1、知识目标：名词性从句知识梳理：名词性从句的种类：_ _ _ _.1. 主语从句的概念2. 表语从句的概念3. 宾语从句的概念4. 同位语从句的概念5. if 与whether的区别6. No matter +疑问词与疑问词加ever 的区别7. it 作形式主语的主语从句和as引导非限制性定语从句引导的区别名词性从句需记忆的知识重点:1that在名词性从句中不充当成分也没有含义。在主语从句和同位语从句中不可省略。 2whether和it用法的区别。 3it作形式主语的常见句型：用“作形式主语的结构： it is+名词+从句 It is a fact that事实是 It is an honor
2、 that非常荣幸 It is common knowledge that是常识 it is+形容词+从句 It is natural that很自然 It is strange that奇怪的是 it+不及物动词+从句 It seems that似乎 It happened that碰巧 it+be+过去分词+从句 It is reported that据报道 It has been proved that已证实 4若主句谓语动词为think，consider，suppose，believe，expect，fancy，guess，imagine等，其后的宾语从句若含有否定意义，一般要把否定词
3、转移到主句谓语上，从句谓语用肯定式。解答名词性从句的技巧：主语从句中引导词的判断与选择有三种类型：1、that引导的主语从句，是一个完整的句子，在此句中不作任何成分也无实际意义2、whether 引导的从句，意义不完整，不确定，需要增添，“是否”（主语从句用whether而不用if）3、特殊疑问词引导的主语从句，意义不完整，且缺主语，宾语，表语表什么事情则用 what .who whose whom （谁） whoever（无论谁）（什么）、which（哪一个），whatever（无论什么）whichever（无论哪一个）作主语、宾语、表语等。 疑问副词（连接副词）：when，where，ho
4、w，why，在名词性从句中作状语分别表示(什么时候),(什么地方),(怎样),(为什么).知识巩固练习1_he does has nothing to do with me. A. whatever B. No matter what C. That D. If2. The manager came over and asked the customer how_ A. did the quarrel came about B .the quarrel had come about C. had the quarrel come about D. had the quarrel come ab
5、out3. Energy is _makes thing work. A. what B. something C. anything D. that4. Information has been put forward _ more middle school graduates will be admitted into universities. A. while B. that C. when D. as5. This is _the shenzhou V Spaceship landed. A. there B. in which C. where D. when6. They ha
6、ve no idea at all_. A. where he has gone B. where did he go C. which place has he gone D. where has he gone 7. The doctor did a lot to reduce the patients fear _he would die of the disease. A. that B. which C. of which D. of that 8. The order came _the soldiers _the small village the next morning. A
7、. that ;had to leave B. that; should leave C. /; must leave D. when; should leave9. _is no possibility _Bob can win the first prize in the match. A. There; that B. It; that C. there; whether D. It; whether10. The question came up at the meeting_ we had enough money for our research. A. that B. which
8、 C. whether D. if 11. Is _he said really true? A. that B. what C. why D. whether12._the meeting should last two days or three days doesnt matter. A. That B. Whether C. If D. Where13. It worried her a bit _her hair was turning gray. A. while B. if C. that D. for 14. _more countries can use natural en
9、ergy in the future remains to be seen. A. Whether B. This C. who D. If 15._he will go to work in a mountain village surprises all of us. A. What B. That C. Whether D. If 一、 完形填空I met Mrs. Neidl in the ninth grade on a stage-design team for a play and she was one of the directors. Almost instantly I
10、loved her. She had an Unpleasant voice and a direct way of speaking, 36 she was encouraging and inspiring. For some reason, she was impressed with my work and me.Mrs. Neidl would ask me for my 37 . She wanted to know how I thought we should 38 things. At first I had no idea how to answer because I k
11、new 39 about stage design! But I slowly began to respond to her 40 . It was cause and effect: She believed I had opinions, so I began to 41 them. She trusted me to complete things, so I completed them perfectly. She loved how 42 I was, so I began to show up to paint more and more. She believed in me
12、, so I began to believe in myself.Mrs. Neidls 43 that year was, Try it. We can always paint over it 44 ! I began to take 45 . I had been so afraid of failing but suddenly there was no failing - only things to be 46 upon. I learned to dip my brush into the paint and 47 create something.The shy, quiet
13、 freshman achieved success that year. I was 48 in the program as Student Art Assistant because of the time and effort Id put in. It was that year that I 49 I wanted to spend the rest of my life doing stage design.Being on that stage-design team 50 Mrs. Neidl changed me completely. Not only was I str
14、onger and more competent than I had thought, but I also 51 a strong interest and a world I hadnt known existed. She taught me not to 52 what people think I should do: She taught me to take chances and not be 53 . Mrs. Neidl was my comforter when I was upset. Her 54 in me has inspired me to do things
15、 that I never imagined 55 .36. A. and B. yet C. so D. for37. A. opinion B. impression C. information D. intention38. A. make B. keep C. handle D. change39. A. anything B. something C. everything D. nothing40. A. questions B. comments C. explanations D. remarks41. A. hold B. follow C. evaluate D. for
16、m42. A. happy B. lively C. reliable D. punctual43. A. message B. motto C. saying D. suggestion44. A. again B. more C. instead D. later45. A. steps B. control C. charge D. risks46. A. improved B. acted C. looked D. reflected47. A. easily B. carefully C. confidently D. proudly48. A. introduced B. reco
17、gnized C. identified D. considered49. A. confirmed B. decided C. realized D. acknowledged50. A. with B. below C. of D. by51. A. developed B. discovered C. took D. fostered52. A. accept B. care C. judge D. wonder53. A. bored B. lazy C. sad D. afraid54. A. trust B. patience C. curiosity Do interest55.
