高中英语必修二unit1-全英说课稿电子教案
说课稿 人教版高中英语必修二 unit 1 cultural relics
人教版高中英语必修二Unit 1 Cultural relics一、Analysis of teaching materialThe lesson plan I’m going to talk about is from NSEFC Book 1-Cultural Relics. From this text,Ss will learn what cultural relics are and have the awareness to protect them. In the reading part “In Search of the Amber Room”, students can learn the story of the amber room ,which includes the building, missing, and rebuilding of the amber room. They will find that the amber room had been stolen during WWII, so they can learn the importance of protecting the cultural relics.The structure of the text is obvious, so students can analyze the text and find the key word of each paragraph easily. There are some new words in the text as well a non-attributive clauses. Since this unit is the first unit of this term, we can find that the textbook tries to pay more attention to the cultural information and humanistic care.1、Knowledge and skill objectiveStudents will be able to master some important words and phrases, which involve “could never/not+have done”“design”“select”“jewel”“treasure” and “belong to”. Since they are helpful for students to enlarge the vocabulary and understand the text more easily, I will explain them very carefully.2、Process and method objectiveSs will be able to talk about what cultural relics are and how to describe their developments and protection. Through the pictures I show them, they can find the common points of them. Next, I will lead students to know that all the places in the pictures are cultural relics so that they can get the definition of the cultural relics. When learning the text, students will be able to know the development and protection of the amber room so that they can describe other cultural relics.3、Emotional, Attitude and Value objectiveAs we know, this unit mainly talks about the cultural relics. There are a lot of cultural relics in the world; however, many of them are endangered. So I will cultivate the students to have theawareness of protecting cultural relics.Teaching Key PointsI think the important points are to train the Ss reading ability, analyze the text and grasp some new words of the text. So students can understand the text clearly by doing that.Teaching Difficult PointsIn this period, cultural relics are mainly mentioned. But, it doesn’t tell us the cultural relics protection directly. Hence, how to let the students know that we should protect cultural relics deserves to be the difficult point.二、Analysis of StudentsAlthough the students have the basic abilities of listening, speaking, reading, and writing,they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability.三、Analysis of Teaching methodsTask-based language teaching is adopted in this lesson. The task is to get the structure of this text. I will ask students to dividethe whole text into three parts and try to get the main idea of each part. By means of TBLT, students are involved and engaged in the task and classroom activities, and therefore they can learn moreabout the text.四、Analysis of Learning methodsSs need to develop some reading strategies such as skimming,scanning, summarizing information, and so on. In this lesson, students are instructed to develop the above mentioned reading strategies. Since the reading part tells the story of the amber room, i t’s necessary for Ss to search some bacground information about it . Besides, they should get information about the cultural relics and write a composition “How to Protect the Cultural Relics”.五、Teaching Procedures(一）Step1 Lead-inSince the reading material in this period talks about the cultural relic of amber room in Russia , it is a proper way to introduce it by showing some pictures of cultural relics in other countries. B y answering the open question “What do you know aboutit?”,Ss’ interest and attention is drawn to these places. Then, I will show them a picture of the amber room so that they can know the topic of this lesson.（二）Step 2 Pre-readingI will ask the whole class to summarize the text and invite several students to give their opinions. By doing this, the students’skimming ability is trained.Part I (para 1) The brief introduction about the Amber Room: design,color, shape, materialPart II(paras 2-4) The history of the amber room.(present, relocating and missing).Part III(para 5) The rebuilding of the Amber Room(a new one but thesame as the old built by the two countries, for celebrating the 300th birthday of Petersburg).(三）Step 3 While-readingBefore coming to the detailed study of the first part, I will ask Ss to answer my questions “Which country first built the amber room?”“Introduce something about this country-Prussia”. Then, I would like to introduce Prussia to my students. After that, I will talk about the language points and some cultural information. I will introduce “could never have done”” design”“select”“jewel”“treasure”to them. After my explanation, I would like to ask students to make sentences using each of these words. So they will have specific information about the text. While finishing the first part, I will ask the students to answer when and why did Fredrick William I give the amber room to Peter the Great and say something about Peter theGreat. After that, I will give a brief introduction of Peter the Great to students, which can let them know more about the history background. Next, I will continue to explain the language points of the second paragraph. Inthis paragraph,I’d like to say more aboutthe background information, such as St Petersburg, Winter Palace, etc. As to the language points, I will introduce “belong to” and some other words which have the same usage as “belong to”.(四）Step 4 Post-readingIn this period, I plan to talk about two paragraphs and then come to a group discussion. I will ask the Ss to discuss whether we should protect the cultural relics and give their reasons.I will provide them opportunities to express their ideas in front ofthe class. By doing so, they are trained to express themselves in English bravely and confidently. Through this discussion, students can have the awareness of protecting the cultural relics, because they are symbols of history.（五）Step 5 HomeworkAt last, I will make a summary to help students to consolidate what we have learned in this class. Then, I will ask them to search more information about cultural relics and write acomposition about how to protect the cultural relics. This task is assigned to cultivate students to have the awareness of protecting the cultural relics. .六、Blackboard designAt last, I will talk something about my blackboard design. As far as I am concerned, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.I will write the topic sentences on the blackboard, in order to tell the students the importance of them in this class. I shall make the design inductive, instructive and artistic. That is all. Thank you!附原文。
高中英语必修二教案
高中英语必修二教案【篇一：人教新课标高一英语必修2_unit_1教案】unit 1cultural relicsi. 单元教学目标ii. 目标语言ii. 教材分析与教材重组1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。
1.1 warming up 热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。
这部分的目的是呈现本单元的中心话题“文化遗产”。
1.2 pre-reading 是reading的热身部分，提供了ambers的图片并就此此设计了两个问题。
这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。
1.3 reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。
设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。
1.4 comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。
exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；exercise 2 将所给的问题与段落匹配，是段落大意理解题；exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。
1.5 learning about language 分discovering useful words and expressions 和discovering useful structures两部分。
其中第一部分的exercise 1着重训练对英语单词解释的理解。
人教版高一英语必修二《Unit1Culturalrelics》说课稿
人教版高一英语必修二《Unit1Culturalrelics》说课稿引言本说课稿是针对人教版高一英语必修二教材中的第一单元《Cultural Relics》而准备的。
本单元主要围绕文化遗产这一话题展开，通过学习文化遗产的定义、保护以及文化遗产与社会发展的关系，培养学生对各种文化遗产的尊重和理解。
本单元重点在于听说能力的培养，通过课堂活动和讨论，鼓励学生积极参与，提高他们的听力和口语表达能力。
教学目标•知识目标：–了解文化遗产的定义和分类。
–掌握描述文化遗产的相关词汇和表达方式。
–理解文化遗产的重要性和保护的必要性。
•能力目标：–提高学生的听力和口语表达能力，培养他们在交流中运用所学知识的能力。
–培养学生的合作意识和团队合作能力。
•情感目标：–培养学生对各种文化遗产的尊重和理解。
–培养学生的文化意识和历史意识。
教学重点•文化遗产的定义和分类。
•文化遗产的重要性和保护的必要性。
教学难点•如何让学生了解和感受到文化遗产的重要性。
•如何提高学生的口语表达能力，使其能够用英语描述文化遗产。
教学准备•教材《高中英语必修二》(人教版)•课件软件及相关教学载体•范例文化遗产图片和文物复制品教学过程导入新课1.利用范例文化遗产图片和文物复制品引导学生思考以下问题：–你能叫出一些中国的文化遗产吗？–这些文化遗产在你心中有何意义？–为什么文化遗产需要保护？2.引导学生讨论以上问题，收集他们的观点，并引出本单元的话题：Cultural Relics。
学习新课1. 课前预习让学生通过预习课文和课后练习，了解文化遗产的定义和分类，并准备相关讨论问题。
2. 分组讨论将学生分成小组，让他们在小组内根据预习内容讨论以下问题，并提出自己的见解：•什么是文化遗产？文化遗产可以分为哪几种类型？•文化遗产在我们的生活中有何重要性？•文化遗产需要怎样的保护？3. 听力训练播放录音材料，让学生根据听到的内容回答相关问题，通过听力训练加深学生对文化遗产的理解。
高一英语必修二-unit1-Cultural-Relics-英文说课稿
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 …。
高一英语必修二unit1CulturalRelics英文说课稿
