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人教2019版选择性必修二英语Unit 2 Bridging Cultures Learning About Language 教学评一体化设计（全套教案+学案+测评案｜全程学法渗透）
（词汇语法课｜跨文化交际主题｜名词性从句复习｜）
第一部分 教案
一、基本信息
1.课题：Unit 2 Bridging Cultures Learning About Language——Review Noun Clauses
2.课时：1课时（45分钟）
3.授课年级：高二
4.学科：高中英语
5.教材内容：本课为单元第3课时（词汇语法课），聚焦本单元的目标语法结构——名词性从句的综合复习（Review Noun Clauses）。名词性从句包括主语从句、宾语从句、表语从句和同位语从句。本单元重点复习和巩固这四种名词性从句的结构、引导词及用法。语法素材选自本单元Reading and Thinking板块的新闻特写“Welcome, Xie Lei! Business Student Building Bridges”，以及课本Activity中的相关练习。本课旨在帮助学生在熟悉的“跨文化交际”主题语境中综合复习名词性从句的用法，包括各类型从句的辨识、引导词的选用、语序规则及特殊用法，帮助学生形成系统的名词性从句知识网络。
6.学情分析
高二学生已完成选择性必修二前两个单元的学习，在之前的必修课程和选择性必修一课程中已系统学习过名词性从句各类型的基础用法，并在第一单元学习了表语从句。学生对名词性从句的基本概念有一定认知，但存在以下短板：对各类型名词性从句的引导词系统记忆不够完整，容易混淆；对what与that引导名词性从句的区别不够清晰；对whether与if的选用规则不够熟练；对名词性从句中的虚拟语气用法掌握不够牢固；对同位语从句与定语从句的区分容易混淆；在写作中不能自觉运用名词性从句丰富句式，对复杂的多重名词性从句结构理解困难。本课以跨文化交际主题为语法载体，依托英语学习活动观，落实“教—学—评”一体化闭环教学模式，通过对比梳理、归纳总结、分层操练等环节，帮助学生系统复习名词性从句的用法，构建完整的知识体系。
7.学科核心素养目标
（1）语言能力：掌握主语从句、宾语从句、表语从句和同位语从句的基本结构、语序规则与引导词用法；掌握that与what、whether与if引导名词性从句的区别；掌握名词性从句中虚拟语气的用法；能正确区分同位语从句与定语从句；能运用名词性从句描述跨文化交际的经历与感受。
（2）文化意识：通过语法练习中涉及的谢蕾留学经历和跨文化交际主题语篇，加深对文化差异与文化交流的理解；增强跨文化交际意识与能力。
（3）思维品质：通过对比各类型名词性从句的结构与引导词，培养归纳思维与比较分析能力；通过辨析同位语从句与定语从句的区别，培养逻辑分析与辨识能力；通过语法应用与表达，培养创造性思维与迁移能力。
（4）学习能力：掌握“对比梳理—归纳总结—练习巩固—运用迁移”的语法复习流程；学会运用思维导图构建名词性从句知识体系；培养合作学习与自主反思能力。
8.教学重难点
（1）教学重点：掌握名词性从句各类型的基本结构与引导词（that, whether, what, who, which, when, where, why, how等）；掌握that与what引导名词性从句的区别；掌握whether与if引导名词性从句的选用规则；掌握名词性从句的语序规则；掌握同位语从句与定语从句的区别。
（2）教学难点：准确判断各类型名词性从句（特别是同位语从句与定语从句的区分）；在复杂结构中正确选择引导词；在写作中自觉运用名词性从句丰富表达层次；掌握名词性从句中的虚拟语气用法。
9.教学准备：多媒体课件（含名词性从句对比表格、练习素材）；语法任务单（含对比梳理、归纳、练习等分层任务）；名词性从句知识思维导图；跨文化交际主题拓展素材；语法评价量表。
10.教学方法：任务型教学法、对比归纳法、合作学习法、教学评一体化闭环教学法。
11.学法指导：引导学生运用“对比梳理—归纳总结—练习巩固—运用迁移”的语法复习流程；指导学生通过对比各类型名词性从句的结构和引导词，构建系统的知识网络；指导学生运用思维导图整理名词性从句知识体系；指导学生运用名词性从句丰富写作表达。
二、教学过程
（一）语境导入·激活旧知（5分钟）
1.旧知回顾：呈现Reading and Thinking语篇中含有名词性从句的句子，引导学生识别其类型。
例句：
（1）I was very excited but also quite nervous, as I knew I would have to adapt to a whole new way of life.（宾语从句）
（2）I think I really benefited from all the reading I did.（宾语从句）
