教材分析和教材重組
教材分析
本單元的主要內容是邊緣科學(xué)、地球生命的起源，萬(wàn)有引力、黑洞和太空旅行等天文學(xué)知識。通過(guò)本單元的學(xué)習，培養學(xué)生對科學(xué)的興趣，激發(fā)學(xué)生探究科學(xué)的熱情。
1. Warming Up部分共有三組問(wèn)題，第一組問(wèn)題引導學(xué)生討論邊緣科學(xué)(Frontier Science)，即以?xún)煞N或多種學(xué)科為基礎而發(fā)展起來(lái)的科學(xué)。例如，生物化學(xué)是以生物學(xué)和化學(xué)為基礎的邊緣科學(xué)。第二組問(wèn)題探討科學(xué)研究的方法。第三組問(wèn)題讓學(xué)生思考要成為真正的科學(xué)家所必須掌握的技能。
2. Pre-reading部分主要讓學(xué)生弄清楚什么是科學(xué)思想，什么是宗教信仰或文化傳統。學(xué)生總喜歡聽(tīng)故事或講故事，在探討生命的起源的科學(xué)道理之前，讓學(xué)生交流一下有關(guān)宇宙的起源的種種傳說(shuō)，既有趣味性，又能調動(dòng)學(xué)生的相關(guān)知識，激活學(xué)生的思維。
3. Reading部分講述了地球上生命的起源。水的形成使得地球有別與其他星球，它使得地球上生命的誕生成為可能。科學(xué)家認為，地球上的生命首先誕生于水中，上百萬(wàn)年后，陸地上才長(cháng)出綠色植物，隨后出現了陸棲動(dòng)物和水陸兩棲動(dòng)物。最初的動(dòng)物靠孵化繁衍后代，后來(lái)出現了哺乳動(dòng)物，人類(lèi)也隨之誕生了。文章最后講述的現象發(fā)人深省：The earth may become too hot for the lives on it.它關(guān)系到地球上生命的未來(lái)。
4. Comprehending部分通過(guò)四個(gè)選擇填空題檢測學(xué)生對本文核心問(wèn)題的理解：地球上生命的起源和延續需要哪些條件?隨后通過(guò)排序的方式幫助學(xué)生弄清本文的行文線(xiàn)索，也就是地球上生命的起源和發(fā)展歷程。最后提出兩個(gè)問(wèn)題，考查學(xué)生的深層理解和推斷能力。
5. Learning about Language部分首先通過(guò)英文解釋幫助理解課文中的生詞，然后，通過(guò)短文填空、詞語(yǔ)分類(lèi)等形式將這些詞語(yǔ)用于一個(gè)相關(guān)的情境中。語(yǔ)法部分也是采用先發(fā)現后應用的學(xué)習方法。先通過(guò)到課文中找句子，讓學(xué)生認識主語(yǔ)從句，然后，設置一個(gè)用手機發(fā)短信息的情境，讓學(xué)生進(jìn)行簡(jiǎn)單句與主語(yǔ)從句之間的轉換練習。最后設置情境來(lái)復習第三單元出現的表語(yǔ)從句。
6. Using Language部分綜合訓練聽(tīng)說(shuō)讀寫(xiě)的能力。聽(tīng)力部分的內容介紹三位科學(xué)巨匠，不僅通過(guò)聽(tīng)力填表的形式訓練學(xué)生捕捉細節的能力，還通過(guò)四選一的形式幫助學(xué)生找主題思想。在解釋對與錯的過(guò)程中，教師可以適當地介紹一下概括主題的方法。閱讀部分是一個(gè)科幻小故事，通過(guò)“我”和“我的朋友”乘宇宙飛船登月球的經(jīng)歷，介紹了重量、失重和地球引力等科學(xué)道理。說(shuō)和寫(xiě)部分以Visiting the moon為話(huà)題，要求學(xué)生討論登月球需要攜帶的物品和在月球上可能遇到的困難，并要求學(xué)生找出克服這些困難的方法。教師可以根據課本上的提示，向學(xué)生介紹“先分述后總結”的寫(xiě)作方法。提出問(wèn)題的解決方案時(shí)，要求學(xué)生選用適當的“指示”用語(yǔ)。
教材重組
1. 將Warming Up，Pre-reading，Reading與Comprehending整合在一起上一節“閱讀課”。
2. 將Learning about Language和Workbook的using words and expressions及using structures整合在一起上一節“語(yǔ)言學(xué)習課”。
3. 將Using Language設計為一節包括聽(tīng)說(shuō)讀寫(xiě)在內的“綜合技能課（一）”。
4. 將Workbook的READING AND LISTENING和TALKING結合在一起上一節“聽(tīng)說(shuō)課”。
5. 將Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK設計為一節“綜合技能課（二）”。
課時(shí)分配 1st Period Reading
2nd Period Language study
3rd Period Integrating skills(Ⅰ)
4th Period Listening and Speaking
5th Period Integrating skills(Ⅱ)
Part 1: Teaching Design
(第一部分：教學(xué)設計)
Period 1: A sample lesson plan for reading
(HOW LIFE BEGAN ON THE EARTH)
Aims
To develop the students’ reading ability
To learn something about astronomy
Procedures
I. Warming up by learning vocabulary
Good morning, class! Today, w are going to take Unit 4 Astronomy: the science of the stars. Before we read the text, let’s turn to page 99 and get familiarized with the vocabulary first. Pay attention to the making of the word. Study the prefixes, roots and suffixes in the words.
