教案名词性从句

教案是教师授课的一种辅助工具,通过事前对学生的基础进行了解和把握,然后编制教案,通过课堂的授课讲述,让学生打下牢固的理论基础。以下是小编精心整理的《教案名词性从句一》，仅供参考，大家一起来看看吧。

第一篇：教案名词性从句一

名词性从句复习教案

一、学习目标 1. 本阶段大纲要求

近年来，引导名词性从句的连接代词及连接副词为高考必考项目。此语法项目在语法填空中经常出现。另外学好它，对阅读理解也是大有好处的。

名词性从句包括主语从句、宾语从句、表语从句和同位语从句

2、本阶段重点、难点

(1)表命令建议order,(命令)，suggestion, advice(建议)的名词后的表语从句 (2) that和whether的区别 (3) what, that, which的用法 (4) that 的省略

(5) whoever引导的名词性从句 (6) because引导的表语从句 (7) 名词性从句皆用陈述语序

二、基础知识体系、重点内容、题的类型及解题方法等 1. 基础知识体系

名词性从句的连接词按其在从句中所起的作用分为：

1)连接代词：who(-ever), what(-ever), which(-ever), whom(-ever), whose 2)连接副词：when, where, why, how 3)连接词：that, whether, if

连接代词和连接副词在从句中充当一定的句子成分，而连接词在从句中不充当句子成分，只起连接作用 2. 名词性从句的难点把握

1) 由whoever/whatever/whichever/whomever引导的名词性从句

这些词引导的名词性从句相当于带有定语从句的名词词组：whoever=anyone 1 who„“任何„„的人”;whomever是它的宾格形式whatever=anything that„ “任何„„的物”

whichever=any „ that„ “任何„„的(已知范围内的或上文提到过的)人或物” 2)that引导的同位语从句与定语从句的区别：

The suggestion that the students (should) have plenty of exercise is very good. The suggestion (that/which) he raised at the meeting is very good.

对比发现上句中的that只起连接作用，在从句中不充当任何成分， 因此它引导的是同位语从句，其中that不能省略;下句中that不仅起引导作用，同时在从句中还充当了动词raised的宾语，因此它是定语从句，此时that可用which代替，又因其在定语从句中充当宾语，故又可省略。 2.名词性从句中的what和that what和that的选用一直是学生学习的一个难点，正确选择的关键是看该从句结构是否相对完整、是否缺少主语、宾语或表语等成分而定。 He said at the meeting surprised everybody present. That he said nothing at the meeting surprised everybody present. The problem is what we should do to protect the earth. The fact is that we should do something to protect the earth. 3.名词性从句中的whether和if 在主语从句、表语从句和同位语从句中遇“是否”句用whether引导而不用if;在宾语从句中whether和if常可换用。 4.名词性从句中的虚拟语气

表示“坚持、命令、建议或要求”等词义出现时，不管是在哪一种从句中，常用虚拟语气，从句中的谓语动词形式为(should)+ 动词原形，其中should可省略。常用词有insist, suggest, order, demand等。

三、典型例题

2 典型例题分析：

1.____we’ll go comping tomorrow depends on the weather. (96) A If B Whether C That D Where 解析：根据句意“我们明天是否能去野餐得看天气”，在if和whether中选择，因为句中引导的是主语从句，而if不能引导主语从句，故答案为B。 2.____we can’t get seems better than ____ we have. (96) A What, what B What, that C That, that D That, what 解析：本题正是从学生学习名词性从句的一个难点what和that的不同用法切入命题。that在引导名词性从句时只起连接作用，在从句中不作任何成分，从句结构相对完整，具有陈述意义， what在引导从句的同时在从句中充当主语、宾语、表语或定语等句子成分。在本题中，从句中的谓语动词get和have均为及物动词，其后都缺了宾语，因此答案为A。

