必修四unit1说课稿一高中英语必修四中英文说课稿全套汇编

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：

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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?

< br>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。

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7

．

Homework

布置学生再读课文，加深理解；做好下一课练习，为

下节课作好准备。

必修四

unit 1

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, it’s 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

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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 Aims

According 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 t

he students understand Jane Goodall’s

career and interpret the importance of her career and

achievements. let students understand and respect

wildlife;

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b. Through Jane Goodall’s 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. It’s

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)

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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 attractive.

4. Important and Difficult Points

a. Understanding of the deep meaning of Jane

Goodall’s spirits.

b. Understanding the sense of “All men are created

equal”. i.e. the equalit

y of men and women.

c. Difficult language problems:

subject-verb agreement;

–

ing form, the usage

of “spend” and inversion.

5. Teaching Procedures:

Step 1. Warming up and lead-in

(5 mins)

“Interest is the best teacher.”

Therefore, at the very

beginning of the class, I should SPARK the students’ mind

to focus on the centre topic “women of achievement”

1.

Show 4 pictures of great women of the world,

such as Ms. Song Qingling, J.K. Rowling (author of

Harry

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Potter)

,

Margaret

Thatcher

and

the

last

one

Jane

Goodall.

2.

Let students guess who they are and what they

achieve.

After this, the students will be eager to know who

Ms. Jane Goodall is and this is the very time to

naturally lead the class into Step 2

Step 2. Reading for information: Skimming and

scanning

( 9 mins totally)

In this step, I use

Task-based Language Teaching

method

, which can give students a clear and specific

purpose while skimming and scanning the context.

Task 1

General idea (3 mins)

Prediction

is an important skill in grasping the idea of a

contest. Consequently, I let the students predict the

general idea before they read in this task.

the

title

and

enjoy

the

two

pictures

of

Ms.

Goodall on Page 2 to predict the general meaning of the

text.

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skimming

Para1

&

3

as

fast

as

possible

and

summarize the general idea:

The passage is mainly about how Jane Goodle worked

with

chimps in their environment

and help people

understand and respect the life

of these animals.

Task 2 Main idea of each paragraph. (6 mins)

Cooperative learning can raise the students interest

and create an atmosphere of achievement. Based on

this theory, I divide the whole class into 4 groups to

skim the whole text and get the main idea of each

paragraph.

Para 1. How the group followed Jane’s way of

studying chimps in the wild.

Para 2. What Jane discovered about chimps

Para 3. How Jane tries to protect the lives of

chimps in their natural habitat.

Para 4. Jane Goodall’s achievements

Step 3. Reading for comprehension (5 mins)

The purpose of reading is to get the correct and

useful information. Students should not only have a

high speed of reading but also have a correct

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understanding of details. Therefore the following

practices on Page 3 can help check the situation.

Choose the correct answers after reading the passage.

1). What did the group do first in the morning?

They____________.

A went into the forest slowly

B left the chimp family sleeping in a tree

C observed the family of chimps wake up

D helped people understand the behavior of the

chimps

2). Why did Jane go to Africa to study chimps in the

wild? Because she wanted ________.

A to work with them in their own environment

B to prove the way people think about chimps was

wrong

C to discover what chimps eat

D to observe a chimp family

3). Jane was permitted to begin her work after

___________.

A the chimp family woke up

B she lived in the

forest

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C her mother came to support her

D she arrived at

Gombe

4) .The purpose of her study was to ___________.

A watch the wild chimps in cages

B gain a

doctor’s degree

C understand and respect the lives of chimps

D live in

the forest as men can

Step 4

Solving difficult language problems through

reading (10 mins)

It’s important for language learners to learn

important rules of grammar and use these rules to

solve problems in reality.

In the previous process of

reading, the students must come across some difficult

language obstacles, so it’s necessary for us to discuss

and explain. This period of time belongs to students.

They can ask any questions they come across in the

process of learning. The purpose of this is improving the

students “questioning spirit” and dea

ling with the

difficulties.

e.g.

1. Let students find out the “–ing” forms and

translate the sentences

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e.g. a.

Following

Jane’s way of studying chimps

, our group

are all going to visit them…

我们一行人准备按照简研究黑猩猩的方法去拜访

他们。

b.

Watching

a family of chimps wake up is our first

activity of the day.

我们当天的首项任务就是观察黑猩猩一家是如

c. This means going back to the place where we left

the family

sleeping

in a tree

…

这意味着我们要回到前一天晚上我们离开时黑猩

猩一家睡觉的大 树旁。

2. Let students summarize the usages of “spend” and make

up sentences in their own words.

i.e. spend … on sth; spend … (in) doing…

3. Pay attention to the following differences (subject-verb

agreement)

Our group are

going to visit them in the forest.