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 shouldbe put on training the students’ reading skills.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.3.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, blackboardⅧ. Teaching procedure:TeachingProcedure Teaching ActivityDesign Intent1. Leading-in (5 minutes) Guessing GameT (Teacher): shows pictures of somecultural relics to only one student (e.g. theGreat Wall, the Big Ben, and the AmberRoom etc.), and asks him/her to use newsentence patterns (It lies in/on/to…, Thescenery there is…etc.) to describe it (thelocation and characteristics) withoutmentioning its nameOther Ss (Students): guess the name.Using pictures to attract thestudents’attention andappreciate the differentcultural relics around theworld. After the guessinggame, the students are fullymotivated for the class.2.Pre-reading (5 minutes) 1)BrainstormT raises questions: Have you ever seen apiece of amber? What’s the use of theamber?Ss discuss in group of five and one S fromeach group gives answer.Broaden the students’mindand encourage them to thinkactively about anythingrelated to amber, so that theycan be fully prepared for thereading part.T Collects answers by drawing a mind-map on the blackboard.2)PredictionSs look at the title and guess what the passage will talk about. Prediction is an important reading skill in doing reading comprehension, and students are required to master it.3.While-reading (25 minutes) 1) Skimming: Ss are asked to skim thepassage and find out the main idea of eachparagraph2) Scanning: Ss read the passage carefullywith the questions:How long did the artist take to make theAmber Room?Whom did the Amber Room belong to? ......3) Detailed reading:(1) Ss answer questions that need deepthought.Why did Frederick WilliamⅠgive theAmber Room to Peter the Great?Why did Peter the Great send a troop inreturn? ……Then T draws the process out.(2) Ss are asked to rewrite sentences andfind out attributive clause in the passage.It’s important to get thestudents to read the text forthree times. The aim ofskimming is to let thestudents have acomprehensiveunderstanding of the wholepassage. While the purposeof scanning is to let thestudents find out somedetails in the text. In thedetailed-reading part, thestudents should not onlyfind out the details, but alsogo deep into the questionsabout “Why”.4. Post-reading (8 minutes) Discussion:Is it necessary to rebuild the Amber Room?Can the original one truly be rebuilt? Whyor why not?The purpose of a discussionis to help the students usewhat they have learnt in thisclass to think about whetherthe Amber Room can reallybe rebuilt.5. Homework (2 minutes) 1) Search the Internet for more informationof the Amber Room(do it in group offive), next class 3 groups will be chosen tomake a presentation by using PPT tointroduce the Amber Room in front of thewhole class.2) Finish Exercise in the workbook.Train the students’ ability ofusing the Internet for someuseful information and theircooperation in teamwork.Students are required toself-learn more about thetopic after class.Ⅸ. Blackboard designUnit 1 Cultural Relics Try to use the following sentence patternsIt 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…preservationgift……TheAmberdecorationjewelryTheAmber。
高中英语必修二《Unit 2 The Olympic Games》全英文说课稿
高中英语必修二《Unit 2 The OlympicGames》全英文说课稿and modern Olympic Games。
and encourage them to express their own ns.3.XXX learningabout the history and significance of the Olympic Games.In this lesson。
we will begin with a warm-up activity where students will brainstorm words and phrases related to the Olympic Games。
Then。
we will read an XXX practice note-taking skills。
After that。
we will have a XXX。
we will end with a speaking activity where students will share their own ns about the Olympic Games.The Olympic Games have a long and rich history。
dating back to ancient Greece。
Today。
the Olympic Games are a global event that XXX from all over the world。
The future passive voice is a grammar item that is used to talk about ns that will be done to someone or something in the future。
It is XXX.By learning about the Olympic Games。
高中英语必修二unit1全英说课稿
高中英语必修二unit1全英说课稿第一篇：高中英语必修二unit1 全英说课稿Interpretation of my of my lesson plan Good morning, ladies and gentlemen.It’s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with six parts: Analysis of the teaching material, the teaching methods, teaching aids, the learning strategies, and the teaching procedure and blackboard design.Part 1 Analysis of Teaching MaterialThe content of my lesson is New Senior English for China Book2, Unit1.This unit is about cultural relics protection.T oday my lesson is the reading part of this unit.By studying of this text, I will help students to know about the history of the Amber Room and motivate the Ss’ interest in some cultural relics in the world.At the same time, let the students learn how to give their opinions on protecting our precious cultural relics and rebuilding the lost cultural relics.(As we all know, reading belongs to the input during the process of the language learning.The input has great effect on output, such as speaking and writing.)Therefore, this lesson plays a great important part in this unit.In this lesson, I will mainly help students to understand this passage and practice some reading skills such as skimming, scanning and so on.A、T eaching Aims According to the new standard curriculum and the syllabus(新课程标准和教学大纲), and after studying the teaching material, I set the teaching aims from three dimensions: 1.Knowledge objects(语言目标：语音，词汇，语法，功能，话题)(1)the usage of the important words and expressions(2)important sentence patternsThe amber which was selected had a beautiful yellow-browncolor honey.It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.……2.Ability objects(技能目标：听，说，读，写)(1)After this lesson, the Ss have a general knowledge of the history of Amber Room(2)Ss will be able to give their opinions on protecting and rebuilding lost cultural relics(3)To improve the student’s reading ability, especially their skimming and scanning ability.3.Emotion or moral objects(情感目标：兴趣，自信，合作，爱国，国际视野)(1)After completing the task, the Ss be more interested in cultural relics in the world.(2)Ss will have the awareness of protecting our cultural relics.B、the Important and Difficult Points Based on the requirement of the syllabus.The important points are the important new words and phrases such as amazing, design, decorate, belong to.The difficult points are how to get the main idea by scanning and understand the text and some difficult sentences.Part 2 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language.For achieving these teaching aims,(after the analysis of the teaching material and teaching aims,)I will use the Grammar translation method and Task-based Language T eaching.Part 3 Teaching aids Part 4 Teaching Procedure Step 1.Lead-in.(_____min)(1)to catch Ss’ attention about the passage.(2)To motivate Ss’ interest in this text and cultural relics.Step 2.Pre-reading Task 1.(group work, min)Ask Ss to choose one of cultural relics in Zunyi, Guizhou Province, and present to the classTask 2.(pair workmin)Have you ever seen a piece of amber? What do you know about it?(they can surf on the internet)Purpose of my design:(1)to get to know something about the cultural relics in their hometown.(2)To have a better understanding about amber by surfing the internet Step 3.While-reading Task 1.(Individual work, pair work, group work, class work;_____min)Skimming: The following five questions are the main ideas of each paragraph in this passage.Please read it quickly and then match the sentences with the letters.Task 2.(Individual work, pair work, group work, class work;_____min)Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.Task 3.(Individual work, pair work, group work, class work;_____min)Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following outline.ϖ Purpose of my design: Enable students to understand the given material better by using different reading skills.And proper competition can arouse the Ss’ interest in English learning.“Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained Step 4.Post-reading Task 1.(Individual work, pair work, group work, class work;_____min)Discussion(group of 4): Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.Step 5.Homework ϖ Please write your discussion results into a piece of composition.Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class.It will check whether the Ss achieve the teaching aims.Part 5 Blackboard design第二篇：高中英语必修二unit5全英说课稿Good afternoon, dear teachers.I’m glad to be here to take this interview.I hope I can impress you.My name is..I’m a graduate student from Henan Normal University.I have been dreaming to become a teacher for several years, as my parents are both teachers, and I think teacher is a glorious profession.During my past several years, I tried my best to enrich myself, learn more knowledge in order to be a qualified teacher in the future.Now, I think it is time to realize my dream.But I think this is just the first step, because to be a good teacher need more things.So I hope you can give me a chance, I won’t let you down.That’s all, thank you.I have been ready to begin this representation with five parts.Analysis of the teaching material, the teaching aims, the teaching method, the studying methods, the teaching procedure and the black board design.Part 1 Teaching Material The content of my lesson is New Senior English for China Book2 Module1.This unit is about music.By studying of this unit, we’ll enable students to know various kinds of music and that different music can bring us different influence.At the same time, let the students learn how to express their own ideas about music.Let’s start with reading.This lesson is in the important position of this unit.If the Ss can master it well, it will be helpful for them to learn the rest of this unit.Part 2 Teaching Aims According to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the followings: 1.Knowledge objects(1)The Ss can master the usage of the important words and expressions.(2)The Ss can understand the content of the lesson, talk about different music styles and get their own idea aboutmusic.2.Ability objects(1)To develop the Ss’ abilities of listening, speaking, reading and writing(2)To guide Ss to set up effective studying strategies.