unit3单元教学分析

unit3单元教学分析（共6篇）

篇1：unit3单元教学分析

)(1)

教学内容分析

本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。

Warming-up 由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为;第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课(第六课时)的导入。

Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知;后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。

Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。

Reading 分为三部分：pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容;reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖;post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。

Language study 分word study和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆;语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理，除了听写、默写等机械性记忆外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学生在语境中学，在运用中学。而Grammar则渗透在reading与 writing里学，道理也同上。

Integrating skills 部分可以说是阅读部分的延续，写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵后，完成文中的表格填写，算是一种mini-writing。

Writing本单元的要求是写信。以Sue的口吻给父母写两封信(分别写于周六、周日)，对旅游中已做的，正在做的，将要做的事情进行如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之一，我在此安排了一大一小两作文。

Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。

Checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。

从内容的编排上可以看出，编者打破了原有教材每单元分课而设的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础上，形成较好的综合运用语言、解决问题的能力的导向，由此可见一斑。

我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇，如本单元新增了hiking, rafting, eco-travel等新词，相应地词汇要求的级别高了，语言的地道性也有了提升。还有workbook, 简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。

教学重点难点：

(一)重点

1. 本单元的生词、短语

2. 有关旅游的一些表达法

3. 掌握游记与来往书信的写法

4. 复习动词的用法以及现在进行时用于将来的表达法

(二)难点

1. 动词时态的综合运用

2. 语法操练与语言交际活动的有机结合

3. 一些开放性话题的实现

4. 课外查阅资料的能力培养

教学目标

1. 语言知识与技能

1) 熟练掌握与话题相关的常用词汇与表达法

2) 培养学生听、说、读、写四技能的综合运用能力

3) 使学生能就given topics较好地完成一些开放性话题

4) 培养学生使用图书馆、网络查阅资料的能力

2. 情感态度与文化意识

1) 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣

2) 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势

3) 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识

4) 带领学生领略世界风光之美的同时，增强他们的环保意识

3. 学习策略

1) 兴趣教学策略,其中包括对话、讨论、表演等

2) 开放式教学策略，如：brainstorm, role play, given situations 等活动

3) 任务型活动策略，在做中学，在交际中进行真实运用

为了有效地达到以上教学目的，我设计了以下六个任务：

1)The students are to discuss the means of transportation

2)The students are to describe a place they know

3)The students are expected to know what an adventure travel is like

4) The students are supposed to take a virtual travel

5) The students are to write a travel diary/letter

6) The students are to finish a proposal letter/make a survey report

我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)， Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。

任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。

高一英语新教材备课资料Unit 3 Going Places(说课稿)(2)

*** 本单元的预习作业是：

1. Prepare for the dictation (words & expressions)

2.Topics: Suppose your pen-pal comes to Ningbo from America, would you design a tour program(3-day trip in Ningbo) for him?

3. What do you know about an adventure travel? How about an eco-travel?(by reading the text & surfing the internet www.ask.com)

第一个作业迫使学生主动去扫除字词障碍;第二个作业是第一堂课的Daily Report(每次课前五分钟的free talk,有时教师规定话题，多数时候不限;学生自己找资料;一般一次一人，也可多人合作);第三个作业是本单元会陆续出现的一些话题，预先让学生有个认识，而且通过看书都可以基本解决。因此预习工作做得充分与否直接影响着上课效果，我也准备了一些检测手段，如：听写、默写，Daily report等。

第一课时(Listening) 中心任务：The students are to discuss the means of transportation

warming-up的二、三部分与listening合在一起，侧重对听力的训练，听说结合。

1. 听写单词，挑选的都是在后面话题中出现频率较高的关键词，其实是过词汇关，检查预习手段之一。

2. Daily report 两人对话，给国外来的笔友聊聊“宁波三日游”的安排，熟悉的话题，随意的对话，学生会很乐意。对话中会涉及旅游景点、交通方式等内容，学生运用不多的已有语汇就可完成。教师指令其他的学生就相关话题提问或建议，如：从市区到河姆渡不仅可以乘汽车，还可轮渡。这是一种学生间的互动，由学生来启动课堂，有时更能活跃气氛。也是检查预习手段之二。

3. Brainstorming，学生列举种种交通方式。教师在黑板上画出一字开花图形。

4. 引入课文上的问题：What do you have to consider before you decide which means of transportation you will use?学生七嘴八舌会答：根据路途的远近，价格，时间，速度，安全，兴趣爱好，身体状况，舒适程度等。教师总结：就象刚才有同学谈到，到达河姆渡可以有多种途径，考虑时间因素，可以选择中巴，约需一小时，甚至可以打的，当然前者经济。而从舒适的角度出发，尤其是象我这样会晕车的旅客，可以乘船游览，一边观赏姚江两岸风光，还可中途上岸游玩梁祝公园，约需三个小时，但一路上非常休闲、享受。学生由此明白话题可以说得丰富多彩。

5. 简述课文warming-up第三部分：How would you like to go to the following places? Why? Situation 1: from Shanghai to London……

6. (图表)文中的听力材料，由两种不同的练习构成，我采用了不同的方式。1)第一部分是三则登机前的广播通知，较简单。先听磁带，同时填写表格，锻炼他们抓关键词的快速反应与提取信息的能力;听第二遍，要求复述内容，熟悉口头通知的格式。2)第二部分资料较长，内涵也丰富些，是五段游客的叙述。也是播放两遍录音，但要求上有了点提高。学生先带着问题听，完成相关练习;在听懂原文基础上，会作某些深层次的猜测与判断，即理解句子之间的逻辑关系。当然听之前都留一点时间让他们看题。

