北师大英语高一必修二 第四单元 lesson4 说课教案
北师大版高中英语教案--unit4lesson4
Unit4 lesson4 Virtual Tourism夏英明Teaching aims:1, Ss learn to use reading skills.2, Ss learn to use “do” and “make”.3, Ss learn to listen and find out main facts in an article.Key and difficult points:1, New words and phrases:offer, suggest, guide, volcano, suburb, harbour, central, settle, be located on,also, as well as, too,.2, Help Ss develop the awareness of culture.3, Help Ss use the reading strategies.Teaching methods:1, Ss-centered method.2, Read-to-learn method.3, Listen-to-learn method.Teaching aids:1, Multimedia to show photos, table.2, Blackboard to rewrite the key words and phrases.Teaching steps:1, Greet the C as usual.2, Warm-upHave Ss discuss something about China in terms of population, capital, famoussights, climate and so on.Location Population Features History Cli Show the C some photos about Auckland and help Ss to learn some new words:guide, volcano, suburb, harbour, locate, central, Maori, settle.3, Lead-inShow the C 5 sentences, have Ss read the article and judge them true or false.Call Ss to answer one by one, if he/she says it false, T will ask the S to give thedetailed information in the article.4, ListeningShow the C a table, have Ss read through it quickly, then play the tape for Ss listen and fill in the blanks.Check answers with the C.5, Reading strategies.Read the 5 aspects of reading strategies on page15, make sure they understand. 6，Topics and MatchGo through the 5 topics in Ex4 on page14, say “Now, match the topics a-f with the5 paragraphs in the article. There is one extra topic.”Check answers with the C.7, Hot words and matchLearn the meaning of “Hot words”on the internet page. Then read the front information of Ex5 on page15 for the C, and have Ss do as the requirement.Check answers with the C and help Ss to learn about the hot words on an Internet page.Learn the article with the C and point out the language points:Be located on, settle---be settled----settlement, as well as, as well, not only---but also8, Linking wordsCall Ss attention to the linking words in Ex6 on page15: also, as well as, too,Help Ss know the differences among them. Say “Complete the description with these linking words from the article”Check answers with Ss.9,“do” and “make”Go through the key words in Ex7 on page15 with Ss. Say “Which verb ,do or make, would you use with these words?”Check with the C.Say “Write 5 sentences about your life with examples from the list.”Check with the C.10,Underling the wordsGet Ss read the sentences in Ex8 on page15, and ask Ss to underline the correct word to complete each sentence.Check with the C. And help Ss to learn the different form of a word.11,SpeakingHave Ss do speaking Ex as required in Ex9 on page15.Get several Ss make a report about their plan about visiting Auckland for the C. Homework:Do Exs on page58,59.Get Ss write an article about our hometown .。
北师大版高一英语必修第二册(2019版)Unit4_Topic_Talk_精品教案
听前激活学生关于信息技术的已有知识，为听力活动做准备。
学生积极思考并回答与本单元主题信息技术相关的问题。
1．通过听获取说话人上网和使用多种应用程序的原因。
Step 3 Listening 1
Listen to Dialogue 1. Complete the information in the Text Builder.
3．合理、完整、全面地评价信息技术的发展。
Step 7 Group Work
Read the quotes and work in groups totalk about their understanding.
Every one completes their own sentence about IT and exchange ideas.
Listen to it again if students have difficulty with the exercise.
Talk about the app you would like to recommend or you would like to develop.
引导学生获取说话人使用应用程序的理由和对信息技术利弊的认识。
Interview your partner about information technology.
Uses: If your partner mentions the point, tick it.
