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UNIT 5 POEMS定语从句[观察例句]1．Eric set sail once again，this time with 25 ships，of which only 14 made it to Greenland.2．Eric reached Greenland and discovered that people could live in the place where he landed.3．Biarni was the man with whom Leif discussed his plans.4．By around 900AD，there were many places in Northern Europe where the Vikings chose to live.[归纳用法]一、限制性定语从句与非限制性定语从句概述1．限制性定语从句是先行词不可缺少的一局部，假设去掉，主句的内容就不完整，意义也会发生改变。
从句和先行词的关系十分密切，从句紧跟先行词，两者之间不可用逗号隔开。
She has found the necklace (that) she lost two weeks ago.她找到了那条两周前丧失的项链。
2．非限制性定语从句是对先行词的补充说明。
没有它，主句也能独立存在；非限制性定语从句和先行词的关系不是很密切，两者之间用逗号隔开。
He has two sisters，who are working in the city.他有两个姐姐，她们在城里工作。
[即学即练1] 单句语法填空①The weather turned out to be very good，which was more than we could expect.②Is this the museum where the exhibition was held?二、限制性定语从句和非限制性定语从句的区别1．标点的运用有所不同限制性定语从句一般紧跟在先行词后，其后不可用逗号分开；而非限制性定语从句也常放在先行词后，但必须用逗号与主句分开。
Unit 5 The Value of MoneyDiscovering Useful Structures教学设计教材分析该板块的语法学习内容包括两项，一是复习情态动词，二是学习过去将来时。
活动主题是探索如何“表达情态”，以及表述从过去时间看将来要发生的事情”(E xpress modality and talk about future events in the past)。
情态动词反映了说话人对所述内容的态度。
本单元引导学生在剧本对白中体会情态动词的语用效果，归纳其表意功能，巩固情态动词的用法。
本单元剧本中还包含过去将来时态的一些范例。
该时态最典型的句子结构是would be/do和was/were going to be/do,此时的would和作为情态动词的would意义不同。
教学目标在本课学习结束时，学生能够：1. 梳理常用情态动词的表意功能。
2.能够根据具体语境恰当地使用情态动词。
3. 掌握过去将来时两种常用结构的用法。
教学重难点【教学重点】1.复习和梳理常见情态动词的表意功能，引导学生根据真实语境恰当地使用情态动词。
2. 掌握过去将来时两种常用结构的用法。
【教学难点】结合语境，准确地掌握常见情态动词的功能和意义。
教学过程Step 1 Warming-upCompare the sentences and think about the function of modal verbs.A. The exam may be difficult.B. You should be studying harder.C. I can’t study all night during the semester.a. The exam is difficult.b. You are studying harder.c. I study all night during the semester.Step 2 UnderstandingModal verbs have many functions, including the following (A-F). Find modal verbs in previous sections and discuss their functions.A necessityB possibilityC obligationD requestE adviceF intentionWe can discuss it now.You must do it at once.Would you please pass me the salt?You needn’t have stayed.You ought to help him.I would rather do it myself.设计意图：通过分析句子，分析情态动词的表意功能。
人教版高中英语第三册Unit 5 POEMS教学设计文本简析本单元阅读文本介绍了几种简单的英语诗歌形式，旨在让学生能理解和欣赏英语诗歌的美，包括形式美、内容美、意义美，培养审美情趣，并从作品的意义美中获得积极的人生态度和价值观念启示。
该文本是一则典型的说明性文本，用简单易懂的语言向英语诗歌的初学者们介绍了五种比较简单的英语诗歌形式。
文题“A Few Simple Forms of English Poems”是整个文本的核心话题。
正文内容共七段，按“总—分—总”建构。
第一段为总起段，概述了英语诗歌的创作原因以及主要特点，涉及了形式、内容、意义等方面赏析英语诗歌的几个主要维度；第二段至第六段分别介绍了童谣、清单诗、五行诗、俳句和唐诗五种英语诗歌形式；第七段收尾，鼓励读者尝试英语诗歌创作。
在进行文本教学设计时，要引导学生梳理关于与诗歌要素和诗歌赏析有关的话题类语言，既包括format、rhythm、subject、image 等名词，也包括have a strong rhythm、be made up of、contain、consist of、convey这样的动词和动词短语。
还要关注如some，usually，many，often，may等体现说明文用词准确性的功能类语言，同时诗歌语言的简洁、凝练、生动，和诗歌中运用的修辞手法也同样值得关注。
另外，对文本脉络结构的梳理，对零散信息点的整合，以及说明方法的运用，可以有效提升逻辑思维与批判性思维能力。
最后，诗歌承载了丰富的文化内涵，传递了积极的人生观、价值观，学生在阅读诗歌时要体会其意义美，形成自己的价值建构。
教学设计（共2课时）第1课时一、教学内容理解全文，梳理诗歌赏析维度，明确文本的总分总结构，寻找不同诗歌类型的特点，并赏析童谣、清单诗的相关诗例。
二、课时目标1. 解读介绍性文字，理解与诗歌有关的重要词汇，提炼欣赏诗歌的几个主要维度，提升概括能力。
Book III Unit 5 课文理解导学案【学习目标】1.扎实理解课文，掌握课文中的基础知识，培养快速阅读，整体理解的能力。
2.通过合作探究，主动质疑，学会总结段落大意和抓住细节的方法，并能流利复述课文。
3.了解加拿大的概况、地理位置、主要城市、风土人情。
课前预习案【自主学习】------大胆试TaskI：①Scan the text and then choose the best answer according to the text.1. What is “The True North”?A. The true north part of Canada.B. The cross-Canada train.C. The north of American continent.D. The areoplane.2. Why are the cousins not flying directly to the Atlantic coast?A. Because they have no other choices.B. Because they want to take the train from West to East across Canada.C. Because they can’t take the areoplan e all the way.D. Because they want to visit their cousins in Vancouver.3. Which of the following is not the reason why many people want to live in Vancouver?A. Vancouver is the most beautiful city in Canada.B. People can ski in the Rocky Mountains and sail in the harbour.C. The city is surrounded by mountains and the