7. 接下去我设计了一个比较轻松的练习，是一种巩固性练习。先听教师念一段中文材料：坐在泰国大象的背上慢吞吞地探索山区的部落村庄;破旧的人力车拉着你穿梭于加尔各答的大街;勉强地把自己塞进在印尼当地被称为“BEMO”的小货车里;在华丽的奥斯汀牌大出租车里伸展着四肢，目的地是历史悠久设施豪华的内罗毕诺富克大酒店。还有呢!--乘坐只有五个乘客的小飞机飞到奥克旺格三角洲的腹地，再坐独木舟顺流而下，不远处有看热闹的鄂鱼;踉跄地爬进过路的牛车上，然后舒服地躺在装满稻谷的麻袋中间，一边慢悠悠地行进在颠簸的高原路上，一边观赏不远处的喜马拉雅山;在印尼的山区小镇彤莫虹，坐上两轮篷式马车(当地又称BENDI)四处游览，耳边是马蹄踏在鹅卵石路上的得得之声;坐在装有舷外支架的独木舟中，沿着马那多河漂流十英里，就可以到达世界上最好的潜水地点……

我们可以看到文中多姿多彩的交通工具,如:泰国大象,人力车,以及一种小货车-BEMO等。让学生记录下来,并找到相应的英文。让他们在不知觉中再次巩固、拓展话题中的某些用语，也开启他们的思路--原来还可以这样旅游!激发他们探索的兴趣与想象力。中文素材在这里虽有些不协调，但目的只有一个：让学生热起来。手段是为目的服务的嘛，允许偶一为之(但正式上课时我会考虑用英文)。当我问道：Do you enjoy such kind of traveling? Why? 我就会得到水到渠成的回答: 当然。(因为varieties, fun, imaginative, curious, exciting)。

听的表现形式：学生与学生的对话;听录音;听老师的口头材料

8. 建议：Workbook里的listening 是前面课文的延续，是一则很好的听力巩固练习。如有时间，可以放在课堂上，或者替换刚才的中文材料;也可用于早上的听力课。

第二课时(Speaking) 中心任务：The students are to describe a place they know

这堂课可以说是前一课时的延续，侧重于“说”，听与说的结合。听与说始终是一对孪生姊妹，没有说就谈不上听，没有听就不会有说。

1 Daily report 学生将会描述一次印象深刻的旅游经历。对于自己熟悉的东西，尤其是经历过的事情，他们容易言之有物，且语言会生动。

2 (图片)过渡到文中要介绍的A Time Machine(时光机器)--人们想象中一种神奇的能够穿越时空的交通工具，借助它，人们可以回到过去，飞向未来。让学生简单了解“时光机器”的性能后，我设计的一个小任务是：想象中你乘着“时光机器”来到了某地，请描述你看见的情景。有两种形式呈现：(一)make a similar conversation according to the dialogue in the text (二)describe a place you were，分组进行。

学生在所学的历史、地理知识帮助下，展开联想。描述中，也许来到中世纪时斗牛士曾角逐其间的罗马圆形剧场，也可能出现去探访未来太空加油站的情景。分别选取一组作汇报。

3 (图片)A word game, 为了帮助学生更准确、生动地进行描景状物，带动他们先做一个看图找词的辅助练习，以丰富他们的词汇量。是关于各种地貌形态与气候现象的一些常用词。如：forested, treeless, crowded, hilly, cold , industrial, noisy, peaceful, picturesque等。所列词不是一一对应，剩下的词让学生想象会是怎样的画面。

4 其实，以上每个任务的设计都是为接下来的中心任务服务，现在进入实战练习。请描述一个你曾经到过的/你熟悉的地方。“I know a place”

完成步骤：

1)教师首先描述自己的一张照片。这样把自己放在与学生平等体系里，更能调动学生参与的积极性。

2)每人在组里展示在旅游地拍摄的风景照/明信片(想象景中有你)(事先准备好)，带着以下问题，先让同伴guess: --Where are you?-- What are you doing? –What can you see, hear, or smell? –How are you feeling?;本人再作补充，即取长补短。

3)互相讨论并由对方记录所描述的内容。

4)口头汇报 应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。

本堂课的目的是：培养学生有条理地描述个人体验和表达个人的见解和意愿的能力;培养他们传递信息并就熟悉的话题表达看法的能力

尽最大可能让学生开口，说错了有机会改正，说得粗糙可以完善，重要的是诱发出他们那股初生牛犊不怕虎的冲劲。我们做教师的难点之一也许在于把握时机，以免一不留神压制了他们说的渴望与积极性。我想这也是我们现在大力提倡形成性评价的原因，多棱面地激发学生的学习兴趣。

5. Homework: 1.Read through the material on P98 in WB

2.To know what an adventure travel is

其实是两个软性作业，巩固今天刚学的，预习明天要学的。

(三)(四)两课时主要侧重于阅读能力的培养，教给学生多种灵活多变的阅读方法。引导学生开展任务型阅读，以任务为依托，激发学生参与主体，从篇章中准确、高效地获取知识与信息。

第三课时Reading(一) 中心任务： The students are expected to know what an adventure travel is like

1 Daily report

2 师生互动 教师问：-- Do you like an adventure travel? Why/Why not?

