人教版高中英语必修二示范说课稿.docx

人教版高中英语必修二示范说课稿.docx

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人教版高中英语必修二示范说课稿

人教版高中英语必修二示范说课稿

高中英语必修二《Unit1CulturalRelics》示范说课稿

CulturalRelics

Ⅰ.Briefintroductionofthetext

Teachingtext：

CulturalRelics（NSEFC-Book2Unit1Periodone）

Textanalyze：

Thebasictopicofthisunitis“Culturalrelics”.Fromlearningthislesson,studentscouldgettoknowCulturalrelicsintheworldandlearntodescribethedefine,thesource,developmentandprotectionofthem.Intheprocessofcommunication,studentscanjudgefromwhatwasgiven,andthenputforwardtheirownideasonhowtoprotectculturalrelics.Thisperiodgiveprioritytooralpracticewithlisteningassistant.

Ⅱ.Teachingmaterial

1.Outline

Thecharacteristicofthenewoutlineiscommunication,whichemphasizepracticality.Itisspirebetweentopicsthatarrangeofthenewoutline.Thetopicofthetextisonhowtoprotect culturalrelics.Asamatteroffact,studentshavealreadyhadthesesimilarexercises（suchas     environmentprotection,animalsprotection）.Accordingtothelineoffunction,teacherorganize  thebasicpartofthisunit,thatiswarmingup，speakingtask，listeningtask.

Requirement：

Studentscouldcommunicatewitheachotherondefineofculturalrelicsanditsprotection.

2.TeachingAims:

（1）.Targetlanguage

Culturalrelics,survive,remain,state,rare,vase,lookinto,belongto（四会）

Introduction,trace,features,indanger（三会）

（2）.Abilitygoals

Askthestudentstotrytounderstanddefineofculturalrelicsanditsprotection.What’smore, theycouldusethenewwordstocommunicateanddiscussabouttheprotectionofcultural     relics.

（3）.Sensibilitygoals

Protectionofculturalrelics,environmentprotection,andstrengthenstudents’senseof

responsibility.

（4）.basicskills：

Studentscanlistenandtalkabouttheknowledgeofprotectionofculturalrelics,andthendiscussintheirownopinions.

3.Teachingfocus:

Teachingfocalpoints:

Culturalrelics,survive,state,rare,vase,lookinto,belongto，remain

Teachingdifficultpoints：

Listening&speaking

Teachingcrux：

Makestudentsparticipateinanewscenecreatedbyteacher，theywillfully  broughtintoplaytheirnon-intelligencefactors。

Ⅲ.Teachingcharacteristic:

⒈Studentscharacteristic

（1）Theirbasicknowledgeisirregular.

（2）Impassivelearningandlackingoffavorablehabitoflearning.

（3）Liketoshowoff,lackofself-command，rebellious。

（4）Creativeandwellplasticity。

⒉Structureofknowledge

Thestructuresareveryfragmentary,especiallylackingofbasicknowledge,whichfrustratetheprocessofteaching.

⒊Ideation

Lackingoflogicandtheprofundityofthinking.

Ⅳ.Teachingmethod

Communicativeteachingmethod,Audio-visualmethod

Basis：

Itisveryimportanttohaveagoodenvironmentofstudy,andtheaimoflanguage

learningistocommunicate.

Ⅴ.Learningmethod

Communicativestrategy&Resourcestrategy

Basis：

It’swellknownthatpedagogueshouldteachstudents“Howtolearn”ratherthan“whattolearn”.Inthisway,wecancastofftherestrictionofspaceandtimesothatstudentswouldbemoreactive,lovelyandfunny.

Communicativestrategy：

Knowledgeisnotfarfromusandclosetoourreallives.Asstudentsgobacktothetravelexperiences,theywouldbepersonallyonthesceneofthoseculturalrelics,andthenitcanbeeasilyledtotheclass.Teacherwouldplaytheflashofculturalrelicsthatarebeingdestroyed,fromwhichstudentswouldthinkoftheactualityandanswersomequestions.Theywouldfullyexerttheirimaginationandcreativitytosaytheirsay.

Resourcestrategy：

Finally,teacherwouldgivethemseveralwebsiteson“Howtoprotect    culturalrelics”sothatstudentswouldknowmoreaboutit.Moreover,teachingandlearning   couldcombinewitheachotherperfectly.

Ⅵ.Teachingprocedure

Teachingaids:

Multi-mediacomputer,Audio

Stepsectionstime:

1.Warmingup（5minutes）

2.Speakingtask（5minutes）

3.Speakingtask（15minutes）

4.Listeningtask（10minutes）

5.Exercises（5minutes）

Ⅶ.Thedesignofblackboard

Inthewholeprocessofteaching,teacheractasaguide,leadingstudentstogettounderstandthesubstanceofculturalrelics.Studentswouldobserve,thinkandpracticebythemselves,

teacherwouldoffersomehelpifnecessary.

Warmingup：

⒈Briefintroductionoftravelexperiences;

⒉Placesofinterests

Speakingtask：

⒈ShowsomepicturesofCulturalrelics;

⒉Culturalrelicsthatarebeingdestroyed.

⒊Protectionofculturalrelics.

Listeningtask：

⒈Waysofprotectingculturalrelics

⒉Discussitinpairsintheirownopinion.

Exercises&Summary:

Newwordsandexpressions.

Warmingup：

Studentstaketurnstointroducetheirtravelexperiencesbyshowingsomepicturesandvideos.（Students’activities）.

