that 引导的名词性从句
that引导的名词性从句是主从复合句的重要内容，而且作为一个重要的语法考点，在高考题中经常出现。因此，认识that在名词性从句中的用法就显得尤为重要。that 引导的名词性从句有：
1. 引导主语从句
that引导主语从句时从句在主句中作主语。此时既可用that直接引导主语从句，也可用it作形式主语，此时that从句意义已完整。如：
That fashion differs from country to country may reflect the cultural differences from one aspect.
It is important that they should try to be skilled workers after three months.
2. 引导表语从句
that引导表语从句时从句在主句中作表语，此时从句意义已完整。如：
The fact is that we haven’t enough money for that project.
What I have already known is that he has gone to Beijing.
3. 引导宾语从句
that引导宾语从句时从句在主句中作宾语，此时既可用that直接引导宾语从句，也可用it作形式宾语，此时宾语从句意义也已完整。如：
The teacher taught us that we should always do our best.
I found it impossible that I silenced her.
4. 引导同位语从句
that引导同位语从句时从句在主句中作同位语，补充说明同位语从句先行词的内容，而先行词也往往为一些体现一定内容的名词，如hope, plan, fact, news, decision, order, problem, idea, information等，但其本身并不在从句中充当成分。如：
They made a decision that they should take action to protect the nature.
The order that the prisoner be set free arrived too late.
【注意】 在定语从句中，that作为关系代词，既被用来代替先行词又在定语从句中作成分，这是区别定语从句与同位语从句的一个重要依据。如：
The news that we are invited to the conference is very encouraging. （that在从句中不作成分，该从句为同位语从句）
The news that he heard isn’t true. （that指代news，且作heard的宾语，故that引导的是定语从句）小议“主语从句”
名词性从句作主语是高考考查的重点，现在对其主要用法进行归纳总结如下：
一、 主语从句在复合句中作主句的主语。其关系代词和关系副词有：that, whether, who, which, when, where, how, why等。如：
That we shall be late is certain.
Which football team will win the match is unknown.
What we need now is more rest.
How the prisoner escaped is a completely wrong.
注意：1．由that引导的主语从句，尽管that没有实际意义，但也不能省略。如：
That she was wrong is obvious.
2．由whether （是否） 引导的主语从句，不能用if来代替。如：
Whether they’ll set out at 7:00 tomorrow morning is unknown.
二、 有时可用形式主语 it 代替主语从句，即将it 放在句首，把主语从句放在句末，以避免句子头重脚轻。如：
It is certain that we shall be late.
It is strange that you didn’t know about it.
It is doubtful whether he is coming.
It is hoped that the blacks will have equal rights.
注意：1． 如果带主语从句的句子是疑问句或感叹句时，则必须用形式主语 it。如：
Has it been announced that when the planes are to take off
How strange it is that the children are so quiet!
2． what, whatever, whoever 等引导的主语从句，一般不用 it 作形式主语。如：
What he wants is a book.
Whoever leaves the room last should close the door.
三、 主语从句作主语，谓语动词一般用单数；但 what 引导的从句作主语，代表复数概念（常可从表语上看出）时，谓语动词则常用复数形式。如：
What we need is water.
What the boy wants are those red apples.
四、 主语从句的语序必须是陈述语序，不能用疑问语序。如：
（误） When shall we have our sports meet is still a question.
（正） When we shall have our sports meet is still a question.
（误） Where did he put it is not clear to all of us.
（正） Where he put it is not clear to all of us.
（误） What should we do is to do all we can to help him.
（正） What we should do is to do all we can to help him.考点链接模块（3）Unit 4
1. What it was to become was a mystery until the dust began to slowly combine into a ball moving around the sun. （Reading）
【要点精讲】 这里的What引导主语从句，它在句中既作引导词，又作become的宾语。 再如：
What I mean is which song you like best.
What I want to say is whom we will support.
