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Section Ⅱ　Grammar and usage
維度一：基礎(chǔ)題型練
使用名詞性從句改寫(xiě)句子。
1.Along with the letter was his promise.He would visit me this coming Christmas.
→　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　（同位語(yǔ)從句）
2.Many students are addicted to computer games.It has become a hot issue.
→　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　（主語(yǔ)從句）
3.Will ways be found to stop pollution？This is the question worrying the public.
→　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　（表語(yǔ)從句）
4.He will leave home to make his fortune in big cities.But he hasn’t decided the time.
→　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　（賓語(yǔ)從句）
維度二：語(yǔ)法與寫(xiě)作
用名詞性從句完成下列句子。
1.All the participants can get 　　　　　　　　.
所有的參與者都可以得到他們想要的東西。
2.To practice as much as possible is 　　　　　　　　　　　　　　　　　　.
盡可能多練習(xí)是秘訣所在。
3.To start with， 　　　　　　　　　　　　we are about to start our next lesson next Friday.
首先，我想強(qiáng)調(diào)的是下周五我們將開(kāi)始我們的下節(jié)課。
4.The possibility 　　　　　　　　　　　　has recently been suggested by new research.
近來(lái)新的研究表明，怡人的氣味可能會(huì)減輕疼痛。
維度三：語(yǔ)法與語(yǔ)篇
閱讀下面短文，用適當(dāng)?shù)倪B接詞填空。
　　It was reported 1.　　　　　　 there was an accident at the corner of Roman Street this morning.According to 2.　　　　　　 the police said， a car ran into a truck but fortunately， nobody got injured.3.　　　　　　 will be responsible for the accident is still under investigation.The police were uncertain 4.　　　　　　 the driver was guilty or not.5.　　　　　　 the police should do now is 6.　　　　　　 they must find out what led to the accident.They said it was difficult for them to judge because 7.　　　　　　 the accident happened is not clear.Perhaps the reason was 8.　　　　　　 the driver was too tired to stop the car in time.The driver didn’t admit the fact 9.　　　　　　 he was breaking the speed limit at the turning.The police doubted 10.　　　　　　 what he said was true and decided to make a further investigation.
Ⅰ.閱讀理解
A
　　Born in New York in 1918， scientist Gertrude B.Elion had an impressive career， during which she developed medicines to treat many major diseases.Elion spent her early youth in Manhattan.She attended senior high school and had， in her words， an unbelievable thirst for knowledge.
　　Motivated by the death of her grandfather， who died of cancer， Elion entered Hunter College at the age of 15 and graduated in chemistry at the age of 19.She had difficulty finding employment after graduation because many laboratories refused to hire women chemists.She found a part-time job as a lab assistant and went back to school at New York University.Elion worked as a high school teacher for a few years after finishing work on her master’s degree.
　　The start of World War Ⅱ created more opportunities for women.At the age of 26， Elion was able to get a job at Burroughs Wellcome & Company， where she began a 40-year partnership with Dr George H.Hitchings.Her thirst for knowledge impressed Dr Hitchings， and he permitted her to take on more responsibility.
　　Elion and Hitchings set out on a course of creating medicines by studying the chemical composition of diseased cells.Rather than relying on old trial-and-error methods， they used the differences in biochemistry between normal human cells and pathogens （病原體） to design medicines.In all， Elion obtained 45 patents on medicine and was awarded 23 honorary degrees.
　　In 1988， Elion received the Nobel Prize in Physiology or Medicine， together with George H.Hitchings and Sir James W.Black.She received other awards for her work， including the National Medal of Science in 1991， and that same year， she became the first woman to be inducted （使正式加入） into the National Inventors Hall of Fame.In 1997， she was awarded the Lemelson-MIT Lifetime Achievement Award.
1.What can we say about Elion as a high school student？（　　）
A.She had a satisfying part-time job.
B.She had a strong desire for learning.
C.She had a gift for chemistry at high school.
D.She made great achievements in chemistry.
2.Why did Elion choose to study chemistry at college？（　　）
A.To meet her grandfather’s wish.
B.To find a good job after graduation.
C.To create medicines to treat diseases.
D.To be a chemistry teacher in the future.
3.When did Elion start working for Burroughs Wellcome & Company？（　　）
A.In 1933. B.In 1937.
C.In 1944. D.In 1984.
4.What does the author mainly tell us about Elion in the last paragraph？（　　）
A.Her later life.
B.Her honours.
C.Her interest in chemistry.
D.Her significant contributions.
B
　　Born on her family’s farm in Ray， North Dakota， Mary Sherman Morgan had been helping her father with farm work before she could attend the small town’s schoolhouse.Being a few years behind didn’t hold her back and she graduated from high school with honours.Aware of her intelligence， she ran away from Ray to attend Minot State University as a chemistry major， where her skill was evident.
　　The outbreak of World War Ⅱ resulted in a national shortage of chemists and scientists.In spite of the fact that she was still a student and a woman， she was offered a job as a chemical analyst due to her talents， producing explosives （爆炸物） for the wartime effort.She put her degree on hold and moved to Ohio， taking on the dangerous job of analyzing unstable chemicals to produce weapons.
　　After the war ended there was a fall in demand for explosives， so she made a move to the field of aeronautics， moving to California to work for NAA （North American Aviation）.The only woman out of 900 engineers， she was soon promoted to a role which involved calculating the performance of rocket propellants （推進(jìn)劑） and designing speciality fuels to work with different engines.However， never having returned to complete her degree， she was not afforded the rank or higher pay of an engineer， even though she had all the skills and knowledge of one.
　　Her experience with propellants meant that when NAA was tasked with finding a fuel capable of lifting the redesigned Redstone missiles into space， Morgan was appointed the technical leader on the project.National pride was on the line， so Morgan set about investigating fuels.After countless trials， she finally designed her own mixture， which was named Hydyne.
　　Hydyne was tested well with the Redstone missiles and subsequently other aircraft （航空器）， such as Jupiter-C rockets， proving to be a quick solution to getting to space without a total rocket redesign.The fuel made the first successful US satellite launch possible， even if Morgan silently slipped away from her success， retiring to focus on her family and leaving her chemistry career behind.
5.What do we know about Mary Sherman Morgan？（　　）
A.She attended school while helping with farm work.
B.She was offered a job as a chemistry analyst after graduation.
C.She shifted her working focus as the domestic demand changed.
D.She launched the first US satellite before retiring from her career.
6.What does the underlined word “aeronautics” in Paragraph 3 probably mean？（　　）
A.Analyzing chemicals.
B.Producing explosives.
C.Mixing and saving fuels.
D.Designing and building aircraft.
7.What made Morgan the technical leader on the project of NAA？（　　）
A.Her discovery of Hydyne.
B.Her rank as an engineer.
C.Her special knowledge in fuels.
D.Her sense of national pride.
8.Which of the following words can best describe Mary Sherman Morgan？（　　）
A.Caring and determined.
B.Courageous and creative.
C.Intelligent but sensitive.
D.Accomplished but proud.
Ⅱ.閱讀七選五
　　The future is a land full of unknowns， especially with new technological developments and new job requirements that the future holds.So how can students prepare themselves for such a future？ 9.（　　）
　　Allow students to lead their learning.
　　Many teachers have a “my way or no way” attitude， which negatively impacts a student’s growth as a person and future team member within a company or organization. 10.（　　） They can help shape the class and even the syllabus （教學(xué)大綱）.Opening up to students， listening to their needs early on， and holding meaningful conversations together can create better future employees.
　　11.（　　）
　　Creating situations that encourage students’ curiosity is an essential practice for the brain.While curiosity can’t be taught， schools can bring it out of students in particular contexts.Extra-curricular activities can help students， for example， break out of everyday academic monotony （單調(diào)）.In this way， certain curious parts of the brain may be activated.
　　Encourage collaboration （合作）.
　　12.（　　） When different people are encouraged to get together and collaborate， unique ideas can become part of something bigger.Group projects push students to develop decision-making while also building a social setting where work can be done more effectively as part of a collaborative effort.
　　Help students develop effective communication skills.
　　Effective communication， either in oral or written forms， will be vital in the future workplace.The ability to fully exchange ideas can lead to better working relationships.13.（　　） Good communication is the key to opening a whole new universe of possibilities.
A.Make students curious.
B.Every person is unique in their own way.
C.Create an environment where creativity is valued.
D.Sometimes the solution can be simple： let students lead.
E.Learning how to fail can teach some critical and invaluable lessons.
F.Here are several ways schools can help prepare students for future jobs.
G.Therefore， teaching students to communicate effectively is simply a must.
Ⅲ.完形填空
　　Volunteering has been a way of life for me for the past five years since I was fifteen.
　　In 2020， I 　14　 with a newly founded social enterprise， which conducted cooking lessons for visually impaired （受損的） trainee 　15　.I absolutely loved it as it involved meaningful 　16　 with people and I was fully 　17　 throughout the entire time I was there.This was unlike some other types of volunteering， which may involve mostly behind-the-scenes work that can get 　18　 after a while.