Jane warns us that

our group is

going to be very tired and

dirty…

4. Inversion:

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Only after

her mother came to help her for the first few

months

was she allowed to

begin her project.

Practice: translate the proverb into Chinese

Only

when all contribute their firewood,

can they build

up

a strong fire.

众人拾柴火焰高。

Step 5 Consolidation ( 16 mins totally)

Language is learnt by communicating.

It is my job to

create an atmosphere for students to use the language.

Here I design 3 activities

1. Summary: fill in the blanks without referring to

the context and then retell the whole text. (3 mins)

Jane Goodall has studied the

chimps

for many years in

Africa and helped people

understand

how much they

behave

like human. Jane

was determined to

work with

animals in their own

environment

. She spent many years

observing

and

recording

their daily activities.

For 40 years, Jane

has been helping

the rest of the

world understand and respect the life of these animals.

She

inspires

those who want to

cheer

the achievements

of women.

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Discussion or debate is an easy way to inspire new

ideas and an excellent chance to practice English in a

cooperative learning atmosphere.

During the following

two activities, The students will

deepen their

understan

ding of Ms. Goodall’s spirit and the intension

and attitude of the author.

2. Discussion (group of 4 ) (5 mins)

1. Why do you think Jane is called “a student of

African wildlife”?

2. What did Jane have to give up when she

went to live in the forest?

3. Do you think it is important to study chimps

in the wild rather than in a zoo? Why?

4. Do you think you will go if you are asked to

study animals in the wild? Why or why not?

3.

Debate: (8 mins)

Girls: Women are able to do more than men.

Boys: Women are not able to do more than

men.

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Conclusion: Men and women are equal because they have

different specialties in different fields

Step 6 Assignments:

1.

Make a brief introduction to Ms. Jane Goodall

orally.

2.

Writing

an

essay:

The

Female

I

like

best

(120

words)

The second assignment enables students to search

various information resources, which can widen their

view and continue to inspire their enthusiasm of

learning.

6. Summary

In this lesson, I use cooperative leaning method and

task-based teaching method to enable students to

solve language problems, understand the meaning of

the context and dig the deep meaning step by step.

Meanwhile, through the discussion and debate, I,

acting as a guide, lead the students to get their own

correct value of gender and society. In a word, I believe

the students can get much more than what is printed in

the book after this lesson.

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必修四

unit1

< br>说课稿三

Unit 1 Women of Achievement

Teaching Materials Analysis

The

topic

of

this

unit

is

women

of

great

achievements.

The

two

texts

in

this

unit

introduce

two

great

women

in

different

countries,

including

their

achievements,

the

sacrifices

they

have

made

and the difficulties

they met. This unit will help

the

students get to know more great women in world history and will

surely

help

them

to

build

their

confidence

and

sense

of

responsibility.

This unit will be finished in four periods

1st period: reading

2nd period: words and grammar

3rd period: Reading and listening

4th period: writing

The first period: Reading

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A Student of Wildlife

I. Teaching Material Analysis

This text talks about Jane Goodall, who spent many years in

African forest to research chimps. She also did what she can to

help

the

chimps.

This

text

is

the

most

important

teaching

material

in

this

unit.

The

important

and

difficult

points

of

this

text

are

as follows:

a. Understanding the deep meaning Jane Goodall

’

s spirit;

b. Difficult language problems;

II. Teaching Aims

---Knowledge and Skill Aims:

a. Skimming and scanning skills;

b. Language points in the text;

c. Learn how to describe people;

---Moral Aims

a. Sense of environmental protection;

b. Learn to be confident and responsible;

---Learning Method Aims

a. Self-learning method

b. Cooperative learning method

III. Teaching Methods

Task-based teaching and Computer assisted teaching

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IV. Teaching Procedures

Step 1: Lead-in and Warming-up (5 mins):

There

are

many

people

in

the

world

who

have

made

great

achievements that have changed the history of the world and the

development

of

human

beings.

Among

them,

there

are

also

many

women.

So now, I will show you some pictures of these great women.

Next,

the

teacher

will

show

several

pictures

of

the

great

women

in

the

warm-up

section

and

ask

the

students

to

guess

who

they

are

and

to

comment

on

their

achievements.

The

picture

of

Jane

Goodall

will be shown at last, and the students

’

interest of will be

aroused.

Then

the

teacher

asks

the

students

to

see

the

two

pictures

on Page 2 and let them predict what Jane Goodall works with.

Then the teacher can go to the next stage naturally.

