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单元整体教案NSEFCII-U02(The Fourth Period)

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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.)

Suggested answers:

1. bored 2. amazed

3. disappointing 4. satisfied

5. dressed 6. organised

T: Besides, we've learned a lot about news media and reporters. Tell

me which words in the text help us understand the life of a

reporter.

Ss: record, report, interview, write, reflect, truthfully…

T: Yes. A reporter must do some interviews, write articles, and

record and report events. The basic task for a reporter is to report

and reflect events and opinions truthfully. Is that so?

Ss: Yes.

Step Ⅲ Presentation

T: Today, we're going to learn more about the work of reporters.

First, we'll read two reports of the same event. Then we'll write a

comparision paragraph. Now, let's learn the new words in this

period. Look at the screen.

(Teacher deals with the news words as usual. Then play the tape of

the two reports.)

T: Now, please listen to the two reports and tell which one you

think is reported truthfully.

(After listening.)

T: Have you understood the two reports?

Ss : Yes.

T: Are you able to tell which one is reported truthfully? Any

volunteer?

S: Let me try. I think the second report is reported more truthfully

than the first one.

T: Why do you think so?

S: Because the first report doesn't tell us why the group of people

caused trouble for workers. It is unbelievable without full proof.

T: (To the others.)Do you agree with him/her?

Ss.. Yes.

Step IV Reading and Speaking

T: OK. Now, please read the reports carefully and compare them. Then

discuss the questions on the screen with your partner.

(Teacher shows the screen.)

1. How are the reports different?

2. Who do you think wrote each report?

3, What do you think are facts and what are opinions?

4. What would be a good headline for each story?

5. What pictures would you use?

(Teacher gives the students enough time to do that. At the end,

teacher asks for the students' pinions and different opinions are

encouraged to express. )

Step V Reporting

T: Next, it's your turn to be a reporter. First go back to the

speaking activity and look at the events you chose. Then think about

the following questions on the screen.

1. How would you report them?

2. What pictures would you use and why?

3. What headlines would you use? Why?

And then choose one of the events and write the short newspaper

article about it. Finally, compare your articles with your group

members. After class, hand in your articles. Are you clear?

Ss: Yes.

(Teacher goes around the class, giving them directions if necessary.

)

Sample reports:

No. 1 : In the past few days, three children were killed in our

city. The authority is trying every bit of effort to capture the

culprit. Parents living in the city should take care of your

children to avoid being further hurt. Anyone who can offer the clue,

please come to us as soon as possible in order to put the present

situation under control.

No. 2: China beat Brazil 5-1 in today's football match. Like table

tennis in China, Brazil is famous for the football, and has won the

champion of the World Cup many times, having a lot of up erstars in

its football team. The beat by China with the unbelievable score 5-1

undoubtly brings an impacting wave to the world. It is an inspiring

and exciting thing to us Chinese. Let's cheer our football players

up!

Step VI Writing

T: Now, turn to Page 16. It's time for you to write a comparison

paragraph. Before writing, please read the following instruction. It

may be helpful for you to write your paragraph.

(First, teacher asks one students to read through the instruction.

Then teacher sums up some key points.)

T: From the instruction, we know, to write a comparison paragraph,

the first thing you should do is to think about the things you are

going to compare before you write; then you should explain how two

or more things, places, people or ideas are similar to or different

from each other; besides, you should think about what

characteristics or features are the most important, and what

differences or similarities will help the reader understand the

things you are comparing. All these things are important. You must

pay special attention to. Do you know how to write a comparision

paragraph now?

Ss: Yes.

T: Next, please look at the following information about the

comparison between websites and newspapers. It may help you write

your paragraph. You can read it before preparing for your

comparison paragraph. Of course, you can choose any other kinds of

media to compare. (Teacher allows the students enough time to

prepare. After they finish it, teacher can show the following

checklist for the students to revise what they have written and make

some necessary changes. )

Does your paragraph have a topic sentence?

Is it easy to understand what you are explaining?

Do your supporting sentences focus on the main idea?

Have you used enough examples?

Does your paragraph have a closing sentence?

Is your paragraph interesting?

Check your spelling.

Does each sentence have a subject and a verb?

Do the subjects and verbs agree with each other?

Sample comparison paragraph:

As two main media, TV and newspaper have much in common. Both of

them can provide the information needed by people, trying to cater

for the different tastes of people on all sides of life. Mean while,

they make money and survive in the society by selling ads. On the

other hand, it is the difference between them that makes them have

their own characteristics. TV can “broadcast” the information you

want while newspaper can’t TV can provide a series of lively

consecutive pictures while newspaper only has printed pictures on

it. Most of time, TV offers information for free while newspaper

costs you money. As to which is convenient, TV is not much as easy

as to be taken as newspaper.

Step Ⅶ Summary and Homework

T: In this class, first, we've read two reports and compare them.

Next, we've learnt to write a report. Then we learnt how to write a

comparison paragraph. Finally, we practised writing one.

Through these activities, we’ve learnt more about news media and

learnt how to write a comparison paragraph. Besides, your ability to

use language has been well developed. After class, you should

practise more to train your ability. So much for today. See you

tomorrow.

Ss: See you tomorrow.

Step Ⅷ The Design of the Writing on the Blackboard

Unit 2 News media

The Fourth Period

How to write a comparison paragraph:

a. What things are you going to compare?

b. What characteristics or features the most important?

c. How are two or more things, places, people or ideas similar to or

different from each other?

Step Ⅸ Record after Teaching

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：单元整体教案NSEFCII-U06The Fourth Period(人教版高二英语上册教案教学设计)

Teaching Aims：

1．Review the useful expressions learnt in this unit by doing some exercises．

2．Do some exercises to consolidate the Noun Clause．

3．Do some reading and writing practice to improve the students’integrating skills．

Teaching Important Points：

1．Help the students master the Noun Clause better．

2．Help the students learn to write a defini-tion paragraph．

3．Improve the students’integrating skills．

Teaching Diffcult POint：

How to improve the students’integrating skills.

Teaching Methods：

1．Revision method to help the students mas-ter the useful expressions and the Noun Clause better．

2．Asking-and-answering activity to go through the reading material．

3．Individual，pair or group work to make ev-ery student work in class．

Teaching Aids：

1．a projector

2．a tape recorder

3．the blackboard

Teaching Procedures：

Step I Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T：Yesterday we learned grammar--the Noun Clause．First look at the screen，please．

(Show the following on the screen．)

1．What life will be 1ike in the future is the topic for today’s class discussion．

2．Can you imagine what life will be like in the future?

3．One of the questions that few people can give answer to is what life will be

like in the future．

T：Study the sentences and find out what kind of Noun Clause the underlined part in each sentence is．

(The students prepare for a couple of minutes．Then the teacher may ask some student to say their answers．)

Suggested answers：

1．Subject Clause

2．Object Clause

3．Predicative Clause

T：Good．But generally speaking，it is hard for you to choose connectiyes in- troducing the Noun Clause．Only when you know the functions of the connectives can you use the Noun Clause as the Subject,Object，Predi-cative and Appositive freely．Now let’s do some exercises to consolidate what you have learnt．

(Show the following on the screen．)

Fill in the blanks with suitable connec-tives．

1．_______composition is the best is known to us a11.

2．He wondered________he was not al-lowed to go out alone．

3．______is to take Li Ming’s place is being discussed．

4．I got very angry with______he said．

5．My idea is_________we should ger more people to finish the work．

6．I wonder_________it is true or not．

7．The problem is___________we could help smokers kick their habit．

8．The news__________we had won in the match excited all．

9．We have no idea_________she was born．

10．That’s________we decided to put the meeting off.

Suggested answers：

1．Whose 2．why 3．Who 4．what 5．that 6．whether 7．how 8．that 9．when／where lO．why

T：In this unit，we’ve also learned some useful expressions．Do you remember them?Now let’s do an exercise to re-vise them．please look at the screen．

(Show the following on the screen．)

Complete the sentences，using the ex-pressions learnt in this unit．

1．_______his work has been good，but this essay is terrible．

2．You should________your friend by let-ter．

3．Please_________what I am saying．

4．He always keeps several baskets of apples________．

5．The misprint________great confusion．

6．He_______her before she vanished(消失)into the crowd．

7．His dream of being a famous singer________at last．

Suggested answers：

1．In general 2．keep in touch with

3．pay attention to 4．in store

5．led to 6．caught a glimpse of

7．came true

T：In this unit，we’ve also read a passage about life in the future．Now please

think out some words you can use to describe life in the future．

(After a while，ask some students to say out the words．)

Step Ⅲ Reading and Writing

T：OK．As we know，people’s life has

been changing．It’s getting better and better．What do you think life in the 3lst

century will be like?will it be the same as that today?

Ss：No．We think life in the 3lst century will be very different from that in this century．We’ll live more easily than today．We’ll have a machine do what we want them to．The only thing we need to do is to press the buttons on the computer．

T：OK．Thank you．Today we’re going to read a letter about the way people will

live more than one thousand years lat-er and we can know what the life in the 3lst century will be like．First let me explain some phrases to you：keep sb．Company,a bit and clear up．

(Show the following on the screen．)

1.keep sb．company：remain with sb．so that he is not alone．

e.g.He stayed at home to keep his wife company．

I’ll stay here and keep you company．

2．a bit：rather

e.g．He is feeling a bit tired．

The book costs a bit much．

3．clear up：put in order／make sth．Tidy

e.g．Clear up your desk before you leave the classroom．

Would you please clear up the cup-board?

(Bb：keep sb．Company,a bit，clear up)

T：Now open your books at Page 47．Look at Reading and Writing．Here is a letter from Mekanika．Now you’re given four minutes to read it．Then answer some questions under the letter．

(The students begin to read．After a while．teacher checks their compre-hension．)

T：Who’d like to tell me what you would use an e-friend for，if you had one?

(One students stands up．)

S：Let me try．If I had an e-friend．I would let him help me with what I couldn't do，keep me company,talk with me and help me with my homework．

(Another student begins to give the answer．)

S：I think I would have the e-friend help me take notes when I was listening to a lecture and play chess with me．Fur-thermor，I would let my e-friend help me if I was in trouble．

T：Thank you．Now the second question：Why is it sometimes difficult for Mek-anika to know what is real and what is an image?Any volunteer?

S：Because the world and people are imi-tated so well that we can see them，hear them，touch them，talk to them and feel them．They are just like the real world and real people．

T：OK．The last question：How is our 1ife different from the way people lived one thousand years ago?

S：Now life is much easier and more con-venient than in the past．We can keep in touch with each other by cellphone or by computer instead of by writing letters．

S：We can travel by car instead of on foot．We can buy things on the Inter-net．We can also get the latest infor-mation by surfing the Internet．

…

Step Ⅳ Listening and Reading Aloud

T：Now let’s listen to the tape．When I play it for the first time，just listen carefully．When I play it for the second time，please listen and repeat．Then read the passage aloud．Pay attention to your intonation．Are you clear?