【考点链接】 makes this shop different is that it offers more personal services. （2006辽宁）
A. What B. Who C. Whatever D. Whoever
【思路点拨】 A。根据句意“使得这家店与众不同的是它提供更多私人服务”，what引导主语从句，并作该从句的主语。
2. Some were insects. Others, called amphibians, were able to live on land as well as in the sea. （Reading）
【要点精讲】 called amphibians在句中是过去分词短语作后置定语，相当于一个定语从句。再如：
The letter posted yesterday will soon reach him.
Have you read the story written by Li Hua
【考点链接】 Five people won the “China’s Green Figure” award, a title to ordinary people for their contributions to environmental protection. （2006山东）
A. being given B. is given
C. given D. was given
【思路点拨】 C。句意为：有五人赢得了“中国绿色人物奖”，这个称号被授予那些为保护环境做出贡献的人。此处a title作同位语，后面是非谓语短语用作定语。因为title和give是被动关系，故选C。
3. I cheered up immediately and floated weightlessly around in our spaceship cabin watching the earth become smaller and the moon larger. （Using Language）
【要点精讲】 cheer此处作动词，意为“欢呼；喝彩”，常与up，on等连用。 如：
Cheer up! The news isn’t too bad.
The crowd cheered the runners on as they started the last lap.
【考点链接】 —I’m thinking of the test tomorrow. I’m afraid I can’t pass this time.
— !I’m sure you’ll make it. （2006天津）
A. Go ahead B. Good luck
C. No problem D. Cheer up
【思路点拨】 D。Cheer up意为“振奋 / 快乐（起来）”，用以表示鼓励或激励。Go ahead意为“前进；开始（做）”，表示同意或命令；Good luck意为“祝你好运”，表示祝福或祝愿；No problem意为“没问题”，多用于回答别人请你帮忙的场合。根据语境判断，答案应为D。Unit 4 Astronomy: The Science of The Stars
Teaching aims:
1. Enable students to improve their listening skills and reading ability.
2. Enable students to understand the development of gravity and how gravity affects
us in different times and places.
3. Arouse students’ interest to search for the mystery of space.
Emphasis:
1. Words and expressions: gravity, float, cheer up, now that, break out, etc
2. Astronomic knowledge like gravity and black hole.
Difficulties:
1. Help the students to understand the development of gravity.
2. Help the students to know how gravity influences us.
Teaching methods: skimming, scanning, discussing.
Teaching aids: a tape recorder, a projector and a computer.
Teaching procedures:
Period one Reading
Step 1. Presentation
T: Hello, everyone! Today we’ll come to Unit 4 Astronomy. Before that I have a question: Where do we come from Or we can say: Who are our ancestors
S1: Monkeys!
S2: Beijing Ren who lived many years ago.
S3: Reptiles.
S4: Mammals.
S5: Amphibians.
S6: Dinosaurs.
T: Very good! Can you put them in right order
S7: Amphibians, Reptiles, Dinosaurs, Mammals, Beijing Ren.
T: Do you know what it was like before life appeared on earth
S8: It was full of water, perhaps.
T: Before that, what was it like
S9: Sorry, I don’t know.
T: Do you want to get more information Today we’ll learn something about How Life Began on the Earth. Turn to Page 25. Let’s come to Warming up first.
Step 2. Warming up
1. Read the three questions, while the students listen and follow.
2. Give the Ss several minutes to discuss the questions.
3. Collect answers from the whole class.
4. Check the answers while discussing.
T: I’ll read the three questions for you. You should listen to me carefully. (If students don’t know how to discuss, show them an example.) For example, medicine. When someone gets serious illness, he will go to the hospital. The doctor will examine him. He will take his temperature, measure his blood pressure and give him an X-ray, or a CT. For the whole process of the examination, what kind of science has been used
S1: Biology.
S2: Chemistry.
T: So we can say medicine combines biology and chemistry. What about biochemistry and geophysics
S3: I think biochemistry combines biology and chemistry.
S4: Geophysics combines geology and physics.
T: What about astronomy
S5: Physics.
S6: Mathematics.
