人教版高中英语必修二示范说课稿.doc

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1、人教版高中英语必修二 示范说课稿高中英语必修二Unit 1 Cultural Relics示范说课稿Cultural Relics. Brief introduction of the textTeaching text：Cultural Relics （NSEFC-Book2 Unit 1 Period one）Text analyze ：The basic topic of this unit is “Cultural relics”. From learning this lesson, students could get to know Cultural relics in the

2、world and learn to describe the define, the source, development and protection of them. In the process of communication, students can judge from what was given, and then put forward their own ideas on how to protect cultural relics. This period give priority to oral practice with listening assistant

3、.Teaching material1. OutlineThe characteristic of the new outline is communication, which emphasize practicality. It is spire between topics that arrange of the new outline. The topic of the text is on how to protect cultural relics. As a matter of fact, students have already had these similar exerc

4、ises(such as environment protection, animals protection).According to the line of function, teacher organize the basic part of this unit, that is warming up，speaking task，listening task.Requirement：Students could communicate with each other on define of cultural relics and its protection.2. Teaching

5、 Aims:（1）. Target languageCultural relics, survive, remain, state, rare, vase, look into, belong to (四会)Introduction, trace, features, in danger(三会)（2）. Ability goalsAsk the students to try to understand define of cultural relics and its protection. Whats more, they could use the new words to commun

6、icate and discuss about the protection of cultural relics.（3）. Sensibility goalsProtection of cultural relics, environment protection, and strengthen students sense ofresponsibility.（4）. basic skills：Students can listen and talk about the knowledge of protection of cultural relics, and then discuss

7、in their own opinions.3. Teaching focus:Teaching focal points:Cultural relics, survive, state, rare, vase, look into, belong to，remainTeaching difficult points：Listening & speakingTeaching crux：Make students participate in a new scene created by teacher，they will fully brought into play their non-in

8、telligence factors。. Teaching characteristic: Students characteristic（1） Their basic knowledge is irregular.（2） Impassive learning and lacking of favorable habit of learning.（3） Like to show off, lack of self-command，rebellious。（4） Creative and well plasticity。 Structure of knowledgeThe structures a

9、re very fragmentary, especially lacking of basic knowledge, which frustrate the process of teaching. IdeationLacking of logic and the profundity of thinking. Teaching methodCommunicative teaching method, Audio-visual methodBasis：It is very important to have a good environment of study, and the aim o

10、f languagelearning is to communicate. Learning methodCommunicative strategy & Resource strategyBasis：Its well known that pedagogue should teach students “How to learn” rather than “what to learn”. In this way, we can cast off the restriction of space and time so that students would be more active, l

11、ovely and funny.Communicative strategy：Knowledge is not far from us and close to our real lives. As students go back to the travel experiences, they would be personally on the scene of those cultural relics, and then it can be easily led to the class. Teacher would play the flash of cultural relics

12、that are being destroyed, from which students would think of the actuality and answer some questions. They would fully exert their imagination and creativity to say their say.Resource strategy：Finally, teacher would give them several websites on “How to protect cultural relics” so that students woul

13、d know more about it. Moreover, teaching and learning could combine with each other perfectly. Teaching procedureTeaching aids: Multi-media computer, AudioStep sections time:1. Warming up (5 minutes)2. Speaking task (5 minutes)3. Speaking task (15 minutes)4. Listening task (10 minutes)5. Exercises (

14、5 minutes). The design of blackboardIn the whole process of teaching, teacher act as a guide, leading students to get to understand the substance of cultural relics. Students would observe, think and practice by themselves,teacher would offer some help if necessary.Warming up：Brief introduction of t

15、ravel experiences;Places of interestsSpeaking task：Show some pictures of Cultural relics;Cultural relics that are being destroyed.Protection of cultural relics.Listening task：Ways of protecting cultural relicsDiscuss it in pairs in their own opinion.Exercises&Summary:New words and expressions.Warmin

16、g up：Students take turns to introduce their travel experiences by showing some pictures and videos. (Students activities).In order to arouse the interesting of students, teacher would show some pictures of cultural relics with cliffhang music, from which students would convulse by the great work of

17、toiler and civilization. Thus, it leads to the topic of the lesson.（5minutes）Speaking task：1.Show flash，ask students to sum up the define of cultural relics, then the whole class will be divided into several small groups to discuss and represent to all of us by using the new words and expressions.2.

