人教版高中英语必修二示范说课稿

1、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.BriefintroductionofthetextTeachingtext：CulturalRelics（NSEFC-Book2Unit1Periodone）Textanalyze：Thebasictopicofthisunitis“Culturalrelics”.Fromlearningthislesson,studentscouldgettoknowCulturalrelicsintheworldandlearntodescribethedefine,thesourc

2、e,developmentandprotectionofthem.Intheprocessofcommunication,studentscanjudgefromwhatwasgiven,andthenputforwardtheirownideasonhowtoprotectculturalrelics.Thisperiodgiveprioritytooralpracticewithlisteningassistant.TeachingmaterialOutlineThecharacteristicofthenewoutlineiscommunication,whichemphasizepra

3、cticality.Itisspirebetweentopicsthatarrangeofthenewoutline.Thetopicofthetextisonhowtoprotectculturalrelics.Asamatteroffact,studentshavealreadyhadthesesimilarexercises（suchasenvironmentprotection,animalsprotection）.Accordingtothelineoffunction,teacherorganizethebasicpartofthisunit,thatiswarmingup，spe

4、akingtask，listeningtask.Requirement：Studentscouldcommunicatewitheachotherondefineofculturalrelicsanditsprotection.TeachingAims:（1）.TargetlanguageCulturalrelics,survive,remain,state,rare,vase,lookinto,belongto（四会）Introduction,trace,features,indanger（三会）（2）.AbilitygoalsAskthestudentstotrytounderstandd

5、efineofculturalrelicsanditsprotection.Whatsmore,theycouldusethenewwordstocommunicateanddiscussabouttheprotectionofculturalrelics.（3）.SensibilitygoalsProtectionofculturalrelics,environmentprotection,andstrengthenstudentssenseofresponsibility.（4）.basicskills：Studentscanlistenandtalkabouttheknowledgeof

6、protectionofculturalrelics,andthendiscussintheirownopinions.Teachingfocus:Teachingfocalpoints:Culturalrelics,survive,state,rare,vase,lookinto,belongto，remainTeachingdifficultpoints：Listening&speakingTeachingcrux：Makestudentsparticipateinanewscenecreatedbyteacher，theywillfullybroughtintoplaytheirnon-

7、intelligencefactors。Teachingcharacteristic:Studentscharacteristic（1）Theirbasicknowledgeisirregular.（2）Impassivelearningandlackingoffavorablehabitoflearning.（3）Liketoshowoff,lackofself-command，rebellious。（4）Creativeandwellplasticity。StructureofknowledgeThestructuresareveryfragmentary,especiallylackin

8、gofbasicknowledge,whichfrustratetheprocessofteaching.IdeationLackingoflogicandtheprofundityofthinking.TeachingmethodCommunicativeteachingmethod,Audio-visualmethodBasis：Itisveryimportanttohaveagoodenvironmentofstudy,andtheaimoflanguagelearningistocommunicate.LearningmethodCommunicativestrategy&Resour

9、cestrategyBasis：Itswellknownthatpedagogueshouldteachstudents“Howtolearn”ratherthan“whattolearn”.Inthisway,wecancastofftherestrictionofspaceandtimesothatstudentswouldbemoreactive,lovelyandfunny.Communicativestrategy：Knowledgeisnotfarfromusandclosetoourreallives.Asstudentsgobacktothetravelexperiences,

10、theywouldbepersonallyonthesceneofthoseculturalrelics,andthenitcanbeeasilyledtotheclass.Teacherwouldplaytheflashofculturalrelicsthatarebeingdestroyed,fromwhichstudentswouldthinkoftheactualityandanswersomequestions.Theywouldfullyexerttheirimaginationandcreativitytosaytheirsay.Resourcestrategy：Finally,

11、teacherwouldgivethemseveralwebsiteson“Howtoprotectculturalrelics”sothatstudentswouldknowmoreaboutit.Moreover,teachingandlearningcouldcombinewitheachotherperfectly.W.TeachingprocedureTeachingaids:Multi-mediacomputer,AudioStepsectionstime:Warmingup(5minutes)Speakingtask(5minutes)Speakingtask(15minutes

12、)Listeningtask(10minutes)Exercises(5minutes)W.ThedesignofblackboardInthewholeprocessofteaching,teacheractasaguide,leadingstudentstogettounderstandthesubstanceofculturalrelics.Studentswouldobserve,thinkandpracticebythemselves,teacherwouldoffersomehelpifnecessary.Warmingup：Briefintroductionoftravelexp