　　We called ourselves “sighted assistants” and each of us was 　19　 with a visually impaired trainee chef.As a volunteer， I would walk with the trainee to the Enabling Village 　20　， and then ensure their 　21　 as they learned to cook a new dish.This included helping them 　22　 the position of the sink， ensuring proper use of electrical appliances， 　23　 boiling and hot objects， as well as being careful with knives among other things.
　　Being there with them made me truly 　24　 how difficult life can be when you are 　25　 or completely blind.Every tiny task 　26　 massive effort.There are so many people with 　27　， I realised.While medicine still does not have the power to cure all of these conditions， we are never short of ways to empower these individuals by making life 　28　 and more meaningful for them.
14.（　）A.met B.cooperated
C.started D.volunteered
15.（　）A.managers B.volunteers
C.chefs D.doctors
16.（　）A.interaction B.appointment
C.greeting D.conflict
17.（　）A.confused B.engaged
C.surprised D.disturbed
18.（　）A.promising B.frightening
C.challenging D.boring
19.（　）A.faced B.compared
C.paired D.equipped
20.（　）A.lesson B.enterprise
C.room D.kitchen
21.（　）A.satisfaction B.safety
C.pleasure D.success
22.（　）A.leave out B.miss out
C.figure out D.point out
23.（　）A.avoiding B.touching
C.approaching D.feeling
24.（　）A.appreciate B.imagine
C.predict D.think
25.（　）A.temporarily B.partly
C.accidentally D.originally
26.（　）A.simplifies B.causes
C.takes D.offers
27.（　）A.disabilities B.difficulties
C.determination D.power
28.（　）A.luckier B.tougher
C.happier D.easier
Ⅳ.語(yǔ)法填空
　　For centuries， the measure of 29.　　　　　　 （perfect） in English craftsmanship fell to （成為……的義務(wù)） the country’s artisans.England’s reputation for excellence was built on their transformation of high quality materials into 30.　　　　　　 （fine） made goods ranging from clothing and furniture to pottery and metalwork.
　　This detailed method of production was the status quo for generations， but a major shift appeared： The Industrial Revolution.The shift towards mass production was 31.　　　　　 turning point in history， but alongside the rise of factory work came the Arts and Crafts movement.It 32.　　　　　　 （lead） by artisans like English designer William Morris who fought 33.　　　　 （maintain） the legacy of handmade goods.
Over a century after the Arts and Crafts movement provided a buffer （緩沖） against the domination of factories， a new wave of English craftspeople have taken up the job of 34.　　　　　 （produce） objects that bring that spirit of craftsmanship into the modern age.For example， in East London， Perrin & Rowe demonstrates the quality of 35.　　　　　　 （tradition） English craftsmanship combined with contemporary techniques.The brand’s brass fixtures （黃銅用品） are made in a factory where the processes are based 36.　　　　　 techniques that involve nearly a century of expertise， such as the molten （熔化的） brass 37.　　　　　 is still poured by hand into individual molds.By channeling the spirit of English craftsmanship through their products， 38.　　　　　 （brand） of this kind are driving a larger movement focused on handcrafted quality.
Section Ⅱ　Grammar and usage
基礎(chǔ)知識(shí)自測(cè)
維度一
1.Along with the letter was his promise that he would visit me this coming Christmas.
2.That many students are addicted to computer games has become a hot issue./It has become a hot issue that many students are addicted to computer games.
3.The question worrying the public is whether ways will be found to stop pollution.
4.He hasn’t decided when he will leave home to make his fortune in big cities.
維度二
1.what they want
2.where the secret lies
3.what I intend to stress is that
4.that pleasant smells might reduce pain
維度三
1.that　2.what　3.Who　4.whether　5.What　6.that
7.how　8.that　9.that　10.whether
素養(yǎng)能力提升
Ⅰ.
語(yǔ)篇解讀：本文是一篇記敘文。文章講述了格特魯?shù)隆.埃利恩的求學(xué)經(jīng)歷和其令人印象深刻的職業(yè)生涯，以及她最終取得的成就。
1.B　細(xì)節(jié)理解題。根據(jù)第一段最后一句中的an unbelievable thirst for knowledge可知，作為一名高中生，埃利恩有強(qiáng)烈的求知欲。
2.C　推理判斷題。根據(jù)第二段第一句并結(jié)合下文她與希欽斯博士一起研究患病細(xì)胞的化學(xué)成分來(lái)制造藥物可以推斷，埃利恩選擇在大學(xué)里學(xué)習(xí)化學(xué)的原因是：要?jiǎng)?chuàng)造藥物去治療疾病。
3.C　細(xì)節(jié)理解題。根據(jù)第三段第二句可知，Elion 26歲時(shí)在Burroughs Wellcome & Company工作；根據(jù)文章首句可知，他出生于1918年。由此可以推斷，埃利恩在1944年開(kāi)始為該公司工作。
4.B　推理判斷題。根據(jù)最后一段內(nèi)容可知，作者主要講述了埃利恩所獲得的榮譽(yù)。
語(yǔ)篇解讀：本文是一篇記敘文。文章介紹了瑪麗·謝爾曼·摩根的生平及其她為航空事業(yè)作出的巨大貢獻(xiàn)。
5.C　細(xì)節(jié)理解題。根據(jù)第二段內(nèi)容可知，在二戰(zhàn)時(shí)，瑪麗·謝爾曼·摩根從事武器的化學(xué)分析工作；根據(jù)第三段第一句可知，在戰(zhàn)后，由于對(duì)武器需求的減少，她轉(zhuǎn)而為北美航空公司工作。據(jù)此可知，由于國(guó)內(nèi)需求的變化，她轉(zhuǎn)移了工作重心。
6.D　詞義猜測(cè)題。根據(jù)畫(huà)線(xiàn)詞后的moving to California to work for NAA （North American Aviation） 可知，瑪麗搬到了加利福尼亞州為北美航空公司工作；結(jié)合畫(huà)線(xiàn)詞的前綴aero可知，她轉(zhuǎn)向的是航空領(lǐng)域。因此畫(huà)線(xiàn)詞意為“設(shè)計(jì)和制造飛機(jī)”。
7.C　細(xì)節(jié)理解題。根據(jù)第四段中的Her experience with ...leader on the project.可知，由于她在推進(jìn)劑研究方面有著豐富的經(jīng)驗(yàn)，摩根被任命為項(xiàng)目技術(shù)領(lǐng)導(dǎo)者。
8.B　推理判斷題。根據(jù)第二段尾句可知，瑪麗·謝爾曼·摩根暫時(shí)擱置了學(xué)位課程，到俄亥俄州從事危險(xiǎn)的不穩(wěn)定化學(xué)物質(zhì)分析工作，據(jù)此可以推知，她很勇敢；根據(jù)第四段尾句可知，她進(jìn)行了無(wú)數(shù)次試驗(yàn)，終于成功發(fā)明Hydyne，據(jù)此可以推知，她具有創(chuàng)造力。
Ⅱ.
語(yǔ)篇解讀：本文是一篇說(shuō)明文。文章介紹了學(xué)校幫助學(xué)生為未來(lái)做好準(zhǔn)備的幾種方式。
9.F　上文指出：面對(duì)充滿(mǎn)未知的未來(lái)，學(xué)生該如何做好應(yīng)對(duì)準(zhǔn)備呢？下文介紹了學(xué)校可以通過(guò)四種方式幫助學(xué)生為未來(lái)做好準(zhǔn)備，故F項(xiàng)符合語(yǔ)境。
10.D　空前一句指出：許多老師都持有一種態(tài)度：“只能聽(tīng)我的”，這種態(tài)度會(huì)給學(xué)生帶來(lái)負(fù)面影響。空后一句說(shuō)明了他們可以對(duì)班級(jí)甚至教學(xué)大綱產(chǎn)生重大影響。故D項(xiàng)（有時(shí)解決辦法很簡(jiǎn)單：讓學(xué)生占據(jù)主導(dǎo)地位）符合語(yǔ)境。設(shè)空處前一句中的negatively impacts與D項(xiàng)中的solution相呼應(yīng)，設(shè)空處后一句中的They指代D項(xiàng)中的students。
11.A　下文主要說(shuō)明了學(xué)校可以根據(jù)特定情境來(lái)激發(fā)學(xué)生的好奇心。例如，課外活動(dòng)可以幫助學(xué)生打破日常單調(diào)的學(xué)習(xí)生活。故A項(xiàng)符合語(yǔ)境，A項(xiàng)中的curious與下文中出現(xiàn)兩次的curiosity以及出現(xiàn)一次的curious構(gòu)成原詞復(fù)現(xiàn)。
12.B　空后一句指出：當(dāng)不同的人被聚在一起展開(kāi)合作時(shí)，多種獨(dú)特的想法就能變成更大的成就。故B項(xiàng)（每個(gè)人都有自己的獨(dú)特之處）符合語(yǔ)境，B項(xiàng)中的unique與設(shè)空處后一句中的unique構(gòu)成原詞復(fù)現(xiàn)。
13.G　上文說(shuō)明了在未來(lái)的工作場(chǎng)所中，有效溝通是至關(guān)重要的。充分溝通想法的能力會(huì)產(chǎn)生更好的工作關(guān)系。故G項(xiàng)（因此，教會(huì)學(xué)生進(jìn)行有效溝通是必需的）符合語(yǔ)境，與上文構(gòu)成因果關(guān)系，G項(xiàng)中的communicate effectively與上文中的Effective communication相呼應(yīng)。
Ⅲ.
