Great scientists說課稿4篇

必修5unit 1說課稿一

1. Great scientists-John Snow Defeats “King Cholera”

Distinguished judges, good morning! I’m NO.2; it’s my great honor to be ’s Book5. And my content consists of 6parts, they are: analysis of the teaching material, analysis of the students,teaching and study methods, the teaching procedures, the blackboard design, andself-assessment. 1. This lesson is a reading passage, which plays a veryimportant role in this unit, we should lay particular emphasis on the students’ reading ability.

It focuses on thestudents’abilities to gather information; deal with information; solve problems and theabilities to think and express in English. By studying At the same time, weshould get the students to understand some difficult sentences to comprehendthe passage better. The students will do some listening, speaking, reading andwriting, too.

2. Now I’ll talk about my teaching aims of thisperiod.

According to the new curriculum standard,the teaching aims are divided into 3 parts:

①Knowledge aims: are to enable the studentsto master some useful

②Ability aims: are to develop the studentsreading ability and let them ③Emotional aims: are to develop students’ interest in study and set up 3. In theteaching process, teacher should help students master the important points andbreak through the difficult points as follows:

①Teaching important point: is to improvethe students’reading ability. ②Teachingdifficult points: are to help Ss understand the text better and use the learnedphrases to retell the text.

The Ss in my class have known somethingabout the topic, because they have talked about it in the previous period. Butsome long sentences are difficult for them to understand. They don’t often use English to express themselvesand communicate with others. Some students are not active in class because someare afraid of making mistakes while speaking. So during the lesson, I’ll arrange a variety of activities to letall the students join in class to attract their attention and make themconfident. Teaching methods includes:

Task-based approach, communicativelanguage teaching and interactive approach.

Study methods:

And I will adopt cooperative learning;communicative learning; and participative learning methods.

I’ll make full use of modern equipment suchas the multi-media to make my lesson more lively and interesting. With the aidof the computer, I think the

efficiency of the lesson will be greatlyimproved.

Ⅳ. Here comes the most important part, theteaching procedures:

I have designed the following steps totrain the students’ability of listening, speaking, reading and writing, especially readingability.

Step1. Lead-in

Through this activity I can arouse thestudents’interest of study and bring in new subject.

Step2. While-reading

Task1: Guessing and skimming

I’ll get the students to look at the titleand the pictures and guess what the text might be about. It draws the students’ attention to the content of the text.

Ask the students to read the passage asquickly as they can and get the structure of the text. Guide the students tofind out key words and sentences or pay attention to the first sentences ofeach paragraph to get the main idea of the text.

By doing this, I will train the students’ fast reading skills to improve thestudents’reading ability and let the students understand the general idea of eachparagraph.

Task2: Intensive reading

The students are required to focus on thewhole text paragraph by paragraph to locate particular information and finishthe exercises on the screen.

These exercises are mainly sentencejudgments, choices about the text. They are designed from the easiest one tothe most difficult one for different levels’ Ss. The purpose is to train the students’ skills of scanning and to lead thestudents to find out the important facts and detailed information.

I’ll ask the students to finish theexercises by cooperation and competition. They are divided into 4 groups. If astudent can answer the question correctly, then the group can get one point.And the group which gets the most points is the winner. Only throughcooperation can the Ss taste the joy of success. If the Ss know their answer isright, they will be confident and become more enthusiastic in learning English.The purpose is to improve the students’ reading comprehension. And at the sametime the students can become aware of the happiness of helping each other. Thusthe students receive some moral education.

Step3. Post-reading

Task2: Listening

Play the tape of the passage for thestudents to listen and follow. Then ask them to read the text aloud. Tell themto pay attention to the pronunciation and intonation. At the same time, theycan enjoy the beauty of the English language. And it can prepare the studentsfor the retelling the text in the next task.

Task3: Summary and retelling

I will let them fill in the blank tosummarize the general idea of the text. And then ask the students to retell thestory in their own words. This is designed to apply what they have learnt intopractice, thus transforms the language knowledge into ability by using English.