3.I remember ____ this used to be a quiet village. (93) A when B how C where D what 解析：本句从空挡至句末作及物动词remember的宾语，是一个宾语从句，从句中主语、谓语、表语都有，结构相对完整，因此连接代词what首先排除;又因句中已提到“这个村庄”、“安静”，表示地点、状态的where，how都可排除，正确答案为A，直译为“我还记得这村庄过去是个安静的村庄的那个时候，”意译“我记得这里曾一度是个安静的村庄。”

4.Go and get your coat. It’s ____ you left it. ( 92) A there B where C there where D where there 解析：题中从空挡至结束是一表语从句，there不能引导名词性从句，故可排除A和D，选项C句意繁复，因此正确答案为B，意思是“它还在你原来所放的地方。”where在从句中作时间状语。

5.No one can be sure ____ in a million years. (91) 3 A what man will look like B what will man look like C man will look like what D what look will man like 解析：本题从名词性从句的词序排列切入命题，从另一角度考测学生对名词性从句的句法结构掌握情况。当名词性从句由一含疑问意义的连接词引导时，必须把该引导词放在名词性从句的开头，从句中使用主谓结构的陈述句语序，故答案为A。 6.It worries her a bit ____ her hair was turning grey. (92) A while B that C if D for 解析：从句子的句法结构看，四个选项均能使题干结构完整，while能引导时间状语从句和表示前后两种情况对照的分句，if能引导宾语从句和条件状语从句，for能引导表示原因的并列句，但如选A、C或D，句首的it所指不明，故A、C、D均不是最佳选项，最佳选项为B，that引导主语从句，it作形式主语放在句首，句意为“她的头发在变白，这事儿使她有点着急。”

四、课堂强化训练 主语从句典型错误

1. That she wants to know is which dress she should buy. 2. He will give up his job surprises all of us. 3. No matter who breaks the law will be punished 4. If the meeting will be held in our school is not known yet. 5. That worried her a bit that he couldn’t get in touch with her friend. 6. He is said he has gone to America 表语从句典型错误：

1. The reason why I was late was because I missed the train. 2:. -----I rang you at about ten, but there is no reply. -----Oh, that was probably why I was seeing the doctor. 3. The difficult we now meet with is if we can persuade him to tell the truth. 4

第二篇：名词性从句公开课教案

Teaching Plan Revision of the Noun Clause

Teaching material: Senior English Grammar Teacher:

Class: Class 15, Grade 2 Date:

Teaching aims and demands: Students should be able to

1. Identify the four types of noun clauses. 2. Master the conjunctions leading noun clauses.

3. Understand the indicative order of noun clauses. 4. Practice their ability of using noun clauses for reading and writing. Focal points and difficulties: 1. Distinguish the usage of the conjunctions. 2. The noun clauses using in writing. Teaching methods: 1. Use the task-based method to revise the noun clauses. 2. Use the problems-inspired and discussion method to raise Ss’ memory of conjunctions which lead the different noun clauses.

3. Teach according to students’ different English levels. Teaching means: textbook, PPT Teaching procedures:

Step1 Organization: greeting and getting students ready for the class.

Step2 Revise the four types of noun clauses. [Level----E]

Step3 Revise the positions and functions of different noun clauses.

[Level----E-M]

Step4. Identify the similarities and differences between the appositive

clauses and the attributive clauses [Level----E-M]

Step5. Emphasize the correct order of noun clauses.[level------E]

Step6. The usage of different conjunctions [Level----E-M]

Focus on

what / that,

if / whether,

that / which.

Step7. Writing practice. [Level------M-H]

Step8 Self-evaluation

Step9 Assignment

Thank you!

第三篇：名词性从句讲解

在复合句中起名词作用的从句叫做名词性从句。它包括主语从句、宾语从句、表语从句和同位语从句。历届高考试题名词性从句考查的焦点主要有以下5个方面 1. 考查名词性从句的语序问题

2. 考查引导词that与what的区别

3. 考查it在名词性从句中作形式主语或形式宾语的用法

4. 考查whether与if的区别

5. 考查名词性从句的虚拟语气问题 语法要点剖析

一、名词性从句

主语从句、表语从句、宾语从句、同位语从句，在整个句子中所起的作用，相当于一个名词。因此，这四种从句通称为名词性从句。 引导名词性从句的连接词可分为三类：

连接词：that, whether, if (不充当从句的任何成分)

连接代词：what, whatever, who, whoever, whom, whose, which.