Astronaut Yang Liwei
II. Pre-reading
1. Looking and saying
Have you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet. I will be giving you my theory on this subject. Now look at the screen and listen to me telling you something exciting.
科學(xué)家透露：宇宙可能有兩個(gè)
我們的宇宙和一個(gè)"隱藏的"宇宙共同"鑲嵌"在"五維空間"中。在我們的宇宙早期，這兩個(gè)宇宙發(fā)生了一次相撞事故，相撞產(chǎn)生的能量生成了我們宇宙中的物質(zhì)和能量。
2. Talking and sharing
Do you know how the universe began?
In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope. He made two mind-boggling(unbelievable) discoveries.
First, Hubble figured out that the Milky Way isn’t the only galaxy. He realized that faint, cloud-like objects in the night sky are actually other galaxies far, far away. The Milky Way is just one of billions of galaxies.
Second, Hubble discovered that the galaxies are constantly moving away from each other. In other words, the universe is expanding. The biggest thing that we know about is getting bigger all the time.
A few years later, Belgian astronomer Georges Lematre used Hubble‘s amazing discoveries to suggest an answer to a big astronomy question: “How did the universe begin?”
III. Reading
1. Listening and reading aloud
Now please listen to the recording and then read the text aloud. Pay attention to how the native speaker is reading along and where the pauses are within each sentence. I will play the tape twice and you shall read aloud twice, too.
2. Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.
Collocations from HOW LIFE BEGAN ON THE EARTH
a cloud of energetic dust具有能量的塵埃, combine into…合成……, move around the sun環(huán)繞太陽(yáng)運轉, become violent變得激烈, the solid surface固體表面, explode loudly猛烈爆炸, in time及時(shí)，最終, produce the water vapor產(chǎn)生水蒸汽, make the earth’s atmosphere構成了地球的大氣層, cool down冷卻, on the surface在表面, be different from…與……不同, go round the sun環(huán)繞太陽(yáng)運轉, disappear from…從……消失, stay on…存留在……, show one’s quality顯現某人的特性, dissolve harmful gases分解，溶解有害氣體, become part of…變成……的一部分, develop life發(fā)展生命, grow in the water在水里生長(cháng), fill… with…用……來(lái)填充……，充滿(mǎn)了……, encourage the development of…鼓勵……的發(fā)展, millions of years later幾萬(wàn)年以后, live on land在陸地上生活, live in the sea在海里生存, grow into forests長(cháng)成森林, produce young生出幼仔, lay eggs下蛋, animals with hands and feet長(cháng)著(zhù)手腳的動(dòng)物, spread all over the earth遍布全世界, develop new methods發(fā)展了新的方法, grow food種植, move around遷徙, go by過(guò)去，推移, take care of…在意……，照看好……, put…into…把……帶入，放入……, prevent…from…防止……做……, escape from… into…從……逃離到……, become hot變熱, depend on….依靠，依賴(lài)，取決與……, solve a problem解決一個(gè)問(wèn)題
3. Reading and understanding difficult sentences
Skim the text and identify the difficult sentences of each paragraph. You may put your hand up if you have any questions.
4. Reading and transferring information
Read the text again to complete the table below,
HOW LIFE BEGAN ON THE EARTH
What was the earth like after the “Big Bang”?
Why was the earth different?
How was life developed on earth?
What did small clever animals do?