T: Very good. We should know that astronomy is a multidisciplinary subject and if we want to do some research on it, we should know many science subjects related to it. Now discuss the second question:
What do we mean when we say we are studying a subject scientifically Or what’s the correct attitude towards science
S7: We should be objective, not superstitious.
T: What’s the correct way to prove a scientific idea
S8: We should design experiments to test it for several times.
S9: Then we can analyze the results and draw a conclusion at last.
T: Let’s sum up the answers. To study a subject scientifically, we must try to be objective. In order to test our idea, we should design experiments, then analyze the results and draw a conclusion. Now let’s talk about the third question.
What are the most important skills we need to be real scientists
S10: We should be very careful.
S11: Be objective and logical.
S12: We should be wise enough to design an experiment and write the reports clearly.
S13: We should be able to draw conclusions from the experiments and not impose conclusions on the data.
T: I think you have done great work. From the discussion we know that it’s not easy to be a scientist. So you should work harder if you want to be a scientist.
Step 3. Pre-reading
Get the Ss to discuss the questions on Page 25 with their partners. Then ask the Ss to tell their stories. Encourage the Ss to tell different stories. If they don’t know any, tell them some.
T: Now please look at the slide show. And discuss these questions with your partners. Then I’ll ask some students to tell us their stories. Are you clear
Ss: Yes, Sir/Madam.
1. Do you know each religion or culture has its own ideas about the beginning of the universe Please give an example if you know.
2. Do you know what a scientific idea is
After the Ss’ discussion, teacher says the following.
T: Now who’d like to tell us a story Volunteer!
S1: Let me try. In China, we all know that Pangu separates the sky from the earth.
T: Can you describe the story in details
S1: Sorry, I can’t remember clearly.
T: Who can Nobody Now I’ll tell you. Look at the screen.
Step 4. Reading
Scanning
Get the Ss to read the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teacher gives the Ss a couple of minutes to look through the whole passage. Tell the Ss to read the text silently and then ask some detailed questions about the text on the slide show with their partners. Teacher should encourage the Ss to express their ideas.
T: We’re going to learn a passage about how life began on the earth. Now let’s look at the slide show. Read the text quickly and find answers to the following questions.
Show the questions on the screen.
1. What was there on the earth before life could begin
2. Why do scientists think there has never been life on the moon
3. Why did animals first appear in the seas
4. Why did green plants help life to develop
5. Why were mammals different from other animals
T: Now who can answer the first one
S1: Water vapour, carbon dioxide, oxygen, nitrogen and other gases.
T: What about the second one
S2: Because there is no water on the moon.
T: What about the third one
S3: Because water allowed the earth to dissolve harmful gases into the oceans and seas.
T: The fourth one
S4: Because green plants can take carbon dioxide from the atmosphere and fill the air with oxygen.
T: What about the last one
S5: They were different because they produced their young from within their bodies.
T: Well done! Now turn to Page 26 Comprehending1, I think you may continue to read it again to get more details.
Skimming
In this part, Ss will read the text again and then finish Part1, 2 and 3.
T: Now please skim the passage fast to finish Part1. Then we will check the answer.
Key to Part1: BCBB
T: Skim Paragraph 2, 3 and 4, and finish Part 2 and 3.
Key: DBIGEHACFJ
T: For Part 3, discuss them with your partner.
T: Why is it wrong in films and stories to show dinosaurs and people together
S: Because dinosaurs died out long before human beings developed on the earth.
T: Do you agree with him
S: Yes.
T: What about the answer to the second question
S: They are the cleverest animals because they have larger brains than any other creatures on the earth so far.
T: Excellent job! I’ll check how much you have learned about the passage.
Step 5. Listening
Listen to the tape for the students to follow and have further understanding of the passage.
T: Read after the tape, then answer me some questions with your book closed.
Play the tape
T: How did water come into being on the earth
If one student can’t answer completely, ask two or three or more students.
Ss: The explosion of the earth produced water vapor, which turned into water when the earth cooled down.
T: Why is water important on the earth
Ss: Because water allowed the earth to dissolve harmful gases into the oceans and seas.
T: No.3, finish the following form.
