人教版高中英语必修二英文说课讲稿全套doc.docx

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人教版高中英语必修二英文说课讲稿全套doc

人教版高中英语必修二

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.Thetopicofthetextisonhowtoprotectculturalrelics.Asamatteroffact,studentshavealreadyhadthesesimilarexercises（suchasenvironmentprotection,animalsprotection）.Accordingtothelineoffunction,teacherorganizethebasicpartofthisunit,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,theycouldusethenewwordstocommunicateanddiscussabouttheprotectionofculturalrelics.

（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,theywillfullybroughtintoplaytheirnon-intelligencefactorso

III.Teachingcharacteristic:

1.Studentscharacteristic

（1）Theirbasicknowledgeisirregular.

（2）Impassivelearningandlackingoffavorablehabitoflearning.

（3）Liketoshowoff,lackofself-command,rebelliouSo

（4）Creativeandwellplasticityo

2.Structureofknowledge

Thestructuresareveryfragmentary,especiallylackingofbasicknowledge,whichfrustratetheprocessofteaching.

3.Ideation

Lackingoflogicandtheprofundityofthinking.

IV.Teachingmethod

Communicativeteachingmethod,Audio-visualmethod

Basis：

Itisveryimportanttohaveagoodenvironmentofstudy,andtheaimoflanguagelearningistocommunicate.

V.Learningmethod

Communicativestrategy&Resourcestrategy

Basis：

It'swellknownthatpedagogueshouldteachstudents"Howtolearn"ratherthan"whattolearn,,.Inthisway,wecancastofftherestrictionofspaceandtimesothatstudentswouldbemoreactive,lovelyandfunny.

Communicativestrategy：

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

Resourcestrategy：

Finally,teacherwouldgivethemseveralwebsiteson"Howtoprotectculturalrelics?

sothatstudentswouldknowmoreaboutit.Moreover,teachingandlearningcouldcombinewitheachotherperfectly.

VI.Teachingprocedure

Teachingaids:

Multi-mediacomputer,Audio

Stepsectionstime:

1.Warmingup（5minutes）

2.Speakingtask（5minutes）

3.Speakingtask（15minutes）

4.Listeningtask（10minutes）

5.Exercises（5minutes）

VH.Thedesignofblackboard

Inthewholeprocessofteaching,teacheractasaguide,leadingstudentstogettounderstandthesubstanceofculturalrelics.Studentswouldobserve,thinkandpracticebythemselves,teacherwouldoffersomehelpifnecessary.

Warmingup：

1-Briefintroductionoftravelexperiences;

2.Placesofinterests

Speakingtask：

l.ShowsomepicturesofCulturalrelics;

2.Culturalrelicsthatarebeingdestroyed.

3.Protectionofculturalrelics.

Listeningtask：

1.Waysofprotectingculturalrelics

2.Discussitinpairsintheirownopinion.

Exercises&Summary:

Newwordsandexpressions.

Warmingup：

Studentstaketurnstointroducetheirtravelexperiencesbyshowingsomepicturesandvideos.（Students'activities）.

Inordertoarousetheinterestingofstudents,teacherwouldshowsomepicturesofculturalrelicswithcliffhangmusic,fromwhichstudentswouldconvulsebythegreatworkoftoilerandcivilization,Thus,itleadstothetopicofthelesson.（5minutes）

Speakingtask：

l.Showflash,askstudentstosumupthedefineofculturalrelics,thenthewholeclasswillbedividedintoseveralsmallgroupstodiscussandrepresenttoallofusbyusingthenewwordsandexpressions.

2.Studentswillhaveinterviewson"howtoprotecttheculturalrelics".Inagroupoffour,supposeoneisalocalofficial,oneisjournalist,andtheothertwoaretourists.Afterdiscussionwiththehelpofteacher,eachgroupwillshowtheirpresentationinfrontoftheblackboard.

（Teacher-studentsactivities,teamwork）

Listeningtask：

Listeningmaterialhassummedupmanykindsofwaysofprotectingculturalrelics,teachershouldguidestudentstomastereveryfeasiblewaysofrecognizingprofundityofnatural

protection,Studentsdiscussinpairs,andthenshowtotheclass（pairwork,wholeclasswork）

Exercises：

Itismainlyconsolidatethenewwordsandexpressions,whichisalsoasummaryofthislesson.

Summary:

Teacherwouldemphasizeagainthatweshouldlovenature,protectenvironment,andprotectculturalrelics.

VID.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”.ThestudentsKmteachingarefromsenior1whohavegreatpassionforEnglishandabilityofusingEnglishinclass.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,studentsshouldbeabletoretelltheinterviewwiththeir