单元整体教案NSEFCII-U02(The first period)

时间：2024-09-01 03:35:59 作者：享受生活教案收藏本文下载本文

【导语】“享受生活”通过精心收集，向本站投稿了11篇单元整体教案NSEFCII-U02(The first period)，下面小编为大家整理后的单元整体教案NSEFCII-U02(The first period)，欢迎阅读与借鉴!

目录
第1篇：单元整体教案NSEFCII-U02(The Fourth Period)第2篇：单元整体教案NSEFCII-U02(The first period)第3篇：单元整体识字教案设计第4篇：单元整体识字教案设计第5篇：单元整体识字教案设计第6篇：第一单元整体说明语文版八年级下教案第7篇：人教版高一 Unit 11 Music 单元整体教案第8篇：人教版高一 Unit 9 Technology单元整体教案第9篇：三年级第八单元整体教学教案设计第10篇：单元整体教案NSEFCII-U05(人教版高二英语上册教案教学设计)第11篇：单元整体教案NSEFCII-U03(人教版高二英语上册教案教学设计)

篇1：单元整体教案NSEFCII-U02(The Fourth Period)

The Fourth Period

Teaching Aims:

1. Learn and master the following words: citizen, polluter, arm,

update

2. Review the use of the Past Participle.

3. Train the students' integrating skills, especially the writing

skill.

4. Learn more about reporters and news reports.

Teaching Important Points:

1. Train the students' integrating skills.

2. Help the students write a comparison paragraph between two kinds

of news media

Teaching Difficult Point:

.How to write a better comparison paragraph.

Teaching Methods:

1. Asking-and-answering activity to check the students'

understanding of the two reports.

2. Review method to consolidate the use of the Past Participle as

Attribute and Predicative.

3. Individual, pair or group work to finish each task.

Teaching Aids:

1. a tape recorder

2. a projector

3. the blackboard

Teaching Procedures:

Step I Greetings

Greet the whole class as usual.

Step II Revision and Lead-in

T: Yesterday, we learned the use of the Past Participle as Attribute

and Predicative. Now let's have a revision by doing an exercise on

the screen

Complete each sentence using the right form of the verb in brackets.

1. I had nothing to do. I was (bore) and lonely.

2. Jack looked even more (amaze) than he felt.

3. The results were very (disappoint).

4. I was thanked by the (satisfy) customer.

5. The girl (dress).in red is my daughter.

6. Last Monday our class went on an (organise) trip.

(Teacher asks some students to do it. One student, one sentence.

Meanwhile, check their answers with the whole class.)

篇2：单元整体教案NSEFCII-U02(The first period)

单元整体教案NSEFCII-U02(The first period)

I. Brief Statements Based on the Unit

The activities of this unit, including Warming-up, Listening,

Speaking, Reading and Writing, center on the subject－news and the

media, which are connected with our life closely. It provides the

students an opportunity to learn the language in using it.

By talking about news and the media, the students get more knowledge

about them－not only know about the important parts they play in

learning about the world, but also the ways they are written and

made. The students must be very interested in this subject. This

way, they can learn the language points easily and freely. They will

not only learn some useful words and phrases about news and the

media, but also learn to express opinions.

Besides, the study of the Grammar－the Past Participle can help the

students use the language more exactly. By finishing each task

provided in the textbook and the workbook, the students' skills to

use language can be well developed.

Ⅱ. Teaching Goals

1. Talk about news and the media.

2. Practise expressing opinions.

3. Learn about the Past Participle (1): used as Attribute and

Predicative.

4. Write a comparison paragraph.

Ⅲ. Teaching Time: Four periods

IV. Background Information

1. RADIO

In ancient times the only way that men could send messages from

village to village was on foot. When men learned to use the horse,

communication became much quicker. However, compared to the modern

world communication was still quite slow. Many parts of the world

had no knowledge of events in other places. Later, the post was

introduced and horse riders carried letters. This meant that

communication was further improved. Horses drawn coaches could move

people from town to town in quite a comfortable way. At the

beginning of the last century the steam train was invented and for

the first time really fast communication became possible. Not only

could letters be sent easily from one part of a country to another,

but travel was made easy, too. At about the same time, steam ships

helped communication between countries.

The invention of the telegraph in the middle of the last century

further increased the speed at which messages could be sent. In this

system electrical signals, in code, are sent along metal wires.

These signals travel so fast that they could go nearly eight times

round the world in one second. A special device is needed to send

the code. At the other end another device is used in order to

receive the code. By this method messages can be sent over distances

of several hundred kilometres. With the invention of the telephone

the human voice could be sent over long distances. Because of this

the telephone system replaced the telegraph for quick communication

over long distances. The telegraph is still used, however, by

newspapers in order to send news and for other purposes too.

At the beginning of this century radio was invented and in a few

years communication was again improved. The main difference between

radio and telephone is that radio uses no electrical signals which

travel long distances along wires. Instead invisible waves, moving

at the same speed as electrical signals, are used. A few years ago

there were not many radio stations in the world. Today there are

many hundreds of radio stations broadcasting in different languages

and in all countries. The invisible radio waves can easily travel

from one country to another. This means that listeners in one

country can listen to programmes broadcast from another country. In

this way information travels from country to country. Radio is often

used by policemen to communicate with one another. In addition,

police forces in one country can communicate with those in other

countries in order to catch criminals. Ships at sea use radio so

that they know exactly where they are. Aeroplanes use radio for the

same reason and this makes it easier for them to find their way from

place to place.

In the modern world there are many methods of communication. As well

as radio there is television, for example. This enables information

in the form of a picture to be broadcast from one place to another.

Radio is often used as part of a telegraph system where distances

are very large. Of the many modern methods of communication, radio

probably remains the most important.

2. How the Program Is Broadcast?

We turn on the radio and a program comes to us from a

broadcasting station miles and miles away. We know that words and

music themselves haven’t traveled all that distance through space,

but something certainly is bringing the program from the station.

What is this silent carrier?

The answer is radio waves. We can not see radio waves or feel

them or even hear them. In fact, nobody knows exactly what they are.

But we do know that they are made by electricity, and we have

learned how to use them.

At the broadcasting station people talk or sing, instruments (乐器)

play, doors slam(砰) ,and all of these make sound waves. The sound

waves reach the microphone, and here they are changed into

electricity. Then from a tall tower called the broadcasting aerial

(天线) ,electricity sends radio waves. The waves travel in every

direction, and some of them reach our radio aerial. Now a wonderful

thing happens. The radio waves start an electricity current (电流) in

our aerial like the one that was first made in the broadcasting

station. Finally, the loudspeaker in our set changes electricity

into sound, and we hear the program.

The First Period

Teaching Aims:

1. Learn and master the following words and phrases:

media, reliable, fire, face, difficulty, elect, go up, burn down,

injure

2. Practise expressing opinion using the following:

What do you think of…?

What's your opinion?

Why do you choose…?

Perhaps…is more important.

I would rather choose.…

I don't think we should choose…

Maybe it would be better to choose…

Our readers want to know about…

3. Talk about news and the media.

4. Train the students' listening and speaking abilities.

Teaching Important Points:

1. Master the useful words and expressions appearing in this period.

2. Train the students' listening and speaking abilities by talking

about news and the media.

Teaching Difficult Points:

1. How to help the students understand the listening material

exactly.

2. How to help the students finish the task of speaking.

Teaching Methods:

1. Listening-and-answering activity to help the students go through

the listening material.

2. Individual, pair or group work to make the students finish each

task.

Teaching Aids:

1. a tape recorder

2. a projector

3. the blackboard

Teaching Procedures:

Step I Greetings and Lead-in

T: Good morning/afternoon, class.

Ss: Good morning/afternoon, Miss/ Mr. X.

T: Sit down, please. Being the members of the society, we all cares

for/about what happens around us or even what happens at home and

abroad. How can you do so?

Ss: By reading newspapers and magazines, watching TV programmes,

listening to the radio.

T: Are there any other ways? Think it over.

Ss: By a website.

T: Yes. It’s also a way to learn about the world. What do you call

these things which help us know about to the world?