Key to the exercise:
2. shellfish and all sorts of fish 5.amphibian(on land and in water)
7. reptiles (on land) 8.dinosaurs(on land) 9.mammals(on land)
T: That’s all for this passage. Now let’s deal with some language points.
Explanation
T: Turn to Page 25. Let’s look at the sentences:
1. It exploded loudly with fire and rock, which were in time to produce the water vapour.
which leads non-restrictive attributive clause.
in time: sooner or later; eventually
I’ll see him in time.
in time (for sth. /to do sth.): not late
She will be back in time to prepare dinner.
in / out of time: in/not in the correct time
The audience clapped in time to the music.
2. Nobody knew that it was going to be different from other planets going around the sun.
be different from: not like someone or something else in one or more ways
Note: We can use very, much, quite, entirely, totally to modify different
City life is quite different from country life.
going around the sun is-ing form that serves as attributive.
Men breaking the law will be punished.
Can you see the girl dancing with your boyfriend
3. Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.
to come: serves as attributive
She is the last person to do such a thing.
depend on: something might only happen or be true if the circumstances are right for it
Our success depends on whether everyone works hard or not.
4. Walking does need a bit of practice now that gravity has changed.
now that: because of the fact that
Now that I’m free, I can enjoy music for a while.
Now that you’ve grown up you can decide it yourself.
Passage Analyzing
Chart of the text
How life began on the earth
Text Retelling
Retell the text using about 100 words.
Step 6. Homework
Retell the passage according to the form.
Remember important language points.
Period two Extensive reading
Step 1
Show some pictures of the astronauts in the space
Step 2
Read the passage and fill in the form
Step 3 Language points
1. Last month I was lucky enough to have a chance to make a trip into space with my friend Li Yanping, an astronomer.
Enough: pron adj adv
The boy is old enough to do to school.
He couldn’t run quickly enough to catch up with the cat.
2. Then we were off.
be off = set off
I am off today.
We are off today.
3 get close to
靠近，接近，指动态变化
be close to
距......近，指状态
The school is close to the post office
4. But when I tried to step forward I found I was carried twice as far as on the earth and fell over.
1). “A + be + 倍数 + as +形容词原级 + as + B”.
This tree is three times as tall as that one.
His father is twice as old as he.
2). “A + be + 倍数 +形容词比较级 + than + B ”
The Yangtze River is almost twice longer than the Pearl River.
The number of students in our school is three times larger than that in theirs.
3). “A + be + 倍数 + the +名词 (size, length, amount) + of + B”
The newly broadened square is four times the size of the previous one.
6. We watched, amazed as fire broke out on the outside of the spaceship as the earth’s gravity increased.
break out
1) 战争爆发
2) 发生争吵
3) (火灾)发生
7. cheer up; cheer sb. up
感到高兴振奋
8. masses of 许多，大量
9. get the hang of 熟悉,掌握,理解
10. exhausting (sth); exhausted (sb)
Step 4 Homework
Collect passages about gravity.
Prepare for speaking.
Period three Language Study
Step 1. Revision
Translate the following sentences
1. 你迟早会成功的。
You’ll succeed in time.
2. 我的车与你的不一样。
My car is different from yours.
3. 站在门旁边的那个人是谁？
Who is the person standing by the door
4. 他总是第一个来，最后一个离开。
He’s always the first to come and the last to leave.
5. 既然你已经长大了，你自己决定吧。
Now that you have grown up you can decide it yourself.
Step 2. Check the exercises in this part .
Step 3. Grammar
What part does the underlined part serve as in each sentence
A tree has fallen across the road.
You are a student.
To find your way can be a problem.
Smoking is bad for you.
“How do you do ” is a greeting.
What she said is not yet known.
That we shall be late is certain.
It is certain that we shall be late.
We can see from these sentences that a sentence serves as subject, so we call it Subject Clause
1. Noun Clauses as the Subject
To tell what it is and the importance with some examples
What the teacher said today was quite right.
That they are badly in need of help is quite clear.
Whether they will sell the house is not yet decided.
Whatever was said here must be kept secret.
