英语单元教学设计框架
冀教版七年级英语上册第二单元教学设计框架
一?教学内容分析
“第八组”教材单元主题是“走进科技世界”。分别由2 9课《数星星的孩子》、3 0课《爱
迪生救妈妈》、31课《恐龙的灭绝》、32课《阿德的梦》（略读课文）和《语文园地八》组成
单元导语是这样写的：在我们身边处处有科学：夏天下雨，冬天下雪，这是为什么呢？在炎热的天气中，刚从冰箱里拿出来的雪糕，会冒出白气，这是怎么回事？让我们去观察，去思考，去发现身边的科学吧！张衡在远古的汉朝“数星星”之后，发明了世界上第一台预测地震的“地震仪”。伟大的发明家爱迪生在幼小的时候就表演出超凡的智慧，
用镜子聚光救了妈妈。让孩子们津津乐道的
恐龙竟然会跑到书本上来。阿德乘坐飞船到火星上去旅游，那可是小家伙们最感兴趣的事情了。
数星星的孩子善于观察善于思考探索
爱迪生救妈妈对科学产生兴趣科学
走进科技世界发现
恐龙的灭绝探索奥秘奥秘
阿德的梦对未来世界的想象
?单元整体目标分析
1、学习本单元设计的新字、新词，对课文进行理解，能正确、流畅的朗读课文。
2、通过直观感知、小组讨论、教师引导、学生交流等形式进行教授新课。
3、通过本单元的学习，使学生对科学产生浓厚的兴趣，有探究新知的意愿，培养学生善于观察、善于思考的学习习惯。
Unit 7 (1) Celebrating Holidays and Making Friends Teaching purposes: 1. Ss learn to talk about giving and going to parties, get-togethers, reunions, etc. 2. Ss learn and practice how to discuss arrangements and preparations for social activities. 3. Ss learn how to invite and come to see exhibitions and shows. 4. Ss master the use of comparatives of adjectives and adverbs. 5. Ss should know about the way Christmas is celebrated around the world and traditional customs by which the Chinese celebrate holidays. Teaching procedures: I. Talking Face to Face II. Being All Ears III. Grammar Review IV. Assignment I. Talking Face to Face The topic area of Talking Face to Face in this unit is to inform and talk about posts for celebrating holidays. The focus of functions therefore is on the patterns that are appropriate for giving information concerning announcements and posts for different holidays, social activities and recreations. Step 1: listen to the samples on page 86 with reference to the notices on page 85 and pick up some students to act out. Step 2: Ask students to recall some patterns and expressions for talking about recreational activities. And also give them some more as references. Reference: No admission fee is required for members of the club. Children under 6 are not permitted for admission. Admission is not permitted for children under 6. Casual dress is not accepted in the theatre. For booking, please stop at the Union club. There are still tickets available for the night shows.