(3)T o improve the student’s reading ability, especially their skimming and scanning ability.(4)To train the Ss’ abili ties of studying by themselves and cooperating.3.Emotion or moral objects(1)By completing the task, the Ss get to know the importance of music in our daily life, and increase their music accomplishment.(2)Teach the Ss that no pains, no gains by telling them the stories of successful musicians, put the moral education in the language study.Part 3 Teaching Methods As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language.For achieving these teaching aims, I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论)municative Approach(交际教学法)2.Whole Language T eaching(整体语言教学法)3.Task-based Language Teaching(任务教学法)4.Total Situational Action(情景教学)a “scene —activity” teaching method , itestablishes a real scene and the interaction between the teacher and the Ss.At the same time, CAI(电脑辅助教学)can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 4 Studying Methods Students can learn to study on their own, and use the learned expressions and words to communicate with their partners actively, which is helpful for improving communication strategy, and cultivating the students' thinking skills in English.Part 5 Teaching Procedure Step 1.Lead-in.I will ask a question what kind of music do you like? And let students have a brainstorm, try tosay the music style as much as they know.Purpose of my design: to catch Ss’ attention about the class/t opic/passage.Step 2.Pre-reading Task 1.I will paste several pictures on the blackboard and lat ss to guess what kind of music does these pictures refer to, i will help the ss to get right answers.Task 2.Let ss listen to the different kinds of music on the tape.Guess which music matches which picture.Purpose of my design:(1)to get to know various kinds of music through both visual and acoustic way.(2)T o have a better understanding about music.Step 3.While-reading Task 1.Let ss learn the words and phrases, especially some express preference or feelings.Task 2.I will divide ss into several groups, and Let them have a discussion by giving two questions: 1.what kind of music do you like best ? what kind of effect does the music have on you ? At the same time, I will paste a big piece of paper with useful words ,phrases and expressions on the blackboard.Task 3.I will ask some students as a reporter to express their results of their groups.At last,I will make a conclusion and evaluate their performance , also give my own understanding of music.Purpose of my design: Enable students to understand the given material better by using different reading skills.And proper competition can arouse the Ss’ interest in English learning.“Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Step 4.Game.I will divided the class into several groups.then I will give each group a picture,let one group to describe their picture and ask others to guess.If a group get the right answer, I will give a reward to it.At last, the group who has the most rewards is the winner.Step 5.Homework 1.Talk about your favourite music with your partners.2.Write a composition about your favouritemusician.Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class.It will check whether the Ss achieve the teaching aims.第三篇：高中英语必修三第五单元说课稿全英版Teaching plan for Unit 5Canada-the true northBook3Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is Senior English for China Book3 Unit 5Canada-the true north.I’ll be ready to begin this lesson from five parts.Analysis of the teaching material, the teaching methods,the studying methods, the teaching procedures, and the blackboard design.First, let me talk about the teaching material.Part 1 Teaching Material: This unit is about Canada.By studying of this unit, we’ll enable the students to know some basic information of Canada, such as it’s location, it’s climate, it’s characteristics and so on.At the same time ,Let the students learn how to understand and respect different cultures in different foreign countries.According to the new standard curriculum and the syllabus(新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching objectives are as follows:1.Knowledge objectives:a)The Ss can hear, read, and use the main sentence patternsb)The Ss can understand the content of the lesson.c)The Ss can use the patterns to express their thoughts in the proper situation.2.Ability objects:(1)To develop the Ss’ abilities of listening, speaking, reading and writing.(2)To train the Ss’ ability of working in pairs.(3)T o improve the student’s reading ability, especially their skimming and scanning ability.3.Emotion or moral objects:To understand the different cultures in different contries.Now, let’s come to the important points and the difficult points.That is how to make the ss understand the passage quickly and effectively.Part 2 T eaching Methods:In my opinion, the main instructional aims of learning English in the Middle School is to develop thestudents’ abilities of listening, speaking, reading, writing and their good sense of the English language.So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language teaching”(整体语言教学法)and “Task-based”language teaching(任务教学法).Part 3 Studying Methods:Our students are almost from the countryside.They are lack of geography knowledge and the cultural background of those foreign countries.Therefore , I ’ll have Ss study through the process of seeing, hearing, saying, observing, thinking etc.Teaching Aids:The blackboard,the textbook,a picture of Canada,the multimedia.The tape recorder.Part 4 Teaching Procedures: Step 1 Lead-in.At the beginning of the class, I will show a picture of Canada on page 33 to the ss.And ask them where Canada is and do you want to go to Canada.Step 2Fast reading Read the passage quickly and find the main idea of each para.And ask some ss to do the match on the blackboard.Step 3 Detailed readingListen to the tape and answer the questions below:Find out the characteristics in the passage, their routine and the places where they go.Step 5 DiscussionWork in pairs and discuss the question:What’s the real meaning of ‘ the true north’ in the title.Step4 Homework.Summarize the whole lesson, and arrangethe homework.Ask Ss to write a short passage about Canada according what you have learnt in the passage.Part 5 Blackboard Design.On the left, I will write some important words and phrases.On the right, I will write the match.T o ask the ss to match the main idea of each para.That is all my lesson.Thank you very much!第四篇：人教版高中英语必修三 Unit 2 说课稿人教版高中英语必修三 Unit 2 说课稿尊敬的评委老师：大家上午好，我是外语组号和晓鸥。
【新教材】人教版高中英语必修第二册全册精编教案设计.docx
人教部编版高中英语必修第二册全册教案教学设计Unit 1 Cultural HeritageUnit 2 Wildlife protectionUnit 3 The internetUnit 4 History and traditionsUnit 5 MusicUnit 1 Cultural HeritagePeriod 2 Reading and Thinking:From Problems to Solutions【教材分析】1.This section focuses on "Understanding how a problem was solved,,, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1.Enable students to understand the main information and text structure of the reading text;2.Motivate students to use the reading strategy "make a timeline,, according to the appropriate text genre;3.Enable students to understand how a problem was solved;4.Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1.Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2.Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of "time-event" in illustrative style3.Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1.PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1.Why did the Egyptian government want to build a new dam in the 1950s?2.Why did the building of the dam lead to protests?3.How did the government save the cultural relics?4.Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5.What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1.What do "problems" refer to and what do "solutions" refer to?2.Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3.What can you infer from "Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics"?4.What can you infer from "Fifty countries donated nearly 80 million to the project"?The project cost a lot of money.5.Before the building of the dam, what problems did the Nile River bring to the Egyptian?6.What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can sometimes lead to great solutions.•The Egyptian government wanted to build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless c ultural relics were rescued.•The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1.How to deal with the construction and the protection of cultural relics?2.As students, what should we do to protect our cultural relics?Step 6: summaryStep 7 Homework:Review what we have learned and find out the key language points in the text. 