1. 高中英語必修三第五單元講了什麼
Canada-"The True North"
老師祝你學習進步！
望採納，謝謝你的問題！^_^
2. 英語必修三五單元課文的所有從句（表明是什麼從句）非常非常！！
一.主語從句
主語從句是在復合句中充當主語的從句，通常放在主句謂語動詞之前或由形式主語it代替，而本身放在句子末尾。
1. It 作形式主語和it引導強調句的比較
It 作形式主語代替主語從句，主要是為了平衡句子結構，主語從句的連接詞沒有變化。而it引導的強調句則是對句子某一部分進行強調，無論強調的是什麼成分，都可用連詞that。被強調部分指人是也可用who/whom。例如：
It is a pity that you didn』t go to see the film.
It doesn』t interest me whether you succeed or not.
It is in the morning that the murder took place.
It is John that broke the window.
2. 用it 作形式主語的結構
(1) It is +名詞+從句
It is a fact that … 事實是…
It is an honor that …非常榮幸
It is common knowledge that …是常識
(2) it is +形容詞+從句
It is natural that… 很自然…
It is strange that… 奇怪的是…
(3) it is +不及物動詞+從句
It seems that… 似乎…
It happened that… 碰巧…
(4) it +過去分詞+從句
It is reported that… 據報道…
It has been proved that… 已證實…
3. 主語從句不可位於句首的五種情況
(1) if 引導的主語從句不可居於復合句句首。
(2) It is said , (reported) …結構中的主語從句不可提前。例如：
It is said that President Jingo will visit our school next week. (right)
That President Jiang will visit our school next week is said. (wrong)
(3) It happens…, It occurs… 結構中的主語從句不可提前。例如：
It occurred to him that he failed in the examination. (right)
That he failed in the examination occurred to him. (wrong)
(4) It doesn』t matter how/whether …結構中的主語從句不可提前。例如：
It doesn』t matter whether he is wrong or not. (right)
Whether he is wrong or not doesn』t matter. (wrong)
(5) 含主語從句的復合句是疑問句時，主語從句不可提前。例如：
Is it likely that it will rain in the evening? (right)
Is that will rain in the evening likely? (wrong)
4. What 與that 在引導主語從句時的區別
What 引導主語從句時在句時在從句中充當句子成分，如主語.賓語.表語，而that 則不然。例如：
1) What you said yesterday is right.
2) That she is still alive is a consolation.
二.賓語從句
賓語從句就是在復合句中作賓語的名詞性從句，通常放在主句謂語動詞(及物動詞)或介詞之後。
1. 作動詞的賓語
(1) 由that引導的賓語從句(that 通常可以省略),例如：
I heard that be joined the army.
(2) 由what, whether (if) 引導的賓語從句，例如：
1) She did not know what had happened.
2) I wonder whether you can change this note for me.
(3) 動詞+間接賓語+賓語從句。例如：
She told me that she would accept my invitation.
2. 作介詞的賓語
例如：Our success depends upon how well we can cooperate with one another.
3. 作形容詞的賓語
例如：I am afraid (that) I』ve made a mistake.
That 引導的從句常跟在下列形容詞後作賓語：
Anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以將此類詞後的that 從句的看作原因狀語從句。
4. It 可以作為形式賓語
It 不僅可以作為形式主語，還可以作為形式賓語而真正的賓語that 從句則放在句尾，特別是在帶復合賓語的句子中。 例如：
We heard it that she would get married next month..