--Why do many people prefer adventure travel nowadays? What is an adventure travel?(Brainstorming)

学生可能会有许多发散性的回答：想与众不同;挑战自我;追求刺激;满足好奇心;探索奥秘等等;

教师不必忙着下结论，诱导他们从书中去寻找答案，激发他们探究的兴趣。

3 (图表)填写文中表格，或者利用下面图示，通过careful-reading，了解、比较Hiking和Rafting两种冒险旅游的异同，使学生获取的信息条理化，有助于正确理解课文的基本大意。

4 在阅读过程中，引导学生根据上下文或词缀知识，猜测词义(e.g. hiking, whitewater rafting, backpack, poisonous etc.);理解进行时表将来用法，再举例说明，加以巩固。在这里我只要求学生能辨别、归纳这一语法现象。记得有位语法大家这样说：阅读是语法习得非常重要甚至一个必须的手段，在具体语境中才能把语法学好。

5 设置开放性话题，深化阅读内容。先是讨论：

-What other adventure travels do you know?(e.g: rock climbing, camping, space travel, etc.)

-Is the adventure travel worthwhile or not? Any example?

我希望他们不仅谈论太空旅游的惊险刺激，更要诱导他们意识到人类在探索太空奥秘的过程中所付出的巨大牺牲与代价，如“挑战者”号，“哥伦比亚”号灾难性的坠毁，等等。

6 角色扮演(role-play)，分组进行，让学生在表演中活化所得的知识与信息，实现交际活动。任务是：

Suppose you are going to go rafting/hiking, make possible conversations.

Group A: Say good-bye to your friends (by using the present continuous tense and the expressions of good wishes )

Group B: As parents, offer some suggestions about what to carry while rafting/hiking(by using the expressions of good wishes)

Group C: You’re interviewed by CCTV 4 reporters after rafting/hiking

Group D: In order to enjoy your adventure travel, what preparations should you make?(Suppose you’re asking for some advice from a travel agent)

这是第一个阅读任务，在于加深对词汇的理解以及掌握一些阅读技巧，促进下一步活动的开展。

7. Homework: 1) Finish off Ex. 1 on P18 完成post-reading的练习

2) Do Ex.1 (Vocabulary) ;Ex1,2 (Grammar) on P99,100

高一英语新教材备课资料Unit 3 Going Places(说课稿)(3)

第四课时Reading(二) 中心任务：The students are supposed to take a virtual travel l

上节课我们对探险旅游有所了解，接下来我们来模拟组织一次类似的探险，由教师提供课外补充材料(配图)。

阅读方法有所变化，而且要在阅读的基础上进一步交际活动，进入模拟真实的交际语境，在解决实际问题中加强口头表达能力。

1 先是作Daily report，两位学生谈论有关冒险的话题，以承上启下，照例由下面学生自由发问，两位学生主答，使讨论的话题更充分。

2 (图片)看图预测阅读内容 教师展示四幅不同地方的地形地貌图，让学生描述：What place is it like? 并猜测：Where is it? 最后才被告知，这四地方是： “the Antarctica” ,“the Sahara Desert” ,“the Amazon Jungle” ,“a Lighthouse on a small island”.这样做可以增设悬念，增加趣味性。也是在做一种无字的阅读。

3 教师先问：Where would you like to go? 接着投票，四(图)选一，按兴趣重新分组，当然人数太悬殊的话，动用教师的权威平衡一下，使参与者更有目的性。现在发给每人带有解说词的纸条--与手中图片相匹配，同组内容相同。学生先个人通读资料，再加入小组讨论，取长补短，由其中一人(担任secretary)记录讨论结果。讨论的话题是(板书)：

--Why do you go there?

--What is it like?

--What necessary things do you need to carry ? Why?

--What can you do there?

--What will be your challenging about your trip?

4 整合阅读与讨论获得的信息，内化成口头表达的能力。展示的形式有二：一、表格填写，利用幻灯打出并讲解;二、口头报告。

5 最后，教师提问，组与组之间交叉回答：What do you learn from their report?

班级评价：Which group is the best one?

应该是一堂比较精彩的汇报活动课，整个过程听、说、读、写结合。再次强化合作意识。

第二个阅读任务也结束。

(五)(六)两个课时,其实都是写作课。前者是语法与写作的结合，侧重练习同步写作，难度不大;后者是阅读与写作，往解决实际问题的交际性写作方向努力，要求较高。还有每堂课的听、说、读任务的完成过程中不仅含有一些小小的写作练习，如：make notes, complete sentences, fill in the form等，而且许多的讨论、对话都是很好的口头写作练习，而正是这些活动为后面游记与书信的高质量完成作好了准备。使写作成了言之有物、有章可循的环节，而不是放任学生。把写作作为语言教学课的中心之一，使其成为一种对语言的总体学习有重要作用的创造性活动。

第五课时(grammar & writing) 中心任务：The students are to write a travel diary/letter

1 Grammar 部分文中设有一个简单的对话，我不准备做语篇处理，只把它作为学习语法的媒介与引子。先播放录音，让学生把握文中人物的语音语调;再分角色(Jane 和Betty)朗读文章; 接下去分组讨论不同的任务。

Group A: Try to find out the expressions of good wishes. Can you add more?