2 it 作形式主语
It is a pity that she has made such a mistake.
1) It is + adj. / n. +从句
It is a pity/shame that... 遗憾的是……
It is possible that... 很可能……
It is unlikely that... 不可能……
2) It +不及物动词+从句
It seems/appears that... 似乎……
It happened that... 碰巧……
3) It + be +过去分词+从句
It is said that... 据说……
It is known to all that...
众所周知……
It is reported that... 据报道……
It is believed that...
据信……;人们相信……
It is suggested that... 有人建议……
1. Ask the students to do some exercises
Step 4. Homework
Finish the exercises about Noun Clauses as the Subject
Period four Listening
Step 1. Pre-listening
Introduce Isaac Newton and Albert Einstein
Step 2. Listening
1. Listen to the tape and fill the form
2. Hand out the listening materials and listen to the tape again, then fill the bracket with the right answers. At last ask some students to read the passage
Step 3. Listening on P62
1. Discuss the following questions
1)_. Who’s Yang Liwei
He’s our hero who traveled into space on October15, 2003.
2). What’s the name of the spaceship
Shenzhou V.
3). Do you know what education and experience you need to become an astronaut
No.
2. Listen to the tape and answer some true or false questions
3. Give the students listening material and ask them to complete the passage while listening
Step 4. Homework
After class, you should listen to them again and sum up what you have learnt from them. For the homework, think about one question: What needs to be an astronaut
Period five Speaking and Writing
Step 1. Speaking
1. Space walk is difficult and dangerous. What should an astronaut take with him
Oxygen can, spacesuit, gravity boots, water system, special food, special ropes.
2. Have an interview with the following two heroes.
1). How do you feel when you have just come back from outer space
2) What is the most exciting experience when you are in outer space
3) What about the most terrible thing
4) What difficulties have you gone through
3 Speak one or two sentences for each equipment you should take.
Step 2. Talking on Page 62
1. Show the useful expressions:
Please look at/ listen to...
Please check that...
You need...
Please pay attention to...
Don’t forget to...
You’d better...
Make sure you...
Watch out for...
You mustn’t...
2. Give the Sample dialogue
Step 3. Discussion
1. If you are going off on a holiday, what will you take
I will take clothes, shoes, food and many other things.
2. But for space travel, you need specialized equipment. What equipment should you take
Write down the dangers and the way to solve them.
Step 4. Writing Task
1. Have you ever remembered 16th Oct, 2003 What happened on that day
2. How many preparations have they made for this space travel
3. Suppose you are the scientist who visits the moon in the future, please tell us your plan. For example, you can think about these questions and write down your plan.
1). What preparations should you make
2). What will you see during your space travel
3). What will you do on the moon
4. show a Sample article to the students
Step 4. Homework
Sum up the whole unit. Collect the materials about stars, space travel and different ideas about the beginning of life.
2
1 small plants in water
3 green plants on land
4insects(on land)
5
7
8
9
6 forests
water
1 small plants in water
2 shellfish and all sorts of fish
3 green plants on land
6 forests
4 insects(on land)
5 amphibians(on land and in water)
7 reptiles (on land)
8 dinosaurs (on land)
9 mammals (on land)
10. small clever animals with hands and feet
11. human
4 insects (on land)
5 amphibians (on land and in water)模块（3）Unit 4 重难点讲解
1．What it was to become was a mystery until the dust began to slowly combine into a ball moving around the sun． （Reading）
1) What it was to become是一个主语从句。连接代词What作系动词become的表语。What引导主语从句时，可在从句中充当主语、宾语、表语和定语。
What you need is more practice． (作宾语)
What decision they have made is not known yet． (作定语)
What a child grows up to be depends partly on the parents’ influence． (作表语)
2) was / were to do在此句中是过去将来时的一种表达方法，表示“不可避免性”或“必然发生性”。
Annie was wondering what was to become of her boyfriend．
另外，was / were to do也表示过去曾经计划要做的事或过去应当做的事，从现在来看已经实现了。
I felt nervous because I was soon to leave home for the first time．
2．That made it possible for life to begin to develop. （Reading）
该句结构是： make + 形式宾语it + 宾语补足语。当这个宾语是to do或that引导的从句时，通常用it作形式宾语，并把它们（to do或that引导的从句）放到句末。适用这个结构的动词还有：find，feel，think，get等词。
Tina has made it clear that she would leave the company．
We found it important to pay attention to the pronunciation．
3. But when I tried to step forward I found I was carried twice as far as on the earth and fell over. （Using Language）
twice as far as比……远两倍。倍数的表达方式常常有以下几种形式：
1) A is... times + adj. / adv. (比较级) + than + B。此句型表示“A是B的……倍（大、小、高、低等）”。
After the experiment, the plant is four times taller than it was before. 另外：还可以用A is... times as + adj. / adv. (原级) + as B句型，表示“A是B的……倍”。如上述例句按此句型改写为：
After the experiment, the plant is four times as tall as it was before.