S：Yes．

(Play the tape for the students to lis-ten．Then when the students read the passage．the teacher goes among them and corrects their mistakes in pronun-ciation，intonation and stress．)

Step V Writing

T：We have known what the life will be in the year 3044．Imagine that you have come back from a trip to the future．You visited the year 4367 and you saw a wonderful invention called a Mogray．Now work with your partner and decide what a Mogray is，what it looks like and what it is used for．

(Teacher asks the students to discuss the questions．And then collect their

answers．After that，the teacher says the following．)

T：Now you know what it is like．Please write a paragraph about what a Mogray is．Before writing，you have to complete the outline on the screen．

(Show the following on the screen．)

What can a Mogray

Be used for? What does a Mogray

look like?

How does it work?

(Teacher asks the students to write the outline in their exercise books．Students may have various answers．)

T：OK．You have finished your outline．Please use it to write your paragraph．

(Teacher may let the students hand them in after class,if time is limited．)

One possible version：

Life in the year 4367 is quite differ-ent from life in the 21st century．We will

still do many things we do today，but we do them differently．For example，we can

use a Mogary to help us．A Mogary is an intelligent robot，which looks exactly like a human being．It can be used in many fields．such as at home，in the factory or in nature．

The Mogray can be easily and con-veniently used at home．If you want to travel，you can turn it into all kinds of transport that you like，such as a plane，a car or a train，which use the solar energy without pollution．When it is too cold or

too hot，the head of the Mogray can be used as an air-conditioner,which can keep a proper temperature．There are all kinds of recipes in its head．It can cook all kinds of healthy and delicious food for yoi if you press the buttons on it．When you are bored，it can read some books for you，which are stored in its brain．It can also play chess with you or communicate with you．It has thoughts similar to yours,Your life will be rich and colorful with a Mogray companying you．

It can be used in many fields．In a word，the earth will become even more beautiful with the help of it．

Step Ⅵ Summary and Homework

T：Today，we’ve learned a passage about the life in the year 3044．At the same time，we wrote a passage about the life in the year 4367．What’s more，we’ve revised the Noun Clause and the useful expressions in this unit．such as in general,keep in touch with，in store…(Write them on the blackboard．After class，you should master them further by revising what we’ve learnt in this unit．Don’t forget to prepare for the next unit．That’s all for today．Class is over．)

Step Ⅶ The Design of the Writing on the Blackboard

Unit 6 Life in the future

The Fourth Period

Useful expressions：

keep sb．company a bit

clear up in general

keep in touch with in store

pay attention to lead to

catch a glimpse of come true

Step Ⅷ Record after Teaching

_________________________________

__________________________________

篇4：单元整体教案NSEFCII-U05The Fourth Period(人教版高二英语上册教案教学设计)

Teaching Aims:

1. Learn the following words and expressions:

change…to; get through, extraordinary; avoid; fall into, stupidity; by the light of

2. Learn the text to know about the relation between poems and songs.

3. Read English poems and know something about them.

4. Train the students to enjoy English poems.

Teaching Important Points:

1. The usages of the useful words and expressions listed above.

2. How to enjoy English poems.

Teaching Difficult Point:

How to enjoy English poems.

Teaching Methods:

1. Analysing method to get the students to further understand what they've learned.

2. Practice method to get the students to master what they've learned.

3. Discussion method to make every student active in the class activities.

Teaching Aids:

1. a computer

2. a tape recorder

3. a projector

Teaching Procedures:

Step I Greetings and Revision

Greet the whole class as usual.

T: In the last period, I told you to join some pairs of sentences, using the past

participle. Now, who'll give us the answers?

(One student, one sentence.)

SA: 1. Shocked at what Jack had said, Mary didn't know what to say at first.

SB: 2. The broken mirror was lying on the ground.

SC: 3. I went into the dark room, followed by my best friend.

SD: 4. The park destroyed by the storm last Sunday is the most beautiful place in the city.

SE: 5. The dog tied to a pole by the door barked at us.

SF: 6. They were sad to see a sea of flowers covered by the heavy snow.

SG: 7. Well known for his knowledge, the scientist is able to help the workers to

get out of their difficulty.

SH: 8. The coins collected by my cousin were made in Tang Dynasty.

(Teacher and students learn the new words of this period together.)

Step II Reading and Comprehension

T: Do you like singing?

Ss: Yes, we do.

T: Do you like poems?

Ss: Yes, we do.

T: Why do you like them? Do you think that poems and songs have anything in common?

Ss:…

T: Now let's read a passage about songs and poems. You'll find the answers to the questions above. Please read it fast and find the answers to the questions on the screen. Please write the answers on a piece of paper and I'll collect the first five pieces.

(Teacher shows the screen.)

Answer the following questions:

1. How does the writer feel when he is listening to music and to the song words?

2. What kind of feeling has he when the writer locks the door and reads poems aloud?

(A few minutes later.)

T: Those who finish your answers, hand them in, please.

(Teacher collects the first five students' answers. Then say the following. )

T: SA, please give us the answer to the first question.

SA : When he is listening to music and to the song words, he feels that it was written for him.

T: The second question?

SB: When he locks the door and reads the poems aloud, he is given a strong feeling at first. When he has some practice later and falls into the rhythm, the rhyme and the sounds of the words, it is a very special experience.

T: Are they right?

Ss: Yes, they are right. T: Very good. Now read the text again, and discuss the questions on the screen.

(Teacher shows the screen.)

Read the text carefully and find the answers to the following questions.

l. Why is the question why read and sometimes even write Poetry not difficult to answer if we change the word poetry to songs?

2. Why are there songs that the writer sings in his head between classes and he wants to sing when the school bell rings by the end of the day?

3. What song words does the writer like?

4. Does the writer like long poems?

5. What does the writer read when he has had a bad day at school?

6. Do you have the same feeling as the writer? Do you agree with him?

(Teacher goes into the class and joins the students in the discussion.)

T: (After the students' discussion.) Now give us your answers, please. One student, one question. Volunteers?

Sa: 1. I'll try the first question. Because the writer thinks that poems and songs are the same and he sings when he feels good.

Sb: 2. The second question: Because between classes and when the school bell rings by the end of the day, he'll have a free time of his own. He can do what he wants to do, so he feels good and wants to sing.

Sc:3. He likes song words about love and friendship and he especially likes to sing his favourite songs in English.

Sd:4. At first, he didn't like poetry. Then an e-pal of his gave him some suggestions about poems. Now he likes long poems very much.

Se:5. When he has had a bad day at school, he reads Keats' poems.

Sf:6. I agree with the author and I have the same feeling as he does, but I like short poems most.

T: Very good. Now can you answer my question Why do you like poems?

Sg: Yes. Because poems can make people happy and forget all the unhappy things.

T: Do you think that poems and songs have anything in common?

Sh: Yes. I think so. They have the same good points.

T: (Show the screen.) Now look at the screen. There are some useful words and expressions on it. Please read them and learn them by heart.

Useful words and expressions:

1. change… to: He changed the date to Sep. 11.

2. get through: I got through the book in one evening .

He got through the final exams.

3. extraordinary: I had an extraordinary dream last night.

4. avoid: The man tried to avoid answering him.

5. fall into: They have fallen into poverty.

6. stupidity: I'm ashamed of my stupidity.

7. by the light of: Sometimes we go on working after dark by the light of our tractors.

Step III Listening and Reading Aloud

(Teacher plays the tape for the students to listen to. Then students read the pas sage loud. )

Step IV Exercise

T: Please turn to Page 31. Here is a poem by Robert Frost. Listen to the tape and

read it aloud. Find the words that rhyme and then discuss with your classmates

what it means.

(Teacher plays the tape and then goes into the students and helps them to correct the mistakes in pronunciation and intonation, and then joins in their discussion.)

T: Have you finished it? Please tell us the words that rhyme.

S1: I'll try. “crow” rhymes with“snow”and“heart”rhymes with“part”.

T: Are there any?

S2: Yes. “me” and“ tree” rhymes “mood”and “rued” rhyme.

T: Are they right?

Ss: Yes, they are right.

T: Who will tell us its meaning?

S3: I think the whole poem is a sentence. It is like this: The way a crow shook the dust of snow from a hemlock tree down on me has given my heart a change of mood and saved some part of a day I had rued. Am I right?

T：Yes, you are right.

S4: It means that a crow in a hemlock tree shook down some snow on me and this gave me a release from my unhappy mood.

T: Quite right.

Step V Checkpoint

T: Open your books at Page 32. Look at Checkpoint 4. Here are three sentences. Please change their adverbial clause in each sentence into a past participle phrase. Have a discussion with your partner and after a while we'll check the answers.

Suggested answers:

1. Translated into Chinese, the book became very popular in China.

2. Given more time, we would he able to do the work much better.

3. Left alone at home, Sam did not feel afraid at all.

(When the students give the answers, teacher writes them on the blackboard.)

Step VI Summary and Homework

T: In this class, we've learned a passage about songs and poems. From it we know that songs and poems can make us feel better. We've also learned some useful words and expressions. They are：change… to…, get through, (Teacher writes them on the

blackboard) Today's homework：Read the poem on Page 32, and try to find its meaning. If you have some difficulty in understanding it, you can follow the advice of the text. If you fall into the rhythm, the ryhme and the sounds of the words, you'll get in a really special experience. Exercise 2 is about writing. Read the instructions and try to write an essay. Besides, tips are a help for you to enjoy poems. Do as it says, and I'm sure you'll become a poemlover. That's all for today. Class is over.

篇5：单元整体教案NSEFCII-U04The Fourth Period(人教版高二英语上册教案教学设计)

Teaching Aims:

1. Review the Noun Clauses introduced by “that”.

2. Review the important words and expressions learnt in this unit.

3. Do some reading and writing to improve the students' integrating skills.

Teaching Important Points:

1. Learn to describe the countryside, the cities, the people and their life by reading the passage.

2. Train the students' writing.

Teaching Difficult Points:

Improve the students' integrating skills--reading skill and writing skill.

Teaching Methods:

1. Fast reading to go through the reading material.

2. Discussion method to finish the writing task.

3. Individual, pair or group work to make every student work in class.

Teaching Aids:

1. a computer and a courseware

2. a projector

3. a tape recorder

Teaching Procedures:

Step I Greetings

Greet the whole class as usual

Step II Revision

T：In the last period we learnt the noun clauses introduced by “ that”. Now we'll do an exercise to review them. Please open your books and turn to Page 40. Look at the exercise in Checkpoint 5. Complete the sentences by using the noun clauses. Do it by yourself first and then I'll ask some of you to give your answers.

(After a while, teacher asks some students to read their sentences. )

T：Are you ready? (Ss：Yes.)Who'd like to complete the first sentence using the subject clause? Any volunteer?

S1 =That Britain is a good place for sightseeing and studying English is agreed by the people who have been there.

T：Very good. Now complete the second sentence.

S2 =Do you agree(that)Britain is a good place for sightseeing and studying English?

T：…

S1: The reason why many people like to go to Britain is that Britain is a good place for sight-seeing and studying English.

