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人教版高中英语必修5Unit1说课稿

Unit 1Great scientists
Good afternoon, distinguished judges. It’s my great honor and pleasure to be here sharing my lesson with you. I am ready to begin this representation with five parts: analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. Now, I’m going to talk about the teaching material. First of all, the content of my lesson is New Senior English for China Student’s Book 5, Unit 1. This unit is about great scientists. Throug h the study of this unit, I’m going to help students learn more about great scientists and develop their interest in scientific research. At the same time, I will enable the students to learn how to use the past participle. In this lesson, it starts with pre-reading and reading. (As we all know, reading is a kind of input during the process of language learning, which has great effect on output, such as speaking and writing.) Therefore, it plays an important role in the English teaching of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit. Secondly, according to the new standard curriculum and the syllabus ( 新课程标准
和教学大纲), and after studying the teaching material, I summarize the teaching aims as

follows: 1. Knowledge objects (1)The Ss can master the usage of the important words and expressions, such as defeat, attend, expose, cure, outbreak, control, absorb, severe, put forward, etc. (2)The Ss can use the past participle in the proper situation. (3)The Ss can understand the content of the lesson, talk about science and get their own idea about what are the common characteristics of scientists. 2. Ability objects (1) To develop the Ss’ abilities of listening, speaking, reading and writing (2) Focus on improving the student’s reading ability, especially their skimming and scanning ability. (3) To train the Ss’ abilities of studying by themselves and cooperating. 3. Emotion or moral objects (1) By completing the task, the Ss increase their interest in science and respect for

scientists. Thirdly, what are the important and difficult points of this unite? I think the important point is the usage of past participle. And students may find it difficult to narrate under given topic using the words and sentences that they have learned. Well, how to achive the teaching objects mentioned above? How to stress the important points and break through the difficult points? According to the analysis of the teaching material and the students’ learning background, I will use the following methods. 1.Communicative Approach(交际教学法)2.Task-based Language Teaching (任务教学法) 3. Situational Language Teaching (情景教学) That is to say, I’ll let the Ss to get a better understanding of the key structure of the text through discussion. According to the modern social communication teaching theories (现代社会交际教学理论), I adopt the Situational Language Teaching method and Task-Based Language Teaching method in my teaching. Now, let’s move to the third part, Studying Methods. Students of this stage are quick in thought and they are eager to show what they know and they have a certain ability to read. But they are lack of geography knowledge, the cultural background of those foreign countries and the courage to express their ideas. Therefore, a successful leader should care for their learning strategy. In this lesson, I will teach my students to master the following strategy: 1) Basic learning strategy Students can get the meaning of the words and phrase. 2) Practice strategy Practice can help students to get the general idea and have a better understanding of the language. 3) Communication strategy Help students to use what they learn in daily conversation and thus enhance the communication skills. In a word, I will teach students apply “observation-imitation-practice” strategy to studying English and teach them how to be successful language learners. Then we come to the most important part of the representation, Teaching Procedure.

In this lesson the students will be the learner and the main participant. I will act as a guider, an organizer and a director who plays a role when necessary in teaching procedure. Step 1. Lead-in. (__8__min) I think the most useful method to lead the students to learn is interest stimulating and discussion by themselves. At the beginning, I will let the students watch a 66-second CNN report about Youyou Tu winning the Nobel Prize. And then ask them to name some famous scientists they know and tell something about them. At the end of lead-in, I will ask them the questions of warming-up part to see who knows the most. Purpose of my design:(1) To catch Ss’ attention about the topic. (2) To set up suspense interest in great scientists. Step 2. Pre-reading Task 1. (group work __5___min) Divide students into several groups and ask them to discuss the order of setting out a new scientific idea given in the first question of Pre-reading part. Purpose of my design: (1) to get the students know something about how to prove a new idea in scientific research. (2) To help students get a better understanding about the importance of scientific research. Step 3. Reading Task 1. (Individual work___5__min) Let Ss read the text using scanning method to find related information to fill in the blank.
Report by John Snow Problem Cause Method Results Conclusion

Task 2. (Class work __12___min)

Listen to the tape finish the first comprehending exercise in our textbook--number the events in right order. Purpose of my design: 1) Further familiarize the students with the text; 2) Train students to find answers through listening Task 3. (Individual work __15___min) Guide Ss to read the material carefully and take some important notes, then select students to read the paragraph one by one, and ask them to find out the correct answers. 1.2.3.4.… Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition (paragraph reading) can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of solving problems. Step 4. Homework 1. Ask students to learn more information about cholera, for example, searching the internet, asking doctors, etc. 2. Ask students to choose one of the paragraphs and read it out loud for several time, the more fluently the better. Purpose of my design: Homework is so important and necessary in encouraging students to keep learning after class. Blackboard design John Snow Defeats “King Cholera” Past participle Report by John Snow Problem Cause Method Results Conclusion


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