Ss:新闻媒体

T: In English, we call it news media. Today we'll begin to learn

Unit 2 News media (Bb: Unit 2 News media). First, let's learn the

new words in this period. Look at the screen.

(Teacher first asks some students to read the words on the screen.

Correct the Ss' mistakes in prononciation. Then teacher gives brief

explanations. At last, let the Ss read and remember them for a

while.)

Step Ⅱ Warming up

T: Well, now please open your books at Page 9. Warming up first.

Look at each of the pictures and tell me which kind of news media it

shows?

Ss: The first picture shows a website; the second one shows radio;

the third one shows TV programmes; the fourth one shows magazines;

the fifth one shows newspapers.

T: Quite right! Now, please work in groups of four and discuss the

five questions below the pictures. A few minutes later, I’ll cotleet

your answers. OK?

Ss: OK.

T: You can begin now.

(A few minutes later. )

T: Are you ready now?

Ss: Yes.

T: Which group would like to talk about the first question? Choose

one member of your group to answer the question.

S1: I think TV is the most reliable among the news media. TV

consists of a series of lively consecutive pictures. For the people

who want to know what is exactly happening, a picture responds

better to offer the truth of a fact than the mere words upon a page.

It can offer an unique function of seemingly on-the-spot feeling,

which is not available to the other media.

T: The second question?

S2. I think TV programmes are easy for most people to understand.

Radio, can only be heard and sometimes can’t be picked up clearly.

Newspapers and magazines are only useful for people who can

read. Websites have many different pages, but you should be careful

to read some of the pages. who can read. Website have many different

pages, but you should be careful to read some of the pages.

T: The third question?

S3 : I will check other sources.

T: The fourth question?

S4: Every morning, the newspaper chief editor and the journalists

discuss the main events of the day. Reporters are then sent to cover

the events. They usually do some interviews and then check the

information. They must work very fast. Later in the day, everything

is put together at the news desk. Then the editors read the stories

and make any necessary changes and choose a good title for each

story. At last, they print them quickly and deliver them. Making a

magazine is more or less the same as making a newspaper. But

the articles in a magazine are more like stories, which are written

by all kinds of writers. Magazines are not published as quickly as

newspapers.

T: The last question?

Ss: News broadcast, newspaper, magazine, radio programme, website,

report, reporter, editor, interview, write articles…

Step Ⅲ Listening

T: Next, let's come to the Listening. We are going to listen to two

parts of conversations. The first part is an interview; the second

part is a dialogue. Now, look at Exercise 1: Listen carefully to

what is said and tick the information you hear in each part. If

necessary, I'll play it twice. (Teacher begins to play the

tape, and checks the answers after listening. Then ask the students

to finish the rest of the tasks. )

T: OK. Now, please listen to each part once again and then work in

pairs to talk about the questions in Exercises 2,3,4 and 5. Are you

clear?

Ss: Yes.

(Teacher allows them enough time to talk about the questions. Then

ask some students to say their answers.)

Step IV Speaking

T: Well, now it's time for us to be the editors of a newspaper. Here

is a list of ten things that happened today. Look at the screen.

(Teacher shows the screen and read through the list to the

whole class.)

200 people died in an earthquake in Turkey.

China beat Brazil 5-1 in football.

France elected a new President.

Three children from your city were killed.

Someone robbed a bank in Shanghai.

Food prices are going up.

A house in your town burned down. Nobody was injured.

2 000 people in your city were happy today and moved into new

buildings.

A Chinese scientist has invented a new car engine that does not

pollute the air.

There is a rumour that a large company wants to build a factory

in your town:

(Bb :go up, burn down)

T: Now, you've known the ten things, but you only need to report

five of them. So, first decide which events you are going to put in

your newspaper. Then give reasons for your choices and compare with

your classmates. Work in groups of four or five. And the following

expressions on the screen can help you with your dialogue. After a

while, I'll ask some of you to act out your dialogue.

(Teacher shows the screen. )

What do you think of'…?

I would rather choose.…

What's your opinion?

I don't think we should choose…

Why do you choose…

Maybe it would be better to choose…

Perhaps… is more important.

Our readers want to know about….

(Teacher goes around the Ss and checks their work. If necessary,

teacher may join in them. ) Sample dialogue:

A: Hello! How is everything going? Have you finished your work?

B: I'm very busy today. I've chosen five events among ten things

that happened today to report in our newspaper. But I'm not sure

whether I made the best choices. I need your advice.

C: Tell us more about your choices.

B: The first event I chose is “France elected a new President”. It

is an important event these days. I think it may have a great effect

on international affairs. The second is “There is a rumour that a

large company wants to build a factory in our town.” What is your

opinion?

A: I agree with your first choice, but why do you choose the second

one? We should report something true to our readers, not rumours.

Maybe it would be better to choose “A Chinese scientist has invented

a new car engine that does not pollute the air.” It shows our

country's science advancement.

B: Good idea. Then I'd rather choose “2 000 people in our city were

happy today and moved into new buildings. “ and” China beat Brazil

5-1 in football. “They are both exciting news. They also reflect the

improvement of people's life and the achievement in sports.

D: I think you made a good choice. What about the fifth one? Have

you decided yet?

B: I think two events are suitable. I really don't know which is

more important. It is hard to choose. They are “Food prices are

going up. “ and ”200 people died in an earthquake in Turkey.”

D: Perhaps the former is more important. Our readers want to know

more about their life. And this thing is related to everybody's

life.

B: It sound reasonable. Let's think them over. Thank you for your

advice.

Step V Summary and Homework

T: Up to now, we've talked a lot about news media. By listening and

speaking, we've become more familiar with news media. At the same

time, we've learnt some useful words and phrases. You should

remember them and practise using them freely and exactly. After

class, please collect more information about news media and talk

about them with your classmates. Besides, don't forget to

preview the contents of the next period. So much for today. See you

tomorrow V

Ss: See you tomorrow.

Step VI The Design of the Writing on the Blackboard

Unit 2 News media

The First Period

I : Five news media

website, radio, TV programme, magazine,

newspaper

Ⅱ. Useful words and phrases

words., reliable, fire, face, difficulty, elect,

injure

phrases., go up, burn down

Step Ⅶ Record after Teaching

篇3：单元整体识字教案设计

单元识字课教案

一、直接导入主题，伴随出示的两课词语，回顾课文主要内容，随文强化识字。

《海底世界》中用到的词语有：景色奇异、物产丰富、宁静、黑暗、窃窃私语海参、长达、蕴藏

《圆圆的沙粒》中用到的词语有：一颗珍珠、异想天开、嘲笑、动摇、珠光闪闪

二、识记板块

1、文中词语熟练读

景色奇异澎湃宁静黑暗强烈闪烁器官是否窃窃私语危险

物产丰富海参攻击前进后退免费长途长达蕴藏

一颗珍珠哈欠异想天开嘲笑坦然钻进议论纷纷简直牢狱动摇一条缝海潮被遗忘猛然珠光闪闪

小老师领读；学生齐读。

2、认读生字我最棒

官否烈简窃免蕴异牢

强险颗珍哈钻纷摇被潮猛缝坦危退达途器参狱击

小老师领读，男女生对读；开火车读并组词。

3、多音字，读准音。

参 cān参加、参与缝 féng 缝补缝合

shēn 海参、人参 fèng 一条缝门缝

cēn参差不齐

①海参（shēn）靠肌肉伸缩爬行，每小时只能前进四米。

②如果它动摇了，爬出来是很方便的，因为蚌壳开着一条缝（fèng）。

③他们从参（cēn）差的灌木丛中，挖出人参（shēn），买了当路费，然后一起去参（cān）军。

④我透过门缝（fèng），看见妈妈正在给我缝（féng）衣服。

4、分清形近字

烈险（）颗（）

列（）捡（）棵（）

纷（）摇（）潮（）

粉（）遥（）嘲（）

开火车组词；生齐读

5、听音举字游戏

安排强化记住这六个字词：强烈、器官、危险、摇、退、被

6、生字聚会

①哥哥想参加击剑队，妈妈认为太危险，不同意。②在哥哥的强烈要求下，妈妈退让了，他终于达成了愿望。③哥哥说：“我一想到击剑，体内蕴藏的能量 1

仿佛都要爆发出来，这种感觉太奇异了！”