（3）What I needed was to get used to the new way of life.（主语从句）
（4）The fact that she was a business student made her choose the UK.（同位语从句）
（5）Her ambition was that she would set up a business in China after graduation.（表语从句）
2.名词性从句分类提问：引导学生回顾名词性从句的四种类型——主语从句、宾语从句、表语从句、同位语从句。提问学生：What is a noun clause What are the four types of noun clauses What are the common linking words 激活学生已有的知识。
3.课题点明：Today we will review noun clauses. We will learn to distinguish the four types of noun clauses, master the usage of linking words, and use noun clauses to express our ideas about cross-cultural experiences.
4.学法渗透：语法复习有方法——先对比梳理各类型，再归纳总结规则，最后通过练习巩固和运用。
（二）对比梳理·构建体系（12分钟·核心重点）
活动一 对比四种名词性从句（4分钟）
1.任务要求：观察以下例句，完成表格，对比四种名词性从句的结构与功能。
例句：
（1）What she said is true.（主语从句）
（2）I believe that she will succeed.（宾语从句）
（3）The problem is that we don‘t have enough time.（表语从句）
（4）The news that she won the prize surprised everyone.（同位语从句）
2.对比表格：
类型 位置 功能 例句
主语从句 句首（谓语之前） 作主语 What she said is true.
宾语从句 及物动词或介词之后 作宾语 I believe that she will succeed.
表语从句 系动词之后 作表语 The problem is that we don’t have enough time.
同位语从句 抽象名词之后 解释抽象名词的内容 The news that she won the prize surprised everyone.
3.策略指导：判断从句类型的方法——先看从句在句中的位置，再看从句所充当的成分。
活动二 引导词分类与辨析（4分钟）
1.任务要求：引导学生回顾名词性从句的引导词系统，完成分类归纳。
（1）that：无意义，不作成分，宾语从句中可省略，其他类型不可省略
（2）whether/if：“是否”，不作成分，不可省略
（3）what, who, whom, whose, which, whatever, whoever, whichever等：在从句中充当主语、宾语、表语或定语
（4）when, where, why, how等：在从句中充当状语
2.对比辨析：
（1）that与what的区别：
that：无意义，不作成分
what：有意义（“什么”或“所……的”），作成分（主语、宾语或表语）
（2）whether与if的区别：
whether：可引导所有名词性从句，可与or not连用
if：只能引导宾语从句，不能与or not连用（但可以说if...or not）
（3）who与whom的区别：
who：在从句中作主语、表语或宾语
whom：在从句中只能作宾语（正式文体）
3.同位语从句与定语从句的区别：
对比维度 同位语从句 定语从句
功能 解释抽象名词的具体内容 限定或修饰名词
that的作用 仅起连接作用，不作成分 作主语或宾语
能否省略that 不能省略 作宾语时可省略
活动三 特殊用法归纳（4分钟）
1.任务要求：观察以下例句，归纳名词性从句中的特殊用法。
（1）主语从句：
a. What she said is true.
b. That she won the prize surprised everyone.
c. Whether he will come is uncertain.
（2）it作形式主语：
a. It is certain that she will succeed.
b. It is not clear whether he will come.
c. It is a pity that you missed the opportunity.
