实用语文单元整体教学设计案例（精选4篇）

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语文单元整体教学设计案例【第一篇】

四年级下册第四单元整体教学设计

教材分析

本组教材围绕以“战争与和平”这个专题，选编了几篇适合四年级学生特点的课文。《夜莺的歌声》《小英雄雨来》都是讲的战争中机智勇敢的小英雄的故事。《一个中国孩子的呼声》通过一个中国孩子写给联合国秘书长加利的信，呼吁国际社会一致行动，维护和平，制止战争。儿童诗歌《和我们一样享受春天》是孩子们呼唤和平的共同心声。每篇课文都紧紧围绕专题，给学生越来越鲜明的情感体验，让学生越来越清晰地认识到战争打破了多少童年的幻想，击碎了多少美丽的憧憬。人类不需要战争，让我们共同祈祷未来的世界永远和平，让“和平之花”永远绚丽绽放。

学生分析

现在的学生似乎离战争比较遥远，炮火纷飞的镜头只在电视剧电影中见到过，那是遥远的彼时的回忆了。电视新闻中的战争场面虽然发生在此时，但是在遥远的彼地。因此学习本组课文时，不能仅仅局限于文章中的几篇课文，那样学生是难以真正体会到编写本单元的主旨“了解战争，呼吁和平，为世界和平做点事情”的。应该从学生现有的经验出发，给学生比较广阔的视野，比较详实的资料，比较感性的材料。让学生真正走近战争，更多地了解战争中孩子的生活，了解战争给人类带来的危害，进而从内心深出发出和平的呼唤。

教学设想

1．以“战争中的孩子”为主线贯穿整个单元的学习，让学生贴近文本，调动学生参与学习的热情。

2．师生共同查找有关战争的资料，让孩子对战争有更充分的了解，读书时体验会更深刻，更独特。

3．培养学生的自读能力，加强课文的朗读训练。

4．推荐一些战争题材的文学作品以及电影、电视作品。

学习目标

1．认识27个生字，会写28个生字。

2．正确、流利、有感情地朗读课文，理解课文内容，体会文章表达的真挚情感，从中受到熏陶感染。

3．树立热爱和平、维护和平的信念。

课前准备

1．收集战争中的小英雄的故事。

2．从报纸电视等渠道了解国内外大事，关心国际动态，尤其关注最为动荡不安、仍弥漫着战争硝烟的地区局势。了解维和部队的使命及工作状况。

3．收看有关战争题材的电影、电视。

教学流程

一、课前准备

学习本单元之前，让学生收看教师制作的《战争中的儿童》专题片。内容包括战争中涌现的著名的小英雄的故事，现代战争给儿童带来的悲惨的生活等。以强烈的画面和丰富的内容冲击学生的视觉和心灵，使学生很快在情感上走近本单元的专题，激发他们学习本组课文的欲望。

二、教学建议

（一）《夜莺的歌声》《小英雄雨来》

两篇课文都是讲的战争中的小英雄的故事，可以整合起来上成一个专题《战争中的小英雄》。以这两篇课文为主打文章，重点学习，然后引导学生去读更多的文章，更多的书，去了解更多的战争中的小英雄。这两篇文章虽然都很长，但是很通俗易懂。这样的故事也很能吸引学生，学生有阅读的愿望。应让学生充分自读课文，在学生读懂课文内容的基础上，交流自己的学习体会，提出自己的疑问。让学生在交流中充分发表各自的阅读感受，交流阅读心得，加深阅读体验，学生如有疑问也可引导学生自己读书，自己解答。两篇课文都很适合分角色朗读，可让学生自由组合，自由选择朗读自己最感兴趣的段落。

《夜莺的歌声》中有写句子含义比较深，需要学生读进去，联系全文才能理解，可让学生把这类句子都找出来一起体会。这一课开头最后两个自然段和开头三个自然段在结构上首尾呼应。这个问题不可讲得过深过细，让学生对比着多读这几个自然段，感受文章以夜莺的歌声开篇，再以夜莺的歌声结束，结构完整，浑然一体的特点。

