人教版高中英语必修二Unit 2 The Olympic Games说课稿.doc

高中英语必修二Unit 2 The Olympic Games说课稿Using language：Reading and Speaking 说课提要 今天我说课研讨的主题是“读与说相结合的教学”。我将以人教版新课标高中英语必修二Unit 2 The Olympic Games，Using language：Reading and Speaking为例，从教材分析、教法与学法、教学程序等几方面进行说明。说课标 首先让我们来看新课程标准，这是我进行教学设计的依据和指导思想。新课程目标强调着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，注重培养学生学英语和用英语的能力，学会结合，促进积极思维和有效表达。同时关注学生的情感，提高学生独立思考和判断的能力，增强社会责任感，全面提高人文素养。另外，课程的设计与实施有利于学生优化英语学习方式，提高自主学习的能力。 接下来我将对教材进行分析和处理来说明我是如何在教学设计中体现课标的理念。教材分析一、知识背景及新课程、新教材（一）单元背景分析：本单元的教学主要是以Olympic Games为中心话题而展开的各项活动。从教学时间安排上，可以看出教材编者刻意把本单元教学安排在学校运动会之前，其目的正是为了让学生了解有关Olympic Games的知识，弘扬奥运精神，并激发学生参与体育运动的热情。这也体现了教材编写的时代性原则和思想性原则。正如课标所提到的，把教材内容和现实生活联系起来，也有利于提高学生的学习效果。（二）单元分析及教材处理因此为了达成编者的意图，我们将单元安排在校运动会前一周，并将这一周定为体育运动宣传周。为了让学生的知识从课内走向课外，从书本从向实践。我们把本单元的核心任务确定为：1 组织学生和学生会合作，建立Olympic Games宣传栏。2 和德育处合作，布置以奥运精神为主题的黑板报和班会课。3 制作以“奥运会的历史，现状与未来”，为主题的班级小报和英文手抄报，并进行评选张贴。4 本周下午活动课，组织学生积极锻炼，迎接学校运动会的到来。教材的处理也正是为了这个目的而展开各项活动。在warming up、Reading、language learning，grammar中，通过阅读训练和语言交际等活动，让学生对于奥林匹克的精神和古希腊奥运传说有一定的了解，并激发他们学习的兴趣。在此基础上进行阅读课文，通过语言实践活动来提升自己综合语言运用的能力，又要让学生充分了解到更快，更高，更强的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。通过故事的学习，让学生明白，即使是爱情也要本着奥运的精神努力去争取。二教学目标： 理论依据：新课程标准在本节课结束时，学生能够了解一些有关希腊神话的知识，并由神话故事引起对一些伦理问题的思考。通过回答问题了解故事的主旨，并通过关键词找读故事中的主要情节。预测故事情节的先后顺序，概括所读故事的主旨。基于对教材的理解和分析，根据课程目标的七级的具体描述，并结合高一学生实际和教材内容，我把本课时内容分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面制定相应教学目标： 1）语言知识、 1、Target language 目标语言a、重点词汇glory, bargain, hopeless, foolish, pain, one after anotherb、重点句子Her father said that she must marry, so Atlanta made a bargain with him.She made as many men as she could share her pain.He threw the golden apples one after another.No one will be pardoned.2）语言技能、说：学生能通过小组讨论，利用“信息差”进行相互探讨，提高真实语境中的英语交际能力。并能在小组表演中，体验用英语的乐趣。读：通过Scanning, careful reading, generalization, inference，discussion等阅读微技能训练，获取关于奥运会的信息，处理信息，运用信息进行推理、判断的能力。3）学习策略：学生在一定程度上形成自主学习，进行有效交际、信息处理，养成英语思维习惯。4）情感态度：学习奥运会的知识，培养学生热爱体育运动。学习“更快，更高，更强”的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。5）文化意识：了解奥运会，培养全球意识，认识世界一体化以及国际合作的趋势；通过对比古现代奥运会，加深对奥运会的了解。三 .教学重点和难点 在深入分析和研究教材的基础上，我认为本课的重点应该是：1）引导学生通过阅读策略来获取文章的信息，并能够用这些信息来表达自己的观点。 2）帮助学生按类别归纳整理，用有效的记忆词汇的方法来掌握与希腊传说相关的词汇；教学重点的理由如下：学生每学一课，首先要掌握一定量的词汇和固定用法，通过阅读课掌握一定量的词汇并且提高学生的阅读理解能力，符合新大纲的要求。同时新课标也要求培养学生能通过学英语来用英语的能力。（ 二）难点 学生通过阅读课文获得一定的词汇量和信息量，通过利用自己所获得的input来进行准确的output，他们需要通过小组合作，自行编写剧本，并用英语来进行故事表演。这对于高一学生所学的知识来说是有一定难度的。我觉得教学的关键就是教会学生克服难点，办法是让学生通过小组合作学习活动，根据每个学生的不同条件，有效发挥每个学生的特长，通过合作最终完成共同的目标。下面，为了讲清重点、难点，使学生能达到本课设定的教学目标，我再从教法和学法上谈谈：说教法（一）上述教学目标的确定是基于“第二语言习得论”和“整体语言教学理论”，其中渗透当前课程改革的一些理念。为达成上述教学目标，我们将真实运用任务教学的课堂教学程序。初步设计“P-T-P”自主学习立体模式：（Pre-task-Task-cycle-Post-task）。说明：1、Pre-task：引入话题，激活学生知识网络和扫清词汇障碍，明确学习任务和任务完成的步骤，激发学习英语兴趣。学生：认知处于主动状态，有完成任务的强烈愿望。教师：学习的组织者、促进者；善导、激趣的过程。2、Task-cycle：任务的完成过程。学生：用英语做事，做中学，运用体验、参与、合作、实践、交流、探究等方式进行自主学习的过程，发展听、说、读、写综合英语技能。