Step 2: Fast reading (scanning and skimming) (7 mins)

In this part, the teacher will use task-based teaching, and

asks the students to read the text fast, then to work in groups,

and fulfill the following tasks.

Task I: Summarize the main idea of the text. (5 mins)

The

passage

is

mainly

about

how

Jane

Goodall

worked

with

chimps

in their environment and help people understand and respect the

life of these animals. Task II: Work in groups and get the main

idea of each paragraph. (7 mins)

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Para 1: How our group studied chimps in the forest;

Para 2: What Jane Goodall discovered about chimps:

Para 3: What Jane Goodall is doing now to help chimps;

Para 4: Jane Goodall

’

s achievements;

Step 3: Explanation ( 15 mins)

In this section, the teacher will explain the main language

points in this text and then ask the students to read the text

carefully and do the exercise on page 3.

1) What did the group do first in the morning? They _________

A. went into the forest slowly

B. left the chimp family sleeping in a tree

C. observed the family of chimps wake up

D. helped people understand the behavior of the chimps

2) Why did Jane go to Africa to study chimps in the wild?

Because she wanted _____

A. to work with them in their own environment

B. to prove the way people think about chimps was wrong

C. to discover what chimps eat

D. to observe a chimp family

3) Jane was permitted to begin her work after ____________.

A. the chimp family woke up

B. she lived in the forest

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C. her mother came to support her

D. she arrived at Gomble

4) The purpose of her study was to ___________.

A. watch the wild chimps in cages

B. gain a doctor

’

s degree

C. understand and respect the lives of chimps

D. live in the forest as men can

Step 4: Group Discussion (8 mins)

This

section

is

mainly

designed

to

help

the

students

to

learn

cooperative learning and to understand the deep meaning of Jane

Goodall

’

s

deeds and

spirits.

What

is

more,

discussion is

a

good

way

to

inspire

new

ideas

of

the

students

and

will

help

the

students

to practice what they have learned.

Ask the students to discuss in group of 4 on the following

questions.

1) What did Jane have to give up when she went to live in the

forest?

2) Do you think you will go if you are asked to study animals

in the wild? Why or why not?

Step 5: Exercises and assignments (10mins)

Task I: Fill the blanks of the summary of the text.

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Jane Goodall has studied for many years in Africa and helped

with animals in their own She spent many years and

For 40 years, Jane has been helping the rest of the world

understand and respect the life of these animals. women.

Task II: Oral practice

Make a brief introduction of Jane Goodall

必修四

unit1

说课稿四

《

Women of Achievement

》说课稿

Good morning, distinguished judges:

It

’

s

my

honor

to

talk

about

my

teaching

ideas

with

you.

Today

my

topic

is

Women

of

Achievement.

My

presentation

consists

of

six

parts: the analysis of teaching material and student, teaching

aims, key and difficult points, teaching and studying method,

teaching procedures and blackboard design.

First,

let

’

s

focus

on

the

analysis

of

teaching

material.

This

lesson

is

from

New

Senior

English

for

China

Student

’

s

Book

4

Unit

1,

the

reading

part.

The

main

topic

of

the

passage

is

the

introduction of a student of African

wildlife. After this lesson, the students will learn more

information

about

her

studying

chimps

in

Africa,

and

their

reading

and speaking abilities can be developed as well.

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The next part is the analysis of students. My students are in

senior high students. They have learnt English for many years,

they

’

ve known many words and sentences, but their speaking and

reading

abilities

are

still

not

very

good.

So

I

will

practice

their

speaking and reading abilities through different exercises.

According

to

the

New

Standard

Curriculum

and

the

present

situation,

I

set

the

teaching

aims

as

follows:

firstly,

knowledge

aims.

Students

can

grasp

some

new

words,

such

as

worthwhile,

move

off.

Moreover,

students

can

understand

the

content

of

the

passage

and get familiar with the topic of studying chimps in wildlife.

Secondly,

ability

aims.

Students

can

use

reading

strategies

such

as skimming and scanning in reading process. Thirdly, emotional

aims. Students can have the awareness of protecting animals and

care about animals.

Based on the above analysis, the key point of this lesson is

to

get

the

main

idea

and

the

detailed

information

from

the

passage;

the

difficult

point

is to talk

about

the

wildlife protection

and

use reading strategies.

In

order

to

realize

the

principle

that

students

will

be

centered,

I

decide

to

choose

Communicative

Approach

and

Task-based Teaching method as the main teaching methods. As for

the studying method, I will lead students to discuss in groups

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and learn to communicate with others so as to be the host of the

class.

Then

let

’

s

come

to

the

most

important

part-teaching

procedures.