S4：The advertisement that Britain is a good place for sight-seeing and

studying English has attracted a lot of Chinese young people.

T: Well done. You are quite right.

Step III Reading

T： Through the Internet, we're got much information about Englishmen, their culture, food, sports, places of interest and so on. From the passage we read, we've also known something about the British Isles, the United Kingdom and Ireland. Now we all know England is a good place to travel to. Today we'll read a passage. It's about Daniel Defoe's experience. He visited Salisbury in Southern England. What did he see there？What places did he visit? Let's read the passage and you'll find the answers to the questions above. Please read it quickly and then answer the questions on the screen.

(Students begin to read the passage silently and teacher shows some questions on the screen. )

Answer the following questions:

1. What did he see all round the city of Salisbury?

2. What is the cathedral famous for?

What does he think of it?

3. How many important kinds of produce and trade are there in the city of Salisbury? What are they?

4. How about the hills and fields there?

5. What does he think of the country

when he looks at the fields from the hills?

6. At which is he surprised when he comes down the hills?

(After a few minutes, teacher collects the students' answers and then checks them.)

Suggested answers：

1. He saw six hundred thousand sheep fed within six miles of Salisbury.

2. The cathedral is famous for the height of its tower. It is 410 feet high. He

thinks the tower is the highest and the most handsome in England.

3. There are two important kinds of produce and trade in Salisbury. They are making cloth and sheets called Salisbury whites.

4. The hills and fields are most beautiful, with many small and clear rivers and

rich fields bearing fruit and grain.

T： (Show the screen).

Your comprehension is quite right. Now look at the screen. There are some useful works and expressions on it. Please read them and learn them by heart.

Words and expressions:

1. raise: cause to grow or develop and

look after= feed

e. g. She's raised two sons.

They raise horses.

2. be famous for: Guilin is famous for its beautiful scenery.

3. without doubt: He is the most successful without doubt.

4. join: become united

e. g. Where do the two streams join?

5. employ: He employed an engineer to design a building.

6. namely: that is(to say)

e. g. He understands two foreign languages, namely, English and Japanese.

7. feed on: Sheep feed on grass,

8. bear: The tree is bearing a lot of apples this year.

Sentence Patterns:

1. (a)most/the most:

He is most careless.

He is a most careless boy.

He is the most careless boy in our class.

2. The number of students is in our school.

Step IV Listening and Reading Aloud

T: Now look at your books and listen to the tape. Pay attention to your

pronunciation.

(Teacher plays the tape for students to listen. After that, teacher gives students a few minutes to read aloud the passage. )

T: Let's have a discussion in groups of four and find out what's the main idea of each paragraph.

(Teacher gives students a few minutes to do so and then collects the answers from each group. At last teacher checks their answers.)

T: OK. You have different ideas and they are very good. Now look at the diagram at Page 40. It shows what Defoe writes about in five paragraphs. Please compare them with your ideas and understand the passage better.

Step V Writing

T: Now you've known how to describe the land scape, the people, their lives when we see them. In our hometown, there is beautiful landescape, rich people and many cultural relics. Now please describe our beautiful home town. And tell the tourists how to make a trip to our city easily. Before writing, first have a discussion about what to write about in groups. Then write a passage on a piece of paper.

(Teacher gives students enough time to discuss and write and then asks students to read their passages. )

Sample Writing:

My hometown

My hometown lies south of Tianjin, a hundred kilometers away from it. It is not very large, but I love it, because it is beautiful. East of it, there are two big farms. They are modern ones and there are hundreds of thousands of sheep, pigs, hens and cows there. They provide part of eggs, milk and meat for the people of Tianjin. West of my hometown, five miles away, there are beautiful hills covered with green trees, grass and all kinds of beautiful flowers. It's a good place for you to hike. You can sit by the clean water of a stream and have a picnic. A

natural park is free to you. Around my home town within five to ten kilometers, you'll see several old temples. They are all large. There are many beautiful frescoes and vivid statues, some of which date from one thousand and two hundred years. If you go over ten kilometers to the north, you'll get to a big modern chemical works. The whole works is a big garden and there is no pollution, no smoke, no rubbish or no wastes there. It is controlled by a center computer and every day you can see thousands of workers wearing clean and fashionable clothes to and from work. The best time to enjoy my hometown is at night. There are two parks in our town. You can walk along the broad and clean streets or sit on the long bench in the park and have a chat with your friends or play chess beside the stone tables. If you want to go shopping at night, it is convenient here, for all the shopping centers will open until eleven. You can also play basketball or football. The bright gymnasium is always waiting for you. You can also go to see a film, sometimes even can go to a concert.

Step VI Test

T: In this unit we've learned some useful expressions. Have you remembered them? Now I'll give you a test about them. Look at the screen, please.

Complete the sentences, using the expressions learnt this unit.

stand for, separate.., from, be made up of, make the best of, hold together, without doubt, in general, at one point, end…up with, consist of

1._________ in the meeting, she nearly lost he temper.

2. We must__________ the fine weather.

3. You can't be defeated as long as you________;

4. New England_________ six states.

5. The book_________ nine chapters.

6. He is__________ the most diligent student.

7._________, your plan is good.

8. P.O._________ postal order.

9. We__________ the dinner and coffee.

10. The river_________ the village__________ the town.

Suggested answers:

1. B 2. A 3. B 4. B 5. D 6. C 7. D 8. C 9. D 10. B

Step VII Summary and Homework

T: Today we've read a passage about Daniel Defoe's trip in England and known how to describe our experience. We've also learned some important words and phrases, such as, raise, join, employ, namely, bear, be famous for… (Write them on blackboard. )At the same time, you have been trained to write a passage. At last we've had a test to review the Noun Clauses and the phrases learnt in this unit. After class, please write the passage written in class in your exercise books. And review the contents in the whole unit. So much for today.

Step VIII The Design of the Writing on the Blackboard

Unit 5 The British Isles

The Fourth Period

Words：raise ,join, employ, namely, bear Phrases: be famous for, without doubt,

feed on Sentence Patterns be famous for, without doubt, feed on

Sentence Patterns:

1.be (a) most +adj./be the most+ adj.

2. The number of students is 2000 in our school.

Step IX Record after Teaching

____________________

篇6：单元整体教案NSEFCII-U03The Fourth Period(人教版高二英语上册教案教学设计)

Teaching Aims:

1. Improve the students' reading ability.

2. Do some writing practice to improve the students' writing ability.

3. Learn some useful words and expressions.

4. Review the Past Participle used as Object Complement.

Teaching Important Points:

1. Review the Past Participle used as Object Complement.

2. Improve the students' integrating skills.

Teaching Difficult Points:

1. How to improve the students' integrating skills.

2. How to help the students to master the Past Participle used as Object Complement.

Teaching Methods :

1. Reading and understanding to improve the students' reading ability.

2. Writing practice to improve the students' writing ability.

3. Practice to review the Past Participle used as Object Complement.

4. Individual, pair or group work to make every student work in class.

Teaching Aids:

1. a tape recorder

2. a projector

3. the blackboard

Step I Greetings

Greet the whole class as usual.

Step II Revision

T: In the last period, we've learned the Past Participle used as Object Complement. Now, let’s do some exercises to review them.

(Show the following on the screen.)

Rewrite the sentences, using“have + object + past participle”

Example: They built a new library.

→They had a new library built.

1. He is going to deliver the seeds tomorrow.

2. They are repairing the path.

3. She is clearing away the branches of that large tree.

4. They have put in a new bath.

5. She has dealt with the problem.

6. He has collected a large number of stamps.

7. They checked the progress of the project.

(After a while, check the answers with the whole class.)

Suggested answers:

huge, modern, simple, traditional, warm, straight, beautiful, unnatural, unfriendly ...

T: Very good. In this unit, we've learnt the Past Participle used as Object

Complement. This is an important grammar item. You should do more practice to

consolidate it. Now, please turn to Page 24 and finish the practice in Checkpoint 3.

(A moment later, check the answers.)

Suggested answers:

1. He heard his name called.

2. He got his bike fixed.

3. How do you want the room decorated?

T: Well done! I think you've mastered the grammar item in this unit well

enough. OK. That's all for today. See you tomorrow !

Ss: See you tomorrow !

Step VIII The Design of the Writing on the Blackboard

Unit 3 Art and architecture

The Fourth Period

Words:

aid, stand

Phrases:

pull down, remind…of…, set…aside

Useful words for describing the shapes and structures of architecture：

modern, traditional, Straight, round, beautiful, unnatural,…

Step IX Record after Teaching

篇7：单元整体教案NSEFCII-U02The Fourth Period(人教版高二英语上册教案教学设计)

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.)

Suggested answers:

1. bored 2. amazed

3. disappointing 4. satisfied

5. dressed 6. organised

T: Besides, we've learned a lot about news media and reporters. Tell me which words in the text help us understand the life of a reporter.

Ss: record, report, interview, write, reflect, truthfully…

T: Yes. A reporter must do some interviews, write articles, and record and report events. The basic task for a reporter is to report and reflect events and opinions truthfully. Is that so?

Ss: Yes.

Step Ⅲ Presentation

T: Today, we're going to learn more about the work of reporters. First, we'll read two reports of the same event. Then we'll write a comparision paragraph. Now, let's learn the new words in this

period. Look at the screen.

(Teacher deals with the news words as usual. Then play the tape of the two reports.)

T: Now, please listen to the two reports and tell which one you think is reported truthfully.

(After listening.)

T: Have you understood the two reports?

Ss : Yes.

T: Are you able to tell which one is reported truthfully? Any volunteer?

S: Let me try. I think the second report is reported more truthfully than the first one.

T: Why do you think so?

S: Because the first report doesn't tell us why the group of people caused trouble for workers. It is unbelievable without full proof.

T: (To the others.)Do you agree with him/her?

Ss.. Yes.

Step IV Reading and Speaking

T: OK. Now, please read the reports carefully and compare them. Then discuss the questions on the screen with your partner.

(Teacher shows the screen.)

1. How are the reports different?

2. Who do you think wrote each report?

3, What do you think are facts and what are opinions?

4. What would be a good headline for each story?

5. What pictures would you use?

(Teacher gives the students enough time to do that. At the end, teacher asks for the students' pinions and different opinions are encouraged to express. )

Step V Reporting

T: Next, it's your turn to be a reporter. First go back to the speaking activity and look at the events you chose. Then think about the following questions on the screen.

1. How would you report them?

2. What pictures would you use and why?

3. What headlines would you use? Why?

And then choose one of the events and write the short newspaper article about it. Finally, compare your articles with your group members. After class, hand in your articles. Are you clear?

Ss: Yes.

(Teacher goes around the class, giving them directions if necessary. )

Sample reports:

No. 1 : In the past few days, three children were killed in our city. The authority is trying every bit of effort to capture the culprit. Parents living in the city should take care of your children to avoid being further hurt. Anyone who can offer the clue, please come to us as soon as possible in order to put the present situation under control.