Pacific Ocean.D. Vancouver is one of the most popular cities to live in.4. Which of the following is not true about the Calgary Stampede?A. It is a festival for the cowboys from all over the world.B. This festival happens in Calgary.C. During this festival cowboys can compete in riding wild horse.D. This festival is just for fun and the competitor can’t get some prizes.5. Why did they begin to realize two days later that Canada is quite empty?A. Because they found nobody on their way.B. Because there are only thirty million people living on such a huge land andmost of them live within the areas of the USA border.C. There are too many lakes in Canada.D. Because Canada is surrounded by Oceans on three sides. 第一步：培养扫描式阅读的能力方法导引：采用扫描式阅读进行有选择有目的的阅读。
课程目标：1. 帮助学生理解文章的主旨大意和段落结构。
2. 培养学生的阅读技巧，包括快速阅读、略读和精读。
3. 提高学生的词汇量和语法水平。
4. 增强学生的口语表达能力，通过讨论和角色扮演等活动。
教学对象：大学英语专业二年级学生教学内容：- Unit 5 文章内容- 相关词汇和短语- 语法点：被动语态教学时间：2课时教学过程：第一课时一、导入（10分钟）1. 热身活动：通过英语歌曲或游戏活跃课堂气氛，引导学生进入英语学习状态。
2. 介绍作者：简要介绍文章作者的背景和作品，激发学生的阅读兴趣。
二、阅读理解（40分钟）1. 快速阅读：让学生快速浏览文章，了解文章大意和结构。
2. 精读：- 引导学生分析文章的主题和段落结构。
- 解释文章中的难句和短语，如：“be liable to”、“in the wake of”等。
- 分析文章中的例证和论据，帮助学生理解作者的观点。
三、词汇学习（20分钟）1. 词汇讲解：讲解文章中出现的新单词和短语，如：“vulnerability”、“index”等。
2. 词汇练习：通过填空、选择题等形式，帮助学生巩固所学词汇。
四、语法点讲解（10分钟）1. 被动语态：讲解被动语态的构成和用法，通过例句帮助学生理解和掌握。
2. 练习：进行被动语态的练习，巩固所学知识。
第二课时一、复习与巩固（20分钟）1. 复习上节课的内容：通过提问或小组讨论的方式，帮助学生巩固所学知识。
2. 词汇复习：进行词汇测试，检查学生对词汇的掌握程度。
二、口语表达（30分钟）1. 讨论：围绕文章主题进行讨论，如：“如何应对生活中的压力”、“如何保持心理健康”等。
2. 角色扮演：分组进行角色扮演，模拟文章中的场景，提高学生的口语表达能力。
三、总结与作业（10分钟）1. 总结：对本节课的内容进行总结，强调重点和难点。
2. 作业：布置课后作业，如：- 阅读课文，翻译文章。
- 收集与文章主题相关的英语文章，进行阅读和分析。
2019新人教高中英语选择性必修三Unit5 Music--Review useful structures公开课教案Teaching aims；1.enable students to better master the restrictive relative clauses and non-restrictive relative clauses.2.Enable students to differ the usages of that and which.3.Guide students to connect and order sentences using relative pronouns and relative adverbs and edit a passage using relative clauses.4.Help students to apply the relative clauses to your writing.Teaching key and difficult points:1.Help students to understand different usages of that and which.2.Help students to improve their expressions by using the relative clauses.3.How to use relative clauses correctly in the real context.Teaching procedures:StepⅠRevisionActivity 1Review the relative clauses introduced by which,that,who,whom,whose1.There were deep cracks appeared in the well walls.2.Two thirds of the people lived there were dead or injured.3.Workers built shelters for survivors homes had been destroyed.Suggested answers:1.that/which2.who/that3.whoseActivity 2Review the relative clauses introduced by when,where,why1.It was a time people were divided geographically.2.There are many reasons this has been possible.3.Emperor Qinshihuang united the seven major states into one unified country the Chinese writing system began to develop in one direction.Suggested answers:1.when2.why3.whereStepⅠFind,analyse and summariseActivity 1Find out at least six relative clauses in the passageActivity 2Observe the following two sentences and answer the question:Can we replace that in the two sentences with which?And why?1.Some of the first poems (that) a young child learns in English are nursery rhymes.2.One of the simplest kinds of poem is the “list poem”,which contains a list of things,people,ideas,or descriptions that develop a particular theme.Suggested answers:No,we can’t.Because in the first sentence there is a word “first”,and there are things and people in the second sentence.Activity 3Fill in the blanks and summarise the situation where we can only use that instead of which1.Is there anything I can do for you?2.The first thing we need to do is to work out a plan.3.That was the best film I have ever seen.4.There were no trees growing on Antarctica and no oil,so the only fuel we could use was animal fat.5.I can remember the people and some pictures I saw in the room.6.What is the main environmental issue you want to address?Suggested answers:1-6 that or /Summary:定语从句中只用that不用which的情况：1.先行词为all,little,much,few,any,anything,every,everything,no,nothing,none 等不定代词或由它们修饰时；2.先行词由序数词修饰时；3.先行词由形容词最高级修饰时；4.先行词既有人也有物时；5.先行词由the very, the only, the same, the right等修饰时；6.当主句是以which,who,what开头的特殊疑问句时。