小学英语单元整体教学设计的内容 小学英语单元整体教学是指根据小学英语教材的编排体系来统筹安排每个单元的教学内容，从而科学合理地安排各课的讲授内容，突出每单元内各课时的特点。在小学英语教学过程中，单元整体教学是教学中一个很重要的环节，它极大地促进了学生英语语言学习的综合发展。下面笔者从教学目标、教学内容、教学策略、教学过程四个方面来解读小学英语单元整体教学设计。 一、教学目标设计 教学目标是指教学活动中预期达到的学习结果和标准。教学目标不仅是教学活动的出发点，更是教学活动的归宿，它指导和制约着整个教学活动。单元教学目标是教师在学生现有水平的基础上为学生设置的最近发展区，教师在单元教学目标的设定过程中，务必要体现单元教学中单课教学的逐层推进。 在四年级下册《Food and drinks》单元中，教学的内容和学生的生活密切相关，单元教学目标为：学习词汇、句型以及引导学生养成良好的饮食习惯的情感认知。笔者在第一课时以in the restaurant为主题，让学生扮演The waiter，通过点菜学习词汇，操练what do you have for
dinner？I have……，为下课时作“埋伏”。在第二课时以At home为主题，记者采访The waiter的形式，学习What did you have？for……I had……新句型。第三、第四课时进一步巩固新句型，学生会区分健康与不健康的食品，并养成良好的饮食习惯，这样，单元教学中单课教学逐层推进，相互促进，形成了良好的教学效果。 二、教学内容设计 教学内容设计主要解决的是“教什么、学什么”的问题。传统的教学比较注重每一个单个课时的教学，教师往往侧重“个案”研究，这样备课的教师对于整个单元往往不能完整把握，教第一课时的时候不知道第二课时要干什么，使得完整的知识体系被割裂，学生学到的只是知识碎片，对一个单元没有一个完整的印象。基于单元整体设计的英语教学，是从学生学习语言整体性、应用性出发，摒弃了以往片面注重词句的教学，更加注重语言学习的情感体验与整体认知。这就要求我们在教学时能结合单元的主题对各个课时进行有针对性的划分，每一个课时都要有一定的侧重点，同时又要具备一定的全面性。要做到这点，就需要我们对整个单元的内容有一个整体而细致的把握。 比如在教学四年级《School subject》这一单元时，笔者创设了一个Jack’s favorite day的整体情境，将look and say，look and learn和say and act的文本内容都进
新编实用英语2教学教案 一，课程的基本信息 课程名称：实用英语2 课程性质：院内必修课 授课对象：2007级大二学生（英语公共课程） 考试方式：考查 主讲教师：吴国亮 Unit 6 of the "Students' Book" 教学目的及基本要求 To make the staff have a general idea of shopping Ads, and the way to use it accordingly. To make the students know traditional Chinese pottery,and how to make them. To let students talk about shopping and their shopping experiences. 重点及难点 重点：To let students learn the passage about "Tangsancai-An Ideal Tourist Souvenir."As well as the langugage points involved 难点：To let students learn how to talk something about shopping in their words. 授课内容 Section 1 Talking Face to Face To leave 3 to 5 minutes tolet students read the sample 1 and sample 2 seperately . To let students talk about Conversation 1 and Conversation 2 with their partner and pick out the mistakes that may happen in the dialogues. To make students listen to some conversations of this text. Section 2 Being All Ears To make students listen to Dialogue and decode the message by finding the correct choices given below . To make the staff listen to the dialogue again and decide whether the following statements are true or false. To let students listen to something more challenging about the topic of this unit-- a passage with some blanks for you to fill in. The words in the brackets will give you some hints. A glance beforehand at the word list provided below will be of some help to you. Section 3 Maintaining a Sharp Eye Information related to the reading passage The Tang Dynasty: It is one of the most flourishing and prosperous dynastied in the Chinese history. During this period of time, agriculture, pottery, handicraft, business and other industries came to peak and China became the most powerful country in the world. It is a dynasty the Chinese take the most pride in. Difficult Sentences (Para. 1) Developed in the tradition of the green and brown glazed pottery of the Han Dynasty, it represented a peak in the development of Chinese ceramics and was well known by the world in its time. Translation唐三彩由汉代的绿棕两色釉陶发展而来，代表了中国陶器发展史上的一个顶峰,并在当时举世闻名。