The first step is warming up. I

’

d like to have a guessing game

with my students. And I will describe several famous women and

students need to guess who they are. After the guessing game, I

will

summarize

the

common

features

of

those

women

and

tell

students

they

are

women

of

achievements.

In

this

activity,

students

’

interests are aroused and the topic of this unit can

be lead in naturally. The second step is pre-reading. I will

present some key words, pictures and the title of this passage

to

ask

students

to

predict

what

the

passage

is

talking

about,

which

can train their ability of prediction. And it

’

s also good for

me

to

move

to

next

step

naturally.

The

third

step

is

while-reading.

First

of

all,

I

will

give

students

5

minutes

to

have

a

fast

reading

of this passage with two tasks. The first task is to skim the

passage quickly and check whether their prediction is right and

summarizing the main idea of this passage. The second task is to

scan

the

passage

and

answer

two

questions:

1.

Who

is

the

protector?

2.

What

animals

were

observed?

did

Jane

arrived

in

Gombe?

Those two tasks can help students to practice the ability of

skimming and scanning. For the careful reading part, I will let

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my

students

read

the

passage

carefully

and

then

fill

in

the

chart.

After this, we will have a competition of T/F questions. Each

student tries to tell whether the sentences are T/F as soon as

possible

in

order

to

gain

points

for

their

group.

If

he

tells

the

right

answer,

he

can

get

one

point.

If

the

statement

is

wrong

and

he

can

tell

the

reason,

he

can

get

double

of

the

stars.

After

all

those

reading

process,

students

will

have

a

deeper

understanding

of the passage. And their sense of cooperation and

competition

are

trained

as

well.

The

forth

step

is

post- reading.

First

I

will

present

some

key

words

and

phrases

of

this passage and make my students guess the meaning of them and

then I will explain those words and phrases by giving examples.

Then

I

will

ask

student

to

work

in

group

of

four

and

discuss

“

what

can

we

learn

from

Jane

?

”

.

Through

this activity,

students

can

master

the

key

points

and

train

their

critical

thinking.

The

fifth

step is summary and

homework.

By

the

end

of

class,

I

’

d

like

to

make

a

summary

with

my

students

to

retell

the

story

according

to

the

key

words

presented on the ppt. And the

homework

for

student

is

to

search

more

information

about

great

women and choose one to make a poster. Through this section,

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students can review what we have learned today and extend their

learning to the second classroom.

Then

come

to

the

analysis

of

blackboard

design.

In

the

middle

top is the title and in the middle is the chart, which can help

students understand the key content clearly.

That

’

s all for my presentation, thank you!

必修 四

unit2

说课稿一

Unit 2 Working The Land (NSEFC B4)

Reading: A Pioneer For All People

A teaching plan interpretation

Target students: students of average level in Senior 2

Period

under

interpretation:

The

second

period

of

Unit

2

Working the Land

Time: 2nd, Dec, 2008

Teaching material: Reading passage A pioneer for all people

Teaching

aids:

A

multi-media

set

for

teaching,

a

tape

recorder,

a power-point display works

Teaching aims:

a) : Some idiomatic phrases and complicated sentences.

b) Comprehension of Dr. Yuan

’

s work and life.

c)

Analyze

Dr.

Yuan

’

s

characteristics

and

personality

traits.

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Teaching principles:

a) student-centered and teacher-directed

b) task-based learning and purpose-focused teaching

c) the communicative language teaching approach

Teaching methods:

a) free talk

b) question and answer activity

c) group presentation

d) pair work

e) role-play

Difficult teaching point:

Help students how to conclude Dr Yuan

’

s personality through

the descriptions about his appearance, achievements and dreams.

Important teaching points:

Encourage

students

to

be

ambitious

like

Dr

Yuan

and

follow

his

steps to make contributions.

?

New words & expressions

?

Assigned the students to surf on the Internet to find out

some information about Chinese agriculture and

Yuan Longping.

Aims:

1.

Remove

the

language

obstacles

before

class

and

develop students

’

habit of self- study.

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2.

Gain

some

background

information

about

Yuan

Longping.

Step

1: Lead-in (2m

’

)

Show pictures of hungry Africans and draw out Dr. Yuan.

Aim:

To

grab

students

’

attention

and

lead

in

the

topic

of

the

passage.

Step 2: Task-based reading (7m

’

+ 5m

’

< br>+8m

’

)

1. First reading (group work and discussion) (7m

’

)

The students will be given 7 minutes to skim for:

1) the main idea of the whole passage (4m

’

)

2) the main idea of each paragraph (3m

’

)

Aim:

To

enable

students

to

get

a

general

idea

and

the

organization of the passage.