18、 A. accessible B. enjoyable C. possible D. favorable二、阅读理解AGoldies SecretShe turned up at the doorstep of my house in Cornwall. No way could I have sent her away. No way, not me anyway. Maybe someone had kicked her out of their car the night before. Were moving house.; No space for her any more with
19、 the baby coming. We never really wanted her, but what could we have done? She was a present. People find all sorts of excuses for abandoning an animal. And she was one of the most beautiful dogs I had ever seen.I called her Goldie. If I had known what was going to happen I would have given her a mo
20、re creative name. She was so unsettled during those first few days. She hardly ate anything and had such an air of sadness about her. There was nothing I could do to make her happy, it seemed. Heaven knows what had happened to her at her previous owners. But eventually at the end of the first week s
21、he calmed down. Always by my side, whether we were out on one of our long walks or sitting by the fire.Thats why it was such a shock when she pulled away from me one day when we were out for a walk. We were a long way from home, when she started barking and getting very restless. Eventually I couldn
22、t hold her any longer and she raced off down the road towards a farmhouse in the distance as fast as she could.By the time I reached the farm I was very tired and upset with Goldie. But when I saw her licking (舔) the four puppies (幼犬) I started to feel sympathy towards them. We didnt know what had h
23、appened to her, said the woman at the door. I took her for a walk one day, soon after the puppies were born, and she just disappeared. She must have tried to come back to them and got lost, added a boy from behind her.I must admit I do miss Goldie, but Ive got Nugget now, and she looks just like her
24、 mother. And Ive learnt a good lesson: not to judge people.56. How did the author feel about Goldie when Goldie came to the house?A. Shocked. B. Sympathetic. C. Annoyed. D. Upset.57. In her first few days at the authors house, Goldie _.A. felt worried B. was angry C. ate a little D. sat by the fire5
25、8. Goldie rushed off to a farmhouse one day because she _.A. saw her puppies B. heard familiar barkingC. wanted to leave the author D. found her way to her old home59. The passage is organized in order of _.A. time B. effectiveness C. importance D. complexityBOpen Letter to an EditorI had an interes
26、ting conversation with a reporter recently - one who works for you. In fact, hes one of your best reporters. He wants to leave.Your reporter gave me a copy of his resume(简历) and photocopies of six stories that he wrote for you. The headlines showed you played them proudly. With great enthusiasm, he
27、talked about how he finds issues(问题), approaches them, and writes about them, which tells me he is one of your best. Im sure you would hate to lose him. Surprisingly, your reporter is not unhappy. In fact, he told me he really likes his job. He has a great assignment (分工), and said you run a great p
28、aper. It would be easy for you to keep him, he said. He knows that the paper values him. He appreciates the responsibility youve given him, takes ownership of his profession, and enjoys his freedom.So why is he looking for a way out?He talked to me because he wants his editors to demand so much more
29、 of him. He wants to be pushed, challenged, coached to new heights.The reporter believes that good stories spring from good questions, but his editors usually ask how long the story will be, when it will be in, where it can play, and what the budget is.He longs for conversations with an editor who w
30、ill help him turn his good ideas into great ones. He wants someone to get excited about what hes doing and to help him turn his story idea upside down and inside out, exploring the best ways to report it. He wants to be more valuable for your paper. Thats what you want for him, too, isnt it?So your
31、reporter has set me thinking.Our best hope in keeping our best reporters, copy editors, photographers, artists - everyone - is to work harder to make sure they get the help they are demanding to reach their potential. If we cant do it, theyll find someone who can.60. What does the writer think of th
32、e reporter?A. Optimistic. B. Imaginative. C. Ambitious. D. Proud.61. What does the reporter want most from his editors in their talks?A. Finding the news value of his stories. B. Giving him financial support.C. Helping him to find issues. D. Improving his good ideas.62. Who probably wrote the letter
33、?A. An editor. B. An artist. C. A reporter. D. A reader.63. The letter aims to remind editors that they should _.A. keep their best reporters at all costsB. give more freedom to their reportersC. be aware of their reporters professional developmentD. appreciate their reporters working styles and att
34、itudesCPacing and PausingSara tried to befriend her old friend Steves new wife, but Betty never seemed to have anything to say. While Sara felt Betty didnt hold up her end of the conversation, Betty complained to Steve that Sara never gave her a chance to talk. The problem had to do with expectation
35、s about pacing and pausing.Conversation is a turn-taking game. When our habits are similar, theres no problem. But if our habits are different, you may start to talk before Im finished or fail to take your turn when Im finished. Thats what was happening with Betty and Sara.It may not be coincidental
36、 that Betty, who expected relatively longer pauses between turns, is British, and Sara, who expected relatively shorter pauses, is American. Betty often felt interrupted by Sara. But Betty herself became an interrupter and found herself doing most of the talking when she met a visitor from Finland.