5. 後邊不能直接跟that 從句的動詞
這類動詞有Allow, refuse, let, like, cause, force, admire, condemn, celebrate, dislike, love, help, take, forgive等。這類詞後可以用不定式或動名詞作賓語，但不可以用that引導的賓語從句。例如：
I admire their winning the match. (right)
I admire that they won the match. (wrong)
6. 不可用that從句作直接賓語的動詞
有些動詞不可用於「動詞+間接賓語+that從句「結構中，常見的有Envy, order, accuse, refuse, impress, forgive, blame, denounce, advise, congratulate等。例如：
He impressed the manager as an honest man. (right)
He impressed the manager that he was an honest man. (wrong)
7. 否定的轉移
若主句謂語動詞為Think, consider, wuppose, believe, expect, fancy, guess, imagine等，其後的賓語從句若含有否定意義，一般要把否定詞轉移到主句謂語上，從句謂語用肯定式。例如：
I don』t think this dress fits you well.(我認為這件衣服不適合你穿。)
三.表語從句
表語從句在復合句中作表語的名詞性從句，放在系動詞之後，一般結構是「主語+連系動詞+表語從句」。可以接表語從句的連系動詞有be, look, remain, seem等。引導表語從句的that常可省略。另外，常用的還有the reason is that… 和It is because 等結構。例如：
1) The question is whether we can make good preparation in such a short time.
2) This is why we can』t get the support of the people
3) But the fact remains that we are behind the other classes.
4) The reason he is late for school is that he missed the early bus.
四.同位語從句
同位語從句就是在復合句中作名詞的同位語的名詞性從句。
1. 同位語從句的功能
同位語從句對於名詞進一步解釋，說明名詞的具體內容，一般由that引導，例如：
1) The king』s decision that the prisoner would be set free surprised all the people.
2) The order that all the soldiers should stay still is given by the general.
2. 同位語在句子中的位置
同位語從句有時可以不緊跟在它所說明的名詞後面，而是被別的詞隔開。例如：
He got the news from Mary that the sports meeting was put off.
3. 同位語從句與定語從句的區別
(1) 定語從句中的that既代替先行詞，同時以在從句中作某個成分(主語或賓語)，而同位語從句中的that是連詞，只起連接主句與從句的作用，不充當句中任何成分。
(2) 定語從句是形容詞性的，其功能是修飾先行詞，對先行詞加以限定，描述定的性質或特徵;同位語從句是名詞性的，其功能是對名詞進行補充說明。例如：
1) The news that he told me is that Tom would go abroad next year.(他告訴我的消息是湯姆明年將出國。)(第一個that引導的從句是定語從句，that在從句中作賓語)
2)The news that Tom would go abroad is told by him.(湯姆將出國的消息是他講的。)(同位語從句，that在句中不作任何成分)
3. 高二英語必修五第三單元教案
我有譯林牛津版高二英語必修五第三單元教案，希望可以幫到你。
Unit3 Science versus nature
Welcome to the unit
Teaching objectives:
1. To arouse students』 interest in the unit topic
2. To help students kwon more about cloning technology
3. To encourage students to participate in the discussion relevant to cloning
Teaching focus and difficulties:
1. Make sure that students can have the basic knowledge about cloning.
2. Make sure that each student can hold their own opinions towards cloning.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Brainstorming
1. Ask students to read the title of the unit Science versus nature. Draw students』 attention to the word 『versus』. Tell them that 『versus』 is usually used when discussing sports competitions or the law, which means that two teams or sides are against each other.
Encourage students to think why 『versus』 is used here. Ask students the following questions:
Do you think there is conflict between science and nature?
What might the conflict be?
2. Show a picture of the first cloned mammal, Dolly. Give some introction about the creation of Dolly. Tell students this new technology is called 『cloning』, which proces an exact of an animal or a plant from its own cells.
3. Lead students to learn the unit while thinking about the relationship between the title of the unit Science versus nature and cloning technology.
Step2 Sharing information
1. Show the following five pictures one by one, each of which shows a successfully cloned animal. As to the five pictures, we conct the following activities.
(Picture2) Tell students that the mule in the picture is the world』s first cloned mule. It was born on 4 May 2003. His name is Idaho Gem and his brother, Taz, was a racing mule that has won many competitions.
(Picture3) Tell students that the kitten in the picture is called Cc. Its name is from 『Copycat』. Scientists in the USA created it with a cell taken from its mother, Rainbow. It was born in December 2002.
(Picture4) The five little pigs』 names are Noel, Angel, Star, Joy and Mary.
(Picture5) The pair of calves were born on 5 July 1998 in Ishikawa, Japan. They were two years younger than Dolly, being the second alt animal clones in the world.