□chat with …
□ communicate with/by …
□ relax by …
□ buy things such as …
北师大版高中英语必修2Unit4教案《Unit 4 Cyberspace》Communication Workshop
《Unit 4 Cyberspace》Communication WorkshopObjectives■To make notes from information on an Internet page.■To write an Internet page with the help of a model and instructions.■To listen to a song and extract important words.■To listen to a radio programme for main facts.■To discuss and plan a scientic experiment in space and give a talk about it.Resources usedCassette, Writing Help 1.Possible problemsSome students may have fewer imaginative ideas than others and so careful grouping is needed.BackgroundListening: Kraftwerk are a German group and were the first group to start producing “techno” music in the 1970s, using synthesisers and computers.Routes through the material■ If you are short of time, omit the Talkback stage o f the writing and speaking workshops.■ If you have time, students can do the Options activities.■ If you have two periods for this lesson, the natural break is after the writing activity.Language Power: pages 62?C63.Writing: An Internet PageBefore you start■ Ask students what they already know about Sydney ?C encourage them to say as much as possible.■ Students work in pairs reading the text and completing it with the extra information.■ Check students’ answers by having them read out the complete text.Answers1 Pacific coast/over 500,000/original name - Gas Town2 Gallery of Tribal Art/Vancouver Aquarium3 skiing/ice hockey■ In pairs, students choose one of the sections of the text and give the information in full sentences as if in a t alk, e.g. 'There are a lot of interesting things to see when you visit Sydney. …' ■Remind students that the first stage of writing is always planning.■You may wish to let students prepare some of this project for homework if they wish to find out information from reference sources.■Students make notes for the three paragraphs about History, Things to see, Things to do. Monitor the activity, assisting students if necessary.Stages 2■ Remind students that the first sentence of a paragraph is usual ly the key sentence because it gives the topic for the rest of the paragraph.■ Students write their key sentences.Stages 3■ Students write their texts. Refer them to Writing Help 1 and remind them of the linking words they have practised.■ Students underline the “hot words” in their texts which someone could click on to get more information about the topic.Stages 4■ In pairs, students read their texts and check language used, using Writing Help 1 (checking).■ Encourage students to improve their own and their partner’s texts.Talkback■ Form small groups and read the example exchange with the class.■ Students read their texts and ask for more information about the underlined words.■ Groups should ensure that all the group members’ texts are read and discussed. Move around and monitor the activity but do not interrupt.■ Comment on any important mistakes you hear and try to get the class to suggest corrections.Listening■ Ask students what words they would expect in a song called “The Telephone Call”.■ Students read the seven sentences and guess what the missing words might be.■ Play the tape for students to complete the sentences.Answers1 number2 time3 telephone4 far5 night6 day7 time8 voice■ Students discuss why th e singer is always phoning. If studentshave different opinions, ask them to give reasons for their opinion.TapescriptThe number you have reached has been disconnected.The number you have reached has been disconnected.I give you my affection and I give you my time.Trying to get a connection on the telephone line.You’re so close, but far away,I call you up all night and day.I call you up from time to timeTo hear your voice on the telephone line.The number you have reached has been disconnected.Speaking: Planning a scientificBefore you startExercise 1■ Students look at the pictures and discuss in pairs about the scientific experiments that have ever been done in space.