人教版高中英语必修二示范说课稿

2019-2020年高中英语 book2 unit2说课稿新人教版必修2今天我的说课内容是必修二第二单元的第二个课时：语言知识课。

1.地位和作用：本课位于人教必修二第二单元。

是关于奥运会的话题，而这个话题又是高中阶段的一重要话题，所以和奥运有关的词汇和短语就成了高考大纲的重点词汇。

本节课是本单元的第二课时语言知识课，主要是给学生讲解本单元阅读部分的重点单词、短语和句式，通过本节课内容的学习让学生达到语言运用的目的。

给以后的写作打下基础。

2.学情分析：学生通过阅读课，学习了重点单词、短语和复杂句式，所以通过老师的讲解学生语言运用能力会有所提高，但是缺乏在语境中熟练运用的能力，所以这节课的目的就是通过学生归纳、老师适时点拨并以多种形式的练习让学生学会并提高语言运用能力。

3教学目标：a. 知识目标：掌握重点词汇和短语：pete/admit/replace/take part in/stand for/as well理解和运用重点句型：1.I lived in what you call “Ancient Greece” and I used to write about the Olympic Gamesa long time ago.2.It’s just as much a petition among countries to host the Olympics as to win an Olympicmedal.b 能力目标•通过语言知识学习，培养学生的合作学习和发散思维的能力，做到学以致用。

c情感目标•通过对这节课的学习，感受奥运和体育文化鼓励学生开口说英语、以乐观豁达的态度看问题，积极向上、阳光。

4.教学重点、难点•重点单词、短语和句式的理解和应用，培养学生语言运用能力，提高写作技能。

•如何培养学生组织输出语言的能力5教学方法针对以上教学目标和重难点，我将选用下列教学方法：•小组合作讨论•即时造句翻译•师生互动•看图造句•同时为了扩大课堂容量和提高课堂效率，我将使用多媒体作为课堂辅助手段6教学设计探究学习内容：I. Fill in the blanks to test yourself.1．How many countries ________________________(比赛) the ancient Olympic Games?2．Who could not ____________________________(参加) the ancient Olympic Games?3．What do the five rings on the Olympic flag _________________(代表，象征)？4．---_____________ do you hold your Games? --Every four years.5. Only atheles who have reached the agreed standard for their event will _______________as petitors.6. Women are _______________（不仅）allowed, ________________________________（还起着重要的作用）gymnastics, athletics, team sports and…7. Does anyone want to ___________(主办，承办) the Olympic Games?8. It’s a great __________________(责任) but also a great honour to be chosen.9．So even the olive wreath has been __________________(替代)？10. There’s ______________________ among countries to host the Olympics _______ to winOlympic medals. (国与国之间争取奥运会承办权的竞争就跟争夺奥运奖牌一样地激烈。

A Teaching Design of Module 2,Unit1 In Search of the Amber Room (Reading)Ⅰ.Background information:Students: 40 senior middle school students in grade1Class duration: 45 minutesⅡ.Reality of students’learning:The students in grade 1 are active in thoughts and are curious about the outside world.However, they lack in critical and deep thought about a certain thing.As to reading, they usually lack scientific reading skills in doing reading comprehension.Ⅲ.Analysis of the teaching material:The topic of this unit is cultural relics.Students are quite interested in topics about different cultures around the world.This is the second period of the whole unit.As a reading class, the passage mainly talks about the history of the amber room (how it was made, sent as a gift, lost and rebuilt).According to the new national curriculum, when teaching reading, much emphasis should be put on training the students’reading skills.1.Ⅳ.Teaching objectivesnguage objectives:1) Students are required to master the key words and phrases occurred in the passage(e.g.amazing, decorate, belong, in return, less than etc.)2) Students are required to learn the attributive clause and acquire the sentence pattern.nguage skills objectives:1) Students are required to describe a certain thing by using the new sentence patterns.2) Students are required to master two kinds of reading skills—skimming and scanning, andlearn to use them in their daily reading.4.Affect objectives:1) Students are required to know the history of the amber room.2) Students are required to appreciate cultural relics and understand the importance ofprotecting them.Ⅴ.Teaching important and difficult points1) Teaching important point: Help the students thoroughly understand the passage and acquirethe new words, phrases, and sentence pattern in the course of reading.2) Teaching difficult point: Help the students master two kinds of reading skills—skimmingand scanning and learn to apply them in daily use.Ⅵ.Teaching methods:Task-based method & Top-down modelⅦ.Teaching aids:PPT, pictures, blackboardⅨ.Blackboard design Unit 1 Cultural RelicsTry to use the following sentence patterns⏹ It lies in/on/to … ⏹ It is located in/on/to... ⏹ The scenery there is … ⏹ It is famous for/as ….. ⏹ It looks like …..⏹ I appreciate …most, because …。