初中英语单元教学设计 Unit 3 What were you doing when the UFO arrived? 人教版（新目标）八年级（下册） 人教版（新目标）单元教学设计 Unit 3 What were you doing when the UFO arrived? （八年级下册） 一、学情分析 我所教的班是农村中学的普通班，教学设备差，只有录音机和大小黑板。教学所需图片，要布置学生事先画好。学生学过一年半的英语，具备一定的英语听、说、读、写基础。学习了约1500个词汇、W/H基础特殊问句
和一般现在时、一般过去时、一般将来时、现在进行时五种时态及其句型，学习了国际音标。这对本单元学习新词汇，学习过去进行时态，谈论过去发生的事情，都很有利。 二、教材分析 1、教学内容、教学活动分析及整合说明 本单元围绕“谈论过去发生的事情”这个话题，引导学生学习62个生词、短语和谈论过去的事所用到的过去进行时及when/while引导的时间状语从句。教材通过图画情景和听说读写任务型活动，使学生学会有关词汇和句型，并通过话题短文的阅读策略指导和写作，让学生学习通过标题与段落首句猜测文章主旨的阅读技巧，提高话题语言应用能力。 新课程标准强调语言教学应从学生的兴趣、生活经验和认知水平出发，倡导体验、实践、合作与交流的学习方式。就本单元教学活动而言，大多数学生对UFO了解不多，学生很难就UFO作过多谈论，但对UFO很感兴趣。因此，把UFO作为兴趣点，围绕UFO的出现展开新知识的学习还是很好的。Section A部分Activity 1通过观察、听辨、学说学习活动，让学生学习词汇和语法句型。Activity 2通过目标语言的听、写、说及话题句型归纳的练习活动，让学生理解目标语言。Activity 3通过短文阅读理解、短文内容交流，短文图片描述让学生实践目标语言。Activity 4 通过小组合作活动，让学生初步运用目标语言。Section B Activity 1通过看图让学生学习新词汇。Activity 2 通过听说练习活动，让学生进一步理解目标语言。Activity 3 通过短文的读写练习活动，让学生运用目标语言。Activity 4 通过看图写故事和角色对话练习活动，提高学生运用目标语言的能力。Self Check 部分通过词语填空、话题句型造句和词类辨别练习活动，让学生复习巩固本单元所学的词汇和句型。最后通过阅读活动，使学生学会通过标题与各段落的首句话猜测文章主旨的阅读技巧。也通过读前、读中和读后的学习活动，培养学生综合运用本单元所学语言的能力。 总的来说，本单元提供的学习背景从虚拟到现实，既能激发学生的学习兴趣，培养学生的想象力，又能培养学生实际语言应用能力。提供的听、说、读、写内容和活动，以及独立学习、结对学习、小组合作学习和交流等学习方式都颇为科学。但新课程要求我们不要教教材，而要用教材来教。我根据自己学生的实际情况，整合和补充一些学习环节，并设法使每个教学活动相关、连贯，使单元教学成为一个整体。我把Section A中1a、1b、1c 和2a、2b、2c的生词通过情景整合在一起学，并注重培养学生自学生词的能力。把Section B 4b的角色扮演活动放至SELF CHECK部分，代替该部分的Just for Fun!。以突出该节课的写作练习，弥补活动设计的不足。把阅读语篇Do you remember what you were doing?及其相关练习调整于SELF CHECK 之前，使单元教学内容更连贯。每节课我都增加复习环节，做到以旧引新。听力活动我补充跟读、朗读环节，培养学生的开口能力。阅读材料补充理解练习。通过这样整合，使学习活动更加循序渐进，使学习过程更细、更到位（特别是对中下层学生）、更连贯。同时，我把课本的Grammar Focus定义为Langage Focus，以体现话题语言的特点。本单元语法用话题语言结构来表达、语法句型用话题语言或话题句型来表述。 2、教学重点: 学会运用过去进行时态谈论和描述过去发生的事。 3、教学难点:(1) when和while引导的时间状语的区别。 (2) 词汇的识记 三、单元教学安排共5课时，每课时45分钟。 第一节听说课Section A 1a — Langage Focus 第二节读说课Section A 3a — 4 第三节综合训练课Section B 1— 4a
Unit4 why don't you talk to your parents 【学习目标]: 1.学习单词:allow wrong midnight guess deal… 2.学习短语:What's wrong Look through Bid deal Work out too many Too much get into a fight... 3.学习句子:What's wrong ? I have to study too much... I have too many… Why don't you go to sleep... 4.学会用why don't you...提建议 【学习重、难点]: 1.学习，掌握单词，词汇，短语并灵活运用. 2.学会谈论问题和给出建议。 【温故检测]: 想一想，下列名称那些是可数名词，那些是不可数名词? Homework, class, sleep, time, frie喊advice, problem. 可数名词的有: 不可数名词的有: [自习指导]:预习la和1b, 【自学检测】 1. How many_ (tomato) do you need? 2. I have— (too many; too much) homework to do today. 3. My parents allow me— ( hang out) with my friends. 4. I got(介词填空)a fight with my best friend. 5. Why don't you— (go) to sleep earlier this evening? 【合作交流】: 1.听录音，我来完成lbo 2. Listening，完成2a,2b. 3.重点句子学习: 1)你能区别too much,much too, too many吗?请给大家讲讲: 2)你会写:‘吮许某人做某事”吗? 3)学习，讨论: Be good at二，善于，擅长，在，，，方面做得好。 