①沙滩上来势凶猛的海潮退去后，一颗颗贝壳就躺在平坦的沙滩上。②我们纷纷脱掉鞋、摇着手臂欢呼着冲了上去。③忽听一声大叫，只见小明被一只张开缝的大海蚌牢牢地夹住了。④那场面简直太好笑了！

合作读文：第一段师生合作读，第二段男女生合作读。

7、新词快递

窃窃私语进退两难地动山摇议论纷纷临危不惧奇珍异宝

1、神州5号飞船在（）的轰鸣声中腾空而起。

2、她努力保持镇静，不好意思站在那里，又不好意思走开，真是（）啊！”

3、夜空中漫天的星星在调皮地眨着眼睛，好像一群淘气的孩子在（）。

4、故宫博物院里陈列着各种（）。

5、面对突发火灾，消防员们（），配合得有条不紊。 6、最近电视有一个惊人的消息，同学们知道后，在班级里（）。读词并活学活用。

8、难记易错要巧记

（加一加、换一换、猜字谜、编顺口溜、分析形声字、背古诗、在生活中观察等方法。）

难记字：器强摇险

①我用记住了字，。 ②我用记住了字，。 ③我用记住了字，。 ④我用记住了字，。易混字：官被简颗

①我来提醒 ____字，请大家注意______________________________________。 ②我来提醒 ____字，请大家注意______________________________________。 ③我来提醒 ____字，请大家注意______________________________________。 ④我来提醒 ____字，请大家注意______________________________________。对于其它生字我还有巧记的方法和要提醒的地方。

烈否危退达珍哈钻纷

我用记住了字，。我用记住了字，。我来提醒 ____字，请大家注意______________________________________。我来提醒 ____字，请大家注意______________________________________。

三、书写板块

重点指导： “强”“ 退” “ 摇” 三字。

四、板书设计

强退摇

一、以单元为整体，使课堂更高效。

这节单元识字课，教学环节安排：前置交流板块（课下完成）---识记板块---写字板块，立足于单元教学，把整个第十单元两篇课文中的生字全部集合在一起进行学习，其中进行了一些优化、整合。在“识记板块”中，生词的出示按照课文的主线和重点进行归类展示，生字按照字的结构进行再一次分类：上下结构、左右结构、半包围结构等，让学生在读的过程中对生字有整体的感知并进行记忆。使课堂更高效。

二、多法并用，突破识字难点。

能否准确的识记生字的音和形，对小学生来说是一个难点。因此，课堂上，让孩子们通过读词语，认生字，在语言环境中读准多音字等方法，反复认读生字，从而达到读准字音；而后再用 “听音举字”、“生字聚会”“新词快递”等各种闯关游戏，进一步加深孩子们对生字的印象；随后，让孩子们运用编故事，猜谜语，说句子等方法来记住难记字、提醒易错字，加深对生字的记忆。各种方法并用，突破识字的难点。

三、示范书写，养成学生良好书写习惯。

识字教学，无论是单元整合的，还是每篇课文独立进行的，教师都应该亲自示范，清清楚楚地告诉学生这个字的间架结构，各部分所占比例，关键部位应该写在格子中的什么位置上。

本单元的生字中，“强”“ 退” “ 摇”这三个字比较难写，在写字板块中对这三个字进行了分析指导。以“强”为例介绍一下书写指导过程。首先引导学生分析：从结构方面说，“强”字是左右结构的，左边窄，右边宽。从书写占格方面说，“弓”字旁的第三笔“竖折折钩”的“折”应该写在横中线上，右边的“虽”字的第一笔“竖”要写在田字格的竖中线上，第八笔“提”不要写成“横”。之后老师示范书写，书写时要笔画到位，给学生一个临摹的范本。（教师示范书写时，学生可以跟着书空。）随后，学生在田字格本上练习书写。

篇4：单元整体识字教案设计

教学内容：三年级下册第二单元要求认识的生字。

教学目标：认识本单元38个生字。

教学重点、难点：利用已学识字方法和在情境中重复出现识记生字。

教学过程:

一、导入

这节课，我们共同学习第二单元的要求认识的生字。大家想一想，我们以前学过了哪些识字方法？出示课件。

二、文中识字

下面大家自由读课文，圈出生字，借助拼音自由学习生字。

三、读带生字课文片段及句子

请大家坐好，下面老师要检查一下大家的自学情况。

多种方式读。

指名读

开火车读，学生跟读。

男女赛读

齐读

四、读词语

大家读得很认真，现在这些淘气的生字娃娃藏在词语里面，看看你还认识他们吗？

小组赛读。看看哪个小组既能做到声音洪亮，又能把词语读正确。

齐读。

五、小组内考生字

这节课大家学得特别认真，相信你的`收获一定很多，下面大家四人一小组，互相考一考本单元的生字，一人读，其他组员认真听，把他不认识的生字圈出来。

六、交流难记的生字

展台出示生字，全班交流识字方法。

七、总结识字情况

在这节课的学习中，大家通过自己的努力，认识了很多生字，继续努力，老师相信你们每个人都能成为识字小能手。

篇5：单元整体识字教案设计

教学目标：

1.通过“诵读”，单元整体认识语文课本上本单元会认的生字。

2.通过观察、指导，掌握课文中要求会写的生字。

教学过程：

一、创设情境，导入新课：

师：冬天到了，北风吹起来了，梅花盛开，雪花飘舞??你听，新年的脚步越来越近了。这节课，让我们一起走进冬的世界，走进第七单元，领略冬天的美丽。请和老师一起本书课题：第七单元整体识字。