37、And Sara had a hard time cutting in on some speakers from Latin America or Israel.The general phenomenon, then, is that the small conversation techniques, like pacing and pausing, lead people to draw conclusions not about conversational style but about personality and abilities. These habitual diffe
38、rences are often the basis for dangerous stereotyping (思维定式). And these social phenomena can have very personal consequences. For example, a woman from the southwestern part of the US went to live in an eastern city to take up a job in personnel. When the Personnel Department got together for meetin
39、gs, she kept searching for the right time to break in - and never found it. Although back home she was considered outgoing and confident, in Washington she was viewed as shy and retiring. When she was evaluated at the end of the year, she was told to take a training course because of her inability t
40、o speak up.Thats why slight differences in conversational style - tiny little things like microseconds of pause - can have a great effect on ones life. The result in this case was a judgment of psychological problems - even in the mind of the woman herself, who really wondered what was wrong with he
41、r and registered for assertiveness training.64. What did Sara think of Betty when talking with her?A. Betty was talkative.B. Betty was an interrupter.C. Betty did not take her turn. D. Betty paid no attention to Sara.65. According to the passage, who are likely to expect the shortest pauses between
42、turns?A. Americans. B. Israelis. C. The British. D. The Finns.66. We can learn from the passage that _.A. communication breakdown results from short pauses and fast pacingB. women are unfavorably stereotyped in eastern cities of the USC. ones inability to speak up is culturally determined sometimesD
43、. one should receive training to build up ones confidence67. The underlined word assertiveness in the last paragraph probably means _.A. being willing to speak ones mindB. being able to increase ones powerC. being ready to make ones own judgmentD. being quick to express ones ideas confidentlyDThe Co
44、st of Higher EducationIndividuals (个人) should pay for their higher education.A university education is of huge and direct benefit to the individual. Graduates earn more than non-graduates. Meanwhile, social mobility is ever more dependent on having a degree. However, only some people have it. So the
45、 individual, not the taxpayers, should pay for it. There are pressing calls on the resources (资源) of the government. Using taxpayers money to help a small number of people to earn high incomes in the future is not one of them.Full government funding (资助) is not very good for universities. Adam Smith
46、 worked in a Scottish university whose teachers lived off student fees. He knew and looked down upon 18th-century Oxford, where the academics lived comfortably off the income received from the government. Guaranteed salaries, Smith argued, were the enemy of hard work; and when the academics were laz
47、y and incompetent, the students were similarly lazy.If students have to pay for their education, they not only work harder, but also demand more from their teachers. And their teachers have to keep them satisfied. If that means taking teaching seriously, and giving less time to their own research in
48、terests, that is surely something to celebrate.Many people believe that higher education should be free because it is good for the economy (经济). Many graduates clearly do contribute to national wealth, but so do all the businesses that invest (投资) and create jobs. If you believe that the government
49、should pay for higher education because graduates are economically productive, you should also believe that the government should pay part of business costs. Anyone promising to create jobs should receive a gift of capital from the government to invest. Therefore, it is the individual, not the gover
50、nment, who should pay for their university education.68. The underlined word them in Paragraph 2 refers to _.A. taxpayers B. pressing callsC. college graduatesD. government resources69. The author thinks that with full government funding _.A. teachers are less satisfied B. students are more demandin
51、gC. students will become more competentD. teachers will spend less time on teaching70. The author mentions businesses in Paragraph 5 in order to _.A. argue against free university educationB. call on them to finance students studiesC. encourage graduates to go into business D. show their contribution to higher education版权所有：高考资源网()版权所有：高考资源网()