語(yǔ)篇解讀：本文是一篇夾敘夾議文。文章講述了作者作為志愿者幫助有視覺(jué)障礙的見(jiàn)習(xí)廚師烹飪的經(jīng)歷，這段經(jīng)歷使作者領(lǐng)悟到一些道理。
14.D　根據(jù)第一段可知，在2020年，作者自愿加入了一家新成立的社會(huì)企業(yè)。
15.C　根據(jù)下文中的a visually impaired trainee chef可知，該企業(yè)為有視覺(jué)障礙的見(jiàn)習(xí)廚師提供烹飪課程。
16.A　根據(jù)空后的with people可知，此處表示和人們之間的互動(dòng)。
17.B　根據(jù)語(yǔ)境可知，作者全程應(yīng)是忙著的。
18.D　根據(jù)常識(shí)可知，幕后工作應(yīng)是很快就變得無(wú)聊了。
19.C　根據(jù)上文We called ourselves “sighted assistants”可知，作者作為助手應(yīng)是為有視覺(jué)障礙的見(jiàn)習(xí)廚師提供幫助，即每個(gè)人都匹配了一名廚師。
20.D　根據(jù)常識(shí)可知，作者幫助有視覺(jué)障礙的見(jiàn)習(xí)廚師烹飪，此處應(yīng)該表示去廚房。
21.B　根據(jù)下文可知，當(dāng)有視覺(jué)障礙的見(jiàn)習(xí)廚師烹飪時(shí)，他們會(huì)遇到很多問(wèn)題，而志愿者在身邊會(huì)確保他們的安全。
22.C　根據(jù)空后的the position of the sink可知，此處表示弄清楚洗碗槽的位置。leave out不包括；miss out遺漏；point out指出。
23.A　根據(jù)空后的boiling and hot objects及常識(shí)可知，此處表示避免接觸沸騰和熱的物體。
24.A　根據(jù)空后的how difficult life can be when you are 　25　 or completely blind可知，通過(guò)此次志愿者經(jīng)歷，作者理解了視覺(jué)障礙者的生活是多么艱難。
25.B　根據(jù)空后表示選擇關(guān)系的or可知，和他們?cè)谝黄鹱屪髡哒嬲w會(huì)到當(dāng)部分或完全失明時(shí)，生活會(huì)多么艱難。
26.C　根據(jù)上文how difficult life can be when you are 　25　 or completely blind可知，失明使生活不容易，因此生活中的每一個(gè)小任務(wù)都需要巨大的努力。
27.A　根據(jù)文章內(nèi)容可知，作者意識(shí)到有很多殘疾人。
28.D　此處與上文的how difficult life can be相呼應(yīng)，作者認(rèn)為我們不缺少方法讓這些人的生活變得更容易。
Ⅳ.
語(yǔ)篇解讀：本文是一篇說(shuō)明文。文章主要介紹了工匠精神在英國(guó)一直備受推崇。
29.perfection　考查詞形轉(zhuǎn)換。空處作介詞of的賓語(yǔ)，故填名詞perfection。
30.finely　考查詞形轉(zhuǎn)換。空處作狀語(yǔ)，修飾made，應(yīng)用副詞，故填finely，意為“精巧地”。
31.a　考查冠詞。設(shè)空處表泛指，且turning的發(fā)音以輔音音素開(kāi)頭，故填a。
32.was led　考查動(dòng)詞的時(shí)態(tài)和語(yǔ)態(tài)。根據(jù)語(yǔ)境可知，這場(chǎng)運(yùn)動(dòng)是發(fā)生在過(guò)去的事情，應(yīng)用一般過(guò)去時(shí)，又因It（the Arts and Crafts movement）與lead之間為被動(dòng)關(guān)系，故填was led。
33.to maintain　考查非謂語(yǔ)動(dòng)詞。fight to do sth表示“努力做某事”，故填to maintain。
34.producing　考查非謂語(yǔ)動(dòng)詞。空處作介詞of的賓語(yǔ)，應(yīng)用動(dòng)詞-ing形式，故填producing。
35.traditional　考查詞形轉(zhuǎn)換。空處作定語(yǔ)，修飾English craftsmanship，故填形容詞traditional，意為“傳統(tǒng)的”。
36.on/upon　考查固定搭配。be based on/upon為固定搭配，意為“根據(jù)……，以……為基礎(chǔ)”。
37.that/which　考查定語(yǔ)從句。空處引導(dǎo)限制性定語(yǔ)從句，指代先行詞the molten （熔化的） brass，且在從句中作主語(yǔ)，故填that/which。
38.brands　考查名詞復(fù)數(shù)。brand是可數(shù)名詞，在此表泛指，且前面無(wú)冠詞，句中的謂語(yǔ)為are driving，故填其復(fù)數(shù)形式brands。
5 / 6Section Ⅱ　Grammar and usage
名詞性從句復(fù)習(xí)
閱讀下列句子并體會(huì)加黑部分的用法。
1.As you start to make plans for what you want to do with your future， you might ask a question whether you should start your own business.
2.Another advantage is that you will be able to better provide for yourself and your family，or even the economy will benefit if you achieve commercial success.
3.It is no surprise that being one’s own boss is appealing to many people.
4.The fact that you have a passion for your idea will make it much easier to motivate yourself.
5.It is also important whether it should fit your skills.
6.Our final tip is that you should consider whether you want to make your business a solo one or find one or two partners.
【我的發(fā)現(xiàn)】
（1）名詞性從句具有　　　　的句法功能，在句子中可以充當(dāng)主語(yǔ)、賓語(yǔ)、表語(yǔ)或同位語(yǔ)。通常使用　　　　　　、whether或者疑問(wèn)詞來(lái)引導(dǎo)名詞性從句。
（2）句3、句5為　　　　從句，句1（前半部分）為　　　　從句，句1（后半部分）、句4為　　　　從句，句2、句6為　　　　從句。
（3）句3、句5中使用了　　　　　　作形式主語(yǔ)，而真正的主語(yǔ)從句置于句末。
　　名詞性從句包括主語(yǔ)從句、賓語(yǔ)從句、表語(yǔ)從句和同位語(yǔ)從句。
一、名詞性從句的連接詞
類(lèi)別 連接詞 用法
連詞 that、whether、if （1）只起連接作用，在從句中均不充當(dāng)任何成分； （2）that無(wú)意義；whether/if均表示“是否”
連接 代詞 what、whatever、which、whichever、 who、whoever、whom、whomever、 whose 既起連接作用，又在從句中充當(dāng)主語(yǔ)、賓語(yǔ)、表語(yǔ)或者定語(yǔ)
連接 副詞 when、where、how、 why 既起連接作用，又在從句中作狀語(yǔ)
1.that引導(dǎo)名詞性從句的用法
（1）that只起連接作用，在從句中不作任何成分，本身在句中也沒(méi)有含義。
That our team had won first prize made us very happy.
我們隊(duì)獲得了第一名，這使我們很高興。
He told me （that） he would go to college the next year.
他告訴我他明年會(huì)去上大學(xué)。
John said （that） he was leaving for London on Wednesday.
約翰說(shuō)他星期三要去倫敦。
（2）that在引導(dǎo)名詞性從句時(shí)，常可省略，但在以下情況中，that不可省略。
①that引導(dǎo)的主語(yǔ)從句位于句首時(shí)，that不可省略；
②當(dāng)動(dòng)詞后帶有兩個(gè)并列的賓語(yǔ)從句時(shí)，引導(dǎo)第二個(gè)從句的連詞that不可省略；
③當(dāng)that引導(dǎo)賓語(yǔ)從句前有it作其形式賓語(yǔ)時(shí)，that不可省略；
④that引導(dǎo)的從句作介詞的賓語(yǔ)時(shí)，that不可省略；
⑤引導(dǎo)表語(yǔ)從句和同位語(yǔ)從句時(shí)，that一般不可省略。
The teacher told the students （that） they should hand in their homework the next day and that the homework must be signed by their parents.
老師告訴學(xué)生們要在第二天上交家庭作業(yè)，并且家庭作業(yè)必須由他們的父母簽名。
We find it a big surprise that she is still alive in such a serious earthquake.
她在如此嚴(yán)重的地震中還活著，我們感到非常驚訝。
I didn’t tell him anything on the phone except that I needed the money.
電話(huà)里我什么都沒(méi)有告訴他，只是說(shuō)我需要錢(qián)。
The fact that he has fully recovered makes me feel good.