13、eriences;PlacesofinterestsSpeakingtask：1ShowsomepicturesofCulturalrelics;2Culturalrelicsthatarebeingdestroyed.Protectionofculturalrelics.Listeningtask：WaysofprotectingculturalrelicsDiscussitinpairsintheirownopinion.Exercises&Summary:Newwordsandexpressions.Warmingup：Studentstaketurnstointroducetheirt

14、ravelexperiencesbyshowingsomepicturesandvideos.(Studentsactivities).Inordertoarousetheinterestingofstudents,teacherwouldshowsomepicturesofculturalrelicswithcliffhangmusic,fromwhichstudentswouldconvulsebythegreatworkoftoilerandcivilization.Thus,itleadstothetopicofthelesson.(5minutes)Speakingtask：1.Sh

15、owflash，askstudentstosumupthedefineofculturalrelics,thenthewholeclasswillbedividedintoseveralsmallgroupstodiscussandrepresenttoallofusbyusingthenewwordsandexpressions.2.Studentswillhaveinterviewson“howtoprotecttheculturalrelics”.Inagroupoffour,supposeoneisalocalofficial,oneisjournalist,andtheothertw

16、oaretourists.Afterdiscussionwiththehelpofteacher,eachgroupwillshowtheirpresentationinfrontoftheblackboard.(Teacher-studentsactivities,teamwork)Listeningtask：Listeningmaterialhassummedupmanykindsofwaysofprotectingculturalrelics,teachershouldguidestudentstomastereveryfeasiblewaysofrecognizingprofundit

17、yofnaturalprotection.Studentsdiscussinpairs,andthenshowtotheclass(pairwork,wholeclasswork)Exercises：Itismainlyconsolidatethenewwordsandexpressions,whichisalsoasummaryofthislesson.Summary:Teacherwouldemphasizeagainthatweshouldlovenature,protectenvironment,andprotectculturalrelics.W.Homework：According

18、tothewebsitesofferedbyteacher,studentsshouldsearchmoreinformationaboutculturalrelics.：Supposeyouareaprotectorofculturalrelics,writeanessayaboutsomewaysofprotectionandactualitybyusingthenewwordsandexpressionsinthisclass.(120words)高中英语必修二Unit2TheOlympicGames示范说课稿Unit2TheOlympicGames示范说课稿Goodafternoon,

19、ladiesandgentlemen:ThelessonImteachingtodayisfromunit2Book2TheOlympicGames.Thisisthesecondperiod,readingcomprehension“Aninterview”.ThestudentsImteachingarefromsenior1whohavegreatpassionforEnglishandabilityofusingEnglishinclass.Theyhavelearntthenewwordsandphrasesinthefirstperiod.Inthislesson,Iwillada

20、ptsituational,communicative,cooperativeandtask-basedapproaches.Herearethemajorteachingtasksandaims:TohelpSslearnsomeusefulwords,phrasesandsentencesaboutOlympicssothattheycanusethemintheirdailylifeinaproperwayandtohaveatouchofagrammaritem-thefuturepassivevoice,whichisthelanguagefocusanddifficultpoint

21、ofthisperiod.TodevelopSsreading,listeningandnote-takingandspeakingskillswithactivitiesaboutOlympics,helpSsfindthedifferencesandsimilaritiesoftheancientandmodernOlympics,whichistheimportantpointofthisperiod,andhelpSstounderstandthestructureofaninterviewinordertoconductaninterviewinaproperway.Thisisth

22、eabilitygoalofthislesson.ToencourageSstolovesports,tounderstandtheOlympicspirit“Swifter,HigherandStronger”anduseittoguidetheirlifeandstudy.Thisisalsothemorallessonofthisunit.Tofulfilltheteachingtasks,Iwillcarryoutcompetitionsthroughthewholeclassusingacomputerandaprojector.Theteachingproceduresareasf

23、ollowsStep1.LeadinginIwillbeginthelessonbyplayingthethemesongofBeijingOlympics“Youandme”andaskSstotalkabouttheirfeelingaftertheyhearthissong.ThisistoleadinthetopicofOlympicsandarousetheirinterestofthislesson.Step2.WarmingupAtthebeginningofthenewlesson,theclasswillbedividedintofourgroups.Thenwewillbe

24、ginaaquizaboutOlympics.ThepurposeofthisstepistocheckSsknowledgeaboutOlympicsandpreparethemforthestudyofthenewlesson.HowmanygoldmedalsdidourcountrywininBeijingOlympics?WhowasthefirstgoldmedalwinnerinBeijingOlympicsandforwhatevent?WhataretheofficialmascotsforBeijingOlympics?WhatisthesloganofBeijingOly