■ Collect information from students and elicit mo re just to arouse their interest and confidence in doing the project.Exercise 2■ Students read the questions and, in pairs, guess what theanswers are.TapescriptP: Hello and welcome to this Science Programme. Last week we asked students to tell us their ideas for scientific experiments they would like to do in space. To our surprise, hundreds of our student listeners sent in brilliant ideas. Today, we have invited two students, Wang Wei and Li Tao, to the studio to explain their space experiment to us.W:Well, I was interested in carrying out a small experiment about ants. You know, ants like digging holes.P: Ants in space? How interesting!Li: Yes, but I couldn’t really think of a good reason for doing that.P: Mm, well, maybe you could learn about gravity.W: That's what I thought. But then Li Tao had a better idea.P: What was your idea, Li Tao?L: Well, I like silkworms very much. One day, when I was feeding them and watching them eat, I suddenly wondered what would happen if they lived in space. How long would they live? Could they still make silk? What kind of silk would they make?W: I thought that was a great idea too, so we decided to do that.P: Oh, I see. Silkworms are important to China. I think it is very meaningful to find out more about them.L: Yes, you're right. Maybe they'll produce better silk in space. Then we might have better material for clothes.P: Wow, I can't wait to see. Thank you for coming today. If any listeners have any other ideas for space experiments, please don't hesitate to share them with us. Call us on 80397582. Thanks for listening.Stages 1■Refer students to Writing Help 1 to help them as they work through the four stages.■ Students listen to the radio programme and check their predictions.■ Play the cassette again, pausing it to ask more detailed questions, e.g. What were students asked to do last week? Why did the presenter feel surprised? What would they like to find out through the experiment?■ Stimulate classroom discussi on about why scientific experiments are carried out in space. Make notes on the blackboard to help expand students’ understanding of scientific experiments in space.Stage 1■ In groups, students discuss and choose a subject they are most interested in from the given three. If they like none of them, they can decide their own subject.■ Elicit what each group thinks what would be their reasons for the subject and what they would find out in the experiment.Stage 2■ Elicit the language of agreeing, d isagreeing and making suggestions.■ In groups, students discuss what specific questions they would like to ask, following the examples. Make notes of the questions they raise. Remind students to note that the questions should be effective for their experiment.Stage 3■ In groups, students make a plan for their experiment,including the subject and the questions they want to raise.■ Students prepare notes for their report to the class.Encourage them to speak from notes rather than reading a complete text.■ When the report has finished the other students can ask questions if they wish.■ The class can then find out what subject each group has decided and how they have made their plan.Talkback■ Students discuss the problems they had when giving their talks. Also, encourage them to say what they felt was better this time than in previous talks and which parts of their talk they felt most comfortable with.OptionsPracticeIn groups, students write an Internet page for their school. Elicit what information is appropriate, e.g. location, history, building, number of students and staff, subjects.Students write their pages and underline the “hot words”. The groups can then show their pages to the class and the other students can ask for more inf ormation about the “hot word”.ExtensionStudents discuss with their imagination: what they think experiments in space would bring to human beings? Would they really think they could visit space some day and do their experiment there? And why? What would happen in space in fifty years’ time。