No. 2: China beat Brazil 5-1 in today's football match. Like table tennis in China, Brazil is famous for the football, and has won the champion of the World Cup many times, having a lot of up erstars in its football team. The beat by China with the unbelievable score 5-1 undoubtly brings an impacting wave to the world. It is an inspiring and exciting thing to us Chinese. Let's cheer our football players up!

Step VI Writing

T: Now, turn to Page 16. It's time for you to write a comparison paragraph. Before writing, please read the following instruction. It may be helpful for you to write your paragraph.

(First, teacher asks one students to read through the instruction. Then teacher sums up some key points.)

T: From the instruction, we know, to write a comparison paragraph, the first thing you should do is to think about the things you are going to compare before you write; then you should explain how two or more things, places, people or ideas are similar to or different from each other; besides, you should think about what characteristics or features are the most important, and what differences or similarities will help the reader understand the things you are comparing. All these things are important. You must pay special attention to. Do you know how to write a comparision paragraph now?

Ss: Yes.

T: Next, please look at the following information about the comparison between websites and newspapers. It may help you write your paragraph. You can read it before preparing for your comparison paragraph. Of course, you can choose any other kinds of media to compare. (Teacher allows the students enough time to prepare. After they finish it, teacher can show the following checklist for the students to revise what they have written and make some necessary changes. )

Does your paragraph have a topic sentence?

Is it easy to understand what you are explaining?

Do your supporting sentences focus on the main idea?

Have you used enough examples?

Does your paragraph have a closing sentence?

Is your paragraph interesting?

Check your spelling.

Does each sentence have a subject and a verb?

Do the subjects and verbs agree with each other?

Sample comparison paragraph:

As two main media, TV and newspaper have much in common. Both of them can provide the information needed by people, trying to cater for the different tastes of people on all sides of life. Mean while, they make money and survive in the society by selling ads. On the other hand, it is the difference between them that makes them have their own characteristics. TV can “broadcast” the information you want while newspaper can’t TV can provide a series of lively consecutive pictures while newspaper only has printed pictures on it. Most of time, TV offers information for free while newspaper costs you money. As to which is convenient, TV is not much as easy as to be taken as newspaper.

Step Ⅶ Summary and Homework

T: In this class, first, we've read two reports and compare them. Next, we've learnt to write a report. Then we learnt how to write a comparison paragraph. Finally, we practised writing one. Through these activities, we’ve learnt more about news media and learnt how to write a comparison paragraph. Besides, your ability to use language has been well developed. After class, you should practise more to train your ability. So much for today. See you tomorrow.

Ss: See you tomorrow.

Step Ⅷ The Design of the Writing on the Blackboard

Unit 2 News media

The Fourth Period

How to write a comparison paragraph:

a. What things are you going to compare?

b. What characteristics or features the most important?

c. How are two or more things, places, people or ideas similar to or different from each other?

Step Ⅸ Record after Teaching

篇8：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9：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10：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11：英语牛津教材1B-Unit1教案 The Fourth Period Let’s play

一、教学目标：1．知识目标：学会用draw, write, fold 说出制作贺卡过程。2．能力目标：正确模仿发音并根据指令作出相应反应。3．情感目标：学会通过贺卡传递对亲人、朋友的爱。二、教学重点：分清各步骤的名称。教学难点：fold的识记。三、教具准备：cassette 1b and cassette player, samples of cards, wallchart四、教学过程：step 1 warming up1.song: happy new year2.rhyme: my uncle is comingstep 2 pre-task preparation1.greet each other using “how are you?” “happy new year.”2.show the word cards of four relatives learned in the previous lesson. get students to greet each one with “happy new year!” e.g. happy new year, uncle.3.show the class some new year cards and tell them that they are all made by other students.4.ask “do you like these cards? do you want to make one?”step 3 while-task procedure1.put up the enlarged picture of student’s book page 5.introduce the steps of making a new year card.2.say the words for each step slowly. encourage the students to follow.3.play the cassette tape. the students listen and correct the pronunciation.4.show some good samples of cards to the class.step 4 post-task activity get the students to make new year cards for their parents ,relatives or friends. speak out the action while making. remind them to say “happy new year!” when they send the card.歌曲、儿歌既复习已学知识，又能帮助集中思想，快速进入英语学习状态。复习旧知识，逐步培养英语交际能力。生动、带有感情色彩地复习单词。既轻松，又有助于记忆。引起兴趣，激发求知欲。初步整体感知。示范到位，便于模仿。磁带再次感知，帮助正音。做做说说，调动多种感官参与，帮助记忆。板书设计：课后小结：

篇12：单元整体教案NSEFCII-U06The Fifth Period(人教版高二英语上册教案教学设计)

Teaching Aims：

Summarize the usages of the Noun Clauses.

Teaching Important Points：

1．Let students master the functions of the Noun Clauses．

2．Let students know how to choose the con-nectives and the differences among the

connectives．

3．Let students correctly use the word order in the Noun Clauses．

Teaching Difficult Points：

1．The choice of the connectives．

2．The differences between“that”and“what”．

3．The differences between“if”and“wheth-er”．

Teaching Methods：

1．Review method to master what students learnt before．

2．Explanation and comparative methods to master the important and difficult points．

3．Practice method to make students use the Noun Clauses correctly．

Teaching Aids：

1．a computer and a courseware

2．a projector

Teaching Procedures：

Step I Greetings

Greet the whole class as usual．

Step Ⅱ Revision

T：Today we’ll review the Noun Clauses．

(Bb：The Noun Clauses)First let’s do some exercises．

(Teacher shows the exercise on the screen．)

Choose the best answers．

1．___________they are leaving for Paris has not been decided yet．

A．When B．Where

C．That D．Why

2．Go and get your coat．It’s_________you left it．

A．there B．where

C．there where D．where there

3．Last night we heard the news_________the British Prime Minister was on a three-day visit to China．

A．which B．what

C．whatever D．that

4．It is generally considered unwise to give a child________he or she wants．

A．however B．whichever

C．whenever D．whatever

T：Please look at the screen．I’ll ask some of vou to tell me the answers one by one．Any volunteers?

S1：The first answer is A．

S2：The second answer is B．

S3：The third answer is D．

S4：The last answer is D．

T：Well done!Sit down，please．Who can tell me what clauses they are?

S5：…

Suggested answers：

l.the Subject Clause

2．the Predicative C1ause

3．the Appositive Clause

4．the Obiect Clause

Step Ⅲ Explanation and Summary

T：As we all know，the Noun Clauses can be classified into the Subject C1ause,the Predicative Clause，the Object Clause and the Appositive Clause ac-cording to the function of each clause in the main clause．

(Bb：the Subject Clause．the Predica-tive Clause，the Object Clause and the Appositive Clause)

T：Now look at the sentences on the screen．

I．the Subject Clause

1．Whether he has enough time to finish the work is still a question．

2．It is still a question whether he has enough time to finish the work.

3. Who did that is unknown to all.

Ⅱ.the Predicative Clause

1. The question is who can do the experlment.

2．He looked as if he was going to cry．

3．The reason for his lateness was that he got up late．

4．That was because he got up late．

Ⅲ．the Object Clause

1．I didn’t know that Pierce Brosnan is from Ireland.

2．I find it hard that I learn English well．

Ⅳ．the Appositive Clause

1．Some senior officials eat chicken in public in order to remove the Chi-nese citizen’s fear that it is not safe to eat chicken．

2．Word has come from his sister that she will arrive on Friday．

T：Attention，please．1．In order to keep the sentence balanced．We often use“it”as the formal subject,which re-places the real subject．For example,the No．2 sentence in the column of the Subject．2．“As if”“as though”and“be-cause”can also be used to introduce the Predicative Clause．For example,the No．2 and the No．4 sentences in the column of the Predicative Clause．3．In the sentence if the verb is“make／find／think／believe…”,we can“it”as the formal object,which replaces the real object．We put the real object behind the Object complement．That is to say，

Sub．+find／make／think／believe…+it+Object Complement+that clause．For example，I thought it strange that he failed to call me．Now we have known about the usages and the func-tions of the Noun Clauses．But we must pay attention to the conneetives introducing the Noun Clauses．Now please look at the diagram on the screen．You’d better remember them．

(Teacher shows the diagram on the screen．)

T：Attention,please.

1．In the Noun Clauses，we must use the normal word order-Connective

+Subject+Verb．That is to say,there is no inversion．

e.g．Whether he left is unknown．

That’s why he fell i11．

Can you make sure where Alice has left the gold ring?

The fact that he hadn’t said any-thing surprised everyone．

(Teacher writes the four sentences on the blackboard．)

2．Don’t use double connectives in the Noun Clauses．

3．The subordinate conjunction“wheth-er”can introduce all the Noun Clau-ses，while the subordinate conjunc-tion“if”can only introduce an Ob-ject Clause used as the object of a verb．For example，we can’t say“It all depends on if they will support us”．We should say“It all depends on whether they will support us”．

4．The subordinate conjunction“that”has no meaning and doesn’t act as any omponent in the Noun Clau-ses．When“that”is introducing a Noun Clause as the object of a verb(believe，consider，hear，know，say，understand etc)，it can be omitted．

5．The conjunctive pronoun“what”means“the thing that／all that”in the Noun Clauses．“what”intro-duces a Noun Clause．At the same time it can be used as the subject，the object or the predicative in the Noun Clause.You must pay atten-tion to the differences between“that”and“what”．Now let’s look at these sentences on the screen．

That she was closed made us very happy．

What he did quite surprises us．

This is what interests me most．

The reason was that he had never seen her before．

Stcp Ⅳ Practice and Consolidation

T：Now you have known something about the Noun Clauses．Let’s do some exer-cises so that we can use them correctly and freely．Please look at the screen．

I．Correct the following sentences

1．The news which our team had won pleased everyone．

2．I don’t doubt whether he can work out the problem．

3．I have been worrying about if I have hurt her feeling．

4．I don’t know that he wants．

5．The reason why he didn’t come is because he was ill.

6．Who walks around in such a heavy rain will catch a cold．

7．I think important that we learn English well．

8．It’s not certain that the sports meet will be held．

9．This is the suggestion which we have a trip the day after tomor-row．

lO．China is a great socialist country is well known．

Suggested answers：

1．which→that 2．whether→that

3．if→whether 4．that→what

5．because→that 6．Who→Whoever

7．important→it important

8．that→whether

9．which→that

10．China→That China

Ⅱ．Choose the best answers

1．The photographs will show you_________.

A．what does our village look like

B．what our village looks like

C．how does our village look like

D．how our village looks like

2．I still remember________this used to be a quiet place．

A．when B．how

C．where D．what

3．________he said at the meeting as-tonished everybody present．

A．What B．That

C．The fact D．The matter

4．一Do you remember_________he came?