(Picture6) The name of the cloned monkey is ANDi. It is from 『inserted DNA』 spelt backwards. It is the first genetically modified monkey. The technology is different from that used for Dolly.
2. Get students to form groups of four or six to discuss the further questions:
From just these pictures, can you identify the differences between the cloned animals and normal ones?
In your opinion, what might be the differences between these cloned animals and normal ones? Can these animals lead a normal life as normal animals?
Ask several groups to report their answers to the class. Allow different opinions and encourage further discussion.
3. Have students hold a debate about whether it would be a good idea to clone humans some day. Divide students into two groups. One group represents anti-cloning views while the other represents pro-cloning views. Encourage students to provide as many reasons as they can to support their ideas.
Step3 Homework
Assign students to surf the Internet or refer to other sources for further information relevant to cloning technology, so as to finish the first two questions below the pictures. Ask students to make as many notes as possible.
Reading (1)
Teaching objectives:
1.To reinforce students』 comprehension of the text and improve their other skills by participating in all the activities.
2.To help students know the widespread discussion about cloning and hold their own attitudes towards it.
3.To enable students to master the reading strategy and become more competent in reading articles related to science.
Teaching focus and difficulties:
1. Students can work out the meaning of difficult or unfamiliar scientific terms with reading strategy.
2. Students can hold their own opinions on the base of reading the article.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Lead- in
Check the homework. Encourage students to share their sources relevant to cloning technology with the whole class. Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and public.
Step2 Reading strategy
Get students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.
Step1
Begin by reading the first and last paragraphs for an idea of what the article is about.
Step2
Circle any words you do not now. Question things you do not understand or that do not appear to make sense.
Step3
Read through the article a few times, and make sense of the scientific terms upon further readings.
Step3 First reading—Main idea
Ask students to refer to the reading passage and find out the main idea.
(The reading passage is made up of a newspaper article about cloning and two readers』 letters. We will be given information about how cloning is being researched and the different attitudes towards it.)
Step4 Second reading—Understanding scientific terms
Ask students to circle the unfamiliar words or things they do not understand while second reading. (For example: embryo, tissues and organs, interfere with nature, etc)
Step5 Third reading—Detailed information
Ask students to read only the article carefully, and finish the following exercises:
1. What are the different attitudes towards the success of cloning a human embryo?
On the one hand (valuable tissues and organs can be proced and be used to save human lives)
On the other hand (human beings may be on the way to procing a real-life monster)
Some people consider that (cloning human embryos with the intention to destroy them shows no respect for human life.)
2. Who are the persons in the article related to cloning?
persons
introctions
relations to cloning
Ian Wilumt
a Scottish scientist who created Dolly, the first mammal to be cloned successfully from an alt cell
He was shocked when hearing some scientists were considering cloning human beings. He never intends to create copies of humans. Instead, he thinks the efforts of scientists should be directed towards creating new cells and organs that could be used to cure diseases like cancer.
Faye Wilson
a woman of 41 years old who cannot have a baby.
She is desperate to have a baby of her own, a child that is genetically related to her.
Severino Antinori
an Italian doctor, who is one of the leaders in the cloning research
He has declared that he wants to be the first to clone a human being.
Chinese scientists
who have focused their efforts on cloning animals and stem cells to be used in medical research
China has succeeded in procing clones of cows and goats, and continues to research the ways in which cloning can benefit mankind.
Ask students to read the two letters carefully, and judge whether the statements are true or false:
Pauline Carter thinks:
1. the nature will pay back if we interfere with nature. ( T )
2. we should clone fewer babies to rece Earth』s population. ( F )
3. the lady who cannot have a baby can adopt an orphan, but not have a cloned baby. ( T )
Coline Jake thinks:
1. the news that the first human embryo has be cloned successfully is very terrible. ( F )
2. scientists have succeeded in challenging questions of morality. ( F )
3. human cloning is a good way to save her daughter who has died. ( F )
Step6 Further discussion
Understanding the scientific terms and reinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions:
1. Find the reasons why people are pro- or anti-cloning in the article and letters and write them in the table below
Pro-cloning
Anti-cloning
1. proce valuable tissues and organs that could be used to save human lives
1. may proce a real-life Frankenshtein』s monster
2. cure disease like cancer
2. create more disease in the animal world
3. help those who are unable to have children
3. cloning shows no respect for human life
4. help those who want to clone their dead children
4. human life would no longer be unique
5. we should be having fewer babies in order to rece Earth』s population, not cloning more