Group B: Try to find out all the sentences with verb tenses

Group C: Find out how many sentences with the present continuous tenses

Group D: Try to explain and conclude the use of the present continuous tenses

2 教师作补充，落实任务要求。我觉得在初中阶段学过的一些简单语法现象，再次在高中课文中出现，并要求学生掌握要求时(如本单元的多种时态混用与现在进行时表将来的用法)，教师不必太费口舌，只需引导学生作好辨别、归纳工作。而且让学生自己归纳，培养他们自主学习与探究的能力。其实在此老师仅举两个句子就可以让学生明白这一用法：

--What are you doing?(现在进行表某动作正在进行)

--What are you doing tonight?(现在进行表将来)

重要的是在语境中的反复运用，在用中学。

3完成书中第二个练习的造句，让学生在比较中了解动词的过去时、现在时与将来时的用法。为接下来要写的游记与旅游书信打下基础。

4把后面的writing部分提前，原来是毫不相干的内容，我用下面一段话把他们做了链接，这段话是：

You know Betty is going off to Guangzhou. Suppose on the plane she chatted with Sue pleasantly and at last they became good friends. They decided to make journeys together. They had a wonderful time. Now Sue is writing to her parents about their travel.

Look at the schedule for Sue’s trip. Imagine you are Sue, write one diary and one letter in which you describe what you are doing, what you will do, and what you have done. The letter should be written on Saturday and the diary should be written on Sunday.(the class into the halves)

显而易见，文中会大量地用到刚才操练过的几种时态。本单元的写作要求是完成a travel letter, 具体任务是：一信写于周六，另一信写于周日。为求变化，我做了一点小小的更动。考虑到日记与书信的时态要求差不多，我把两封信换成一信、一日记。这样学生可以多一种文体的练习，不仅同样完成要求的写作任务，还跳一跳，摘到了桃子 -- 学习了日记的书写。

5文章的修改。步骤为：a) 每人在规定时间内独立完成 b) 与同伴交换习作，互相评改，取长补短。学生在进行讨论、写作与互相评改的过程中，教师可在课堂上来回走动，以提供必要的帮助。我想文章要写，更要改，让学生自己改，更能充分调动他们参与的主体性与创造性。

6挑选不同文体的各有特色的几篇优秀习作，点评;同时可以比较一下日记与书信两种文体的异同，最后张贴在教室后的优秀习作栏，以方便更多同学的参与评改和激励他们写作的积极性。

7课后完成Wb里的跟课练习，对一些重要句型与语法的操练。

第六课时(reading& writing) 中心任务：The students are to finish a proposal letter/make a survey report

前面的巩固性写作(同步写作)与评改使本课的交际性写作蓄势待发，但还是要先作好阅读。

1 Daily report 我框定的范围是想象Sue 在讲述(也可与人对话形式)旅游中发现的一些不文明现象。由此引入课文。

2 做warming-up部分的练习1：作picture-talking, 看图完成句子，说出人们的不文明行为。

3 转入Integrating skills提供的关于eco-travel 的阅读，先是完成eco-travel 这一概念的理解。

1) 作为阅读材料，我先设置悬念，问：What is an eco-travel/tourism?在此提供两个词汇(Hints: ecology 生态学 ecologist生态学家)帮助学生运用词缀知识猜测大概意思，接下去快速找读(scanning)得到答案。(a. a way to protect the environment; b. a way to travel responsibly; c. a way to find out what can be done to help animals and plants as well as people)

2) 再细读(careful-reading)，通过走访两处生态旅游区，使学生对“什么是生态旅游”有了形象的认识，为后面的调查报告作铺垫。因而学生也可以毫不费劲地回答：What’s the difference between normal travel and eco-travel?

4 换位思考(role play)，让学生从另一角度去熟悉课文材料。

Suppose:

A. A guide is introducing to some travelers about what you can/should do in Red River Village/Snow Mountain

B. “Red River Village” group tries to persuade “Snow Mountain” group to go traveling. Vise versa .

到此，学生应该已经很熟悉文中的材料，为下文的further discussion与课题(project)的完成埋下伏笔

5 survey& project 教师趁热打铁随即点道：生态旅游是门新兴事业，国外开发较早较成熟。相对来说，我们只算得上刚刚起步，因此，许多所谓的生态旅游区只是吸引游客的一个卖点，没有实际内容。鉴于以上事实，请你选定当地或你感兴趣的某旅游点，进行调查，可以参阅报刊杂志、国外网站的相关链接，向有关政府部门写一封建议书，内容包括以下三点：

1) 某旅游区现状如何

2) 目前存在的问题

3) 提出一些建设性的意见

这个课题有一定的挑战性，也需要时间，可以作为周记课外去完成。有条件的班级，程度好的学生应该能够接受并努力去完成;在三个问题的帮助下，程度稍差些的学生不妨由小组共同制作一份简单的单页报告(leaflet)(如图)。

这一活动主要培养学生利用图书馆、网络等渠道查找所需信息，解决实际问题的应用能力，也可以再度加强群体合作意识。把课堂英语教学延伸到课外，使之与学生实际生活结合起来。

教学评价：为了更好地督促与改进教学活动，我用了多种形成性评价手段：听写，默写检测学生词汇量的掌握程度;小组活动比赛评优，作文张贴，教师的点评等。我参考了南山外国语学校的评估测试，设计了如下一份口头表达评估表

Assessment of Oral Presentations

Speech Value Scores

Volume 2

Pronunciation 3

Intonation 2

Fluency 2

Eye contact 2

Interesting 2

Main plots 5

Other aids 1

Timing 1

Total 20

篇2：unit3单元教学分析

New words:

1. design vt. 设计，计划

1) vt.设计

He had designed all the scenes.