Be good for,，，对，，，有益处。 Be good to对，，，好(和善)。 Be goodwith,，，与，，，相处的好 4)向别人发出邀请，请求，建议，或征求某人的意见的表达方式: (1), Why don't you do something? /Why not do something?“你为什么不做某事呢?” (2), How /what about doing sth.? (about是个介词，可跟名词或动名词)’‘…怎么样?’， e.g.: How/what about the photo album?一个像册怎么样? How about getting her a scarf?买条围巾送给她怎么样? (3),You'd better (not) do something."你最好(不)做某事” (4), Would you like sth ... ?:“你想要某吗”物 (5), Let's do sth...? (6). What should I do ... ?( should表示请求、征询对方意见) e.g.: What should I get my dad for his birthday? 我该送给爸爸什么作为他的生日礼物呢?
Unit 6 1. Teaching objectives： (1)Knowledge objectives: ①students can master some key words and expressions of the text. ②Students can acquire more about the passive voice. ③Students can learn how to develop a paragraph by example. (2)Ability objective: ①students’listening, speaking, reading and writing abilities can be improved. ②cultivate students’ ability in describing their unforgettable experiences in childhood. (3)Emotional objectives:①students will learn to treasure the time and make good of use of it. ②students will appreciate the good qualities, such as perseverance, courage, courtesy and optimism. 2. Teaching key points: help the students have a better understanding of the passive voice and the subjunctive mood. 3. Teaching difficult points: enable students to distinguish facts and opinions and express sympathy. 4. Teaching procedures: Part One Listening and Speaking Step 1. Pronunciation and listening skills 1. listen to the following sentences and decide whether they are facts or opinions.事实指已经发生或存在的一种客观状态，通常包含姓名、地点、日期、数据、事件、规律等。观点则通常包含个人的看法、信念、情感、态度等。 Step 2. Conversations Conversation 1 - Expressing sympathy 1. Listen to a conversation and check what happened to John. 2. Listen again and decide whether the following statements are true or false. 3. Role-play a conversation in pairs according to one of the following situations. You may refer to the Functional Language. Give students five minutes to prepare and then check their works. Conversation 2 - Expressing sympathy 1. listen to the conversation and decide whether the following statements are true
Unit4 The Virtual World Part II Reading Task Comprehension Content Question Pair Work 1.She used to be a television producer, but now she is a writer. 2.She writes and edits articles online, submits them via email, and communicates with colleagues via the Internet, too. 3.She could stay computer-assisted at home for weeks, going out only t get mail, newspapers and groceries. 4.They feel as if they had become one with the computer, and life seems to be unreal. 5.That people who grew used to a virtual life would feel an aversion to outside forms of socializing. 6.She gets overexcited, speaks too much, and interrupts others. 7.She is bad-tempered, easily angered, and attacks everyone in sight, all because she has long become separated from others and lacks emotional face-to-face exchanges with people. 