板书设计教学反思Unit 2 Wildlife ProtectionReading for Writing【教材分析】The activity theme is "making effective poster,,. The protection of wildlife needs the participation of the whole society. It is imperative to educate the public on wildlife protection and arouse the public's awareness and enthusiasm for wildlife protection. Teenagers are not only the main body of education, but also the "ambassador" of publicity and promotion. To make posters, students need to understand and study the situation of endangered animals and think about protection measures. In the process of reading and understanding the content of posters and making posters, students should be trained to master and use the style of posters, and their social responsibility and sense of responsibility should be cultivated.The reading text is two posters. The first poster, "give ugly a chance!" calls on people to protect all kinds of wild animals and not treat them differently because of personal likes and dislikes. No matter how beautiful or ugly animals are, they have the meaning and value of existence. The world is beautiful because of the diversity of biology. The article uses the tone of statement to make people unconsciously accept the author's point of view. The second POSTER "don't make paper with my home!,, adopts anthropomorphic rhetoric and takes koala's heart cry as the title, criticizing those behaviors of deforestation and destruction of animal homes. The text is a progressive explanation of the title. Exclamatory sentences and rhetorical sentences are used in this paper, which express the author's attitude and point of view. In addition, the title ofthese two posters uses exclamation sentences with strong appeal and emotional color, coupled with vivid pictures, making the posters more powerful.【教学目标】1.Cultivate students to acquire some features about an English poster by reading the text.2.Help students to write an English poster about animal protection properly using some newly acquired writing skills in this period.3.Develop students' writing and cooperating abilities.4.Strengthen students' great interest in writing discourses.【教学重难点】1.Stimulate students to have a good understanding of how to write an English poster properly.2.Cultivate students to write an English poster properly and concisely.【教学过程】Step 1: Lead inDo you want to be a volunteer of a pefs shelter? Why?Yes, I want to be a volunteer of it, because I want to help the pets, which are lovely and cute. I like them very much.Step 2: Read to discover details concerning the main details of the news report.I.Read the news report and then solve the questions below.1.Who started the rescue centre called the Small Friends Pet Shelter?A group of high school students and parents.2.What did the young people do in the shelter?Take care of animals.3.How do the young people think of their work?Worthwhile4.What help does the centre need?Volunteers, time and love.II. Read the text again and then choose the best answer.1.What should we do when we protect the wildlife animals?A.Treat all the wild animals equally.B.Only pay attention to less cute animals.C.Pay attention to cute animals.D.Care about endangered wildlife animals.2.Whafs the bad effect of cutting down billions of trees to make paper for humans?A.Make a lot of animals homeless.B.Make a number of wildlife animals dying out.C.The animals5 habitat is being destroyed.D.All of them.【答案】ADCStep 3: Study the organization and language features.1.Read the passage more carefully and write down the outline of the text.1.The Small Friends Pet Shelter was started by a group of high school students and their parents when they started to see many pets (that were left behind after their families moved away).译文：当一些高中生和他们的父母看到在主人搬走后,时，们建立了小朋友宠物收容所。
高中英语必修二全英文说课稿
必修2 unit 1说课稿一Interpretation of my of my lesson planGood morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with six parts: Analysis of the teaching material, the teaching methods, teaching aids, the learning strategies, and the teaching procedure and blackboard design.Part 1 Analysis of Teaching MaterialThe content of my lesson is New Senior English for China Book2, Unit1. This unit is about cultural relics protection. Today my lesson is the reading part of this unit. By studying of this text, I will help students to know about the history of the Amber Room and motivate the Ss’ interest in some cultural relics in the world. At the same time, let the students learn how to give their opinions on protecting our precious cultural relics and rebuilding the lost cultural relics. (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson plays a great important part in this unit. In this lesson, I will mainly help students to understand this passage and practice some reading skills such as skimming, scanning and so on.A、Teaching AimsAccording to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, I set the teaching aims from three dimensions:1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)(1) the usage of the important words and expressions(2) important sentence patternsThe amber which was selected had a beautiful yellow-brown color honey.It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.……2.Ability objects (技能目标：听，说，读，写)(1) After this lesson, the Ss have a general knowledge of the history of Amber Room(2) Ss will be able to give their opinions on protecting and rebuilding lost cultural relics(3) To improve the student’s reading ability, especially their skimming and scanning ability.3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)(1) After completing the task, the Ss be more interested in cultural relics in the world.(2) Ss will have the awareness of protecting our cultural relics.B、the Important and Difficult PointsBased on the requirement of the syllabus.The important points are the important new words and phrases such as amazing, design, decorate, belong to.The difficult points are how to get the main idea by scanning and understand the text and some difficult sentences.Part 2 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the Grammar translation method and Task-based Language Teaching.Part 3 Teaching aidsPart 4 Teaching ProcedureStep 1. Lead-in. (_____min)Show the Ss some pictures of famous relicsShort video: /v/b/84030851-1459554584.htmlPurpose of my design:(1) to catch Ss’ attention about the passage.(2) To motivate Ss’ interest in this text and cultural relics.Step 2. Pre-readingTask 1. (group work, min)Ask Ss to choose one of cultural relics in Zunyi, Guizhou Province, and present to the classTask 2. ( pair work min)Have you ever seen a piece of amber? What do you know about it? (they can surf on the internet)Purpose of my design:(1) to get to know something about the cultural relics in their hometown.(2) To have a better understanding about amber by surfing the internetStep 3. While-readingTask 1. (Individual work, pair work, group work, class work; _____min) Skimming: The following five questions are the main ideas of each paragraph in this passage. Please read it quickly and then match the sentences with the letters.Task 2. (Individual work, pair work, group work, class work; _____min) Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.Task 3. (Individual work, pair work, group work, class work; _____min)第2 / 3页Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following outline.Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trainedStep 4. Post-readingTask 1. (Individual work, pair work, group work, class work; _____min) Discussion (group of 4): Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Y uan in Beijing? Give your reasons.Step 5. HomeworkPlease write your discussion results into a piece of composition.Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.Part 5 Blackboard design必修2unit1说课稿二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 minutesⅠ. 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.Ⅰ. 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.Ⅰ. Teaching objectives1. Language 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.2. 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, and learn to use them in their daily reading.3. 1) Students are required to know the history of the amber room.2) Students are required to appreciate cultural relics and understand the importance of protecting them.Ⅰ. Teaching important and difficult points1) the 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.Ⅰ. Teaching methods:Task-based method & Top-down model Ⅰ. Teaching aids: PPT, pictures, blackboard Ⅰ. Teaching procedure:第2 / 4页第3 / 4页Ⅰ. Blackboard designUnit 1 Cultural RelicsTry to use the following sentence patternsIt 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…必修2unit2说课稿一Unit 2,Book 2The lecture of teaching plan for Unit 2 Book 2Good morning, ladies. I am appling for the Qualification Certificate for Senior English Teaching.Teaching Material（Book 2，unit 2）1、This lesson is about the well-known event —— the Olympic Games. The article concentrates on the history of the Olympic Games: the beginning of the Olympics, the development of the Olympics, the modern Olympic Games and the spirits of the Olympics.2、The content of this unit is connected to students’ real life and learning demands. Because the 2016 Summer Olympics in Brazi just ended.The analysis of students（Senior 1）1、Being equipped with basic English knowledge, like letters,phonetics,pronunciation, words, sentences and grammar, but still need more practice.2、The senior 1 students have great passion for English and ability of using Englishin class.Teaching aims and demandsⅠ.Language objects1、To master important words and phrasese.g. compete(vi.) →competition(n.) →competitor(n.)admit(v.) →admission(n.)e.g. compete (with / against sb.) (for sth.)2、To master some useful sentence patterns and language points.e.g. What do the five rings on the Olympic flag stand for?e.g.The Future Passive V oice(一般将来时的被动语态)3、To know some basic information about the Olympic Games.