二、自主识字我能行：

师：首先，我们进入第一个环节：自主识字我能行。请同学们拿出识字卡，读一读，全认识就在自评全对后面的括号里画对号。（学生自主识字，并自评。）

师：全认的同学你们真棒！没有全认的同学也不要难过，相信经过这节课的努力学习，你一定能全部认识的，加油！

三、师生快乐对对碰：

师：下面让我们进入第二个环节:师生快乐对对碰。

1.第一个挑战：诵读26课诗句，认读生字词

师：请大家接受我的都一个挑战！（出示：26课《古诗两首》的

诗句）请认真听我读，我在哪儿停顿了，你也要和我一样。我读黑字，大家读红字。

（师生承接读、指名读、齐读）

师：（出示26课生字词）我们开火车读一读。小火车小火车开起来，请这列火车开起来。列车员读一遍，大家跟读两遍。

（学生开火车读生字词。）

师：大家顺利地通过了第一个挑战，请听老师送给大家的热烈掌声（播放掌声音效）。

2.第二个挑战：朗读27课，认读生字词

师：我也想和大家读一读课文，让我们师生承接读27课《冬爷爷的图画》吧。我读一个自然段，大家读一个自然段。

（师生承接读27课《冬爷爷的图画》。）

师：请大家自由朗读课文，并思考一个问题：冬爷爷的画儿是怎么画出来的？课文的哪一个自然段写出来了？

（学生自由朗读课文）

（学生交流，并齐读）

师：你真是一个用心读书的孩子，大家为他鼓鼓掌！（出示26课生字词）下面我们来认读生字词，请每组的3号来读，读对了，大家跟读两遍。

（每组的3号同学读，大家跟读）

师：大家表现的真好！伸出小手夸夸自己吧！

3.第三个挑战：读一读28课的几个句子

师:相信大家一定能通过第三个挑战！（出示28课的几个句子）让我们读读这几个句子吧，红色的字要读准了。

（指名读句子）

师评价。

四、识字检测我最棒：

师：大家顺利地通过了三个挑战。现在我们来进行同桌互相检测。请大家拿出识字卡，同桌互相读，全对的在同桌互评全对的括号里画对号。

（同桌互评）

师：只有认识更多的字，我们才能看更多的书。所以每一课的生字必须全部认识。没有认识的同学，请同桌督促他课下全认识。

五、我是写字小明星：

1.老师范写“冒”和“图”。

2.学生仿写。

3.展示书写好的同学的字。

六、总结：

师：今天大家表现的真棒！我送给大家一首小诗：《冬天来了》。（师生承接读）

（在诗歌的朗读中结束这节课。）

篇6：第一单元整体说明语文版八年级下教案

第一单元整体说明（语文版八年级下教案）

第一单元（其它课的教案请到课件素材里下载）

单元整体说明

◆单元教材分析

本单元所选四篇课文皆为叙事性散文。其中《背影》是篇传统课文，作者朱自清通过对父亲的背影在特定环境下的几个细节描写，刻画了父亲颓唐的老境和“我”对父亲的眷恋之情。作者“诚实”的写作使文章真实可感，触人心弦，读之潸然泪下；《永久的悔》是当代语言学家季羡林老师对母亲的追忆，课文以“白的”、“黄的”、“红的”为线索，展示了母亲生活的艰辛和她对“我”的深深爱意，同时也表达了作者有恩不能报的悲悔之心。质朴的语言和真挚的情感使文章有了永久的艺术魅力；《铁骑兵》既是篇散文，也是篇通讯，讲述了在抗战时期，一队骑兵在掉队后灵活应战，以一个班的兵力轻松打乱了敌人的军事部署的经历。杨朔散文布局的巧妙及口语化的语言特征在文中得到了充分的体现；《苏珊・安东尼》是两位美国作家对一位女性的赞歌，课文介绍了美国女权运动的先驱――苏珊・安东尼为争取妇女选举权的斗争过程，通过描述她在两个特定场合的出色表现，透射出她的机智勇敢和不屈不挠，为了理想奋斗不息的精神。本文选取典型事件来展示人物形象的写作手法颇值得探讨。

单元总体目标．

1．熟读课文，了解叙述、描写等表达方式的功能和特点。

2．揣摩散文的语言特点，分析文章的`谋篇布局，理出叙事线索。

3．针对不同课文对学生进行情感教育。

单元重难点一览

重点

难点

1．分析文章的篇章特点，理出文章脉

络。

2．感受不同作者的语言风格，提升文

学欣赏水平及写作能力。

3.掌握叙述、描写等表达方式在叙事性作品中的作用。

1．分析文章的语言特点，增强对语言

的驾驭能力。

◆单元学情分析

散文，被誉为“美文”，它写人记事，但人物不求典型，故事不必完整；它追求语言的锤炼，却又行文自如，不受时空的限制；它常常即景抒情、托物言志，有着诗一般的意境，但又不受节奏、韵律的束缚。散文因其故事性不强，其教学若只是流于形式，浅尝辄止，则会让学生觉得乏味，因此，教师除了要在导人课文上花一点功夫之外，还应引导学生深入一层挖掘文章的语言美、结构美及意境美，让学生深切感受到散文的魅力所在；从而提高文学鉴赏能力。◆‘单元教学建议

1．本单元所选课文多为名家之作，

篇7：人教版高一 Unit 11 Music 单元整体教案

Unit 11 Music

Teaching Aims and Demands

Words and Phrases

Four Skills: suggestion perform performer characteristic contain traditional spread variety universal satisfy desire process express

Three Skills: musical instrument blues slave jazz folk guitar record inner emotion musician totally intelligence chant

Spoken English:

Asking for suggestions and giving advice:

What can you suggest? Maybe we could …

Can I ask you for some advice? I suggest (that) …

Can you help me decide …? May be it would be better to …

That’s a good ides.

Well, but what about …?

Have you considering doing …?

Grammar:

Revise the different forms of different tenses:

一般现在时被动语态

The classroom is cleaned every day.

现在进行时被动语态

The plants is being watered.

现在完成时被动语态

The work has been finished.

一般过去时被动语态

The door was locked (by the boy).

过去进行时被动语态

The meals were being severed.

过去完成时被动语态

Over 10 songs had been learned (by us) by the end of last week.

一般将来时被动语态

A lecture on birds will be given.

Use of Language:

1. Master the function use of language as defined above.

2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

Learn the text about music and encourage the students to learn more about music esp. Chinese traditional folk music in order to expand the students’ vision.

Important points: 1. Talk about different kinds of music

2. Ask for suggestions and give advice.

3. Talk about famous musicians

4. Compare modern and tradition music

Difficult points: The pattern of the passive voice of different tenses

Teaching aids: computer or slider-projector

Way of Teaching: Communication way of teaching, discussion and group work.

Lesson 1

Step 1 Warming-Up

Get the students to listen to some songs and try to guess where the music come from.

Answers to Exercise 1:

Music1: Russian Music 2: South America Music3:Asian

Music4:African

Step 2 Listening

Let the students listen to the songs and answer the questions. After each song, compare answers and ask the students to explain their answers: Where do you think the music comes from? That is about the characteristic of each folk song. Here the students may get a general impression about the sounds of the world.

Get the students to find a song they like best and tell why.

Step 3 Speaking

First ask the students to get themselves prepared for Exercise 2 on p72, then ask them to perform it out.

Step 4 Homework

Prepare for the next class.

Lesson 2

Step 1 Introduction

The teacher may ask the questions in the Pre-reading part as an introduction of the text and in this way to arouse the students’ interest.

Step 2 Fast-reading

Students read the text quickly and make an outline of the text:

1. Most of us like pop music from China or the US, but we also like to listen to other kinds of music. The world is full of interesting music styles.

2. Blues music has a long history and is an important part of African –American culture and modern music. Blues music has influenced and created many other music styles, such as jazz and rock..

3. Modern American music is more than just blues and rock. Hip-hop and rap are two music styles that have become popular.

4. Latin music is an example of world music that has become part of American culture. The style comes from Latin America and is important to the growing number of Spanish-speaking people in the United States.

5. There are many other styles of music we can discover and enjoy if we explore the sounds of the world.

Step 3 Carefully-reading

(1) Ask the students to read the text again and be prepared to answer the questions in the Post-reading part.

The answers:

1 Blue music came from African music that was brought

to the United States by slaves.

2 To rap is to speak the words of a song along with the beat.

3 Latin music is popular in America partly because of the fact that the US has a large Spanish-speaking –population, but also because of the success of such artists as Santana and Ricky Martin.

4 The students may answer in any way.

2. False: 1,2,3,5 True: 4,6

(2) Explain the language points if necessary.

Step 4 Homework

Finish the exercises 1-3 on P146

Lesson 3

Step 1 Revision

Check the homework.

Step 2 Word-study

Give the students several minutes to get prepared for the exercise, then check the answers with the students.

The answers are:

beat

vi. To strike repeatedly (esp. the heart)

n. a regular, rhythmical unit of time

vt. Defeat

pick

1.v. to gather, harvest

(pick up) v. to take on passengers

(pick out) v. to carefully select

rock

vt. To upset

a./n. akind of music, rock’roll

n. hard and large stones

style

n. the fashion of the moment

n. type, kind

n. a way of doing something

Step 3 Grammar

List several sentences in which the Passive Voice is used and other sentences which is of Active Voice structure, then ask the students to find the formation of Passive Voice.

Dinner is served from 5:00 to 8:00

Mary serves dinner from 5:00 to 8:00.

Five houses were destroyed by the tornado last night.

The tornado destroyed five houses last night.

The formation of the Passive sentences is: be and the past participle of the main verb.

Step 4 Consolidation

Get the students to finish the exercises1 and exercise 2 in the Grammar part.

Step 5 Workbook

Finish the exercises on P147 as well as a kind of consolidation.

Step 6 Homework

Be prepared for a song so as to give an presentation and learn more about music.

Lesson 4

Step 1 Revision

Let some students give their talk about the music they learned after class.

Step 2 Discussion

Fill the form:

Comparison Pop music Rock music

Why is music important to the musicians? Music is their career. They use music to become rich and famous. Music is their life. They play music to satisfy their inner desire.

How are songs written? One person writes the words, someone else the music, and other musicians record it. One person has a strong feeling and expresses it with music, and others help build the song

What are the songs about? Most pop songs are simple stories about love that make people feel easy and forger about the real world. Rock music expresses true feelings about society, friendship and even war.

