北师大英语高一必修二第四单元 lesson4 说课教案-精选教育文档
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_公开课课件
Reasons
because … because…
Reasons
b. I use apps to_b_u__y_t_h_in_g_s___ online.
c. I also like chatting online. It __m__a_k_e_s_m__e_f_e_e_l_le_s_s_l_o_n_e_ly______. But too much chatting online__t_a_k_e_s_a_l_o_t_o_f_t_im__e__.
…
Activity 2 Listen to Dialogue 1. Complete the Text Builder.
Text Builder
Aspects
a. I love exploring new technologies, because they __a_r_e_s_o__co_n__v_en__ie_n_t___.
Unit 4 Information Technology Topic Talk
Warming up
Three technological revolutions from the 18th century to the 20th century have changed human life influentially.
Activity 3 make communication convenient make me feel lonely help me develop new friends make us self-focused
Effects / Impacts Not encourage face-to-face communication
Uses
北师大版高中英语必修2Unit4教案《Unit 4 Cyberspace》Culture Corner’
《Unit 4 Cyberspace》Culture CornerExercise 1■Ask students what they know about New Zealand? C encourages them to say as much as possible.■Students look at the table in Exercise 1 and guess what some of the answers are.■Students then read the Factfile and complete the table.AnswersLocation? C in the South PacificPopulation ?C 3.6 millionLanguages ?C English and MaoriWeather ?C North Island/warm climateSouth Island/cooler with higher rainfallExercise 2■Students work in pairs reading the text and answering thequestions.Answers1 New Zealand was the first country to give the vote to women.2 Agriculture3 New Zealand was cut off from the rest of the land on Earth for 80 million years.4 An outdoor lifestyle5 Beautiful scenery■Check students’ understanding of democratic, parliament,British Commonwealth, head of state, vote, old age pension,era, hot spring.Exercise 3■Students work individually finding the names in the text.Answers1 the All Blac ks2 Maoris “Kiwis”3 Mount Cook4 the Kiwi5 Maoris■Ask if any of the students like rugby. Have they seen the All Blacks(on TV)? What do they think of them? Do they know any other New Zealand sports people?Options■Elicit the section headings in the text and write them on the board (e.g. government, geography).■Students work in groups, using the headings to think of differences between New Zealand and China.■The groups report back to the whole class and see if there is agreement about the differences. The class decides which five differences are the most important.■Using the information from above and the same headings as the New Zealand Factfile, students write a similar factfile for China.Bulletin BoardObjectives■To discuss the use of the Internet.■To write descriptions of what he/she thinks of the Internet.■To exchange ideas about surfing the Internet and finding information on it.■To further explore the theme of the unit.Options■ Ask students about how they usually use the Internet. Is it easy and convenient for them to surf the Internet? What do they think of the Internet? How long do they usually spend on-line every day? Do they think they have spent too much time surfing the Internet? Do they want to give it up? ...■ Ask the students to read the notes on the Bulletin Board individually and take notes.■ Ask students what information is included in each note and whether they agree or disagree with them. Have them express their opinions and tell the reasons.■ Encou rage students to write their own notes to express their opinions of using the Internet.■ Display their writings on the class bulletin board. Encourage students to read other students’ writings after class.Unit DiaryObjectives■To encourage students to reflect on what they have learned in this unit■To encourage students to think about their own learning style■To identify effective learning methods■To develop students’ confidence■To encourage students to take active control of their studies■To help teachers get a clearer insight into the students’ learning strengths and weaknessesPart 1 (1)This asks students to think of the topics of the unit and decide which lesson was their favourite. Part 2 (2-6)This deals with the unit objectives and require students to think about what they have learned in this unit.Part 3 (7)This asks students to evaluate the activities for each task.Part 4 (8-10)This part gets students to reflect on the listening and reading texts, to identify the grammar and vocabulary that students still have difficulties with in the unit.Part 5 (10)This part is the evaluation of the student’s learning strategies, which helps students adopt good ways in Language learning and lay down plans for further progress.。
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.。
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.。
北师大版高中英语必修2Unit4教案《Unit 4 Cyberspace》教学指导