8.She fights her boyfriend, misinterpreting his intentions because of the lack of emotional cues given by their typed dialogue. 9.Because we rely on co-works for company. 10.She calls people, arrangers to meet the few friends remaining in the City, gets to the gym, arranges interviews for stories, doctor’s appointments---anything to get her out of the house and connected with others. 11.No, she doesn’t feel happy. She feels being face to face is intolerable. 12.She makes her excuses and flees, re-enters her apartment, runs to the computer, clicks on the modem, and disappears into the virtual world again. Text Organization Working On Your Own 1. 1.2-3 2.1,4-10,13 3.11 4.12 2. The first paragraph describes the consequences of living a virtual life and the last tells of the author’s escape back into it. Together, they bring out the dilemma people at present are in: Because of modern technology, we have a choice between a virtual life and real life, but find both unsatisfactory. Language Sense Enhancement 1. (1)routine (2)for company (3)unemployment (4)externally (5)drug abuse (6)restore (7)fled (8)gym (9)set apart (10)appointments Vocabulary
小学英语单元整体教学设计与实施龙源期刊网.cn关于小学英语单元整体教学设计的思考作者：胡晓兰来源：《教师·下》2013年第06期摘要：本文就小学英语单元整体教学设计的相关内容进行了介绍，主要涉及单元整体教学设计应遵循的原则及较好的实施对策等，希望通过本文能够对小学英语单元整体教学的实施情况有所帮助关键词：小学英语；单元整体教学设计；原则；实施对策小学英语单元整体教学一般是指根据小学英语教材的编写方式和编排体系，来整体把握课本中的每一单元，以便于统筹安排每个单元的教学内容，从而准确地把握各部分之间的联系，合理地、科学地安排各课时的讲授内容，突出每个单元内各课时的特点，最终设计一套各课时侧重点不同、多元化、统一化的课堂教学形式，极大地促进学生英语语言学习的综合发展因此，在小学英语教学过程中，单元整体教学的实施是非常有必要和实用的，也是教学中一个很重要的环节一、英语单元整体教学设计的原则小学英语单元整体教学有着与课时教学不同的特点和要求，因此，它们之间的教学过程和教学设计原则也是不尽相同的，在进行单元整体教学的过程中一定要清晰地把握其自身的原则和要求下面就英语单元整体教学的设计原则进行讨论 1.符合教学课程标准的原则尽管这是一种创新型教学模式，但是这种英语单元整体教学的设计必须以新课程标准作为指导和导向，在新课
程实践的基础背景下积极实施这也是一切英语教学活动的基础条件和必要条件，不要忽视了新课程教学的理念2.可操作性原则在进行单元设计时最好利用现代化教学工具，充分发挥教师的技能优势，展示教学内容，使得课时设计、教学工具运用等方面具有很好的可操作性 3.目标性原则单元设计是为了一定的教学目的而进行的，因此一定要事先了解整体教学的目的和优势，例如课程标准对于所教学生的具体要求是什么以及各个单元的基本教学要求等 4.情境性原则小学英语单元整体教学设计与实践研究一、研究背景北京师范大学外文学院程晓堂教授曾指出：应该把语言作为整体来学习因为意义和语境有助于学生对语言的感悟，有助于培养学生的学习动机和积极性而被分割为碎片且离开语境的字母、音标、单词甚至句子都不利于学习，尤其不利于小学生的学习心理学生可以通过较强的记忆和模仿能力掌握字母、音标、单词等，但研究表明这种学习结果没有长久效应，也不利于培养实际的语言运用能力进行“小学英语单元整体教学设计与实践研究”，探索单元整体教学设计与实施策略，能帮助教师在行动研究中提高单元整体教学设计能力和教学反思能力，从而提高课程的执行能力我们也想以此课题的研究为突破口，减轻学生过重的学业负担，拓展教师教研空间，构建良好的教研生态环境，既促进教师的专业成长，提升教研部门的研究功能和专业引领的实效性二、概念界定“小学
《英语综合教程》第二册第四单元课文教学设计 王韶芳 教学内容分析： 使用教材是全国普通中等专业统编英语综合教程第二册第四单元课文部分。 内容是课文“Two Geniuses”。整篇文章较易理解，除了几个从句需要分析外，其他的学生应该能看懂。课堂上设计问题让学生进行口语练习，发挥学生课堂上的主体作用，课后让学生自己归纳课文，做口头和笔头练习。 1.重点： a）生词和词组的应用； b）课文分析； c) 课文归纳； 2.难点：课文内容的归纳。 重点： a) 理解文章内容； b) 把握文章主题； 难点：课文中的细节。 1.教学手段和方法：
1．设计练习，让学生的听、说、读、写四环节都得到巩固，提高学生的实践能力。 2．教师着重对学生启发，解释清楚重点，难点，形成学生良好的思维习惯。 2.教学目标： 1.认知目标
3.教学时间：2课时 精读（Ⅰ）：课文“Two Geniuses”的生词，短语教学； 课文的整体理解，难点、重点分析及归纳； 4.教学媒体：录音机，录音带，多媒体 5.教学评价： 1.形成性评价：通过课堂提问，练习及课后作业所反馈的信 息，及时调整教学进度和方法。 2.总结性评价：通过口头、笔头练习，推测教学目标的到达 度。 教案： Two Geniuses Part One: Words Study 1.Teaching contents: Two Geniuese 2.Teaching key points: new words and expressions 3.Teaching period: 30 minutes
