第2堂 名词性从句

LECTURE 2 名词性从句

本堂目标：熟悉四种名词从句主语从句特征，重点掌握it结构的主语从句与强调句型的区别、宾语从句中的否定后移、名词从句的嵌套结构等，学会快速分析长难句。

基础预习

所谓名词性从句，就是把这个句子当作名词使用，并在句子中充当一定的句子成分。名词性从句一般可在句子中充当主语、宾语、表语和同位语。于是我们就有了常说的四种名词性从句：主语从句、表语从句、宾语从句和同位语从句。名词性从句一律都用陈述语气。

【名词性从句总结表】

一、主语从句

主语从句是指作主语的从句，有三种类型：

1．由that引导的主语从句

that引导的主语从句是最常见的主语从句，但把that从句放在句首是很少见的，只有为了强调或谓语较长时，that从句才放在句首。一般而言，that从句都借助形式主语it而放在句子后部分去。复习主语从句时重点注意形式

that引导的主语从句主要有以下几类：

主语的使用。主语从句无论出现在哪里，that都不能省略。由

【例】(99-Passage 3)

【例】

2．由连接代（副）词引导的主语从句

连接代词who, which和连接副词when, where, why, how都可引导主语从句，这些连接词在从句中作主语、宾语或状语，不可省略。由它们引导的主语从句，也可用形式主语it引导。

【例】

3．由关系代词what或whatever引导的主语从句

what以及whatever等关系代词都可引导主语从句，它们在主语从句中担当成分，不可省略。

【例】(99-Passage 5)

二、宾语从句

在句子中担当宾语的是一个从句，这个从句就叫做宾语从句。宾语从句使用的连词、关系代词、关系副词等与主语从句和表语从句一样是that，whether，who，wh- +ever等词。

1．宾语从句的时态

在写作中值得注意的是，宾语从句和其他名词性从句不同，它的时态会受到主句时态的限制。

当主句是现在的时态时（一般现在时，现在进行时，现在完成时），从句的时态可根据实际情况而定（可以是任意时态）。

【例1】(05-Text 1)

去进行时，过去将来时和过去完成时）。

“虚拟语气讲堂”。

2．介词宾语从句

1）that引导的从句作介词的宾语

介词后一般不能直接跟that引导的宾语从句，但以下几个介词除外：besides, but, except, in , 前三个介词+连词被整体看则引导条件状语从句，in that引导原因状语从句。这些介词和后面的that已被当成固定搭配作复合连接词使用。

【例】

2）关系词引导的从句作介词宾语从句

【例】（97-Passage 4）

4．某些形容词后的介词宾语从句

在表示知觉、感情等的形容词如sure, afraid, glad, certain等之后，如果跟宾语从句，则省去介词，若跟名词作宾语，则不能省略介词。

【例】

【例】(08-Text 4)

三、表语从句

在句子中担当表语的是一个从句，这个从句就叫做表语从句。表语从句可以由连词、连接代词、连接副词和关系代词等引导，并且这些词不能省略。

【例】（00-Passage 5）

1．连接表语从句的系动词

表语从句所表示的内容总是和主句的主语形成对等关系，其功能是说明或解释主语。除了be之外，可连接表语从句的系动词有look, seem, appear, sound, taste, feel, remain等。

【例】

3.一些从属连词和词组如because，as，as if，as though也可以引导表语从句

【例】

4．当句子主语为reason时的表语从句

当句子主语是reason时，表语从句应当由that而不是because来引导，且that可省略；但可以说“it/this/that is because ...”来表示原因。

【例】

四、同位语从句

如果担任同位语成分的是一个句子，那么这个句子就称为同位语从句。同位语从句的作用是解释说明被修饰的名词。特点是，抽象名词在前，表达具体内容的从句在后。

【例】

1．同位语从句通常是由连词that引导

连接词在句子中不担当成分，也没有词义，但是不能省略。从意思上来看，同位语从句所表达的意思，就是与之同位的名词所表达的意思。

【例】

2．when, where, how, why等词也可能引导同位语从句

如果同位语从句意义不完整，需增加“什么时候、什么地点、什么方式、什么原因、是否”等含义，应用when, where, how, why, whether等词引导同位语从句。