Ⅰ. Ability Objects1、To develop the students’ abilities of listening, speaking, reading and writing2、To encourage students to love sports,to understand the Olympic spirit and use it to guide their life and studyⅠ. Moral Objects1、To enhance the students the awareness of the knowledge about the OlympicGames2、To know about the spirits of the Olympics and learn how to cooperate with othersin life.13、To teach the students to develop the habit of taking exercise regularly.Teaching Key Points1、To understand the reading2、To know the differences and similarities between the Modern and the Ancient OlympicsTeaching difficult points1、To master the new grammar2、To improve the the students’ reading skills.Teaching methods1、Communicative Language Teaching2、Task-based Language TeachingLearning Methods1、Student-centered teaching2、Task-based learningTeaching ProcedureStep1 Lead-in1、Show some pictures and a video of Fu Yuanhui第2 / 6页2、Play a short interview video of Sun YangPurpose of my design:Interest is the best teacherStep 2. Warming upAt the beginning of the new lesson , the class will be divided into four groups. Then we will begin a quiz about Olympics .（1）How many gold medals did our country win in the 2016 Olympics? （2）Where will the 2020 Olympics be held? （3）How often are the Olympic Games held?（4）What do the five rings on the Olympic flag stands for?（5）What are the three words that show the spirit of the Olympic Games? （6）Where did the ancient Olympic Games start? Purpose of my design:Check & prepareStep 3 Fast readingAsk students to skim the reading passage and answer the following questions. Questions：(1) When and where were the ancient Olympic Games held?(2) When and where the first modern Olympic Games held?(3) Why were the Olympic Games not held in 1916，1940 and 1944? (4) What is the spirit of the Olympic Games?Purpose of my design:The purpose is to concentrate on the students’ thinking and make them develop some basically skills of reading. It also prepares for knowing something about the Olympics and understanding the main idea of the text.第3 / 6页Step 4 Intensive ReadingStudents are required to go through all paragraphs one by one. At the same time, some detailed questions are shown on the screen for them to find the answers. Questions:(1) For what purpose were the ancient Greek Olympics held every four years? (2) What events did the ancient Greek Olympics have? (3) What did the Frenchman wish to renew?(4) According to the Frenchman, what would the Olympic Games bring about? (5) Did the Frenchman succeed in renewing the Olympics?Purpose of my design:Students can get more details about the Olympic Games. It can train the students’ reading ability to some content. Step 5 Language PointsPick out some difficult sentences and phrases to explain. 1. every four yearsevery forth yeare.g. —— How often do you visit your grandparents? —— Every two weeks? 2. take part in = join ine.g. Did you take part in the sports meeting held last week in our school?3. succeed in doing somethingStep 6 Role Play and DiscussionStudents work in pairs, one as a reporter , the other as an official working in a sports department. They may make use of the questions in Step 3 and 4. Besides, we can use the app“XiaoKaXiu”(小咖秀),and let the students act out the interview of Fu Yuanhui.Purpose of my design:To develop students’ communicative ability.Step 7 Conclusion and homework 1. Exercises on Page 12 and 132. Write a passage on your impressive Olympic Games, and employ the Internet if necessary.Purpose of my design:To strengthen the language points and emphasize the students’ writing skills第4 / 6页Blackboard Design（Part 1）（Part 2）The Olympic Games 1. every four yearsevery forth year 2. take part in = join in3. succeed in doing something4. more and more nations more and more beautiful5. compete inThat’s all for my presentation, thank you~必修2unit2说课稿二Unit2 using languageInterpretation of my of my lesson planGood morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with six parts: Analysis of the teaching material, the teaching methods, teaching aids, the learning strategies, and the teaching procedure and blackboard design.Part 1 Analysis of Teaching MaterialThe content of my lesson is New Senior English for China Book2, Unit2. This unit is about the Olympic Games. Today my lesson is the reading and listening task in using language, namely, the story of Atlanta. By studying of this text, I will help students to learn about the story of Atlanta and motivate the Ss’ interest in learning about the culture of English speaking countries in the world. At the same time, lead the students to write stories with their imagination. (As we all know, reading belongs to the input period during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson mainly focus on motivating students’ interest in reading more English materials and on the reading sills of getting information quickly. In this lesson, I will mainly help students to understand this passage and practice some reading skills such as skimming, scanning and so on.A、Teaching AimsAccording to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, I set the teaching aims from three dimensions:1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)(1) the usage of the important words and expressions:(2) important sentence patterns:……2.Ability objects (技能目标：听，说，读，写)(1) After this lesson, the Ss have a clear idea of the story .(2) Ss will have critical thinking by discussing the end of this story.(3) To improve the student’s reading ability, especially their skimming and scanning ability.3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野) By doing this task, we will try our best to stimulate the Ss’ interest in foreign culture and interest in learning English.B、the Important and Difficult PointsAccording to the requirements of the syllabus.The difficult points are how to get the main idea by scanning and understand the text and some difficult sentencesThe difficult points: to make the Ss open their mouths to express their ideas. Part 2 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the Grammar translation method and Task-based Language Teaching.Part 3 Teaching aidsPPT, multimedia equipmentPart 4 Teaching ProcedureStep 1. Lead-in. (_____min)Listen and watch the video: The story of AtlantaPurpose of my design:(1) to draw Ss’ attention to the passage.(2) To motivate Ss’ interest in this text and cultural relics.Step 2. Pre-readingTask 1. (group work, min)Ask the Ss to share the stories of Olympic Games they have heard.Task 2. (individual work min)The following sentences are clues of this story. How will you organize the story if you were the writer? Try to work out the order of the following sentences in your own idea.Purpose of my design:To ask the students to do these two tasks will make the Ss predict the story of this passage. As a result, it will deepen Ss’ memory of this story because they will have their own understanding of this story.Step 3. While-readingTask 1. (Individual work _____min)Skimming: ask students to skim the text and the main ideas of each paragraph in this passage. Please read it quickly and then match the sentences with the letters.Task 2. (Individual work _____min)Scanning: read the text quickly and decide the whether the following statements are true or false and give reasons.Task 3. (Pair work _____min)Listen to the tape and fill in the banks. Then read the paragraph with expression to your partner.Task4 (individual work min)Listen to the tape again and write down the main idea in one sentence.Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to第2 / 3页develop the Ss’ ability of communication and also their ability of co-operation will be well trainedStep 4. Post-readingTask 1. (Individual work, pair work, group work, class work; _____min) Discussion (group of 4):1. If you were Hippomenes, would you run against Atlanta?2. Do you think Hippomenes deserved to win the race? Why or why not?Step 5. HomeworkPlease read the story again carefully after class and imagine: What will happen during the race between Hippomenes and Atlanta? Who do you think will win the race? Do you think Atlanta would marry Hippomenes? Write an end for the story with thses questions.Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.Part 5 Blackboard design必修2unit3说课稿一Good morning, dear judgeIt’s a great pleasure for me to have an opportunity to talk some of my teaching ideas. My test number is 42.Today my topic is the second English lesson for Senior High students—Computers(part 1 warming up and pre-reading)下面我将从说教材、说学情，说教法和学法、说教学过程、说板书设计五个方面来对本课进行说明。
2019版人教统编高中英语必修第二册全册教案教学设计(Unit1-5)
