计算机专业英语课程教案整体设计
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篇1：计算机专业英语课程教案整体设计
一、管理信息
课程名称：《计算机专业英语》制定时间：.9.1所属分院：制定人：
二、基本信息
学分：课程类型：计算机基础课程学时：72先修课程：计算机信息技术基础授课对象：中高职学生后续课程：专业课程
三、课程设计
1.课程目标设计（1）能力目标
总体能力目标：能认识常见的计算机相关的单词、短语及术语；能分析一定字数的与计算机专业相关的文献，并能正确理解文意；能读懂相关文献。单项能力目标：
1)能认识计算机专业大部分单词短语；2)能认识计算机专业相关术语；3)能写出一些缩写的全称及含义；4)英译汉一些短语及句子；
5)能写出基本的硬件系统组成单词；6)能写出基本的软件系统组成单词；7)重点(于:puters
教学目的与要求
通过英语文章了解计算机发展，硬件、软件的基本结构，对计算机病毒介绍，并且掌握其中的英语单词；进行听力练习。
难点：利用英语学习计算机知识重点：理解专业词汇?考核知识点及考核要求
单词：熟练掌握相关单词。
听力：进行简单对话的听力练习。第2章ProgramDesign?教学目的与要求
通过英语文章了解计算机的程序语言、数据库系统，着重是计算机的系统的分析与设计介绍，并且掌握其中的英语单词；进行听力练习。
难点：利用英语学习计算机知识重点：理解专业词汇?考核知识点及考核要求
单词：熟练掌握相关单词。
听力：进行简单对话的听力练习。第3章Multimedia?教学目的与要求
通过英语文章了解多媒体的概念，介绍多媒体中的视频的编辑，并且掌握其中的英语单词；进行听力练习。
难点：利用英语学习计算机知识重点：理解专业词汇?考核知识点及考核要求
单词：熟练掌握相关单词。
听力：进行简单对话的听力练习。
第4章ComputerNetworkandE-commerce?教学目的'与要求
通过英语文章了解网络和我们生活之间的关系，介绍电子商务对我们生活的影响，并且掌握其中的英语单词；并且会书写简单的提单；进行听力练习。
难点：利用英语学习计算机知识重点：理解专业词汇?考核知识点及考核要求
单词：熟练掌握相关单词。
听力：进行简单对话的听力练习。
?第5章ComputerNewtechnology?教学目的与要求
通过英语文章了解计算机当中的新技术，概括介绍一些新技术，并且掌握其中的英语单词；进行听力练习。
难点：利用英语学习计算机知识重点：理解专业词汇?考核知识点及考核要求
单词：熟练掌握相关单词。
听力：进行简单对话的听力练习。
三、考核办法
1、本课程为考查课。
2、本课程采用笔试考察，评分按成绩分优、良、中、及格、不及格五等。平时成绩占50%，期末考查成绩占50%。
四、学时分配表
五、推荐教材与参考书
（一）推荐教材
（二）推荐参考书相关的一些英语资料。
制定：赵伟审稿：审定：计算机应用专业指导委员会
篇2：计算机专业毕业论文设计技巧？
有科研项目的老师通常愿意从项目中选取本科生能完成的模块，交给学生作，然后以第一种形式写成论文。教师熟悉项目，项目有实用背景，一般而言，多数学生经过努力都能完成。但有些科研项目太难，或涉及保密内容，或本科生不容易完成，在这种情况下，教师可能会让已保送为研究生，或确定留校的学生作这类题目。
学生自选题目，有些学生已联系好毕业后的工作单位，工作单位要求学生作某方面的项目，或已交给学生某方面的项目，经过指导教师认可，认为可作出合格的毕业论文，则可作这方面题目。这种方式下，学生积极性高，责任心较强，学以致用，一般论文的质量较好且成文后篇幅较大。
教师根据社会需求，选择题目。例如，院系行政需要教学，科研和研究生信息管理系统，有的教师指导几位学生分别作大学院系行政管理子系统，博士生硕士生学籍管理子系统等等，有可能开始作出的软件还不很完善，但有了雏形，经过修改后，一般是能够应用的。有的系统经过下一届本科生毕业实习的改进，就可以实用了。一些对路的、有用户的软件还有可能进一步发展为产品
篇3：计算机专业毕业论文设计技巧？
依据上述的论文类型，由于各类工作特点的不同，在搜集整理论文的素材、组织安排论文的结构方面，应有所不同，做到有的放矢。
以系统实现型论文为例：重点收集整理系统体系结构，程序模块调用关系，数据结构，算法，实验或测试等内容，论文结构一般安排如下：
(1)引言或背景(概述题目背景，实现情况，自己开发的内容或模块)
一般谈课题意义，综述已有成果，如”谁谁在文献某某中做了什么工作，谁谁在文献某某中有什么突出贡献“，用“但是”一转，分析存在问题，引出自己工作必要性、意义和价值、创新点和主要思想、方法和结果。然后用“本文组织如下：第二节第三节....
，第四节.....“ 作为这段结束。
(2)系统体系结构(强调系统的整体性，突出自己工作在整体中的位置)
(3)主要实现功能的描述(包括模块调用关系，数据结构，算法说明，依据内容多少此部分可安排两到三节)
(4)实验或测试
(5)总结
篇4：计算机专业学生如何加强设计艺术修养
计算机专业学生如何加强设计艺术修养
随着计算机的发展和普及,计算机课程已成为大学、中专、技校及中学的常设课程.然而,就笔者对技工学校计算机课程的了解,学生所学的`课程只是简单的文字输入和表格制作,与他们专业课程联系不大.