北师大版高中高一英语必修2《Lesson4Let’s…》说课稿
北师大版高中高一英语必修2《Lesson4Let’s…》说课稿一、教材分析本节课是北师大版高中高一英语必修2的第4课，主题为“Let’s…”（让我们…）。
该课程旨在通过让学生了解和掌握动词不定式的用法，并利用对话和小组活动的形式提高学生的口语和听力技能。
学生们将学习如何邀请和回应邀请，以及学习如何表达意愿。
二、教学目标语言知识目标•学习并掌握以下句型：–Let’s do something.–Would you like to do something?–Why don’t we do something?•学习并掌握以下词汇：–invite, suggest, suggestion, would like, offer, enjoy, prefer, hate语言技能目标•通过听力训练，提高学生的听力理解能力。
•培养学生的口语表达能力，能够流利使用相关句型和词汇表达自己的意愿和邀请。
•培养学生的合作意识和团队合作精神，通过小组活动提高学生的沟通能力。
情感态度价值观目标•培养学生积极向上的学习态度，鼓励他们互相合作和帮助。
•培养学生的社交能力，使他们能够主动邀请他人并礼貌地回应邀请。
三、教学重点和难点教学重点•了解和掌握动词不定式的用法及相关句型。
•提高学生的口语和听力能力，培养他们表达意愿和邀请的能力。
教学难点•学生对动词不定式的用法理解和运用的准确性。
•学生如何合理组织句子，流利地表达自己的意愿和邀请。
四、教学过程步骤一：导入与热身（10分钟）•通过播放一段英文歌曲，让学生放松身心，进入学习状态。
•引导学生回忆上一节课掌握的表达意愿的句型，与学生进行简短的问答交流。
步骤二：呈现新知（20分钟）•展示一些图片和单词，引导学生学习新的词汇。
例如，invite, suggest, suggestion, would like, offer, enjoy, prefer, hate。
•引导学生听录音，并根据所听到的信息完成相关练习，培养学生的听力理解能力。
高中英语北师大版模块2【教学设计】Unit 4 Lesson 4
Unit 4 CyberspaceLesson 4 Virtual Tourism本节课为北师大版高中英语必修2 Unit4 Lesson4,单元主题为Cyberspace ，而本节课主要任务是阅读题为Virtual Tourism的文章。
本部分内容的学习，主要是通过图片和视频，让学生了解新西兰。
通过分析和讨论，让学生在理解历史的基础上，明白保护历史遗迹的重要性，并能从自身作起，铭记历史，捍卫历史。
同时，在教学中，我结合实际情况融入了阅读策略的教学，并通过完成一系列的阅读任务，帮助学生逐步掌握阅读策略，提高阅读理解能力。
在此基础上，我通过一些活动将听说和写作融入到阅读课的教学中，希望学生能在生动而又较为真实的语言环境中提高综合运用语言的能力。
本课为阅读型课，主要是介绍新西兰。
通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。
教师通过日志特有的阅读策略，让学生在听的基础上，归纳每一部分的关键信息并进行归纳比较，提高阅读技能。
由于讲述的是国外文化内容，学生会感到陌生，为了引起共鸣,因此要把中外文化遗产结合一起讨论。
要使学生学会如何谈论文化遗产和形成保护文物的意识。
【教学重点】1.对教材内容的整体把握。
2.学生组织语言、运用语言的能力。
利用“任务驱动”的方法，使学生利用资源自主探究，解决一系列层层深入的问题。
【教学难点】1.如何帮助学生用快速阅读策略，查找确定问题的答案。
2.怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。
3.如何设置富有情趣的情境，将书本知识与课外相关资源进行整合，激发学生深入学习的欲望。
Computer and cassetteStepⅠ Pre--reading1. Get familiar with some words.settle ______ 观光，浏览______ volcano______ material _____________ protest ______ 平均的________ regular _________ 景色，风景__________★ The new building will be located in the center of town. ( )★ The teacher as well as his students goes to the museum on Saturday.( )2.Warming up (game time)①Describe and guess which the city is in New Zealand.②Show some pictures and let students find out the main features of Auckland.Example: Auckland is near the sea. The city of sails MaorisStepⅡ While-ReadingTask 1. Fast readingRead the text quickly and match the topics a-f with the five paragraphs. There is one extra topic.a) the history of the city Para.1b) travel links Para.2c) things to see in Auckland Para.3d) night-life in Auckland Para.4e) for water lovers Para.5f) New Zealand’s largest cityTask 2. Careful readingRead the text again and complete the table below.Task 3. Inquiry reading and do the exercises. ( T or F )1) Auckland is the capital of New Zealand.2) Auckland is located on South Island.3) Sky Tower is Auckland’s tallest Tower.4) Maoris were the first people of New Zealand.5) The climate in Auckland is wet and rainy.6) It’s the paradise(天堂) for water lovers.Answers:Step Ⅲ Post-readingMatch this information with the words in blue in the text. These are called “hot words”. On a real internet page, you can “click” on these words to get more information.1 New Zealand produces iron and steel, machines and cars.2 The first people of New Zealand came from other Pacific islands.3 The capital of New Zealand is on the Cook Strait, which separates the two islands.4 This bridge is one of the city’s most famous sights. It was built in 1959.5 New Zealand does not allow nuclear materials anywhere in the country.1 business and industry2 Maori3 Wellington4 Auckland Harbour Bridge5 nuclear-free zone该部分要求学生通过上下文猜测词义，并在课后利用网络查询这些单词的其他意义和用法。