2)(多用被动)目的是，打算给…用

a) be designed for

to do

This found is designed to help worthy students.

The course of study ids designed to help those wishing to teach abroad.

b)be meant for打算给(谁),打算(作什么用)

What (Who) is this meant for?

Is this picture meant for me?

The room was originally meant for workers’ reading-room.

c)intend…for

be intended for (原)打算给(某人),准备让…干

I intended ( meant ) that for you.

I intended these flowers for your mother , but as she is away I’d be glad if you would accept them.

This gift is intended for you.

The movie is intended for the adults only.

n. 1) 设计[c,u]

2)图案,图样,式样[c] pattern

I like the design of your furniture.

The cloth has a pattern of red and white squares.

*by design有意地 (反) by accident 无意地

Did you do it by design or by accident?

2. furniture n. [u]

The room was small and contained far too much furniture.

The furniture was moved in.

a piece of / an article of furniture 一件家具

3. convenient adj. suited to one ‘s needs 便利的, 适宜的

a convenient house/ time/ store

It is convenient to do sth.

be convenient to sb./ for sb. 不能人作主语

Will the 3:30 train be convenient for you?

Come whenever it is convenient to you.

It is convenient to live in the modern house.

convenience n. 方便, 合适 [u]

at one’s convenience在方便的时侯,以方便的方式

Deal with it at your convenience.

We’ll meet at your convenience.

4.construct vt. build, more formal than make

construction n.

under construction

There are two new hotels near here under construction.

5.impress vt.

1) fill sb. with admiration给人深刻的印象,引人注目

be impressed by/ at / with被…所感动

I was very impressed by/ with their new house.

We were deeply impressed by his deeds.

2)铭刻,铭记, 让明白(…的重要性)

impress on sb. sth.=impress sb. with sth.

My father impressed on me the importance of hard work.

He impressed me with the importance of the work.

=He impressed on me the importance of the work.

3) be impressed on one’s mind/ memory被印在脑海里，留下很深印象

What he said that day was deeply impressed on my memory.

6. belong to (1.不能用被动2.只有一般时，不用进行时)

That dictionary belongs to me.

is belong to me.×

is belonged to me.×

is belonging to me.×

belongs to mine.×

is mine.

China is a country belonging to the third world.

belongs to×

which is belonged to×

belonged to×

which belongs to

Text:

1. If …were/ did …, … would …

If I were you, I would go with him.

If she stayed at home now, she would be watching TV.

If …did/ should/ were to…, … would…

If …had done…,…would have done…

2. I’d prefer

prefer用法：

1） prefer+ n.

Would you like to live in a modern flat or do you prefer a traditional house?

2) prefer + to do

In which house would you prefer to live?

3) prefer + doing

I prefer working on my own.

4) prefer sb./ sth. to sb. / sth.

Even today, most Americans prefer coffee to tea.

5) prefer doing to doing

I prefer staying at home watching TV to going shopping out.

6) would prefer that

I’d prefer that the job were a little closer to my home.

3. I’d rather

1) would/ had rather do

I’d rather go myself.

2) would rather have done宁愿做过

I’d rather not have said that.

3) would rather do ..than ..do

I’d rather stay at home than go out.

Rather than get money in such a dishonest way, he would beg in the streets.

4)would rather did

I’d rather you went there.

4.take examples from模仿

His designs tale examples mainly flowers and plants.

follow ( copy) example of 以…为榜样

set an example to

take … for example

5. have sth./ sb. do

have sb. / sth. doing

have sth. done 1)让别人来做某事2）遭到某种情况

have sth./ sb. to do

won’t have sb. doing容忍

1) I won’t have him cheat me.

2)He had the fire burning all night.

I had a car waiting at the gate.

3) I’ll have my bike repaired.

Why didn’t you have your suit cleaned?

King Charlie had his head cut off.

She had her watch stolen.

4) Do you have any clothes to wash?

Do you have any clothes to be washed?

5) I won’t have you saying like that.

get sb. to do sth.

get sb./sth. doing

get sth. done

get married /changed/drunk

eg. Mrs Brown was much disappointed to see the washing machine she had had ___ went wrong again.

A. it B. it repaired C.repaired D. to be repaired

6. 1)find + O + adj.

I found English hard to learn.

2)find +O + n.

I find it a hard book.

3)find + O + doing

We found him waiting to receive us.

4)find + O + done

On his return from his office, he found the house deserted.

He found the door closed.

5)find + O + adv.

We went to her house but we found her out.

6)find + O + prep. phr.

I found myself in prison.

7)find + O + to be

I find the Chinese people to be happy and cheerful.

We found him ( to be ) dishonest.=that he was dishonest.

8)find + O + that

I called on her this evening ; but I found she had gone to the country on a visit.

7.go against 1)违背，违反

You can’t go against nature.

Her father is so strict that she is scared to go against his wishes.

2) 对…不利

The case may go against you.

The game was going against us.

8.While in traditional architecture materials such as earth, stone, brick and wood are used, the materials of modern architecture are steel, glass and concrete. 传统建筑使用土石和砖木等材料，而现代建筑的材料是钢铁和混凝土等。

while是并列连词，表示对比，这时两部分是并列关系。

Jane was dressed in brown while Mary was dressed in blue.