Comparison Traditional Chinese Music Modern Chinese Music

What instruments are used? Pipa, erhu, suona, guqin, zheng, drums, luo, etc. Drums, fuita, keyboard, sometimes traditional instruments

What is the music played? At weddings, during festivals, and in the royal courts Every day, on TV and radio

Who write the songs? Songs are often handed down from generation to generation Pop stars or writers write new songs every year

What are songs about? Love, life, news, legends Love, life, society

Step 3 Writing

Choose one of the two writing tasks below.

1 Write about a Chinese or English song that you like. Try to describe the song and how it makes you feel. Explain why you like the song and what the song makes you think of.

2 We write songs to say something about ourselves and the world. If you write a song, what will you say? What will your message be? Work in pairs and try to write a song --- you can use the music of a song you already know or you can make up your own.

Step 4 Homework

Finish the Checkpoint.

篇8：人教版高一 Unit 9 Technology单元整体教案

Unit 9 Technology

Teaching Aims and Demands

Words and Phrases

item agreement disagreement disagree absolutely depend press throughout add remind appointment behavior obey dare case whatever according unexpected particular negative interview department electricity defeat force succeed break down stay in touch with in case of call for according to take over teenager image latest calendar clone planet wonder peaceful skip

Spoken English:

Agreement and disagreement:

Absolutely

That’s exactly what I was thinking.

That’s a good point.

That’s just how I see it.

That’s worth thinking about.

I disagree. /Well, yes, but …

I’m afraid I don’t agree.

You can’t be serious.

I would have to disagree with that.

Well, I am not so sure about that.

Grammar:

The Present Continuous Passive Voice:

1．用英语描述事物正受到某种影响或某种处理――使用现在进行时被动语态（is/are being +过去分词）。例如：

New functions are being added to the phones.

Michael is being interviewed for the job.

Modern cellphones are being used as cameras and radios.

2．用英语描述人物正受到某种影响或某种处理――使用现在进行时被动语态（is /am/are being+过去分词）。例如：

The new student is being introduced to the class.

Look! The children are being led into the garden.

Use of Language:

1. Master the function use of language as defined above.

2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

Learn the text about technology and finish the related exercises.

Important points: the use of the Present Continuous Passive Voice.

Difficult points: the use of the Present Continuous Passive Voice.

Teaching aids: tape-recorder and computer.

Way of Teaching: Communication way of teaching, discussion and group work.

Lesson 1

Step 1 Warming-Up

Because the first part is designed to arose the students interest about creativity and practice problem solving skills. So ask the students to finish the exercise in the warming-up part.

Step 2 Listening

Listen to the tape and finish the exercise in the listening part.

Extension: Here we may encourage the students to make a guessing game. Encourage the students to supply more examples for guessing.

Step 3 Speaking

Divide the students into groups and make sure that the students know what they are going to do. If it is necessary put cards in front of each students to remind them which is which.

In the meanwhile, list the key sentences they can use to show others their opinion.

Agreement

Absolutely.

That’s exactly what I was thinking.

That’s a good point.

That’s worth thinking about.

Disagreement

I disagree.

I’m afraid I don’t agree.

Well, it depends.

Well, I’m not sure about that.

Step 4 Homework

Ask the students to prepare some information about the development of new technology for the next class.

Lesson 2

Step 1 Introduction

First get the students to mention some important inventions of the world that they prepared last class. And then list the positive and negative effects on our life.

Step 2 Reading

Fast-reading

Get the students to read the first paragraph of the text quickly to find the main idea of it.

The main idea is: it discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life.

Carefully-reading

The students read the text more carefully. Then answer the following questions 1-4 in the Post-reading part.

Step 4 Post-reading

Ask the students to find the outline of the text --- that is how the text is organized, if it is necessary, explain the language points in the text. Finish the exercise 2 as well.

Step 5 Homework

1). Finish exercise 3 on page 60. the students may use the questions below it as a guide.

2). Translate the sentences in exercise 4 on page 135.

Lesson 3

Step 1 Revision

Ask several students to report their design of the new cellphone.

Step 2 Word-study

Finish the exercise in the word study part.

Finish the exercises 1 and 2 on page 134 as well.

Step 3 Grammar

First ask the students to list the sentences containing the use of Present Continuous Passive Voice.

1.Words and images are being sent throughout the world.

2. … They are being used as cameras and radios, …

3.New functions are being added to the phones.

4.They are being used everywhere – sometimes where they shouldn’t.

Then get the students to find the formation of the Present Continuous Passive Voice: be + being + pp.

Step 4 Consolidation

Finish the exercises on page 61.

Step 5 Homework

Finish the exercise about grammar on page 136.

Lesson 4

Step 1 Revision

Check the homework.

Step 2 Reading

Ask the students to read the text to find the main idea of the text: the world is ruled by the machines now and people lost happiness. Love and friendship do not exist any longer. There is only one hope --- that is you. Write a letter to the ruler Q12 to try manage to persuade it give up it inhuman ruling.

Step 3 Writing

Thinking that it is a little difficult for the students to write on such an abstract topic, we can first show them a letter as an example and try to analysis the way to write a good article. Here we may use the tips on page63 as aguide.

Step 4 Homework

Revise the text in this unit.

篇9：三年级第八单元整体教学教案设计

三年级第八单元整体教学教案设计

[教材分析]

本组教材以“民间故事和神话传说“为专题，选编了精读课文《古诗两首》《西门豹》《女娲补天》，略读课文《夸父追日》，选读课文《除三害》和一个语文园地。本单元主题内容浅显易懂，可在学生自读自悟的基础上引导学生感受丰富的想象，培养学生想象的能力，增加对祖国传统文化的热爱之情。

[学生分析]

对于这些民间故事和神话故事学生以前有所了解，但对于其中的一些自然现象和常识性知识理解上有些偏颇。教师在教学时，要酌情给学生提示一点民间故事和神话传说的知识，特别是对神话传说，要让学生明白，它们并非现实生活的科学反映，而是过去人类不能科学解释世界和自然现象，以他们贫乏的生活经验为基础，借助想象和幻想把自然力和客观世界拟人化的结果。

[教学设想]

1、师生共同搜集相关的神话传说和民间故事，开展故事会，感受传统文化的魅力，增强对祖国优秀文化的热爱之情。

2、与文本充分对话，通过朗读、讨论和复述课文等多种方式，引导学生感受古人丰富的想象，逐步提升人文素养。

[学习目标]

1、认识16个生字，会写35个字；

2、通过复述和表演把握课文内容，积累生动的语句；

3、收集相关资料；

4、写单元读后感等。

[课前准备]

多媒体课件、相关的'神话传说和民间故事。

[教学流程]

一、课前准备

学习本组课文之前，教师可布置学生通过课外阅读搜集民间故事和神话传说，一方面激发学生读文学文的积极性，同时也为本单元的“口语交际”

和“习作”训练奠定基础。

二、基本策略

1、引导学生朗读默读课文，提出自己感兴趣的问题，通过组内研讨，组际交流等方式，加深对课文内容的理解，感受古人丰富的想象力，在情感上受到熏陶。

2、通过复述、排演课本剧、故事会等语文活动，提高学生搜集处理信息及口语表达能力。

三、各有侧重

（一）《古诗两首》

1、引导学生根据课文后面提供的注释，在朗读的基础上借助注释，自己试着理解诗歌的意思，教师不要串讲诗句。

2、可以通过自己的阅读收集民间故事，也可以让长辈们给自己讲一些民间故事或传说，开展故事会。

（二）《西门豹》

1、学生自读课文，理清文章思路。重点抓住人物对话理解课文内容。

2、小组合作，提出共性问题，共同研讨。教师可引导学生提出几个能整合课文内容，思考价值比较大的问题共同讨论、探究。比如，你觉得西门豹是一个怎样的人?你是从什么地方看出来的?