2. Do you think it would be easy for the cloned baby to accept his/ her social identity as a 『cloned』 human being?
3. What would the person that had the original cell feel about the cloned baby?
4. Think about the relationship between the title of the unit Science versus nature and cloning technology.
Step7 Homework
Think about the difficult scientific terms underlined before up on the text learning
4. 誰現在手裡有鼎尖教案高中英語必修三到必修五的教案我想咨詢一下每個模塊的課時分配。急用。
hgrfe gyuuyuyu
5. 高中英語必修三全語法和短語
take
place
發生
in
memory
of紀念
dress
up盛裝,打扮
play
a
trick
開玩笑
look
forward
to
期望
day
and
night日夜,整天
as
though好象
have
fun
with
sb玩的開心
keep
one's
word首信用,履行諾言
hold
one's
breath屏氣,屏息
balanced
diet平衡飲食
ought
to應該
tired
of對...厭倦
throw
away丟棄
get
away
with被放過
tell
lies說謊
get
rid
of擺脫
earn
one's
living
謀生
in
debt欠債
make
a
bet
打賭
go
ahead前進
by
accident偶然
account
for導致，做出解釋
to
be
honest說實話
in
rags衣衫襤褸
even
if
即使，盡管
get
into
trouble
solar
system太陽系
in
time
及時，終於，總有一天
prevent...from阻止，制止
depend
on依靠，依賴
cheer
up感到高興
now
that既然
get
the
hang
of熟悉，掌握，理解
break
out突發，爆發
settle
down定居，平靜下來，專心於
have
a
gift
for對...有天賦
figure
out合計為，計算出，解決，領會到
as
far
as
遠到，直到，至於
6. 高中英語必修三第五單元workbook的課文iqaluit the frozen town全文中文翻譯 著急啊 在線等
記者,貝絲·艾倫,到達一個叫伊基克北部社區在努勒維特努勒維特成立於1999年,是一個特殊的區域,因紐特人。它的名字的意思是「我們的土地」在他們的語言。它是在加拿大的最遠的東北地區,北極圈以北(北極圈),和很冷,冬季平均溫度在努勒維特是零下35度。
貝絲說,「我知道這將是寒冷的一月,但不是這冷!也許有一種狗雪橇(雪橇),可以帶我進城。」
安靜的人在飛機上和她說,「我帶你進城,但我沒有一隻狗拉雪橇。大多數人只使用狗為比賽。你為什麼參觀伊基克?」
貝絲回答說:「我寫一個故事對我的報紙關於伊基克-我們想宣傳這個假日的地方,但我認為這太冷了。」
那人笑了。「我的名字是西蒙和我因紐特人,」他說。「我認為這太遙遠北方這里度假,但越來越多的遊客來了。他們喜歡冰釣魚和拍攝北極熊。我保持遠離北極熊作為可能的。我喜歡溫暖的辦公室和我的溫暖的家。」
貝絲問道,「你做什麼工作在一個辦公室嗎?你不獵殺動物為生?我以為你住在冰屋」。
「我是一個商人。我的祖父會住在冰房子當他在冬天捕獵,但並不是很多人做,現在。老男人用來製作一分之一幾個小時。他們過去住在皮膚帳篷在夏天——帳篷都容易移動所以人們可以追隨動物。」
幾分鍾後,他們抵達伊基克,一個擁有6000人口的小鎮,在西蒙的雪上汽車。這是兩個點鍾在下午,但是它已經是黑暗的,所有的房子閃耀著明亮的燈光。貝絲說,「為什麼這么黑?這是一天的中間!」
西門回答說:「這是黑暗的一天,因為我們是如此遙遠的北方。你應該在6月來臨。太陽照耀在北方然後整夜。這就是為什麼它叫做『午夜太陽的土地」。「有人在街上到處、雪上汽車。甚至有一些狗隊。