他已痊愈，真令我高興。
2.whether/if引導(dǎo)名詞性從句的用法
（1）whether、if引導(dǎo)的名詞性從句是由一般疑問(wèn)句或選擇疑問(wèn)句轉(zhuǎn)化而來(lái)的，whether與if表示“是否”，只起連接詞的作用，引導(dǎo)從句，在從句中不作任何成分。
（2）whether和if有時(shí)可通用，但在下列情況下，只可用whether：
①whether引導(dǎo)主語(yǔ)從句并置于句首；
②引導(dǎo)表語(yǔ)從句；
③whether從句作介詞賓語(yǔ)；
④從句中有or not；
⑤后接動(dòng)詞不定式。
Whether we will go for a picnic tomorrow depends on whether it will be fine.
我們明天是否去野餐取決于天氣是否晴朗。
The question is whether she should have a low opinion of the test.
問(wèn)題是她是否應(yīng)該對(duì)這次測(cè)試有較低的評(píng)價(jià)。
Everything depends on whether we have enough money.
一切要看我們是否有足夠的錢(qián)。
Even though he is in a difficult situation， he hasn’t decided whether he will give up or not.
盡管他處境艱難，他還沒(méi)有決定是否要放棄。
【即時(shí)演練1】　單句語(yǔ)法填空
　①He has made it clear 　　　　　　he will not give in.
②The news 　　　　　　we shall go to visit an exhibition is not true.
③But 　　　　　　its name is really related to the city wall is still a question to be confirmed.
④The advice 　　　　　　a meeting should be held was favoured by most of us.
⑤I don’t know 　　　　　　he still lives there after so many years.
⑥Give me your promise 　　　　　　you will come to our party this evening.
3.疑問(wèn)詞who、whom、whose、what、which、where、why、when、how引導(dǎo)名詞性從句的用法
疑問(wèn)詞引導(dǎo)的名詞性從句由特殊疑問(wèn)句轉(zhuǎn)化而來(lái)，它們的特點(diǎn)是：
（1）疑問(wèn)詞保留自己的疑問(wèn)含義；
（2）疑問(wèn)詞在從句中充當(dāng)句子成分，如主語(yǔ)、賓語(yǔ)、定語(yǔ)或狀語(yǔ)；
（3）疑問(wèn)詞引導(dǎo)的從句一律用陳述語(yǔ)序，不能用疑問(wèn)語(yǔ)序。
He didn’t tell me when we would meet again.
他沒(méi)有告訴我我們什么時(shí)候會(huì)再見(jiàn)面。
Do you know whom they are looking for？
你知道他們?cè)谡艺l(shuí)嗎？
That’s where she always is at this time of day.
每天這個(gè)時(shí)候她總是在那里。
4.whatever、whichever、whoever、whomever引導(dǎo)名詞性從句的用法
whatever、whichever、whoever、whomever可引導(dǎo)主語(yǔ)從句、賓語(yǔ)從句和表語(yǔ)從句，并在從句中作主語(yǔ)、賓語(yǔ)和表語(yǔ)等。在此用法中，whatever、 whoever等在從句中通常不含疑問(wèn)意義。whatever＝anything that、whoever＝anyone who。
Whatever you can do helps since your support is important to our work.
＝Anything that you can do helps since your support is important to our work.
你做的一切對(duì)我們都有幫助，因?yàn)槟愕闹С謱?duì)我們的工作很重要。
Whichever of the preventive measures benefits the public should be promoted.
＝Any of the preventive measures that benefits the public should be promoted.
任何對(duì)公眾有用的預(yù)防措施都應(yīng)該被推廣。
The gold medal will be awarded to whoever wins the first place in the bicycle race.
＝The gold medal will be awarded to anyone who wins the first place in the bicycle race.
自行車(chē)比賽得第一名的人會(huì)獲得金牌。
【即時(shí)演練2】　選詞填空
who， whom， whose， what， where， when， how， whatever， whoever， whichever
①I(mǎi) will let my children do 　　　　　　they like.
②These shoes look very good. I wonder 　　　　　　much they cost.
③　　　　　　 the delayed flight will take off depends much on the weather.
④Thank you for your gift！ It is 　　　　　I have been longing for.
⑤The problem is 　　　　　　we can get to solve this question.
⑥　　　　　　 of you comes first will receive a prize.
⑦I’ll give the ticket to 　　　　　　wants it.
⑧I wonder 　　　　　　book this is.
⑨This is 　　　　　　we found the boy who lives next to me.
⑩Have you decided 　　　　　　you are to elect as your assistant？
二、it作形式主語(yǔ)或形式賓語(yǔ)的名詞性從句
1.that引導(dǎo)主語(yǔ)從句通常用it作形式主語(yǔ)，而將that從句置于句末。
It’s a pity that you missed the film.
你錯(cuò)過(guò)了那部電影真是遺憾。
It is very important that a student （should） learn English well.
學(xué)生學(xué)好英語(yǔ)很重要。
It is suggested that the meeting （should） be put off.有人建議會(huì)議延期召開(kāi)。
It seems that they will win the game.
看起來(lái)他們會(huì)贏得這場(chǎng)比賽。
2.whether/who/what等疑問(wèn)詞引導(dǎo)主語(yǔ)從句時(shí)也常用it作形式主語(yǔ)，而將真正的主語(yǔ)從句置于句末。
It has not yet been decided who will do that work.還沒(méi)決定誰(shuí)做那項(xiàng)工作。
It is still unknown which team will win the match.還不知道哪支隊(duì)伍將贏得比賽。
3.動(dòng)詞find、feel、consider、make、believe等后面的賓語(yǔ)從句跟賓語(yǔ)補(bǔ)足語(yǔ)時(shí)，常使用形式賓語(yǔ)it，而將真正的賓語(yǔ)從句置于句末。
I think it best that you should stay here.
我認(rèn)為你最好待在這兒。
4.動(dòng)詞（如have、take “認(rèn)為”、put“表達(dá)”、like、see to等）＋形式賓語(yǔ)it＋that從句。
I like it that you came.你來(lái)了，我很高興。
I take it that he will come on time.
我認(rèn)為他會(huì)準(zhǔn)時(shí)來(lái)的。
5.表示喜愛(ài)、憎惡等感情的動(dòng)詞（enjoy、hate、love、like、dislike、appreciate、prefer等）＋it＋when （if） 從句。
I like it when people are open and straight.
我喜歡人們開(kāi)朗、坦率的性格。
I really appreciate it if she offered to help.
如果她能幫助我做這件事，我會(huì)十分感激。
三、名詞性從句中使用虛擬語(yǔ)氣的用法
1.在主語(yǔ)從句中用來(lái)表示“驚奇、不相信、惋惜、理應(yīng)如此”等，謂語(yǔ)動(dòng)詞用虛擬語(yǔ)氣“（should＋）do”，常用的句型有：
①I(mǎi)t is necessary （important、natural、strange、etc.） that ...
②It is a pity （a shame、no wonder、etc.） that ...
③It is suggested （requested、proposed、desired、etc.） that ...
2.表示“建議、請(qǐng)求、命令、要求、堅(jiān)持”等及物動(dòng)詞后面的賓語(yǔ)從句中謂語(yǔ)要用虛擬語(yǔ)氣“（should＋）do”，常用的這類(lèi)動(dòng)詞有suggest、propose、insist、desire、demand、request、order、command等。
3.主語(yǔ)是suggestion、proposal、request、order等表示“建議、請(qǐng)求、要求、命令”等意思的詞時(shí)，表語(yǔ)從句中謂語(yǔ)動(dòng)詞要用虛擬語(yǔ)氣“（should＋）do”。
4.表示“建議、請(qǐng)求、命令、要求”等意思的名詞后面的同位語(yǔ)從句中謂語(yǔ)動(dòng)詞要用虛擬語(yǔ)氣“（should＋）do”。
It was suggested by him that we （should） hold another meeting to discuss the question.
＝He suggested that we （should） hold another meeting to discuss the question.
＝His suggestion was that we （should） hold another meeting to discuss the question.
＝He put forward a suggestion that we （should） hold another meeting to discuss the question.
他的建議是我們舉行另一次會(huì)議來(lái)討論這個(gè)問(wèn)題。
【即時(shí)演練3】　單句語(yǔ)法填空
①I(mǎi) think 　　　　　　necessary that we take plenty of water every day.
②I hate it 　　　　　　people talk with their mouths full of food.
③I have made it a rule 　　　　　　I keep diaries.
④It is doubtful 　　　　　　he will come here.
⑤　　　　　　 is quite clear that the whole project is doomed to failure.
Section Ⅱ　Grammar and usage
【重難語(yǔ)法·要攻克】
我的發(fā)現(xiàn)
（1）名詞　that　（2）主語(yǔ)　賓語(yǔ)　同位語(yǔ)　表語(yǔ)　（3）it
即時(shí)演練1
①that　②that　③whether　④that　⑤if/whether　⑥that
即時(shí)演練2
①whatever　②how　③When　④what　⑤who
⑥Whichever　⑦whoever　⑧whose　⑨where　⑩whom
即時(shí)演練3
①it　②when　③that　④whether　⑤It
4 / 5(共81張PPT)
Section Ⅱ　Grammar and usage
1
重難語(yǔ)法·要攻克
目 錄
2
課時(shí)檢測(cè)·提能力
重難語(yǔ)法 · 要攻克
掌握核心語(yǔ)法
1
名詞性從句復(fù)習(xí)
閱讀下列句子并體會(huì)加藍(lán)部分的用法。
1. As you start to make plans for what you want to do with your
future， you might ask a question whether you should start your
own business.