教学设计新课标高中英语教材第三册必修Module 5 Great People and Great Inventions of Ancient ChinaReading: Philosophers of Ancient China一、教学课型：阅读课二、教材分析：本篇课文介绍的是中国古代哲学家孔子、孟子和墨子。
经过十几年的耳濡目染同学们对他们的观点较熟悉，也颇感兴趣，但这些内容以英语的形式出现会让他们略感惊奇和不适，因此要引导学生克服心里障碍，通过阅读和讨论，捕捉有效信息，学会用英语表达诸多哲学家的观点。
三、教学目标：1、Help the students grasp the useful words, expressions and some importantsentence structures in the text.2、Help the students to develop reading skill3、Encourage the students to find out more about European philosophers tocompare with those of China so as to learn something necessary to their lives.四、教学重难点：1、develop reading skill2、learn about philosophers home and abroad to enrich their mind.五、教学过程：Step I. Lead in1.Show pictures of some famous philosophers the world has ever producedand their ideas such as Socrates, Higer , Laozi, Maozetong and so on.T: Please look at these pictures to see if you know any of them, if so, talkabout their ideas.T: Could you tell us which philosopher you like best and why?Ss:…….2.Have the students name some philosophers they know.T: Please name some philosophers you are interested in.T: Would you like to major in philosophy when you go to college and why?Ss:……（设计说明）In order to arouse the students’interests in philosophers, we need to let them learn about some philosophers and their views, while at the same time make them guess the meaning of the word “ philosopher”, a key word in this passage, in which way the topic of philosophers is brought out.Step II ReadingTask one: Leave the students some time to watch the video of this passage with the following questions in mind.1、What are the names of the philosophers mentioned in the passage?2、What are their ideas?3、Whose teachings were very similar to those of Confucius?4、Why did Mencius resigned?5、What is the difference between the views of Confucius and that ofMozi?T: Now I ’like you to watch the video with some questions in mind to get a general idea of the whole passage.Ss:……….（设计说明）In learning a foreign language, listening should come before reading, especially for high school students who have no time to communicate with foreigners, and with some questions in mind while listening is helpful for them to grasp the main idea of the passage and avoid blind listening.Task two:Skimming1.Leave the students five minutes to skim the passage and pick out the topics sentences of each paragraphT. Now that you have got some idea about these philosophers, next go over the text quickly to pick out the topic sentences of each paragraph.2.Show the topic sentences on the computer screen(1)Confucius is the philosopher whose influence has been the greatest.(2)Mencius was a thinker whose teachings were very similar to those ofConfucius.(3)Mozi founded the philosophy called Mohism.(设计说明)Going through the passage quickly to find the topic sentences is to help them improve their reading skill and in the long run to learn writing.Task three:Scanning: Let the students read the passage more carefully and finish the following exercise.T: Please read the text in detail this time and then carry out the following activities.1. fill in the blanks without looking at your books, each blank with one word.(1)Confucius is the ________whose influence has been the greatest.(2)Confucius ________the importance of kindness.(3)Mencius was a thinker whose _______were very similar to those ofConfucius.(4)However, when he saw that the ruler was not following his advice, he_______.(5)Mozi was another teacher who was very _________.