【正文】 I first came to “on the day”它沒有疑問詞“什么時(shí)候”的意義，因此是定語從句。本句型的意思是：理由是：。本句型意為：這是因?yàn)?。本句型意為：這就是。而what、who、when、where則是特指。易混點(diǎn) whether與if（不做考查）二者都可以作“是否”講，能引導(dǎo)名詞性從句，都不能省略。如： I wonder whether or not he has arrived at the don’t know whetherif I can e or ，則多用if，而不用whether。m afraid _____ the little girl will have to be operated walked up to _____ I you tell me _____ that gentleman is? 39。？ 。thatD./。you cannot be sure of something _____ you might getin the future.[2007 安徽卷]。我們聽到了這樣的消息我國有發(fā)射一顆人造衛(wèi)星。多聽，多寫。 t been decided was said here must be kept is still a question _____ we shall have our sports is strange _____ she have left without saying a is very clear _____ our policy is a correct Mr Zhang said is quite 39。如：I haven’t settled the question of whether I will go back doesn’t know whether to get married now or ：名詞性從句 you see _____ I mean? me_____ is on your must stick to _____ we have agreed me see _____I can repair the radio or in mind _____ the teacher said you advise me _____ book I should read first? was criticized for _____ he had you kindly tell me _____ I can get to the Beijing Railway Station? was very much impressed by _____ she had seen in took it for granted ___ they were not really don39。如： We discussed whether we should close the 、表語從句、同位語從句時(shí)都用whether，不用if。而no matter +疑問詞只能引導(dǎo)讓步狀語從句。That was why he fell ：what、whatever、who、whoever等引導(dǎo)的名詞性從句 我們可以通過與定語從句的轉(zhuǎn)化知道兩組在意義上的差別。的緣故。本句型意為：這就是。易混點(diǎn)二：reason后面的名詞性從句reason做主語時(shí)，后面的表語從句表示原因是要用that引導(dǎo)，一般不用because或why，而用it，this或that做主語時(shí)，后面的表語從句可用because或why引導(dǎo)。 have no idea when he will be fact that he had not said anything surprised 易混點(diǎn)一 ：同位語從句與定語從句的區(qū)別that引導(dǎo)的從句，是定語從句還是同位語從句，我們我們采用“試加 法”，來判斷。4當(dāng)that偶爾作except和in的賓語時(shí)。如： What I want to do is(that)I can go up to him and thank （三）賓語從句賓語從句在復(fù)合句中作賓語。 he suddenly fell ill last week made us surprised.（二）表語從句表語從句的句型及要點(diǎn)。根據(jù)句義，如果連接代詞與連接副詞，whether、if 和as if都用不上時(shí)，才用that作連接詞（that本身無任何含義）。連接詞：that, whether, if, as if。一．引導(dǎo)名詞性從句的連接詞連接代詞：who, whose, whom, what, which。It is a question how he did 。But the fact remains that we are behind the other 、同位語從句同位語從句說明其前面的名詞的具體內(nèi)容。另外，常用的還有the reason is that? 和It is because 等結(jié)構(gòu)。例如：She told me that she would accept my success depends upon how well we can cooperate with one 。It is known to us how he became a 。1。whenever。whichever 連接副詞：when。which； whose。名詞性從句的功能相當(dāng)于名詞詞組, 它在復(fù)合句中能擔(dān)任主語、賓語、表語、同位語、介詞賓語等，因此根據(jù)它在句中不同的語法功能，名詞從句又可分別稱為主語從句、賓語從句、表語從句和同位語從句。由于學(xué)習(xí)目的往往是一節(jié)課的主干知識(shí)用其要求的體現(xiàn)，因此提示目標(biāo)，可以培養(yǎng)學(xué)生的概括能力。上課后前2分鐘，學(xué)生自行用紅油筆核對(duì)答案?！緦W(xué)法】指導(dǎo)學(xué)生自主學(xué)習(xí)，感知例句，總結(jié)規(guī)律，得出解題方法；指導(dǎo)學(xué)生小組合作，激情投入，熟練應(yīng)用。：由淺入深的輸入知識(shí)；構(gòu)建淺顯易懂的知識(shí)框架，化繁為簡(jiǎn)；以學(xué)生為“主人翁”的授課理念，通過這些方法會(huì)讓學(xué)生們?cè)趯W(xué)習(xí)的過程中感受知識(shí)之間的內(nèi)在聯(lián)系，感受到自主學(xué)習(xí)獲得的成功的喜悅，從而培養(yǎng)英語學(xué)習(xí)的積極主動(dòng)性。三、【教學(xué)目標(biāo)與重難點(diǎn)】根據(jù)新課程標(biāo)準(zhǔn)和對(duì)教材的分析，以及學(xué)生的特點(diǎn)特制訂了以下教學(xué)目標(biāo)：（一）教學(xué)目標(biāo)：名詞性從句的三個(gè)考點(diǎn)：what/which/that。名詞性從句是英語的三大從句之一。最值得高興的是：這些概念和區(qū)別是他們自己通過老師的展示和與同學(xué)的討論自己總結(jié)出來的。這一點(diǎn)學(xué)生幾乎是自主完成的，感覺他們的理解能力還是可以的，個(gè)別學(xué)生有疑問的也在其他同學(xué)的幫助下很快解決。另外，一般情況下，名詞性從句均看作單數(shù)概念。最后的答案在PPT上展示。）Practice time：指出下列各名詞性從句的種類 lunchtime, the radio weatherman reported that the mist would bee a thick fog in the wondered if the buses would still be truth is that the fog is too thick for the bus to run that sensed that she was being watched by a tall man ina dark we will start is not had no idea that you were her 句型轉(zhuǎn)換 are good told us.→ hadn’t said anything at the fact surprised us.→總結(jié)：當(dāng)從句原來是陳述句時(shí)，變成名詞性從句用that引導(dǎo)。最后進(jìn)行總結(jié)名詞性從句的定義。教師應(yīng)注意和研究如何啟發(fā)誘導(dǎo)學(xué)生積極主動(dòng)地參與教學(xué)活動(dòng)。接著，引導(dǎo)學(xué)生理解不同引導(dǎo)詞的由來，并總結(jié)規(guī)律。我的目標(biāo)是根據(jù)學(xué)生水平和教學(xué)設(shè)計(jì)進(jìn)行整合或增減，讓不同層次的學(xué)生在課堂上都有所收獲。他們會(huì)對(duì)課堂內(nèi)容提出自己的疑惑和勇于闡述見解，并且從課內(nèi)知識(shí)拓展到課外，通過多種渠道獲取學(xué)習(xí)資源。學(xué)生已經(jīng)進(jìn)行了高中英語一年的學(xué)習(xí)，漸漸習(xí)慣了我的教法。二、教材分析這是名詞性從句語法課的第一次系統(tǒng)的學(xué)習(xí)，盡管之前在課本中已經(jīng)讓學(xué)生對(duì)名詞性從句有了初步的理解，可是如何將已學(xué)的知識(shí)進(jìn)行總結(jié)、歸納，找出其內(nèi)在聯(lián)系，找出其規(guī)律，并在此基礎(chǔ)上去擴(kuò)展知識(shí)、指導(dǎo)實(shí)踐，從而使學(xué)生對(duì)知識(shí)掌握得更加牢固更加深刻是我這節(jié)課的重點(diǎn)。并通過不同從句