３．后面接同位语从句的抽象名词

能被同位语从句修饰的名词多表示概括性意义，如agreement, awareness, assumption(假定), belief, conclusion, conviction(确信), concept, doubt, decision, determination, evidence(证据), explanation, fact, guarantee(保证), ground, guess, hope, idea, message, mind, news, notion(观念), opinion, order, observation(观察), objection(反对), promise, prediction, proof, problem, proposal(建议), question, sign(迹象), suggestion, thought等。

【例】

4．同位语从句与被修饰名词的分隔

有时，为了保持句式的平衡，将同位语从句与被修饰的名词分隔，其间出现其他成分。

【例】（08-翻译）

重点讲解

一、引导名词从句的whether和if

whether可用于所有的名词性从句中，而if只用于宾语从句和主语从句之中，两者都不能省略。

1．引导主语从句时

当whether引导主语从句有or not跟随时，不能用if替换，同时，if不能引导位于句首的主语从句。

2．在引导动词的宾语从句时

whether和if都可以和or not连用，但whether后可直接跟or not，而if则不能。

【例】

3．宾语从句是否定结构时

宾语从句是否定结构时，则只能用if, 而不能用whether引导宾语从句。

4．介词的宾语从句只能用whether引导

【例】

二、it结构的主语从句与强调句型的区别

it作形式主语代替主语从句，主要是为了平衡句子结构，主语从句的连接词没有变化。而it引导的强调句则是对句子中某一成分的强调，其结构是“it is/was … that”，除过强调人可换用who, whom时，其他无论强调的是什么成分，都只能用that。

【例1】

三、宾语从句中的否定后移

如果主句的谓语动词表示的是“认为、相信、猜测”等概念，如believe, consider, think, suppose, expect, fancy, guess, reckon, imagine, feel, seem, appear等，其后的宾语从句若含有否定意义，一般要把否定词移到主句谓语上，从句谓语用肯定式。

【例1】

四、宾语从句的后置

宾语从句出现在复合结构中，即“动词＋it形式宾语＋宾语补足语＋that宾语从句”，此时的宾语从句被置于补足语后边，是一个后置的宾语从句。

【例】

五、名词从句的嵌套结构

一个句子可能有多个名词从句，形成“嵌套结构”，这样会使句子变得更复杂，考研英语阅读中这样的句子就很多，遇到时要仔细分析句子结构。

课堂练习

1. We believe that if animals ran the labs, they would test us to determine the limits of our patience, our faithfulness, our memory for locations. (09-完形)

2. Progress in both areas is undoubtedly necessary for the social, political, and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. (09-Text 3)

3. While few craftsmen or farmers, let alone dependents and servants, left literary compositions to be analyzed, it is obvious that their views were less fully intellectualized. (09-Text 4)

4. When the Unites Stated build its industrial infrastructure, it didn?t have the capital to do so. And that is why America?s Second Wave infrastructure — including roads, harbors, highways, ports and so on — were built with foreign investment. (01-Passage 2)

5. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living. (09-Text 3)

6. More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry?s work. (09-Text 3)

7. But the idea that the journalist must understand the law more profoundly than an ordinary citizen rests on an understanding of the established conventions and special responsibilities of the news media. (07-翻译)

8. The notion is that people have failed to detect the massive changes which have happened in the ocean because they have been looking back only a relatively short time into the past. (06-Text 3)

9. A century ago, Freud formulated his revolutionary theory that dreams were the disguised shadows of our unconscious desires and fears; by the late 1970s, neurologists had switched to thinking of them as just “mental noise” — the random byproducts of the neural-repair work that goes on during sleep. (05-Text 3)

10. What they found, in attempting to model thought, is that the human brain?s roughly one hundred billion nerve cells are much more talented — and human perception far more complicated — than previously imagined. (02-Text 2)

课堂讲评

1. 【分析】复合句。主句的主干为We believe that...。that引导的宾语从句本身又是一个复合句，其中if引导虚拟条件句，to determine...为目的状语。

【译文】我们认为，如果动物们掌控实验室的话，它们会测定我们耐心的限度、忠诚度以及我们对地域的记忆力。

2. 【分析】由分号连接的并列复合句。前一分句是简单句，其主干为Progress is necessary for...，in both areas作progress的定语，for...为该分句的状语；后一分句主干为the...view...is wrong，that引导的同位语从句补充说明view。【译文】对于这些国家及所有其他国家的社会、政治和智力发展来说，经济和教育这两个领域取得的进步无疑都是必须的。然而，认为在贫穷国家里，教育应该放在首位以推动经济增长的传统观点是错误的。