2. Another advantage is that you will be able to better provide for
yourself and your family，or even the economy will benefit if you
achieve commercial success.
3. It is no surprise that being one’s own boss is appealing to many
people.
4. The fact that you have a passion for your idea will make it much
easier to motivate yourself.
5. It is also important whether it should fit your skills.
6. Our final tip is that you should consider whether you want to make
your business a solo one or find one or two partners.
【我的發(fā)現(xiàn)】
（1）名詞性從句具有 的句法功能，在句子中可以充當(dāng)主
語(yǔ)、賓語(yǔ)、表語(yǔ)或同位語(yǔ)。通常使用 、whether或者疑問(wèn)
詞來(lái)引導(dǎo)名詞性從句。
（2）句3、句5為 從句，句1（前半部分）為 從句，
句1（后半部分）、句4為 從句，句2、句6為
從句。
（3）句3、句5中使用了 作形式主語(yǔ)，而真正的主語(yǔ)從句置
于句末。
名詞　
that　
主語(yǔ)　
賓語(yǔ)　
同位語(yǔ)　
表
語(yǔ)　
it　
　　名詞性從句包括主語(yǔ)從句、賓語(yǔ)從句、表語(yǔ)從句和同位語(yǔ)從句。
一、名詞性從句的連接詞
類(lèi)別 連接詞 用法
連
詞 that、hether、
if （1）只起連接作用，在從句中均不充當(dāng)任何成分；
（2）that無(wú)意義；whether/if均表示“是否”
類(lèi)別 連接詞 用法
連接 代詞 what、whatever、
which、whichever、
who、whoever、whom、
whomever、 whose 既起連接作用，又在從句中充當(dāng)主語(yǔ)、賓語(yǔ)、表語(yǔ)或者定語(yǔ)
連接 副詞 when、where、how、 why 既起連接作用，又在從句中作狀語(yǔ)
1. that引導(dǎo)名詞性從句的用法
（1）that只起連接作用，在從句中不作任何成分，本身在句中也沒(méi)
有含義。
That our team had won first prize made us very happy.
我們隊(duì)獲得了第一名，這使我們很高興。
He told me （that） he would go to college the next year.
他告訴我他明年會(huì)去上大學(xué)。
John said （that） he was leaving for London on Wednesday.
約翰說(shuō)他星期三要去倫敦。
（2）that在引導(dǎo)名詞性從句時(shí)，常可省略，但在以下情況中，that
不可省略。
①that引導(dǎo)的主語(yǔ)從句位于句首時(shí)，that不可省略；
②當(dāng)動(dòng)詞后帶有兩個(gè)并列的賓語(yǔ)從句時(shí)，引導(dǎo)第二個(gè)從句的
連詞that不可省略；
③當(dāng)that引導(dǎo)賓語(yǔ)從句前有it作其形式賓語(yǔ)時(shí)，that不可省略；
④that引導(dǎo)的從句作介詞的賓語(yǔ)時(shí)，that不可省略；
⑤引導(dǎo)表語(yǔ)從句和同位語(yǔ)從句時(shí)，that一般不可省略。
The teacher told the students （that） they should hand in their homework the next day and that the homework must be signed by their parents.
老師告訴學(xué)生們要在第二天上交家庭作業(yè)，并且家庭作業(yè)必須由他們的父母簽名。
We find it a big surprise that she is still alive in such a serious earthquake.
她在如此嚴(yán)重的地震中還活著，我們感到非常驚訝。
I didn’t tell him anything on the phone except that I needed the money.
電話(huà)里我什么都沒(méi)有告訴他，只是說(shuō)我需要錢(qián)。
The fact that he has fully recovered makes me feel good.
他已痊愈，真令我高興。
2. whether/if引導(dǎo)名詞性從句的用法
（1）whether、if引導(dǎo)的名詞性從句是由一般疑問(wèn)句或選擇疑問(wèn)句
轉(zhuǎn)化而來(lái)的，whether與if表示“是否”，只起連接詞的作
用，引導(dǎo)從句，在從句中不作任何成分。
（2）whether和if有時(shí)可通用，但在下列情況下，只可用whether：
①whether引導(dǎo)主語(yǔ)從句并置于句首；
②引導(dǎo)表語(yǔ)從句；
③whether從句作介詞賓語(yǔ)；
④從句中有or not；
⑤后接動(dòng)詞不定式。
Whether we will go for a picnic tomorrow depends on whether
it will be fine.
我們明天是否去野餐取決于天氣是否晴朗。
The question is whether she should have a low opinion of the test.
問(wèn)題是她是否應(yīng)該對(duì)這次測(cè)試有較低的評(píng)價(jià)。
Everything depends on whether we have enough money.
一切要看我們是否有足夠的錢(qián)。
Even though he is in a difficult situation， he hasn’t decided
whether he will give up or not.
盡管他處境艱難，他還沒(méi)有決定是否要放棄。
【即時(shí)演練1】　單句語(yǔ)法填空
①He has made it clear he will not give in.
②The news we shall go to visit an exhibition is not true.
③But its name is really related to the city wall is still a
question to be confirmed.
④The advice a meeting should be held was favoured by most of
us.
⑤I don’t know he still lives there after so many years.
⑥Give me your promise you will come to our party this evening.
that　
that　
whether　
that　
if/whether　
that　
3. 疑問(wèn)詞who、whom、whose、what、which、where、why、when、
how引導(dǎo)名詞性從句的用法
疑問(wèn)詞引導(dǎo)的名詞性從句由特殊疑問(wèn)句轉(zhuǎn)化而來(lái)，它們的特點(diǎn)是：
（1）疑問(wèn)詞保留自己的疑問(wèn)含義；
（2）疑問(wèn)詞在從句中充當(dāng)句子成分，如主語(yǔ)、賓語(yǔ)、定語(yǔ)或狀
語(yǔ)；
（3）疑問(wèn)詞引導(dǎo)的從句一律用陳述語(yǔ)序，不能用疑問(wèn)語(yǔ)序。
He didn’t tell me when we would meet again.
他沒(méi)有告訴我我們什么時(shí)候會(huì)再見(jiàn)面。
Do you know whom they are looking for？
你知道他們?cè)谡艺l(shuí)嗎？
That’s where she always is at this time of day.
每天這個(gè)時(shí)候她總是在那里。
4. whatever、whichever、whoever、whomever引導(dǎo)名詞性從句的用法
whatever、whichever、whoever、whomever可引導(dǎo)主語(yǔ)從句、賓語(yǔ)
從句和表語(yǔ)從句，并在從句中作主語(yǔ)、賓語(yǔ)和表語(yǔ)等。在此用法
中，whatever、 whoever等在從句中通常不含疑問(wèn)意義。whatever＝
anything that、whoever＝anyone who。
Whatever you can do helps since your support is important to our
work.
＝Anything that you can do helps since your support is important to
our work.
你做的一切對(duì)我們都有幫助，因?yàn)槟愕闹С謱?duì)我們的工作很重要。
Whichever of the preventive measures benefits the public should be
promoted.
＝Any of the preventive measures that benefits the public should be
promoted.
任何對(duì)公眾有用的預(yù)防措施都應(yīng)該被推廣。
The gold medal will be awarded to whoever wins the first place in the
bicycle race.
＝The gold medal will be awarded to anyone who wins the first place
in the bicycle race.
自行車(chē)比賽得第一名的人會(huì)獲得金牌。
【即時(shí)演練2】　選詞填空
who， whom， whose， what， where， when， how， whatever，
whoever， whichever
①I(mǎi) will let my children do they like.
②These shoes look very good. I wonder much they cost.
③ the delayed flight will take off depends much on the
weather.
④Thank you for your gift！ It is I have been longing for.
⑤The problem is we can get to solve this question.
⑥ of you comes first will receive a prize.
whatever　
how　
When　
what　
who　
Whichever　
⑦I’ll give the ticket to wants it.
⑧I wonder book this is.
⑨This is we found the boy who lives next to me.
⑩Have you decided you are to elect as your assistant？
whoever　
whose　
where　
whom　
二、it作形式主語(yǔ)或形式賓語(yǔ)的名詞性從句
1. that引導(dǎo)主語(yǔ)從句通常用it作形式主語(yǔ)，而將that從句置于句末。
It’s a pity that you missed the film.
你錯(cuò)過(guò)了那部電影真是遺憾。
It is very important that a student （should） learn English well.
學(xué)生學(xué)好英語(yǔ)很重要。
It is suggested that the meeting （should） be put off.
有人建議會(huì)議延期召開(kāi)。
It seems that they will win the game.
看起來(lái)他們會(huì)贏得這場(chǎng)比賽。
2. whether/who/what等疑問(wèn)詞引導(dǎo)主語(yǔ)從句時(shí)也常用it作形式主語(yǔ)，而
將真正的主語(yǔ)從句置于句末。
It has not yet been decided who will do that work.
還沒(méi)決定誰(shuí)做那項(xiàng)工作。
It is still unknown which team will win the match.