教师：指导者、帮助者、参与者、合作者的角色；引思的过程。3、Post-task：展示成果，交流成果的过程。学生：体验成功和喜税，自我评价、小组评价、认识自己、树立自信、反思自己、调控自己。老师：评价者、总结者；总结教学中的成功与不足；发现学生学习中的问题与不足；精讲过程。总体：学生愿学-乐学-惯学-论学过程；师生真正学习共同体形成过程：教与学的交往、互动，师生双方交流，相互沟通、相互启发、相互补充。（二）教学手段：多媒体辅助：用flash 软件将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。学法指导新制定的英语课程标准把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。 本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。1 我让学生在学习中借助课件里的影片，音乐，图片、图表等非语言信息进行理解或表达，让学生学会使用认知策略；2 让学生充分利用交流、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际，实现交际策略；3 引导学生利用网络资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查、创作等英语学习活动，是调控策略的体现。4 充分利用多媒体，校园网络，Internet，录音，影片片等是资源策略。说学情 教学对象为高中一年级学生,智力发展趋于成熟.他们的认知能力比初中阶段有进一步的发展,渐渐形成了用英语获取信息、处理信息、分析问题和解决问题的 能力,注重提高学生用英语进行思维和表达的能力,通过任务型课堂活动和学习,让学生主动参与到活动当中,让他们成为课堂的主体。由于学生是重点班级的学生，虽然表演任务对他们来说仍有点难度，但是学生的兴趣和积极很高，可以尝试。说教学程序 一节课45分钟活动内容设计思路Pre-task2Task-cycleStep 1 Duty reportS: Hello, my friends. Today is Tuesday, November 23. Look at the sky, it is sunny. We are learning Unit 2 about the Olympic Games. From this unit, I have known sth about the Olympic Games. And I learnt the difference between modern Olympic Games and ancient Games. Last period we learnt the grammar : the present passive voice. The basic form of the present future passive voice is will be done. We also use amisare to be done for present future passive. For example: The 2012 Olympic Games will be held in London in 2012.Today we are going to learn sth more about the story of Atlanta.设计说明：我长期坚持课前五分钟，让学生作duty report。这一做法初中就经常采用，到了高中我仍然坚持让学生继续做，实践证明duty report是锻炼学生开口的好方法。具体是让当天值日生在讲台前向同学们介绍当天日期、天气、出勤等情况，同时也回顾我们刚学过的知识内容，老师可以给予必要的帮助。也可以让他们讲故事，并允许他们随意向同学提问问题。 给他们一个舞台，让每个学生有充分表现自己的地方。设计说明:1-2)通过图画来预测本课所学的内容是符合新课标的要求，符合学生好奇心理，激发学习本课的欲望。教师可让学生通过Brainstorming,进行有关希腊神话的讨论,然后提问学生有关希腊神话的知识。引导学生说出：The main characters in Greek legends are usually Gods and Goddesses. 若学生没能说出，教师告诉学生，并向学生介绍：Gods and Goddesses were part of the Greeks religion. They believed that Gods (or Goddesses) would help humans if they felt sorry for them or if the humans were good people. To try to get the support of the Gods, people had to pray for them and offer them presents.由此引出阅读课文。3) 这是任务型的课堂教学所特有教学环节，任务型的课堂教学一开始就呈现出任务，让学生从课堂教学一开始就明确知道自己要完成的任务，然后在任务的驱动下去学习语言知识，进行技能训练，这样的学习过程是任务驱动的过程，有利于强化学生的兴趣和动力，同时有利于体现任务的真实性。Step 2 Warming up1. The Ss should watch the picture，and guess what it is about.2. T: Can you tell me sth about Ancient Greece?Ask the Ss to talk about Ancient Greece by brainstorming.For reference:Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture.The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these gods or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them presents. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him。3.Tell the Ss they will be acquired to act out the story after reading.Step 3 Reading1. Reading and judging : Read the text THE STORY OF ATLANTA, and complete the True or False questions after the text on page14. 