一Yes,I do．He came by car．

A．how B．when

C．that D．if

5．Sara hopes to become a friend of___________shares her interests．

A．anyone B．whomever

C．whoever D．no matter who

6．________we can't get seems better than_________we have．

A．What；what B．What；that

C．That；that D．That；what

7．It’s generally considered unwise to give a child_________he or she wants．

A．however B．whatever

C．whichever D．whenever

8．Someone is ringing the doorbell．Go and see________．

A．who is he B．who he is

C．who is it D．who it is

9．_________she couldn't understand was________fewer and fewer students showed interests in her lessons．

A．What；why

B．That；what

C．What；because

D．Why；that

lO．These wild flowers are so special that I would do________I can to save them．

A．whatever B．that

C．which D．whichever

11．Eat___________cake you like and leave the others for_________comes in late．

A.any；who

B.every；whoever

C.whichever；whoever

D.either；whoever

12．_________he told you is not true．Don’t believe it．

A．That B．What

C.If D.When

13．What a pity_________is that you didn’t arrive．

A．that B．this

C．there D．it

14．_________he accepts or refuses the present is none of your business．

A．That B．If

C．Whether D．Which

15．His grandfather was among the first to settle in___________is now a famous

holiday center．

A．what B．which

C．when D．that

Suggestcd answers：

1.B 2.A 3.A 4.A 5.C 6.A 7.B 8.D 9.A 10.A 11.C 12.B 13.D 14C 15.A

Step V Homework

T：In this class，we have done lots of ex-ercises about the Noun Clauses．Now I’ll give you some more exercises．Do them after class．

(Teacher shows the following on the screen．)

Complete the following sentences：

1．Do you still remember________(何时何地见到那位著名的歌唱家吗)?

2．_________(无论是谁最后离开教室)

ought to turn off the light．

3．_________(明天是否下雪)makes no difference to me．

4．This is__________(他出生的地方)．

5．She expressed the hope_______(她将再来中国)．

6．___________(你不喜欢她)is none of my business．

7.One of them held the view_________(书中所说的是对的)

8．The question is_________(这本书是否值得看)．

9.She always do_________(她老师让她做的)．

1O.They want to make it clear to the public_________(他们在做着一件重要的必不可少的工作)．

Suggested answers：

1．when and where you met the famous singer

2．Whoever leaves the classroom last

3．Whether it will snow or not tomorrow

4．where he was born

5．that she would come to China again

6．That you don’t like her

7．that what the book said was right．

8．whether the book is worth reading

9．what her teacher tells her to do

10．that they are doing an important and necessary job

Step Ⅵ The Design of the Writing on the Blackboard

Unit 6 Life in the future

The Fifth Period

Grammar：Noun Clauses

I．the subject Clause

Whether he left is unknown．

Ⅱ．the Predicative Clause

That’s whv he fell i11．

Ⅲ．the Object clause

Can you make sure where Alice has left the gold ring?

Ⅳ．the Appositive clause

The fact that the hadn't said any-thing surprised everyone.

Step Ⅶ Record after Teaching

____________________________________

篇13：单元整体教案NSEFCII-U05The Fifth Period(人教版高二英语上册教案教学设计)

Grammar: The Past Participle Used as Adverbial

Teaching Aims:

1. Enable the students to master the usage of the Past Participle when it is used as Adverbial.

2. Enable the students to master the transformation between the past participle phrase and the adverbial clause.

Teaching Important Points:

1. How to use the Past Participle

2. How to tell the difference between the Present Participle and the Past Participle.

Teaching Difficult Point:

How to choose the Present Participle and the Past Parthciple.

Teaching Methods:

1. Comparision method to get the students to know how to use the participle clearly.

2. Discussion method to get the students to master what they've learned.

3. Pair work or group work to make the students active in class.

Teaching Aids:

1. a computer

2. a projector

Teaching Procedures:

Step II Greetings

Greet the whole class as usual.

Step II Revision and Presentation

T: In the third period of Unit 4, we learned the Past Participle used as Attributeand Adverbial. Now look at these sentences. Can you tell me which past participle is used as Attribute and which is used as Adverbial?

(Show the following on the screen.)

1. Most of the artists invited to the party were from South Africa.

2. Given more attention, the trees could have grown better.

3. The professor came into the classroom, followed by his students.

4. The first textbooks written for teaching English as a foreign language

came out in the 16th century.

Ss: Yes, we can.

T: Who can tell us in the first sentence what the Past Participle is sued as?

S1:I know. It is used as Attribute, modifying the noun “artists”.

T: Yes. OK. Li Lu, you try, please.

S2: I think it is used as Adverbial in the second sentence.

T：Good.

S3: It is used as Adverbial in the third sentence, too.

T: (To the rest of the class.) Is that right?

Ss: Yes.

T: Good. No problem. Now, the last sentence. Who knows?

S4: Let me have a try. I believe it is used as Attribute. It modifies “ the first

textbooks”.

T: (Ask another student.) Do you agree with him/her?

S5: No, I don't think so. I think it is used as Adverbial.

T: Yeah, now, we have two different opinions. which one is correct? Whose opinion do you agree with?

Ss: The first answer is correet. It is used as Attribute, not Adverbial.

T: Why?

Ss: Because it modifies the word, “textbooks”.

T: Good. It is used as Attribute. I agree with the first student.

Step III Explanation

T: We know that the Past Participle can be used as Adverbial. Now look at these sentences on the blackboard.

(Teacher writes the following on the blackboard.)

1. Don't speak until spoken to.

2. Given more time, we could do the work much better.

3. Destroyed by the earthquake, the house had to be rebuilt.

T: What are these past participle used us?

Ss: They are all used as Adverbial.

T: Yes, You're right. And we know that the Past Participle used as Adverbial can express different adverbials, such as: time, cause, condition, manner and so on. Do you know what the Past Participle in each sentence expresses? Who knows?

Sa: The Past Participle in the first sentence expresses time. The second one expresses condition. And the last one expresses cause.

T: Very good. Now, I'll give you a few minutes to discuss with your partner

about how to replace these past participles by using adverbial clauses.

T: (A few minutes later.) Who'd like to try the first sentence?

Sb: I'd like to. “Don't speak until you're spoken to. ”

T：Good. Please sit down. What about the second sentence? Who knows?

Sc: I know. If we were given more time, we could do the work much better.

T: OK. Sit down, please. Now, the last sentence. Who wants to have a try?

S: Beeause the house had been destroyed by the earthquake, it had to be rebuilt.

T: Good.

(Teacher writes the sentences above on the blackboard.)

Step VI Comparison

T: As we all know, the Past Participle and the Present Partieiple can be used as Adverbial, for example: (Teacher writes the following examples on the

blackboard. )

1. Seen from the hill, our school looks more beautiful.

2. Seeing from the hill, we can see our beautiful school.

T: Look at these two sentences carefully. Can you tell us the difference between them?

S: The first sentence uses the Past Participle as Adverbial while the second sentence uses the Present Participle as Adverbial.

T: Good. Do you know why?

S: Because the subject in the first sentence is “our school”, but in the second sentence the subject is “we”.

T: Very good. When we are using participles, we should pay attention to the subjects in the sentences, and the participle we use must have the same logical subject as the subject in the sentence. If the subject in the sentence receives the action, we should use the Past Participle as Adverbial; if the subject in the sentence does the action, we should use the Present Participle as Adverbial. Do you nderstand?

Ss: Yes.

Step V Practice

T: Look at the sentences on the screen. Join each of the following pairs of

sentences turning one of them into a participle phrase and making other

necessary changes. Do it in pairs or groups. Example: We were disturbed by the noise and had to finish the meeting early.

→Disturbed by the noise, we had to finish the meeting early.

Rewrite the sentences, using the Past Participle.

1. They were surprised at the idea and began to discuss it among themselves.

2. Mary was much interested and she agreed to give it a try.

3. I was deeply moved, and thanked them again and again.

4 The two men were delighted and they thought up many other ideas, too.

5. We had been taught by failure and mistakes and have become wiser.

6. I was shocked at the waste of money and decided to leave the company.

7. He was persuaded by his friends to give up smoking and threw his remaining cigarettes away.

Suggested answers:

1. Surprised at the idea, they began to discuss it among themselves.

2. Much interested, Mary agreed to give it a try.

3. Deeply moved, I thanked them again and again.

4. Delighted, the two men thought up many other ideas, too.

5. Taught by failure and mistakes, we have become wiser.

6. Shocked at the waste of money, I decided to leave the company.

7. Persuaded by his friends to give up smoking, he threw his remaining

cigarettes away.

T: OK. Now look at the screen. Let's do more exercises. You may discuss with

your partner.

(Teacher shows the following on the screen.)

Choose the best answers:

1. ______some officials, Napolean inspected his army.

A. Followed

B. Followed by

C. Being followed

D. Having been followed

2.__________ by his teacher, he has made great progress in his lesson.

A. Helped B. To help

C. Helping D. Help

3. The computer center, ________ last year, is very popular among the students in this school.

A. open B. opening

C. having opened D. opened

4. The visitor expressed his satisfaction,___________ that he had enjoyed

his stay here.

A. having added B. to add

C. adding D. added

5.___________ in thought, he almost ran into the car in front of him.

A. Losing B. Having lost

C. Lost D. To lose

6.__________ his telephone number, she had some difficulty getting in touch

with Bill.

A. Not knowing

B. Knowing not

C. Not having known

D. Having not known

7. If_________ the same treatment again, he is sure to get well.

A. giving B. give

C. given D. being given

8. in 1636, Harvard is one of the most famous universities in the United States.

A. Being founded

B. It was founded

C. Founded

D. Founding Suggested answers

1. B 2. A 3. D 4. C 5. C 6. A 7. C 8. C

(Teacher then asks some students to do them one by one.)

Step VI Test

T: Now let's have a test. Complete the following sentences. Write your answers on a piece of paper. Later, we'll check it together.

(Teacher uses the micromedia equipment to show the following on the screen.)

Complete the sentences:

1._______ （只要看一次），it can never be forgotten.

2._______ (被认为是这个城市里面最好的)，the factory was given a medal.

3._______ The visitor came in ,________（后面跟着一群年轻人）。

4._______ （在党的领导下），the people have improved their living conditions greatly.

5._______（在她的话的鼓励下），the boy later went up to his teacher and said “sorry”.

6. If_______（加热）to a high temperature, water will change into vapour.

7._______ （从太空中望去），the earth is a water covered globe.

8. The object on the table is a fan ______ （由羽毛制成的）。

Suggested answers:

1. Once seen

2. Regarded as the best in the city

3. followed by a group of young fellows

4. Led by the Party

5. Encouraged by her words

6. heated

7. Seen from space

8. made of feathers

(A few minutes later, teacher asks some students to say their answers. If some students make any mistake, the teacher should give the correct answer and give some explanation, too)

Step VII Summary and Homework

T: In this class, we've discussed the use of the Past Participle. That is, how to use it and its transformation with the adverbial clauses. After class, we should do more practice about this to master them. OK. Time is up. So much for this clas. See you tomorrow.

Step VIII The Design of the Writing on the Blackboard

Unit 4 A garden of poems

The Fifth Period

Grammar: The Past Participle

I. 1. Don't speak until spoken to.

Don't speak until you are spoken to.