连接副词：when, where, how, why 1. 主语从句

作句子主语的从句叫主语从句。主语从句通常由从属连词that，whether，if和连接代词what，who，which，whatever，whoever以及连接副词how，when，where，why等词引导。that在句中无词义，只起连接作用;连接代词和连接副词在句中既保留自己的疑问含义、又起连接作用，在从句中充当从句的成分。例如： What he wants to tell us is not clear.

他要跟我们说什么，还不清楚。 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。 Where the English evening will be held has not yet been announced. 英语晚会将在哪里举行，还没有宣布。

有时为避免句子头重脚轻，常用形式主语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。主语从句后的谓语动词一般用单数形式。常用句型如下： (1)It + be + 名词 + that从句

(2)It + be + 形容词 + that从句 (3)It + be + 动词的过去分词 + that从句

(4)It + 不及物动词 + that从句 It is a pity (a shame, no wonder, etc.) that„

It is necessary (important, natural, strange, etc.) that „ It is said (reported, believed, known, etc.) that„ It does not matter(seems,appears etc)„ 2. 宾语从句

名词句用作宾语的从句叫宾语从句。引导宾语从句的关联词与引导主语从句表语从句的关联词大致一样，在句中可以作谓语动词或介词及非谓语动词的宾语。 1. 由连接词that引导的宾语从句

由连接词that引导宾语从句时，that在句中不担任任何成分，在口语或非正式的文体中常被省去，但如从句是并列句时,第二个分句前的that不可略，且并列句之间由and连接。 He has told me (that) he will go to Shanghai tomorrow.

他已经告诉我他明天要去上海。 He found (that) he lost himself in the forest and that he had no way to dicide the right directions. 他发现自己在树林里迷路了，而他又无法确定正确的方向。

注意：在demand、order、suggest、insist, desire,等表示要求、命令、建议、等意义的动词后，宾语从句常用“(should)+ 动词原形”。

I insist that she (should) do her work alone. 我坚持要她自己工作。 2. 用who，whom, which, whose, what, when, where, why, how, whoever, whatever, whichever等关联词引导的宾语从句相当于特殊疑问句，应注意句子语序要用陈述语序。 I want to know what he has told you. 我想知道他告诉了你什么。

She always thinks of how she can work well. 她总是在想怎样能把工作做好。

She will give whoever needs help a warm support. 凡需要帮助的人，她都会给予热情的支持。 3. 用whether或if引导的宾语从句实为一般疑问句，其主语和谓语的顺序也不能颠倒，仍保持陈述句语序。此外，whether与if 在作“是否”的意思讲时在下列情况下一般只能用whether，不用if：

a. 引导主语从句并在句首时;b. 引导表语从句时;

c . 引导从句作介词宾语时;

d. 从句后有“or not”时;

Whether there is life on the moon is an interesting question. 月球上有没有生命是个有趣的问题。 Everything depends on whether we have enough money. 一切要看我们是否有足够的钱。

4. 注意宾语从句中的时态呼应，当主句动词是现在时，从句根据自身的句子情况，而使用 不同时态。

I know (that) he will study English next year. (从句用一般将来时)

当主句动词是过去时态(could, would除外)，从句则要用相应的过去时态，如一般过去时，过去进行时，过去将来时等;当从句表示的是客观真理，科学原理，自然现象，则从句仍用现在时态。

The teacher told us that Tom had left us for America. Our teacher told us that the earth runs around the sun

5. think, believe, imagine, suppose等等动词引起的否定性宾语从句中，要把上述主句中的动词变为否定式。即将从句中的否定形式移到主句中。 We don’t think you are here. 我们认为你不在这。 I don’t believe he will do so. 我相信他不会这样做。 3. 表语从句

在句中作表语的从句叫表语从句。引导表语从句的关联词与引导主语从句的关联词大致一样，表语从句位于连系动词后，有时用as if引导。其基本结构为：主语 + 系动词 + that从句。

The fact is that we have lost the game. 事实是我们已经输了这场比赛。 That is why he didn’t come to the meeting. 那就是他为什么不到会的原因。 It looks as if it is going to rain.