作 者：李成全 作者单位：山西省大同煤炭高级技工学校 刊 名：职业 英文刊名：OCCUPATION 年，卷(期)： ”“(12) 分类号：G71 关键词：篇5：计算机网页设计专业实习报告
实习报 告
一、实习目的：通过社会实践，可以把我们在学校所学的理论知识，运用到客观实际中去，使自己所有用武之地。以便能够达到拓展自身的知识面，扩大与社会的接触面。
1、了解平面设计在焦作的市场现状及前景。
2、进一步掌握ps, coreldraw,等设计软件的运用。 3、尝试把学校里学习的平面设计相关理论运用到实习过程中。
4、初探做好平面设计师的方法，熟悉平面设计的方法和程序步骤。
5、培养人际交往与社交能力，为成为平面设计师作准备。
二、实习时间：201x年1月1日――4月30日
三、实习地点：威美（上海）金融伟德服务有限公司
四、实习内容：平面设计
五、实习总结：
即将面临大学毕业，因为伟德视觉传达专业，想丰富一下自己的知识，所以我找到了一家互联网金融公司做UI平面设计，虽然和我所学的专业有些差异，但它对于我来说是受益匪浅，我所在的公司威美（上海）金融伟德服务有限公司，主要是网页设计为主，也与绘画有所伟德，既然选择这个公司，我就要好好去学，使自己的基础更牢固，技术更全面，在大学里学的知识却不知道如何运用，想伟德多个伟德，因此我非常珍惜这次实习的机会，在有限的时间里加深对绘画对设计的了解，找出自身的不足。实习的内容是学习网页设计(Ps，ai，arp等软件的使用)。
在实习过程中，我深深地感受到作为设计师通常缺乏足够的对市场的了解和对管理层领导上的沟通，做出的设计作品经常会与市场经济脱节；而作为管理者通常缺乏设计基础和审美能力，往往为了追求市场效益，过多地拘束设计师的思维与创新，忽略了设计要素的重要性，造成了设计的庸俗化。
来到公司，第一天进公司，与经理进行了简单面谈后，部门总监把我分配给伟德经理，伟德经理是我的直接领导，所有工作由伟德经理分布。第一天来到公司要赶做两个网页banner，接到文案后就在网络上搜集大量banner素材，找了几个适合这次文案的banner然后用Photoshop简单的修改图片，第一天没有做好，幸好领导说第二天晚上再交给他，于是我就乖乖的回家找图片。说实话我以前在学校的时候也这样做过，不过效果没有这么好，因为以前一遇到难的或不懂的就停下来不做了，而现在在公司，有压力，有不懂的就问，这使我受益非浅。
后来，公司要更改域名让我参与进行的VI设计项目，让我们锻炼一下自己。公司给了我们一个设计logo的任务。一开始我们设计出的作品并不能符合主观的要求，未能做出很好的方案。市场部总监看过我的方案后，要我进一步去了解公司的性质和作用，要做出更加符合机构精神的logo。经过两天的摸索，我逐渐懂得了一些做logo的技巧和该注意的问题，要伟德实际，要大气。同时也意识到了由于在学校实际锻炼的机会比较少，在软件操作上不够纯熟。而且对于公司的要求理解不够透彻。
很幸运，一进公司便能参与的APP软件设计项目之中，正好锻炼一下自己。由于经验不足，刚开始找不到头绪，不知道该做些什么。在开始的时候，主要还是负责一些比较琐碎的任务。还没有真正地参与到比较完整的伟德设计之中。经过两天的磨合，自己有哪些缺点和不足，便知道了一些。在校的时候由于实际锻炼的机会比较少，所以现在什么都做不好，在软件操作上还是不够熟练。而且对于客户的要求并不能立即做出反应。
我在工作的锻炼中学到了许多课本上无法学到的经验，因为在学校中我们的创意和设计都只局限于作业之中，但如果在公司里，我们的创意还必须得到客户和主管的认同，这是严格许多的。我们必须尽量发挥自己的创意，同时也要兼顾客户的要求和市场的效益。要多与客户沟通，多向主管询问意见，多向身边同事请教。
通过这次实习，在设计方面我感觉自己有了一定的收获，开始了解掌握了photoshop的小技巧，知道了怎么去制作圆角矩形方块、高解析制作、保留选取范围大小、快速隐藏图层等。这次实习主要是为了我们今后在工作及业务上能力的提高起到了促进的作用，增强了我们今后的竞争力，为我们能在以后立足增添了一块基石。实习单位的老师也给了我很多机会参与他们的设计是我懂得了很多以前难以解决的问题，将来伟德设计工作所要面对的问题，如与it工程师的配合，以及对市场部的伟德沟通。
这次实习对我来说受益匪浅，让我学会从客观的角度来审视自己的作品，在审美方面更加成熟。而在公司，与同事相处，让我学会如何别人打交道。与领导交流，让我学会设计师应有的职业道德。这些经验都让我得到了成长，让我在以后的工作中更加成熟、更加顺利。这次实习丰富了我在这方面的知识，使我向更深的层次迈进，对我在今后的社会当中立足有一定的促进作用，但我也认识到，要想做好这方面的工作单靠这这几天的实习是不行的，还需要我在平时的学习和工作中一点一点的积累，不断丰富自己的经验才行。我面前的路还是很漫长的，需要不断的努力和奋斗才能真正地走好。
班级：视觉传达1203班 学号：1287078 姓名：赵柳柳
[计算机网页设计专业实习报告]
篇6：计算机专业网站设计开题报告
计算机专业网站设计开题报告
1.毕业论文的主要内容、重点和难点等
主要内容：
物流管理系统是针对中小型物流企业的营运管理过程进行设计的，主要实现如下目标：
(1) 向客户全面展示公司各项业务。
(2) 客户在线对运单情况进行查询。
(3) 向客户介绍公司物品分类情况。
(4) 为分公司提供货物运单信息添加功能。
(5) 为管理员提供后台登录入口。
(6) 管理员通过后台，对运单信息进行全面管理。
(7) 对公司各行业务信息进行管理。
(8) 对分公司信息、管理员信息进行管理。
本系统前台页面主要包括以下功能模块：
(1) 仓库库存管理。该模块包括了新增库存，库存查看，入库修改几个子模块。新增库存包含了一些货物相关的选项，可以查看以往入库的记录，并可以修改。
(2) 查询操作。包括入库查询，货物汇总，库存查询子模块。根据日期，货物类别，编号等属性进行查询。
(3) 物品设置。包括修改仓库编号，修改类别，修改单位，修改产品表，初始化库存表，可以修改一些产品的属性并保存。
(4) 用户管理。包括新增用户，用户管理，管理员管理，公司管理，总管理员管理，用户日志。可新增用户，修改用户信息，查看不同管理员的权限。
论文重点：
1. 客户调研及定向
对于第三方物流公司，专线公司，普通货运部进行调研，以便确定流程，并且根据市场切入点确定开发软件的方向，一个软件无论如何无法适应全部的物流公司，不同类型的物流公司的对于软件的要求侧重点不同，流程也不同，又因流程是决定软件架构及设计的主要因素，故此前期的工作应该是确定软件适应的客户群体，并根据该客户群体的共性来定制软件的流程。
2. 系统设计及数据库关系
系统设计的面比较广，在整个软件开发的时间占用也比较长，几乎可以达到三分之一之重。主要是先根据软件的流程，设计主要的静态页面，在不关联数据库的前提下，先分析一下软件的静态页面对于目标群物流公司流程的符合程度，包括一些细节的输入项，显示项，是否满足目标客户群需要，是否方便理解和操作，这个过程还需要目标客户群代表进行评价，以便确定最终的静态页面流程及要素内容。
确定以上内容之后就是网页设计，这个就比较简单，主要是在页面布局及配色方面。同时会兼顾一些小的技巧的工具附加。
页面及流程确定之后，数据库的设计及关系也就呼之欲出。这里面最重要的是数据库之间、网页程序之间的关联关系的确定。也比较费时费力。另外一点，数据库的字段名称必须规范化。
所有的以上开发文档必须进行造册备份，并且在今后的升级或维护过程中，对于已经更改的内容进行详细的记录。这是让一个软件持续化改进的最最必要的过程。少了这个，一旦有人辞职，或者出现不同客户不同的定制需求，这个软件最终会被自己搞乱。
3. 开发程序的确定及代码的.编写
为了避免今后维护升级及人员流动带来的代码方面的维护不便，故此，开发之前必须就语言、函数、代码等内容进行规范化。
程序代码的编写可以交由不同的人员进行开发，但必须是开发一个模块，测试一个模块，不能等到程序全部开发完毕再统一测试，因为这样最容易在初级阶段发现程序的错误，甚至是流程中考虑不清楚的部分，在开发过程中其实流程重建是最头痛的事情，故此在上文提到的第二点中就更加显得重要。
程序的测试内部通过之后，必须经由客户群代表进行实际的测试，然后再不伤害程序骨架的前提下，进行易用化的修改。
4. 培训文件的撰写及培训的流程
这个属于售后的部分，但必须是经由销售、开发人员、目标客户群共同努力才能形成一个真正行之有效的培训文档。
发现的难点：
1. 连接数据库