5. Reading and translating
As you have read the text times, you can surely put it into Chinese. Wang Hongqin, will you be the first to have a try, of putting the first paragraph into Chinese.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises 2 and 3 on pages 26 and 27.
Closing down by having a discussion-How Did the Universe Begin?
There are only three possible answers to this question.
1．It was created by something larger than itself since the first law of thermodynamics(熱力學(xué)) says that energy cannot be created, only changed.
The universe had to be created by something outside itself, because of the same law. We also know that man could not have created it.
2．It was begun by chance (or accident); or
3．The answer is not sure.
Shown this way, the question is:
Additional Materials
Complete the summary of the story with one word in each blank.
HOW LIFE BEGAN ON THE EARTH
After the “Big Bang” came a 1 of energetic dust, the earth. Dust combined into a ball, moving 2 the sun. The earth became violent. Then it 3 loudly. In time, the water vapor was produced, making the earth’s atmosphere 4 down. Water then appeared on the 5 . The earth was to be different from other planets going round the 6 . Water disappeared from other planets. But it stayed on 7 .
Small plants began developing 8 the water.
Years later green plants came into 9 . The air then was 10 with oxygen.
Millions of years later, small 11 animals were found to be living on the 12 , in the sea. They spread all over the earth, moving 13 the earth, putting too much carbon dioxide into the atmosphere which 14 heat from escaping from earth into space.
In the end the earth may become too hot to live 15 .
（Keys: 1. cloud 2. around 3. exploded 4. cool 5. surface 6. sun 7. earth 8. in 9. being 10. filled 11. clever 12. land 13. around 14. prevents 15. upon）
Comprehension questions
1. What forms the earth’s atmosphere?
A. Carbon dioxide, oxygen. B. Carbon dioxide, oxygen, poisonous gas.
C. Water vapour, carbon dioxide, oxygen, nitrogen.
D. Water vapour, carbon dioxide, oxygen, nitrogen and other gases.
2. Can you tell what is the “special qualities” of the earth according to the passage?
A. The earth goes around the sun. B. The earth was solid shape which was last.
C. There are animals and human beings live on it. D. Water remains on the surface of the earth.
3. What kind of factor improve the progress of life?
A. Water forms on the earth’s surface. B. Green plants began to appear on land.
C. The air is full of carbon dioxide. D. Animals began to appear such as insects, amphibians, est.
4. What is the main idea of this passage?
A. It tells us how does life begin to appear on the earth.
B. It tells us why does green plants grow before animals.
C. It tells us water plays an important role in the development of life.
D. D. It tells us carbon dioxide is the reason why living beings will die in the future,
5. The author infers us that if we want to the life continue on the earth, what should we do?
A. We should produce more carbon dioxide to cause global warming.
B. We should solve the problem of global warming as soon as possible.
C. We should bear less people and think about a new way to grow more crops.
D. We should be worthy of water.
(Key: DDBAB)
Notes to some difficult sentences
1. After the “Big Bang ” the earth was just a cloud of energetic dust.隨著(zhù)“轟隆”一聲巨響，地球就成為一個(gè)云團，充滿(mǎn)著(zhù)具有能量的塵埃。
Big Bang(big-bang cosmology) 大爆炸宇宙學(xué)。
2. It exploded loudly with fire and rock, which were in time to produce the water vapour, carbon dioxide, oxygen, nitrogen and other gases, which were to make the earth’s atmosphere. 它（地球）巨大的爆炸噴出了烈火與巖石，最終產(chǎn)生了水蒸汽、二氧化碳、氧、氮和其他多種氣體，從而形成了地球的大氣層。
in time: sooner or later; eventually 遲早；最后。
I’ll see him in time. 總有一天我會(huì )遇見(jiàn)他。
in time(for sth/ to do sth) : not late 及時(shí)；不遲。
She will be back in time to prepare dinner. 她來(lái)得及回來(lái)準備晚飯。
in/out of time: in/not in the correct time 合/不合節怕。
The audience clapped in time to the music. 觀(guān)眾合著(zhù)音樂(lè )的節拍拍手。
（sth）be to (do): (something) will definitely happen, or it must happen 不可避免要發(fā)生或必須發(fā)生。
They said goodbye, little knowing that they were never to meet again. 他們彼此說(shuō)了再見(jiàn)，幾乎不知道再也不可能見(jiàn)面了。
She is to be honored for this great work. 她（一定）會(huì )因這部著(zhù)作而獲得榮譽(yù)。
Mr. Clark said to his daughter, “You are to be home by 10 o’clock at the latest.” 克拉克先生對他的女兒說(shuō)：“你必須在10點(diǎn)之前到家。”
3. Nobody knew that it was going to be different from other planets going round the sun. 誰(shuí)也不知道地球會(huì )別于環(huán)繞太陽(yáng)運轉的其它行星。
（sb/sth）be different from: not like someone or something else in one or more ways 與……不同。
City life is quite different from country life. 都市生活與鄉村生活是非常不同的。
注意：（1）強調different時(shí)用very, much, quite, entirely, totally等詞。（2）有時(shí)，美語(yǔ)口語(yǔ)中用than，英語(yǔ)口語(yǔ)中用to來(lái)代替from。
going round the sun 為現在分詞短語(yǔ)，作定語(yǔ)，表示一般的動(dòng)作。例如：
Men breaking the law will be punished.