接下来的学习就更具有个性特点，教师和学生一起推荐一些书籍和文章，学生课余自主阅读，以故事会、读书会或演讲会等形式汇报读书收获。

推荐文章

语文单元整体教学设计案例【第二篇】

教学目标：

1、通过欣赏《赶花会》这首歌，了解我国的民俗风情“花会”。

2、感受歌曲欢快的情绪，通过指导切分节奏和附点节奏的演唱歌曲。

3、通过歌词和舞蹈动作的创编活动，培养学生的想象力、表现力。

教学重点：

感受庙会的感受，感受歌曲欢快的情绪，初步学唱歌曲。

教学难点：

指导学生唱准确歌曲中切分节奏和附点节奏部分。

教学过程：

一、导入

1、提问，请问大家每年什么时候将举办庙会活动，让大家描绘一下庙会的场景，介绍我国西南地区也有一种类似于庙会的活动，那就是花会，解释花会的含义。

2、出示花的图片，问：大家喜欢这些花吗？那你都知道哪些花的名字？

3、今天我们就来学习一首描写花的歌曲《对鲜花》。

二、新课

1、听“赶花会”，提问乐器中运用了什么乐器

2、听录音范唱，思考：歌曲在演唱方式上有什么特点？（对唱：一问一答）

3、歌中描写了哪些花？每种花有什么特点？

4、两人为一组，相互一问一答读一读歌词。

5、学唱歌曲：

（1）跟录音范唱初步齐唱歌曲。

（2）跟琴指导学生的演唱：

（3）男女生对唱歌曲。

（4）换过来进行练习，并加打击乐器进行伴奏。

（5）两人为一组对唱，背一背歌词。

（6）跟音乐伴奏边做拍手游戏边进行对唱，两人一组。

5、创编活动。

（1）你能给这首歌曲加上好看的动作吗？

（2）请几组同学进行表演。

（3）书中只描写了四种花，可是我们知道的花有那么多种，让我们唱一唱更多美丽的花好吗？教师示范。

（4）小组进行歌词的创编活动。

语文单元整体教学设计案例【第三篇】

热爱生命单元整体教学设计

一、教材简析

本组以“热爱生命”为主题。选有4篇有关生命的课文，目的是让学生体会生命的美好，从而思考如何对待生命，热爱生活。本组课文以散文为主，语言优美，内含丰富。教学中可引导学生阅读思考，细心感悟，结合自己的生活经验体会课文表达的思想情感，也可以就重点问题展开讨论。体会含义深刻的句子是本组课文的训练点（训练项目）。由于学生年龄较小，对生命的意义缺乏深刻的理解，因此本组课文就是通过一个个形象、具体的人物和事例来体现生命的意义和价值。教学本组教材，应注意引导学生把具体的人和事与所要表达的思想、情感、道理结合起来，从整体上把握课文，认真领会关键词句的含义和作用，并联系自己读过的和身边发生的感人故事，体会生命的价值和意义，在情感上受到熏陶和感染。

