以下文章小编为您整理的单元整体教案NSEFCII-U02(The third period)，本文共14篇，供大家阅读。本文原稿由网友“人人都爱うちは”提供。
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-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4：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5：单元整体教案NSEFCII-U03The Third Period(人教版高二英语上册教案教学设计)
Teaching Aims:
1. Review the useful words learned in the last two periods.
2. Learn and master the sentence pattern:
A is to B what C is to D
3. Master the Past Participle used as Object Complement.
Teaching Important Points:
1. The sentence pattern:
A is to B what C is to D
2. The Past Participle used as Object Complement.
Teaching Difficult Points:
1. How to help Ss to master the important sentence pattern.2. Help the students master the Past Participle as Object Complement better.
Teaching Methods.
1. Review method to consolidate the useful words learned in the last two periods.
2. Explanation and inductive methods to help the students master the Past Participle
used as Object Complement.
3. Practice to master the sentence pattern:
A is to B what C is to D
4. Pair work or individual work to make every student work in class.
Teaching Aids:
1. a projector
2. the blackboard
Teaching Procedures.
Step I Greetings
Greet the whole class as usual.
Step H Word Study
T: In the last two periods, we have learned much about architecture. And we've
also learned some useful words in the text. Now, let's do an exercise to
review them. Look at the screen, please.
(Show the following on the screen.)
Try to match the words with their meanings.
Word
1. nest
2. roof
3. balcony
4. concrete
5. ugly
6. architect
Meaning
A. a person who designs buildings
B. an area with a wall or bars around it, joined to the outside wall of a building
C. a strong construction material which is a mixture of stone, sand and water
D. not beautiful
E. a shelter made by a bird to hold its eggs and young
F. the structure on the top of a building to keep the rain out
(A few minutes later, check the answers with the whole class.)
Suggested answers:
1→E 2→F 3→B 4→C 5→D 6→A
T: Well done! Now, I give you four minutes for you to learn the meanings of
the words by heart. I'll check to see who can recite them correctly and
quickly.
(Ss prepare for four minutes and then the teacher may ask some students to
recite and check if they can say the meanings of the words correctly.
T: OK. Time is up. Are you ready?
Ss: Yes.
T: Good. Xiao Li, what's the meaning of“nest”?
S: It means “a shelter made by a bird to hold its eggs and young”.
T: Very good. …
(Teacher may ask some students to say the Chinese meanings of the words
if necessary. )
T: You've done very well. (Bb: A nest is to a bird what a house is to a man. )
Now, look at the sentence on the blackboard. Who can tell us the Chinese meaning of it?
S: Let me try. It means 鸟巢和鸟的关系就像房子和人的关系一样”.
T: Good. (Bb: We're to them what fish is to water. )Now, look at this sentence.
Who knows the meaning?
S: It means “我们和他们的关系就好像鱼儿和水一样”.
T: Good. Now, look at these two sentences carefully, and try to write out the sentence pattern. Wang Xiang, please write your answer on the blackboard.
(The student writes his/her answer on the blackboard.. A is to B what C is
to D.)
T: Do you agree with him?
Ss: Yes.
T: OK. This is the important sentence pattern we should master in this period. It means“A对B而言正如C对D一样”. Now, let’s do some practice to master it better. Look at the screen, please.
(Show the following on the screen.)
Fill in the blank with the correct form of the words in the box.
branch, skin, architecture, sail, brick, net
1. Fur is to a fox what the is to a banana.
2._________ are to a house what words are to a text.
3. An architect is to __ what a painter is to art.
4. A is to a boat what an engine is to a car.
5. A__________ is to a fisherman what a gun is to a hunter
6. Arms are to the body what are to a tree.
T: First do it by yourself and then check the answers in pairs.
(A few minutes later, ask some students to say their answers and check the answers with the whole class.)
Suggested answers:
1. skin 2. Bricks
3. architecture 4. sail
5. net 6. branches
Step III Presentation
T: Well done, everybody. Now, I want to ask you for help. There is something
wrong with my bike. What should I do?
