道哪部手机更好。 13. 我不知道哪个包包更贵。 14. 你知道哪个国家人最多吗？ 15. 让我来看下这是谁的手机。 16. 你知道谁动了我的奶酪吗？ 17. 你知道健身房的开放时间吗？ 18. 你知道最近的书店在哪里吗？ 19. 妈妈问我有没有洗碗？ 20. 你知道你老板是否喜欢吃快餐呢？ 21. 她会不会说汉语不是问题的关键。 22. 问题是她喜欢喜欢吃中餐。 23. 很明显她非常喜欢住在中国。 24. 毫无疑问袁隆平是杂交水稻之父。 25. 有人说“读书无用”，我不理解这样的想法。 26. 你应该做的就是向她道歉。 27. 我的意思是我还没有准备好呢。（主从+系+表从） 28. 找到水稻高产的方法一直是袁隆平坚持做的事情。 29. 捕捉生活中的美好瞬间一直是我最爱的事情。 30. 事实是他对我撒谎了。 1. I am curious about what makes him so happy. 2. I am still not clear about what she wants to tell me. 3. I couldn’t see what they were drinking at that time. 4. I don’t remember what he had for breakfast. 5. Do you remember what she was wearing at that time? 6. I don’t know what she likes to eat. 7. I don’t know which countries she has been to. 8. I don’t remember what they were doing at that time. 9. I don’t know what happened last night. 10. I don’t know what the weather is like in Beijing now. 11. I understand what you mean. 12. I don’t know which mobile phone is better. 13. I don’t know which bag is more expensive. 14. Do you know which country has the largest population? 15. Let me see whose mobile phone this is. 16. Do you know who moved my cheese? 17. Do you know what time the gym opens? 18. Do you know where the nearest bookstore is? 19. My mother asked me whether I had washed the dishes. 20. Do you know whether your boss likes fast food? 21. Whether she can speak Chinese is not the key point. 22. The problem is whether she likes Chinese food. 23. It is obvious that she really enjoys living in China. 24. There is no doubt that Yuan Long Ping is the father of hybrid rice. 25. Some people say “Reading is useless,” but I don’t understand such a thought / the idea that reading is useless. 26. What you should do is to apologize to her. 27. What I mean is that I am not ready yet. 28. Finding how to achieve high yield in rice has always been what Yuan Longping insisted on doing. 29. Capturing the beautiful moments in life has always been what I love most. 30. The fact is that he lied to me. 4 - - 1 - - 学科网（北京）股份有限公司 $