二、预习要求：

1、给生字注音、组词。对于文中读不准的字查字典，将正确的`读音标在书上。并将这些字拼读两遍。

2、圈出文中带拼音的词语和其他的好词，读两次。

3、给课文标出自然段，将课文完整朗读一次。

4、画出含有下列词语的句子，边读边体会词语的意思。

流畅、权利、捐赠、骚扰、磕磕绊绊、清香袅袅、重见天日、傲然挺立

5、找出课本中有感触的地方，简要写下自己的体会；对于有疑问的地方，请做好标注。

三、研学主题：

1、学习生字，能正确读写词语，了解课文内容。

2、体会课文中含义深刻的词句的意思。

3、发现并

总结

4、有感情地朗读课文，引导学生不断积累语言，增强语感。

5、通过学习，感受生命的美好，激发对生命的思考，从而更加珍惜生命，热爱生命。体会生命的价值和意义，在情感上受到熏陶和感染。

语文单元整体教学设计案例【第四篇】

清潭中学 姜贺

一．

引言现状：大多数教师的教学思路和教学观念还没有从根本上得到转变，传统的教学观念严重地干扰着新教材教学思想的贯彻和教材的体现。一方面新教材词汇量大，语言材料多，语法知识零碎，课不好教，课时紧张。另一方面，现在初二学生的英语水平整体偏低，老师教得辛苦，尽管每一节课都准备了极为丰富的知识，详详细细地讲给学生，就怕学生听不懂，不会做，所以总觉得时间不够用。学生学得也很累，结果如何呢？学生语言运用能力依旧很差，学生对老师的评价是：很卖力气，很巴结。现在想来，教师只知“教”，而没有想到学生怎样学。这种状况随着内容和难度的加深，可能两极分化还会越来越明显。措施：要想解决这些实际问题，有效地提高教学质量。首先必须彻底转变教学观念，在课堂教学中建立一种互动、和谐、教学相长的新型师生关系；其次，要正确处理课程标准和教材之间的关系：课程标准是贯穿于我们教学中的“纲”，而教材是教学的具体内容，是我们教学中行之有效的工具。下面与同行探讨如何将新课程标准的理念融入课堂教学之中，在教学和备课过程中着重解决的问题。

二．单元整体教学设计思路

1．

整体把握单元内容在教学中经常会遇到单元内四课的教学内容不平衡的矛盾，教师应能对此整体性调整或处理，如适当调前或调后，有些内容可适当增减。这样做的目的是突出重点，分散难点，从而驾驭教材。

2．

整体设计单元教学单元整体教学既有与课文整体教学一脉相承的一面，又有与其不同的一面，即单元整体教学就是整体把握的是教材中的每一单元。虽说不同的课型有不同的侧重和特点，但每一个单元内只有一个主旋律，那就是单元话题。单元的四课既围绕话题展开又相对独立成篇，构成一个有机的单元整体。这就要求教师在备课时要统筹安排整个单元的教材内容，对单元教学过程做整体设计，处理好课与课之间的衔接和过渡，合理安排各课的教学内容，科学分解单元内的教学重点和难点，突出单元内各课时的特点，形成以听、说、读、写为各自侧重点的不同课型的教学模式。不应只有分课时计划，而没有单元总体安排。

3．

优化教学模式单元整体教学的思路应当是相对固定的，但教学的方法却不应一成不变。教师做好课堂教学的组织者和指导者，其任务就是要采用多种教学手段和教学技巧，优化教学模式，创新教学活动，提高教学效率。在发挥教师主导作用的同时，增加以学生为主体的活动。最大限度地激发学生的学习兴趣，调动学生学习的积极性，让学生乐学、好学，而且知道怎样学。课堂上尽量多用pair

work, group work, team work 等活动方式，让每一个学生都能得到语言技能训练的机会。

三．教材分析及教学思路：

1．单元教学内容分析： 21单元的话题是谈论过去的经历。教学目标： （1）. 学习情态动词could的用法（2）.

掌握反身代词的用法（3）．掌握由and,

but等并列连词连接的并列句（4）．学会一些有用的词语能力目标：培养交际能力，语言的综合运用能力教学重点：反身代词和常用词语的运用教学难点：并列句教学设备：多媒体课件，录音机，投影，简笔画，英文歌曲磁带等。

2． 分课时教学模式：

l81----对话课模式：以听导说，以析助说，读后仿说，创设语境多方练说，教会学生在实际交际中会说。教学要点：导入要新，分析要简，情景要真,操练到位。教学目标：学习情态动词could和反身代词的用法。教学重点：反身代词有单、复数之分及其构成。教学步骤：