《Unit 4 Cyberspace》教学指导Unit objectivesDraw students’ attention to the unit objectives at the top of the page. Ask them if they have written an e-mail message, read or written Internet pages and, if so, to discuss what they did and if they had any problems. Ask students to think about which of the unit objectives they expect to find easier and which they expect to find more difficult. At the end of the unit, students can see if their predictions were correct.Resource usedCassette.BackgroundPicture 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. Picture C is of the actor Kevin Costner. It is from the movie Waterworld (1995). The movie is set in the future when the polar ice-caps have melted. Costner plays a character searching for dry land?C something no one has ever seen.A.l. (2001) is a science fiction movie directed by Steven Spielberg. The story revolves around the idea that in the future, humans will create robots that are able to feel love. In the movie, a young robot-boy is given to a real human family. He loves them but they desert him. He then painfully discovers that he is a robot and sets off on a journey to find a way to become real.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.Exercise 1■Ask students to read the texts and to say if they have seen any of the films or read any of the books? C and, if so, to tell the class what they know and give their opinions.■Students work in groups discussing which predictions have already come true and which they think will come true in their lifetime. The groups then report back to the class and see if there is general agreement.■The class then discuss any other predictions from science fiction books or films that have come true.Key Wordsrobot, artificial human, cyberspace, planet’s climate, global warming, world flooding, time travel, virtual reality, virusExercise 2■Play the cassette and ask students to make notes about the predictions.Answers1 making artificial humans2 flooding in different countries3 time travel4 a virus develops which we have no power to stopTapescript1 Well, that’s a very inter esting question. It is already possible to make artificial body parts, but it won’t be possible for a very long time to make artificial humans that can think or feel in the sameway as we do.2 We know that the planet’s climate is changing. The Earth’s at mosphere is slowly getting warmer. There is a real danger that the sea level will go up and there will be flooding in different countries in the world. This is already happening in some parts of the world.3 Well, it may sound surprising. Imagine the situation of two twins? Ca brother and sister. The sister goes into space and travels at the speed of light for ten years? C when she comes back to Earth she is thirty years older than her twin brother!4 Unfortunately, this is a very real danger for the planet. A new virus could develop that we have no power to stop. It is something we really should be worried about.■Students match the definition with a Key Word (cyberspace).OptionsPracticeStudents develop the definition practice in Exercise 2. In groups, they write definitions for two more Key Words. The groups then read their definitions to the rest of the class who have to guess the words.Extension■Ask students to recall science fiction books or films. They should write down sentences about the predictions made in them and decide whether they have already come true, whether they may come true during their lifetime or whether they will never come true.■Write three columns on the board: have come true, will soon come true, will never come true. Have students read their sentences aloud and have a class discussion on where to place each prediction。
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.
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Lesson 4 Virtual Tourism教学设计课题：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.• Intr oduce 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：作文段落概念的建立。
在开始就将段落的概念灌输给学生，并通过反复出现的表格加以强化。
教学过程：Steps Teacher'sactivityStudents'activityPurposes IP & TimeWarm up Check homeworkwith studentsGive the answerto class one byone.To lead studentsinto the topic ofthis lesson.CW3'First reading 1. Ask studentsto read the textquickly andmatch the topics.2. Present thestructure ofwriting a guide.1. Read silentlyand match thetopics on theirhandouts.2. Learn thestructure ofwriting a guide.1. To makestudents getgeneral ideaabout the text.2. To helpstudents know thestructure.IW6'Second reading Let students readthe text again tofinish the table.Read silently andfinish the table ontheir handoutsTo make studentsget detailedinformation aboutthe text and get toknow someimportant wordsand expressions..IW7'Third reading Ask students toread the textagain and findout some usefulwords andexpressions.Read silently andfind out relatedwords andexpressions.To make studentsfind out and learnsome usefulwords andexpressionsIW7'Language in use 1. Get students towork in groups tointroduce Beijingby using theuseful words andexpressions.Then ask somegroups to presenttheir work.2. Ask some1. Work in groupsto make up thepassage. Thenpresent to theclass.2. Present thepassageindividually.1. To makestudents learn touse the usefulwords andexpressions.2. To activatesome goodstudents' interest.GW16'students to present the passage individually.Homework Write an article with the title:Beijing * China (a guide)1'教学评价：本节课是一节读说课，最后落实到课后作业的写作上，所以本节课的评价方式主要以形成性评价为主。
对阅读能力的评价，主要看学生是否能在阅读文章之后完成图表填写的任务。
对口语小组活动的评价，主要是采用学生自评的量化评价表，具体如下：Do they use all the expressions we learn today? Do they useotherexpressions?Do theyintroduce allthecontents?MarkGroup 1Group 2Group 3Group 4Group 5Group 6教学特色反思：1. 段落概念贯穿始终本节课的教学设计中，在第一次阅读之后，教师就将文章的基本结构展示给学生，在之后的每次阅读和最后的小组活动中，教师将文章的基本结构多次以表格的形式反复出现，以便能加深学生印象，使学生在最后的写作中能够落实段落的概念。
2. 面向全体学生，关注不同英语水平学生的学习。
在本节课的教学设计中，任务难易程度的设置有所不同，教师把简单些的任务留给程度差的学生，把有难度的任务留给程度好的学生，让每个学生都在课堂上有成就感。
同时，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。