Men who break the law will be punished. 違法的人要受到處罰。
現在分詞短語(yǔ)作定語(yǔ)，也可以表示進(jìn)行的動(dòng)作。例如：
Can you see the girl dancing with your boyfriend?
Can you see the girl who is dancing with her boyfriend? 你能看見(jiàn)與男友跳舞的那個(gè)姑娘嗎？
4. It allowed the earth to dissolve harmful gases, which had become part of the earth’s atmosphere, into the oceans and seas. 它使地球把曾經(jīng)存在于大氣層中的有害氣體溶解在海洋里。
allow …to do 允許某人做某事。如：
Her parents won’t allow her to stay out later than 11:00 in the evening. 她父母不允許她晚上在外逗留超過(guò)11點(diǎn)。
Please allow me to explain that I did not have any idea about his arrangement. 請允許我解釋?zhuān)沂孪炔恢浪陌才拧?/p>
但要注意：“準許做某事”應當是allow doing 不是allow to do。如：
They shouldn’t allow parking in this street. It’s too narrow. 他們不應該允許在這條街上停車(chē)，街道太窄了。
Walking on the grass is not allowed. 不許踩踏草坪。
5. This encouraged the development of early shellfish and all sorts of fish. 這為早期貝類(lèi)及其他各種魚(yú)類(lèi)的發(fā)育進(jìn)一步創(chuàng )造了條件。
encourage 鼓勵；促進(jìn)；慫恿
Father encouraged him to study physics but he prefers maths.父親鼓勵他學(xué)物理，但他更喜歡數學(xué)。
He encouraged me to learn dancing. 他鼓勵我去學(xué)跳舞。
名詞后綴-ment加在動(dòng)詞之后表示：
1)行為，例如：argument, betterment, development, treatment.
2)結果，例如：arrangement, statement, settlement.
3) 工具，例如：instrument, pavement.
6. They produced young generally by laying eggs. 它們一般是通過(guò)孵蛋而繁衍后代的。
by doing 用于說(shuō)明做某事的手段，方式。如：
I don’t think she can help him by just giving him money. 我認為她光靠給錢(qián)是幫不了他的。
He used to make his living by painting. 他以前是靠畫(huà)畫(huà)為生。
7.They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space.他們把過(guò)多的二氧化碳釋放到大氣層中，這使得地球上的熱不能釋放到太空中去。
prevent …from doing 阻止某人做某事。如：
His heart trouble did not prevent him (from) going to class the next day. 他的心臟病痛沒(méi)能阻止他第二天去上課。
Nothing can prevent their plans (from) being carried out. 什么也不能阻止他們的計劃得以實(shí)施。
8. Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved. 在未來(lái)的數百萬(wàn)年中，生命能否在地球上延續取決于這個(gè)問(wèn)題能否得到解決。
(sth) depend on (sth else): something might only happen or be true if the circumstances are right for it 取決于；決定于。如：
“Will you go fishing this afternoon?” “Well, it all depends on the weather.” “你今天下午去釣魚(yú)嗎？” “得看天氣。”
for millions of years to come 中不定式to come作定語(yǔ)，與前面的名詞之間有邏輯上的主謂關(guān)系，例如：
She is the last person to do such a thing. 她是最不像做這種事的人。
【高考鏈接】
主語(yǔ)從句
一、由what（whatever，whoever）等代詞引導的主語(yǔ)從句。
What they are after is money. 他們追求的是金錢(qián)。
Whatever was said here must be kept secret. 這里說(shuō)的話(huà)都應當保密。
二、由連詞that引導的主語(yǔ)從句。其中that一般不可省略，但若用it作形式主語(yǔ)， that從句后置時(shí)，則可省略。為避免頭重腳輕，我們傾向用it開(kāi)頭，后接be，seem等。如果句子是疑問(wèn)形式，就只能用帶it的結構。
That money doesn't grow on trees should be obvious.