Ⅴ.Blackboard design

The title is on the top of the blackboard.The blackboard is divided into 2 parts: the left part is for some key words andexpressions, while the right part is for the screen.

Ⅵ.

In this lesson, I lead the studentsunderstand the passage step by step, and help them to retell the text. In thewhole period I just act as a director, put Ss into center, giving the studentssome detailed task and letting the students explore the knowledge by themselvesor in teamwork. But there are some new

language points in the passage, so I willexplain them for the students next period.

Thank you for listening.

必修5unit1說課稿二

Book5unit1Great scientists說課稿

教材分析

本單元主要話題是Great scientists, 旨在通過本單元的教學(xué)培養(yǎng)學(xué)生探究科學(xué)、崇尚科學(xué)的精神和正確的科學(xué)觀；幫助學(xué)生了解科學(xué)的本質(zhì)和科學(xué)家的特質(zhì)。由于是科普文章，相對(duì)來說比較枯燥，所以我們需要把教材內(nèi)容簡(jiǎn)化并進(jìn)行重組。根據(jù)“三課型一學(xué)案”的原則，我們將Warming Up，Pre-reading, Reading和Comprehending三部分整合為一節(jié)“閱讀課”。今天我主要就對(duì)這一部分進(jìn)行簡(jiǎn)要的闡述。

教學(xué)重難點(diǎn)：

閱讀能力對(duì)英語學(xué)習(xí)者來說是至關(guān)重要的，所以本節(jié)課的教學(xué)重點(diǎn)就是讓學(xué)生學(xué)會(huì)不同的閱讀技巧并且讓學(xué)生通過本節(jié)的學(xué)習(xí)了解John Snow 是怎樣戰(zhàn)勝“霍亂”這種疾病的；難點(diǎn)是讓學(xué)生能自己描述偉大的科學(xué)家及其相關(guān)事跡。

教學(xué)目標(biāo)：

1. 知識(shí)目標(biāo)：使學(xué)生了解一些著名的科學(xué)家及他們的主要貢獻(xiàn)并通過閱讀知道John Snow 是怎樣戰(zhàn)勝“霍亂”的。

2. 能力目標(biāo)：培養(yǎng)學(xué)生不同的閱讀技巧并使他們能介紹一些偉大的科學(xué)家。

3. 情感目標(biāo)：激發(fā)學(xué)生尊重?zé)釔蹅ゴ蟮目茖W(xué)家，學(xué)習(xí)他們的高尚道德品質(zhì)。

教學(xué)過程分析：

根據(jù)教學(xué)目標(biāo)以及教學(xué)重難點(diǎn)，我們把這節(jié)課分為七個(gè)步驟。

一、導(dǎo)入

通過大屏幕給學(xué)生展示一些偉大科學(xué)家的圖片，比如牛頓、霍金、愛因斯坦、錢學(xué)森等，讓學(xué)生通過討論了解他們的主要貢獻(xiàn)以及他們的優(yōu)秀品質(zhì)。通過這一環(huán)節(jié)自然而然的就過度到本單元的話題Great scientist.

二、熱身

讓學(xué)生兩個(gè)人一組通過討論來完成課本第一頁的小測(cè)試，比比哪一組知道的多，這樣可以極大提高學(xué)生的興趣，讓他們每個(gè)人都積極參與到課堂活動(dòng)中來。

三、讀前

在大屏幕上呈現(xiàn)兩個(gè)問題。通過回答這兩個(gè)問題可以使學(xué)生對(duì)課文有一個(gè)初步的了解和預(yù)測(cè)，這有助于發(fā)散學(xué)生的思維，也很好地為下一個(gè)環(huán)節(jié)做了鋪墊。

四、閱讀

1. 通過略讀(skimming)讓學(xué)生找出文章的大意。

2. 在大屏幕上展示五道涉及文章細(xì)節(jié)的選擇題，通過查讀(scanning)讓學(xué)生找出這五道題的答案。

3. 給學(xué)生展示三個(gè)任務(wù)，一是填寫表格，二是回答問題，三是填空來訓(xùn)練學(xué)生細(xì)讀(careful reading)的能力。