北师大版高中英语必修一superhero说课稿
北师大版高中英语必修一superhero说课稿（总3页）-CAL-FENGHAI.-(YICAI)-CompanyOnel封面，使用请直接删除北师大版高中英语必修一第二单元第四课第一课时姓名：班级：学号：指导老师Unit2HeroesLesson4Superhero（说课稿）大家好，今天我说课的内容是北师大版高中英语必修一第二单元lesson4Superhero。
下面我将从教材分析、学情分析、教法学法、教学过程以及教学反思等五方面来展开。
一、教材分析1.本教材是北京师范大学出版社出版的普通高中课程标准实验教科书，本课是高一必修模块一第二单元第四课的阅读课型，本单元围绕“英雄”展开，涉及中西方文化中的许多英雄人物，内容丰富，十分重要。
本节课的教学思想是在英语教学中落实新课程标准，在教学过程中与学生积极互动，共同探讨，并且引导学生调查、探究，帮助学生掌握一定的阅读技巧，形成自主、合作的学习方法，使每个学生都能学有所得。
2.教学目标知识与技能：1）通过启发式阅读，学生能理解文章大意；2）掌握与主题有关的一些词汇，表达方式；3）学生的阅读技能可以得到提高。
过程与方法：通过课堂活动，学生自主以及合作解决问题的能力得以提高，创新思维能力得到发展。
情感态度与价值观：通过对现实生活中的superhero及其事迹的学习，培养学生顽强不屈应对各种挑战的精神。
3.重难点重点：重点词汇及表达方式的掌握；通过快速阅读掌握文章大意，解决问题难点：熟练运用英语表达看法，交流观点。
二、学情分析优点：大多数学生来自较优秀的中学，基础好，基本功扎实；对本课主题很感兴趣，有深入了解的欲望缺点：创新能力不强，快速反应能力较差三、教法学法教法：根据当前的教学改革尤其是课程改革的先进理念，以及高一学生的知识和能力水平，为达成前面所说的教学目标，我认为应采用任务教学法、交际教学法、愉悦教学法相结合的形式展开教学，这里所提到的每一种教学方法都不是孤立存在的，它们的有机结合能充分调动学生的学习积极性，能收到良好的效果。
高中英语新北师大版版精品教案《北师大版高中英语必修2 Lesson 4 Virtual Tourism》0
学习者分析
学习者为入学不久的高一新生，对英语阅读策略，英语词汇，英语句型和相关国外文化不熟悉，阅读和写作能力较为薄弱，是课堂重点关注对象。
白板品牌和配套
软件
鸿合智能一体机；智慧教室；AVA录播教室
ewor a an materia for the tudent to revie
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利用平板拍照答题功能进行作文自评，互评，讨论和修改,体现反馈的深度和广度。
Ste
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通过作业平台发送作业，进行及时反馈和监督。
备注：（T）= Teacher；（S）= Student
一师一优课 一课一名师
教学设计表
教学
环节
活动目标
教学内容
活动设计
媒体功能
应用及分析
Ste
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2SDo the eercie to chec whether the have got the detaied idea of the
3通过国外与国内不同的文化输入，使学生具备不同的文化思考和思维能力，从而激发对各种文化的热爱和向往。
4通过平板设备多样化的题型变化和考查以及小组活动的合理开展，使学生在互动课堂中进行有效学习和合作学习。
解决教学重点难点的措施
1利用信息化手段（平板电脑，白板展示等）进行高效的知识讲解和对比分析，从而解决学生在阅读中读的慢，读不懂的问题。
北师大版高中英语必修2 Unit4 Lesson 4 Virtual Tourism 教学设计案例
教学设计一北师大版高中英语必修2 Unit4 Lesson 4 Virtual Tourism一、教材分析这是一堂以阅读策略训练为重点的读写课。
内容主要涉及虚拟旅游，即在网上了解和感受一个地方的美和特色。
阅读的内容是类似旅游手册的概括介绍，介绍新西南的城市奥克兰，具有很强的实用性。
本课需要学习和掌握的阅读策略为归纳文章段落主题，形式为匹配。
二、学情分析教学对象是高一学生，智力发展日趋成熟。
他们用英语分析问题和解决问题的能力比初中阶段有了进一步的发展。
他们在前面三课已经充分了解到网络、网站和虚拟现实的内容，为本课的阅读和输出奠定了良好的基础。
他们以前学过找关键词的策略，为本课策略也奠定了基础。
三、教学目标1. 帮助学生识记课文的重点词汇。
2．通过运用阅读策略找出篇章结构和各段主题句。
3. 使学生根据所学课文介绍奥克兰的情况。
四、教学重难点教学重点：1. 对教材内容的整体把握。
2. 学生组织语言、运用语言的能力。
3.词形转换：连接词的用法。
教学难点：1．如何帮助学生用阅读策略，查找问题的答案。
2. 怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。
五、教法本节课的教学以外语课堂生态语篇教学整体性的建构原则为指导，以学生为中心，使课充分调动学生的积极性，积极参与到课堂教学中，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。
我在教学过程中采用启发式、任务型教学方法。
六、教学过程StepⅠ Lead-inFill the blanks in their correct forms according to the first letter.1.The old man s______ down in the small village five years ago.2. 2.The island′s economy is largely dependent upon t________.3.Let ′s go to the beach to enjoy the warm s____。
北师大版高中英语必修2 Unit4 Lesson4 说课稿课件
三.学情分析
实践 情感 认知
学生水平差距较 大，层次参差不 齐，英语学习兴 趣一般，但对一 些介绍当地风土 人情的话题还比 较感兴趣。 高一的学生已初步具 备用英语获取信息、 处理信息、分析问题 和解决问题的综合能 力,但需要进一步的提 高。
学生对奥克兰大多数 认识，但是知道的比 较少。
四.教学目标
特别注重提高学生用英语提取信息、处理信息、分析和 解决问题的能力，用英语进行思维和表达的能力；形成 跨文化交际的意识和基本的跨文化交际能力。 本节课在阅读过程中，来培养学生用英语提取信
息、处理信息的能力，进而培养了学生用英语进行思维
和表达的能力。
二.教材分析及本课的地位
教 材 分 析 及 本 课 的 地 位
教学评价：
Groups Do they use all the expressions we learn today? Do they use other expressions? Do they introduce all the contents?
Groups 1 Groups 2 Groups 3
如何让学 生在阅读 活动中获 取信息， 理解全文。
重 点
难 点
六.教学方式
1. 通过individual work使学生能真正动 脑、动手进行归纳总结并找出相关有用信 息，从而帮助学生实现对语言的input和 intake。 2. 通过group work使每个学生都积 极参与，运用所学到的相关信息进行 口头作文的展示，从而帮助学生实现 对语言的output。
Groups 4
Groups 5
Homework (1 minute)
Write an article to introduce Beijing using what we have learnt today.