4.Teaching aids: recorder, tape 5.Teaching procedure Step 1 Learning the new words and expressions (5 minutes) A.T: The passage tells us something very interesting about Albert Einstein Let’s learn the new words first. Teacher plays the tape. The students listen to the new words and read after the tape. Step 2 Presentation (20 minutes) A. Teacher explains some useful words and expressions. Vocabulary Regard v. 视作，认作 Regard…as 把…看作是 She is regarded as the best teacher in the school. Please give my regards(问候) to your mother. Sense of humour 幽默感 Sense of hearing 听觉 Sense of sight 视觉 Sense of smell 嗅觉 Sense of taste 味觉
Unit 5 Ways to Success I. Objectives: After learning this unit, students are expected to make progress in the following five aspects. 1.Culture: After learning the passages, students can learn some quotes from famous people 2.Listening and speaking: Students first listen and then learn to talk about famous people. 3.Reading: Students should master some important new words and expressions listed from P184-186. Learn the reading skill “identifying passage organization”. 4.Translation: Students learn to translate some relative and appositive clauses. 5.Writing: Students are expected to grasp the relative and appositive clauses, and learn to write greeting cards for achievements II. Some words of wisdom from some famous people: 1. If A is success in life, then A equals X plus Y plus Z. Work is X; Y is play; and Z is keeping your mouth shut. --- Albert Einstein 2. Genius is one percent inspiration (灵感) and 99 percent perspiration (汗水). ---Thomas Edison 3. Man is not made for defeat. A man can be destroyed but not defeated. ---Ernest Hemingway 1.Always bear in mind that your own resolution to success is more important than any other thing. ---Abraham Lincoln 5. Success is a lousy (糟糕的) teacher. It seduces (诱使) smart people into thinking they can?t lose. ---Bill Gates III. Talk About: what factors do you think will contribute to success? interest hard work self-confidence talent love for your career team spirit / cooperation with your fellow workers good education … Passage A My Advice to Students: Education Counts I. Warm-up question: Who is Bill Gates? What do you know about him? ﹡chairman of Microsoft Corporation ﹡founded Microsoft with his childhood friends Paul Allen in 1975 ﹡born in 1955 ﹡attended Harvard in 1975 ﹡dropped out of Harvard in 1977 II. Related Information 1. Bill Gates Gates, William Henry, III (1955- ) is an American business executive, who serves as chairman and chief software architect of Microsoft Corporation, the leading computer software company in the United States. Gates cofounded Microsoft in 1975 with high school friend Paul Allen. The company?s success made Gates one of the most influential figu res in the computer industry and, eventually, one of the richest people in the world.