（3）宾语从句的语序与否定转移：
a. I don‘t know where she lives.（陈述语序）
b. I don’t think he is right.（否定转移）
（4）同位语从句的常用名词：
fact, news, idea, thought, hope, belief, doubt, promise, suggestion, advice, proposal, order, request等
（5）名词性从句中的虚拟语气：
a. It is suggested that we (should) study harder.
b. My suggestion is that you (should) read more books.
c. The suggestion that we (should) study harder was accepted.
2.策略指导：掌握名词性从句的关键是理解引导词在从句中的功能（作不作成分、有意义无意义）和从句在句中的位置。
（三）词汇拓展与巩固（3分钟）
1.词汇检测：呈现本单元词汇练习，完成词形转换填空。
词汇清单：adapt→adaptation, participate→participation, involve→involvement, engage→engagement, qualify→qualification, etc.
2.词汇运用：运用上述词汇完成句子，并注意名词性从句的运用。
3.过程评价：对词汇填空准确的学生进行口头表扬。
（四）分层操练·巩固应用（18分钟）
活动一 基础操练·引导词填空与句型转换（6分钟）
1.用适当的引导词填空：
（1）I know ________ she is a good student.（宾语从句）
→ that
（2）The question is ________ we can finish the work on time.（表语从句）
→ whether
（3）________ she said made me very happy.（主语从句）
→ What
（4）The news ________ she won the prize surprised everyone.（同位语从句）
→ that
（5）I don‘t know ________ she lives now.（宾语从句）
→ where
（6）________ he will come is still uncertain.（主语从句）
→ Whether
2.用it作形式主语改写句子：
（1）That she will succeed is certain.
→ It is certain that she will succeed.
（2）Whether he will come is not clear.
→ It is not clear whether he will come.
3.策略指导：选择引导词时，先判断从句中是否缺少成分，再判断句意需要。
4.核对答案：师生共同核对，重点关注引导词的选择和从句语序。
活动二 提升操练·辨析与综合运用（6分钟）
1.选择适当的引导词（that/what/whether/if）：
（1）I believe ________ he is honest. → that
（2）________ he said is not true. → What
（3）The question is ________ we can solve this problem. → whether
（4）I don’t know ________ she will come or not. → whether
（5）________ we need is more time. → What
2.判断下列从句的类型（主语从句/宾语从句/表语从句/同位语从句）：
（1）What I need is a good rest. → 主语从句
（2）I think that she is right. → 宾语从句
（3）The problem is that we are short of money. → 表语从句
（4）The fact that he didn‘t come surprised us. → 同位语从句
3.区分同位语从句与定语从句：
（1）The news that he told me was exciting.（定语从句，that作宾语）
（2）The news that he won the game was exciting.（同位语从句，that不作成分）
4.小组核对：同桌互查答案，讨论判断依据。
5.展示点评：抽取学生展示答案，师生共同点评。
活动三 拓展运用·迁移创新（6分钟）
1.任务要求：运用本课所学名词性从句知识，写一段介绍自己跨文化经历的短文（60词左右），至少使用3种不同类型的名词性从句。
2.写作框架与素材提示：
框架：
（1）主语从句：What I remember most is...
（2）宾语从句：I think/feel/believe that...
（3）表语从句：The reason is that...
（4）同位语从句：The fact that... makes me...
3.参考范文：
What I remember most about studying abroad is the feeling of homesickness. I think that living in a foreign country was challenging at first. The reason why I felt lonely was that I missed my family and friends. The fact that I gradually adapted to the new culture made me proud. I believe that cultural exchange helps us grow as individuals.