1. 复习：谈论寒假生活及春节活动。 2. 导入新课：让学生仔细听老师说， i can skate on the real ice. i

could do it when i was nine years old. nobody taught me .i learned it all

by myself. 问几个问题 1. what can i do ? 2. when could i do it ? 3. did anybody

teach me ? 4. how did i learn it ? 然后让学生仿说，再让其同学用第三人称复述. 同时指出could是can过去式

3. 朗读并表演part 1 （1）（可将81课两幅图先画在投影上）问：what’s she doing ? （she’s riding a

bike.） can she ride a bike?(no, she can’t. because she fell off the bike.)

she hurt herself, didn’t she ? ( no, she didn’t )

用同样的方法进行第二节对话，将有用的短语写在黑板上并领读 fall off, hurt oneself, teach oneself =

learn…all by oneself （2）朗读并表演（3）迁移与拓展 让学生整理已学过含有反身代词的词组 enjoy oneself,

look after oneself, help oneself to, buy oneself, wash oneself, say

oneself to… 整理各种人称的反身代词（口头）。 4. 问答：读后仿说 ( in pairs )。（part 2 ）用could you

……when you were….years old ? yes, i could. 然后改变人称用she or he. 5.

操练：创设语境多方练说。(part 3 ) could you 1. sing english songs 3. write

the piano 5. play computer games when you were four? name answers 1

2 3 4 5 1 2 3 4 5 1 2 3 4 5 让学生先填表，老师问：“what did you find out about ….?”

学生答： i found out that he/she could read when she was 4. 6．练习与作业： 完成l 81 of

wb （p97）复习并整理反身代词。 lesson 82 the moonlight sonata

一、教材分析阅读课模式：泛读大意，精读细节，再读解惑，四读赏析。教学要点：设问要巧,讲解要精，引导得法，操练到位,

适当引伸，拓展渗透。二、教材内容：本课主要讲述有关贝多芬的著名的《月光鸣奏曲》的故事。教师先复习一些有关音乐及贝多芬背景知识的词汇，使学生思路清晰，加深对课文的理解，有效提高教学效果。三、教学目标：知识目标：

学会有关音乐及贝多芬知识的词汇。如，piano, moonlight, sonata, poor, afford, to one’s

surprise, lose oneself in….等。能力目标： 培养学生阅读理解能力。德育目标：

欣赏音乐并理解作者的思想感情，陶冶情操。确立教学目标的依据：根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，要体现素质教育、潜在外语能力和非智力因素等方面的培养。四、重点与难点：重点：

学会有关词语，理解课文。难点：

词语的综合运用。五、教材处理根据以上分析，同时针对学生学习外语存在的一定困难的实际情况，首先给学生创造一定的音乐氛围，以激发学生兴趣，为所学课文创设一定的氛围，通过精心设计的板书，不但使学生思路清晰，从而加深对课文的理解，突出教学重点，完成教学任务。六、教学方法：由浅入深，由易到难，循序渐进地深化教学内容。展开以教师为主导，学生为主体的师生双边活动。七、

教体手段：多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大课堂教学密度，提高教学效果。八、课时： 两教时九、教学程序：第一教时

begin with a piece of beethoven’s music (picture 1)(欢乐颂) step 1 : (

picture 2 ) ask the students two questions about the music (1) what’s the

name of the music ?（2）who composed it ? ( beethoven ) （3）how many pieces

of his music do you know ? now i’ll introduce you one of his piano music.

would you like to listen? play the music and the students listen and watch

. ( picture 3) step 2: (picture 4 ) now answer the questions : (1) what’s

the name of the music ? (the moonlight sonata) (2) what do you know about

beethoven ? then tell them more information about beethoven. ( picture 5 )

step 3: (lead to the lesson ) today we’re going to learn how and where he

composed his moonlight sonata. step 4: show “the knowledge aims”: (picture

6 ) （1）learn some useful expressions and be able to use them. （2）read the

passage fluently. step 5. (picture 7) ask one question : “how did the girl

learn the music?” the teacher will tell the main idea of the text while

the students listen and look at the pictures. (at the same time the useful

expressions are shown.) reach the new words and expressions after the

teacher. step 6: and read after the tape. then tell yes-no

questions. (picture 8) 1. did the girl find it easy to play beethoven’s

sonata in f ?2. did the girl live alone ? 3. did the girl really believe

her dream would come true? 4. did beethoven teach the girl learn to play

his sonata in f ? 5. did the girl and the young man like the music played

by beethoven ? 2. ask the ss to read the text more carefully again

(picture 9) , and answer the questions according to it, then give them

some minutes to prepare ,then ask and answer them in pairs. ( picture 10)