2. Given more time, we could do the work much better.

If we were given more time, we could do the work much better.

3. Destroyed by the earthquake the house had to be rebuilt.

Because the house had been destroyed by the earthquake, the house

had to be rebuilt.

II. 1. Seen from the hill, our school looks more beautiful.

2. Seeing from the hill, we can see our beautiful school.

Step IX Record after Teaching

___________________________

篇14：单元整体教案NSEFCII-U05The Second Period(人教版高二英语上册教案教学设计)

Teaching Aims:

1. Learn the following words and expressions: call up, glory, pattern, belong to, absence, translate, come into being, play with, despite, time, remind…of, lesd to

2. Learn about poets and poems of different countries.

3. Improve the students' reading ability.

Teaching Important Points:

1. The usages of some useful words and expressions.

2. The similarities and differences between the Chinese and English poets and poems.

Teaching Difficult Point:

How to grasp and remember the detailed information of the reading material.

Teaching Methods:

1. Fast-reading to grasp the main idea of the text.

2. Talking method to get every student to want to express himself in English.

3. Pair work or group work to get every student to join in the class activities.

Teaching Aids:

1. a tape recorder

2. a computer

3. a projector

Teaching Procedures:

Step I Greetings and Revision

(Teacher greets the whole class as usual and checks the students' home work.

Then teacher and the students learn the new words of this period together. )

Step II Reading

(A few minutes later.)

T: Are you ready?

Sa : Yes.

T: Who will give us the answers?

Sa: I’ll try. The style and atmosphere in the poems by Wordsworth, Byron, Shelly and Keats often remind readers of Du Fu and Li Bai.

Sb: The works by Donne and Marvell reminds Chinese readers of Su Dongpo.

T: Very well. Now read the text again, and try to grasp as much detailed in formation as you can. Then do the exercise on the screen.

(Teacher shows the screen. )

Read the text carefully and choose the best answer for each of the following questions:

1. Modern English came into being from about the middle of the_____ century.

A. 16th B. 17th C. 18th D. 19th

2. The poetry of Marvell reminds Chinese readers of the poems by_______.

A. Du Fu B. Li Bai

C. Su Dongpo D. Gou Moruo

3. Byron's “Isles of Greece” is an example of_______.

A. a sonnet B. romantic poetry!

C. nature poetry D. modern poetry

4. The wider public in China discovered English poetry at the beginning

of the_________ century.

A. 17th B. 18th C. 19th D. 20th

5. The advantage of reading English poetry in Chinese translation is______.

A. that you have more advice

B. that something of the spirit is lost

C. that you understand it better

D. that you learn how to express yourself in new ways

Suggested answers:

1. A 2. C 3. B 4. D 5. D

T: You've done very well. By the way, have you noticed that there are some

bold words in the text? Read the text again and find out what the 'words in

bold refer to. If necessary, you can have a discussion with your partner. Some minutes later, we'll check the answers.

(Students begin to read the text and have a discussion. After a few minutes,

teacher says the following. )

T: Can you find the answers? (Ss: Yes.)

Please tell us.

Sc :“That”in the first paragraph refers to “poetry plays with sounds, words and grammar”.

Sd :“its” in the fourth paragraph refers to“the poetryn’ s” .

Se : “their” refers to “the nature poems by Wordsworth, Byron's Isles of Greece and the sonnets and long poems by Shelley and Keats”. And it is in the fifth paragraph, on Page 28.

Sf : “they”in the sixth paragraph refers to “modern poets”.

Sg :“They” in the third line from the bottom of the last paragraph refers to

“poems and literature”.

T: Are there any different opinions?

Ss : No, they are right.

T: (Teachers shows the screen.) There are some language points you should

pay attention to. Read the sentences and try to master the usages of the

words and phrases.

1. play with: The little boy is playing with his dolls.(In the text“play with the sounds , words and grammar”means “to use sounds , words and grammar perfectly”.)

2. call up.. I called up my brother and told him the good news.

He was called up at the beginning of the war.

3. despite: He came to school despite (in spite of) his serious illness.

4. time: In his speech, he expressed the feelings of the time.

5. belong to: Taiwan belongs to China.

6. absence: Darkness is the absence of light.

7. remind…of…Remind me of the letter.

8. lead to: Differences of opinion led to fierce arguments.

9. come into being: When did the Great Wall come into being?

Step III Listening and Reading Aloud

T: Now let's listen to the tape. When I play it for the first time, just listen. Then I'll play it for the second time. This time, you can follow it in a low voice. Then read the text aloud, paying attention to your pronunciation and

intonation. Do you understand? OK. Let's begin.

(Teacher goes among the students, answers the students' questions and corrects the mistakes.)

Step IV Discussion

T: Now please turn to Page 29,Post-read-ing 4、5 and 6. Have a discussion about

them. Later, I'll ask some of you to give us the answers.

(After a while. )

T: Who'll give us the answer to the fourth?

S1 : I'll try. If a poem is translated into another language, it's changed a bit. That's to say, something of the spirit of the original works is lost.

T： Quite right. Let's compare a poem by Chao Zhi with its translation.

(Teacher shows the screen. )

七步诗

曹植

煮豆燃豆萁，

豆在釜中泣；

“本是同根生，

相煎何太急？”

They were boiling beans on a beanstalk fire,

Came a plaintive voice from the pot,

“ ( ),why since we sprang from the selfsame root,

Should you kill me with anger hot?”

T： From the poem above, we can find that when a poem is translated into another language, its rhythm and rhyme, the figures of speech, etc. are different

from the original work…

Suggested answers to Ex. 5 and Ex. 6 ：

5. They can be ties that bring the East and the West together and fine wine

enjoyed by the East and the West.

6. It means that when people from one country read the poems from another, they will be struek by what is inside the poem, so they will understand each other and become good friends.

Step V Summary and Homework

T: Today we're learnt a text about poems and poets. Read the text after class and collect as much information about the things and persons mentioned in the text as possible. Then do Ex. 3 on Page 29. Besides, we've learnt some useful words and expressions. Please tell me what they are.

Ss: Play with, call up, despite, time,…

(Teacher writes them on the blackboard.)

T: Please remember the words and expressions and make sentences with them when you have time. That's all for today. Class is over.

Step VI The Design of the Writing on the Blackboard

Unit 4 A garden of poems The Second period

English Poetry

Useful words and expressions:

play with absence

call up remind…of

despite lead to

time come into being

belong to

Step VII Record after Teaching

_____________________________________

篇15：单元整体教案NSEFCII-U05The Third Period(人教版高二英语上册教案教学设计)

Teaching Aims:

1. Review the text to finish some exercises about poems.

2. Learn and master the Past Participle used as Adverbial.

3. Do some exercises to learn the sentence transformation.

Teaching Important Points:

1. How to get the students to master the usage of the Past Participle.

2. How to do sentence transformation.

Teaching Difficult Point:

The sentence transformation between a clause and a past participle phrase.

Teaching Methods:

1. Pair work or group work to make every student active in class.

2. Discussion method to get the students to make clear what they've learned.

3. Showing and explanation methods to have the students get a clear concept about what they learn.

Teaching Aids.

1. a computer

2. a projector

Teaching Procedures:

Step I Greetings and Revision

Greet the whole class as usual.

T: In this class, I'll check your homework first. In the last period, I told you to make a timeline that shows the centuries when the poets were living and their names, including all the English poets in the text and some of the Chinese poets you know. Have you finished it? (Ss: Yes.)Now I'll show the answers on the screen. Check them, please.

English poets:

Shakespeare(1564～1616)

Donne(1572～ 1631)

John Milton(1608～ 1674)

Marvell(1621 ～1678)

Pope(1688～ 1744)

Johnson(1709~1784)

Wordsworth(1770～ 1850)

Byron(1788～ 1824)

Shelly( 1792～ 1822)

Keats(1795～ 1821)

Auden(1907～1973)

Chinese poets: Li Bai(701 ～762)

Wang Wei(701～761)

Du Fu(712～ 70)

Bai Juyi(772～846)

Guo Moruo(1892～1978)

Step II Word Study

T: Please turn to Page 29. Look at Word Study, Part 1. Fill in the blanks with words in the text. Have a discussion with your partner and then we'll check the answers.

Suggested answers:

1. poem 2. rhyme 3. author 4. stories

5. poets 6. translated (put)

T: As we know, if words or lines of poetry end with the same sound, including

a vowel, we can say they rhyme. Who can give us some words that rhyme?

SA: I'll try. “horse”and“mouse”, “school”and“fool”. They all rhyme.

T：That's right. (Show the screen.) Now look at the screen. There are two groups of words on the screen. Please read them and match the words that rhyme.

Match the words:

A: 1. curious 2. image 3.glory

4. absence 5. romantic 6. atmosphere

7. special 8. embrace

B: a. audience b. public c. serious

d. message e. fear f. social

g. base h. story

T: (A few minutes later.) Have you finished?

Ss: Yes.

T: who will give us the answers?

SB: They are: l. c;2 d;3 h;4 a;5 b;6 e;7f;8 g. Am I right?

T: Sc, do you agree with him?

So: Yes, he is right.

Step III Grammar

(Teacher shows the two sentences on the screen.)

The Past Participle used as Adverbial:

1. Once published, his work became famous for the absence of rhyme at

the end of each line.

2. No matter how well translated, something of the spirit of the original work is lost.

T: Look at the two sentences on the screen. Who can tell us their Chinese meanings?

SD The first sentence means:一经出版，他的作品就因不押韵而著名。

The second means: 即使翻译得再好，一经翻译，原作的一些精华就没有了。

T: Can you think of another way to express these ideas?

SE : I'll try. The first sentence can be expressed as: Once it (= his work) was published, his work became famous for the absence of rhyme at the end of each line. The second: No matter how well it (= the original work) is translated, something of the spirit of the original work is lost.

T: Quite right. From the sentences we've discussed, we know that if the past participle is used as adverbial, we can change them into the adverbial clauses, which has the same meaning. Are you clear about that?

Ss: Yes.

T: Now turn to Page 30. Please look at Ex．1．Complete each sentence by using the past participle of the right verb．Before doing that，who will tell the meanings of the words in the box?

SF：I'll try. “build”means“建设”。“frighten”means“使惊恐”；“bite”means “咬”；“follow”means“跟随”；“shoot” means“开枪”；“see”means“看见”；

“give”means“给”，“examine”means “检查”and“suppose”means“认为”．

T：Very well．Now have a discussion in pairs and give us their proper forms．

While doing this，talk about the meaning o{each sentence．OK?

(Students have a discussion and teacher goes among the class and answers the questions the students ask．)

Suggested answers：

1．Frightened

2．Given

3．followed

4．examined

5. Built

6．seen

7．bitten

8．shot

9. supposed

Step Ⅳ Practice

(Teacher SHOWS the sentences on the screen．)

1.The castle, burned down in 1943，was never built．

2．If left alone on a deserted island，what would you do to survive?