数据库连接对动态网站来说是最为重要的部分，在与后端数据库连接时可以采用odbc或jdbc技术。虽然odbc作为传统的连接数据库的手段是一种选择，但是odbc有以下致命缺陷，从而使它无法胜任jsp的请求:
(1) odbc是c语言实现的api，从java程序调用本地的c程序会带来一系列类似安全性、完整性、健壮性方面的问题。
(2) 其次，完全精确地实现从c代码odbc到java api 翻译的odbc不会令人满意，因为在java中没有指针，而odbc中大量地使用了指针，包括极易出错的空指针“void *”。
(3) 考虑到平台移植性，在进行jsp web开发中使用odbc会带来负面影响，使得代码不适合于移植。
2. 内建的组件
3. 转换unicode编码
4. 异常情况的处理,常见的异常如下：
♦ 引发nullpointerexception异常
♦ 引发numberformatexception异常
♦ 引发stringindexoutofboundsexception异常
♦ 引发noclassdeffounderror错误
♦ 引发java.lang.error错误
5. 自动分拣功能和计划配载功能
2.准备情况(查阅过的文献资料及调研情况、现有设备、实验条件等)
查阅文献:
[1] 靳其兵 李晓波，XX.基于jsp的数据库连接技术的研究[j].计算机仿真.24(4)，108-111。
[2]周恒 等,jsp项目开发全程实录【m】.清华大学出版社
[3]邓子云 等,jsp网络编程-从基础到实践【m】.电子工业出版社
[4]孙卫琴(XX年),java面向对象编程【m】.北京:电子工业出版社
[5]张跃平耿祥义(XX年)，jsp实用教程【m】(第2版). 清华大学出版社
[6]王丽菊 时武略(XX年), jsp动态网页编程【m】, 北京理工大学出版社
现有设备：
windows xp professional操作系统
mysql6.0数据库。
myeclipse6.0和apache-tomcat-6.0-18
调研情况：
物流是为满足消费者需求而进行的对原材料、中间库存、最终产品及相关信息从起始点到消费地的有效流动，以及为实现这一流动而进行的计划、管理和控制过程。为了全面实现某一战略、目标或任务，物流把运输、供应仓储、维护、采购、承包和自动化综合成一个单一的功能，以确保每个环节的最优化。与互联网来源于军方研究项目类似，物流也是从军方发展起来的。据调查在第二次世界大战期间，为了加强后勤保障，美国军方系统地发展了物流系统。其实，古语曰“兵马未动，粮草先行”，物流的雏形追本溯源可以说有几千年的历史了，只不过近代才开始系统地发展起来而已。
现代物流强调的物流管理(logistics management)是指在社会再生产过程中，根据物质资料实体流动的规律，应用管理的基本原理和科学方法，对物流活动进行计划、组织、指挥、协调、控制和监督，使各项物流活动实现最佳的协调与配合，以降低物流成本，提高物流效率和经济效益。
相比传统物流，现代物流更多借助于信息流的控制作用，它不再把建立基础设施作为最主要手段，而是通过信息技术，利用现有的各种基础设施，将企业的运输信息和运输需求予以共享并快速传递。
现代物流的核心是信息技术，因为正是信息技术，将物流之中原先割裂的各个环节整合在一起，从而表现出现代物流的整合化特征——借助于信息技术，最大限度地将原先在实现物资空间位移中所进行的运输、仓储、包装、装卸、加工以及配送等多个环节整合一起，以一个整体面对社会的物流需求。
现代物流形成一个网络化体系已成必然。所谓网络化体系表现在两个方面：一是实体化的物流网络。现在的物流企业都是以自己为核心建立网络，最多是以某一个行业或小系统建立这种物流网络，但是跨行业、跨地域、跨区域物流的网络实际上在国内没有真正形成。换句话说，任何一个企业做得再大，实体的物流网络不能遍布到全国的每一个角落。二是电子化的物流网络。不管是物流企业还是企业物流，现在许多电子商务公司做物流，也有许多物流公司做电子商务，这些企业的电子网络尚未形成真正意义上的网络化，也没有一个网络或者几个网络联盟起来，足以构成一个遍布全国，能够让大家真正应用的电子化的网络。而真正的物流网络，应该是电子化的物流网络和实体化的物流网络融为一体，结合在一起而形成的。
现在的社会是信息高速发展的社会，随着计算机的应用越来越广泛，计算机在企业管理中的应用，已走上成熟和健康发展的道路,一些软件工具在企业中的应用也越来越广泛.而企业生产管理中物流管理是一个非常重要的环节，也是决定生产效率的关键因素。所以当今时代，大部分大中型企业都利用计算机软件技术来提高企业的物流管理效率。事实证明，人机的有效配合大大提高工作效率，并且已经占于非常重要的地位。
3.总体安排和进度计划
第一至二周 10月25日至11月6日:
选题:查看适合本人的指导教师论文题目。
第三至五周11月 8 日至11月26 日:
大纲和搭建系统环境：开始上网查找资料，并构出系统打大纲，并在指导教师的意见下进行修改，写承诺书、任务书、开题报告，并上交。查阅书籍，并在各个超市观看他们所用的收银系统，及多问。然后开始搭建好项目所要运行的环境，及相关运行的软件，在把项目相关要涉及的和实现的界面做出来，并建立好数据库。
第六至九周11月28日至12月24日:
写论文和完成初项目：在指导教师和撰写规范的要求下开始写论文。上网收索相关资料，查阅书籍，写好初稿，提交初稿电子稿给指导教师，接受指导教师中期检查。并把项目要实现的代码添加进各个需要实现的窗体并与数据库进行连接，实现项目初步所要实现的基本功能，在不懂不与不明白的情况下与知道老师交流，或者上网查阅相关计算机项目书籍，初步测试，前台与后台模块，发现问题，解决问题，最后改善问题。
第十至十三周12月27日至1月20日:
上交论文和完善项目:在指导教师要求完成论文，并打印定稿论文，并按照装订顺序打印、放置。在答辩之前提交电子稿和打印稿三份到指导教师处。在项目初步实现功能的基础上，改良项目所存在的问题看是否可以维护，与不同操作系统是否可以兼容，在发现问题解决问题后改进项目，整体进行测试，最后进行美工界面，达到视觉效果与系统效果的统一。完成并上交做好的项目。最后填写《答辩资格审查》表，审查答辩资格。申请网络答辩的寄回《工作情况证明》和《网络答辩申请表》。
第十三至十六周下学期第一周,二周：
参加答辩：按教学学院要求参加答辩;看论文是否需整改，如果需要在规定时间内将整改后的论文交回相关教学学院。
篇7：计算机设计与制造专业简历
姓 名： 国 籍： 中国
目前住地： 江门 民 族： 汉族
户 籍 地： 江门 身高体重： 169 cm 63 kg
婚姻状况： 未婚 年 龄： 25 岁
求职意向及工作经历
人才类型： 普通求职
应聘职位： 机械设计/制图/制造：略、机械/设备维修类、
工作年限： 2 职 称： 无职称
求职类型： 全职 可到职日期： 随时
月薪要求： --3500 希望工作地区： 江门 中山 广州
工作经历： 公司名称： 起止年月：-09 ～ 江门台山**五金制品有制公司
公司性质： 外商独资所属行业：
担任职务： 结构工程师
工作描述： 新产品开发
离职原因： 为了更好的发展
公司名称： 起止年月：-02 ～ 2009-08广州**橡胶有限公司
公司性质： 所属行业：
担任职务： 项目工程师
工作描述： 新产品的开发与导入。
离职原因： 为了更好的发展
教育背景
毕业院校： 广东工贸职业技术学院
最高学历： 大专 毕业日期： 2008-07-01
篇8：计算机辅助与设计专业毕业生求职信
计算机辅助与设计专业毕业生求职信
尊敬的领导：
您好!
感谢您在百忙之中审阅我的求职信，相信我一定不会让您失望的。
我于20xx年xx月xx日毕业于聊城职业技术学院计算机辅助与设计专业，在校期间学到了许多专业知识，如零件设计，模具设计等课程。本人具备一定的管理和设计能力，熟悉各种办公软件的操作，英语熟练，略懂日语。我深信可以胜任贵公司模具设计之职。
虽然我是个应届生，但是我坚信，只要我不断的总结、剖析，不断完善自我，在今后的工作岗位上一定能干出一番成绩，创造一份辉煌!我乐观自信，谦虚好学，吃苦耐劳，有很好的环境适应能力。因此我相信，通过我的努力，能够胜任贵公司给予我的.各项工作。
望贵单位能接收我，支持我，让我加入你们的大家族，我将尽我最大的能力为贵单位发挥我应有的水平和才能。个人简历及相关材料一并附上，希望您能感到我是该职位的有力竞争者，并希望能尽快收到面试通知。
感谢您阅读此信并考虑我的应聘要求!