這一環(huán)節(jié)主要使用任務(wù)型教學(xué)法，旨在通過多種不同類型的練習(xí)從不同的層面訓(xùn)練學(xué)生略讀、查讀、細(xì)讀等閱讀技巧。

五、鞏固

老師在黑板上寫一些關(guān)鍵詞，讓學(xué)生復(fù)述課文。每個(gè)學(xué)生只說一句話，這樣我們可以激發(fā)學(xué)生的興趣，讓更多的學(xué)生參與到課堂活動(dòng)中。

六、討論。

給出問題：近些年一直存在著像“非典”、“艾滋”、“豬流感”等各種各樣的傳染病，作為一名學(xué)生我們可以做些什么？

讓學(xué)生四個(gè)人一組討論，在時(shí)間允許的情況下找盡可能多的學(xué)生到講臺(tái)上闡述自己的觀點(diǎn)。這個(gè)環(huán)節(jié)的設(shè)計(jì)有助于培養(yǎng)學(xué)生的情感態(tài)度與價(jià)值觀。

七、作業(yè)

重讀課文，寫一篇關(guān)于John Snow 如何戰(zhàn)勝“霍亂”的文章。

最后，我想說一下我的這節(jié)課是怎樣體現(xiàn)新課改的理念的。前兩個(gè)環(huán)節(jié)的設(shè)計(jì)激發(fā)了學(xué)生的學(xué)習(xí)興趣。新課改提倡的“任務(wù)型教學(xué)法”在這節(jié)課中多次用到。小組討論等形式充分體現(xiàn)了“自主、合作、探究”的精神，把更多的時(shí)間還給學(xué)生。另外，討論環(huán)節(jié)在一定程度上培養(yǎng)了學(xué)生的情感態(tài)度和價(jià)值觀。因此，通過這節(jié)課的學(xué)習(xí)，學(xué)生不僅能學(xué)到該掌握的知識(shí)，訓(xùn)練了他們的閱讀技能，更重要的是，他們可以體會(huì)到學(xué)習(xí)的樂趣

必修5unit1說課稿三

Good afternoon, distinguished judges. It’s my great honor and pleasure to be heresharing my lesson with you.

I am ready to begin this representationwith five parts: analysis of the teaching material, the teaching methods, thestudying methods, the teaching procedure and blackboard design.

Now, I’m going to talk about the teachingmaterial.

First of all, the content of my lesson isNew Senior English for China Student’s Book 5, Unit 1. This unit is about greatscientists. Through the study of this unit, I’m going to help students learn more aboutgreat scientists and develop their interest in scientific research. At the sametime, I will enable the students to learn how to use the past participle. Inthis lesson, it starts with pre-reading and reading. (As we all know, readingis a kind of input during the process of language learning, which has greateffect on output, such as speaking and writing.) Therefore, it plays animportant role in the English teaching of this unit. If the Ss can master itwell, it will be helpful for them to learn the rest of this unit.

Secondly, according to the new standardcurriculum and the syllabus (新課程標(biāo)準(zhǔn)和教學(xué)大綱), and after studying the teachingmaterial, I summarize the teaching aims as follows:

1. Knowledge objects

(1)The Ss can master the usage of theimportant words and expressions, such as defeat, attend, expose, cure, outbreak,control, absorb, severe, put forward, etc.

(2)The Ss can use the past participle inthe proper situation.

(3)The Ss can understand the content ofthe lesson, talk about science and get their own idea about what are the commoncharacteristics of scientists.

2. Ability objects

(1) To develop the Ss’ abilities of listening, speaking, readingand writing

(2) Focus on improving the student’s reading ability, especially theirskimming and scanning ability. (3) To train the Ss’ abilities of studying by themselves andcooperating.

3. Emotion or moral objects

(1) By completing the task, the Ssincrease their interest in science and respect for scientists.