18、Students will have interviews on “how to protect the cultural relics”. In a group of four, suppose one is a local official, one is journalist, and the other two are tourists. After discussion with the help of teacher, each group will show their presentation in front of the blackboard.(Teacher-studen

19、ts activities, teamwork)Listening task：Listening material has summed up many kinds of ways of protecting cultural relics, teacher should guide students to master every feasible ways of recognizing profundity of naturalprotection. Students discuss in pairs, and then show to the class (pair work, whol

20、e class work)Exercises：It is mainly consolidate the new words and expressions, which is also a summary of this lesson.Summary:Teacher would emphasize again that we should love nature, protect environment, and protect cultural relics. Homework（1）：According to the websites offered by teacher, students

21、 should search more information about cultural relics.（2）：Suppose you are a protector of cultural relics, write an essay about some ways of protection and actuality by using the new words and expressions in this class. (120 words)高中英语必修二Unit 2 The Olympic Games示范说课稿Unit 2 The Olympic Games示范说课稿Good

22、afternoon, ladies and gentlemen:The lesson Im teaching today is from unit 2 Book 2 The Olympic Games. This is the second period, reading comprehension “ An interview”. The students Im teaching are from senior 1 who have great passion for English and ability of using English in class. They have learn

23、t the new words and phrases in the first period. In this lesson, I will adapt situational , communicative , cooperative and task-based approaches .Here are the major teaching tasks and aims :1. To help Ss learn some useful words, phrases and sentences about Olympics so that they can use them in thei

24、r daily life in a proper way and to have a touch of a grammar item-the future passive voice, which is the language focus and difficult point of this period.2. To develop Ss reading , listening and note-taking and speaking skills with activities about Olympics, help Ss find the differences and simila

25、rities of the ancient and modern Olympics, which is the important point of this period, and help Ss to understand the structure of an interview in order to conduct an interview in a proper way. This is the ability goal of this lesson.3. To encourage Ss to love sports, to understand the Olympic spiri

26、t “Swifter, Higher and Stronger” and use it to guide their life and study. This is also the moral lesson of this unit.To fulfill the teaching tasks, I will carry out competitions through the whole class using a computer and a projector. The teaching procedures are as followsStep 1. Leading inI will

27、begin the lesson by playing the theme song of Beijing Olympics “You and me” and ask Ss to talk about their feeling after they hear this song. This is to lead in the topic of Olympics and arouse their interest of this lesson.Step 2. Warming upAt the beginning of the new lesson , the class will be div

28、ided into four groups. Then we will begin a a quiz about Olympics .The purpose of this step is to check Ss knowledge about Olympics and prepare them for the study of the new lesson.(1) How many gold medals did our country win in Beijing Olympics?(2) Who was the first gold medal winner in Beijing Oly

29、mpics and for what event?(3) What are the official mascots for Beijing Olympics?(4) What is the slogan of Beijing Olympics?(5) Where will the 2012 Olympics be held?(6) What do the five rings on the Olympic flag stands for?(7) What are the three words that show the spirit of the Olympic Games?(8) Whe

30、re did the ancient Olympic Games start?Step 3. Speaking and anticipatingI will show pictures of some famous athletes of our country and ask Ss to talk about their favourite sports and athletes, then provide Ss with some pictures about the ancient Olympics and ask them to predict the differences betw

31、een the ancient and modern Olympics. This step is to improve Ss speaking skill and make them clear about what they are going to learn in this period.Step 4. Listening and note-takingSs will listen to the recording of the interview twice and meanwhile they should take notes, which is a very important

32、 skill that should be emphasized .In this step, Ss listen for and acquire information. After the first time of listening, Ss are supposed to answer some information questions, such as what is the interview about; after listening twice, Ss are expected to have taken down notes about some essential as

33、pects of the interview. And finally, with the help of the notes, students should be able to retell the interview with their own words. The purpose of this step is to give the students some language input, develop their note-taking skill, and give them a chance to reproduce the language input.Step 5.

