Period3 Grammar
本单元学习名词性从句。名词性从句包括主语从句、表语从句、宾语从句和同位语从。因为它们在复合句中的作用相当于名词，因此称为名词性从句，这些从句在句中分别作主语、表语、宾语和同位语。本单元主要讲述that 的用法。that 在名词性从句中不作任何成分，只起到连接作用。
1．主语从句
（1）概念：在复合句中作句子主语的从句叫主语从句。
e.g. That she put on weight worried her a little.她发胖了这点使她发愁。
it 做形式主语。
It is +adj. + that –clause
It is +V-ing + that-clause
It is +V-ed + that -clause
It is +n + that _clause
e.g. It is certain that she will do well in the exam.
It is a pity that we can’t go.
It is said that Mr. Green has arrived in Beijing.
It is surprising that she has passed the exam.

2．表语从句
概念：在复合句中作句子表语的从句叫表语从句。
e.g. The chance is that one smoker in four will die from smoking.
有种可能性，就是四个村民中有一个要死于吸烟。
The problem is that they can’t get here early enough.
在下列名词suggestion, order, advice, recommendation, request后的表语从句，从句中用(should )+ v
My suggestion is that he should start at once.

3．宾语从句
概念：在复合句中作句子宾语的从句叫宾语从句。
e.g. He said that he would arrive on time.
注：在suggest（建议）, order, recommend, request, advise, 等动词后的宾语从句，从句中用(should )+ v
e.g. I recommend that he should do this job.
注：用it作形式宾语
e.g. We think it highly probable that he dead.
We consider it necessary that he should improve his pronunciation.

4．同位语从句
同位语从句一般跟在某些抽象名词后面，用于解释或说明前面的名词的内容。经常带同位语从句的名词有：fact, news, message, doubt, possibility, idea, reason, belief, hope, thought, promise, suggestion, question等。
e.g. The idea that computers can recognize human voices surprises many people.
在下列名词suggestion, order, advice, recommendation, request等后的同位语从句，从句中用(should )+ v

that 引导（1）同位语从句的先行名词极为有限，而定语从句的先行词则不计其数。
2）引导同位语从句的连词that在句中不担任句子成分，而引导定语从句的that则在从句中作主语，宾语等。引导同位语从句的
3)同位语从句与先行名词是等同关系，一个具体，一个抽象，两者常可以转述为主表关系，而定语从句与先行词是修饰与被修饰关系。
比较：The news that our team won the game is true.
The news is that our team won the game.
The news that you have heard isn’t true.
1.The news that the plane would take off on time made everybody happy.
2.The news that is spreading around the airport is that a heavy storm is coming.
3.The suggestion that students should learn something practical is worth considering.
4.The suggestion that they are considering is that students should learn something practical

Period4 Integrating skills
Teaching goals:
1. Provide the students with opportunity to develop their extensivereading skills.
2. Enjoy a travel passage written by the famous English novelist Daniel Defoe.
3. Give the students practice in writing a descriptive paragraph.
Teaching important points: Improve the students’ integrating skills, including reading and writing
Teaching difficult points: How to improve the students’ writing ability
Teaching approach: discussion, reading, group work
Teaching Procedures:
Step1 Greetings
Step2 Revision
Have a dictation of phrases and expressions in Reading
Review grammar
Step3 Leading in
Ask students some questions about England:
Where is England? What famous cities do you know about England? What is the climate like in England? On which river does London lie?(the Thames) What is London famous for in climate? Why do Englishmen like to talk about the weather? Why do we often use England to stand for the U.K. when we actually refer to the United Kingdom?
Today we'll visit a small town in South England.
Step4 Reading
Task 1: Comprehension of the text
(Read the text "England, My England" in 4 minutes)
Discussion
T: Now you are divided into groups and discuss the following questions:
1.What did the writer see in the first paragraph?
2.What historical relics were interesting to travelers?
3.Where was the city?
4.How did the writer describe the people, their life, work and culture?
5.How was th
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