4.展示互评：抽取2-3名学生作品展示，师生依据评价量表共同点评（语法准确性、内容完整性、语言流畅度）。
5.素养升华：引导学生理解——跨文化适应是一个循序渐进的过程，正如谢蕾的经历所展示的那样。掌握名词性从句能够帮助我们更准确、更生动地表达对跨文化经历的感受与思考，提升语言表达的层次感。
（五）课堂小结（3分钟）
1.知识小结：梳理名词性从句的四种类型、引导词分类、that与what的区别、whether与if的区别、同位语从句与定语从句的区别、特殊用法等。
2.能力小结：回顾“对比梳理—归纳总结—练习巩固—运用迁移”的语法复习流程，反思掌握情况。
3.素养小结：理解跨文化适应的过程与挑战，培养跨文化交际意识与能力。
（六）当堂检测（2分钟）
1.口头检测：随机抽查一名学生说出名词性从句的四种类型及其位置。
2.书面微练：完成1-2个名词性从句引导词填空，当堂巩固。
（七）分层作业（2分钟）
基础层：背诵名词性从句各类型的基本结构与常用引导词；整理课堂笔记，制作名词性从句知识思维导图；完成课本P17 Activity 3语篇填空。
提升层：将5个简单句改写为含有名词性从句的复合句；写一段80词左右的短文，描述自己的一次跨文化经历或感受，至少使用4个名词性从句（涵盖至少3种类型）。
拓展层：以“What I Have Learned About Cultural Exchange”为题，写一篇100词左右的英语短文，运用名词性从句阐述你对文化交流的理解与思考；查找一篇英文文章，标出其中的名词性从句并分析其类型。
三、板书设计
Unit 2 Bridging Cultures Learning About Language
Review Noun Clauses（名词性从句复习）
1.Four Types:
类型 位置 功能
主语从句 句首（谓语前） 作主语
宾语从句 及物动词/介词后 作宾语
表语从句 系动词后 作表语
同位语从句 抽象名词后 解释名词内容
2.Linking Words:
（1）that（无意义，不作成分，宾语从句可省略）
（2）whether/if（“是否”，不作成分）
（3）what, who, whom, whose, which（作成分）
（4）when, where, why, how（作状语）
3.Key Points:
that vs. what → that（无意义，不作成分）vs. what（有意义，作成分）
whether vs. if → whether（所有从句）vs. if（只限宾语从句）
同位语从句 vs. 定语从句 → that（不作成分）vs. that（作成分）
it作形式主语 → It is + adj./n. + that/whether...
名词性从句中虚拟语气 → (should) + 动词原形
4.Learning Path:
Compare → Summarize → Practice → Apply
5.Theme:
Cultural exchange helps us grow as individuals.
四、教后反思
本课以跨文化交际主题为语法载体，通过对比梳理、归纳总结、分层操练等环节，帮助学生系统复习名词性从句的用法。教学流程遵循“导入—对比梳理（四种类型→引导词→特殊用法）—词汇拓展—分层操练—小结—检测—作业”的闭环模式。通过对比法帮助学生构建系统的知识网络，通过分层练习覆盖全体学生，有效帮助学生巩固名词性从句的用法，同时渗透跨文化交际意识。
现存不足：部分学生对名词性从句各类型的辨识不够准确，特别是同位语从句与定语从句的区分仍有困难；对what与that在名词性从句中的用法区别记忆不够牢固；在写作中，部分学生不能自觉运用名词性从句丰富句式；对名词性从句中虚拟语气的用法运用不够熟练。
后续改进：增设同位语从句与定语从句的专项对比练习，强化区分意识；提供更多what与that用法的对比训练；在写作任务中提供更多支架与示范，引导学生逐步运用名词性从句。
第二部分 学案
Unit 2 Bridging Cultures Learning About Language 导学案
班级：__________ 姓名：__________
学号：__________ 得分：__________
一、学习目标
1.掌握名词性从句的四种类型（主语从句、宾语从句、表语从句、同位语从句）的基本结构与位置。
2.掌握名词性从句的引导词系统及其用法（that, whether, if, what, who, which, when, where, why, how等）。
3.掌握that与what、whether与if的区别，以及同位语从句与定语从句的区分。
4.能运用名词性从句描述跨文化交际的经历与感受。
二、预习导学
（一）核心语法术语英汉互译
英文：1.noun clause 中文：__________
英文：2.subject clause 中文：__________
英文：3.object clause 中文：__________
英文：4.predicative clause 中文：__________
英文：5.appositive clause 中文：__________
英文：6.linking word 中文：__________
英文：7.formal subject 中文：__________
英文：8.subjunctive mood 中文：__________
（二）回顾Reading and Thinking语篇，找出含有名词性从句的句子
1._________________________________________________________________
2._________________________________________________________________
3._________________________________________________________________
（三）预习思考
1.What are the four types of noun clauses Where is each type located in a sentence
→ _________________________________________________________________
2.What is the difference between that and what in noun clauses