此致
敬礼!
求职者
20xx年xx月xx日
篇9：计算机应用 / 网页设计专业个人简历表格
计算机应用 / 网页设计专业个人简历表格样本
个人基本简历| 姓名： | - | 国籍： | 中国 | 无照片 |
| 目前所在地： | 广州 | 民族： | 汉族 | |
| 户口所在地： | 揭阳 | 身材： | 175 cm?60 kg | |
| 婚姻状况： | 未婚 | 年龄： | 27 岁 | |
| 培训认证： | 诚信徽章： |
| 求职意向及工作经历 |
| 人才类型： | 普通求职? | |||||||||||||||||||||
| 应聘职位： | 网页设计师/美工:网页设计师 销售代表/推销员/营销员/促销员 业务员 | |||||||||||||||||||||
| 工作年限： | 3 | 职称： | 无职称 | |||||||||||||||||||
| 求职类型： | 全职 | 可到职- | 随时 | |||||||||||||||||||
| 月薪要求： | --3500 | 希望工作地区： | 广州 | |||||||||||||||||||
| 个人工作经历： |
| |||||||||||||||||||||
| 教育背景 |
| 毕业院校： | 广东岭南职业技术学院 | ||||||||||||
| 最高学历： | 大专 | 毕业- | 2005-07-01 | ||||||||||
| 所学专业一： | 计算机应用 / 网页设计 | 所学专业二： | |||||||||||
| 受教育培训经历： |
| ||||||||||||
| 语言能力 |
| 外语： | 英语 一般 | ||
| 国语水平： | 一般 | 粤语水平： | 一般 |
| 工作能力及其他专长 |
| 1.能熟练地使用Dreamwear编织网页;运用flash设计动画;善长使用Photoshop和CorelDRAW 图形制作软件美化网页页面及宣传资料的设计;熟悉办公软件的使用和电脑病毒的处理. 2.熟悉Access、asp、SQL、VBscript、Javascript、css 3.熟悉计算机的.装配、维修和计算机网络的组建及维护和办公设备的配置与维护. 4.熟悉服务器的管理和维护. 备注：保险勿电！！！ | |
| 详细个人自传 |
| 喜欢挑战，善于激励与自我激励,富有开拓精神,热爱学习，自信心强,能独立开展工作。 | |
篇10：学会整体阅读(高一必修) 教案教学设计
学会整体阅读(苏教版高一必修) 教案教学设计
一．引言：
本学期以来，我们十分注重现代文阅读，除了需要学习语文课本上的一些现代文之外，也要引导同学们阅读《读写365》、时文、语文读本，并要求同学们阅读时，适当圈、点、勾、画、写，要求同学们完成语文读本引读题。
但是同学们在阅读过程中，尤其在完成语文读本引读题时，暴露了一些问题：
1． 有些同学，到现在为止，还没有养成“不动笔墨不阅读”的良好读书习惯。
2． 有些同学，做阅读题时，总是先抓阅读鉴赏题，然后按题索文找答案，结果，只见树木，不见森林。
3． 有些同学，粗略地快速地读了全文后，就急于动笔答题，结果就容易出现断章取义、文不对题、答非所问、模棱两可、答案缺漏的毛病。
要提高解题的正确率，除了要养成圈、点、勾、画、写的习惯外，还要
“学会整体阅读”。
二．学会整体阅读。
现代文阅读：“一个原则”--忠实于文章，即现代文阅读题的答案在原文之中，不要凭空去想； “两个观念” --整体观念，联系观念； “三个步骤”-- “一精读、二跳读、三答题”。
（一）精读。
1．在解答阅读理解时，不要急着去做题，在进入题目之前，必须至少读两遍文章。先要从头到尾仔仔细细、认认真真读一遍整篇文章，以求对文章有个整体了解。阅读时，要有明确的文体意识，要认清文章是叙事类呢，还是说明类，还是议论类；要着重思考三个问题，即“写什么”“怎样写”“告诉读者什么”。
下面结合相关文章，简要分析这“三个问题”。
（1） 写什么。要思考作者在文章里写了什么内容，以获得一个初步印象。
有时，写的内容比较多，可以再深入一步，主要写什么内容。
讨论一：阅读《让我许个愿》这篇叙事散文，就要思考：作者对于她母亲的情感经历了怎样的历程？作者开始对于母亲的态度是怎样的？通过哪些事情表现的？后来作者的态度又是怎样的？具体的表现在哪里？
明确：《让我许个愿》写的是母女之间的隔阂与理解的事。文章前半部分主要写母亲对我的管束而产生的隔阂，后半部分主要写我对母亲的理解而产生的亲情，凸显主题，许下心愿--如果有来世，让我做妈妈的妈妈。后半部分则是文章的主要内容。具体来说，作者的感情经历了这样的变化过程：上中学时，作者不大喜欢母亲（规定回家时间，逃课被骂），甚至还有恨 （男生事件），总的来说是不满的，不理解的；高考以后，理解母亲 （我上大学后知道她是寂寞的），希望回报 （给她买大房子，让她去旅行）（做她的妈妈）。那么，是什么事促使作者的态度发生这一转变的？即高考那年，姥姥去世，母亲奔丧。
再比如说，我们已经学过的张洁的《我的四季》这篇文章，表面看来，它写的是自然中一年的春、夏、秋、冬；但经过精读就会发现，本文写的是“生命的四季”，“四季犹如生命”，“生命便是四季”，作者将生命的劳作、期待、艰辛、收获浓缩在“四季”里，实际上就是把人生的阅历浓缩在了表述四季的文字里。
（2） 怎样写。写什么的问题，易于把握，怎样写的问题则需要细心揣摩，
因为它涉及到文章的章法技巧和语言技巧，精读时必须获得整体的初步印象。
① 抓题目。
散文的题目往往有深层含义，在精读时，首先应注意题目，题目往往能最先传达出与作品密切相关的信息。它不同于自然科学类的文章，文学作品具有模糊性与多义性，题目是最能体现这种特点的。因此，读解题目是阅读的第一步。
讨论二：《窃读记》这篇文章题目中的“窃读”二字，该怎样理解呢？
明确：不能望文生义，理解成偷窃书来阅读，也就是说，不是孔乙己所说的“读书人窃书不为偷”的“窃读”，而是指作者因为无力购买图书，但是又渴望读书，不得不出入各家书店读“免费”的书。可见，如果不注重整体阅读，是很容易犯望文生义的毛病的。
② 抓关键词句。
一要重视开头段 、结尾段。
比如，《小树林中的泉水》一文，开头说“许多俄国文字本身就现出诗意，犹如宝石放射出神秘的闪光”，结尾说“世世代代人民的全部经验，所有他们性格的诗的方面，都蕴含在这些词里”，从中可以看出，文章内容并非写自然中的泉水，而是写俄国文字。
二要重视重要句子，如：主旨句、中心句、过渡句、感叹句、引用句等，尤其注意段首、段尾，画龙点晴的句子。
比如，时文选读（二）中《有一种情感叫牵挂》，在最后一段，出现了过渡句“这些情感都叫做牵挂”，全文的主旨句、中心句“亲人之间的牵挂，像一缕和煦的阳光透过朵朵云彩，温暖在彼此心头；夫妻之间的'牵挂，似一首婉约的词，缠绵悠远，相思常使泪沾巾；朋友之间的牵挂，如山间小溪，清澈透明，唱一路欢歌，激一路浪花”，“多一分牵挂，便多一分幸福”。
讨论三：《让我许个愿》一文中，有一句牵动全文的过渡句，把它找出来，想想有什么作用。
明确：《让我许个愿》这篇叙事性散文，作者运用铺垫的方法，使文章波澜起伏，感情跌宕。“有时候，长大不过一夜之间” （这里的“长大”，不是年龄的长大，而是心态的成熟，作者终于明白了母亲也有一天会离开她，像姥姥一样，那时就不能再做母女，就再没有了缘分。作者在这里完成了对于母亲态度的转变）一句，承转自如，耐人寻味。
（可能学生找出“我却从未领过她的情。直到姥姥去世”这一句。其实这一句，既是过渡句，也是全文的过渡段，只是，这一句的内涵没有“有时候，长大不过一夜之间”这一句丰富而已。）
比如，《窃读记》的开头一段里，有两处关键句子“转过街角，看见饭店的招牌，闻见炒菜的香味，听见锅勺敲打的的声音”，“ 放学后急忽忽地从赶到这里，目的地可不是饭店，而是紧邻它的一家书店”；再可从中提取关键词“饭店”“书店”。从作者对它们的取舍情况可以看出，把物质食粮和精神食粮放在一起，作者更倾向于精神食粮--书，也就突出了文章主旨。
《窃读记》的结尾几段里，又出现类似的句子“当书店的日光灯忽地亮了起来，我才觉出站在这里读了两个钟点了。我合上最后一页--咽了一口唾沫，好像所有的智慧都被我吞食下去了……摸摸口袋里是一包忘记吃的花生米，我拿一粒花生米送进嘴里，忽然想起有一次国文先生鼓励我们用功的话：‘记住，你是吃饭长大，也是读书长大的！’”尤其要注意的是，作者在最后运用了感叹句“但是今天我发现这句话还不够用，它应当这么说：‘记住，你是吃饭长大，读书长大，也是在爱里长大的！’”作者因为读书，竟然到了“忘食”的地步；人除了吃饭长大，也要读书长大。这些，都很好地突出了文章主旨。作者又说“也是在爱里长大的！”后两句的含义是读书增长知识，使人长进，使人懂得爱。爱，是人类前进的动力，力量的源泉。这就升华了文章主旨。
再比如说，《读写365》中《朋友与命运》（第66页）这篇文章的最后一段，就含有引用的句子“清末名人曾国藩说过：‘一生之成败，皆关乎朋友之贤否，不可不慎也’”，作者用名人名言加强自己对于“交友不可不慎”这个中心论点的说服力。关注文中引用的句子，也能帮助我们整体理解全文。