3. 【分析】复合句。While引导让步状语从句，其中包含let alone引导的短语可看作插入语。let alone是隐含否定意义的连词短语，它强调由于前者不可能或不真实，因此后者也不真实或不可能。主句中，it为形式主语，真正的主语是that引导的从句。

【译文】虽然少数工匠和农民，更不用侍从和仆人了，留下了可供分析的文学作品，但很明显他们的观点是缺乏智慧的。

4. 【分析】该句是以and连接的并列句，第一个分句包含由when 引导的时间状语从句，第二个分句含有以why 引导的表语从句，including … and so on作America?s Second Wave infrastructure的定语，介词结构with foreign investment作从句谓语动词were built的方式状语。

【译文】当初美国建设自己的工业基础结构时，缺乏资金，因此美国第二次浪潮的基础结构——包括公路、港口、高速公路、码头等等——都是利用国外资金建造的。

5. 【分析】复合句。该句的主干是The findings have shown that...，其中that引导宾语从句。to achieve...作目的状语，其中as a result为插入语。

【译文】一家研究所的研究结果一贯表明：所有国家的工人都可以通过在岗培训从根本上提高生产率，从而从根本上提高生活水平。

6. 【分析】复合句。句子的主干为the researchers discovered that…，其中that引导的从句作宾语。宾语从句中despite 引出的介词短语作让步状语。句首的while+分词短语作时间状语，相当于状语从句while the researchers examined…。【译文】最近，研究者在调查房屋建筑业时发现，尽管建筑行业的工作非常复杂，但是德克萨斯州休斯顿市的那些不识字、不会说英语的墨西哥工人却总是能达到劳动生产率的最高标准。

7. 【分析】句子主干为the idea … rests on … 。that引导同位语从句作idea的同位语，谓语为rests on，宾语为an understanding … ，其中介词结构of the established conventions and … 作定语修饰understanding。

【译文】但是，记者必须比普通公民更为深刻地理解法律，这种说法是基于对新闻媒体的既定常规和特殊职责的理解。

8. 【分析】The notion is that … 为句子的主干，that引导表语从句。表语从句本身是一个复合句，其主句people have failed to … in the ocean中含有一个which引导的定语从句，修饰先行词changes，从句because they have been looking back … 表示主句情况出现的原因。

【译文】这个想法认为人们无法测定海洋中的大规模变化，因为他们仅仅只考虑了一段相对较近的历史。

9. 【分析】该句被分号分为并列两个部分，前一分句的主干是Freud formulated his revolutionary theory … ，其中that引导同位语从句补充说明theory；后一分句中的代词them指代上文提到的dreams，破折号后的内容是对mental noise的解释，that引导的从句作work的定语。

【译文】一个世纪前，弗洛伊德阐述了他革命性的理论，即梦是我们无意识的欲望和恐惧经伪装后的虚幻事物；到了20世纪70年代末期，神经病学家们转而认为梦是“精神噪音”，即睡眠时进行的神经修复活动的一种杂乱的副产品。

10.【分析】What they found是主语从句，in attempting to model thought充当状语，谓语动词is后面是由and连接的两个并列关系的表语从句。