2) A is three (four, ... etc.) times the size (height, length, width, etc.) of B。
The new building is four times the size (height) of the old one.
3) A is three (four, ...etc.) times as big (high, long, wide, etc.) as B。
用times表示倍数，一般只限于表示包括基数在内的三倍或三倍以上的数。表示两倍可用 twice或 double。
Asia is four times as large as Europe.
4) ……倍数 + more + 名词 + than...
There are four times more books in our library than yours.
5) ……倍数 + as many (as much) + 名词 + 其它 + as...
There is three times as much water in this river as in that one.汉译英训练
1. 你吸烟会危害到你小孩的健康。
Your smoking the health of your children.
2. 对不起给你带来太多的麻烦。
I’m sorry to .
3. 1936年12月12日早晨，西安事变爆发。
The Xi’an Incident December 12th, 1936.
4. 使我们失望的是我们的计划失败了。
our plan broke down.
5. 什么也阻止不了这位老太太参加这个俱乐部。
the old lady the club.
6. 我们是否成功取决于每个人是否努力工作。
whether everyone works hard or not.
7. 当刘翔冲过终点时，人们欢呼起来。
When Liu Xiang ran the finishing line, the crowds .
8. 你知道这个提包是谁的吗？
Do you know whom this bag
9. 你认为他出什么事了？
What do you think
10. 经你一提，我想起那件事了。
, I do remember the incident.
11. 这是我能想到的阻止汤姆去那里的最好办法。
I can think of to stop Tom going there.
12. 据报道美国使用的能源是整个欧洲的两倍。
the United States uses the whole of Europe.
1. can be harmful to 2. have brought you too much trouble 3. broke out on the morning of 4. What disappointed us is that 5. Nothing could prevent; from joining 6. Our success depends on 7. passed; cheered up 8. belongs to 9. has happened to him 10. Now that you mention it 11. This is the best way 12. It is reported that; twice as much energy as从高考题看provide的用法
我们看2005年的一道高考题：
It’s the present situation in poor areas that ________ much higher spending on education and training. （2005 北京）
A. answers for B. provided for
C. calls for D. plans for
解析：答案为C。句意：贫穷地区的目前形势要求在教育和训练方面花费更多的资金。call for要求；answer for负责，保证；provide for为……作准备，供养，规定；plan for为……作计划，打算。
下面我们来看一下provide 这个词汇要注意的考点，希望能够引起我们的重视：
I. vt. ① 提供
On Sundays his landlady provided dinner as well as breakfast.
② 装备，供给
Somehow she managed to provide her children with food and clothing.
II. vi. 抚养，赡养
He tried to earn more money to provide for the large family.
He has a large family to provide for.
常用搭配：provide sth. for sb.= provide sb. with sth.为某人提供某物；provide for 为……作准备；provide against预防。如：
Provide a ship with radar equipment.
We have to provide against possible accidents.
派生：provision n. [U] 供应；预备；防备
辨析：offer / provide / supply
三者都有“提供”之意，但含义不同：
① offer 既表示主动慷慨地给别人提供某物，也可表示无主动之情地提供，常用于offer sb. sth. 或offer sth. to sb.的固定搭配中。如：
Two days later I received a letter offering me the job. / The guesthouse offers all kinds of food to foreign visitors.