Is this your pencil? (人民教育出版社、七年级、上、第二单元）九江市都昌县狮山中学、段训强 学情分析：我们学校是一所普通的农村中学，教学条件相当差，没有多媒体，没有新颖的教具，按照新的课程标准要求，在小学三年级就应该开始学习英语，但是，在农村，新的要求实施比较滞后，所以，尽管是七年级的学生，但是学生的英语水平相当低，所以在该单元的教学上，尽可能的基础化，细致化，更多，更重要的一点是注重兴趣培养，为了培养学生的学习兴趣，提高学生学习积极性，在平时的教学中,我一直采用学生个人或组积分形式，至期中考试后，根据积分高低进行物质与精神奖励,我教书若干年，这种积分的方法效果屡试不爽，使学生对英语有更积极的学习态度和更高的英语学习热情。 教材分析：该单元是七年级上学期教材的第二单元，主题是“确认物主关系”，物品主要围绕着教室内学生身边的常用物品，在教学时老师能够使用实物进行教学，将真实的语言材料引入学习环境，并使学生逐渐建立英语学习中较多的概念，如：一般疑问句，肯定回答，否定回答等。进一步巩固第一单元学习的人称代词主格形式与形容词性的物主代词语法知识。进一步巩固预备单元中物质的询问与回答的句型，此外，重点学习实用英语：lost and found 让学生感悟英语的实用性。所以本单元在教材中作用显得尤为重要，对学生的兴趣引导也是至关重要。单元教学安排：5课时，第一课时：词汇课，掌握重点单词 第二课时：语音，语法课，课本P7—P8内容 第三课时：听说，演练课，课本P9—P10内容 第四课时：听说，读写课，课本P11内容 第五课时：复习，练习课，课本P12及处理练习册 单元目标：dientify ownership (确认物主关系） 第一节 课型、时间：词汇课，35分钟（另外10分钟留给学生背诵拼写） 教学要求：（1）课内要求熟练阅读，掌握本单元词汇意思（2）课外要求拼写（3）进一步巩固元音音标 教学过程：（背景说明：为了培养学生的学习兴趣，提高学生学习积极性，在平时的教学中我一直采用学生个人或组积分形式，至期中考试后，根据积分高低进行物质与精神奖励，这种积分的方法，在我的教书生涯中取得显著的效果，所以，教学步骤中的比赛加分出此原因） 步骤目的教师活动/方法学生活动/学法条件/手段 1 单词的初步学 习（发音定位） 教师带读单词三遍每遍学生跟读三遍课本单词表
Unit 4 The Virtual World Teaching Aims: 1.Understanding the main idea and structure of the text. 2.Deduce the meaning of new vocabulary related to computers and the Internet. 3.Grasp the key language points in Text A and learn how to use them in context. 4.Understand the cultural background related to the content. 5.Express themselves more freely on the theme of The Virtual World after doing a series of theme-related reading, listening, speaking, and writing activities 6.Write e-mail message in an appropriate way. Teaching Keypoints: 1.Grasp the main idea of Text A and language points in Text A 2.Cultural background in Text A 3.Analysis of the difficult sentences in Text A Teaching Difficulties: 1.Writing strategy and style demonstrated in Text A 2.Write an essay with an anecdote or a piece of news, etc. Teaching Aids: Teaching, discussion, exercises, group-activities, student-centred Teaching Procedure: Step 1Warming up 1.Ask students questions about the poem. They should have listened to this before class. 2.Have students look at the theme of this unit(The Virtual World ) and the title of Text A(A Virtual Life) and then try to. ---find antonyms of “virtual world” and “virtual life”(real world, real life). ---suggest synonyms for “virtual world”(cyberia,etherworld,virtual reality,Internet world, net world,etc). ---say what people can do on the Internet (communicating with people, shopping, reading, entertaining,education,working, hacking, publishing,etc). Step 2 Global Analysis of Text A 1. Division of the Text A Part1: Paras.1-3 Description of the author’s virtual life. Part2: Paras.4-10 How the author feels after staying on the Internet for a while. Part3: Para.11-13 The author tries to find her way back into the real world but fails. Step 3. Detailed leaning of Text A 1.My boyfriend’s Liverpool accent suddenly becomes impossible to interpret after his easily understood words on screen: a secretary’s clipped tone seems more rejecting than I’d imagined it would be. What does the sentence imply? I have become more familiar with the virtual world than the real world. 2.We have become the Net critics’worst nightmare.