25、mpics?Wherewillthe2012Olympicsbeheld?WhatdothefiveringsontheOlympicflagstandsfor?WhatarethethreewordsthatshowthespiritoftheOlympicGames?WheredidtheancientOlympicGamesstart?Step3.SpeakingandanticipatingIwillshowpicturesofsomefamousathletesofourcountryandaskSstotalkabouttheirfavouritesportsandathletes

26、,thenprovideSswithsomepicturesabouttheancientOlympicsandaskthemtopredictthedifferencesbetweentheancientandmodernOlympics.ThisstepistoimproveSsspeakingskillandmakethemclearaboutwhattheyaregoingtolearninthisperiod.Step4.Listeningandnote-takingSswilllistentotherecordingoftheinterviewtwiceandmeanwhileth

27、eyshouldtakenotes,whichisaveryimportantskillthatshouldbeemphasized.Inthisstep,Sslistenforandacquireinformation.Afterthefirsttimeoflistening,Ssaresupposedtoanswersomeinformationquestions,suchaswhatistheinterviewabout;afterlisteningtwice,Ssareexpectedtohavetakendownnotesaboutsomeessentialaspectsofthei

28、nterview.Andfinally,withthehelpofthenotes,studentsshouldbeabletoretelltheinterviewwiththeirownwords.Thepurposeofthisstepistogivethestudentssomelanguageinput,developtheirnote-takingskill,andgivethemachancetoreproducethelanguageinput.Step5.ReadingandpractisingSswillopentheirbooksandreadthedialogueinor

29、dertofulfill3tasks:thefirstoneistocompleteashortpassagewithwordsandphrasesfromtheinterview;thesecondoneistofindoutthedifferencesandsimilaritiesoftheancientandmodernOlympics.Ssarerequiredtoworkingroupsoffourtoshoutouttheiranswersasquicklyaspossibleinthistaskandtheywillgetonepointforeachcorrectanswer.

30、ThethirdoneistofindouthowLiYantalksabouttherulesfortheOlympics.Stepbystep,studentsdiscoveranduselanguageundertheteachersguidance.Idesignoneactivityforthispurpose.Indemonstratingtheusageofthefuturepassivevoice“willbedone”,IprovidethemwithasituationwheretheycanmakeaposterwithquiteafewrulesforLondonOly

31、mpics.ThisstepistoimproveSsreadingskill,broadentheirknowledgeabouttheancientandmodernOlympics,andhelpthemtounderstandhowtomakeruleswiththehelpofthefuturepassivevoice.DifferencesAncientOlympicsModernOlympicsSeasonfortheOlympicsAthletesarefromWhoareallowedSports/eventsHostcityPrizeSimilarityRulesforth

32、eOlympicGamesNobody(allow)toenterthestadiumwithoutaticket.Children(notallow)tomakeanoiseandupsetthecompetitors.Iftheydo,they(takeaway)fromthestadium.Noanimals(allow)inthestadium.Cheatingbyathletes(notexcuse).They(tell)toleaveand(punish)Nosmoking(allow).Ifyouarediscovered,you(fine).Step6.Consolidatio

33、nandapplicationThisisakindofbrainstorming.Sswilldiscussinpairstounderstandthestructureofaninterviewandthenholdaninterviewinclass.Askonestudenttoactasareporter,theotheractsasanathletewhohasjustwonagoldmedalinBeijingOlympics.SomeusefulsentenceswillbeprovidedtohelpSstoholdtheinterview.IwillgiveSs3minut

34、estoprepareandtheninviteseveralpairstodotheirinterviewinfrontoftheclass.Aftertheinterview,thencomesawhispergame.Iwillgiveonepieceofpapertothefirststudentofeachgroup,onthepaperthereisasentence,whichisoneaspectofthemainideaoftheinterview,askSstowhisperthesentencetothestudentbehindhim.Whenthelaststuden

35、tofeachgrouphearsthesentence,theymustgotothefrontasquicklyaspossibletowritedownthesentenceontheboard.Thenwewillcorrectthesentencestogethertoseewhichgroupisthequickestandmakesthefewestmistakes.Aftercorrectingallthesesentences,Sswillrealizethesesentencescoverthecontentoftheinterview,buttheorderisnotri

36、ght.Sotheyhavetoputthemintoarightorderandrearrangethesesentencesintoalogical5-sentencepassagewithsomeconjunctions,suchasand,but,because,andsoon,whichisquitesimilartobasicwritingintheexam.Inthisgame,Ssmustspeakclearly,listencarefullyandwritecorrectly.Sothepurposeofthisstepistogiveeverystudentachancet