還不知道哪支隊(duì)伍將贏得比賽。
3. 動(dòng)詞find、feel、consider、make、believe等后面的賓語(yǔ)從句跟賓語(yǔ)
補(bǔ)足語(yǔ)時(shí)，常使用形式賓語(yǔ)it，而將真正的賓語(yǔ)從句置于句末。
I think it best that you should stay here.
我認(rèn)為你最好待在這兒。
4. 動(dòng)詞（如have、take “認(rèn)為”、put“表達(dá)”、like、see to等）＋形
式賓語(yǔ)it＋that從句。
I like it that you came.
你來(lái)了，我很高興。
I take it that he will come on time.
我認(rèn)為他會(huì)準(zhǔn)時(shí)來(lái)的。
5. 表示喜愛(ài)、憎惡等感情的動(dòng)詞（enjoy、hate、love、like、dislike、
appreciate、prefer等）＋it＋when （if） 從句。
I like it when people are open and straight.
我喜歡人們開(kāi)朗、坦率的性格。
I really appreciate it if she offered to help.
如果她能幫助我做這件事，我會(huì)十分感激。
三、名詞性從句中使用虛擬語(yǔ)氣的用法
1. 在主語(yǔ)從句中用來(lái)表示“驚奇、不相信、惋惜、理應(yīng)如此”等，謂
語(yǔ)動(dòng)詞用虛擬語(yǔ)氣“（should＋）do”，常用的句型有：
①I(mǎi)t is necessary （important、natural、strange、etc.） that ...
②It is a pity （a shame、no wonder、etc.） that ...
③It is suggested （requested、proposed、desired、etc.） that ...
2. 表示“建議、請(qǐng)求、命令、要求、堅(jiān)持”等及物動(dòng)詞后面的賓語(yǔ)從
句中謂語(yǔ)要用虛擬語(yǔ)氣“（should＋）do”，常用的這類(lèi)動(dòng)詞有
suggest、propose、insist、desire、demand、request、order、
command等。
3. 主語(yǔ)是suggestion、proposal、request、order等表示“建議、請(qǐng)求、
要求、命令”等意思的詞時(shí)，表語(yǔ)從句中謂語(yǔ)動(dòng)詞要用虛擬語(yǔ)氣
“（should＋）do”。
4. 表示“建議、請(qǐng)求、命令、要求”等意思的名詞后面的同位語(yǔ)從句
中謂語(yǔ)動(dòng)詞要用虛擬語(yǔ)氣“（should＋）do”。
It was suggested by him that we （should） hold another meeting to
discuss the question.
＝He suggested that we （should） hold another meeting to discuss
the question.
＝His suggestion was that we （should） hold another meeting to
discuss the question.
＝He put forward a suggestion that we （should） hold another
meeting to discuss the question.
他的建議是我們舉行另一次會(huì)議來(lái)討論這個(gè)問(wèn)題。
【即時(shí)演練3】　單句語(yǔ)法填空
①I(mǎi) think necessary that we take plenty of water every day.
②I hate it people talk with their mouths full of food.
③I have made it a rule I keep diaries.
④It is doubtful he will come here.
⑤ is quite clear that the whole project is doomed to failure.
it　
when　
that　
whether　
It　
課時(shí)檢測(cè)·提能力
培育學(xué)科素養(yǎng)
2
維度一：基礎(chǔ)題型練
使用名詞性從句改寫(xiě)句子。
1. Along with the letter was his promise.He would visit me this coming
Christmas.
→
（同位語(yǔ)從句）
Along with the letter was his promise that he would visit me this
coming Christmas.　
2. Many students are addicted to computer games.It has become a hot
issue.
→

（主語(yǔ)從句）
3. Will ways be found to stop pollution？This is the question worrying the
public.
→
（表語(yǔ)從句）
That many students are addicted to computer games has become a
hot issue./It has become a hot issue that many students are addicted to
computer games.　
The question worrying the public is whether ways will be found to
stop pollution.　
4. He will leave home to make his fortune in big cities.But he hasn’t
decided the time.
→
（賓語(yǔ)從句）
維度二：語(yǔ)法與寫(xiě)作
用名詞性從句完成下列句子。
1. All the participants can get .
所有的參與者都可以得到他們想要的東西。
2. To practice as much as possible is .
盡可能多練習(xí)是秘訣所在。
He hasn’t decided when he will leave home to make his fortune
in big cities.　
what they want　
where the secret lies　
3. To start with， we are about to start
our next lesson next Friday.
首先，我想強(qiáng)調(diào)的是下周五我們將開(kāi)始我們的下節(jié)課。
4. The possibility has recently
been suggested by new research.
近來(lái)新的研究表明，怡人的氣味可能會(huì)減輕疼痛。
what I intend to stress is that　
that pleasant smells might reduce pain　
維度三：語(yǔ)法與語(yǔ)篇
閱讀下面短文，用適當(dāng)?shù)倪B接詞填空。
　　It was reported 1. there was an accident at the corner of
Roman Street this morning.According to 2. the police said，
a car ran into a truck but fortunately， nobody got injured.3.
will be responsible for the accident is still under investigation.The
police were uncertain 4. the driver was guilty or
not.5. the police should do now is 6. they must
find out what led to the accident.They said it was difficult for them to
judge because
that　
what　
Who　
whether　
What　
that　
7. the accident happened is not clear.Perhaps the reason was
8. the driver was too tired to stop the car in time.The driver
didn’t admit the fact 9. he was breaking the speed limit at the
turning.The police doubted 10. what he said was true and
decided to make a further investigation.
how　
that　
that　
whether　
　　
Ⅰ.閱讀理解
A
　　Born in New York in 1918， scientist Gertrude B. Elion had an
impressive career， during which she developed medicines to treat many
major diseases.Elion spent her early youth in Manhattan.She attended
senior high school and had， in her words， an unbelievable thirst for
knowledge.
　　Motivated by the death of her grandfather， who died of cancer，
Elion entered Hunter College at the age of 15 and graduated in chemistry at
the age of 19.She had difficulty finding employment after graduation
because many laboratories refused to hire women chemists.She found a
part-time job as a lab assistant and went back to school at New York
University.Elion worked as a high school teacher for a few years after
finishing work on her master’s degree.
　　The start of World War Ⅱ created more opportunities for women.At
the age of 26， Elion was able to get a job at Burroughs Wellcome &
Company， where she began a 40-year partnership with Dr George H.
Hitchings.Her thirst for knowledge impressed Dr Hitchings， and he
permitted her to take on more responsibility.
　　Elion and Hitchings set out on a course of creating medicines by
studying the chemical composition of diseased cells.Rather than relying on
old trial-and-error methods， they used the differences in biochemistry
between normal human cells and pathogens （病原體） to design
medicines.In all， Elion obtained 45 patents on medicine and was
awarded 23 honorary degrees.
　　In 1988， Elion received the Nobel Prize in Physiology or
Medicine， together with George H. Hitchings and Sir James W.
Black.She received other awards for her work， including the National
Medal of Science in 1991， and that same year， she became the first
woman to be inducted （使正式加入） into the National Inventors Hall of
Fame.In 1997， she was awarded the Lemelson-MIT Lifetime
Achievement Award.
語(yǔ)篇解讀：本文是一篇記敘文。文章講述了格特魯?shù)隆. 埃利恩的
求學(xué)經(jīng)歷和其令人印象深刻的職業(yè)生涯，以及她最終取得的成就。
語(yǔ)篇解讀：本文是一篇記敘文。文章講述了格特魯?shù)隆. 埃利恩的
求學(xué)經(jīng)歷和其令人印象深刻的職業(yè)生涯，以及她最終取得的成就。
1. What can we say about Elion as a high school student？（　　）
A. She had a satisfying part-time job.
B. She had a strong desire for learning.
C. She had a gift for chemistry at high school.
D. She made great achievements in chemistry.
解析：　細(xì)節(jié)理解題。根據(jù)第一段最后一句中的an
unbelievable thirst for knowledge可知，作為一名高中生，埃利
恩有強(qiáng)烈的求知欲。
2. Why did Elion choose to study chemistry at college？（　　）
A. To meet her grandfather’s wish.
B. To find a good job after graduation.
C. To create medicines to treat diseases.
D. To be a chemistry teacher in the future.
解析：　推理判斷題。根據(jù)第二段第一句并結(jié)合下文她與希欽斯
博士一起研究患病細(xì)胞的化學(xué)成分來(lái)制造藥物可以推斷，埃利恩選
擇在大學(xué)里學(xué)習(xí)化學(xué)的原因是：要?jiǎng)?chuàng)造藥物去治療疾病。
3. When did Elion start working for Burroughs Wellcome & Company？
（　　）
A. In 1933. B. In 1937.
C. In 1944. D. In 1984.
解析：　細(xì)節(jié)理解題。根據(jù)第三段第二句可知，Elion 26歲時(shí)在
Burroughs Wellcome & Company工作；根據(jù)文章首句可知，他出生
于1918年。由此可以推斷，埃利恩在1944年開(kāi)始為該公司工作。
4. What does the author mainly tell us about Elion in the last paragraph？
（　　）
A. Her later life.
B. Her honours.
C. Her interest in chemistry.
D. Her significant contributions.
解析：　推理判斷題。根據(jù)最后一段內(nèi)容可知，作者主要講述了
埃利恩所獲得的榮譽(yù)。
B
　　Born on her family’s farm in Ray， North Dakota， Mary Sherman
Morgan had been helping her father with farm work before she could
attend the small town’s schoolhouse.Being a few years behind didn’t
hold her back and she graduated from high school with honours.Aware of
her intelligence， she ran away from Ray to attend Minot State University
as a chemistry major， where her skill was evident.