看上去天要下雨了。

需要注意的，当主语是reason时，表语从句要用that引导而不是because。例如： The reason why he was late was that he missed the train by one minute this morning 4. 同位语从句

同位语从句说明其前面的名词的具体内容。同位语从句通常由that引导，可用于同位语从句的名词有advice、demand、doubt、fact、hope、idea、information、message、news、order、problem、promise、question、request、suggestion、truth、wish、word等。例如： 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来。 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，充当句子成分，在从句中作宾语时可以省略; that引导同位语从句时，起连词的作用，没有实际意义，不充当句子成分，一般不能省略。

试比较下面两个例句:

I had no idea that you were here.(that引导同位语从句，不能省略)

Have you got the idea(that)this book gives you of life ?(that引导定语从句，作宾语，可以省略)

第四篇：定语从句、名词性从句、状语从句的翻译练习

第四节 定语从句的译法

1. Everything he said seemed quite reasonable.

2. She made a list of all the articles there are on the subject.

3. There is no difficulty we can’t overcome.

4. Begin is really a devious sort of guy who will do these things.

5. Last week I saw Modern Times with Charlie Chaplin playing the leading role, which I think

one of the most amusing films.

6. Westminster Abbey, which is one of the oldest churches in Great Britain, contains the graves

of many famous Englishmen.

7. Our teacher, who is getting old, will soon retire.

8. My uncle, who will be seventy tomorrow, is still a keen sportsman.

9. Envoys were sent who could strengthen our international position.

10. Chinese trade delegations have been sent to African countries, who will negotiate trade

agreements with the respective governments.

第三节 名词从句的译法

1. What she was afraid of was their taking her daughter abroad.

2. Whatever I have is at your service.

3. Whoever fails to see this will make a big blunder.

4. Isn’t it strange that he should have left without telling us?

5. It is a consolation that she is still alive.

6. That he will refuse the offer is unlikely.

7. Everybody knows that matter takes up space.

8. I promised him that I would give him more help.

9. He has made it clear that the meeting will not be postponed.

10. That is why we called off the meeting.

11. The idea that one can do the work without thinking is wrong.

12. I have no idea when he will return.

第五节 状语从句的译法

1. She sobbed as she told us her miserable past.

2. “Why did you ask me to come in the middle of the battle?” Mr. Bethune asked General Nieh

as soon as he entered.

3. As the weather was fine, I opened all the windows.

4. Now that everybody is here, let’s begin our discussion.

5. What if anything happened to me?

6. We’ll come over to see you on Wednesday if we have time.

7. But Prometheus also knew, powerful as Zeus was, once a god had given a gift, it could not be

taken away.

8. However hard the task may be, we must fulfil it in time.

9. Jim did not answer back lest his mother should be angry with him.

10. People came here from all over Europe in order that they could study Owen’s methods.

第五篇：名词性从句教学设计

一、【教材分析】

复习课的内容一般比较丰富，既要复习已学的知识，更重要的是将已学的知识进行总结、归纳，找出其内在联系，找出其规律。并在此基础上去扩展知识、指导实践，从而使学生对知识掌握得更加牢固更加深刻。根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。名词性从句是英语的三大从句之一。名词性从句会在完形和阅读中以句子的形式考查学生的理解，也会在语法填空中以填空的形式、在短文改错中以错误的形式来考察学生掌握的情况。名词性从句也是学生书面表达中表达紧凑流畅的有效句式。