③ 把握行文脉络。
把握行文脉络，理清写作思路，以行文的思路作为解题的突破口。
其实思路也就是文章结构布局方面的问题，分析各层段之间的关系，以此为突破口，更易把握全文的主旨，对解答题目常会产生奇效。
讨论四：《让我许个愿》行文脉络十分清晰，画一画关键的一些句子，想一想它们是怎样串联起来的。
明确：《让我许个愿》这篇文章中，就可把一些关键句子串联起来，形成全文的结构脉络。如“其实，上中学的时候，我一直不大喜欢她。那年，她40岁了，在一家学校当老师，却不大会做家长。她对我要求严格，却从没有试图了解过我”，“ 尽管过着衣食无忧的生活，却失去了最宝贵的自由”，“ 我是孩子，在她面前，我永远无法做到与她平等地说话”，“反正，做妈的该操不该操的心她全操了”，这些语句，串联文章前半部分，主要写母亲对我的管束而产生的隔阂。“我却从未领过她的情。直到姥姥去世”一句承上启下，把上下文串联起来。作者的态度在慢慢转变，“也不知为什么，她走之后，我本以为获得自由了，内心却不知为何会产生一种从未有过的失落”，“晚上回去，打开灯，室内充满了寂寞。我看着课本，看着看着，眼泪便无端流下来”，“有时候，长大不过一夜之间”，这里的“长大”，不是年龄的长大，而是心态的成熟，作者终于明白了母亲也有一天会离开她，像姥姥一样，那时就不能再做母女，就再没有了缘分，作者在这里完成了对于母亲态度的转变，由“隔阂”转为“理解”。从此开始，就出现了与前文不同感情态度的一些句子，如“高考的作文题是写一位亲人，我选择了写她……在文章的结尾，我写了一句话，如果有一天让我选择，我会希望老天赐她永生。她的存在，就是我今生最大的幸福。我没有告诉她我写过这样的话，因为怕她流泪，因为她早已习惯了我对她的不满”， “但我这时候，已经懂事了．我知道她是寂寞的”，“当时，我什么也没有说，只是很想流泪”，“我知道，这辈子我永远无法还清她倾注给我的爱。所有的女儿都是这样。也是不想让她操心，我很认真地决定着自己的未来。我希望有一天，能用自己赚的钱为她买一幢漂亮的房子，能让她很愉快地去旅行。除此而外，我不知道自己还能用什么样的方式来表达对她的爱。是的，她是我今生最爱的人，但我知道自己永远不好意思对她说出口，说，妈妈，我爱你”，到了“我许的愿只有一个：如果有来世，让我做她的妈妈”一句，作者对母亲的情感又升华了，不仅深刻理解母亲的良苦用心，还“许愿”，产生了强烈的报答母亲的愿望，照应了题目，深化了主题。
（3）告诉读者什么。这个问题是读文的关键所在。
在对文章内容要点、思路脉络等初步了解的基础上，去揣摩作者意图，把握作者情感或观点，以求对文章有较深的理解。
比如，《站着读与跪着读》一文，就有一些句子标示了作者的观点，“我最怕读‘圣人’写的书，就像我最怕同‘圣人’或‘准圣人’谈话一样”，“同‘圣人’或‘准圣人’谈话就不一样了”，“所以，相沿成习的办法是，对‘圣人’之书，跪着读。跪着读，当然保险，但也就此禁锢了思想。中国历来多陋儒、多腐儒，盖缘于此”，从这些看出来，作者是反对“跪着读”的；“然而，也有例外，虽是凤毛麟角，却闪耀着不灭的光辉”，“歧见迭出，各出手眼，正是站着读的好处。后人读着这些见仁见智的评语，实在比千篇 一律的颂扬要有味得多，因为它能启人心智”，“今天读书，当然有更好的条件……但是，跪着读的心态似未能扫除。自己喜欢跪着读，也不许别人站着读的人的事也并未绝迹。这也是叫人很觉扫兴的事”，这些语句，是表明作者观点的。
（二）跳读、答题。即有选择地细读相关文字，并有效答题。阅读时要注意
两点：
1． 读题。精读全文后，你对文章的具体内容、写作技巧和文章主旨有了整体感知以后，需要认真审读训练题，一字一字地读，切不可粗略，防止不得要领，所答非所问。
比如《窃读记》引读第四题：说说“你是吃饭长大，读书长大，也是在爱里长大的”的深刻含义。你要揣摩一下，设计这道题的意图，“吃饭长大”不是答点。后两句的含义是读书增长知识，使人长进，使人懂得爱。爱，是人类前进的动力，力量的源泉。
2． 按题索要。在整体阅读题目后，则按题目要求有目的有重点地跳读，及时圈点勾画，为答题做准备。这里特别要强调圈点勾画习惯的问题，防止重复劳动，浪费有限的时间。
篇11：单元整体教案NSEFCII-U05(人教版高二英语上册教案教学设计)
I. Brief Statements Based on the Unit
Do you like poetry? Have you read a limerick? The whole contents of Unit 4 are about poetry. Four separate parts consist of this unit. First, the simple questions bring the students back to the poems, songs and rhymes they have learned. By reciting them, the students will be struck by the words and colorful meaning of some poems. Then they are arranged to read and enjoy a special, funny poem-a limerick, listen to a passage about poems and talk about all kinds of poems written by some great masters. This will greatly raise the students' interests about poems. They will be sure to want further information about English poems. The text“English Poetry”describes the advantages of reading poems. Plenty of detailed information about the history and development of English poems is also given in the text. The comparison of English and Chinese poems shows us a clear picture of the similarity and difference between the poems of the two countries. The text sings high praise for the two great translators --Lu Xun and Guo Moruo. However, at the end of the text, the writer tells us that something of the spirit of the original works is lost in translated works. This means that we should read original works instead of translated ones as many as possible. Plenty of exercises before and after the text get the students to understand the whole text and grasp its detailed information. The third part is mainly about past participle used as attribute and adverbial. Through different kinds of exercises the students can master this part well. At the end of this unit,
a simple but interesting passage tells us a lot and gives us a perfect answer to the question why people read and sometimes even write poetry. A simple and practical way to enjoy the poems is shown to us. This will encourage more students to join in the learning and appreciating poetry. The students will improve their ability to listen, speak, read and write as well as learning plenty of useful words and expressions after they learn the unit.