S: You should ask someone to repair it for you.
T: Thank you. I'll have my bike repaired tomorrow. (Bb: I'll have my bike repaired tomorrow.) And I think my hair is a bit too long. What should I do?
S: You should go to a hairdresser's and ask the hairdresser to cut it short for
you.
T: Thank you. I'll have my hair cut short tomorrow.
(Write it on the blackboard and underline “cut”. ) Now, please look at the two sentences on the blackboard. What are the two underlined words used as?Who can tell us?
S: I'd like to have a try. I think both of the two words are used as the Object
Complement in each sentence.
T: Very good. The grammar we'll study today is the Past Participle used as Object Complement.
(Bb: The Past Participle used as Object Complement.)
Step IV Grammar
T: OK. Now, turn to Page 22. Look at the sentences in Grammar. Study them carefully and point out the Object Complement in each sentence. (A moment later. ) Have you found them out?
Ss: Yes.
T: OK. Who can point out the Object Complement in the first sentence?
S: I'll try. It is “expressed”.
T: Good. Please sit down. Now, the second sentence. Who knows?
S: I know. It is “constructed”.
(Teacher deals with the other sentences in the same way. )
Suggested answers:
3. used 4. inspired
T: Now, we've found out the Object Complement in each sentence. Study them
carefully. What do you find?
S: All the four words are Past Participles.
Step V Practice
T: Right. Now, please look at the screen. Finish the practice quickly by yourselves.
(Show the following on the screen.)
Match the two parts to make sentences
1. Did you find the city A. done7
2. When will he ever
get the work B. greatly changed?
3. She can't make herself C. called.
4. Next week I'll have
my bedroom D. understood,
5. You've got to keep the door E. locked.
6. I got the watch F. repaired.
7.She heard her name G. decorated
(Several minutes later, ask some students to say their answers.)
T: Very good. Now, look at the Predicate in each sentence. From them we know
that “find, get, make, have, keep, hear” and so on can be followed by Past Participle as Object Complement.
Step VII Consolidation
T: In order to master the Past Participle as Object Complement better, let's do
some other exercises. Look at the screen, please. Finish the exercises first by yourselves, and then you can check your answers in pairs.
(Show the following on the screen.)
1. Complete the sentences with the verbs in brackets. Change their forms if necessary.
(1)I don't want any bad words__________(say) about him behind his back.
(2)Please get the work____________ (do) as soon as possible.
(3)I'11 have the materials (send) to you next Monday morning.
(4)She won't have her long and beautiful hair (cut) short.
(5)You should make your voice___________ (hear).
(6)I want you to keep me______________ (inform) of how things are going with you. (7)The rent sounds reasonable. How would you like it_________ (pay) ?
(8)At last, I succeeded in making myself_________(understand).
2. Rewrite the sentences after the model.
Example: paint the walls yellow→ I think I'll have the walls painted yellow.
(1) lay a wooden floor in the bedroom
(2) make a door
(3) put up two pictures on the wall
（4）place a tea table in the corner
(Allow the students enough time to finish the exercises and then ask some students to check the answers.)
Suggested answers
1. (1)said (2)done (3)sent (4)cut (5) heard ( 6 ) informed ( 7 ) paid
(8) understood
2. (1) I think I'll have a wooden floor laid in the bedroom.
(2)I think I'll have a door made.
(3) I think I'll have two pictures put up on the wall.
(4)I think I'll have a tea table placed in the corner.
Step VII Summary and Homework
T: Today we've reviewed some useful words learned in the last two periods. Also we've learned a very important sentence pattern. After class you should try to use them more to master them better. The grammar we've learned today is the Past Participle used as Object Complement. This is an important grammar point. You
need more practice to consolidate it. That’s all for today. See you tomorrow.
Step VIII The Design of the Writing on the Blackboard
Unit 3 Art and architecture
The Third Period
Sentence Pattern:
A is to B what C is to D
l A nest is to a bird what a house is to a man.