34、 Reading and practisingSs will open their books and read the dialogue in order to fulfill 3 tasks: the first one is to complete a short passage with words and phrases from the interview; the second one is to find out the differences and similarities of the ancient and modern Olympics. Ss are require

35、d to work in groups of four to shout out their answers as quickly as possible in this task and they will get one point for each correct answer. The third one is to find out how Li Yan talks about the rules for the Olympics . Step by step, students discover and use language under the teachers guidanc

36、e. I design one activity for this purpose. In demonstrating the usage of the future passive voice “will be done”, I provide them with a situation where they can make a poster with quite a few rules for London Olympics. This step is to improve Ss reading skill, broaden their knowledge about the ancie

37、nt and modern Olympics, and help them to understand how to make rules with the help of the future passive voice.DifferencesAncient OlympicsModern OlympicsSeason for the OlympicsAthletes are fromWho are allowedSports/eventsHost cityPrizeSimilarityRules for the Olympic Games1. Nobody _(allow) to enter

38、 the stadium without a ticket.2. Children _ (not allow) to make a noise and upset the competitors. If they do, they _ (take away) from the stadium.3. No animals _ (allow) in the stadium.4. Cheating by athletes _ (not excuse). They _ (tell) to leave and _ (punish)5. No smoking _(allow). If you are di

39、scovered, you _(fine).Step 6. Consolidation and applicationThis is a kind of brainstorming. Ss will discuss in pairs to understand the structure of an interview and then hold an interview in class. Ask one student to act as a reporter, the other acts as an athlete who has just won a gold medal in Be

40、ijing Olympics . Some useful sentences will be provided to help Ss to hold the interview. I will give Ss 3 minutes to prepare and then invite several pairs to do their interview in front of the class. After the interview, then comes a whisper game. I will give one piece of paper to the first student

41、 of each group, on the paper there is a sentence, which is one aspect of the main idea of the interview, ask Ss to whisper the sentence to the student behind him. When the last student of each group hears the sentence, they must go to the front as quickly as possible to write down the sentence on th

42、e board. Then we will correct the sentences together to see which group is the quickest and makes the fewest mistakes. After correcting all these sentences, Ss will realize these sentences cover the content of the interview, but the order is not right. So they have to put them into a right order and

43、 rearrange these sentences into a logical 5-sentence passage with some conjunctions, such as and, but , because, and so on, which is quite similar to basic writing in the exam. In this game, Ss must speak clearly, listen carefully and write correctly. So the purpose of this step is to give every stu

44、dent a chance to speak English in class, improve their listening and speaking skills with some fun.(They may use the following sentences to hold an interview.)(1) How did you feel when you knew you got the gold medal ?(2) When did you first take part in the Olympics?(3) How many gold medals have you

45、 got?(4) Will you continue to join in the 2012 London Olympics?(5) What do you usually do in your free time?Step7 . AssessmentI will design a chart to ask Ss to sum up what they have learned and what difficulties they still have in this lesson. In this step, Ss are required to assess not only themse

46、lves but also others, and we should also conclude which group is the winner of this period and give them a prize.1.Who is the most active in this class?2.Who speaks the most beautiful English ?3.Which group is the winner ?4.I have learned some words and phrases about Olympics, such as _, _, _, _, _,

47、 _,_,_.5.I have known the differences and similarities between the ancient and modern Olympics. Yes/No6.I have known how to do an interview in English? Yes/No7.I still have difficulties in _.Step 8 AssignmentJust now I began my lesson with Beijing Olympics, so I want to end my lesson with it again. Ask Ss to write a composition “What impressed me most in Beijing Olympics”, they can surf the internet to find more information to help