(6)He became famous for his unusual clothes and ____________.2.Choose the right answers:(1). Mozi spent many year trying to find a state in that_______.A.He believed that men were not equal.B.His idea of love was different from the Confucian idea of kindness.C.He supported the idea of war.D.He wanted people to follow his teachings(2) Which of the following idea is from The Book of MenciusA.People were less important than rulersB.The people should be well treated by the governmentC.If the government were tough, the people would be good.D.The people should be treated badly(3) It can be inferred that the author of the passage is_______.A.is in favour of these philosophersB.doesn’t support the ideas of the philosophersC.the passage doesn’t implyD.is against the ideas of the philosophers3.Show the answers on the computer screen of excises 1and2.Excise1. 1. fill in the blanks without looking at your books, each blank with one word.(1) Confucius is the philosopher whose influence has been the greatest.(2) Confucius stressed the importance of kindness.(3) Mencius was a thinker whose teachings were very similar to those ofConfucius.(4) However, when he saw that the ruler was not following his advice, heresigned.(5) Mozi was another teacher who was very influential.He became famous for his unusual clothes and behaviour.Excise 2. D B C(设计说明)To read the passage in detail is to have a further understanding of the text.The above two excises are designed to help the students search information and give a summary of the passage.Step III. DiscussionHave the students give a discussion of some foreign philosophers and their teachings (prepared before class as a homework to surf the internet) in group of four within about 15 minutes with each group handing in their final report after class.（设计说明）The materials of the discussion have to be prepared beforehand so that the students will spend time collecting them, which can raise their ability of finding out information, while the discussion is a sort of group activity which can help them learn to cooperate with each other.Step IV Language points discussionHold a discussion about the usage of some important words, phrases and sentence structures.T: Now we have finished the reading part of the passage. Well, let’s have a discussion about the language points of this passage. First look at the first paragraph, anyone volunteer to point out important words, phrases or sentences structures you think important…….Ss: be at war with…..( The following Words and expressions and sentence structures should bepointed out by the students and their usage should be discussed, the teacherhas to give some further explanation and examples if necessary) Words and expressions:stress; resign; adviser; influential; principle; be at war with; be brought up;be similar t o; in some ways; man; human beings….Sentence structures:(2)But it was a time when there were many great philosophers.(3)Mencius believed that the reason why man is different from animal isthat man is good.(4)(5)As a result, he spent many years trying to find a state where peoplewould follow his teachings.（设计说明）Learning to use the words , expressions and sentence structure is one of the important skills for the students. To teach oneself and hold a discussion is a good way to grasp them, and to a certain extent help the teacher a lot in teaching, there is always something the teacher has n’t prepared.Step IV. HomeworkT: Today we have completed learning the words, phrases and sentence structures of the passage and developed reading skill, so the homework today should be making good use of what has been learned in this passage, that is , write a short passage about a famous philosopher you know in about 200 words.（设计说明）The best way to learn a language well is to use it in real life, so writing about something the students are familiar with is helpful to improve their skill inEnglish.。