Thirdly, what are the important anddifficult points of this unite? I think the important point is the usage ofpast participle. And students may find it difficult to narrate under giventopic using the words and sentences that they have learned.

Well, how to achieve the teaching objectsmentioned above? How to stress the important points and break through the difficultpoints? According to the analysis of the teaching material and the students’ learning background, I will use thefollowing methods.

1. Communicative Approach(交際教學(xué)法)

2. Task-based Language Teaching (任務(wù)教學(xué)法)

3. Situational Language Teaching (情景教學(xué))

That is to say, I’ll let the Ss to get a betterunderstanding of the key structure of the text through discussion. According tothe modern social communication teaching theories (現(xiàn)代社會(huì)交際教學(xué)理論)，I adopt the Situational Language Teachingmethod and Task-Based Language Teaching method in my teaching.

Now, let’s move to the third part, StudyingMethods.

Students of this stage are quick inthought and they are eager to show what they know and they have a certainability to read. But they are lack of geography knowledge, the culturalbackground of those foreign countries and the courage to express their ideas.Therefore, a successful leader should care for their learning strategy. In thislesson, I will teach my students to master the following strategy:

1) Basic learning strategy

Students can get the meaning of the wordsand phrase.

2) Practice strategy

Practice can help students to get thegeneral idea and have a better understanding of the language.

3) Communication strategy

Help students to use what they learn indaily conversation and thus enhance the communication skills.

In a word, I will teach students apply “observation-imitation-practice” strategy to studying English and teachthem how to be successful language learners

Then we come to the most important part ofthe representation, Teaching Procedure.

In this lesson the students will be thelearner and the main participant. I will act as a guider, an organizer and adirector who plays a role when necessary in teaching procedure.

Step 1. Lead-in. (__8__min)

I think the most useful method to lead thestudents to learn is interest stimulating and discussion by themselves. At thebeginning, I will let the students watch a 66-second CNN report about Youyou Tuwinning the Nobel Prize. And then ask them to name some famous scientists theyknow and tell something about them. At the end of lead-in, I will ask them thequestions 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 greatscientists.

Step 2. Pre-reading

Task 1. (group work __5___min)

Divide students into several groups andask them to discuss the order of setting out a new scientific idea given in thefirst question of Pre-reading part.

Purpose of my design:

(1) to get the students know somethingabout how to prove a new idea in scientific research.

(2) To help students get a betterunderstanding about the importance of scientific research.

Step 3. Reading

Task 1. (Individual work___5__min)

Task 2. (Class work __12___min)

Listen to the tape finish the firstcomprehending exercise in our textbook--number the events in right order.

Purpose of my design:

1) Further familiarize the students withthe text;

2) Train students to find answers throughlistening

Task 3. (Individual work __15___min)

Guide Ss to read the material carefullyand take some important notes, then select students to read the paragraph oneby one, and ask them to find out the correct answers.

1.

2.

3.

4.

…

Purpose of my design:

Enable students to understand the givenmaterial 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 developthe Ss’ability of solving problems.

Step 4. Homework

1. Ask students to learn more informationabout cholera, for example, searching the internet, asking doctors, etc.

2. Ask students to choose one of theparagraphs and read it out loud for several time, the more fluently the better.

Purpose of my design: Homework is soimportant and necessary in encouraging students to keep learning after class.

Blackboard design

John Snow Defeats “King Cholera”

必修5unit1說課稿四

John Snow Defeats King Cholera說課稿

各位評(píng)委老師好。我說課的題目是高中英語必修5第一單元Great Scientists的閱讀課內(nèi)容。此內(nèi)容為本單元的第一課時(shí)。我主要從教材分析、教法和學(xué)法、教學(xué)過程、板書設(shè)計(jì)這四個(gè)方面來分析本課。