2. Second reading (individual work and chart filling) (5m

’

)

Students will be divided into 4 groups to finish 4 different

tasks. This time more detailed information is called for. After

the

reading,

there

will

be

different

tasks

for

different

groups.

Group 1: Dr Yuan

’

s appearance and Dr Yuan

’

s achievement

Group 2: Dr Yuan

’

s biography

Group 3: Dr Yuan

’

s personality

Group 4: Dr Yuan

’

s dreams

Aim: This task is aimed to develop students

’

ability of

reading

for

useful

information

within

a

limited

time.

Meanwhile,

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the teacher can help to remove the language obstacles in the

reading passage.

3. Dig-in reading (pair work and personality recognition)

(8m

’

)

How

do

you

like

Dr.

Yuan?

What

characters

can

you

conclude

from

these sentences?

Try to summarize Dr. Yuan

’

s characteristics.

Aim: To enable students to get a deeper understanding of Dr.

Yuan

and

appreciate

his

noble

personality.

Step

3:

Movie

watching

(3m

’

)

A 3-minute short movie about Dr. Yuan will be played in order

that the whole class may know him better.

Aim: To know Dr. Yuan better in a vivid way.

Step 4: An interview (pair work and role-play) (5m

< br>’

+5m

’

)

Suppose Dr. Yuan will visit our school and he will answer the

questions after a speech. Prepare some

questions, which may cover his life, agricultural research

work,

even

his

hobbies

or

love

story

and

then

show

your

interview.

Aim: 1. The interview focuses on teamwork, cooperation and

collaboration.

2. The purpose is to develop the students

’

random thinking

skills and practice their oral English.

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Step 5: Feedback (number game) (4m

’

)

The students will play a number game--- What

’

s your lucky

number? There are nine numbers to choose from and each number

represents

a different task.

The

task

is mainly about

the

words,

phrases and comprehension of the passage.

Aim: To check the teaching effect and consolidate students

’

basic

knowledge

about

words

and

sentences.

Step

6:

Self

assessment

and assignment (1m

’

)

Check out how much you have learned in class!

Write an article which is entitled Dr. Yuan in my eyes.

Aim: expand the information and to broaden students

’

minds.

2.

To consolidate the knowledge and help improve students

’

writing.

必修四

unit2

说课稿二

第四篇

unit2 working the land

A pioneer for all people

. Today i am very happy and excited to stand here for an

it

is

also

my

great

honor

to

share

my

teaching

ideas

with you. This chance is very precious for of seven parts.1

、

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analysis

of

the

teaching

material

2

、

analysis

of

the

students

3

、

analysis of teaching methods

4

、

analysis of learning methods 5

、

teaching procedures 6

、

blackboard design 7

、

reflection

PART ONE analysis of the teaching material

(1)Status and function of this passage

“

a pioneer for all people

”

is taken from Unit2, Student

’

s

Book4,

New

Senior

English

for

China,

by

PEP.

This

reading

passage

is the first period of this unit and it needs 45mins. It mainly

talks about Doctor yuan

’

s achievements. This passage not only

contains the The -ing form as the subject and object which paves

way

for

the

next

unit

,

but

also

embodies

the

theme

of

this

whole

unit.

(2)Teaching aims and goals me. Hope you can enjoy it. My

presentation consists

1

）

Knowledge

aims

知识目标

:

To

help

the

SS

get

familiar

with

the

usage

of

key

words,

phrases

and

sentence

patterns,

especially the-ing form as the subject and object.

2)

Ability

goals:

技能目标

To

develop

SS

’

reading

skills,

such

as skimming, scanning, guessing and concluding and inference

reading.

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3) Emotional goals

情感态度目标

: Get the SS to know more

knowledge about , Then get them to have the awareness of

invention and Creation, thus develop their ability of creation

and make them concern about the poor people in the world.

(3)Key points and difficult points

1.

教学重点：让学生掌握阅读技巧

The key point is how to enable the SS to master the reading

skills

2.

教学难点：如何让学生正确掌握本单元的定语从句用法

The difficult point is to get the SS to use the attributive

clauses correctly.

说学情

Part 2: analysis of the Students

some

students

are

from

countryside,

they

know

something

about

farming, however, some students are form city, they know little

about

farming.

What

’

s

more,The

students

are

grade

two

students.

Their

advantage

is that

they

can

contact

with new

things

through

Internet

or

other

ways.

Their

disadvantage

is

that

their

English

knowledge

is

limited.

So

i

will

help

students

in

different

levels

to learn English.