2. Reading and answering : Read the text again, and answer the following questions.设计说明:1.在进行阅读之前，应该教会学生阅读的学习策略，这样学生才能又快又准确完成任务。请学生阅读故事之前先看学生用书p.14练习一的七个句子，划出关键词，然后浏览全文，根据关键词的同义词或词组快速在文中找到所要判断的七句陈述的位置，判断其正确与否，并陈述理由。设计说明:2.阅读课文讲述了一个与奥运有关的希腊神话故事。简单介绍希腊神话的知识旨在引出课文，并引起学生的阅读兴趣。故事体裁的文章往往涉及人和事，在请学生回答有关故事具体情节的问题之前，先通过提问几个涉及故事主要人物和事件的问题，让他们对故事的大致内容有所了解，符合阅读的规律。请学生先划出句子中的关键词，再根据关键词在课文中搜寻相关信息，既可以提高阅读速度，也可以提高搜寻信息的准确率；复杂的问题采取让学生填空的形式旨在降低难度，并引导学生学会概括总结阅读内容。 注：课文中出现了四个生词，但是不影响理解。教师可以让学生练习利用上下文或者构词法猜测词义。词的用法可以请学生课后通过查字典、造句自学。并在词汇课上练习。Step 4 Discussion1 （Teacher assigning a task）After you deal with the reading passage, ask students to work in groups and discuss the following questions: 1What would you do if you heard of Atlantas rule? Why?2What do you think would happen to Hippomenes?3How would you end the story if you were the writer?2 （Students discussing in groups）Ask students to start their discussionWalk around the classroom and make sure that every student has a chance to express his / her ideas3（Students making presentations）Ask each group to choose one student as their representativeAsk as many group representatives as possible to come to the front and give a report of what their group have discussedStep5 Supplement ReadingSo the next day the race began. Hippomenes was standing waiting and when Atlanta came out she thought“ I do not want this man to die. His death will not be caused by me!” So he said to her father “Tell him to go away. The race will not be run today.” But Hippomenes said“ She has said it: she will be married to the man who runs faster than her. Come on now! Lets run!” Atlanta ran and Hippoments ran too. He ran very fast but even so Atlanta ran faster.Soon she was in front of him. Then Hippomenes threw one of the golden apples. It went over her head and fell to the side of Atlanta. She stoped and had to run to get it.设计说明： “语言运用”（Using Language）中的“阅读”（Reading）部分THE STORY OF ATLANTA的末尾留了一个悬念。故事是一个什么样的结局？学生需要听完磁带后才能知道。然而可以利用这个悬念组织学生进行小组讨论，引起他们的 好奇心。小组合作：首先组织学生四人小组进行讨论。设计了预想、猜测故事的结尾,然后通过自学补充材料习来验证自己的猜测。培养学生根据已知材料来推测未知内容的能力就是英语综合知识运用能力的一种。在讨论过程中,教师不提供唯一的答案，让学生各抒己见。设计说明： 我把课文中Listening的内容改为Reading，其原因一是考虑到时间不够用，二是reading的方式为下面学生的表演提供了较好的语言参考材料。三是降低表演的难度，让学生能更有自信和充足的时间准备上台表演。3. Post -task Hippomenes ran by. Atlanta looked up and she saw him in front. So she ran faster than the fastest bird. She came near!Then she flew past him and was in front again. Again he threw another apple over her head and to the side. Again she stopped to pick it up. When she reached Hippomenes the third time, he threw the third apple so far to the side that she had further to go. She saw it and wanted it. So she ran and picked it up. By that time Hippomenes was tired and could not run so fast. He was not so far in front. Atlanta ran fast but the apples were heavy and she could not catch up with him. So Hippomenes won the race and married Atlanta. Thanks to the Goddess they lived happily ever after. 