金錢(qián)不能從樹(shù)上長(cháng)出來(lái)是顯而易見(jiàn)的。
It is obvious（that）money doesn't grow on trees .顯而易見(jiàn)，金錢(qián)是不能從樹(shù)上長(cháng)出來(lái)的。
Has it been announced when the planes are to take off？飛機什么時(shí)候起飛宣布了沒(méi)有？
注意：
1）選用what還是用that引導主語(yǔ)從句要根據關(guān)聯(lián)詞在從句中是否擔任成分而定。且what（以及whatever，whoever等）引導的主語(yǔ)從句一般不用it作形式主語(yǔ)。
What he said is true.他說(shuō)的是真的。（what在其引導的主語(yǔ)從句中作賓語(yǔ)。）
That China is a great socialist country is well known.（=It’s well known that…）眾所周知，中國是一個(gè)偉大的社會(huì )主義國家。（that在其引導的主語(yǔ)從句中不作任何成分，也無(wú)詞義，只起連接作用。）
2）it引導的強調句與it作形式主語(yǔ)的復合句不可混淆。it引導的強調句是用來(lái)對句中某一成分加以強調，其結構為：“It is（或was）+強調部分+that（或who）…”強調句去掉It is（或was）…that（或who）…框架后，剩余部分為一個(gè)完整的句子。
It was I that(who) met Mary in the street yesterday.是我昨天在街上遇見(jiàn)了瑪麗。(強調主語(yǔ))
3）常見(jiàn)的用it作形式主語(yǔ)的復合句結構：
*It is+形容詞（necessary，strange，important，wonderful，possible，likely，等）+that從句，從句中常用虛擬語(yǔ)氣。
It’s necessary that he write something in English.他用英語(yǔ)寫(xiě)點(diǎn)東西是必要的。
It’s strange that she did not go to school yesterday.奇怪的是她昨天沒(méi)去上學(xué)。
*It is+名詞（a fact，a pity ，no wonder，good news，等）+that從句
It's a pity that she should have said so.真遺憾她竟然會(huì )這么說(shuō)。
*It is+過(guò)去分詞（said，reported，decided，unknown等）+that從句
Its said that our English teacher will go abroad next week.據說(shuō)我們英語(yǔ)老師下周要去出國。
*It +不及物動(dòng)詞（seems，appears，happens， matters等）+that從句
It seems that she is in great need of help.看來(lái)她急幫忙。
4）主語(yǔ)為從句時(shí)，一般要用單數謂語(yǔ)動(dòng)詞形式；但如果引導的從句作主語(yǔ)、代表復數概念（常可從表語(yǔ)上看出）時(shí)，謂語(yǔ)動(dòng)詞則常用復數形式：
What we need is water. 我們需要的是水。
What we need are useful books. 我們需要的是有用的書(shū)。
三、由連接代詞或連接副詞（或if, whether）引導的主語(yǔ)從句。
When they will come hasn't been made public.他們什么時(shí)候回來(lái)還沒(méi)有宣布。
Whether I’ll attend the meeting hasn’t been decided.=It hasn’t been decided whether(if) I’ll attend the meeting.我是否參加會(huì )議還未決定。
【高考鏈接】
1 ._____we’ll go camping tomorrow depends on the weather. (NMET 1996)
A. If B.Whether C.That D.Where
2.______she couldn't understand was____fewer and fewer students showed interest in her lessons. （2000 上海）
A .What；why B.That；what C.What；because D.Why；that
3._____ leaves the room last ought to turn off the light. (NEMT 1997)
A.Anyone B.The person C.Whoever D.Who
4.These wild flowers are so special I would do____I can to save them（NEMT 2000 春）
A.whatever B.that C.which D.whichever
5. It is pretty well understood _____ controls the flow of carbon dioxide in and out the atmosphere today. （2003上海）
A. that B. when C. what D. how
6.___we can’t get seems better than ____we have. （NMET 1995）
A. What; what B. What; that C. That; that D. That; what
7. _______ team wins on Saturday will go through to the national championships. (06 山東)
A. No matter what B. No matter which C. Whatever D. Whichever
8. ______ makes this shop different is that it offers more personal services. (06 遼寧)
A. What B. Who C. Whatever D. Whoever
9. After Yang Liwei succeeded in circling the earth, ______ our astronauts desire to do is to walk in space.（2004上海）
A. where B. what C. that D. how
10. ______ in the regulations that you should not tell other people the password of your e-mail account.（2005上海）
A. What is required B. What requires C. It is required D. It requires
【鞏固練習】
1．____studies hard will pass the exam.