Part3:

说教法

analysis of the Teaching Methods

To achieve the teaching aims above, I

’

ll adopt task-based

instruction. It enables the SS to undertake some tasks while

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reading. And the teacher

’

s roles are stimulator, instructor,

resource- provider,

audience

and

assessor

in

the

teaching

process.

Part4

：说学法

analysis of Learning Methods

1.

Participatory

learning

method

(

参

< br>与

式

学

习

法

)

：

It

encourages

the

SS

to

participate

in

learning

to

experience

English.

2

、

Cooperative

learning

method(

合 作学习法

)

：

By

group

work,

the

teacher

can

cultivate

them

the

awareness

of

cooperation

in

English

learning to exchange their feelings.

PART FIVE teaching procedures

Step 1 warming (3mins)

Show

a

short

video

about

the

famous

farming

pioneer

Yuan

Longping

The purpose is to make students have a general understanding

of

Step2 pre-reading(5mins)

discuss the 3 questions in pre-reading part and report their

result to the whole class.

Q1:read

the

statistics

you

know

these

facts

before?

What problem do they show?

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Q2:rice

is

the

main

food

in

all

east

Asian

and

southeast

Asian

countries. What do you think would happen if tomorrow there was

suddenly no rice to eat?

Q3:look at the title of the passage and the picture . What do

you predict this passage is going to talk about? Then skim the

passage to check if you were right?

Step3while- reading(20mins)

There

are

three

tasks.

Task1

use

the

information

in

the

passage

to complete the following notes abut yuan longping. The purpose

is to enable the students to find out the general ideas of the

passage.

Task2 Discovering useful words and expressions

The purpose is to train the students to find out the specific

information.

Task3Text revision.

Let the SS review the text or the main idea

The purpose is to help them have a clear understanding of the

clue ,which paves way for next step.

Step4 post-reading(15mins)

Task 1 fill in the blanks

Discuss

the

article

with

their

group

members,and

find

out

the

language

points

such

as

key

words,phrases

and

sentence

structures

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in the article. And then fill in the blanks. After checking the

answer, i will help the Ss to summarize the language points

Task2 retell

Use the key words and phrases to retell the article

Through group work, cultivate the spirit of cooperation, and

train the ability of solving problems by themselves. Meanwhile,

ask the Ss to retell the article and it can check how well the

Ss learned in this lesson.

Step5 Homework(2mins)

the reading task on workbook .

w the tasks in learning about language.

PART SIX blackboard design

I will divide the blackboard into two parts. I will write the

key words and phrases on the left and the main sentences on the

right.

PART SEVEN reflection

In the process of teaching, i carry on task-based teaching

method. I design several tasks for students to complete. I try

to

make

the

class

rich,effective,and

instructive.

But

as

we

know,

not all the students are the same level, a few of them may have

difficulty

in

the

tasks.

I

hope

i

can

find

out

some

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multi- activities for students of different levels to solve this

problem.

At

last,

i

want

to

say

to

be

a

good

English

teacher

is

my

dream,

i think a good teacher is not only a guide for the students, but

also a

friend

of them.

If

i were

a teacher,

i

would

build

a

close

relation with my students,helping them not only on their study,

but also on their lives. So far, i have been an English teacher

for one year, i will try my best to achieve further success. Ok,

that is all. Thank you so much.

必修四

unit2

说课稿三

U nit 2 working the land (A pioneer for all people)

The core of this unit is

“

agricultural

”

famous

scientist

Yuan

Longping

’

s

contribution

to

agriculture

and

the

influence

of

fertilizer

to

the

land,

and

how

to

develop

organic

faming. (this lesson introduces our famous agriculturist Yuan

longping and his great contribution )

According

to

learning

this

unit,

Ss

can

master

some

important

words, expressions and sentence structures. Let them know some

knowledge

of

agriculture

and

the

significance

of

organic

faming.

Make

Ss

learn

how

to

persuade

sb.(let

Ss

learn

Yuan

’

s

spirit

and

life attitude. )

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Knowledge

objectives:(1)

to

make

Ss

grasp

the

usage

of

words,

expressions

and

sentence

structures:

statistics,

struggle,

thanks

to,

rid

of,

some

patterns

for

persuasion,

the

“

ing

”

form

as

subject

and

object;(2)to

use

learnt

knowledge

to

persuade

sb.

Ability

objectives:(1)

to

develop

Ss

’

reading

skills(skimming, scanning, word guessing);(2) to improve Ss

’

speaking, communicating and cooperating skills.

Emotional

objectives:to

make

Ss

know

the

contribution

of

Yuan,and learn his spirit and his simple life time.