II． Teaching Goals
1. Talk about English poetry.
2. Practice expressing intention and decision.3. Learn about the Past Participle (3) used as Adverbial.
4. Write about a poem.
III. Teaching Time: Five periods
IV. Background Information
1. Shakespeare
For any Englishman, there can never be any discussion as to who is the world's greatest poet and greatest dramatist. Only one name can possibly suggest itself to him: that of William Shakespeare. Every Englishman has some knowledge, however slight, of the work of our greatest writer. All of us use words, phrases and quotations from Shakespeare's writings that have become part of the common property of English-speaking people. Most of the time we are probably unaware of the source of the words we use. rather like the old lady who was taken to see a performance of Hamlet and complained that it was full of well-know proverbs and quotations!
Shakespeare, more perhaps than any other writer, made full use of the great resources of the English language. Most of us use about five thousand words in our normal employment of English; Shakespeare in his works used about twenty-five thousand! There is probably no better way for a foreigner (or an Englishman) to appreciate the richness and variety of the English language than by studying the various ways in which Shakespeare used it. Such a study is well worth the effort (it is not, of course, recommended to beginners), even though some aspects of English usage, and the meaning of many words, have changed since Shakespeare's day.
It is paradoxical that we should know comparatively little about the life of the greatest English author. We know that Shakespeare was born in 1564 in Stratford-on-Avon and he died there in 1616. He almost certainly attended the Grammar School in the town, but of this we cannot be sure. We know he was married there in 1582 to Anne Hathaway and that he had three children, a boy and two girls. We know that he spent much of his life in London writing his masterpieces. But this is almost all that we do know.
However, what is important about Shakespeare's life is not its incidental details but his products, the plays and the poems. For many years scholars have been trying to add a few facts about Shakespeare's life to the small number we already possess and for an equally long time critics have been theorising about the plays. Sometimes, indeed, it seems that the poetry of Shakespeare will disappear beneath the great mass of comment that has been written upon it.
Fortunately this is not likely to happen. Shakespeare's poetry and Shakespeare's people ( Macbeth, Othello, Hamlet, Falstaff and the others) have long delighted not just the English but lovers of literature everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.
2. About Shakespeare's Plays
William Shakespeare ( 1564 ～ 1616), English dramatist and poet, is regarded by many people as the greatest English writer of all time. He wrote his first play when he was twenty-six years old. Within about twenty- two years of this writing career, he gave to the world nearly forty plays, including comedies, histories and tragedies. Of all his plays,“Hamlet” is perhaps the best known. His plays, written in the late 16th and early 17th centuries for a small theatre, are today per- formed more often and in more countries than ever before. Many of the words first used by him, and many of his expressions have become everyday usage in English speech and writing.
Of Shakespeare's plays have come down to us. Their probable chronological order is arranged as follows： The First Period(1590～1600)
1590--Henry VI, Part I.
Henry VI, Part II.
1591--Henry VI, Part III.
1592--Richard III.
The Comedy of Errors.
1593--Titus Andronicus.
The Taming of the Shrew.
1594--The Two Gentlemen of Verona.
Love's Labour's Lost.
Romeo and Juliet.
1595--Richard II
A Mid-summer Night's Dream.
1596--King John.
The Merchant of Venice.
1597--Henry IV, Part I.
Henry IV, Part II.
1598--Much Ado About Nothing.
Henry V.
The Merry Wives of Windsor.
1599--Julius Caesar.
As You Like It.
1600--Twelfth Night.
The Second Period( 1601～ 1608) :
1601-- Hamlet.
1602--Troilus and Cressida.
All's Well That Ends Well.
1604--Measure for Measure.
Othello.
1605--King Lear.
Macbeth.
1606--Antony and Cleopatra.
1607--Coriolanus.
Timon of Athens.
1608--Pericles.
The Third period(1609～1612) :
1609--Cymbeline.
1610---The Winter's Tale.
1612--The Tempest.
Henry VIII.
The First Period
Teaching Aims:
1. Talking about poems to raise the students' interest in poems.
2. Listening to improve the students' listening ability.3. Making up dialogues to improve the students' speaking ability.
Teaching Important Points:
1. How to get the students to grasp the main idea of a passage by listening.
2. How to improve the students' speaking ability.
Teaching Difficult Point:
How to direct the students to grasp the detailed information to finish the listening task.
Teaching Methods:
1. Pair work or group work to make every student join in the class activities.
2. Discussion to make every student express himself freely.
Teaching Aids:
1. a tape recorder
2. a computer
3. a projector
Teaching Procedures:
Step I Greetings and Revision
T: Good morning, everyone!
Ss: Good morning, Mrs/Mr × !
T: Sit down, please. Have you finished your homework?
Ss: Yes.
T: Please take out your exercise-books. Let's check your homework. Wu Dong, …
(Teacher checks the students' homework. Then the teacher and students learn the new words of this period together. )
Step II Warming up
T: Do you like poetry, SA?
SA: Yes, I do. I like it very much.
T: Why do you like it?
SA: I learn a great deal from poetry. When I was a small child, my mother taught
me the poem: 锄禾日当午，汗滴禾下土。谁知盘中餐，粒粒皆辛苦。And she explained the meaning of it. I know from a little child that grain comes from pains and we should not waste whatever we eat.
T: How about you, SB ?
SB: I don't like poetry very much, because I had a bad memory when I was a small child. I like to make something.
T： What English poems, song words or rhymes have you read? Can you recite any?
Sc：I've read some English poems when I was in Junior Middle School. And it is
like this:
I Love the Sun
I love the sun,
I love the spring,
I love the birds,
That gaily sing.
I love my school,
I love my play,
And I love all,
That is nice and gay.
SD: I remember I've read a poem about the names of the months. It is:
Thirty days have September.
April, June and November,
All the rest have thirty-one,
Excepting February alone,
And that has twenty-eight days clear,
And twenty nine in each leap year.
T: Very good. Now turn to Page 25. Do the third part. Do you know“打油诗”?
In English limerick is like“打油诗”in Chinese. It is a special, funny poem and is written just to make people laugh. Read the two limericks and enjoy them.
(Students read the poems together and at last two students are asked to read them.)
T: What is the pattern of each poem? “pattern” means “格调”.
SE: It's funny. It is written just to make others laugh, I think.
T: Now, please answer the last question on Page 25.
SF :To talk about poets and poetry, we often use the words ：“good, bad,
interesting, funny, dull, meaningful, meaningless, etc”.
Sa: We will also use“ moving, instructive, encouraging, make me happy, sad, etc”.
T: What phrases do you think will be useful when you express your intentions
and reach decisions?
SH :When we want to express our intentions, we often say: I'm going to…; I
intend/mean/plan to… ; I will…; I feel like (doing sth. )…; I'd like to… ; I'm ready to…; I would rather not…etc.