高中英语必修二第三单元说课稿范文In the realm of English language education, the third module of the compulsory high school English course serves as a crucial component in shaping the linguistic proficiency and cultural understanding of students. This module, which typically covers a diverse range of topics, provides an invaluable opportunity for educators to engage their students in meaningful discourse, hone their language skills, and foster a deeper appreciation for the nuances of the English language.At the heart of this module lies the exploration of various literary and cultural elements that contribute to the richness and diversity of the English-speaking world. Through the study of selected texts, students are exposed to a tapestry of literary genres, ranging from classic works of fiction to contemporary poetry, and from Shakespearean drama to modern-day essays. This breadth of exposure not only enhances their understanding of the English language but also cultivates their critical thinking skills, as they delve into the thematic complexities and stylistic techniques employed by renowned authors.One of the key objectives of this module is to equip students with the necessary tools to effectively analyze and interpret literary works. By engaging in close reading exercises, students learn to dissect the intricate layers of meaning embedded within the text, identifying the author's purpose, recognizing literary devices, and drawing insightful connections between the work and its historical, social, or cultural context. This analytical approach fosters a deeper appreciation for the power of language and the ways in which it can be wielded to convey complex ideas, evoke emotions, and challenge preconceptions.In addition to the study of literature, this module also delves into the exploration of cultural elements that shape the English-speaking world. Through the examination of various cultural artifacts, such as films, music, and art, students gain a more holistic understanding of the diverse perspectives and lived experiences that contribute to the richness of the English language. By engaging with these cultural representations, students develop a heightened sensitivity to the nuances of cultural expression and the ways in which language both reflects and shapes cultural identity.Furthermore, the third module of the compulsory high school English course places a strong emphasis on the development of students' communication skills. Through a range of interactive activities, suchas group discussions, oral presentations, and written assignments, students are encouraged to hone their ability to articulate their ideas, engage in constructive dialogue, and effectively convey their thoughts and opinions. This focus on communication skills not only enhances their linguistic proficiency but also prepares them for the challenges they may face in academic and professional settings, where the ability to communicate effectively in English is often a crucial asset.One of the unique aspects of this module is the integration of technology-based learning resources. Educators often incorporate multimedia elements, such as interactive presentations, online forums, and digital archives, to supplement the traditional classroom experience. This approach not only captures the attention and engagement of students but also exposes them to the evolving technological landscape, equipping them with the digital literacy skills necessary to navigate the 21st-century world.Moreover, the third module of the compulsory high school English course emphasizes the importance of cross-cultural understanding and global awareness. By exploring the works of authors and artists from diverse cultural backgrounds, students develop a deeper appreciation for the rich tapestry of global perspectives that shape the English language. This exposure to diverse cultural narratives fosters a sense of empathy, cultural sensitivity, and a willingness toengage in meaningful dialogue across linguistic and cultural boundaries.In the context of language education, the third module of the compulsory high school English course serves as a pivotal point in the academic journey of students. It not only enhances their linguistic proficiency but also cultivates their critical thinking skills, cultural awareness, and communication abilities. Through a comprehensive and engaging curriculum, educators can effectively guide students through this module, empowering them to become confident and competent users of the English language, ready to navigate the challenges and opportunities of the global landscape.As students progress through this module, they will encounter a diverse array of literary works, cultural artifacts, and communicative exercises that challenge them to expand their horizons, question their assumptions, and engage in meaningful discourse. The successful implementation of this module requires a collaborative effort between educators, students, and the broader educational community, working together to ensure that the study of English language and literature remains a dynamic, relevant, and transformative experience for all.。