　　The outbreak of World War Ⅱ resulted in a national shortage of
chemists and scientists.In spite of the fact that she was still a student and a
woman， she was offered a job as a chemical analyst due to her talents，
producing explosives （爆炸物） for the wartime effort.She put her
degree on hold and moved to Ohio， taking on the dangerous job of
analyzing unstable chemicals to produce weapons.
　　After the war ended there was a fall in demand for explosives， so
she made a move to the field of aeronautics， moving to California to
work for NAA （North American Aviation）.The only woman out of 900
engineers， she was soon promoted to a role which involved calculating
the performance of rocket propellants （推進(jìn)劑） and designing speciality
fuels to work with different engines.However， never having returned to
complete her degree， she was not afforded the rank or higher pay of an
engineer， even though she had all the skills and knowledge of one.
　　Her experience with propellants meant that when NAA was tasked
with finding a fuel capable of lifting the redesigned Redstone missiles into
space， Morgan was appointed the technical leader on the
project.National pride was on the line， so Morgan set about investigating
fuels.After countless trials， she finally designed her own mixture，
which was named Hydyne.
　　Hydyne was tested well with the Redstone missiles and subsequently
other aircraft （航空器）， such as Jupiter-C rockets， proving to be a
quick solution to getting to space without a total rocket redesign.The fuel
made the first successful US satellite launch possible， even if Morgan
silently slipped away from her success， retiring to focus on her family
and leaving her chemistry career behind.
語(yǔ)篇解讀：本文是一篇記敘文。文章介紹了瑪麗·謝爾曼·摩根的
生平及其她為航空事業(yè)作出的巨大貢獻(xiàn)。
語(yǔ)篇解讀：本文是一篇記敘文。文章介紹了瑪麗·謝爾曼·摩根的
生平及其她為航空事業(yè)作出的巨大貢獻(xiàn)。
5. What do we know about Mary Sherman Morgan？（　　）
A. She attended school while helping with farm work.
B. She was offered a job as a chemistry analyst after graduation.
C. She shifted her working focus as the domestic demand changed.
D. She launched the first US satellite before retiring from her career.
解析：　細(xì)節(jié)理解題。根據(jù)第二段內(nèi)容可知，在二戰(zhàn)時(shí)，瑪
麗·謝爾曼·摩根從事武器的化學(xué)分析工作；根據(jù)第三段第一句可
知，在戰(zhàn)后，由于對(duì)武器需求的減少，她轉(zhuǎn)而為北美航空公司工
作。據(jù)此可知，由于國(guó)內(nèi)需求的變化，她轉(zhuǎn)移了工作重心。
6. What does the underlined word “aeronautics” in Paragraph 3
probably mean？（　　）
A. Analyzing chemicals.
B. Producing explosives.
C. Mixing and saving fuels.
D. Designing and building aircraft.
解析：　詞義猜測(cè)題。根據(jù)畫(huà)線(xiàn)詞后的moving to California to
work for NAA （North American Aviation） 可知，瑪麗搬到了加利
福尼亞州為北美航空公司工作；結(jié)合畫(huà)線(xiàn)詞的前綴aero可知，她轉(zhuǎn)
向的是航空領(lǐng)域。因此畫(huà)線(xiàn)詞意為“設(shè)計(jì)和制造飛機(jī)”。
7. What made Morgan the technical leader on the project of NAA？（　　）
A. Her discovery of Hydyne.
B. Her rank as an engineer.
C. Her special knowledge in fuels.
D. Her sense of national pride.
解析：　細(xì)節(jié)理解題。根據(jù)第四段中的Her experience with ...leader on the project.可知，由于她在推進(jìn)劑研究方面有著豐富的經(jīng)驗(yàn)，摩根被任命為項(xiàng)目技術(shù)領(lǐng)導(dǎo)者。
8. Which of the following words can best describe Mary Sherman
Morgan？（　　）
A. Caring and determined. B. Courageous and creative.
C. Intelligent but sensitive. D. Accomplished but proud.
解析：　推理判斷題。根據(jù)第二段尾句可知，瑪麗·謝爾曼·摩
根暫時(shí)擱置了學(xué)位課程，到俄亥俄州從事危險(xiǎn)的不穩(wěn)定化學(xué)物質(zhì)分
析工作，據(jù)此可以推知，她很勇敢；根據(jù)第四段尾句可知，她進(jìn)行
了無(wú)數(shù)次試驗(yàn)，終于成功發(fā)明Hydyne，據(jù)此可以推知，她具有創(chuàng)
造力。
Ⅱ.閱讀七選五
　　The future is a land full of unknowns， especially with new
technological developments and new job requirements that the future
holds.So how can students prepare themselves for such a future？ 9.
（　　）
　　Allow students to lead their learning.
　　Many teachers have a “my way or no way” attitude， which
negatively impacts a student’s growth as a person and future team
member within a company or organization. 10.（　　） They can help
shape the class and even the syllabus （教學(xué)大綱）.Opening up to
students， listening to their needs early on， and holding meaningful
conversations together can create better future employees.
　　11. （　　）
　　Creating situations that encourage students’ curiosity is an essential
practice for the brain.While curiosity can’t be taught， schools can bring
it out of students in particular contexts.Extra-curricular activities can help
students， for example， break out of everyday academic monotony （單
調(diào)）.In this way， certain curious parts of the brain may be activated.
　　Encourage collaboration （合作）.
　　12. （　　） When different people are encouraged to get together
and collaborate， unique ideas can become part of something
bigger.Group projects push students to develop decision-making while
also building a social setting where work can be done more effectively as
part of a collaborative effort.
　　Help students develop effective communication skills.
　　Effective communication， either in oral or written forms， will be
vital in the future workplace.The ability to fully exchange ideas can lead
to better working relationships.13.（　　） Good communication is the
key to opening a whole new universe of possibilities.
A. Make students curious.
B. Every person is unique in their own way.
C. Create an environment where creativity is valued.
D. Sometimes the solution can be simple： let students lead.
E. Learning how to fail can teach some critical and invaluable lessons.
F. Here are several ways schools can help prepare students for future jobs.
G. Therefore， teaching students to communicate effectively is simply a
must.
語(yǔ)篇解讀：本文是一篇說(shuō)明文。文章介紹了學(xué)校幫助學(xué)生為未來(lái)做
好準(zhǔn)備的幾種方式。
語(yǔ)篇解讀：本文是一篇說(shuō)明文。文章介紹了學(xué)校幫助學(xué)生為未來(lái)做
好準(zhǔn)備的幾種方式。
9. F　上文指出：面對(duì)充滿(mǎn)未知的未來(lái)，學(xué)生該如何做好應(yīng)對(duì)準(zhǔn)備
呢？下文介紹了學(xué)校可以通過(guò)四種方式幫助學(xué)生為未來(lái)做好準(zhǔn)備，故
F項(xiàng)符合語(yǔ)境。
10. D　空前一句指出：許多老師都持有一種態(tài)度：“只能聽(tīng)我
的”，這種態(tài)度會(huì)給學(xué)生帶來(lái)負(fù)面影響。空后一句說(shuō)明了他們可以對(duì)
班級(jí)甚至教學(xué)大綱產(chǎn)生重大影響。故D項(xiàng)（有時(shí)解決辦法很簡(jiǎn)單：讓
學(xué)生占據(jù)主導(dǎo)地位）符合語(yǔ)境。設(shè)空處前一句中的negatively impacts
與D項(xiàng)中的solution相呼應(yīng)，設(shè)空處后一句中的They指代D項(xiàng)中的
students。
11. A　下文主要說(shuō)明了學(xué)校可以根據(jù)特定情境來(lái)激發(fā)學(xué)生的好奇
心。例如，課外活動(dòng)可以幫助學(xué)生打破日常單調(diào)的學(xué)習(xí)生活。故A項(xiàng)
符合語(yǔ)境，A項(xiàng)中的curious與下文中出現(xiàn)兩次的curiosity以及出現(xiàn)一次
的curious構(gòu)成原詞復(fù)現(xiàn)。
12. B　空后一句指出：當(dāng)不同的人被聚在一起展開(kāi)合作時(shí)，多種
獨(dú)特的想法就能變成更大的成就。故B項(xiàng)（每個(gè)人都有自己的獨(dú)特
之處）符合語(yǔ)境，B項(xiàng)中的unique與設(shè)空處后一句中的unique構(gòu)成
原詞復(fù)現(xiàn)。
13. G　上文說(shuō)明了在未來(lái)的工作場(chǎng)所中，有效溝通是至關(guān)重要的。
充分溝通想法的能力會(huì)產(chǎn)生更好的工作關(guān)系。故G項(xiàng)（因此，教會(huì)學(xué)
生進(jìn)行有效溝通是必需的）符合語(yǔ)境，與上文構(gòu)成因果關(guān)系，G項(xiàng)中
的communicate effectively與上文中的Effective communication相呼應(yīng)。
Ⅲ.完形填空
　　Volunteering has been a way of life for me for the past five years since
I was fifteen.