【2019统编版】人教版高中英语必修第二册全册备课教案教学设计目录Unit 1 Cultural HeritagePeriod 1 Listening and Speaking【教材分析】Listening and Speaking introduces the topic of “Take part in a youth project”.The listening text is an interview about an international youth cultural heritage protection project. More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine their own interests and advantages, etc. to participate in the action of cultural heritage protection.Listening and Talking introduces the theme of “Talk about history and culture”.The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, Red Square and surrounding buildings. The dialogue focuses on the functional items of “starting a conversation”, which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other people’s tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.【教学目标】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg your pardon, but…” “Forgive me for asking, but…” and so on to start theconversation more politely and appropriately.【教学重难点】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Enable students to use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to talk about the meaning of the word “Heritage”.Boys and girls, before our listening, let’s work in pairs and discuss the meaning of the word “Heritage”.What does the word “heritage” mean? Share your ideas about your understanding of it and you can use examples to illustrate your meaning.Heritage means the traditional beliefs, values, customs, etc. of a family, country or society.For example, the Great Wall is the heritage of China.Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.The listening text is probably about how to protect a famous heritage site by some students.Step 3: Summary of the main ideaThen play the radio which is about an interview about an international youth cultural heritage protection project. And after finishing listening for the first time, the students need to solve the following tasks.1. Listen to the conversation and sum up the main idea.Youths from seven countries are working together to protect cultural relics on Mount Tai.2. Listen again and help the reporter to complete the interview notes.International youth project, 23 high school students from 7 countriesMount Tai, one of the most famous mountains in ChinaIt has been protected for more than 3,000 years.22 temples, around 1,800 stones with writing on themStep 4: Guessing the meaning of the unknown wordsListen to the conversation again and use the context to guess the meaning of the words below. Tell the reasons why you guess so.Preserve: to protectReason: the word means the same of a word I knowPromote: to help sth to happen or developReason: The word is explained by the speakerStep 5: Speaking ProjectWork in pairs or groups and role play a conversation.Suppose you are a reporter and interviewing the students who devote their time to protecting the heritage.Reporter: It is said that you are one of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?V olunteer: We are making some signs which are designed to educate people to protect the pine trees.V olunteer: Besides, we took a lot of pictures of pine trees and create an app which aims to promote people’s awareness of protecting the precious trees.Reporter: Sounds great and anything else?V olunteer: We often wear volunteer clothes and send some brochures in the park to call on more people to protect the trees.Reporter: Does your hard work pay off?V olunteer: Definitely. More and more tourists are now stopping carving names on the trees or climbing the trees.Part 2: Listening and TalkingStep1: Listen to the tape, which is about a dialogue between two tourists and a tour guide when they visit the Kremlin, Red Square and surrounding buildings for the first time, and then ask the students to solve the following tasks.1. Listen to the conversation and answer(1).Where are the speakers?On a street.(2).What are they doing?Sightseeing.2. What do you know about the Kremlin and Red Square? Listen again and complete the fact sheet.Step 2: Speaking ProjectActivity 3 on page 7.Work in groups. Choose a cultural site that you like and role-play a conversation between some tourists and their tour guide. Take turns to play the different roles.Step 3 HomeworkAccording to Activity 3, write down a conversation between the tourist and his/her guide.Unit 1 Cultural HeritagePeriod 2 Reading and Thinking【教材分析】1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;3. Enable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1. PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1. Why did the Egyptian government want to build a new dam in the 1950s?2. Why did the building of the dam lead to protests?3. How did the government save the cultural relics?4. Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5. What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” refer to?2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”?4. What can you infer from “Fifty countries donated nearly 80 million to the project”?The project cost a lot of money.5. Before the building of the dam, what problems did the Nile River bring to theEgyptian?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can sometimes lead to great solutions.•The Egyptian government wanted to build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless cultural relics were rescued.•The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1. How to deal with the construction and the protection of cultural relics?2. As students, what should we do to protect our cultural relics?Step 6: summaryStep 7 Homework:Review what we have learned and find out the key language points in the text.Unit 1 CULTURAL HERITAGEReading for Writing【教学目的与核心素养】1. Get students to have a good understanding of some features about a news report by reading the text.2. Instruct students to write a summary about a news report properly using some newly acquired writing skills in this period.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.【教学重难点】1. Stimulate students to have a good understanding of how to a summary about a news report2. Cultivate students to write a news report properly and concisely.【教学过程】Step 1 Lead inDo you think it is necessary for us to circulate our cultural heritage to the world? Why or why not?Do we need to learn more about other countries’ cultural heritage? Why or why not?Step 2 Read to discover details concerning the main body of the news report Read the news report and then solve the questions below.1. What are the researchers and scientists trying to do?(The researchers and scientists are trying to increase knowledge and appreciation of China’s ancient cultural heritage.)2. What modern technology are they using?(They are using digital photography to record a collection of images.)3. Why are so many people interested in the Mogao Caves?(People are interested in the Mogao Caves because they have long been a meeting point for different cultures and are part of the history of many countries.)4. What do you think of the researcher’s opinion in the last paragraph?(I agree with the researcher’s opinion. Understanding our own and other cultures is a great way to understand ourselves and others.)Have the Ss discuss the questions in groups and then share their answers to the class.Step 3: Study the organization and language features1. Read the news report again and find these parts.A. Lead sentenceLanzhou, 9 August 2017. A group of researchers and scientists from China and other countries are working together ... China’s ancient cultural heritage.B. Direct quote“Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”C. ParaphraseThey are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history. Nearly 500,000 high-quality digital photographs have been produced since the international project started in 1994.D. Background informationThe Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries.E. Reporting verbsF. Words to show comparison and/or contrastToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.2. Underline the relative clauses that the writer uses to identify the following.A. thingsThey are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history.B. peopleAs one researcher who is working on the project explains, “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding. ”C. timeToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.Step 4 Post reading for further summary and understanding1. Why does the writer use the quote in the report?The writer uses quotes in order to make the news report more concise, authentic and persuasive.2. Explain your understanding of the sentences: “Appreciating one’s own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”We should learn and understand our own cultures, which is vital for us to know ourselves and be proud of our profound and extensive cultural heritage. Meanwhile, we should understand and appreciate other cultures, trying to be open-minded. This way, we can deepen each other’s understanding and respect.Step 5 HomeworkWrite a news report about Li Hua who works to protect our cultural heritage using the following notes and you can add details to make the news report more concise and detailed.▪Name: Li HuaPlace: Xi’anProfession: a senior high school teacher▪wants to preserve cultural heritage:▪protect old houses▪takes photos of old buildings▪helps repair buildings▪looks for cultural relics▪ interviews old people▪ shows cultural relics to the public ▪ writes about the buildings …Section ⅤWriting关于文化遗产保护的新闻报道文体感知1．新闻报道是对最近发生的重大事件、重要人物进行简要而迅速地报道。
新人教版高中英语必修二教案(全册)
新人教版高中英语必修二教案(全册)教案概述本教案是针对新人教版高中英语必修二全册的教学设计，旨在帮助学生提高英语听、说、读、写的能力，拓展词汇量和语言运用能力。
教学目标1. 培养学生对英语研究的兴趣。
2. 提升学生的听、说、读、写能力。
3. 培养学生的语言运用能力和思维能力。
4. 拓展学生的词汇量和语法知识。
教学内容本教案涵盖了新人教版高中英语必修二全册的所有单元，包括以下内容：- 第一单元：Friendship- 第二单元：English around the world- 第三单元：Travel journal- 第四单元：Great scientists- 第五单元：Global warming- 第六单元：Science and technology- 第七单元：Cultural relics- 第八单元：Art and artists- 第九单元：Media教学方法1. 情境教学：通过创设各种真实的语言环境，培养学生的语言运用能力。
2. 交际教学：通过各种实际的交际活动，提高学生的口语表达和交流能力。
3. 阅读教学：通过各类文本的阅读，培养学生的阅读理解能力和批判性思维。
4. 写作教学：通过不同类型的写作训练，提高学生的写作能力和创造力。
教学活动1. 课堂听说练：通过听力材料和口语练，帮助学生提高听说能力。
2. 阅读理解练：通过阅读文章和解答问题，培养学生的阅读理解能力。
3. 交流讨论活动：组织学生进行各类交际和讨论活动，提高学生的口语交际能力。
4. 文字表达训练：通过写作练，帮助学生提高写作能力。
教学评价1. 课堂表现评价：根据学生的课堂听说读写能力和参与度进行评估。
2. 作业评价：根据学生的作业完成情况和写作质量进行评估。
3. 测试评价：定期进行听力、口语、阅读和写作的测试，评估学生的综合能力。
教学资源1. 教材：“新人教版高中英语必修二”教材。
2. 多媒体设备：投影仪、音响等。
3. 教学文具：笔、纸、课本等。
英语人教版(2019)必修第二册Unit1说课课件
Part 4 Teaching procedure
Step 4. Post-reading Task : discussion ask students to think about a question： a lot of money was spent to protect the temples. Is it worthwhile? Why or why not?