A. Whoever B. Any student C. Who D. Those who
2.____the workers insisted on was that they ____more pay.
A. That; must be given B. What; be given C. Whether; would be given D. What; should give
3.____he will be sent to Hainan is certain.
A. Why B. Whether C. That D. How
4---You look so worried, what has happened?
----It worries me ____I’ve hurt him.
A. if B. which C .what D. whether
5.____he said at the meeting astonished everybody present.
A. What B. That C .The fact D. The matter
6.Does ____ matter if he can’t finish the job on time?
A .this B. that C .he D. it
7. ____breaks the law should be punished.
A. Anyone B. Whoever C. He D. .Whatever
8. ____I accept the gift or refuse it is none of your business.
A. If B. Whether C. Even if D. When
9. ____said that was wrong.
A. Who B. Whoever C. Anybody D. Everybody
10. _____ is unknown to us all.
A. Where did he get it B. Where he got it
C. That where he got D. Which he got it
11.____has helped to save the drowning girl is worth praising.
A. Who B. The one C. Anyone D. Whoever
12. It worried her a bit ____her shoes were worn out.
A．while B. that C. if D. for
13．I read about it in some book or other，does it matter____it was？
A. Where B. what C. how D. which
14．____ is a fact that English is being accepted as an international language
A. There B. This C. That D. It
15．I found ____strange that she didn't show any interest in it.
A . that B. what C. it D. which
【漢譯英】
1. 澳大利亞出產(chǎn)羊毛。
2. 父親把零錢(qián)放進(jìn)錢(qián)包。
3. 他們敏捷的行動(dòng)阻止了火勢蔓延。
4. 你不能永遠依賴(lài)你的雙親。
5. 我們初次見(jiàn)面到如今已有好多年了。
【答案及解析】
【高考鏈接】
1. B 因謂語(yǔ)動(dòng)詞depends on，說(shuō)明go camping這件事尚未確定。主語(yǔ)從句在句首時(shí)，不用if，故用whether。
2. A 本句兼考查主語(yǔ)從句與表語(yǔ)從句。
3. C 此題中有兩個(gè)不是并列的動(dòng)詞謂語(yǔ)，而Anyone和The person不是連接代詞，也不是關(guān)系代詞，所以先排除A和B；又whoever=the person who,故選C.
4. A 本句考查“do what one can（do）”這一句型。用whatever代what語(yǔ)氣更強。
5. C what引導主語(yǔ)從句，在從句中做主語(yǔ)，it是形式主語(yǔ)；that引導主語(yǔ)從句時(shí)，只起引導作用，不作任何成分。
6. A 主語(yǔ)從句we can’t get后缺賓語(yǔ)，故需用what；而than后分句也缺賓語(yǔ)，仍需用what。
7. D 根據句子結構可知本題考查名詞性從句用法，故A、B項排除；whatever與whichever的不同之處在于前者沒(méi)有范圍而后者有范圍，而本句中所表達的是在本周六參加比賽的獲勝隊，是有范圍的，故D項正確。
8 A what引導主語(yǔ)從句，在主語(yǔ)從句中作主語(yǔ)。表語(yǔ)從句部分是說(shuō)明該商店與眾不同的具體內容，并未指人，因此排除B、D兩項；whatever：anything that … 意為“……的任何事物”，不合句意，故排除。
9. B 根據題干中的…to do is…可知主語(yǔ)從句中缺少主語(yǔ)，而選項中能作主語(yǔ)從句主語(yǔ)的只有what。
10. C 此句中it作形式主語(yǔ)，代替后面的that從句，而且that從句內容與require構成被動(dòng)關(guān)系，故C項正確。
【鞏固練習】
1.A 2B. 3C 4D 5A 6D 7B 8 B 9 B 10B 11D 12B 13D 14D 15C
【漢譯英】
1. Australia produces wool.
2. The father put the small change into the wallet.
3. Their prompt actions prevented the fire from spreading.
4. You can’t depend on your parents forever.
5. Many years have gone by since we first met.