Books were everywhere on the floor while magazines covered the table.

9. include包括，包含（部分，可能还有别的）

contain 1) to hold装2）包含，含有（强调整个）

The plan includes most of your suggestions.

The price includes both house and furniture.

Everyone laughed, me included.

including me.

This bottle contains two glasses of beer.

His paper contains no mistakes at all.

Hamburger is a kind of food containing fat

contains ×

contained ×

to contain ×

which contains

10. 1) despite

He came to the meeting despite his serious illness.

2) in spite of

He came to the meeting in spite of rain.

3) although

Although my car is very old, I don’t want to buy a new car.

4) though

Though it is hard , I enjoy it.

5) as

Young as (though) he is, he knows a lot.

Hard as he studied, he failed.

Try as he might, he failed.

6)when

Why do you want a new job when you’ve got such

a good one already? 你已经有了这么好的工作，

干吗还要找新工作呢?

7) while尽管,虽然(多放在句首)

While they are my neighbours, I don’t know them well.

While I understand what you say, I don’t agree with you.

11.refer to

12.pull down

13. decorate…with… 用…装饰

be decorated with

She decorated her room with flowers.

All the walls of her room are decorated with pictures of pop stars.

14.remind sb. of sth. 提醒某人某事，使某人想起

remind sb. to do sth.

remind sb. that

This hotel reminds me of the one we stayed in last year.

Remind me to write to Mother.

The sight of the clock reminded me that I was late.

The sight of the clock reminded me to leave at once.

15.compare …with…

compare… to…

compared with/ to…同…相比

When ___, the museum will be open to the public next year. A. completed B. completing C. being Completed D. to be completed

16.set aside

1) save for a special purpose把…放在一边，搁置；留出

She set aside a little money every week.

He set aside the book and turned off the light.

2)pay no attention to无视，不管

Setting aside what I think, what would you like to do?不用管我怎么想，你想干什么？

17. of different sizes

of + n.用来表示人或事物说具有的特征或性质，作表语或后置定语

a. 指人,物（表语）

They were both of middle height.

be of different sizes, weights, shapes

b. （定语）

He is a man of character.

I don’t find anything of interest (anything interesting)?

c. be of great value/ interest / use/ importance/benefit/ help

be very valuable/ interesting/ useful/ important /beneficial / helpful

The book is of great value.

The book is very valuable.

18. far from 1）远

How far is it from your office to the bank?

2) 远远不是，不仅不…(而且)

a. far from doing

She is far from being pleased about it; she is very angry.

Far from admiring his paintings, I dislike them intensely.强烈地

b. far from + adj.

It is far from perfect.

She was sure that she was far from happy.

篇3：unit3单元教学分析

一、层层铺垫, 心领神会

古语有云:“纸上谈来终觉浅, 绝知此事要躬行。” 语言学习也是如此, 如果我直接告诉孩子们单词的意思, 孩子们很容易就忘记了。所以在重难点的词语教授上, 我并没有直接告诉同学们它们的中文意思, 而是做了层层铺垫, 让孩子们自己去思考和领会。这样学生会记得更牢和更有利于学生的综合语言运用能力的发展。如在重难点词语famous的教授上, 我做了层层铺垫。在Daily talk学生表演的环节, 学生表演的是著名通话故事Little red riding hood, 我告诉学生:“It is a famous story.” 本节课的评价是男女同学爬凤凰山比赛。在介绍凤凰山的时候, 我告诉学生: “It’s a famous mountain in Fuyong.” 介绍本节课的小主人翁Kimi, Cindy, Angela, 天天和石头的时候, 我告诉同学们: “Many people know them, because they are famous.” 介绍黄山的时候, 告诉孩子们: “The pine tree is very famous in Huangshan.” 经过层层铺垫, 孩子们从未知到思考, 猜测, 意会并理解运用famous这个单词。这比直接告诉他们famous是著名的意思, 印象深刻得多, 更有利于学生综合语言能力的发展。

二、情境导入, 演绎式教学

本部分的教学, 我用情境导入, 演绎式教学来处理文本。我以现在流行的真人秀节目, 《爸爸去哪儿》的人物作为蓝本。这些小主人翁热爱旅游, 今天我们将要跟他们一起去旅游。孩子们看到电视熟悉的朋友上课热情高涨, 而且今天我们还能一起去旅游, 迅速进入我们的课堂情境和英语学习状态。

三、体现工具性同时兼具人文性

《新课标》提出:英语课程具有工具性和人文性双重性质。本课的学习很好的体现了工具性与人文性的统一。让学生学习英语知识, 发展技能的同时, 开阔视野, 丰富生活经历, 发展创新能力。下面让我们一起来学习课文吧。首先, 我们听一遍录音, 让学生回答问题Where are we going? 解决我们要去哪儿。然后第二遍看视频, 解决What’s the weather like in these places? 了解这些地方的天气。再接着, 爱问问题的小Kimi想知道What can we do in Hainan? Where’s Xinjiang?What’s famous in Huangshan? 让同学们阅读文本, 帮Kimi解决问题。这些正是这篇文本的重难点, 在帮Kimi完成任务的同时, 这些重难点就迎刃而解。接着就是巩固环节, 让学生讨论我们可以在这些地方怎么游玩, 让学生进一步了解这些地方的风土人情和扩展学生的视野。英语的学习最终落脚点是运用, 所以拓展环节, 我们从这四个地方回到我们居住的城市深圳。爸爸和宝贝们旅游完这些城市非常开心, 现在他们想去深圳旅游, 请同学们做小小导游给爸爸和宝贝们介绍深圳的天气和在深圳能做些什么事情。介绍完后, 孩子和爸爸们都非常喜欢深圳。接着, 我让同学本给他们最喜欢的孩子写一封介绍深圳的信来结束本部分的演绎教学。