3、熟读课文，分角色朗读课文，让学生展开合理的想象，为课文中没有描写语言的其他人物(官绅等)加上语言，再进行表演。表演时还要注意加上恰当的表情，适当准备一些道具。

4、排练课本剧，评选最佳演员。

（三）《女娲补天》

1、重点抓住学习伙伴的“女娲真了不起”展开，让学生找出具体词句体会女娲补天的艰难。

2、在熟读课文的基础上复述故事，记住故事的情节和重点词句，把课文内容变成自己的话。

3、积累优美生动的语句。

（四）《夸父逐日》

1、自学感悟。学生通过自己的默读、朗读、思考或与同学讨论交流来读懂课文，体会夸父追日精神的可贵。

2、抓住重点词句感受神话的想象和神奇，体会夸父追日精神的可贵。

3、小练笔。

四、交流展示

1、把课内和课外学习有机结合起来，围绕搜集神话传说和民间故事，开展“故事会”活动。

2、以小组为单位评选“故事大王”，为学生授予荣誉称号。

篇10：单元整体教案NSEFCII-U05(人教版高二英语上册教案教学设计)

I. Brief Statements Based on the Unit

Do you like poetry? Have you read a limerick? The whole contents of Unit 4 are about poetry. Four separate parts consist of this unit. First, the simple questions bring the students back to the poems, songs and rhymes they have learned. By reciting them, the students will be struck by the words and colorful meaning of some poems. Then they are arranged to read and enjoy a special, funny poem-a limerick, listen to a passage about poems and talk about all kinds of poems written by some great masters. This will greatly raise the students' interests about poems. They will be sure to want further information about English poems. The text“English Poetry”describes the advantages of reading poems. Plenty of detailed information about the history and development of English poems is also given in the text. The comparison of English and Chinese poems shows us a clear picture of the similarity and difference between the poems of the two countries. The text sings high praise for the two great translators --Lu Xun and Guo Moruo. However, at the end of the text, the writer tells us that something of the spirit of the original works is lost in translated works. This means that we should read original works instead of translated ones as many as possible. Plenty of exercises before and after the text get the students to understand the whole text and grasp its detailed information. The third part is mainly about past participle used as attribute and adverbial. Through different kinds of exercises the students can master this part well. At the end of this unit,

a simple but interesting passage tells us a lot and gives us a perfect answer to the question why people read and sometimes even write poetry. A simple and practical way to enjoy the poems is shown to us. This will encourage more students to join in the learning and appreciating poetry. The students will improve their ability to listen, speak, read and write as well as learning plenty of useful words and expressions after they learn the unit.

II． Teaching Goals

1. Talk about English poetry.

2. Practice expressing intention and decision.3. Learn about the Past Participle (3) used as Adverbial.

4. Write about a poem.

III. Teaching Time: Five periods

IV. Background Information

1. Shakespeare

For any Englishman, there can never be any discussion as to who is the world's greatest poet and greatest dramatist. Only one name can possibly suggest itself to him: that of William Shakespeare. Every Englishman has some knowledge, however slight, of the work of our greatest writer. All of us use words, phrases and quotations from Shakespeare's writings that have become part of the common property of English-speaking people. Most of the time we are probably unaware of the source of the words we use. rather like the old lady who was taken to see a performance of Hamlet and complained that it was full of well-know proverbs and quotations!

Shakespeare, more perhaps than any other writer, made full use of the great resources of the English language. Most of us use about five thousand words in our normal employment of English; Shakespeare in his works used about twenty-five thousand! There is probably no better way for a foreigner (or an Englishman) to appreciate the richness and variety of the English language than by studying the various ways in which Shakespeare used it. Such a study is well worth the effort (it is not, of course, recommended to beginners), even though some aspects of English usage, and the meaning of many words, have changed since Shakespeare's day.

It is paradoxical that we should know comparatively little about the life of the greatest English author. We know that Shakespeare was born in 1564 in Stratford-on-Avon and he died there in 1616. He almost certainly attended the Grammar School in the town, but of this we cannot be sure. We know he was married there in 1582 to Anne Hathaway and that he had three children, a boy and two girls. We know that he spent much of his life in London writing his masterpieces. But this is almost all that we do know.

However, what is important about Shakespeare's life is not its incidental details but his products, the plays and the poems. For many years scholars have been trying to add a few facts about Shakespeare's life to the small number we already possess and for an equally long time critics have been theorising about the plays. Sometimes, indeed, it seems that the poetry of Shakespeare will disappear beneath the great mass of comment that has been written upon it.

Fortunately this is not likely to happen. Shakespeare's poetry and Shakespeare's people ( Macbeth, Othello, Hamlet, Falstaff and the others) have long delighted not just the English but lovers of literature everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.

2. About Shakespeare's Plays

William Shakespeare ( 1564 ～ 1616), English dramatist and poet, is regarded by many people as the greatest English writer of all time. He wrote his first play when he was twenty-six years old. Within about twenty- two years of this writing career, he gave to the world nearly forty plays, including comedies, histories and tragedies. Of all his plays,“Hamlet” is perhaps the best known. His plays, written in the late 16th and early 17th centuries for a small theatre, are today per- formed more often and in more countries than ever before. Many of the words first used by him, and many of his expressions have become everyday usage in English speech and writing.

Of Shakespeare's plays have come down to us. Their probable chronological order is arranged as follows： The First Period(1590～1600)

1590--Henry VI, Part I.

Henry VI, Part II.

1591--Henry VI, Part III.

1592--Richard III.

The Comedy of Errors.

1593--Titus Andronicus.

The Taming of the Shrew.

1594--The Two Gentlemen of Verona.

Love's Labour's Lost.

Romeo and Juliet.

1595--Richard II

A Mid-summer Night's Dream.

1596--King John.

The Merchant of Venice.

1597--Henry IV, Part I.

Henry IV, Part II.

1598--Much Ado About Nothing.

Henry V.

The Merry Wives of Windsor.

1599--Julius Caesar.

As You Like It.

1600--Twelfth Night.

The Second Period( 1601～ 1608) :

1601-- Hamlet.

1602--Troilus and Cressida.

All's Well That Ends Well.

1604--Measure for Measure.

Othello.

1605--King Lear.

Macbeth.

1606--Antony and Cleopatra.

1607--Coriolanus.

Timon of Athens.

1608--Pericles.

The Third period(1609～1612) :

1609--Cymbeline.

1610---The Winter's Tale.

1612--The Tempest.

Henry VIII.

The First Period

Teaching Aims:

1. Talking about poems to raise the students' interest in poems.

2. Listening to improve the students' listening ability.3. Making up dialogues to improve the students' speaking ability.

Teaching Important Points:

1. How to get the students to grasp the main idea of a passage by listening.

2. How to improve the students' speaking ability.

Teaching Difficult Point:

How to direct the students to grasp the detailed information to finish the listening task.

Teaching Methods:

1. Pair work or group work to make every student join in the class activities.

2. Discussion to make every student express himself freely.

Teaching Aids:

1. a tape recorder

2. a computer

3. a projector

Teaching Procedures:

Step I Greetings and Revision

T: Good morning, everyone!

Ss: Good morning, Mrs/Mr × !

T: Sit down, please. Have you finished your homework?

Ss: Yes.

T: Please take out your exercise-books. Let's check your homework. Wu Dong, …

(Teacher checks the students' homework. Then the teacher and students learn the new words of this period together. )

Step II Warming up

T: Do you like poetry, SA?

SA: Yes, I do. I like it very much.

T: Why do you like it?

SA: I learn a great deal from poetry. When I was a small child, my mother taught

me the poem: 锄禾日当午，汗滴禾下土。谁知盘中餐，粒粒皆辛苦。And she explained the meaning of it. I know from a little child that grain comes from pains and we should not waste whatever we eat.

T: How about you, SB ?

SB: I don't like poetry very much, because I had a bad memory when I was a small child. I like to make something.

T： What English poems, song words or rhymes have you read? Can you recite any?

Sc：I've read some English poems when I was in Junior Middle School. And it is

like this:

I Love the Sun

I love the sun,

I love the spring,

I love the birds,

That gaily sing.

I love my school,

I love my play,

And I love all,

That is nice and gay.

SD: I remember I've read a poem about the names of the months. It is:

Thirty days have September.

April, June and November,

All the rest have thirty-one,

Excepting February alone,

And that has twenty-eight days clear,

And twenty nine in each leap year.

T: Very good. Now turn to Page 25. Do the third part. Do you know“打油诗”?

In English limerick is like“打油诗”in Chinese. It is a special, funny poem and is written just to make people laugh. Read the two limericks and enjoy them.