T：Look at t山two sentences on the screen．Each of the sentences has a past participle．Have a discussion about them and decide their functions．

(After a few minutes’ discussion．)

Sa：In the first sentence the past participle phrase“burned down in 1943”is used as attribute．modifying the noun “castle”．The meaning f the whole sentence is：1943年被夷为平地的那座城堡．再也没有重建。

Sb：In the second sentence。“1eft alone on a deserted island”is used as adverbial，

expressing condition．

T：What is the meaning of it?

Sb：如果你流落到一个荒凉的岛上，为了生存下去。你会怎么办呢?

T：Good．Now，look at the sentences on the screen and the function of each past participle phrase．You can do it in pairs or groups．

Tell the function of the Past Participle in the following sentences：

1.The room，connected to the rest of the house by a long passage，was completely empty．

2．Connected to the rest of the house by a long passage，the room seems very quiet。

3．Folded in his pocket，the letter wasn't found until twenty years later．

4. He was walking around with the letter folded in his pocket.

(A few minutes later．)

T：Are you prepared? (Ss：Yes。) Please tell us the function of each past participle and the meaning of each sentence．

Sc：In the first sentence，it is used as attribute．The meaning of the sentence is：这个由一条长长的走廊和房子里的其他地方相连的屋子里面空无一物。

Sd：In the second sentence, the past participle phrase is used as adverbial．

expressing the cause．The sentence means：因为这个屋子是由一条长长的走廊和别的地方相连接的，所以它很安静。

Suggested answers：

3．Adverbial．因为这封信是折叠起来放在他的口袋里的．所以直到二十年后才被发现。4．Attribute．他到处转悠口袋里装着一封折叠起来的信。

Step V Consolidation

T: Look at the example on Page 30. Here are two sentences. They both have the same meaning, but their adverbials are expressed in the different ways. Study the example and then rewrite the sentences on Page 31, using a clause to substitute the past participle phrase.

Suggested answers:

1. When he was asked what had happened, he told us about it.

2. As he was well known for his expert advice, he received many invitations to give lectures.

3. If we were given more time, we would be able to do the work much better.

4. Once it was translated into Chinese, the book became very popular among

Chinese teenagers.

5. As she was deeply interested in medicine, she decided to become a doctor.

6. Though she was left alone at home, Sam did not feel afraid at all.

Step VI Summary and Homework

T: In this class, we've talked about rhyme and the use of the past participle. The past participle of the verb can be used as adverbial and attribute, such as, “One…”;“The castle …”. We also know that the past participle can be expressed with a clause, such as“United…”(Teacher writes the sentences on the blackboard. ) Today's homework: Join each pair of sentences to form one sentence, using the past participle. That's all for today. Class is over.

Join the two sentences in each group.

1. Mary was shocked at what Jack had said.

She didn't know what to say at first.

2. The mirror was broken.

The mirror was lying on the ground.

3. l went into the dark room. 1 was followed by my best friend.

4: The park is the most beautiful place in the city.

It was destroyed by the storm last Sunday.

5. The dog barked at us.

The dog was tied to a pole by the door.

6. They were sad to see a sea of flowers.

The flowers were covered by the heavy snow.

7. The scientist is well known for his knowledge.

The scientist is able to help the workers to get out of their difficulty.

8. The coins were collected by my cousin.

The coins were made in Tang Dynasty.

Step VII The Design of the Writing on the Blackboard

Unit 4 A garden of poems The Third Period

Grammar: The Past Participle used as Adverbial1.

1. Once published, his work became famous for the absence of rhyme at the

end of each line.

No matter how well translated, something of the spirit of the original work

is lost.

2. The castle, burned down in 1943, was never built.

If left alone on a deserted island, what would you do to survive?

3. United, we stand ；divided, we fall.

If we are united, we will fall；if we are divided, we will fall.

Step VIII Record after Teaching

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篇16：单元整体教案NSEFCII-U04The Third Period(人教版高二英语上册教案教学设计)

Teaching Aims:

1. Review some words learnt in this unit

2. Learn and master noun clauses as the subject, the object, the predicative and the appositive introduced by “that”.

Teaching Important Points:

1. Master noun clauses as the appositive.

2. Master the differences between the appositive clause and the attributive clause.

Teaching Difficult Points:

Master the differences between the appositive clause and the attributive clause.

Teaching Methods:

1. Inductive method to introduce the difference between the appositive clause and the attributive clause.

2. Practice to help students master the apprositive clause.

3. Individual or pair work to make every student work in class.

Teaching Aids:

1. a computer and a courseware

2. a projector

Teaching Procedures

Step I Greetings

Greet the whole class as usual.

Step II Revision

T: Now I'll check your homework. Have you made your travel plan?

(Ss: Yes.) I'd like some students to tell me. Any volunteers?

S1: I want to visit London next year. …

S2: If I have a chance to England, I'll go to visit London University first,

Because…

S3：…

Step III Word Study

T: Very good. In this unit, we've learnt many important words. Now look at the words on the screen. Try to think of their meanings. Then finish the exercise on the screen to check if you can use them correctly. After finishing it, you can check your answers with your partner.

(Teacher shows the following on the screen.)

Complete each sentence with the words in the box.

View, narrow, kingdom, consist, mild, influence, basis, upper, union, republic

1. A group of trade_______ leaders met to discuss questions about job safety.

2. The official name of our country is the People's________ of China.

3. More and more young people go abroad to study when they graduate from high school. What's your________ on it?

4. Generally speaking, the_______ classes don't have a clear idea of the common people's lives.

5. Our class________ of twenty-five boys and thirty-two girls.

6. The weather is________ today; it is neither hot nor cold.

7. The street is too________. It doesn't allow two cars to pass each other.

8. Because of her teacher's_________, she chose to study English at college.

9. Don't judge a person only on the_________ of appearance.

(After three minutes, teacher may ask some students to say their answers and give

the Chinese meaning of each sentence. Teacher corrects the mistakes if any and gives some explanations. Finally teacher points out the concerned phrases and asks students to remember them. )

Suggested answers:

1. union 一些工会领导聚在一起商讨工作中的安全问题。

2. Republic 我国的全称是中华人民共和国。

3. view 越来越多的年轻人中学毕业后出国留学，你对这种现象怎样看待？

4. upper 一般说来，上层社会的人不了解普通百姓的生活。

5. consists 我班有二十五名男生，三十二名女生。

6. mild 今天天气不错，不冷也不热。

7. narrow 这条街太窄了，两辆车都错不开。

8. influence 受她老师的影响，她在大学学英语专业。

9. basis 不要以貌取人。

Concerned phrases:

2. the Republic of China

4. the upper class

5. consist of

9. on the basis of 在……基础上，根据

Step IV Grammar

(Teacher writers one sentence on the blackboard: Most people in the west agree that Chinese is one of the most difficult languages to learn.)

T: OK. Please look at the sentence on the blackboard. There is a that-clause in the sentence. Do you know what clause it is called?

Ss: Yes. It is an object clause.

T: Right. How do you know this?

S4 :I think the that-clause is used as the object of the verb “agree”.

T：Quite right. If a that-clause is used as subject we call it the subject clause. A that-clause is also used as the predicative clause, the appositive clause or the attributive clause. Are you clear about that?

Ss： Yes.

T: Let's look at the sentences on the screen.

l. That they carry on their conversation in French is suggested. (Subject Clause)

2. He made a suggestion that they carry on their conversation in their French.

(Appositive Clause)

3. His suggestion was that they carry on conversation in French. (Predicative Clause)

4. This is the suggestion that he made last week. (Attributive Clause)

(Teacher lets students pay attention to the clauses in the sentences and give them simple explanations.)

T: Now look at some other sentences on the screen and decide which part the clauses act as. Choose the correct part from the box to match with the sentences. Do it as soon as possible.

(Teacher shows the screen.).

Choose the correct part from the box to match with the sentences.

A. subject B. object C. predicative D. appositive

1. The idea that England stands for Fish & Chips, the Speaker's Corner and the Tower of London is past.

2. The fact that the mainland of Great Britain is made up of three Kingdoms is still unknown to many people.

3. The result of so much French influence was that the English language ended up with many French words such as table, animal and age.

4. Some people feel that Wales is an ancient fairy land.

5. That most of these are now threatened and many disappear is a serious matter to the people in Britain.

6. They realise that it is of great value to record and teach them to the younger generation.

Suggested answers:

1. D 2. D 3. C 4. B 5. A 6. B

(Students give all the correct answers except the first and second sentences. Then teacher explains the reason for their mistakes. )

T: In the first sentence, what clause is the that-clause used as?

S5: It is the appositive clause.

S6 : I think it is the attributive clause.

T: Who do you agree with?

Ss: We agree with S5.

T : Yes. The attributive clause and the appositive clause are put behind the nouns. You must pay attention to the difference between them. In the attributive clause, “that” is often used as subject or object while in the appositive clause “that” isn't used as members of the sentence. Are you clear about that?

Ss: Yes.

T： Please give me an example of each kind.

S7: The news that our team won the match is exciting.

S8: The news that he heard just now is exciting.

(Teacher writes the two sentences on the blackboard. )

T: Well done. Now look at Part 2 on Page 38. In this part, there are four that clause. Please underline the clauses and dentify the type of clauses. Before doing it, first go through the two examples.

(Teacher shows the suggested answers on the screen. )

1. The news that the plane will take off on time made everybody happy. (NC)

2. The news that is spreading around the airport is that a heavy storm is coming up. (AC) (NC)

3. The suggestion that students should learn something practical is worth considering. (NC)

4. The suggestion that they are considering is that students should learn something practical. (AC) (NC)

Step V Practice

T: Look at Part 3. Join each pair of sentences using that clause as appositive. Now you all know that the appositive Clause is often put behind some nouns, like belief, fact, hope, idea, news, problem, suggestion and so on. First look at the example, the noun “news” is followed by the appositive clause “that the famous British singer will come to China”. It explains the concrete contents of the noun“news”. Now do you know how to do this exercise?

Ss : Yes.

T: Who'd like to give me your answers?

S9: The first sentence: The fact two thirds of all girls in Britain are on a diet worries their parents and teachers a lot.

T: Do you agree with him/her?

Ss : No.

T: Who else can tell me the answer?

S10: The fact that two thirds of all girls in Britain are on a died worries their parents and teachers a lot.

(Teacher writes the sentence on the blackboard. )

T: Quite right. In the appositive clause,“that” can't be omitted. What about the second one?

S11: …

Suggested answers:

2. Last night we heard the news that the British Prime Minister was on a

three day visit in China.

3. The view that teenagers shouldn't spend too much time online is shared by many British parents.

5. The suggestion that Chinese students should be given more free time to themselves is welcomed by many people, especially kids in school.

4. There is no scientific proof for the idea that mobile phones stop teenagers from spending money on dresses or cigarettes.

Step VI Discussion

T： Now look at the picture on Page 38. Do you know him? He is a famous English film star, named Pierce Brosnan. Please read his profile.

(After a while. )

T: Which fact do you think is new to you? Please express your ideas using the noun clauses. Discuss in pairs or in groups. …

Sl2 :I thought he is from England. I didn't know he is from Ireland.