1. why did beethoven stop outside a little house when he was walking in a

street one evening? 2. how did the girl find beethoven’s sonata in f ? 3.

what did the young man say when he heard the girl’s wish ? 4. what

surprised beethoven when he saw the girl ? 5. how did the girl learn to

play this music ? 6. did beethoven teach the girl to play his sonata in f

? what did he do instead ? 7. did the girl and young man like the music

played by beethoven ? how do know that ? 8. what did beethoven call that

new piece of music ? 3. try to retell the story according to the answers

or key words. spanided the passage into three parts: (1) one evening, walk,

stop, hear sb. playing, come one’s voice, be difficult to play, how i

wish…., cannot afford to do sth., say it for fun (2) knock at, in the dim

candle light, sit before…, to one’s surprise, learn it by ear, listen to

sb. for a long time (3) say no more, sit down, shine brightly, look up,

say to oneself, listen to …. silently, lose oneself in…, al night, call

it… step 7: now we’ve known more about the music “the moonlight sonata ”.

do you know about any other composer ? ( some students tell the names they

know ) now here is a piece of beautiful chinese music （《二泉映乐》）for you.

let’s enjoy it. ( picture 11 ) play it .(sing it together if they can .)

then talk about the music and the writer “ who composed it ? where and

when was he born ? who taught him music ? what’s the feeling of the music

,a happy one or a sad one ? (picture 12) and give them some minutes to

discuss it . step 8. ( picture 13) talk about their favourite music. 1.

what kind of music do you like best?( pop, rock, classical, light, country

…..) why ? 2. can you play the piano or any other instrument ? who taught

you ? (ask one student to act ) let’s invite her to play it. step 9:

(picture 14 ) practice : look at the pictures and talk about them (key

words given ). write the answers in their exercise-books. step 10: (

picture 15 ) do some exercises using the useful expressions. step 11 :

homework for today : read the text again and do the written work. ( that’s

all ) 第二教时： step 1. review l82 1. read the passage first then try to

retell it. 2. speak out the useful phrases and sentences. step 2: explain

some of language poits:（讲解、迁移、拓展） 1. he heard someone playing his sonata

in f. (1) difference between hear and listen (2) hear sb. do / doing sth.

(see, feel, watch ) we often hear him sing english songs in the next

room. can you hear someone singing in the next room ? 2. how i wish i

could …. (1) wish + clause ( past tense ) (can’t realize) i wish i

could answer the question. (that means i can’t ) (2) hope to do / wish sb.

to do she hopes to come to china next year. i wishes her to come to china

next year. 3. i couldn’t afford to do…. “afford” is often used with can,

can’t, could, couldn’t ) 迁移 afford and pay 4. play the piano ( “the” need

to put in front of instrument, but not ball games) 5. “quiet” and “silent”

“quiet” 表示静止的状态。用于人时，表示性格的安静，但并不指默默无声。this is a quiet fishing village. he

spent a quiet evening reading at home. he ia a quiet man. “silent”

表示“无声的、沉静的、一声不响的”，指没有任何声音。 that is a silent movie. he is silent about what

happened. 二、exercises: 1. translation 2. choose correct phrases to fill in

the blanks 3. composition: if you have lots of money, what will you do ?