→ _________________________________________________________________
3.What is the difference between an appositive clause and an attributive clause
→ _________________________________________________________________
（四）预习疑点
1._________________________________________________________________
2._________________________________________________________________
三、课中合作探究
（一）对比梳理·构建体系
任务1：对比四种名词性从句
完成以下表格：
类型 位置 功能 例句
主语从句
宾语从句
表语从句
同位语从句
任务2：引导词分类
将以下引导词分为四类：that, whether, if, what, who, whom, whose, which, when, where, why, how, whatever, whoever, whichever
1.从属连词（无意义，不作成分）：、
2.连接代词（作主语、宾语、表语或定语）：、、、、、、、
3.连接副词（作状语）：、、、
任务3：对比辨析
1.that与what的区别：
对比维度 that what
是否有意义
是否作成分
2.whether与if的区别：
对比维度 whether if
能否引导所有名词性从句
能否与or not连用
3.同位语从句与定语从句的区别：
对比维度 同位语从句 定语从句
功能
that在从句中的作用
（二）特殊用法归纳
1.it作形式主语：当主语从句较长时，常用it作形式主语，将真正的主语________置于句末。
常用句型：
（1）It is + ________ + that...（It is certain that...）
（2）It is + ________ + that...（It is a pity that...）
（3）It ________ + time/money + that...（It takes...）
2.宾语从句的语序与否定转移：
（1）宾语从句必须使用________语序。
（2）当主句谓语为think, believe, suppose, expect等时，否定通常转移至________。
3.同位语从句常用抽象名词：、、、、、、________等。
4.名词性从句中的虚拟语气：
（1）It is suggested/advised/requested/ordered that... 谓语动词用________________。
（2）主语为suggestion/advice/proposal/request/order等时，表语从句和同位语从句谓语动词用________________。
（三）分层操练与运用
任务1：用适当的引导词填空（基础层）
（1）I know ________ she is a good student.
（2）The question is ________ we can finish the work on time.
（3）________ she said made me very happy.
（4）The news ________ she won the prize surprised everyone.
（5）I don’t know ________ she lives now.
（6）________ he will come is still uncertain.
任务2：用it作形式主语改写句子（提升层）
（1）That she will succeed is certain.
→ _________________________________________________________________
（2）Whether he will come is not clear.
→ _________________________________________________________________
任务3：判断从句类型（提升层）
（1）What I need is a good rest. → __________
（2）I think that she is right. → __________
（3）The problem is that we are short of money. → __________
（4）The fact that he didn‘t come surprised us. → __________
任务4：区分同位语从句与定语从句（提升层）
（1）The news that he told me was exciting. → __________（同位语从句/定语从句）
（2）The news that he won the game was exciting. → __________（同位语从句/定语从句）
任务5：短文写作（拓展层）
运用本课所学名词性从句知识，写一段介绍自己跨文化经历的短文（60词左右），至少使用3种不同类型的名词性从句。
四、课堂达标自测
（一）用适当的引导词填空（20分）
1.________ she said made everyone laugh.（她说的）
2.I believe ________ he is honest.
3.The question is ________ we can solve this problem.
4.I don’t know ________ she will come or not.
5.________ we need is more time.
6.________ he will come is still uncertain.
7.The news ________ she passed the exam made her parents happy.
8.This is ________ I want to tell you.
9.I don’t know ________ she lives.
10.________ she is doing is very important.