SI：When we want to reach decisions, we often use: In my opinion, we should…;
What's your opinion? I think/believe/suppose we should…;I don't think it's
necessary to…; We must decide…; I hope we can reach/come to/arrive at/ take/make a decision, etc.
Step III Listening
T： Now let's do Listening. Please turn to Page 25 and read the instructions first. (Students begin to read the instructions. Some minutes later, teacher says the following. )
T: Do you know what you should do after you listen to the tape?
Ss: Yes.
T： Now I'll play the tape. When I play it for the first time, do Ex. 1, please.
When I play it for the second time, do Ex. 2. If you have anything you don't
hear clearly, please let me know. At the end of listening, I'll play the tape once more and give you enough time to check your answers. Then check your answers with your partner. I'll ask one or two students to give us their answers at last. Do you understand what I've said?
Ss: Yes.
Step IV Speaking
T: Let's do speaking. Please open your books on Page 26. There are four circles on this page. Each circle lists some information about poems. They are topics for poems, periods of time, groups or names of poets and human feeling shown in poems. Ask your partner what kind of poetry he or she might want to read. Choose a word from each circle and explain why you want to read a poem like that or not. Work in groups or pairs. Have a discussion and make up a dialogue to express what you want to say. The useful expressions on the screen might be helpful to you.
(Teacher shows the screen.)
Useful expressions
I'm interested to…but…
I think it will be too difficult to…
I think I might want to…
I think it will be boring…
I want to…
I'm very interested in…so…
I'd like to…
I'm not very interested in…so…
I've never heard of…so…
I hope to find…
I've never read any…so…
I don't know much about…
but…
T :( After a few minutes. ) Have you finished?
Ss: Yes. T: Now who will tell us your opinions? Volunteers?
Sa: and Sb : (Standing up. )We'll try. …
Sample dialogue: Sa--A; Sb--B
A: What kind of poetry do you like to read?
B: I like to read poems about nature.
A: Why are you interested to read such poems? B: When I read this kind of poem, it seems that I was in a different world. The things described in the poem seems to be real ones. They seem to be around me. I feel them and enjoy them.
A: What kind of poems are you not interested in?
B: I'm not interested in poems about pets. We have a lot of important things to do and I think I have no time to have pets. What about you?
A: I'm interested in poems about humour, because it can bring happiness to us. All the unhappy things are gone with the laughter.
T: Very good. Who else will do this?
Sc and Sd : We'll try. …
Sample dialogue:
Sc-A; Sd--B
A: I know that you can recite plenty of poems. Can you tell me what kind of poems you like?
B: I like the poems by Li Bai, especially the ones to describe nature.
A: For what reason do you like them?
B: When I read them, I feel comfortable. A poem of his is a beautiful picture hanging before us. I would go into the picture as I read them.
A: What kind of poems are you not interested in?
B: Poems about broken hearts. They make me sad. What's your opinion?
A: I like the poems about the sea and I don't like the noes about death and broken hearts.
B: Just like me!
Step V Summary and Homework
T: In this period, our topic is about poems. We have talked a lot about
poems. What kind of poems do you like? This is an interesting topic. After class, go on with you topics and discussion. You can use the expressions we just mentioned on the screen. Do you remember them? OK. Please tell us. (Students repeat the expressions and teacher writes them on the blackboard. ) That's all for today. Class is over
Step V The Design of the Writing on the Blackboard
Unit 4 A garden of poems The First Period
Useful expressions:
I'm interested to…but…
I think I might want to…
I want to…
I'd like to…
I've never heard of…so…
I've never read any…so…
I think it will be too difficult to…
I think it will be boring…
I'm very interested in…so…
I'm not very interested in… so…
I hope to find…
I don't know much about…but……
Step VII Record after Teaching
____________________________________
____________________________________
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篇12：单元整体教案NSEFCII-U03(人教版高二英语上册教案教学设计)
Unit 3 Art and architecture
I. Brief Statements Based on the Unit
In this unit, Ss will read about art and architecture, learn to express preferences, learn about the Past Participle used as Object Complement, and learn to write a review of a painting. In the first period, Ss will learn to express preferences by making dialogues with the help of the given expressions. Also they
will do some listening practice to improve their listening ability. In the second period, Ss will read a passage about modern architecture. They will learn about some famous architects and their works as well as some famous buildings in the world. In this period, Ss will learn some useful words and expressions, too. In the third period of this unit, the useful words are revised first and also Ss will learn to use a new sentence pattern：A is to B what C is to D. Ss can master it after finishing the practice provided in this part. The grammar item is the Past Participle used as Object Complement. This is an important item. Teacher should give some explanations to help Ss understand it and then after Ss finish the exercises they will master it better. Teacher may provide more practice if necessary. In the fourth period, Ss will do some reading and writing practice to improve their integrating skills. After the study of this unit, Ss may know more about art and architecture and they will also make progress in their listening, speaking, reading and writing abilities.
II .Teaching Goals
1. Talk about art and architecture.
2. Learn to express preferences.
3. Learn about the Past Participle(2) : used as Object Complement.
4. Write a review of a painting.
III. Teaching Time: Four periods
IV. Background Information
1. The Great Wall of China
In 221 B.C. the First Emperor started to build a great wall right across the north of his empire. He wanted to keep the tribes of Huns and Tartars outside his country. There were earlier walls built in some places by different kings of China, but the First Emperor, now that he ruled all China, decided to complete the wall. He decided to make it run right across from Tibet to the sea, a distance of over 1 500 miles. It took seven years to build.
The Great Wall ran across wild, steep, mountainous country, over the mountains and down the valleys. North and west of it there were only wild mountains and deserts, and south and east there were the rich Yellow River plains. It was built higher than a double-decker bus. In most places it was wide enough for eight men to march side by side along the top. It was built of stones and clay. There were huge blocks of stones on the sides, and on the top there were more stones. Cars could travel along the top.
About every two hundred yards there were tall, strong towers where soldiers could keep watch for the enemy, and where they could light fires to signal to each other. There were always soldiers inside these towers, winter and summer, keeping guard against attacks from the Huns. There were a few well-guarded gateways with huge wooden gates, strengthened with iron nails. These connected the main roads of China to other roads through the mountains and across the desert.
The Great Wall has often been rebuilt through the centuries, and much of it is still standing today. Visitors can still see it running like a snake across the country and can still walk along the top. Much of the traffic which passes through the ancient gateways has not changed much. But today, as well as horses and carts there are motor cars and trucks.
To build such an enormous wall across such wild and mountainous country without any modern tractors or other heavy machines was very difficult. All the Emperor's builders were thousands of men, often prisoners of war. They lifted the earth in buckets and dragged the stones in teams with ropes over their shoulders. They worked in such wild and distant places that it was difficult to supply them with enough food or to make proper shelters in which they could sleep. Thousands of workers died and were buried in the clay inside the wall. The people hated the Emperor for his cruelty but he made them finish the wall. Many people were seized and forced to work on the wall far away from their homes. Many of them never came back.
Superstitious people who believed in magic used to say that the Emperor had ridden across the mountains on magic horses. The wall appeared under him as he went along. Wherever the horse stamped its foot, a watch-tower appeared. But the wall was not made by magic. It was made by the work and lives of thousands of men.
2. The Yellow Crane Tower
On May 20, 1985 the newly-rebuilt Yellow Crane Tower(Huanghe Tower) was completed and opened to the public.
The rebuilding of the tower took four years and cost 15 million yuan.
This five-storeyed building stands on the top of the Snake Hill(Mount She) by the Changjiang River in Hubei Province. It is 51.4 metres high. In the halls of the first four storeys there are many pictures, portraits and wall-paintings. They are about fairy tales, Chinese history and the history of the tower.
Do you know when the tower was first built? And why do we call it “The Yellow Crane Tower”?
There is a legend that long long ago an old man named Wang Zhian rode on the backof a yellow crane, flew away from the tower and later became an immortal being. It is also said that another man named Fei Wenyi returned to the tower to have a rest with the help of a yellow crane.