(Students read the poems together and at last two students are asked to read them.)

T: What is the pattern of each poem? “pattern” means “格调”.

SE: It's funny. It is written just to make others laugh, I think.

T: Now, please answer the last question on Page 25.

SF :To talk about poets and poetry, we often use the words ：“good, bad,

interesting, funny, dull, meaningful, meaningless, etc”.

Sa: We will also use“ moving, instructive, encouraging, make me happy, sad, etc”.

T: What phrases do you think will be useful when you express your intentions

and reach decisions?

SH :When we want to express our intentions, we often say: I'm going to…; I

intend/mean/plan to… ; I will…; I feel like (doing sth. )…; I'd like to… ; I'm ready to…; I would rather not…etc.

SI：When we want to reach decisions, we often use: In my opinion, we should…;

What's your opinion? I think/believe/suppose we should…;I don't think it's

necessary to…; We must decide…; I hope we can reach/come to/arrive at/ take/make a decision, etc.

Step III Listening

T： Now let's do Listening. Please turn to Page 25 and read the instructions first. (Students begin to read the instructions. Some minutes later, teacher says the following. )

T: Do you know what you should do after you listen to the tape?

Ss: Yes.

T： Now I'll play the tape. When I play it for the first time, do Ex. 1, please.

When I play it for the second time, do Ex. 2. If you have anything you don't

hear clearly, please let me know. At the end of listening, I'll play the tape once more and give you enough time to check your answers. Then check your answers with your partner. I'll ask one or two students to give us their answers at last. Do you understand what I've said?

Ss: Yes.

Step IV Speaking

T: Let's do speaking. Please open your books on Page 26. There are four circles on this page. Each circle lists some information about poems. They are topics for poems, periods of time, groups or names of poets and human feeling shown in poems. Ask your partner what kind of poetry he or she might want to read. Choose a word from each circle and explain why you want to read a poem like that or not. Work in groups or pairs. Have a discussion and make up a dialogue to express what you want to say. The useful expressions on the screen might be helpful to you.

(Teacher shows the screen.)

Useful expressions

I'm interested to…but…

I think it will be too difficult to…

I think I might want to…

I think it will be boring…

I want to…

I'm very interested in…so…

I'd like to…

I'm not very interested in…so…

I've never heard of…so…

I hope to find…

I've never read any…so…

I don't know much about…

but…

T :( After a few minutes. ) Have you finished?

Ss: Yes. T: Now who will tell us your opinions? Volunteers?

Sa: and Sb : (Standing up. )We'll try. …

Sample dialogue: Sa--A; Sb--B

A: What kind of poetry do you like to read?

B: I like to read poems about nature.

A: Why are you interested to read such poems? B: When I read this kind of poem, it seems that I was in a different world. The things described in the poem seems to be real ones. They seem to be around me. I feel them and enjoy them.

A: What kind of poems are you not interested in?

B: I'm not interested in poems about pets. We have a lot of important things to do and I think I have no time to have pets. What about you?

A: I'm interested in poems about humour, because it can bring happiness to us. All the unhappy things are gone with the laughter.

T: Very good. Who else will do this?

Sc and Sd : We'll try. …

Sample dialogue:

Sc-A; Sd--B

A: I know that you can recite plenty of poems. Can you tell me what kind of poems you like?

B: I like the poems by Li Bai, especially the ones to describe nature.

A: For what reason do you like them?

B: When I read them, I feel comfortable. A poem of his is a beautiful picture hanging before us. I would go into the picture as I read them.

A: What kind of poems are you not interested in?

B: Poems about broken hearts. They make me sad. What's your opinion?

A: I like the poems about the sea and I don't like the noes about death and broken hearts.

B: Just like me!

Step V Summary and Homework

T: In this period, our topic is about poems. We have talked a lot about

poems. What kind of poems do you like? This is an interesting topic. After class, go on with you topics and discussion. You can use the expressions we just mentioned on the screen. Do you remember them? OK. Please tell us. (Students repeat the expressions and teacher writes them on the blackboard. ) That's all for today. Class is over

Step V The Design of the Writing on the Blackboard

Unit 4 A garden of poems The First Period

Useful expressions:

I'm interested to…but…

I think I might want to…

I want to…

I'd like to…

I've never heard of…so…

I've never read any…so…

I think it will be too difficult to…

I think it will be boring…

I'm very interested in…so…

I'm not very interested in… so…

I hope to find…

I don't know much about…but……

Step VII Record after Teaching

____________________________________

篇11：单元整体教案NSEFCII-U03(人教版高二英语上册教案教学设计)

Unit 3 Art and architecture

I. Brief Statements Based on the Unit

In this unit, Ss will read about art and architecture, learn to express preferences, learn about the Past Participle used as Object Complement, and learn to write a review of a painting. In the first period, Ss will learn to express preferences by making dialogues with the help of the given expressions. Also they

will do some listening practice to improve their listening ability. In the second period, Ss will read a passage about modern architecture. They will learn about some famous architects and their works as well as some famous buildings in the world. In this period, Ss will learn some useful words and expressions, too. In the third period of this unit, the useful words are revised first and also Ss will learn to use a new sentence pattern：A is to B what C is to D. Ss can master it after finishing the practice provided in this part. The grammar item is the Past Participle used as Object Complement. This is an important item. Teacher should give some explanations to help Ss understand it and then after Ss finish the exercises they will master it better. Teacher may provide more practice if necessary. In the fourth period, Ss will do some reading and writing practice to improve their integrating skills. After the study of this unit, Ss may know more about art and architecture and they will also make progress in their listening, speaking, reading and writing abilities.

II .Teaching Goals

1. Talk about art and architecture.

2. Learn to express preferences.

3. Learn about the Past Participle(2) : used as Object Complement.

4. Write a review of a painting.

III. Teaching Time: Four periods

IV. Background Information

1. The Great Wall of China

In 221 B.C. the First Emperor started to build a great wall right across the north of his empire. He wanted to keep the tribes of Huns and Tartars outside his country. There were earlier walls built in some places by different kings of China, but the First Emperor, now that he ruled all China, decided to complete the wall. He decided to make it run right across from Tibet to the sea, a distance of over 1 500 miles. It took seven years to build.

The Great Wall ran across wild, steep, mountainous country, over the mountains and down the valleys. North and west of it there were only wild mountains and deserts, and south and east there were the rich Yellow River plains. It was built higher than a double-decker bus. In most places it was wide enough for eight men to march side by side along the top. It was built of stones and clay. There were huge blocks of stones on the sides, and on the top there were more stones. Cars could travel along the top.

About every two hundred yards there were tall, strong towers where soldiers could keep watch for the enemy, and where they could light fires to signal to each other. There were always soldiers inside these towers, winter and summer, keeping guard against attacks from the Huns. There were a few well-guarded gateways with huge wooden gates, strengthened with iron nails. These connected the main roads of China to other roads through the mountains and across the desert.

The Great Wall has often been rebuilt through the centuries, and much of it is still standing today. Visitors can still see it running like a snake across the country and can still walk along the top. Much of the traffic which passes through the ancient gateways has not changed much. But today, as well as horses and carts there are motor cars and trucks.

To build such an enormous wall across such wild and mountainous country without any modern tractors or other heavy machines was very difficult. All the Emperor's builders were thousands of men, often prisoners of war. They lifted the earth in buckets and dragged the stones in teams with ropes over their shoulders. They worked in such wild and distant places that it was difficult to supply them with enough food or to make proper shelters in which they could sleep. Thousands of workers died and were buried in the clay inside the wall. The people hated the Emperor for his cruelty but he made them finish the wall. Many people were seized and forced to work on the wall far away from their homes. Many of them never came back.

Superstitious people who believed in magic used to say that the Emperor had ridden across the mountains on magic horses. The wall appeared under him as he went along. Wherever the horse stamped its foot, a watch-tower appeared. But the wall was not made by magic. It was made by the work and lives of thousands of men.

2. The Yellow Crane Tower

On May 20, 1985 the newly-rebuilt Yellow Crane Tower(Huanghe Tower) was completed and opened to the public.

The rebuilding of the tower took four years and cost 15 million yuan.