　　In 2020， I 　14　 with a newly founded social enterprise， which
conducted cooking lessons for visually impaired （受損的）
trainee 　15　.I absolutely loved it as it involved meaningful 　16　 with
people and I was fully 　17　 throughout the entire time I was there.This
was unlike some other types of volunteering， which may involve mostly
behind-the-scenes work that can get 　18　 after a while.
　　We called ourselves “sighted assistants” and each of us was 　19　
with a visually impaired trainee chef.As a volunteer， I would walk with
the trainee to the Enabling Village 　20　， and then ensure their 　21　
as they learned to cook a new dish.This included helping them 　22　 the
position of the sink， ensuring proper use of electrical
appliances， 　23　 boiling and hot objects， as well as being careful
with knives among other things.
　　Being there with them made me truly 　24　 how difficult life can be
when you are 　25　 or completely blind.Every tiny task 　26　 massive
effort.There are so many people with 　27　， I realised.While medicine
still does not have the power to cure all of these conditions， we are never
short of ways to empower these individuals by making life 　28　 and
more meaningful for them.
語(yǔ)篇解讀：本文是一篇夾敘夾議文。文章講述了作者作為志愿者幫
助有視覺(jué)障礙的見(jiàn)習(xí)廚師烹飪的經(jīng)歷，這段經(jīng)歷使作者領(lǐng)悟到一些
道理。
語(yǔ)篇解讀：本文是一篇夾敘夾議文。文章講述了作者作為志愿者幫
助有視覺(jué)障礙的見(jiàn)習(xí)廚師烹飪的經(jīng)歷，這段經(jīng)歷使作者領(lǐng)悟到一些
道理。
14. A. met B. cooperated
C. started D. volunteered
解析：　根據(jù)第一段可知，在2020年，作者自愿加入了一家新
成立的社會(huì)企業(yè)。
15. A. managers B. volunteers
C. chefs D. doctors
解析：　根據(jù)下文中的a visually impaired trainee chef可知，該企
業(yè)為有視覺(jué)障礙的見(jiàn)習(xí)廚師提供烹飪課程。
16. A. interaction B. appointment
C. greeting D. conflict
解析：　根據(jù)空后的with people可知，此處表示和人們之間
的互動(dòng)。
17. A. confused B. engaged
C. surprised D. disturbed
解析：　根據(jù)語(yǔ)境可知，作者全程應(yīng)是忙著的。
18. A. promising B. frightening
C. challenging D. boring
解析：　根據(jù)常識(shí)可知，幕后工作應(yīng)是很快就變得無(wú)聊了。
19. A. faced B. compared
C. paired D. equipped
解析：　根據(jù)上文We called ourselves “sighted assistants”可
知，作者作為助手應(yīng)是為有視覺(jué)障礙的見(jiàn)習(xí)廚師提供幫助，即每
個(gè)人都匹配了一名廚師。
20. A. lesson B. enterprise
C. room D. kitchen
解析：　根據(jù)常識(shí)可知，作者幫助有視覺(jué)障礙的見(jiàn)習(xí)廚師烹
飪，此處應(yīng)該表示去廚房。
21. A. satisfaction B. safety
C. pleasure D. success
解析：　根據(jù)下文可知，當(dāng)有視覺(jué)障礙的見(jiàn)習(xí)廚師烹飪時(shí)，他
們會(huì)遇到很多問(wèn)題，而志愿者在身邊會(huì)確保他們的安全。
22. A. leave out B. miss out
C. figure out D. point out
解析：　根據(jù)空后的the position of the sink可知，此處表示
弄清楚洗碗槽的位置。leave out不包括；miss out遺漏；point
out指出。
23. A. avoiding B. touching
C. approaching D. feeling
解析：　根據(jù)空后的boiling and hot objects及常識(shí)可知，此處表
示避免接觸沸騰和熱的物體。
24. A. appreciate B. imagine
C. predict D. think
解析：　根據(jù)空后的how difficult life can be when you are 　25　
or completely blind可知，通過(guò)此次志愿者經(jīng)歷，作者理解了視覺(jué)
障礙者的生活是多么艱難。
25. A. temporarily B. partly
C. accidentally D. originally
解析：B　根據(jù)空后表示選擇關(guān)系的or可知，和他們?cè)谝黄鹱屪髡?br/>真正體會(huì)到當(dāng)部分或完全失明時(shí)，生活會(huì)多么艱難。
26. A. simplifies B. causes
C. takes D. offers
解析：　根據(jù)上文how difficult life can be when you are 　25　 or
completely blind可知，失明使生活不容易，因此生活中的每一個(gè)
小任務(wù)都需要巨大的努力。
27. A. disabilities B. difficulties
C. determination D. power
解析：　根據(jù)文章內(nèi)容可知，作者意識(shí)到有很多殘疾人。
28. A. luckier B. tougher
C. happier D. easier
解析：　此處與上文的how difficult life can be相呼應(yīng)，作者認(rèn)為
我們不缺少方法讓這些人的生活變得更容易。
Ⅳ.語(yǔ)法填空
　　For centuries， the measure of 29. 　　　　　　 （perfect） in
English craftsmanship fell to （成為……的義務(wù)） the country’s
artisans.England’s reputation for excellence was built on their
transformation of high quality materials into 30. 　　　　　　 （fine）
made goods ranging from clothing and furniture to pottery and metalwork.
　　This detailed method of production was the status quo for
generations， but a major shift appeared： The Industrial Revolution.The
shift towards mass production was 31. 　　　　　　 turning point in
history， but alongside the rise of factory work came the Arts and Crafts
movement.It 32. 　　　　　　 （lead） by artisans like English designer
William Morris who fought 33. 　　　　　 （maintain） the legacy of
handmade goods.
　　Over a century after the Arts and Crafts movement provided a buffer
（緩沖） against the domination of factories， a new wave of English
craftspeople have taken up the job of 34. 　　　　　 （produce） objects
that bring that spirit of craftsmanship into the modern age.For example，
in East London， Perrin & Rowe demonstrates the quality of
35. 　　　　　　 （tradition） English craftsmanship combined with
contemporary techniques.The brand’s brass fixtures （黃銅用品） are
made in a factory where the processes are based 36. 　　　　　　
techniques that involve nearly a century of expertise， such as the molten
（熔化的） brass 37. 　　　　　　 is still poured by hand into
individual molds.By channeling the spirit of English craftsmanship
through their products， 38. 　　　　　　 （brand） of this kind are
driving a larger movement focused on handcrafted quality.
語(yǔ)篇解讀：本文是一篇說(shuō)明文。文章主要介紹了工匠精神在英國(guó)一
直備受推崇。
語(yǔ)篇解讀：本文是一篇說(shuō)明文。文章主要介紹了工匠精神在英國(guó)一
直備受推崇。
29. perfection　考查詞形轉(zhuǎn)換。空處作介詞of的賓語(yǔ)，故填名詞
perfection。
30. finely　考查詞形轉(zhuǎn)換。空處作狀語(yǔ)，修飾made，應(yīng)用副詞，故填
finely，意為“精巧地”。
31. a　考查冠詞。設(shè)空處表泛指，且turning的發(fā)音以輔音音素開(kāi)頭，
故填a。
32. was led　考查動(dòng)詞的時(shí)態(tài)和語(yǔ)態(tài)。根據(jù)語(yǔ)境可知，這場(chǎng)運(yùn)動(dòng)是發(fā)
生在過(guò)去的事情，應(yīng)用一般過(guò)去時(shí)，又因It（the Arts and Crafts
movement）與lead之間為被動(dòng)關(guān)系，故填was led。
33. to maintain　考查非謂語(yǔ)動(dòng)詞。fight to do sth表示“努力做某
事”，故填to maintain。
34. producing　考查非謂語(yǔ)動(dòng)詞。空處作介詞of的賓語(yǔ)，應(yīng)用動(dòng)詞-ing
形式，故填producing。
35. traditional　考查詞形轉(zhuǎn)換。空處作定語(yǔ)，修飾English
craftsmanship，故填形容詞traditional，意為“傳統(tǒng)的”。
36. on/upon　考查固定搭配。be based on/upon為固定搭配，意為“根
據(jù)……，以……為基礎(chǔ)”。
37. that/which　考查定語(yǔ)從句。空處引導(dǎo)限制性定語(yǔ)從句，指代先行
詞the molten （熔化的） brass，且在從句中作主語(yǔ)，故填that/which。
38. brands　考查名詞復(fù)數(shù)。brand是可數(shù)名詞，在此表泛指，且前面
無(wú)冠詞，句中的謂語(yǔ)為are driving，故填其復(fù)數(shù)形式brands。
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