2. We are to them what fish is to water.
Grammar:
The Past Participle used as Object Complement find/get/make/have/keep/hear/… +sb./sth. +done.
l. I'll have my bike repaired tomorrow.
2. 111 have my hair cut short tomorrow,
Step IX Record after Teaching
篇6：单元整体教案NSEFCII-U02The Third Period(人教版高二英语上册教案教学设计)
Teaching Aims:
1. Review the words appearing in the last two periods.
2. Learn and master the use of the Past Participle as Attribute and Predicative.
Teaching Important Points:
1. How to guess the missing verbs and use them correctly according to the given sentences.
2. How to tell a positive, negative and neutral from each other.3. Help the students master the Past Participle as Attribute and Predicative.
Teaching Difficult Point:
How to use the Past Participle correctly, especially how to use the Past Participle instead of the Attributive Clause.
Teaching Methods:
1. Practising to finish each task in World Study and Grammar.
2. Individual or pair work to make every student work in class.
Teaching Aids:
1. a projector
2. some pictures
3. the blackboard
Teaching Procedures:
Step I Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In the last period, we've read a passage about reporters and newspapers. We've known that newspapers and other media do more than simply record what happens. Experienced editors and reporters make informed decision about what events to report, how to report them and why. Can you tell me the reason for them doing that?
Ss: Yes. Because they must make sure that readers can relate to the stories.
T: Right. Newspapers and other media play an important part in our daily life. Why?
Ss: Because they help us understand the world better on all sides.
T: Quite right. You've known about news media better than before. Besides, we've learnt some words in this unit. Have you really remembered and mastered them? I'll give you an exercise about them. Look at the screen and prepare for a while. Then we'll check the answers together.
Spell out the words according to the explanation for each word. The first letter of each word is given to you.1. f __ __ __ dismiss (an employee)from a job
2. s __ __ __ __ __ (cause sth. to) shift or change, esp, suddenly
3. r __ __ __ __ __ __ show the nature of or express (sth. )
4. t __ __ __ __ __ __ __ __ allow ( sth. that one dislikes or disagrees with) without interfering
5. e __ __ __ __to choose someone for an official position, usually by voting
6. i __ __ __ __ __ to harm or wound a person or an animal
7. p __ __ __ __ __ __ show or reveal sth. to sb. ;introduce(sb. ) formally; to give sth. to sb. ,often as part of official ceremony
8. r __ __ __ __ __ to have a connection with sth. Suggested answers:
1. fire 2. switch
3. reflect 4. tolerate
5. elect 6. injure
7. present 8. relate
T: OK. Now let's learn some other words on the screen.
(Teacher asks some students to pronounce each word and gives brief explanations. Then let the students read and remember them for a few minutes. )
Step Ⅲ Word Study
T: Well, now please open your books at Page 13. Let's have Language Study…Are you ready?
Ss: Yes.
T: Word Study first. Look at Exercise l in it: Complete the sentences with the verbs in the box. Change their forms if necessary. To do it better, first, you should read and understand each sentence. Then choose the proper verb and use its right form to complete each sentence. Are you clear?
Ss: Yes.
T: Prepare for a few minutes. Then I'll check your answers.
Suggested answers:
1. was elected 2. was injured
3. was fired 4. was switched
5. be tolerated 6. did…relate
7. is reflected 8. were…presented
T: Well done. Next, look at Exercise 2.There are some words in the box. Put them into three groups according to their meanings, positive, negative or neutral. First work in pairs, then I'll check your work.
Suggested answers:
positive: reliable, experienced, informed, talented, balanced
neutral: unique, printed, social
negative: nosy, careless, awful, addicted
Step IV Grammar
T: Well, now let's come to the part of Grammar. First, please look at the sentences from the text of the last period. Each of them has the Past Participle as Attribute or Predicative. Is that so?
Ss: Yes.
T: Now work in pairs to translate each sentence into Chinese and then tell if the Past Participle in it is used as At tribute or Predicative. A few minutes later, I'll check your answers. Are you clear?
Ss: Yes.