Book2 Unit2说课稿师范英语二班闫丽莹201334010225Good morning everyone. It’s my honor to share my lesson with you. My teaching material is from New Senior English for Chinese Student Book2 Unit2, the title is “ An Interview”, the reading part.part1: Teaching Material1.The analysis of teaching material and students.This reading is an interview between Li Yan，a volunteer from 2008 Olympic games and Pausanias, a Greek writer about 2000 years ago, so it may introduce the differences between ancient and modern Olympic games, in this reading, students can learn more Olympic games and reading skills, especially the skimming reading and careful reading. Because our students are all senior one, the words they learned are not enough and ability of spoken English is a little poor, so lead students to be interested in English learning is seems more important. Because this topic is related to our life, 2016 Olympic game will host in Rio soon, so I think it is helpful to raise their learning interests and increase the quantity of reading. Recently the Ministry of Education promulgates the 20 books of high school students, half of them are foreign books. So we can see, it is more and more important to learn English and do English reading.2. Teaching Aims.The teaching aims of this period include 5 aspects: knowledge, skill, cultural, emotional attitude and learning strategy.The first one: about knowledge students are able to know, understand and use new words and phrases, for example: Greek, volunteer, take part in, and practice new sentence pattern: What would like to know? I’d like to know…The second one: about skill, students will read this article twice and think, learn together in order to strengthen language awareness, accumulate language experience, improve reading skill (skimming and careful reading) even to conclude and summarize.T he third one: about culture, students can master the origin and development of the Olympics.The fourth one: emotional attitude, students are able to know more about Olympic, experience Olympic spirit: Never abandon and never give up. Lead students to concerned about and take part in it.The fifth one:learning strategies, students are able to develop self-learning in reading part to gain and deal with language information and form students’ questing habit to improve their ability of finding, analyzing and solving problems.3. Important Points.Help students to learn vocabulary, phrase and important sentence structure well, help students get the reading skills and know how to use it and know how to understand article detail.4. Difficult Points.Students have to know something about Olympic and competitive sports before the class. Students will practice the dialogue with partner, talk about Olympic use the knowledge we learned in this class.5. Teaching Methods.There are two kinds of teaching methods: Task-based language teaching method and heuristic teaching method. I will introduce them in details in next part.Part 2 Teaching Methods.About teaching methods:In this period, I am going to use two kinds of teaching methods. One is task-based language teaching method: firstly, students will be asked to read two questions before we start the first reading then start reading and find the answers. This teaching method helps students to find out the answer quickly and effectively. Another one is heuristic teaching method, in careful reading part, according to the differences between modern and ancient Olympic Games, lead students to find out the similarities. In homework part, teacher will ask students to take a role-playing task: if you are a volunteer in 2016 Rio Olympic Games, what would you want to prepare for it? This teaching method helps students to know how to infer other things from one fact. It’s a really good learning method, students will find more knowledge and interests by themself. Part 3.learning methodAbout learning method:There are two kinds of learning methods: autonomic learning method and cooperative learning method. In the first reading and practice part (find out the reasons why or why not we host the Olympic games)students asked to finished the task by themselves so they have to learn, think, analyze and sum up problems. Another is cooperative learning method, for example, in second reading part: students are asked to learn together to find out the differences between ancient and modern Olympic games. In practice part, students will have dialogue with partners to talk about Olympic Games. It is helpful for students to form the spirit of cooperation and team work. Teacher will listen to students carefully when they discuss in group and instruct them when they have some problems.Part 4 Teaching procedureStep1.Revision (1 minute)In this step, I will extend to students and introduce myself, students will also extend their greeting to me. This part is to remind everyone it is time for class.Step2.Lead-in (5minutes)At first, i will show you a song: 《北京欢迎你》together. Lead students to think about 2008 Beijing Olympic Games. Then students will tell us more about Olympic Games that they know about modern Olympic Games. For example, five rings flag. I will show five colors means with different colors, and how many gold medal we got since 1896 Greece Olympic Games to now, let students know how we get the NO1, then I will show some Olympic sports events icons, students will guess what’s meanings. After this part, students can guess the topic of the interview, and this lead-in will raise the interests of this reading.Step3. While-reading (18minutes)Now we have knew something about modern Olympic games then I will ask students to open the book turn to page to six, then I will writhe the title in the blackboard, before read passage, I will ask two questions about main idea. This action let students to read with questions, it is more effective to get the answers. It is also a good chance to practice skimming reading.After answer my questions we will turn into second reading, this time students will read carefully, after reading, and there a table about the differences between modern and ancient Olympic Games, it include host place, time, events prize and athlete. Students will discuss with partners and complete the blanks. After finish these, students can know details of this reading, it is also a good chance to practice careful-reading.Step4. Post reading/Practice (18 minutes)Now we turn into practice part. After learned the information from the passage, students should be checked whether they can use these knowledge freely.Firstly, students will be asked to finish this task like this: reasons to host the Olympic Games, and in this task students have to cooperate in group. But when students think about reasons not to host they have to think by themselves. This part is to practice their autonomic learning method and cooperative learning method.After that, students will have an interview between their partners and talk about Olympic games with the knowledge we learn in this reading. And two of students will Show us their dialogue. This part is most difficult for them to finish. But it can practice students’ communicative skill and s poken English.At last I will show some true or false questions to check out if there is some knowledge lost.Step5. Emotional Education (3 minutes)At first I will ask students a question: what about your feelings now. This radio is Liu Xiang won the champion of men’s 110 meter hurdles in Athens Olympic Games. Students will feel the Olympic spirit: never abandon, never give up!Step6. Homework (2 minutes)If you are a volunteer in 2016Rio Olympic Games, what do you want to prepare for it? Discuss with partner and tell us next time. This part helps take a Olympic pole-playing thinking, practice their creative mode of thinking.Thanks for your listening!Unit 2An InterviewPausanias Ancient Olympic differencesAn interviewLi Yan Modern Olympic similarities。