② provide用于表示无主动慷慨之意地为人或物提供需要或有用的东西，仅仅是出于某种责任。常用于provide sb. with sth.或provide sth. for sb.的固定搭配中。如：
The children are provided with good food and clothing.
It is the duty of the government to provide homes for the old.
③ supply通常指定期“供应”，强调替代或补充所需物品。常用于supply sb. with sth. 或supply sth. to / for sb.结构。如：
Cows supply us with milk.
Our task is to supply vegetables all year round.易混词语精练与点拨
一、 idea; opinion; thought
l． My ______ of this weekend’s activity is going out with some good friends.
2． What are your ______ on the subject
3． In my ______, we should make the most of our time.
【答案】 1． idea 2． thoughts 3． opinion
【点拨】 idea指具体的“意见”或泛指“看法；念头；主意”，也指一定的“观点、概念和观念体系”。opinion指初步的不十分肯定的“意见；主张；看法”。thought表示一般性的概念，指“思想活动；思想体系”。
二、 other; others; the other; the others; another
1． No progress was made in the trade talk as neither side would accept the conditions of ______.
2． The Smiths are rich and they have three cars， one a Toyota， ______ Land Rover of the latest．
3． It was some ______ person than John.
4． We had a picnic last term and it was a lot of fun, so let’s have ______ one this month.
5. Some believe in God; ______ don’t.
【答案】 1. the other 2. the others 3. other 4. another 5. others
【点拨】 other是形容词，意为“其它的；别的”，常作定语。others是代词，意为“别人；别的事物”，主要表示“其余一部分但不是全部”。 the other是指两者或双方中的另一个人或物，常用于one... the other...句型。the others相当于“the other + 可数名词复数”，指一个范围内的剩余全部。 another用作代词，指不定数目中的另一个人或物，表示单数概念。表示“另外的；其它的”时，后接“数词 + 可数名词复数”。
三、 as well; as well as
1． She doesn’t speak ______ her friends, but her written work is excellent.
2． I can see how English is used in everyday life ______.
【答案】 1. as well as 2. as well
【点拨】 as well意为“同样；也；还”，是副词短语，一般放在句末；也可作连词用，但必须和and，but连用；一般不用于否定句中。 as well as意为“同样；也；还”时是并列连词。用来连接同等成分即名词、代词、动词（用动词的形式）、形容词、介词短语、不定式等。注意：①连接两个主语时，谓语动词的数要与前面主语保持一致。②连接不定式时第一个不定式带 to，第二个不定式不带 to。主语从句精练
I. 从框中选择正确的词填空（框中的单词数量可能多， 有的词也许不只用一次）。
what, who, that, whether, because, if, where, when,
why, how, whomever, whatever, whichever, whoever
1. you don’t like him is none of my business.
2. After Yang Liwei succeeded in circling the earth, our astronauts desire to do is walk in space.
3. walks around in such a heavy rain will catch a cold.
4. he can finish his task on time is of great importance.
5. they will solve the serious problem has not been decided.
6. he did that wasn’t quite clear.
7. he said at the meeting astonished everybody present.
8. It is a fact the English is being accepted as international language.
9. the 2016 Olympic Games will be held is not known yet.
10. It won’t make too much difference he will join us.
II. 翻译下列句子。
1. 今年这所大学将招收更多新生是真的。
2. 我们在哪儿可以查到他的地址还是个难题。
3. 有多少水在流动很容易就能测出来。
4. 你应该花更多的时间学习英语。
5. 我问他的是这个故事是何时何地发生的。
I. 1. That 2. what 3. Whoever 4. Whether 5. How 6. Why 7. What 8. that 9. Where 10. whether
II. 1. That the college will take in more new students this year is true.
2. Where we can look up his address is still a problem.
3. How much water is flowing can be easily measured.
4. It is suggested that you (should) spend more time in studying English.
5. What I asked is when and where the story happened.