二、【学情分析】

相较于高一高二，高三学生的认知水平有所提升，但是学生的句法知识仍然缺乏，对于名词性从句中涉及到的主语、宾语、定语、表语、状语等概念不是很明确，也不能准确定位名词性从句在整个句中的位置;另一方面 学生觉得语法枯燥难学，情绪不高。

三、【教学目标与重难点】

根据新课程标准和对教材的分析，以及学生的特点特制订了以下教学目标：

(一)教学目标

1.知识与能力目标：名词性从句的三个考点：what/which/that;that的省略;it做形式主语和形式宾语。学生通过3个考点，学会在语境中运用名词性从句，并能有效美化句子，提升书面表达能力。

2.过程与方法：学生自主学习，小组合作探究，共同总结归纳方法，运用方法，在习题中检验方法;学生展示任务，学生点评赋分;教师点拨总结强化。

3.情感与态度目标：由浅入深的输入知识;构建浅显易懂的知识框架，化繁为简;以学生为“主人翁”的授课理念，通过这些方法会让学生们在学习的过程中感受知识之间的内在联系，感受到自主学习获得的成功的喜悦，从而培养英语学习的积极主动性。

(二)教学重难点

重点：名词性从句的引导词： that的省略;it 做形式主语和形式宾语

通过学生预习，让学生掌握引导名词性从句的连接词;课中案中，通过给学生例句，让学生自主学习，理解记忆，并在此基础上巩固练习，掌握本节课的重点知识。 难点：what/ that/ which 学生根据给出的例句，自主总结规律，并与小组同学共同探究、经过老师点播，最终准确掌握考点，并能准确判断和运用。

四、【教法学法】 【教法】

利用多媒体课件和学案，同时应用观察法、讲述法、比较法、讨论法等，引导学生思考，使他们积极主动参与到教学中，在获取知识的同时，培养学生分析、比较、总结和应用的能力。 【学法】

指导学生自主学习，感知例句，总结规律，得出解题方法;指导学生小组合作，激情投入，熟练应用。

五、【教学过程】

课前：学生完成预习学案内容 学生自主学习20’ (目的：让学生做好知识上的课前准备，带着已知的和未懂的知识进入课堂，具有课堂的目的性和针对性，能够保证课堂的高效。)

课中：

1、核对预习学案答案，引领学生复习巩固引导词 师生互动 8’

(目的;学生在上课前，已经独立完成了下发的预习学案。上课后前2分钟，学生自行用红油笔核对答案。结合学生预习案中的典型错误，教师引领学生自己发现错误并改正，为下一环节做好准备。)

2、告知目标 师生互动 2’

(目的：学生上课就开始明确学习目标，使学生学习有方向。同时，激发了学生的学习动机，调动了学生学习的积极性，促进学生在以后的各个环节里主动地围绕目标探索、追求。 由于学习目的往往是一节课的主干知识用其要求的体现，因此提示目标，可以培养学生的概括能力。)

3、自主学习，合作探究，教师点拨(3个考点) 自主学习，合作探究15’ (目的：学生先自主学习，根据例句总结语法规律，激发自己的学习潜能，养成独立思考的习惯，并逐渐形成自信心。自主学习的基础上，小组成员2人互查、6人合作共同完成任务，增加了信息量，巩固了记忆的效果，并且很好地调动了学生的热情。)

4.知识运用，展示点评，教师点拨 师生互动，生生互动 15’ (目的:部分学生呈现答案于黑板上，另一部分的同学结合自己的理解和认知加以点评，能促进学生积极主动完成任务，规范学生的学习效果，暴露学生学习中存在的问题或认知缺陷，并给与及时的补救和补充)

5.巩固练习 自主学习5’

(目的：检查并巩固课堂教与学的效果，让教师和学生都客观地审视效果，并能在课后加以巩固和提升)) 6.总结反思

(目的：进一步梳理本节课的主干知识，让学生再一次感知与理解) 7.课后作业

(目的：反思、巩固、提升)