篇4：unit3单元教学分析

关键词：高中英语;阅读教学;任务教学法

中图分类号：G633.4文献标识码：A     文章编号：1992-7711（2016）04-093-1

前言

20世纪80年代勃雷泊（Prabhu， 1987）从教学的角度提出任务型教学（TaskBased Learning，简称TBL。其目的是使学生通过用语言完成任务的方式学习语言。纽南（Nunan， 1989）对交际任务设计模式的研究以及威莉斯（Willis， 1996）对任务型学习框架的分析，进一步深化了任务型教学的内涵。交互假设、交际效度理论、任务型学习的方法论与社会文化观被进一步提出。这些研究丰富了任务型学习的理论，使任务型教学从单一走向多元化。任务型教学极大地改变英语教学的现状，优化了教学方法，提高了英语课堂教学的效率与质量。

一、教学背景

教学对象是高一新生，英语基础知识和听、说、读、写能力都处于英语中上等水平。现在仍属于初、高中衔接时期，所以在阅读课型上仍不太适应对长篇文章的整体理解。因此，通过学生们积极参与实践、学习和使用英语，调动他们学习英语的兴趣，培养他们的阅读技能是本节课的目标。

二、教材分析

本单元的主题是介绍健康的定义及如何正确保持健康。通过本单元的学生，使学生认识到减肥的危害和正确地保持健康的方法，让学生了解什么是真正的美。本节课是对本单元进行教材重组之后的第2课时，阅读课——Dying to be thin. 通过三篇Email向学生介绍了Amy的减肥经历。

三、教学目标

本课为阅读型课，主要是通过阅读材料让学生抓住要点获取信息。具体目标如下：1.了解三篇email的主要内容;2.使用关键词概括Amy的经历;3.了解什么是真正的美并表达自己的观点;4.学会使用本节课所学的知识来写一封email。

四、教学方法

任务型阅读师生互动

五、教学过程

本节课采用了“自主，互动，探究”的教学方式，辅助以多媒体，达到较好的教学效果。

1.导入。

我采用影像资料导入，让学生欣赏一个关于肥胖的小视频，学生会不时地爆发出笑声，课堂气氛异常热烈。此时趁热打铁，提出问题，导入主题。

【设计意图】 用一个新颖有趣的动画视频引起学生的兴趣，并使学生轻松进入本节课的主题。在本课的教学实践中，教学的第一环节引起了学生极大的兴趣。

2.分析阅读材料。

任务1：快速阅读全文，掌握文章大意。

【设计意图】 使学生快速阅读文章，概括主旨大意。

任务 2 （Email 1）：阅读第一封email并用30个次左右概括大意。

【设计意图】 这是对文章的第一封信的细节理解，使学生能用关键词概括信的内容。读写任务型作文是2014江苏高考试题首次出现的考查题型。

任务3 （Email2）：角色扮演

【设计意图】 采用角色扮演的形式来使学生进一步理解第二封信。

任务4 （Email3）：让学生用三个形容词来概括人物的情感变化。

【设计意图】 让学生学会思考，英语阅读课不仅仅是学习知识点，也要使学生理解文章的感情色彩。

任务5 Please get the meanings of the title.

【设计意图】 这让学生从整体把握这篇文章，理解文章题目的含义。

3.讨论美。

PPT展示流行明星的照片、工人辛勤工作的图片以及母亲照片、子女的照片。

问题：What is true beauty？

【设计意图】 通过展示许多关于美的照片，引导学生认识到什么是真正的美？内在还是外在的美重要？训练学生说的能力，并且情感上达到升华。

4.写作。

引导学生用所学知识写一封email。

【设计意图】 最后用写作来输出。

六、课堂教学评估与反思

任务型阅读活动教学模式的完善与发展基于每堂课后的教学行动反思。因为不同的教师、学生对阅读材料及学习任务会有不同的理解。因此在应用该模式时也会不尽相同。教学模式是艺术定格，艺术则是模式的发展。本节课的反思如下：

1.课堂导入比较轻松，要想激发学生的兴趣，就应该选择他们所喜爱的素材（歌曲、图片）。

2.本节课的讲授遵循了新课标的要求，强调教师不是作为教学的组织者，是学生学习的合作者，学生的主动学习是重中之重，因此必须充分调动学生的积极性。

3.本节课在读和说两方面进行了训练，取得了一定效果。

4.教学中实行多样化的教学组织形式。

总之，本节课以学生为主体，任务型教学为主线，让学生由浅入深的阅读文章，对阅读技能进行了训练，基本达到了预期目标。不足之处是任务设置的有些太多，有部分学生没有照顾到，没有分层设计问题。

[参考文献]

[1]陈红云.高中生读写任务型写作能力现状及提升对策探析.China Electric Power Education，2011.

[2]许文凭.刍议高考英语读写任务型作文的应对策略.中学课程辅导：教师教育，2015.

