高二英語 unit 1《Women of Achievement》說課稿 新人教版

1、Women of Achievement Good morning, ladies and gentlemen. My topic is Women of Achievement, that is, unit 1, in module 4. The reading passage “A Student of African Wildlife” is talked later and my talk consists of 4 parts. Part 1, my understanding of the material. Part 2, teaching approaches. Part 3,

2、 preparations before class. Part 4, teaching procedure. Part 1 my understanding of the material First, let me introduce the reading passage. It is the center of this units teaching and learning. It is made up of 4 paragraphs, that is, one days observing chimps with Jane in the forest; how Jane did h

3、er research and her achievements; Janes love towards animals and her contributions to animal protection; and a short summary to her. By learning this lesson, the students can not only understand womens status in society and everyday life, their values and contributions, their difficulties and achiev

4、ements, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practise their reading skills, such as skimming, scanning and careful reading. Second, I want to tell something about the students. Although the students have the basic abilities of listening, sp

5、eaking, reading and writing, they still need many opportunities to explore and convey meanings; to classify and reflect on their thoughts, feelings and experiences; to experiment and use their imaginations, and also to develop their autonomous learning ability, cooperative learning ability and inves

6、tigative learning ability. Third, about teaching aims Knowledge aims: To learn how to use the mastery words, phrases and sentence patterns; To learn sth about Janes research. Ability aims: To cultivate the students autonomous learning ability, cooperative learning ability and investigative learning

7、ability; To develop students reading skills, such as making prediction and drawing inferences from the context. Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit; To learn Janes bravery and perseverance in achieving her goals; To rei

8、nforce the sense of wildlife protection. Fourth, about key points and difficult points I think they are to develop the students reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the mastery words, phrases and sentence patterns.Part 2 Teaching

9、approaches According to the analysis above, Ill try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students, especially girl students to chase their dreams with great determinations. Therefore, taskbased teaching met

10、hod, studentscentered teaching method and CAI will be used.Part 3 Preparations before classI will ask the students to surf the Internet or go to the library to find some information about great women that they are interested in.And in class, they will give reports of the information they have obtain

11、ed. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.Part 4 Teaching procedureI designed 6 steps to deal with this reading passage.Step 1 leadin Activity: picture appreciation and

12、question answering Ill show them some beautiful pictures of wild animals, such as lions, Tibetan antelopes, monkeys and chimps. Then one question will be asked: which animal has the closest connection with human beings? Its not so difficult. Of course, chimps. Then the students can find more about c

13、himps from the reading passage. The purpose of this activity is to stimulate the students interest and naturally lead to the reading passage.Step 2 prereading Activity: look and guessThe students will be asked to just glance at the title and the two pictures in the book, and then guess what they wil

14、l read in the text. And theyll be divided into groups of four to have a discussion.This activity is to inspire the students to read actively, not passively. Surveys show that active reading can raise the readers interest and reading efficiency. Other purposes are to develop the students reading skil

15、lmaking prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.Step 3 reading Activity 1 scanning The students are required to scan the text quickly and find out specific information of the following questions.1 who is the studen

16、t?2 what animals are observed?3 when did Jane Goodall arrive at Gombe? How old was she?4 what was the purpose of her study?By doing this activity, the students can improve their reading skillscanning. And they can get the two lines of the whole passage, the main linestudent, and the hidden linewildl

17、ife. It builds a solid base for the latter reading comprehension.Activity 2 skimmingThe students are asked to skim the text quickly and summarize the main idea of each paragraph.By doing this, I can train the students reading skillskimming. And before their skimming, Ill remind them to find out the

18、topic sentence of each paragraph.Activity 3 careful reading For paragraph 1: Video watching and completing a diagramGet the students to watch a short video of Janes research with chimps.This paragraph is a description of what Jane and her partners did in the forest. The video can turn the descriptio

19、n in words into images. So it seems as if the students themselves went into the forest. Then a diagram will be shown to the students. It contains the main actions of the chimps. They have to complete it. By these two changes, the students can master the important words, phrases and sentences better.

20、For paragraphs 2-3: Retelling jobThese two paragraphs are relatively long, so the students may have difficulties in classifying the content. Therefore I divided all the sentences into 3 aspects, that is, Janes difficulties, her discoveries and her contributions. According to the key words, they have

21、 to retell it.By doing this activity, I can train the students language organizing ability to meet the demands of the new curriculum.For paragraph 4: Question answeringIt is a short summary to Jane and implies that women can do what they want to do as men. This paragraph is relatively short and easy

22、 to understand. So the questions are fairly easy and will be offered to the less talented students. Step 4 postreading I designed 2 activities.Activity 1: multiple choice questionsThese questions are to help the students get a better understanding of the text. Some of them are about details, and som

23、e of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-base

24、d teaching method is used here.Activity 2: qualities and looking for relevant sentences It is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I

25、 designed this activity. Just get the students to look at the title and think about “what kind of student Jane is”. They will say many words, like hard-working, brave and so on. Then ask them to find out the sentences from which we can see these qualities. To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teachin