I教材分析：

①教材簡(jiǎn)介：

在這節(jié)課，學(xué)生將學(xué)習(xí)Warming Up、Pre-reading、Reading。本單元主題是Great Scientists。本單元的話題是科學(xué)家如何以探索、鉆研、無畏的科研精神驗(yàn)證未知的科學(xué)真理。Warming Up部分以問答比賽的形式進(jìn)行，通過十組問題，引導(dǎo)學(xué)生回顧不同領(lǐng)域不同時(shí)代的10位科學(xué)家，了解他們對(duì)人類的貢獻(xiàn)及其成果。Pre-reading部分通過對(duì)幾個(gè)問題的討論，讓學(xué)生了解關(guān)于霍亂等傳染病的常識(shí)，并初步了解得出科學(xué)觀點(diǎn)所需要的基本程序，為完成閱讀奠定基礎(chǔ)。Reading部分介紹英國(guó)著名醫(yī)生John Snow是如何通過考察、分析、探究的科學(xué)方法，發(fā)現(xiàn)并控制霍亂這種傳染病的。

②教學(xué)目標(biāo)：

根據(jù)教材內(nèi)容和高中英語課程標(biāo)準(zhǔn)，我擬定下列教學(xué)目標(biāo)：

A語言知識(shí)目標(biāo)：使學(xué)生掌握重點(diǎn)詞匯、短語和句型，進(jìn)一步熟悉科學(xué)文化方面的話題 B語言技能目標(biāo)：使學(xué)生能從文章中獲取和處理主要信息

C情感態(tài)度目標(biāo)：使學(xué)生保持學(xué)習(xí)英語的愿望與興趣，主動(dòng)參與有助于提高英語能力的活動(dòng)

③教學(xué)重點(diǎn)：

因?yàn)楸窘M教材的重點(diǎn)了解項(xiàng)目是John Snow破解霍亂難題，所以本課的教學(xué)重點(diǎn)是使學(xué)生了解John Snow是如何破解霍亂難題的。

④教學(xué)難點(diǎn)：

考慮到學(xué)生拓展閱讀能力、語言輸出能力等方面還需進(jìn)一步努力，所以本課的教學(xué)難點(diǎn)確定為：如何使學(xué)生用恰當(dāng)英語談?wù)?、描述科學(xué)家以及他們的故事。

II教法和學(xué)法：

①教學(xué)方法：

引導(dǎo)學(xué)生獨(dú)立思考、合作學(xué)習(xí)，進(jìn)行師生、生生互動(dòng)的任務(wù)型教學(xué)，設(shè)計(jì)了多個(gè)易于操作的任務(wù)型活動(dòng)。

此課主要處理好教學(xué)的三個(gè)階段：即Pre-reading、Reading、Post-reading。Pre-reading激活相關(guān)知識(shí)，預(yù)測(cè)文章內(nèi)容，提高學(xué)生的學(xué)習(xí)興趣。Reading主要通過各種閱讀活動(dòng)理解課文，獲取必要的信息，完成問題。Post-reading主要是讓學(xué)生結(jié)合所學(xué)知識(shí)，通過討論、小組合作，發(fā)展與人溝通和與人合作的能力，提高學(xué)生收集信息、整理信息及傳遞信息的能力。

②學(xué)法：

任務(wù)型教學(xué)強(qiáng)調(diào)的是Learning by doing，學(xué)生通過完成教師設(shè)定的任務(wù)活動(dòng)，激發(fā)學(xué)習(xí)興趣，更有利于發(fā)揮學(xué)生的主體性作用，達(dá)到學(xué)習(xí)和掌握語言的目的。

③教具：

使用多媒體平臺(tái)和直觀道具，以擴(kuò)大學(xué)生知識(shí)面和求知欲。

III教學(xué)過程：

Step 1 Warming Up and lead-in：

① I’d like to ask the Ss: What do you knowabout great scientists?

Then I’ll let the Ss try the quiz and find outwhich group knows the most.

通過競(jìng)賽游戲，開展小組間的比賽，激發(fā)學(xué)生了解不同領(lǐng)域不同時(shí)代科學(xué)家的興趣和熱情。