篇5：unit3单元教学分析

短语归纳

1.get to school 到达学校

2.take the subway乘地铁

3.ride a bike 骑自行车

4.how far 多远

5.from home to school 从家到学校

6.every day 每天

7.ride the bus 乘公共汽车

8.by bike 骑自行车

用法集萃

1.take… to …= go to … by… 乘…去…

2.How do / does …get to …? …是怎样到…的？

3.How far is it from … to …?从…到…有多远？

4.It takes sb.some time to do sth.做某事花费某人多长时间。

5.How long does it take …?… 花费多长时间？

6.It is + adj.+ to do sth.做某事是….7.Thanks for + n./ v.ing感谢你（做）某事。

典句必背

1.– How do you get to school?-I ride my bike.2.How far is it from your home to school?

3.How long does it take you to get to school?

4.For many students, it is easy to get to school.5.There is a very big river between their school and the village.话题写作

主题：上学的交通方式

写作思路：开篇点题：点出自己的出行方式；具体内容：自己选择这种交通方式的原因；结束语: 表明自己的观点。

经典范文:

The Best Way for Me to Go to School

篇6：unit3单元教学分析

人教版高一英语必修2 Unit3 Computers全单元教案

Unit 3 Computers Period 1: Listening & Speaking GOALS: 1. To practise listening comprehension. 2.To practise making decisions and reasoning TEACHING PROCEDURES: Step1. revision 1. check the homework exercises. 1). It has been reported that children will be offered free education. It has been reported that free education will be offered to children. 2). It has been said that we will be offered the latest computer science course book. It has been planned that the latest computer science course book will be offered to us. 3). I have been told by Peter that I will be lent his notebook computer for a week. I have been told by Peter that his notebook computer will be lent to me for a week. 2. Question: What can computers be used as? Step2. Lead-in As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT? (TV, radio, CD-ROM, DVD, books……) Step3. Listening (SB) 1. Pre-listening: What are the changes brought by different forms of IT ? What are the advantages and disadvantages of them ? 2. While-listening: Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.) Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together. Type of IT Advantages Disadvantages TV You can both listen and watch. You cannot write to friends. Web You can find information. It is very expensive. Radio You can listen to English. You cannot watch a film. Book You can get information. Sometimes it is out of date. 3. Post-listening: 1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expression_r_rs. I think that…. In my opinion, …. I believe that…. I agree because…. I disagree because…. I’ve decided that…. 2) (group work): Discussion : Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.) Step4. Speaking 1. Pre-speaking Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you. 2. While-speaking 1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why. Information input: Show students some pictures of different computers (desktop computer & laptop computer & …) Language input: Useful expression_r_rs (Repeat it to strengthen students’ ability of use it.) Supporting an opinion Challenging an opinion I think that … , because … Perhaps, but what if / about …? First, … Have you thought about …? One reason is that … What makes you think that …? I think it is better because… I don’t like it because…. (Pair work )Use the expression_r_rs to support your opinion or challenging other’s opinions. 2) Oral report: (individual work ) Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that… 3. Post-speaking Conclusion―What useful expression_r_r do we use to make a decision and reason? (In this way, they can review and use the words and phrases again.) Step5. Homework Page 22. writing: Write a report about your choice and try to use the present perfect passive voice as well as the useful words and expression_r_rs that have been mentioned above. in your report. Period 2: Reading and speaking & Writing Goals: 1. Learn a reading passage to learn about a football android called Andy. 2. Improve students’ reading ability. 3. Design an android. 4. Write a passage about the problems that the android might have while he/she is serving people. Teaching procedures: Step1: Lead-in Show the first picture and tell the students that computers could be put into androids or robots. Present “android”. Tell the students: Androids are always with us! The students may disagree. Show pictures of Atom and Doraemon. Say: they are androids with magical power. Continue to show pictures of nursery maid androids and tell the students androids can be made to look after humans. Then ask: But can you imagine androids can play football? Maybe you are curious about it. I will show you a video that androids play football. Let the students watch the video and tell them: oday I would like to introduce an android family member to you .His name is Andy. Present the reading passage’s topic: Andy---the Android. Step2: Reading: Let the students read the passage. Carry out the tasks below: Task1: Answer the questions below: 1. Who is Andy? What is he good at? (He is an android. And he is good at playing football) 2. What helps him to move and think like a human? (His computer helps him to move and think like a human.) 3. What does Andy think about the team who beat them last year? Why? (She thinks the team cheated because they had a new kind of programmer, which had just been developed before the competition.) 4. What does the programmer do to Andy? (She programs me with all the possible moves she has seen while watching human games.) Task2: Fill in the blanks The story is about the _____ called ____, who is good at____________. And his__________ makes him think and move like a ______. However, they _____ in the _________ hosted in the USA, because the other team had a new kind of_______. After that, he will ask his programmer to improve his _________ and _______ some new moves. Task3: Language points: 1. I think we can work together to create even better software. even = much 用于强调比较的.程度 2. In a way, my programmer is like my coach. in a way 在某种程度上… in the way 挡道,造成障碍 in this way 用这种方法 Fill in the blank： 1). ________it was one of our biggest mistakes. 2). You can finish your work . 3). Your bike is .Move it away. 3. In this way, I can make up new moves. make up 编写，补上 4. After all, with the help of my computer brain which never forgets anything, intelligence is what I’m all about. after all 毕竟 with the help of sb./sth. 在…的帮助之下= with one’s/ sth’s help Step3 Speaking Tell the students that we already have many different kinds of androids i