北师大版高中高一英语必修2《Lesson4 Dream Jobs》说课稿
北师大版高中高一英语必修2《Lesson4 Dream Jobs》说课稿一、教材分析1. 教材背景和定位•本节课是北师大版高中高一英语必修2教材的第四课，名为《Dream Jobs》。
•本课程主要讲述了学生对未来的职业规划以及个人兴趣和志向的相关话题。
•该课程的目标是引导学生能够表达自己对未来职业的梦想和期望，以及了解不同职业的特点。
2. 教材内容梳理•本课程主要分为三个部分：Pre-reading、While-reading 和 Post-reading。
•Pre-reading 部分通过展示一些职业图片和问题，引发学生对职业的兴趣和思考。
•While-reading 部分主要通过阅读和讨论文本，让学生了解不同职业的特点和相关专业知识。
•Post-reading 部分通过小组合作探讨自己的梦想职业以及如何实现，进一步培养学生的思考和表达能力。
3. 教学目标•知识目标：掌握和理解与职业规划和兴趣爱好相关的词汇和表达方式。
•能力目标：通过阅读和讨论，培养学生的阅读理解能力和口语表达能力。
•情感目标：鼓励学生敢于追求自己的梦想，培养学生的职业意识和规划能力。
二、教学重难点1. 教学重点•掌握与职业规划和兴趣爱好相关的词汇和表达方式。
•培养学生的阅读理解能力和口语表达能力。
2. 教学难点•培养学生对不同职业的兴趣以及如何选择适合自己的职业规划的能力。
•提升学生的思考和表达能力。
三、教学准备•教材：北师大版高中高一英语必修2教材•教具：黑板、彩笔、教学投影仪•学具：学生练习册、职业相关图片四、教学过程1. 导入和预热•利用幻灯片展示一些职业的图片，引发学生对职业的兴趣和思考。
•提问学生：“你们小时候梦想过什么样的职业？你们的梦想职业受到哪些因素的影响？”2. 阅读和理解•将学生组织成小组，每个小组选择一篇阅读文本，并在规定时间内阅读文本。
•引导学生通过回答问题和讨论来理解文本，例如：“文中介绍的职业是什么？这些职业的特点是什么？你们对这些职业有什么了解？”•对学生的回答进行梳理和总结，确保学生对文本内容有较为准确的理解。
Warm-up北师大高一必修2Unit 4精品教案
books or films that have come true.
Key Words
robot, artificial human, cyberspace, planet’s climate, global warming, world flooding, time travel, virtual reality, virus
Resource used
Cassette.
Background
Picture B is from the movie The Terminator (1984). It is a picture of the actor Arnold Schwarzenegger who starred as an unstoppable machine sent from the future to change the past.
Jules Verne (1828-1905) was a French writer and a pioneer of science fiction. He studied geology, engineering and astronomy which greatly influenced his writing. He wrote From the Earth to the Moon in 1866, almost a century before Neil Armstrong landed on the moon. In his novel, men plan to build a gun big enough to shoot a rocket into space.
