高中英语说课稿-《WomenofAchievement》优秀说课稿模板.doc

高中英语说课稿-WomenofAchievement优秀说课稿模板WomenofAchievementGoodmorning,ladiesandgentlemen.MytopicisWomenofAchievement,thatis,unit1,inmodule4.Thereadingpassage“AStudentofAfricanWildlife”istalkedlaterandmytalkconsistsof4parts.Part1,myunderstandingofthematerial.Part2,teachingapproaches.Part3,preparationsbeforeclass.Part4,teachingprocedure.Part1myunderstandingofthematerialFirst,letmeintroducethereadingpassage.Itisthecenterofthisunitsteachingandlearning.Itismadeupof4paragraphs,thatis,onedaysobservingchimpswithJaneintheforest;howJanedidherresearchandherachievements;Janeslovetowardsanimalsandhercontributionstoanimalprotection;andashortsummarytoher.Bylearningthislesson,thestudentscannotonlyunderstandwomensstatusinsocietyandeverydaylife,theirvaluesandcontributions,theirdifficultiesandachievements,butalsolearnhowtousesomewords,phrasesandsentencepatterns.Ofcourse,thestudentscanpractisetheirreadingskills,suchasskimming,scanningandcarefulreading.Second,Iwanttotellsomethingaboutthestudents.Althoughthestudentshavethebasicabilitiesoflistening,speaking,readingandwriting,theystillneedmanyopportunitiestoexploreandconveymeanings;toclassifyandreflectontheirthoughts,feelingsandexperiences;toexperimentandusetheirimaginations,andalsotodeveloptheirautonomouslearningability,cooperativelearningabilityandinvestigativelearningability.Third,aboutteachingaimsKnowledgeaims:Tolearnhowtousethemasterywords,phrasesandsentencepatterns;TolearnsthaboutJanesresearch.Abilityaims:Tocultivatethestudentsautonomouslearningability,cooperativelearningabilityandinvestigativelearningability;Todevelopstudentsreadingskills,suchasmakingpredictionanddrawinginferencesfromthecontext.Emotionalaims:Toencouragethestudentstoparticipateintheclassactivitiesandcultivatetheirteamworkspirit;TolearnJanesbraveryandperseveranceinachievinghergoals;Toreinforcethesenseofwildlifeprotection.Fourth,aboutkeypointsanddifficultpointsIthinktheyaretodevelopthestudentsreadingskills,suchasmakingpredictionanddrawinginferencesfromthecontext;andtolearnhowtousethemasterywords,phrasesandsentencepatterns.Part2TeachingapproachesAccordingtotheanalysisabove,Illtrytousethefollowingtheories:tomakestudentstherealmasteroftheclasswhiletheteachermyselfthedirector;toinspirethestudents,especiallygirlstudentstochasetheirdreamswithgreatdeterminations.Therefore,taskbasedteachingmethod,studentscenteredteachingmethodandCAIwillbeused.Part3PreparationsbeforeclassIwillaskthestudentstosurftheInternetorgotothelibrarytofindsomeinformationaboutgreatwomenthattheyareinterestedin.Andinclass,theywillgivereportsoftheinformationtheyhaveobtained.Bydoingthisactivity,Icantraintheirautonomouslearningabilityandinvestigativelearningability,andtheirabilitiesofcollectinganddealingwithinformation.Part4TeachingprocedureIdesigned6stepstodealwiththisreadingpassage.Step1leadinActivity:pictureappreciationandquestionansweringIllshowthemsomebeautifulpicturesofwildanimals,suchaslions,Tibetanantelopes,monkeysandchimps.Thenonequestionwillbeasked:whichanimalhastheclosestconnectionwithhumanbeings?Itsnotsodifficult.Ofcourse,chimps.Thenthestudentscanfindmoreaboutchimpsfromthereadingpassage.Thepurposeofthisactivityistostimulatethestudentsinterestandnaturallyleadtothereadingpassage.Step2prereadingActivity:lookandguessThestudentswillbeaskedtojustglanceatthetitleandthetwopicturesinthebook,andthenguesswhattheywillreadinthetext.Andtheyllbedividedintogroupsoffourtohaveadiscussion.Thisactivityistoinspirethestudentstoreadactively,notpassively.Surveysshowthatactivereadingcanraisethereadersinterestandreadingefficiency.OtherpurposesaretodevelopthestudentsreadingskillmakingpredictionandtoencouragethestudentstothinkinEnglish,expresstheirthoughtsinEnglishandcooperatewitheachother.Step3readingActivity1scanningThestudentsarerequiredtoscanthetextquicklyandfindoutspecificinformationofthefollowingquestions.1whoisthestudent?2whatanimalsareobserved?3whendidJaneGoodallarriveatGombe?Howoldwasshe?4whatwasthepurposeofherstudy?Bydoingthisactivity,thestudentscanimprovetheirreadingskillscanning.Andtheycangetthetwolinesofthewholepassage,themainlinestudent,andthehiddenlinewildlife.Itbuildsasolidbaseforthelatterreadingcomprehension.Activity2skimmingThestudentsareaskedtoskimthetextquicklyandsummarizethemainideaofeachparagraph.Bydoingthis,Icantrainthestudentsreadingskillskimming.Andbeforetheirskimming,Illremindthemtofindoutthetopicsentenceofeachparagraph.Activity3carefulreadingForparagraph1:VideowatchingandcompletingadiagramGetthestudentstowatchashortvideoofJanesresearchwithchimps.ThisparagraphisadescriptionofwhatJaneandherpartnersdidintheforest.Thevideocanturnthedescriptioninwordsintoimages.Soitseemsasifthestudentsthemselveswentintotheforest.Thenadiagramwillbeshowntothestudents.Itcontainsthemainactionsofthechimps.Theyhavetocompleteit.Bythesetwochanges,thestudentscanmastertheimportantwords,phrasesandsentencesbetter.Forparagraphs2-3:RetellingjobThesetwoparagraphsarerelativelylong,sothestudentsmayhavedifficultiesinclassifyingthecontent.ThereforeIdividedallthesentencesinto3aspects,thatis,Janesdifficulties,herdiscoveriesandhercontributions.Accordingtothekeywords,theyhavetoretellit.Bydoingthisactivity,Icantrainthestudentslanguageorganizingabilitytomeetthedemandsofthenewcurriculum.Forparagraph4:QuestionansweringItisashortsummarytoJaneandimpliesthatwomencandowhattheywanttodoasmen.Thisparagraphisrelativelyshortandeasytounderstand.Sothequestionsarefairlyeasyandwillbeofferedtothelesstalentedstudents.Step4postreadingIdesigned2activities.Activity1:multiplechoicequestionsThesequestionsaretohelpthestudentsgetabetterunderstandingofthetext.Someofthemareaboutdetails,andsomeofthemareinferences.Inferencequestionsaremoredifficult.SoIwillgivethemtothetopstudents,andtheeasieronestolesstalentedstudents.ThereforeallthestudentscanhavethechancetoparticipateintheclassactivitiesandachievethepleasureoflearningEnglish.Thustask-basedteachingmethodisusedhere.Activity2:qualitiesandlookingforrelevantsentencesItisanactivitytoconsolidatewhattheyhavelearntintheclass.Traditionally,ablank-fillingtaskisoftenusedinthisstep,butitisapassiveactivity.Inordertogetthestudentstolearnactively,Idesignedthisactivity.Justgetthestudentstolookatthetitleandthinkabout“whatkindofstudentJaneis”.Theywillsaymanywords,likehard-working,braveandsoon.Thenaskthemtofindoutthesentencesfromwhichwecanseethesequalities.Todothisjob,thestudentshavetoreadthewholepassagemorecarefullyagain,andtheywillgetadeeperimpressionofthelanguagestructure.Herestudents-centeredteachingmethodi