1Number the following sentences so they tell the story correctly. The first one is done for you( ) One man wanted to win and marry Atlanta very much.( ) Atlanta married him and they lived happily ever after.( ) When the race began, Atlanta ran past him.( ) He asked the Goddess of Love for help.(1) Atlanta was a very beautiful princess.( ) Many men tried to compete with her, but failed and so were killed.( ) She stopped to pick them up.( ) She gave him three golden apples.( ) She ran too slowly and he won.( ) He threw the golden apples one after another.( ) She could run faster than any other man in Greece.Step 5 Acting activityAsk the four students to put the text The Story of Atlanta on stage （They have been asked to prepare before class）Step 6: Homework1. The rest of class prepare acting the text play of the Story of Atlanta in groups of four in the next class.2. Go to the library to read or get online to search in order to find more information on the ancient Greek mythology. Take notes of your finding and report to your classmates in the next class.3.Have a discussion with your partner about this question- If you were Hippomenes, what would you do to win the race?设计说明：对话表演的模板，可根据学生的学习水平和上课讨论反应情况考虑是否给出这份材料。（备用）本次课程改革的重点强调课程从学生的学习兴趣和生活经验出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。帮助学生在理解课文的基础上联系实际进行知识迁移，用所学语言解决实际问题。由于故事情节很吸引人学生饶有兴致地完成了这一活动，感受到语言学习的成就感，完成语言知识的输出。最后让学生上台表演。教师进行总结和评价。任务的完成是任务教学程序的最后环节。学生通过完成任务，将在前一环节中学到的知识和形成的技能转化成在真实生活中运用英语的能力。由于一节课中不可能所有小组都能上台表演，因此课堂表演延伸到课外和下一节课，并要求每小组将表演内容写成剧本，并进行张贴和评比。备用材料-学生表演剧本A text play of THE STORY OF ATIANTA Time: one morning in spring Place: at the palace People: the old king(K), the princess (A), the young man (H), the Goddess of love (L). F: My dear daughter, you see how beautiful the spring is! You are just like the spring flowers. Why dont you marry? So many young kings and princess want to marry you, and they are all so rich, smart and nice. A: Oh, dear father. I have promised that I will only be married to a man who can run faster than me. I will run against him. If he cannot run as fast as me, he will be killed. No one will be pardoned. F: But, my dear daughter. No man has won you. They all sent themselves to death. When will you get married? A: I wont marry unless I am allowed to run in the Olympic Games. (Hippomenes is allowed to come in) H: Oh, my kindest king and my prettiest princess! Ill marry the princess. Ill compete with you. A: Do you know the rules? H: Yes, princess! F: Oh, young man! Go away! You cant win her. You are only losing your life! H: No, I want a try! F: Foolish thing! Go away! Dont go to die! (Hippomenes was pushed away and felt sad, crying. The Goddess of Love is wat