37、ospeakEnglishinclass,improvetheirlisteningandspeakingskillswithsomefun.(Theymayusethefollowingsentencestoholdaninterview.)(1)Howdidyoufeelwhenyouknewyougotthegoldmedal?(2)WhendidyoufirsttakepartintheOlympics?Howmanygoldmedalshaveyougot?Willyoucontinuetojoininthe2012LondonOlympics?Whatdoyouusuallydoi

38、nyourfreetime?.Step7.AssessmentwilldesignacharttoaskSstosumupwhattheyhavelearnedandwhatdifficultiestheystillhaveinthislesson.Inthisstep,Ssarerequiredtoassessnotonlythemselvesbutalsoothers,andweshouldalsoconcludewhichgroupisthewinnerofthisperiodandgivethemaprize.Whoisthemostactiveinthisclass?Whospeak

39、sthemostbeautifulEnglish?Whichgroupisthewinner?havelearnedsomewordsandphrasesaboutOlympics,suchas,haveknownthedifferencesandsimilaritiesbetweentheancientandmodernOlympics.Yes/NohaveknownhowtodoaninterviewinEnglish?Yes/Nostillhavedifficultiesin.Step8AssignmentJustnowIbeganmylessonwithBeijingOlympics,

40、soIwanttoendmylessonwithitagain.AskSstowriteacomposition“WhatimpressedmemostinBeijingOlympics”,theycansurftheinternettofindmoreinformationtohelpthem.Inthisway,SswillbetterunderstandBeijingOlympicsandtheywillbeproudofourcountry.Thisisthemorallessonoutofclass.Thatsallformypresentation,thankyou.高中英语必修二

41、Unit3Computer示范说课稿NewSeniorEnglishforChinaStudentsBook2Unit3Computer说课稿Part1.AnalysisoftheteachingmaterialTherearesiximportantparts:warmingup,pre-reading,reading,comprehending,learningaboutlanguageandusinglanguage.Warmingupisanintroductiontothetopic,itistogetstudentstothinkaboutthedifferentwayscompu

42、terscanbemade.Thispartcanbedoneasaspeakingactivity,studentsmayhaveadiscussioninsmallgroupsandgivetheiropinions;Pre-readingiscontinuationofwarmingup,thispartistocheckwhatstudentsknowaboutcomputersandtheirgreateffectsinourlives;ThereadingpassagetitledwhoIam,itisaboutthehistoryofthedevelopmentofcompute

43、roverthelast100years.Therearemanynewandtechnicalwordswhichareusedforcomputer.Personificationandchronologyarethetwoimportantcharacteristics,sothisunitwillbehelpstudentstoimprovetheirreadingskillsandwritingskills.Part2.AnalysisofteachingaimsKnowledgeaims:a)Getstudentstolearntheusefulnewwordsandexpress

44、ionsb)LetstudentslearnabouthistoryandbasicknowledgeofcomputerAbilityaims:a)Developstudentsreadingskillsandletthemlearndifferentreadingskillsb)EnablestudentstoexpresstheiropinionMoralaims:a)Arousestudentsgreatinterestinlearningcomputerandletthemlearncomputersindailylivesb)Developstudentssenseofcooper

45、ativelearningPart3.Teachingimportantpoints:LetstudentslearnmoreabouthistoryofthedevelopmentandbasicknowledgeofcomputerGetstudentslearndifferentreadingskillsPart4.Teachingdifficultpoints:DevelopstudentsreadingabilityEnablestudentstolearntoexpresstheiropinionsLetstudentslearntousepersonificationandchr

46、onologywhenwriting.Part5.Teachingmethods:1)Task-basedteachingandlearning2)CooperativelearningDiscussion(Purposeofmydesigning:“Task-based”teachingmethodisusedheretodevelopthestudentsabilityofcommunicationandalsotheirabilityofcooperationwillbewelltrained.Tellthestudentstobepoliteandtakegoodcareofourth

47、ings.)Part6.AnalysisofteachingprocedureStep1.WarmingupWarmingupbylookinganddiscussingShowingthefollowingpicturesanddiscusswhattheyhaveincommonandwhatdoyouthinkwillbethenextdevelopmopientofthecomputer.Thefollowingexpressionscanbegivenasahelpintheirdiscussion.(Ithinkthat.,inmyopinion.,ibelievethat.)Wa

48、rmingupbytalkingaboutcomputersStep2.Pre-readingAskandansweringpredictwhatitisgoingtobeaboutbylookingthepicturesandthetitle.2.DiscussingandsharingStep3.ReadingPredictingAskstudentstolookatthetitleandthepicturetoguesswhatthepassagemightabout.Letoneortwostudentstogivetheiropinions.SkimmingGivestudents2