Key point and difficult point
Key point
How to make students to grasp the main idea of the text.
Difficult point
How to make students to express their own ideas.
Ability objective
Student can improve their reading ability, especially their skimming and scanning ability.
Emotional objective
Students will have the awareness of protecting our cultural relics.
their opinions on protecting our precious cultural relics.
Teaching objectives
Knowledge objective
Students can master the usage of the important words , expressions and important sentence patterns.
人教版高一英语必修二第一单元教案模板
人教版高一英语必修二第一单元教案模板高中阶段学习难度、强度、容量加大，学习负担及压力明显加重，不能再依赖初中时期老师“填鸭式”的授课。
下面是小编为你准备的人教版高一英语必修二第一单元教案，快来借鉴一下并自己写一篇与我们分享吧！人教版高一英语必修二第一单元教案篇1教学准备教学目标1. 知识与技能目标(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。
提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。
(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
2. 过程与方法目标(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。
(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。
通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
3. 情感、态度、价值观目标通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。
同时激发学生对家乡的自豪感和热爱之情。
教学重难点教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。
教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。
教学过程(一)展示学习目标与小组评价规则(二)“导入”展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。
高中英语必修二《Unit 1 Cultural Relics》全英文说课稿
《Unit 1 Cultural Relics》说课稿Cultural RelicsⅠ. 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 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.Ⅱ.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 exercises(such asenvironment protection, animalsprotection).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 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. What’s more, they could use the new words to communicate and discuss about the protection of culturalrelics.（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 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-intelligence factors。
人教版高一英语必修二全册教案模板
人教版高一英语必修二全册教案模板高一阶段，是打基础阶段，是将来决战高考取胜的关键阶段，今早进入角色，安排好自己学习和生活，会起到事半功倍的效果。
下面是小编为你准备的人教版高一英语必修二全册教案，快来借鉴一下并自己写一篇与我们分享吧！人教版高一英语必修二全册教案篇1第一部分：热身快速应答：1.How are you going to school everyday?2.Thank you very much for your help.3.Would mind my opening the window?4.What day was it yesterday?5.What's the weather like today?第二部分：朗读口语朗读技巧：1.声调与降调I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.2.连读：将前一个单词最后的辅音与后一个单词开头的.元音连在一起朗读。
half an hour ran out of not at all3.失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。
hot bath the next day a good deal of I don’t believe I don’t know I want to say朗读练习：1. A smart housewife was told that there was a kind of stove which would onlyconsume half of the coal she was burning. She was veryexcited, and said: "That'll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"2.The little boy did not like the look of the barking dog."It's all right," said a gentleman, "don't be afraid. Don't you know the proverb: Barking dogs don't bite?""Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"人教版高一英语必修二全册教案篇2教学目标本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市;本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。
最新人教版高中英语必修二说课稿
人教版高中英语必修二全册说课稿Unit 1 Cultural relics说课稿（一）农垦实验中学胡小慧一、教材分析：１、教材的地位及作用：Unit 1 Cultural Relics是人教版高一英语模块2中的第一单元，本单元主要围绕“cultural relics”这个话题开展多种教学活动。
在阅读部分中，学生可以通过寻找琥珀屋的故事这个很好地了解琥珀屋的历史，了解世界文化遗产，进而激发学生的文化遗产保护意识。
学生在已有知识的基础上阐述他们自己对文化遗产和保护文化遗产的观点，从而可以进一步提高学生听、说、读、写综合素质能力。
２、教学目标：（知识目标、能力目标、德育目标）（1）语言知识目标：知识目标：帮助学生掌握新单词、词组、句型，巩固定语从句的知识；（2）语言技能目标：通过复述故事，让学生学会用自己的语言清晰地表达课文内容；（3）能力目标：通过自主阅读鼓励学生学会分析和归纳信息，促进学生进一步提高英语综合能力。
(4)情感目标：能交流个人信息，在小组活动中，培养学生合作、探究的精神；通过挖掘自我，增强学生的自信心。
３、重点与难点：重点：学习琥珀屋的故事和了解文化遗产的相关知识。
难点：如何组织语言复述琥珀屋的故事。
确立重点与难点的依据：根据教学大纲的要求，及本课在教材中所处的地位和作用。
4、课时安排：一课时。
二、教材处理：根据以上对教材的分析，同时针对学生的实际情况，首先为学生创造外语语言氛围，展示一些世界文化遗产的图片，给学生一个直观上的认识。
同时激发学生学习兴趣，使学生在参与回答课文问题和做课后习题的一系列活动中，掌握知识。
最后通过分组竞赛活动对学生所学知识点进行训练，从而达到巩固知识的目的。
三、教学方法：通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。
展开以教师为主导，以学生为主体的师生双边活动。
方法上采用任务型教学法、合作学习法，活动法、情景法、竞赛法等多种方法相结合，充分调动学生的积极性。
人教版高中英语必修2新 Unit1 Cultural relics说课稿
Unit 1 Cultural Relics 说课稿一、教材分析：１、教材的地位及作用：Unit 1 Cultural Relics是人教版高一英语模块2中的第一单元，本单元主要围绕“cultural relics”这个话题开展多种教学活动。
在阅读部分中，学生可以通过寻找琥珀屋的故事这个很好地了解琥珀屋的历史，了解世界文化遗产，进而激发学生的文化遗产保护意识。
学生在已有知识的基础上阐述他们自己对文化遗产和保护文化遗产的观点，从而可以进一步提高学生听、说、读、写综合素质能力。
２、教学目标：（知识目标、能力目标、德育目标）（1）语言知识目标：知识目标：帮助学生掌握新单词、词组、句型，巩固定语从句的知识；（2）语言技能目标：通过复述故事，让学生学会用自己的语言清晰地表达课文内容；（3）能力目标：通过自主阅读鼓励学生学会分析和归纳信息，促进学生进一步提高英语综合能力。
(4)情感目标：能交流个人信息，在小组活动中，培养学生合作、探究的精神；通过挖掘自我，增强学生的自信心。
３、重点与难点：重点：学习琥珀屋的故事和了解文化遗产的相关知识。
难点：如何组织语言复述琥珀屋的故事。
确立重点与难点的依据：根据教学大纲的要求，及本课在教材中所处的地位和作用。
4、课时安排：一课时。
二、教材处理：根据以上对教材的分析，同时针对学生的实际情况，首先为学生创造外语语言氛围，展示一些世界文化遗产的图片，给学生一个直观上的认识。
同时激发学生学习兴趣，使学生在参与回答课文问题和做课后习题的一系列活动中，掌握知识。
最后通过分组竞赛活动对学生所学知识点进行训练，从而达到巩固知识的目的。
三、教学方法：通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。
展开以教师为主导，以学生为主体的师生双边活动。
方法上采用任务型教学法、合作学习法，活动法、情景法、竞赛法等多种方法相结合，充分调动学生的积极性。
并实现新课标提倡的评价标准多元化，重视学生的参与与自我评价，体现学生在学习的各个环节的主体地位。
人教版高中英语必修二unit1教案
人教版高中英语必修二unit1教案以下是一份人教版高中英语必修二unit1的教案模板，供您参考：一、教学目标1. 知识目标：掌握本单元的重点词汇和短语，如“access”，“available”，“click”，“database”等。
2. 能力目标：能够理解和运用本单元所学的词汇和语法结构，提高阅读和写作能力，并能够在实际生活中运用所学知识进行交流。
3. 情感目标：培养学生对科技发展的认识和兴趣，激发他们探索新技术的热情。
二、教学内容本单元主题是“科技发展”，主要介绍了互联网和人工智能的发展和应用。
通过本单元的学习，学生将了解互联网和人工智能的基本概念和发展历程，以及它们在各个领域的应用和影响。
三、教学重点与难点1. 教学重点：掌握本单元的重点词汇和短语，理解课文中的长句和难句。
2. 教学难点：理解课文中的抽象概念和深入思考科技发展的影响和利弊。
四、教具和多媒体资源1. 黑板：用于书写重点词汇和句型。
2. 投影仪：播放PPT和相关视频资料。
3. 教学软件：提供在线学习资源和互动练习。
五、教学方法1. 激活学生的前知：通过提问和讨论，了解学生对科技发展的已有认知。
2. 教学策略：采用讲解、示范、小组讨论、案例分析等多种教学方法，帮助学生理解和运用所学知识。