Teaching

important

and

difficult

points:(1)

some

words,

expressions

and

sentence

structures

mentioned

above;(2)the

content

of

the

text;(3)training

their

reading

and

speaking

skills.

Teaching methods: CLT, TBLT,QT.

Learning strategies: CLS, QLS, TBLS.

Teaching procedures:

Step 1 lead-in: (1) teacher plays a piece of recent news from

CCTV

about

the

harvest

of

the

super

hybrid

rice,

and

ask

students

whether

they

know

Yuan

or

not,

and

talk

about

him

and

his

contribution.(2)Brain

storm:

let

Ss

describe

Yuan

in

their

minds

including his appearance, his living condition and so on.

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Step

2

fast

reading

tasks:(1)teacher

introduces

Yuan

and

super

hybrid rice(2)make Ss read the text as fast as possible with

questions. Such as: what

’

s the general idea

of

this

passage?

What

’

s

Yuan

’

dream?

(skimming

and

scanning

skill)

Step

3

intensive

reading

tasks(1)let

Ss

read

the

text

silently,

find topic sentence of each paragraph and draw the difficult

sentences and the knowledge what they don

’

t understand.(words

guessing)(2)teacher

and

Ss

talk

about

the

important

words,

expressions and sentences together, and ask Ss to retell the

content

of

the

text.(summarizing

and

paraphrasing)(3)teacher

summarize this part.(4) read again following the courseware.

Step

4

post-reading

task.

Group

Discussion.

(1)Teacher

should

divide Ss into several groups to discuss the topic

“

would you

like have a life like Yuan? Give reasons

”

(2)teacher summarize

the discussion.

Step 5 sum up. Let Ss sum up what we have learnt this class

and teacher make a supplementary of it.

Step 6 homework. Hand out another passage about Yuan, let

students

summarize

the

content

of

this

passage

on

their

notebook.

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必修四

< br>unit3

说课稿一

Unit 3 Book 4

A taste of English Humor

Part one : Understanding of the lesson

本课选自人民教育出版社出版的普通高中课程标准实验教材，高一

年级必修四的第三单元

Ataste of English humour

。

A. The analysis of the teaching material

The purpose of this reading is to introduce the life and work

of

Charlie

Chaplin

and

the

kind

of

humour

we

can

all

laugh

at

---

nonverbal humour.

This

lesson

is

designed

as

a

reading

lesson.

According

to

the

new curriculum

standards

of

senior

high

school

English,

students

are

expected

to achieve the

skills

of

a.

understanding the

main idea; b.

scanning

for

the

needed

information;

c.

grasping

the

details;

d.

guessing

the

meaning

of

new

words;

e.

understanding

the

intension

and attitude of the author and f. understanding the background

and culture information.

B. Teaching Aims:

a. Enable students to learn what humor means and what is

nonverbal humor.

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b. Students are expected to improve the reading skills, ie,

skimming

and

scanning

skills

as

well

as

translating

,

interpreting

and word guessing abilities, which are examined in recent years

in NMET.

By learning the passage, students will know that humour is

particular to each culture. So the Enlish humour is certainly

different

from

Chinese

humour.

However

,

there

is

a

kind

of

humour

that

may

be

enjoyed

by

all

cultures

---

that

is

nonverbal

humour.

It is good that we can all laugh at something together.

a. self-learning and cooperative learning methods; and use

such kind

of

ability

to

gain

and

deal with

language

information.

b.

develop

the

students

’

questioning

spirit

to

improve

their

ability of finding,

analyzing and solving problems.

C. Teaching methods:

a. Task-based Language Teaching :

During

the

course,

different

tasks

are

designed

for

Ss

to

carry

out. Whether and how

they

finish

the

tasks

can

reflect

on

how

much

information

they

grasp from reading. In

return, the teacher can adjust his/her teaching.

b. Cooperative Learning:

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Divide

the

class

into

small

teams,

each

with

students

of

different levels of ability.

Every member of a team is responsible not only for learning

what is taught but also

for helping teammates learn, thus creating an atmosphere of

achievement.

D. Important and difficult points.

a. Help students learn how to understand and enjoy English

humors.

b. Help students know the differences between English and

Chinese in humor.

E. Teaching aids:

Multi-media

pictures

blackboard

Part Two

：

Teaching procedures:

Step one: Lead-in and Warming up( 5 mins)

In order for students to get into the topic of humor quickly

and smoothly, a piece

of

sketch

video

“

Eating

noodles

”

by

Chen

Peisi

will

be

played

for the students.

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Question: Do you know who the Chinese comedian is ?( Chen

Peisi)

What makes his performance funny? ( his body gestures)

Then show some pictures of Charlie Chaplin to students.

