05高中英语必修四中英文说课稿全套
必修四unit1说课稿一Unit1 Women of achievement说课稿一教材分析本单元的中心话题是“卓有成就的女性”。整个单元紧扣这一中心话题，通过介绍几位生活在不同国度的在不同领域有杰出贡献的女性，探讨女性在社会生活中的地位、价值和贡献，关注她们所面临的困难，赞扬她们在社会各个领域的成就。本单元内容由多个学习模块构成。其重点为介绍阅读部分，即Pre-reading, Reading and Comprehending。本课时的学习内容为warming up pre-reading 以及reading 三个部分。二学习主体分析学生通过预习课文，已经了解课文的大意以及一些新词汇。并且在过去的学习中，曾经了解过一些名人的故事、事迹或者成就，为这一单元的学习奠定了一定的基础。而学生正处于能静能动，非常有主见的阶段。综合以上几点，设计了以下教学流程，力求达到最好的教学效果。三教学目标1. 认知目标： 从整体上把握理解全文。2. 技能目标：a) 掌握重点词汇与短语，如，connection (make a connection 建立关系)behave （behave well /badly行为好/坏）b) 通过速读，培养学生快速阅读，把握文章结构及大意；通过精读，培养学生善于索细节的能力，通过练习提高根据上下文猜词义的能力。c) 通过口头讨论开放性问题，培养学生的语言组织能力，口头表达能力和良好的团队合作精神。3. 情感目标：a) 通过阅读，体会Jane Goodall 在野外的恶劣工作环境中以及巨大的社会压力下，取得令人瞩目的研究成果的过程中，所表现出来的顽强和坚强b) 体会Jane Goodall 对动物的爱惜之情，增强保护野生动物的意识和培养对动物的爱心。四 教学重点 难点重点1.了解世界上不同领域中的杰出女性以及她们的生平经历，讨论伟大的女性所具有的品质和特点。2.学会如何描述他人的情况，学会运用介绍人物品质和个性的形容词，如：considerate，modest等。 3.熟练识别集体名词的3在整体上把握文章内容，通过训练阅读技巧来提高阅读能力。4掌握本单元的词汇、短语及其用法。难点本单元阅读课文所接触的两位伟大女性，学生都比较陌生。因此，要进行详细的背景的介绍。是在开放性讨论中，必须深刻理解文章内容，并阐述自己对这些观点的看法。.使学生相信只要不断努力，我们中的每一个人都能成为像简那样成功的人。Let everyone believe that all of us can become Jane Goodall to ones success.六 教法 学法1、 速读法：根据高中英语教材侧重阅读理解这一特点，让学生快速阅读，以尽快了解文章的大意。2、 问答法：帮助学生理解文章的细节。3、 翻译法：适当地应用翻译可帮助学生理解文章的特点。2.学法指导 通过阅读训练，使学生掌握以成就为中心构造的人物描写文章的阅读方法。七 教学流程通过多媒体展示本课的题目：A student of African wildlife ,并展示课文图片问：1）Who are they?2) Do you know their story or achievement?由回答问题转入下一步。2. Predict and Pre-reading 在屏幕上展示以下2个问题：1. Why do you think Jane Goodall went to Africa to study chimps rather than to university?2. Do you think she was right? Give your reasons.这一部分起承前启后的作用，自然地进入课文，从而使学生对课文产生兴趣。3. Scanning 请学生快速阅读后进行小组讨论，概括出各段的大意4. Intensive Reading在学生了解了课文大意，各段大意之后，由老师对每段的新词汇和短语，进行细致的讲解，并且对每句进行翻译，使学生完全理解每段的具体含义。每段讲解完毕，选用课本上Comprehending 1and 2 用尽量简洁的语句写出各段的段落大意。这两个练习由易至难，让学生在做题过程中逐步理解文章。5. Discussion 此步骤让学生在理解文章的基础上，在小组讨论后，再在班上发表自己的看法。（附讨论题目）1）.What made Jane Goodall a great success? What should we learn from her?第2 / 3页2）.What do you think is the best way to protect wildlife?这一步骤，结合黑板板书，引导学生概括出大意，并希望借助黑板的书写过程，给学生留下深刻的印象。7Homework 布置学生再读课文，加深理解；做好下一课，为下节课作好准备。必修四unit1说课稿二Teaching plan to “A Student of African Wildlife” Unit 1 of PEP English Book 4 1. Teaching Contents Analysis ·Topic: Women of Achievement ·Analysis: Ahead of this unit, the students have learnt how to describe and analyze a person in Unit 5 Book1 “Nelson Mandela a modern hero”. Therefore, its easy for them to understand the general idea of the text. This text named “A Student of African Wildlife” mainly tells us the story of a great woman scientist named Jane Goodall. This lesson is the first one of the unit, consisting of four parts: 1. Warming up, 2. Reading and Comprehension and 3. Discussion and Consolidation. The text is the most important teaching material in this lesson, which extends the main topic “Women of Achievement” and contains most of the vocabulary and grammar points that students should learn in this unit. 2. Teaching AimsAccording to the combination of the New Curriculum Standards of High School English, Grade one students English level and their mentality development, I set my 3D teaching aims: 1. Knowledge and skill aims: a. Skimming and scanning skills: understanding the main idea; scanning for the needed information; and grasp the details; b. to improve the students organizing and using skills of English as the second language. 2. Moral culture aims: a. Strengthen the sense of environmental protection; let the students understand Jane Goodalls career and interpret the importance of her career and achievements. let students understand and respect wildlife; b. Through Jane Goodalls spirits, enable and encourage students to behave like her; and furthermore, to establish correct value of gender and society. 3. Learning methods aims: a. the ability of self-learning and cooperative learning method; and use such kind of ability to gain and deal with language information. b. foster the students questioning spirit to improve their ability of analyzing and solving problems. 3. Teaching Methods a. Communicative Language Teaching (CLT): Language is used for communication. Its learner-centered and emphasizes communication and real-life situations. b. Task-based Language Teaching (TBLT): A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing. c. Computer Assisted Language Teaching (CALT) Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials at