Suggested answers:
Attribute: experienced, informed, talented, organised, stolen, addicted, printed
Predicative: needed, respected, tolerated
T: Well done. Next, look at Exercise 2.Rewrite each past participle that is used as attribute with the attributive clause. Before doing it, you should study the given example carefully. First do it individually. Then check in pairs. At the end, I'll check your answers. You can begin now. Suggested answers:
informed decisions=decisions that are informed
talented journalists=journalists who were talented
an organised way = a way that is organised
stolen cultural relics= cultural relics that had been stolen
people addicted to drugs = people that/ who are addicted to drugs
printed articles= articles that are printed
(Then teacher asks the students to finish Exx. 3 and 4 as they do Exercise 2.)
Suggested answers:
Ex. 3: 1. The telegram sent by my sister brought the news of my dear grandma's death.
2. Let's try the bookstore opened last month.
3. Nine out of ten housewives interviewed about the product said they liked it.
4. Three guns, stolen from the police station, were found in the house.
5. I don't like to go to supermarkets crowded with shoppers.
Ex. 4:1. The three injured students were sent to hospital.
2. Some used textbooks were given to the students in the countryside.
3. Tom can't go to school because of his broken leg
4. The ground is covered with fallen leaves.
5. Many returned Chinese students overseas made a great contribution to our country.
T: Now, look at Exercise 5. Read the following news first. Then fill in the blanks with the correct form of the words in brackets. If you have any trouble in doing it, you can discuss you’re your partner. A few minutes later, I'll check your answers. You can begin now.
Suggested answers:
surprised, amazing, interested, boring, surprised, exciting, satisfied, interesting, disappointed
(Ss may make some mistakes, so teacher should give some explanations after correcting the mistakes made by the students.)
T: To do this exercise well, we should know how to use some words like interested/interesting, surprised / surprising correctly. To say how we feel about something, we can use the past participles interested, surprised, etc. To talk about the person or thing that makes us feel interested, surprised, etc. we use present participles. This kind of the past participles and the present participles is used like adjectives to refer to a state or a quality, not an action. For example, the story he told me is interesting, and I am interested in it. Can you understand?
Ss: Yes.
T: There are some other past participles like interested an surprising, you should remember.' They are excited, bored, worried, frightened, tired, astonished, delighted, satisfied, amazed, disappointed and so on. Most of them are used in the news of Exercise 5. You should read the news again after class to further study them. Do you remember?
Ss: Yes.
Step V Summary and Homework
T: Now, let's look at what we've learned in this period. First, we've revised and learned some words. Then we've learned the Past Participle as Attribute and Predicative. Mainly, we did some exercises to master them. Besides, we've learned some useful phrases, such as nine out of ten, look up to, fall in love with. (Write them on the Bb.)After class, you should do more exercises to consolidate what we've learnt in this period. And don't forget to preview what we'll learn in the next period. Are you clear?
Ss: Yes.
T: Class is over. See you tomorrow!
Ss : See you tomorrow !
Step VI The Design of the Writing on the Blackboard
Unit 2 News media
The Third Period
I .The Past Participle as Attribute and Predicative
a. a broken cup－The cup is broken,.
b. a polluted river-The river is polluted.