This five-storeyed building stands on the top of the Snake Hill(Mount She) by the Changjiang River in Hubei Province. It is 51.4 metres high. In the halls of the first four storeys there are many pictures, portraits and wall-paintings. They are about fairy tales, Chinese history and the history of the tower.

Do you know when the tower was first built? And why do we call it “The Yellow Crane Tower”?

There is a legend that long long ago an old man named Wang Zhian rode on the backof a yellow crane, flew away from the tower and later became an immortal being. It is also said that another man named Fei Wenyi returned to the tower to have a rest with the help of a yellow crane.

Another story goes like this: a window by the name of Xin set up a public house by the Snake Hill in Wuchang. A Taoist often came to drink here. Each time he was allowed to drink without payment. Once before leaving, the Taoist drew a yellow crane on the wall with a piece of orange skin. The yellow crane flew down off the wall and danced happily immediately after the people clapped their hands. On hearing the news many, many people came here for a drink. Mrs Xin got richer and richer. So she decided to build a tower in memory of the crane. It was named the Yellow Crane Tower.

In fact, the Yellow Crane Tower was first built more than 1 600 years ago. That is in the early years of the Three-Kingdom Period. It stood on the south bank of the Changjiang River in Wuchang.

In the beginning, the tower was only used by the armies, but after a certain period of time it was open to the public. The tower has been destroyed and rebuilt many times, and it has been a well-known historical building for centuries. Many poets wrote excellent poems in praise of the tower.

However, before liberation, the Yellow Crane Tower was not well protected. When Wuhan was liberated, only a very shabby tower remained.

In October 1981, the government decided to rebuild the Yellow Crane Tower, and now on the top of the Snake Hill stands a new magnificent five-storeyed Yellow Crane Tower, overlooking the beautiful river city of Wuban.

Who says that the Yellow Crane had flown away and would never come back? With the rapid development of our socialist country, the Yellow Crane Tower is reborn! Seeing the great Yellow Crane Tower, everyChinese should certainly have a sense of national pride.

The First Period

Teaching Aims:

1. Improve the students' listening ability.

2. Improve the students' speaking ability.

3. Learn and master some useful words and expressions.

Teaching Important Point:

Train the students' listening and speaking abilities.

Teaching Difficult Points:

1. How to help students to improve their listening ability.

2. How to help students to learn to express preferences.

Teaching Methods:

1. Discussion to make the students talk about art and architecture.

2. Individual or pair work to make the students practise their speaking ability.

3. Listening practice to improve the students' listening ability.

Teaching Aids:

1. a tape recorder

2. a projector

3. the blackboard

Teaching Procedures:

Step I Greetings and Warming-up

Greet the whole class as usual.

T: (Walk to one student)Wang Jing,

where do you live?

S: I live at No. 26 Zhonghua Street.

T: What kind of house do you live in? A traditional house or an apartment?

S: I live in an apartment.

T: Do you like living in an apartment?

S: Yes.

T: Can you tell us why?

S: It's clean and safe, and it's easy to keep warm in winter, since it has the

heating system.

T: What's the disadvantage of living in an apartment?

S: It's not convenient for you to carry things home and it's not easy for you

to get sunlight.

T: OK. Please sit down. (Walk to another student.)Li Xiao, what kind of house

do you live in? Do you live in an apartment, too?

S: No. I live in a traditional house.

T: Do you like living in a traditional house?

S2: Not very much. Because it's not safe when there is nobody at home, and it gives you much trouble to keep warm in winter, but it has some advantages. It’s convenient for you to carry things home, and you can take exercise in the yard. If you like, you can keep some pets, such as a dog, a cat and so on. And you can grow some flowers, too.It's very interesting.

T: Good. I must pay a visit to your house one day. Now, look at the questions on

the screen and have a discussion in pairs.

(Show the following on the screen.)

Questions:

If you were free to design your own dream house, what would your house look like? What materials would you use? Explain why you made certain choices about your dream house.

(After the discussion, collect their answers.)

S3: lf I were free to design my own dream house, I would like it to look modern and comfortable. I would lay a wooden floor in the rooms. I would have a glass tea table placed in the kitchen. I would like some modern steel chairs designed in special styles. I would have a set of leather sofa in the living room.

S4: I have a different opinion. I would like my dream house to look traditional. I like wooden furniture very much. I would have a wooden floor laid first.

And then I would buy some wooden furniture, such as a wooden tea table, some wooden chairs, a big wooden bed and one wooden bookcase. I would have two Chinese traditional paintings put up on the wall in my living room. And I would place a pair of cloisonné vases in the living room. 1 think wooden furniture makes people feel friendly and peaceful.

S5:……

T: All your designs are wonderful. You're all good architects. This unit is about

art and architecture. What words and phrases do you think will be useful when you want to talk about them? Who knows?

S6: I think“pattern, style, modern, material, traditional, be made of, be covered

by” are useful.

T: Good. Who can tell us more?

S7: Let me try. High, low, steel, be famous for, look like, and so on.

T: Very good. Now, work in groups of four and find out the history of art and

architecture, names of artists and architects, famous buildings and works of art in the world.

(A moment later, teacher may ask some students to say their answers.)

Step II Speaking

T: Now, please open your books and turn to Page 17. Look at the two pictures.

What do you see?

Ss: Modern buildings and a traditional house.

T: Just now, we talked about their advantages and disadvantages. Now, please

work in pairs to make a short dialogue. Tell each other which you prefer

and try to explain why you prefer one thing to the other.

(Students prepare for a while.)

T: Are you ready?

Ss: Yes.

T: Which pair volunteers to act our your dialogue?

Ss: Let us try....

(The pair acts out their dialogue. Teacher then shows the following on the screen. )

T: Very good. Now, please look at the screen. What beautiful chairs they are!

Do you like them?

Ss: Yes.

T: Which do you like better?

(Ss may have different answers.)

T: OK. Now, please turn to Page 18 and look at the sample dialogue in Speaking and some useful expressions on Page 19. They're useful when you are making your dialogue expressing preferences. Read them carefully and then make a dialogue with your partner.

(A moment later, ask some students to act out their dialogues.)

Sample dialogue:

A: Do you prefer classical chairs or do you like modern chairs better?

B: I'd rather have modern chairs.

A: Can you tell me why?

B: In my opinion, modern chairs are lighter and more colorful. ] don't like the

hard wooden chairs which I think are uncomfortable.

A: I really prefer classical chairs. I like seeing something old and classical and

I like the different designs of the chairs.

Step III Preparation for Listening

T: OK. We've talked much about art and architecture. And we also designed our

own dream houses. Now, imagine that you're moving into your new house, but you need to buy some furniture. What kind of furniture would you like to buy and why do you prefer them? Have a short discussion in pairs, please.

(Allow the students a few minutes to prepare for the dialogue and ask one or

two pairs to act out if time permits. )

Step IV Listening

T: Well done. Now, we'll do some listening practice. You'll listen to a talk

between Amy and Danny. They want to buy some furniture for their new house. They visit a shop and talk with the sales assistant about their taste and preferences. Before we listen to the tape, let’s go through the requirements together.

(Help Ss to know what to do and make them guess the answers. )

T: OK. Now, you've known what to do. Listen carefully and finish the exercises by yourself first and then cheek your answers with your partner.

(Play the tape twice for Ss to listen and finish the exercises and then play

it a third time for students to check their answers. At last cheek the answers with the whole class. )

Step V Summary and Homework

T: Today we've learnt how to express preferences. Who can write the useful expressions on the blackboard?

S: Let me try. (Write some on the blackboard. )

T: Good. Who has anything else to add?

S: I'll try. (Write some other expressions on the blackboard. )

T: Good. After class, you should try to use them more to learn them by heart. They are very useful. In the next period, we’ll read more about architecture. Please remember to preview the reading passage. OK. That's all for today. See you tomorrow!

Ss: See you tomorrow!

Step VI The Design of the Writing on the Blackboard

Unit 3 Art and architecture

The First Period

Useful expressions:

I'd rather…

I don't get excited about…

I'm much more interested…

If you ask me, then…

In my opinion…

I prefer something that…

I really prefer…