（二）判断从句类型（20分）
（ ）1.What I need is a good rest.
（ ）2.I think that she is right.
（ ）3.The problem is that we are short of money.
（ ）4.The fact that he didn‘t come surprised us.
（ ）5.I believe that he will succeed.
（ ）6.What she said is true.
（ ）7.The reason is that we don’t have enough time.
（ ）8.The news that she won the prize excited everyone.
（三）句型转换（20分）
用it作形式主语改写句子：
1.That she will succeed is certain.
→ _________________________________________________________________
2.Whether he will come is not clear.
→ _________________________________________________________________
3.That we lost the game was a pity.
→ _________________________________________________________________
4.Whether we should go there is still uncertain.
→ _________________________________________________________________
（四）短文写作（40分）
请以“My Understanding of Cultural Exchange”为题，写一篇60词左右的英语短文，阐述你对文化交流的理解。要求：1.运用至少3种不同类型的名词性从句；2.运用至少3个本课核心词汇；3.结构完整、语言规范。
导学案参考答案
二、预习导学
（一）1.名词性从句 2.主语从句 3.宾语从句 4.表语从句 5.同位语从句 6.引导词 7.形式主语 8.虚拟语气
（二）1.I was very excited but also quite nervous, as I knew I would have to adapt to a whole new way of life.（宾语从句）2.I think I really benefited from all the reading I did.（宾语从句）3.What I needed was to get used to the new way of life.（主语从句）4.The fact that she was a business student made her choose the UK.（同位语从句）5.Her ambition was that she would set up a business in China after graduation.（表语从句）
（三）开放性问题，参考答案略。
（四）开放性问题，参考答案略。
三、课中合作探究
（一）任务1：
类型 位置 功能 例句
主语从句 句首（谓语前） 作主语 What she said is true.
宾语从句 及物动词或介词后 作宾语 I believe that she will succeed.
表语从句 系动词后 作表语 The problem is that we don‘t have enough time.
同位语从句 抽象名词后 解释名词内容 The news that she won the prize surprised everyone.
（一）任务2：1.that, whether 2.who, whom, whose, which, what, whatever, whoever, whichever 3.when, where, why, how
（一）任务3：1.that：无意义，不作成分；what：有意义（“什么”或“所……的”），作成分
2.whether：能；能；if：不能（只能引导宾语从句）；不能（但可以说if...or not）
3.同位语从句：解释抽象名词的内容；that：仅起连接作用，不作成分；定语从句：限定或修饰名词；that：作主语或宾语
（二）1.不定式短语；（1）形容词（2）名词（3）takes 2.（1）陈述（2）主句 3.fact, news, idea, thought, hope, belief, doubt, promise, suggestion, advice, proposal, order, request 4.（1）(should+)动词原形（2）(should+)动词原形
（三）任务1：（1）that（2）whether（3）What（4）that（5）where（6）Whether
（三）任务2：（1）It is certain that she will succeed. （2）It is not clear whether he will come.
（三）任务3：（1）主语从句（2）宾语从句（3）表语从句（4）同位语从句
（三）任务4：（1）定语从句（2）同位语从句
（三）任务5：参考范文见下。
四、课堂达标自测
（一）1.What 2.that 3.whether 4.whether 5.What 6.Whether 7.that 8.what 9.where 10.What
（二）1.主语从句 2.宾语从句 3.表语从句 4.同位语从句 5.宾语从句 6.主语从句 7.表语从句 8.同位语从句
（三）1.It is certain that she will succeed. 2.It is not clear whether he will come. 3.It is a pity that we lost the game. 4.It is still uncertain whether we should go there.
（四）参考范文：
My Understanding of Cultural Exchange
What I have learned from studying cross-cultural communication is that cultural exchange is a two-way process. I believe that we can benefit greatly from learning about other cultures. The reason why cultural exchange is important is that it helps us understand different perspectives and reduce misunderstandings. The fact that we live in a globalized world means that we need to develop cross-cultural competence. My view is that everyone can become a cultural messenger by sharing their own culture and respecting others.