49、minutes,andaskthemtoreadthepassagefastforthetopicsentenceofeachparagraphScanningGivestudents4minutes,andaskthemtoreadthepassagecarefullytoanswerthesomequestions.Beforestudentsreadthepasssage,tellthemtopayattentiontothehintsofthetime.Step4.LearningpersonificationDiscusswhoisthespeakerandthecharacteri

50、sticsofthistext,thensumuptheconceptofthepersonification.Step5.LearningchronologyAskstudentshowthepassageisorganizedandsumuptheconceptofthechronology.Step6.consolidationHavestudentsgetpreparedin3minutesandthentrytoretellthedevelopmemtofthecomputerwiththeirownwords,usingchronology.Step7.HomeworkFinish

51、offtherelatedexercises.Gooverthetext,andlearnallthenewwordsandexpressionsinthistextbyheart.高中英语必修二Unit4wildlife_protection示范说课稿Unit4wildlife_protection示范说课稿Goodmorning,professors,itsmygreatpleasuretobeheresharingmylessonswithyou.ThecontentofthelessonisSeniorEnglishforChinaStudentsBook2Unit4Wildlifep

52、rotection.Illbeginthelessonfromthefollowingfiveparts,theteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedureandblackboarddesign.First,letmetalkabouttheteachingmaterial.Firstly，letmeintroducetheteachingmaterial.Thisunitistointroducetoustheimportanceofwildlifeprotection.Thereadi

53、ngpassageisthecenterofthisunit.Itismadeupof3paragraphs,thatis,whyweneedwildlifeprotection,agoodexampleofwildlifeprotectionandwhatwecangetfromwildlifeprotection.Thetextisthemostimportantteachingmaterialinthislesson,whichextendsthemaintopic“wildlifeprotection”andcontainsmostofthevocabularyandgrammarpo

54、intsthatstudentsshouldlearninthisunit.Secondly,Iwanttotellsomethingaboutthestudents.Althoughthestudentshavethebasicabilitiesoflistening,speaking,reading,andwriting,theystillneedmanyopportunitiestopracticewhattheyhavelearned,toexpresstheirideas,feelings,andexperienceandtodeveloptheirautonomouslearnin

55、gabilityandcooperativelearningabilityThirdly,IdliketotalkaboutteachingaimsanddemandsKnowledgeaims:(1)tohelpstudentstounderstandandmasterthewords,phrasesandsentencepatterns.(2)toknowsomebasicinformationabouttheendangeredanimalsandwildlifesituationandprotection.Abilityaims:(1)Toimprovethestudentsorgan

56、izingandusingskillsofEnglishasthesecondlanguage(2)Tounderstandthemainidea,toscanfortheneededinformationandtograspthedetailsEmotionalaims:(1)Helpstudentsunderstandtheimportanceofthewildlifeprotectionandmakethembemoreactiveinthehelpingwildlife.(2)DevelopstudentssenseofcooperativelearningFourthly,teach

57、ingkeypointsisTohelpthestudentsgetageneralideaofthewholepassage,andsomedetailedinformationandlanguagepointsaswell.TounderstandtheimportanceofwildlifeprotectionandthendosomethingforwildlifeTeachingdifficultpointsisThestudentsusetheirownwordstoexpresstheirownideas.theusageofpresentprogressivepassivevo

58、iceAccordingtotheanalysisabove,Illtrytousethefollowingtheoriestomakestudentstherealmasteroftheclasswhiletheteachermyselfthedirector.CommunicativeLanguageTeachingLanguageisusedforcommunication.Itslearner-centeredandemphasizescommunicationandreal-lifesituations.Task-basedLanguageTeachingAtaskresembles

59、activitieswhichourstudentsorotherpeoplecarryoutineverydaylife,Learnersshouldbegivenopportunitiestoreflectonwhattheyhavelearnedandhowwelltheyaredoing.ComputerAssistedLanguageTeachingLanguagelearningneedsacontext,whichcanhelpthelearnerstounderstandthelanguageandthencanproductcomprehensibleoutput,socom

60、puterhastheadvantagestomakethematerialsattractive.Part3LearningMethodsTask-based,self-dependentandcooperativelearningPart4TeachingProcedureStepOneLead-in“Interestisthebestteacher.”Therefore,attheverybeginningoftheclass,Ishouldsparkthestudentsmindtofocusonthecentretopic“theimportanceofwildlifeprotect