l83----语言知识课模式：自然呈现，初步操练，适时归纳，表解重点，练习巩固。教学要点：精心组织，训练多样，活而不乱，注重实效。教学目标：1.继续反身代词的用法,掌握由and,

but等并列连词连接的并列句 on a trip,too…to…, return, have a nice weekend

能力培养：引导学生主动探究、交流合作，能归纳整理知识点教学用具：录音机，投影，简笔画等教学方法：通过“读一读”，“练一练”“议一议”，“想一想”等环节，倡导自主学习。

teaching steps： step 1. check their homework. if you have lots of money,

what will you do ? (1) review the reflexive pronouns by asking questions.

t: do you live by yourself ? s1: no. i live with my parents. t: do you

wash yourself ? s2: yes. i do. t: can you do your homework by yourselves ?

s3: yes. i do it all by ourselves. ask the others to change the personal

into the third (2) show the following sentences to the students: i hope

she didn’t hurt herself. she taught herself. did she learn all by herself

? how i wish i could hear beethoven himself play it! then he said to

himself,.. they both lose themselves in the beautiful music. i can buy

myself lots of good things. i don’t enjoy myself very much. could mr more

buy himself lots of good things ? my little brother is too young to look

after himself. help yourselves. 反身代词 第一人称 第二人称 第三人称单数 myself yourself

himself,herself,itself 复数 ourselves yourselves themselves (3) sum up : (by

the students) step2. presentation ( books closed ) ask “ does mr more

enjoy himself ?” play the first part of the tape for the students to find

the answer ( no ). then do the same with the second part. next open their

books. let them read the passage and answer the questions in pairs. play

again for the students to practise reading aloud. step 4: [议一议] point out

the compound sentences in the part 1 ask “what kind of sentences are they

?” they’re called compound sentence look at the form: the compound

sentence 连词 例句 代表的关系 and mary helps kate and ann helps lily 等同递进 but jim

likes chinese, but he needs help. 转折 or do you like apples or pears ?

选择，否则 so mike was ill, so he didn’t go to school 因果 [想一想] ask: are they

compound sentence ? why ? 1. jim and his family work in the same factory.

2. i turned on the tv, sat down and watched it 3. we sang and danced that

day. step 5: part 2. play the tape for the students to listen and repeat.

then in groups of three get them to read the dialogue together. step 6:

[练一练] do the exercises of wb 83 step 7: homework:（1）recite part 1 and part

2（2）finish wb and do some translation exercises.

l84----听力与写作课模式：总结提纲，精讲多练。单元练习，排忧解难。听-----初听梗概，再听细节，三听校对。教学要点：听前简介听力内容，合理调控听力难度，听后及时检测反馈。写------问答练习，口头作文，书面表达。教学要点：激活潜能排除障碍，鼓励学生，积极表达。教学目标：语法小结，总结提纲。能力培养：指导听力方法。教学重点：知识点的综合运用。

teaching steps： step 1: revision. have a dictation. ask the students to

write down the sentences the teacher says ( they’re the answers to

yesterday’s homework ).then check their writing with the class. model . 1.

he could ride a bike all by himself when he was four. 2. the ice is too

thin to skate on. boys enjoyed themselves in the river just now. 4.

i saw the children playing football a moment ago. 5. mr green is reading

newspapers at the table, and mrs green is having breakfast at table. 6.

work hard, or you won’t catch up with the others. step 2: read and act (

part 1 ) play the tape of the first dialogue for the students to listen

and repeat, then get them to practise it in pairs. ask some pairs to act

it out. repeat with the second part in the same way. pay attention to

these: (1) it’s time ….. (2) get + (3) leave + someplace. step 3:

practice : ( part 2 ) in pairs, have the students practise the dialogue

orally. ( part 4 ) in pairs , have the students make sentences. then ask

some pairs to share some of their sentences with the class. do wb l84, ex

6 orally in pairs. step 4: listening. listen to the tape and fill in the

table below. step 5: writing have the students work inspanidually to

unscramble the note then change their answers to check. step 6:

[checkpoint 21] sum up by themselves first without their books. step 7:

homework for today. (1) finish all the exercises in the wb. (2) write down

the useful expressions in their notebooks.