【译文】在试图模仿思维的过程中，研究人员发现，人脑大约有一千亿个神经细胞，这些神经细胞比以前所想象的要更具天赋——而人类的感知也更为复杂。

优化方案高考英语外研总复习语法专练 第九讲 名词性从句

1．(2014·安徽江南十校联考)The best moment was ________ the Chinese player scored the winning goal. A．if B．how C．when D．that 2．(2014·江西重点中学协作体联考)To think creatively，you can let your thoughts do ________ they want and go off in any direction. A．whichever B．whatever C．what D．no matter which 3．(2014·泰安质量检测)________ was needed at that time，she told me，was some good luck. A．That B．What C．Which D．As 4．(2014·江西上饶市模拟)—Jane gets on well with her classmates. —Yes，I have no idea ________ she gets on well with her classmates. A．how B．what C．that D．what 5．(2014·江西上饶市模拟)You should know that what is learned in books can not have the same deep effect in a child’s character ________ is learned through practice. A．what B．as C．as what D．what as 6．(2014·皖南八校联考)It hasn’t been made clear ________ the new underground line is to be open to traffic. A．when B．that C．what D．where 7．(2014·陕西西安三校教学质量检测)We are thinking about ________ can be admitted into our club.The number of members is limited. A．who B．what C．which D．whether 8．(2014·日照模拟)The government should consider ______ people and the environment will be affected before they make decisions. A．whether B．which C．where D．what 9．(2014·四川省六校联合诊断)Scientists have found evidence ________ global warming caused the world’s first horses to become smaller nearly 50 million years ago. A．what B．that C．which D．whether 10．(2014·石家庄市高三模拟)After a day’s exhausting climb we arrived at ________ we had been told was “Garden in the Air”． A．what B．which C．that D．where 11．(2014·河南豫北三校高三联考)________ is well known to everyone，I should say，is that a man becomes learned by asking questions. A．Who B．It C．As D．What 12．(2014·四川省都江堰市诊断)—Jack failed the driving test again. —The question is ________ we can help him avoid making the same mistake. A．why B．how C．what D．that

高中英语 定语从句教学设计优质课

T e a c h i n g D e s i g n Grammar — The Attributive Clause (I) (who, whom, which, that, whose) 淅川二高贾丽君 I. Teaching aims: 1. Help students understand what the Attributive Clause is and its function. 2. Enable students to use relative pronouns (who, whom, which, that, whose) in the Attributive Clause properly. 3. Encourage students to express their love to fathers using the Attributive Clause. II. Teaching important and difficult points: Enhance students’ proficiency and accuracy in using the relative pronouns to write the Attributive Clauses. III. Teaching methods: Task-based teaching method; Audio-lingual method; Cooperative learning; Group discussion IV. Teaching steps: Step I：Lead in 1. Guess a riddle. This is a man who loves us very much. This is a man whose love is as great as a mother’s.

复习专题名词性从句试题和答案

复习专题名词性从句试题和答案 一、初中英语名词性从句 1．________ manners are very important in every country is known to all，but the trouble is that different countries have different ideas about ________ good manners are. A. That; what B. That; that C. What; that D. What; what 【答案】 A 【解析】【分析】句意：众说周知，礼貌在每一个国家中都是非常重要的，但是麻烦是，不同的国家对于什么是良好的礼貌有着不同的认识。逗号前有两个谓语动词，一个是are，一个是is known，故是两句话，需填连词连接这两句话，根据句意可知，前面是主语从句，故填that，此处的that，只起连接作用不作任何成分。about是介词，其后是个句子故应填连词把这两句话连接起来，所缺词作are的表语，故填what。因此选A。 【点评】考查名词性从句，本题涉及that引导的主语从句和what引导的宾语从句。 2．While some behaviors may seem strange to you, remember you consider normal probably seems just as unusual to others. A. it; that B. what; that C. that; what D. which; that 【答案】 C 【解析】【分析】句意：虽然有些行为对你来说可能很奇怪，但请记住，你认为正常的行为对别人来说可能也不寻常。第一空为宾语从句，从句结构完整用that起连接作用，第二空为主语从句，从句中consider缺少宾语，应该用what，故选C。 【点评】考查名词性从句，本题涉及that引导的宾语从句和what引导的主语从句。 3．___ surprised me most was ____the girl passed the driver test. A. That; that B. What; how C. What; that D. That; why 【答案】 C 【解析】【分析】句意：最让我吃惊的是那个女孩通过了驾驶考试。___ surprised me most是一个主语从句，从句中缺少主语，故填what；____the girl passed the driver test 是一个表语从句，句中不缺少成分，故填that。因此选C。 【点评】考查名词性从句，本题涉及what引导的主语从句和that引导的表语从句。 4．____ he will offer us enough help doesn't matter a lot to our success. A. If B. Whether C. Before D. How 【答案】 B 【解析】【分析】句意：他是否提供帮助对于我们的成功没有什么关系。If不可以引导主语从句，故选B。 【点评】考查名词性从句，本题涉及whether引导的主语从句的应用。 5．It is a rule in his family that _______ comes home first should cook the dinner.

第九讲 宾语从句

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