Questions: Do you know who he is ?

What do you know about Charle Chaplin?

What

do

you

expect

to

learn

about

from

this

reading?

( students

’

answers

may vary)

（简评：这一环节的设计将会激发学生对 文章中这一话题的兴趣并

能引起让学生

在短时间内集中精力，

这对于学生完成下面的阅读任务很有帮助。

）

Step Two: Reading ( 22 mins)

Fast Reading ( Skimming) (7 mins)

Task 1: Fast Reading (3 mins)

What

’

s the passage mainly about?

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C. Because he is always made fun of by others.

D. Because of his optimism and determination fo overcome all

difficulties.

3. Find a sentence in the passage similar in meaning to the

following one:

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Charlie

’

s real life was not so comfortable as it was showed

in his films.

4. Translate the sentence into Chinese

“

You may find it

astonishing that Charlie was taught to sing as soon as he could

speak and dance as soon as he could walk

”

. 5. Guess the meaning

of the word

“

conv incing

”

in line 30 Page 18.

（简评：这一环节沿用了英语阅读教学中最重要的两种阅读技能，

即略读和查读。这也是本课设计的重点。同时，在查读这一环节的任务

2

中，我设计了高考新题型的相关练习，如翻译，替换句子等等，这样

就有效地 把高考和日常教学联系了起来，

也促进了学生应答这种练习的

能 力。）

Step Three : Retelling

（

5 mins

）

People

may

laugh

at

others_______

on

a

banana

skin,

or

falling

down a hole, for it makes them _______ with themselves seeing

others _______ _______ than

themselves.

As

an

outstanding

humourous

actor,

Chaplin

could

always

_______ in the people deep feelings by using _________ forms of

acting

in

the

time

of

silent

films.

His

charming

_________

“

the

little tramp

”

is well-known all over the world, a poor and

_________ person wearing large trousers, ________ shoes, and

carrying a walking _______.

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A

social

_______

as

he

was,

he

was

loved

by

all

the

people

for

his ____________ in overcoming difficulties and being kind to

people

_______

to

him.

When

playing

the

famous

film

The

Gold

Rush,

Chaplin

managed

to

make

the

sad

situation

—

eating

a

_______

shoe,

entertaining by using __________ humour.

Such

is

Charlie

Chaplin

who

produced,

_______

,

and

wrote

the

movies that he _______ in. He was given a special Oscar for his

lifetime work ____________ of bringing humour to us all.

（简评：这一环节是一巩固 练习，使得学生对文章中的既得信息有

所加强，并对这篇文章有了更加整体的理解。）< /p>

Step Four: Pair work. ( Enjoying 4 mins)

Part 1:

JOKE 1

Wife talking to her husband (who reads newspaper all day): I

wish I were a

newspaper so I'll be in your hands all day.

Husband: I wish that too, so I could change you daily

JOKE 2

TOM'S EXCUSE

Teacher: Tom, why are you late for school every day?

Tom: Every time I come to the corner, a sign says,

Slow

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Part 2:

Show

the

students

some

pictures

of

nonverbal

homour

to

let

them

appreciate . (omitted)

Step Five : Interview ( Group activity 8mins)

The

students

are

divided

into

groups

of

4

.

Then

in

each

group

students will take their turns to be Charlie and the other 3 act

as

reporters

to

interview

him/her

using

the

information

from

the

reading.

（简评： 这两个环节是为了知识转化

/

过渡

,

即让学生切实体会到

nonverbal

humour is really universal,

又给了学生练习口语的机会，同时

也体现了本课时的情感目的。）

Step Six : Home work

Find more information about Chaplin through The Internet or

from books and you are expected to present it to your classmates

in the next class.

（简评：

这是这节课的综合落实环节）

课后反思：

本节课主要训练阅读技能 ，兼顾听、说和译等技能的培养。在具体

实施过程中采用了任务型教学法，

体现了因材施教原则和以学生为主体

的教学原则，通过师生的共同努力与配合 ，圆满完成了教学任务，提高

了学生的阅读能力，同时通过小组讨论，增强了学生的合作 意识。此期

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间也出现了一些问题，如 内容太多，时间仓促，致使个别环节处理非常

不太恰当，用时太少，而没有完全达到预期 的效果。另外，在上课中有

时让学生按部就班地跟着老师的思路走，

而忽视了他们的主体地位和主

观能动性，从而限制了学生的思维。另外，学生的学习 积极性还没有完

全调动起来，这一点也是以后的教学中需要特别注意的。总之，教与学< /p>

两个环节中，应把重点放在学生身上，老师的教是为学生的学服务的。

必修四

unit3