Inordertoarousetheinterestingofstudents,teacherwouldshowsomepicturesofcultural     relicswithcliffhangmusic,fromwhichstudentswouldconvulsebythegreatworkoftoilerandcivilization.Thus,itleadstothetopicofthelesson.（5minutes）

Speakingtask：

1.Showflash，askstudentstosumupthedefineofculturalrelics,thenthewholeclasswillbedividedintoseveralsmallgroupstodiscussandrepresenttoallofusbyusingthenewwords  andexpressions.

2.Studentswillhaveinterviewson“howtoprotecttheculturalrelics”.Inagroupoffour,       supposeoneisalocalofficial,oneisjournalist,andtheothertwoaretourists.Afterdiscussionwiththehelpofteacher,eachgroupwillshowtheirpresentationinfrontoftheblackboard.

（Teacher-studentsactivities,teamwork）

Listeningtask：

Listeningmaterialhassummedupmanykindsofwaysofprotectingculturalrelics,teacher     shouldguidestudentstomastereveryfeasiblewaysofrecognizingprofundityofnatural

protection.Studentsdiscussinpairs,andthenshowtotheclass（pairwork,wholeclasswork）

Exercises：

Itismainlyconsolidatethenewwordsandexpressions,whichisalsoasummaryofthislesson.

Summary:

Teacherwouldemphasizeagainthatweshouldlovenature,protectenvironment,andprotect  culturalrelics.

Ⅷ.Homework

（1）：

Accordingtothewebsitesofferedbyteacher,studentsshouldsearchmoreinformationaboutculturalrelics.

（2）：

Supposeyouareaprotectorofculturalrelics,writeanessayaboutsomewaysofprotectionandactualitybyusingthenewwordsandexpressionsinthisclass.（120words）

高中英语必修二《Unit2TheOlympicGames》示范说课稿

《Unit2TheOlympicGames》示范说课稿

Goodafternoon,ladiesandgentlemen:

ThelessonI’mteachingtodayisfromunit2Book2TheOlympicGames.Thisisthesecondperiod,readingcomprehension“Aninterview”.ThestudentsI’mteachingarefromsenior1whohavegreatpassionforEnglishandabilityofusingEnglishinclass.Theyhavelearntthenewwordsandphrasesinthefirstperiod.Inthislesson,Iwilladaptsituational,communicative,cooperativeandtask-basedapproaches.

Herearethemajorteachingtasksandaims:

1.TohelpSslearnsomeusefulwords,phrasesandsentencesaboutOlympicssothattheycanusethemintheirdailylifeinaproperwayandtohaveatouchofagrammaritem-thefuturepassivevoice,whichisthelanguagefocusanddifficultpointofthisperiod..

2.TodevelopSs’reading,listeningandnote-takingandspeakingskillswithactivitiesaboutOlympics,helpSsfindthedifferencesandsimilaritiesoftheancientandmodernOlympics,whichistheimportantpointofthisperiod,andhelpSstounderstandthestructureofaninterviewinordertoconductaninterviewinaproperway.Thisistheabilitygoalofthislesson.

3.ToencourageSstolovesports,tounderstandtheOlympicspirit“Swifter,HigherandStronger”anduseittoguidetheirlifeandstudy.Thisisalsothemorallessonofthisunit.

Tofulfilltheteachingtasks,Iwillcarryoutcompetitionsthroughthewholeclassusingacomputerandaprojector.Theteachingproceduresareasfollows

Step1.Leadingin

IwillbeginthelessonbyplayingthethemesongofBeijingOlympics“Youandme”andaskSstotalkabouttheirfeelingaftertheyhearthissong.ThisistoleadinthetopicofOlympicsandarousetheirinterestofthislesson.

Step2.Warmingup

Atthebeginningofthenewlesson,theclasswillbedividedintofourgroups.ThenwewillbeginaaquizaboutOlympics.ThepurposeofthisstepistocheckSs’knowledgeaboutOlympicsandpreparethemforthestudyofthenewlesson.

（1）HowmanygoldmedalsdidourcountrywininBeijingOlympics?

（2）WhowasthefirstgoldmedalwinnerinBeijingOlympicsandforwhatevent?

（3）WhataretheofficialmascotsforBeijingOlympics?

（4）WhatisthesloganofBeijingOlympics?

（5）Wherewillthe2012Olympicsbeheld?

（6）WhatdothefiveringsontheOlympicflagstandsfor?

（7）WhatarethethreewordsthatshowthespiritoftheOlympicGames?

（8）WheredidtheancientOlympicGamesstart?

Step3.Speakingandanticipating

IwillshowpicturesofsomefamousathletesofourcountryandaskSstotalkabouttheirfavouritesportsandathletes,thenprovideSswithsomepicturesabouttheancientOlympicsandaskthemtopredictthedifferencesbetweentheancientandmodernOlympics.ThisstepistoimproveSs’speakingskillandmakethemclearaboutwhattheyaregoingtolearninthisperiod.

Step4.Listeningandnote-taking

Sswilllistentotherecordingoftheinterviewtwiceandmeanwhiletheyshouldtakenotes,whichisaveryimportantskillthatshouldbeemphasized.Inthisstep,Sslistenforandacquireinformation.Afterthefirsttimeoflistening,Ssaresupposedtoanswersomeinformationquestions,suchaswhatistheinterviewabout;afterlisteningtwice,Ssareexpectedtohavetakendownnotesaboutsomeessentialaspectsoftheinterview.Andfinally,withthehelpofthenotes,studentsshouldbeablet