第三部分 测评案
Unit 2 Bridging Cultures Learning About Language 同步测评
满分：100分 时间：40分钟
姓名：__________ 得分：__________
一、用适当的引导词填空（20分）
1.________ she said made everyone laugh.
2.I believe ________ he is honest.
3.The question is ________ we can solve this problem.
4.I don‘t know ________ she will come or not.
5.________ we need is more time.
6.________ he will come is still uncertain.
7.The news ________ she passed the exam made her parents happy.
8.This is ________ I want to tell you.
9.I don’t know ________ she lives.
10.________ she is doing is very important.
二、判断从句类型（20分）
（ ）1.What I need is a good rest.
（ ）2.I think that she is right.
（ ）3.The problem is that we are short of money.
（ ）4.The fact that he didn‘t come surprised us.
（ ）5.I believe that he will succeed.
（ ）6.What she said is true.
（ ）7.The reason is that we don’t have enough time.
（ ）8.The news that she won the prize excited everyone.
三、选择填空（20分）
1.________ she said is not true.
A.That B.What C.Whether D.Which
2.I don‘t know ________ she will come.
A.that B.what C.whether D.which
3.The reason is ________ we don’t have enough time.
A.that B.what C.whether D.why
4.The news ________ she won the prize surprised everyone.
A.which B.that C.what D.who
5.________ we need is more practice.
A.That B.What C.Whether D.Which
6.It is certain ________ she will succeed.
A.that B.what C.whether D.which
7.The question is ________ we can finish the work on time.
A.that B.what C.whether D.which
8.I think ________ he is a good student.
A.that B.what C.whether D.if
9.________ he will come is not clear.
A.That B.What C.Whether D.Which
10.This is ________ I wanted to tell you.
A.that B.what C.whether D.why
四、句型转换（20分）
用it作形式主语改写句子：
1.That she will succeed is certain.
→ _________________________________________________________________
2.Whether he will come is not clear.
→ _________________________________________________________________
3.That we lost the game was a pity.
→ _________________________________________________________________
4.Whether we should go there is still uncertain.
→ _________________________________________________________________
5.That he got the job is a great achievement.
→ _________________________________________________________________
五、短文写作（20分）
请以“What I Have Learned About Cultural Exchange”为题，写一篇60词左右的英语短文，阐述你对文化交流的理解。要求：1.运用至少3种不同类型的名词性从句；2.运用至少3个本课核心词汇；3.结构完整、语言规范。
测评案参考答案与评分标准
一、用适当的引导词填空（20分，每题2分）
1.What 2.that 3.whether 4.whether 5.What 6.Whether 7.that 8.what 9.where 10.What
二、判断从句类型（20分，每题2.5分）
1.主语从句 2.宾语从句 3.表语从句 4.同位语从句 5.宾语从句 6.主语从句 7.表语从句 8.同位语从句
三、选择填空（20分，每题2分）
1.B 2.C 3.A 4.B 5.B 6.A 7.C 8.A 9.C 10.B
四、句型转换（20分，每题4分）
1.It is certain that she will succeed.
2.It is not clear whether he will come.
3.It is a pity that we lost the game.
4.It is still uncertain whether we should go there.
5.It is a great achievement that he got the job.
五、短文写作（20分）
参考范文：
What I Have Learned About Cultural Exchange
What I find most valuable about cultural exchange is that it opens our minds to new perspectives. I believe that by learning about other cultures, we can better understand ourselves. The reason why I am interested in this topic is that I want to become a global citizen. The fact that we live in a connected world means that cross-cultural competence is essential. My hope is that more people will take part in cultural exchange and help build bridges between nations.
评分标准：
内容完整性：8分，包含对文化交流的理解和个人思考
名词性从句运用：6分，至少3种不同类型，使用正确、自然
语言准确性：3分，语法正确，拼写无误，表达流畅
结构连贯性：3分，结构完整，衔接自然，运用连接词

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