Another story goes like this: a window by the name of Xin set up a public house by the Snake Hill in Wuchang. A Taoist often came to drink here. Each time he was allowed to drink without payment. Once before leaving, the Taoist drew a yellow crane on the wall with a piece of orange skin. The yellow crane flew down off the wall and danced happily immediately after the people clapped their hands. On hearing the news many, many people came here for a drink. Mrs Xin got richer and richer. So she decided to build a tower in memory of the crane. It was named the Yellow Crane Tower.
In fact, the Yellow Crane Tower was first built more than 1 600 years ago. That is in the early years of the Three-Kingdom Period. It stood on the south bank of the Changjiang River in Wuchang.
In the beginning, the tower was only used by the armies, but after a certain period of time it was open to the public. The tower has been destroyed and rebuilt many times, and it has been a well-known historical building for centuries. Many poets wrote excellent poems in praise of the tower.
However, before liberation, the Yellow Crane Tower was not well protected. When Wuhan was liberated, only a very shabby tower remained.
In October 1981, the government decided to rebuild the Yellow Crane Tower, and now on the top of the Snake Hill stands a new magnificent five-storeyed Yellow Crane Tower, overlooking the beautiful river city of Wuban.
Who says that the Yellow Crane had flown away and would never come back? With the rapid development of our socialist country, the Yellow Crane Tower is reborn! Seeing the great Yellow Crane Tower, everyChinese should certainly have a sense of national pride.
The First Period
Teaching Aims:
1. Improve the students' listening ability.
2. Improve the students' speaking ability.
3. Learn and master some useful words and expressions.
Teaching Important Point:
Train the students' listening and speaking abilities.
Teaching Difficult Points:
1. How to help students to improve their listening ability.
2. How to help students to learn to express preferences.
Teaching Methods:
1. Discussion to make the students talk about art and architecture.
2. Individual or pair work to make the students practise their speaking ability.
3. Listening practice to improve the students' listening ability.
Teaching Aids:
1. a tape recorder
2. a projector
3. the blackboard
Teaching Procedures:
Step I Greetings and Warming-up
Greet the whole class as usual.
T: (Walk to one student)Wang Jing,
where do you live?
S: I live at No. 26 Zhonghua Street.
T: What kind of house do you live in? A traditional house or an apartment?
S: I live in an apartment.
T: Do you like living in an apartment?
S: Yes.
T: Can you tell us why?
S: It's clean and safe, and it's easy to keep warm in winter, since it has the
heating system.
T: What's the disadvantage of living in an apartment?
S: It's not convenient for you to carry things home and it's not easy for you
to get sunlight.
T: OK. Please sit down. (Walk to another student.)Li Xiao, what kind of house
do you live in? Do you live in an apartment, too?
S: No. I live in a traditional house.
T: Do you like living in a traditional house?
S2: Not very much. Because it's not safe when there is nobody at home, and it gives you much trouble to keep warm in winter, but it has some advantages. It’s convenient for you to carry things home, and you can take exercise in the yard. If you like, you can keep some pets, such as a dog, a cat and so on. And you can grow some flowers, too.It's very interesting.
T: Good. I must pay a visit to your house one day. Now, look at the questions on
the screen and have a discussion in pairs.
(Show the following on the screen.)
Questions:
If you were free to design your own dream house, what would your house look like? What materials would you use? Explain why you made certain choices about your dream house.
(After the discussion, collect their answers.)
S3: lf I were free to design my own dream house, I would like it to look modern and comfortable. I would lay a wooden floor in the rooms. I would have a glass tea table placed in the kitchen. I would like some modern steel chairs designed in special styles. I would have a set of leather sofa in the living room.
S4: I have a different opinion. I would like my dream house to look traditional. I like wooden furniture very much. I would have a wooden floor laid first.
And then I would buy some wooden furniture, such as a wooden tea table, some wooden chairs, a big wooden bed and one wooden bookcase. I would have two Chinese traditional paintings put up on the wall in my living room. And I would place a pair of cloisonné vases in the living room. 1 think wooden furniture makes people feel friendly and peaceful.
S5:……
T: All your designs are wonderful. You're all good architects. This unit is about
art and architecture. What words and phrases do you think will be useful when you want to talk about them? Who knows?
S6: I think“pattern, style, modern, material, traditional, be made of, be covered
by” are useful.
T: Good. Who can tell us more?
S7: Let me try. High, low, steel, be famous for, look like, and so on.
T: Very good. Now, work in groups of four and find out the history of art and
architecture, names of artists and architects, famous buildings and works of art in the world.
(A moment later, teacher may ask some students to say their answers.)
Step II Speaking
T: Now, please open your books and turn to Page 17. Look at the two pictures.
What do you see?
Ss: Modern buildings and a traditional house.
T: Just now, we talked about their advantages and disadvantages. Now, please
work in pairs to make a short dialogue. Tell each other which you prefer
and try to explain why you prefer one thing to the other.
(Students prepare for a while.)
T: Are you ready?
Ss: Yes.
T: Which pair volunteers to act our your dialogue?
Ss: Let us try....
(The pair acts out their dialogue. Teacher then shows the following on the screen. )
T: Very good. Now, please look at the screen. What beautiful chairs they are!
Do you like them?
Ss: Yes.
T: Which do you like better?
(Ss may have different answers.)
T: OK. Now, please turn to Page 18 and look at the sample dialogue in Speaking and some useful expressions on Page 19. They're useful when you are making your dialogue expressing preferences. Read them carefully and then make a dialogue with your partner.
(A moment later, ask some students to act out their dialogues.)
Sample dialogue:
A: Do you prefer classical chairs or do you like modern chairs better?
B: I'd rather have modern chairs.
A: Can you tell me why?
B: In my opinion, modern chairs are lighter and more colorful. ] don't like the
hard wooden chairs which I think are uncomfortable.
A: I really prefer classical chairs. I like seeing something old and classical and
I like the different designs of the chairs.
Step III Preparation for Listening
T: OK. We've talked much about art and architecture. And we also designed our
own dream houses. Now, imagine that you're moving into your new house, but you need to buy some furniture. What kind of furniture would you like to buy and why do you prefer them? Have a short discussion in pairs, please.
(Allow the students a few minutes to prepare for the dialogue and ask one or
two pairs to act out if time permits. )
Step IV Listening
T: Well done. Now, we'll do some listening practice. You'll listen to a talk
between Amy and Danny. They want to buy some furniture for their new house. They visit a shop and talk with the sales assistant about their taste and preferences. Before we listen to the tape, let’s go through the requirements together.
(Help Ss to know what to do and make them guess the answers. )
T: OK. Now, you've known what to do. Listen carefully and finish the exercises by yourself first and then cheek your answers with your partner.
(Play the tape twice for Ss to listen and finish the exercises and then play
it a third time for students to check their answers. At last cheek the answers with the whole class. )
Step V Summary and Homework
T: Today we've learnt how to express preferences. Who can write the useful expressions on the blackboard?
S: Let me try. (Write some on the blackboard. )
T: Good. Who has anything else to add?
S: I'll try. (Write some other expressions on the blackboard. )
T: Good. After class, you should try to use them more to learn them by heart. They are very useful. In the next period, we’ll read more about architecture. Please remember to preview the reading passage. OK. That's all for today. See you tomorrow!
Ss: See you tomorrow!
Step VI The Design of the Writing on the Blackboard
Unit 3 Art and architecture
The First Period
Useful expressions:
I'd rather…
I don't get excited about…
I'm much more interested…
If you ask me, then…
In my opinion…
I prefer something that…
I really prefer…
I like seeing something…
I wouldn't feel happy if…
What I like is…
I'm not very interested in.…
I can't stand…
Step VII Record after Teaching
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