高中英语人教版必修3《Unit5 Canada the true north》课件

1 四组名词性从句引导词用法区别

1. what 与that的用法区别

两者均可引导主语、表语、宾语从句，区别是what可在从句中用作主语、宾语或表语，意为“什么”或“所…的”，而that仅起连接作用，本身没有实际意义，在从句中也不充当任何句子成分(引导宾语从句时通常可以省略)：

He doesn’t know what she likes. 他不知道她喜欢什么。

What you say is quite right. 你所说的相当正确。

I believe (that) he will come to see us. 我相信他会来看我们的。

It’s a pity (that) he didn’t finish college. 真遗憾他大学没毕业。

另外，that 可引导同位语从句，但 what 通常不用于引导同位语从句：

I had no idea that you were here. 我不知道你在这儿。

2. whether与 if的用法区别

两者的用法异同注意以下几点：

(1) 两者均可引导宾语从句，表示“是否”，常可互换：

He asked if [whether] we wanted a drink. 他问我们是否想喝一杯。

He didn’t tell me if [whether] he would come. 他没有告诉我他是否会来。 2 【注】若是引导条件状语从句，则只能用 if(意为“如果”)。

(2) 当引导一个否定的宾语从句时，通常用 if 而不用 whether：

I don’t care if it doesn’t rain. 我不在乎天是否下雨。

【注】在个别词语(如 wonder, not sure 等)后的从句否定式有时也可用 whether 引导：

I wonder if [whether] he isn’t mistaken. 我想知道他是否错了。

Unit 5 Canada—“The True North”

Ⅰ.单项填空

1．—You seemed to be very surprised at the news that he won.

—Not exactly. It was his courage________his skill________really struck me.

A．as well as; that B．other than; that

C．rather than; which D．and; which

解析 考查短语辨析和固定句式。other than除了；不同于；as well as与……一样；也；rather than而不是。It was...that...构成强调句式。

答案 B

2．The government has taken measures to________the high prices of daily goods to keep the

market stable.

A．take down B．bring down

C．hand down D．tear down

解析 考查动词短语辨析。A项“取下；写下；拆除”；B项“击落；降低(价格等)”；C项“传递”；D项“拆除；弄倒”。

答案 B

3．It was Mr Zhang that helped us out of the trouble. Without his help, we________it so easily.

A．can't manage

B．mustn't have managed

C．couldn't have managed

D．couldn't manage

解析 考查虚拟语气。句意：是张先生帮我们摆脱了困境。要是没有他的帮助，我们就不可能这么轻易完成。

答案 C

4．When I study English, I like to put my dictionary________my reach so that I can refer to it

Unit 5 CANADA- “THE TRUE NORTH”

A TRIP ON “THE TRUE NORTH”

Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins in Montreal on the

Atlantic coast. Rather than take the aeroplane all the way, they decided to fly to Vancouver and

then take the train from west to east across Canada. The thought that they could cross the whole

continent was exciting.

Their friend, Danny Lin, was waiting at the airport. He was going to take them and their

baggage to catch “The True North”, the cross-Canada train. On the way to the station, he chatted

about their trip. “You’re going to see some great scenery. Going eastward, you’ll pass mountains

and thousands of lakes and forests, as well as wide rivers and large cities. Some people have the

idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5,500

新人教版高中英语必修三Unit5《Canada-The true North》教学设计

教学设计：

本节课的中心是以课程标准为指导，综合考虑学情，对教材进行灵活取舍而设计的一堂课。在课堂中，以学生为中心，以问题和展示为导向，教师以引入、引导、组织、帮助、指导为辅助，让学生自主进行信息加工、知识体系建构和创新应用能力的发展。在语言输出环节，给学生设计半开放型的任务，既有足够的挑战性，又照顾学生的基础，使学生敢于表达自我，这对他们来说是一个很重要的突破。

教学步骤：

第一步：课前活动

在课前，学生快速浏览预讲义，对加拿大有一个大体了解。在热身活动中，学生欣赏加拿大官方旅游宣传片，研讨加拿大地图，并进行小测验。这些活动的设计意图是感受视觉冲击，激发研究兴趣，抓住学生对加拿大想要了解的兴趣，转化为地图上重要地理坐标的梳理，快速输入加拿大的基本信息，做一个初步了解。

第二步：阅读活动

在阅读活动中，学生进行速读课文，完成相关任务，预测文章内容并补充完整句子，将课文段落大意连线，读取课文获取细节信息。这些活动旨在提高学生的研究技能，特别是总结和理解文本。同时，通过任务为导向，通过小组讨论和展示，建构知识体系，取长补短，使学生获得表达自我的成就感，从而内化为研究的动力。

教学目标：

本节课的知识目标是让学生了解与旅行和加拿大有关的词汇、短语和句子结构。能力目标是提高学生的研究技能，特别是总结和理解文本，同时练学生的口语表达能力。情感目标是让学生欣赏多元文化现象，更好地理解国家之间的差异。 In this article。we will XXX Canada。XXX。Canada is

known for its vast landscapes。friendly people。and diverse XXX

discuss some of the must-visit places in Canada and the best XXX.