北师大版高中英语必修2 Unit4_Lesson4_公开课教学设计(一)
Unit4 Lesson 4 Virtual Tourism 公开课教学设计（一）教学目标：1. Learn some useful expressions to describe a city.2. Read to learn the layout of an introduction of a city for tourism.3. Write an introduction of Foshan using the expressions from the text to make a poster for tourism.学情分析：1. 本节课的授课对象是高一年级的学生，口语表达能力和课堂参与意识相对较好。
2. 经过本单元前三课的学习，学生积累了与Cyberspace以及Virtual Reality有关的表达方式。
3. 通过日常英语教学，学生已经能够较为熟练地用英语介绍一个地方。
4. 学生还没有用英语从旅游推介的角度去介绍过一个城市。
5. 学生尚未积累地道介绍一个地方的表达，且还没有足够的机会运用这些表达从旅游推介的角度去介绍一个城市。
教学重点：Read to learn the layout of an introduction to a city for tourism.教学难点：Write an article to introduce a city and make a poster for tourism during a short period of time in a class.教学过程：Step 1. Lead-ina. Each group describes a city with a few sentences and the other groups guess which city it is.b. The teacher shows pictures (of Auckland) and asks the students to guess.Step 2. ReadingTask 1: Find out the topic of each paragraph.Task 2: Find useful expressions used to describe the topic.Task 3: Discuss to work out the layout of the text.Step 3. PracticeTask 1: Work in groups to write an introduction of Foshan using the expressions from the text to make a poster to attract people to visit the city.Task 2: Exchange the posters between groups to evaluate the works for each other. Step 4. Reflection1. Make comments on the works between groups.2. Review the layout of an introduction to a city for tourism.Step 5. HomeworkWrite a passage to introduce your favorite city with the help of the internet.。
高中英语新北师大版版精品教案《北师大版高中英语必修2 Lesson 4 Virtual Tourism》69
Leon 4 Virtua Tourim
教材分析
本课书是第四单元第四课，是以阅读策略训练为重点的阅读课。
内容主要涉及虚拟旅游，即在网上了解和感受一个地方的美和特色。
阅读的内容是类似旅游手册的概况介绍，介绍新西兰的城市奥克兰，具有很强的实用性。
学生在前面三课已经充分了解到网络、网站和虚拟现实的内容，为本课的阅读和输出奠定了良好的基础。
本课需要学习和掌握的阅读策略为归纳文章段落主题，形式为匹配。
学生以前学过找关键词的策略，为学习本课策略奠定了基础，所以难度并不大。
本单元分两个课时完成，第一课时以阅读为主，第二课时以巩固词汇和完成口头输出任务为主。
教学内容
话题：旅游与城市介绍阅读：泛读，找主题句，细节阅读
词汇：重点词汇：have a , vocano, to be ocated on, centra, uburb, harbour, ette, unhine, eaide, urfing, guide, be nown a
第一课时
Firt ae, do 的词语固定搭配；词形转换；连接词的用法
教学过程。
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Lesson 4 Virtual Tourism教学设计（陶佳）（2011一等奖）课题：M 2-Unit 4-Lesson 4 Virtual Tourism（第一课时）指导思想与理论依据：高中英语课程的总目标是培养学生的综合语言运用能力，其中包括语言技能、语言知识、情感态度、学习策略和文化意识。
在此基础上，特别注重提高学生用英语提取信息、处理信息、分析和解决问题的能力，用英语进行思维和表达的能力；形成跨文化交际的意识和基本的跨文化交际能力。
本节课在阅读过程中，通过表格的设计，培养学生用英语提取信息、处理信息的能力，在之后的小组口语活动中，用所学到的相关知识进行英语的口头作文，这就培养了学生用英语进行思维和表达的能力。
同时，新课标倡导面向全体学生，以“主动参与，乐于探究，交流与合作”为主要特征的学习方式。
在本节课中，从始至终贯彻“以学生为主体”的原则，首先让学生在阅读过程中独立完成各项任务，使学生能够完全自己参与，而不是依赖他人来获取有效信息，从而提高了学生的阅读技能，发展了学习策略；其次，在小组活动中，通过对学生提出详细的具体要求，使所有的学生都能够积极的参与进去，与小组的其他成员进行交流与合作，从而培养了学生团队合作的精神，形成了积极的情感态度。
此外，新课标要求教师“要善于结合教学实际的需要，灵活的和有创造性的使用教材，对教材的内容、编排顺序和教学方法等方面进行适当的取舍或调整”。
本节课在结合教学需要和学生实际水平的前提下，将第四课与Communication Workshop 进行了整合与删改，正是体现了新课标的要求。
教学内容分析：本单元为北师大版第二模块的第一个单元，语言材料难度不是很大。
本单元的话题是“Cyberspace”，由“Tomorrow's World”“Websites”“Virtual Reality”“Virtual Tourism”“Communication Workshop”(Writing an Internet page & planning a scientific experiment)和“Culture Corner”(New Zealand Fact File)六部分组成。
其中，第一、三课为“Language Focus”，第二、四课为“Skill Focus”，第五部分侧重说和写的输出，第六部分的文化广角侧重文化知识的输入。