c. a fallen tree-The tree is fallen,
Ⅱ. Useful phrases:
nine out of ten(= nine in ten), look up to, fall in love with
Step Ⅶ Record after Teaching
篇7：英语牛津教材1B-Unit1教案 The Third Period Let’s learn
一、教学目标：1．知识目标：会用uncle, aunt, grandmother, grandfather 称呼人。2．能力目标：培养正确、快速模仿能力。3．情感目标：教育学生尊敬长辈。二、教学重点：4个人称的正确发音。教学难点：单词词形的识记。三、教具准备：cassette 1b and cassette player, wallchart, word cards四、教学过程：step 1 warming uprhyme: my father is comingstep 2 pre-task preparation1. make quick responses: show me your present. try your new shoes.2. greet individuals “how are you?” “happy new year.” get students to give responses.step 3 while-task procedure 1.put up the wallchart for page 3 again. ask “who is this?” point to each of the four relatives. say the words in english slowly. repeat.2.put the appropriate word cards under the four relatives on the wallchart. ask individuals to read. then the whole class read together.3.get students to open their books to page 4.play the cassette tape to let them listen and correct.4.game1: follow or clap. show the word cards, the teacher read it out .if right, they can follow. otherwise, they can clap and speak out the correct answer. 5.game 2: guess: which word is it? show the students the back of the cards, get them to guess the words. 6.scatter the picture and word cards for “uncle, aunt, grandmother, grandfather” on the board. ask students to come up and make matching pairs. get the class to revise together.step 4 post-task activity substituting the rhyme “my father is coming” with the new words. e.g. my uncle is coming didi … 唱唱儿歌，复习已学人称，带入英语学习氛围。 不断复习巩固，让新知识内化为自己的语言。 示范发音到位，是学生正确模仿的关键。 由单词的发音到词形，使学生对单词有完整印象。 播放磁带，看着课本，再次巩固视听，帮助正音。在游戏中巩固单词，不机械，枯燥，学生注意力更集中，效率更高。 图词配对，加深对词形的印象。 在唱唱玩玩中，进一步巩固新单词，增加语感，活跃气氛。板书设计： 课后小结：
篇8：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9：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10：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11：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12：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.
Suggested answers to Ex. 2:
A review of the poem“Twinkle, twinkle little star”. This poem is about the stars in the sky. When I read the poem, it seems that a clear picture is shown before me. In the dark sky of night, there are thousands of little stars that twinkle in the sky. They are far away from me, perhaps thousands of millions of miles away. I want very much to go further and see clearly what they are like. But I can't. I can only see them like diamonds in my story books. When I read the poem, I feel very happy and comfortable. Nature is beautiful and mysterious whether in the day or at night. There are many, many things like stars in the sky waiting for us to discover.
Step VII The Design of the Writing on the Blackboard
Unit 4 A garden of poems
The Fourth Period
Useful words and expressions:
Change…to, get through, extraordinary,
avoid, fall into, stupidity, by the light of
The Past Participle used as Adverbial:
Translated into Chinese (= Aa soon as it was
translated into Chinese), the book became very
popular in China. Given more time (= If we were given
more time), we would be able to do the work much better.
Left alone at home (= Although he was left alone at home),
Sam did not feel afraid at all.
Step VIII Record after Teaching
________________________
________________________
________________________
________________________
篇13：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. At one point
2. make the best of
3. hold together
4. is made up of
5. consists of
6. without doubt
7. In general
8. stands for
9. ended; up with
10. separates; from
T: We've also learnt the Noun Clauses and the difference between the appositive clause and the attributive clause. Now let's do an exercise to see if you've mastered them.
Choose the best answers:
1._________ is certain.
A. He will attend the meeting.
B. That he will attend the meeting
C. Whether he will attend the meeting!
D. When he will attend the meeting
2. What I regret most is_____________ I couldn't see my mother before her
death.
A. that B. whether
C. what D. ×
3. She made a promise _________ she would give me a present on my birthday.
A. which B. that
C. where D. when
4. She promised __________ she would give me a present on my birthday.
A. which B. ×
C. where D. when
5. She carried out her promise ________ he had made she would give me a present on my birthday.
A. that; × B. which; that
C. that; that D. B or C
6. You may borrow any book__________.
A. that you interest
B. which you are interested
C. that interests you
D. which interests you
7. The reason__________ I burst into tears is_______ I don't want to part my mother.
A. that; what
B. because; that
C. that; why
D. why; that
8.The plan______ we should set up a factory in this town ________ not so practical.
A. which; one B. which; is
C. that; is D. that; are
9. This is the suggestion that we_________ a trip the day after tomorrow.
A. should have B. have
C. will have D. A or B
10. When and where to build to factory________ not decided.
A. are B. is
C. has D. have
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
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篇14：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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