S13: The fact that his first wife died of cancer in 1991 is surprising.

S14 :That he owns a production company with a long-time friend surprises me.

S15: What surprises me most is that he has raised a lot of money to help the research into breast cancer.

S16：…

(Teacher writes two sentences on the blackboard. )

Step VII Summary and Homework

T：In this period, we've done some exercises about some important words and the noun clauses, especially we practice the appositive clause. Also we've known the difference between the appositive clause and the attributive clause. After class, you should practise more to master them better. OK. That's all for today. See you.

Step VIII The Design of the writing on the Blackboard

Unit 5 The British Isles

The Third Period

Noun Clauses

1. Most people in the west agree (that) Chinese is the most difficult language

to learn. (Object Clause)

2. The fact that two thirds of all girls in Britain are on a diet worries their parents and teachers a lot. (Appositive Clause)

3. That he owns a production company surprises me. (Subject Clause)

4. What surprises me most is that he has raised a lot of money to help the research into breast cancer. (Predicative Clause)

Attributive Clause :

The news( that)he heard just now is exciting.

But: The news that our team won the match is exciting.

Step IX Record after Teaching

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篇17：单元整体教案NSEFCII-U04The Second Period(人教版高二英语上册教案教学设计)

Teaching Aims:

1. Learn and master the following words and expressions:

words: form, influence, basis, inland, mountainous, narrow, diversity, republic, Wales, mild, union, strength, Welsh, Scofish

phrases: be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over

2. Further develop the students' reading ability and reading skills.

3. Get the students to know more about the British Isles.

Teaching Important Points:

1. Train the students' reading ability and develop their reading skills.

2. Enable the students to understand the text better.

3. Master the following phrases:

stand for, be made up of, be unknown to, make the most of, hold together, lie off, be separated from, at one point, in general, as much as, run over, end up with

Teaching Difficult Points:

1. Master the following sentence patterns:

(1)A is in/on/to the north/east/…of B

(2) be of great value

2. Understand the following sentences:

(1) The idea that England stands for Fish and Chips, the Speakers' Corner and the Tower of London is past.

(2) The fact that the mainland of Great Britain is made up of three kingdoms is still unknown to many.

Teaching Methods：

1. Fast reading to get a general idea of the text.

2. Question-and-answer activity to get the detailed information in the text.

3. Explanation for students to master some language points.

Teaching Aids:

1. a computer and a courseware

2. a tape recorder

3. a projector

Teaching Procedures:

Step I Greetings

Greet the whole class as usual.

Step II Revision

T: In the last period, we summed up the expressions for agreement and

disagreement. Now I'll check your homework. I'll ask some pairs to act out the dialogues they have made up before the class.

(Teacher asks two pairs to come to the front to act out their dialogues. )

SA and SB:…

Step III Lead-in

T: Yesterday we talked much about the United Kingdom and you know a lot about it. (Teacher shows a picture on the screen.)

T：Now look at the picture. It is the most famous clock in England. Do you know its name?

Ss:大本钟

T: Yes. Do you know Big Ben? In what part of England is it? Volunteer?

S1: It is on the River Thames in the north of the Houses of Parliament. It's one part of the Houses of Parliament.

T: What else do you know about the clock?

Ss: No.

T: I'll tell you about it. It's famous for its huge clock face. It's the biggest clock in England. It's 320 feet high. Its minute hand is 14 feet long. It strikes the hours. It looks most spectacular at night. You even know when the parliament is in session because a light shines above the clock face. Also Big Ben is an excellent timekeeper, which has rarely stopped. Whoever goes to London, he'll go to enjoy the beautiful clock tower.

Step IV Pre-reading

T: Now open your books at Page 35. Look at the questions in Pre-reading and have a discussion about what you know about these questions.

(A few minutes later, teacher asks three students to answer them.)

S2: The United Kingdom is made up of four parts. They are…

S3: The British Isles are made up of two parts, namely, Great Britain and

Ireland.

S4: Ireland is a large island in Europe. It is divided into two parts. Northern Ireland is part of the United Kingdom and the other makes up the Republic of Ireland. Its capital is Dublin. They speak Irish. English is a second Language.

T： Do you think they are right? After reading the passage, you can find the answers. But first we should learn the new words in this period.

(Teacher shows the new words on the screen and asks some students to read them.)

Step V Reading

T: Let's read the passage to learn about the British Isles to check your answers. Please read quickly.

(Teacher gives students enough time to read the passage, and then asks some students to give the answers.)

T: Have you finished reading the passage?

Ss: Yes.

S5: I think the answer to the second question is wrong. The British Isles are made up of Great Britain, Ireland, the Channel Islands and Isle of Man.

T: Yes, you are right. Now read the passage once again to understand its details and answer some questions on the screen.

(Teacher shows the questions on the screen.)

Answer the questions:

1. What is the UK?

2. What's the weather in the British Isles like?

What about in Scotland?

3. Has the culture of the people in the British Isles received many influences? From here?

4. Who ran over the Great Britain in 10667 what’s the result of French influence?5. Which are the first two countries that joined in the United Kingdom?

6. What do people throughout the British Isles speak now?

(Teacher gives students a few more minutes to read the passage. After a while, teacher asks some students to give their answers. )

Suggested answers:

1. The UK is really a nation of different countries held together by a common language and culture.

2. The climate of the British Isles is mild with a lot of rain. Scotland is colder throughout the year. It also has plenty of rain.

3. Yes. It has received many influences from the European mainland.

4. The French. The result of much French influence was that there were many French words in the English language.

5. The first two countries are England and Wales.

6. English.

Step VI Study the Language Points

T: There are some important words, phrases and sentences we should master. Now read the passage again to find them out in it.

(After reading it, some students are asked to find the phrases paragraph by paragraph. Meanwhile, teacher writes them on the Bb: stand for, be made up of.…)

T： Please look at the blackboard. Translate the words and phrases into

Chinese and try to make a sentence with each one.

(Teacher asks some students to finish the task orally. If they have made any mistakes in doing this, teacher or other students correct them. )

T: Now look at some examples of them on the screen and learn to use them

correctly.

1. UK stands for “the United Kingdom of Great Britain and Northern Ireland.”

The letters “UK” stand for the United Kingdom of Great Britain and Northern Ireland.2. The museum is made up of three parts.

3. We should try to make the best/most of our stay here.

4. The name of the plant is unknown to us. It is known to all of us that he is a famous writer.

Shanxi is known for its coal

He is better known as a poet.

5. I've tied up the parcel, but I'm afraid it won't hold together.

6. The ship sank three miles off the French coast.

Shanghai lies on the east coast of China.

7. Britain is separated from Ireland by the Irish Sea.

Britain is divided into three countries.

8. At one point in the meeting she nearly lost her temper.

9. In general, people like her.

10. During the relay race, we'll use as much as 650 calories an hour.

There are as many as 2000 students in the school.

11. You'd better run over these texts.

The water ran over the edge of the basin.

12. The party ended up with a pop song.

(Teacher asks some students to read the sentences and translate them into Chinese. Meanwhile. Students must pay attention to the underlined phrases. )

T: There are two important sentence patterns and two difficult sentences in the passage. Please look at the screen.

1. A lie in/on/to the east/west/...of

B. e. g. London is in the southeast of England.

London is on the River Thames.

Ireland lies to the east of Britain.

=Ireland lies east of Britain.

= East of Britain lies Ireland.

2. be of great value= be very valuable

e. g. The book is of great value/help/use/importance.

=The book is very valuable/helpful/useful/important.

3. The idea that England stands for Fish & Chips.

the Speakers' Corner and the Tower of London is past.

4. The fact that the mainland of Great Britain is made up of three kingdoms is still unknown to many.

(Teacher writes the sentence patterns on the Bb.)

T: In the third and fourth sentences, the two clauses are the appositive clauses, which explain the concrete contents of the nouns: the idea and the fact. The appositive clause is often put behind the nouns, like belief, fact, hope, idea, news, problem, possibility and so on. It's usually introduced by “ that”.

“That” can't be omitted.

Step VII Listening and consolidation

T: Now let's listen to the tape. While listening, pay attention to your

pronunciation.

(Teacher plays the tape for students to listen. After that, teacher gives students a few minutes to read aloud the passage. Meanwhile, teacher asks students to try to remember some details. )

T: Please turn to Page 36. Let's do Exercise 1. Look at the map and fill in it with the correct numbers. After a while, I'll check it.

(Teacher goes among the students and checks their answers and then shows the map with answers on the screen.)

Step VIII Discussion

T: Now you've known much information about England. It's known to all of you that England is separated from European mainland by the English Channel. Is it possible to swim across the channel? Where is the best place to do so? How far is it? Please have a discussion in groups of four.

(After a few minutes, teacher asks the students to give their results.)

S5: It's possible to swim across the English channel though it is very difficult. Now there are many people in the world who have swum across the channel. Last July, Zhang Jian in our country was also successful in doing so. The best place where they swim across the channel is from Dover in England to Gallet in France. It is 33.8 kilometers. …

T：You are clever. Well done. England is a beautiful island country. It's known for thick trees, natural parks and national parks. Do you know anything about the trees, mountains and so on? Let's do Ex. 3 on Page 36 in groups. After a while, I'll ask some of you to report them to the class.

Suggested answers:

The United Kingdom of Great Britain and Northern Ireland lies in the west of Europe. The mountains in Great Britain are al- most all in the north and west. They are not very high. The highest ones are in scotland. There are many low hills in some parts of the country, but not in the south and west, where there are almost no hills. The west of Eng- land is very beautiful part of the country. The lakes there are the most beautiful in Eng- land. There are trees and flowers and green grass round them. There are large lakes in Scotland, too, with mountains round them. They are not like the English ones: there are not so many trees and flowers, and green hills round them. but they are beautiful too. The mountains here are higher, and they are gray and dark. of all the cities in Great Britain London is the largest. It is on the River Thames. Liverpool is the second largest city and seaport. It lies on the west coast of England. The third city and seaport is Manchester. It lies in the northwestern of England. Other big cities are Edinburgh, Cardiff and Glascow.

Step IX Summary and Homework

T: Today we've read a passage and learnt something about the United Kingdom and Ireland, especially about the British Isles. Now we all know that the climate there is mild with a lot of rain. There are all kinds of flowers all year round and many trees everywhere. Also there are many cultural relice, places of interest and natural parks. Do you want to travel to England if you have a chance? Where are you going?

Today's homework: please make a travel plan for going on a trip through the UK. At the same time, give your reasons and list the things and clothes you'll take. I think you'll do the best.

Step X The Design of the Writing on the Blackboard

Unit 5 The British Isles

The Second Period

Phrases: stand for, be made up of, make the best/most of, be unknown to, hold together, be separated from, at one point, in general, as much as, run over, end up with

Sentence Patterns:

l. A is/lies in/on/to the+ n, of B

2. be of great/no/little … value/importance/use/help

Step XI Record after Teaching

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