在本单元的教学安排上，教师根据学生的实际水平进行了适当的合并与删减，本单元的第四课是介绍一个地方的阅读课，而本单元的Communication Workshop中正有让学生完成一篇介绍一个地方的写作内容，教师将两部分进行了合并，同时删除了Communication Workshop中说的部分。
本节课的教学内容便是合并后的第四课与Communication Workshop的读说课，教材中第四课的文章生词量不大，文章结构清楚，简单易懂，学生很容易总结出文章结构和相关有用的单词、短语，从而为下一步的写作打下基础。
教材中要求学生最后完成的是一个Internet page的设计，在本节课中这个要求被弱化，只要求学生完成介绍一个地方的口头写作内容，在课后作业中，要求学生将课上的口头作文落实到笔头上。
在第二节写作课的讲评中，教师会对相关联的单词、短语进行扩展和补充，并要求学生对同一个话题进行第二次写作，以达到进一步美化作文，使学生能够熟练掌握和运用部分相关的单词和短语的目的。
学生情况分析：学生为高一年级普通班学生，大部分学生并未完全适应高中的学习方式，还处于从初中向高中的过渡阶段。
学生水平差距较大，层次参差不齐，英语学习兴趣一般，但对一些介绍当地风土人情的话题还比较感兴趣。
同时，学生对写作中段落的概念比较模糊。
在本单元开始前，教师曾侧面了解了一下学生对新西兰的认知程度，大部分学生表示知道这样一个国家，但了解的并不多。
因此，在本节课之前，教师将Culture Corner中关于新西兰的文章作为作业布置给学生，使学生初步了解这个国家，并知道该从哪些方面来介绍一个地方。
教学方式：1. 通过individual work使学生能真正动脑、动手进行归纳总结并找出相关有用信息，从而帮助学生实现对语言的input和intake。
2. 通过group work使每个学生都积极参与，运用所学到的相关信息进行口头作文的展示，从而帮助学生实现对语言的output。
教学手段：1. 教科书、学案2. 教学课件、多媒体设备3. 黑板教学目标：At the end of this class students will be able to:• Know the structure of writing a guide.• Get some basic information about Auckland by filling the table.• Find out some useful expressions about introducing a place.• Introduce Beijing by using useful expressions and the structure they learn in class orally.教学重点及突破措施：重点单词和短语的使用。
首先通过文章细节填空，对学生进行初步的渗透；然后通过学生自己找出相关单词和短语，来加深学生的印象；最后通过口头作文的方式，使学生学会使用重点单词和词语。
教学难点及突破措施：在小组展示阶段，教师要求小组的每个学生至少说出一个句子，并采用抽签的方式进行展示，这就使得学生在准备阶段都会积极参与，主动与小组成员进行合作与交流，从而避免了只有一部分人动起来的局面。
此外，在课堂活动的最后阶段，教师会让部分英语基础较好的学生按照段落或全文进行口语活动，这既关注了学生们的个体差异，又调动了英语基础较好的学生的积极性，使他们能够进行适当的提高和锻炼。
3. 关注课堂有效性本节课的教学设计思路清晰，目标明确，环环相扣，所有的步骤和活动都是以能让学生最后进行口语输出为目的，并使用了相配套的教学评价与检测，合理有效的利用了课堂的教学时间，使所有的学生都能在课堂上有所得，真正关注了课堂的有效性。
4. 困惑和疑问在本节课中的教学设计过程中，教师也存在着一些困惑。
例如，在教学顺序的安排方面，是应该先给出结构还是先进行信息提取（教材中的顺序为先提取信息后结构，但教师为了更好的强化结构的概念，采取了先结构后提取信息的顺序）；在小组活动时，给出的提示应该是用中文还是英文（开始教师选择了中文，但最后觉得学生还处于初高中衔接过程，最终降低了难度，给出了英文）Unit 4 Lesson 4 Virtual TourismFirst reading: Read the text quickly and match the topics a-f with the five paragraphs. There is one extra topic.Para. 1 a) the history of the city Para. 2 b) travel linksPara. 3 c) things to see in Auckland Para. 4 d) night-life in Auckland Para. 5 e) climate and things to do f) brief introductionSecond reading: Read the text again and finish the table below.Auckland: the city in New ZealandPart I:Introduction and historyPopulation LocationFeatures An important center for ____________________;The most exciting city for people with different __________History Maoris settlement: ________ years;European settlement in _________; Capital of New Zealand for some time;a center for ____________________________ in Asia pacificPart II: Things toseeFamous sights_____________; Auckland Harbour Bridge;______________; Sky Tower; ________________ Part III: Climate and things to do Climateandthings todo“City of _______”;_______ climate with plenty of _______ ;Water sports : swimming, _______, fishing, ________ and surfingPart IV: Travel linksTravel links________ to travel between Auckland and the rest ofNew Zealand;regular _______________________Third reading: Read the text again and find out useful expressions related to the following information, then finish the table.。