3. 学生活动：组织学生进行小组讨论、角色扮演等活动，提高他们的参与度和实践能力。
六、教学过程1. 导入（5分钟）通过提问导入新课：“你们平时上网都做什么？”引导学生回答，引出互联网的概念和应用。
再问：“你们知道互联网的发展历程吗？”引导学生思考，引出本单元的主题。
2. 呈现新知（15分钟）通过PPT展示互联网和人工智能的发展历程和应用领域，同时讲解课文中的重点词汇和语法结构。
在讲解过程中，引导学生关注课文中的长句和难句，帮助他们理解抽象概念。
3. 巩固练习（10分钟）提供相关练习题，如词汇翻译、句子改写等，帮助学生巩固所学知识。
同时组织学生进行小组讨论，探讨科技发展对生活和工作的影响和利弊。
人教版高中英语必修第二册《Unit1CulturalHeritage》说课稿
人教版高中英语必修第二册《Unit1CulturalHeritage》说课稿一、教学目标本节课的教学目标包括：1.了解关于文化遗产的相关词汇和表达方式；2.学习并掌握本单元重点词汇和短语；3.通过阅读和讨论文化遗产的文章，培养学生的阅读理解能力，并能运用所学知识进行表达。
二、教学重点本节课的教学重点有：1.文化遗产相关词汇和表达方式的学习和掌握；2.阅读理解能力的培养；3.运用所学知识进行表达。
三、教学难点本节课的教学难点有：1.文化遗产相关词汇和表达方式的学习和掌握；2.阅读理解能力的培养；3.运用所学知识进行表达。
四、教学准备本节课的教学准备包括：1.教师备课笔记和课件；2.学生教材《人教版高中英语必修二》第一单元的课本；3.学生练习册和作业本；4.黑板、白板、彩色粉笔和擦子。
五、教学过程本节课的教学过程分为以下几个步骤：1. 课堂导入（5分钟）教师通过提问的方式引入本节课的主题，例如：“What do you know about cultural heritage？”或者是“How do you define cultural heritage？”等。
鼓励学生积极参与讨论，并提出自己的见解。
2. 词汇学习（15分钟）通过使用课件展示相关词汇，并将其读音和汉语意思与学生一起复习。
教师可以通过观看相关视频或图片来帮助学生理解词汇的含义。
然后，教师可以进一步讲解一些重要的词汇，例如“heritage”和“tradition”，并要求学生用自己的话解释这些词汇的含义。
3. 阅读理解（30分钟）教师将学生分成小组，并在课前发放相关阅读材料。
学生阅读完材料后，小组内讨论文章内容，并回答教师提供的问题。
教师可以将问题写在黑板或白板上，引导学生进行讨论，并根据学生的回答进行适当的引导和讲解。
4. 课堂讨论（15分钟）教师提供一些与文化遗产相关的问题，例如：“Why is it important to preserve cultural heritage？”或者是“What are some challenges in preserving cultural heritage？”等。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Interpretation of my of my lesson planGood morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with six parts:Analysis of the teaching material, the teaching methods, teaching aids, the learning strategies, and the teaching procedure and blackboard design.Part 1 Analysis of Teaching MaterialThe content of my lesson is New Senior English for China Book2, Unit1. This unit is about cultural relics protection. Today my lesson is the reading part of this unit. By studying of this text, I will help students to know about the history of the Amber Room and motivate the Ss’ interest in some cultural relics in the world. At the same time, let the students learn how to give their opinions on protecting our precious cultural relics and rebuilding the lost cultural relics. (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson plays a great important part in this unit. In this lesson, I will mainly help students to understand this passage and practice some reading skills such as skimming, scanning and so on.A、Teaching AimsAccording to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, I set the teaching aims from three dimensions:1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)(1) the usage of the important words and expressions(2) important sentence patternsThe amber which was selected had a beautiful yellow-brown color honey.It was also a treasure decorated with gold and jewels, which took the country’s best artists about ten years to make.……2.Ability objects (技能目标：听，说，读，写)(1) After this lesson, the Ss have a general knowledge of the history of Amber Room(2) Ss will be able to give their opinions on protecting and rebuilding lost cultural relics(3) To i mprove the student’s reading ability, especially their skimming and scannin gability.3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野) (1) After completing the task, the Ss be more interested in cultural relics in theworld.(2) Ss will have the awareness of protecting our cultural relics.B、the Important and Difficult PointsBased on the requirement of the syllabus.The important points are the important new words and phrases such as amazing, design, decorate, belong to.The difficult points are how to get the main idea by scanning and understand the text and some difficult sentences.Part 2 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the Grammar translation method and Task-based Language Teaching.Part 3 Teaching aidsPart 4 Teaching ProcedureStep 1. Lead-in. (_____min)❖Show the Ss some pictures of famous relics❖Short video: /v/b/84030851-1459554584.html❖Purpose of my design:(1) to catch Ss’attention about the passage.(2) To motivate Ss’interest in this text and cultural relics.Step 2. Pre-readingTask 1. (group work, min)Ask Ss to choose one of cultural relics in Zunyi, Guizhou Province, and present to the classTask 2. ( pair work min)Have you ever seen a piece of amber? What do you know about it? (they can surf on the internet)Purpose of my design:(1) to get to know something about the cultural relics in their hometown.(2) To have a better understanding about amber by surfing the internetStep 3. While-readingTask 1. (Individual work, pair work, group work, class work; _____min)Skimming: The following five questions are the main ideas of each paragraph in this passage. Please read it quickly and then match the sentences with the letters.Task 2. (Individual work, pair work, group work, class work; _____min)Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.Task 3. (Individual work, pair work, group work, class work; _____min)❖Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following outline.❖Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’interest in English learning. “Task-based” teaching method is used here to develop the Ss’ability of communication and also their ability of co-operation will be well trainedStep 4. Post-readingTask 1. (Individual work, pair work, group work, class work; _____min)Discussion (group of 4): Is it worth rebuilding lost cultural relics such as the Amber Room or Yuan Ming Yuan in Beijing? Give your reasons.Step 5. Homework❖❖Please write your discussion results into a piece of composition.Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.Part 5 Blackboard design。