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

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高一必修四英语说课稿

高一必修四英语说课稿尊敬的各位老师、同学们，大家好！今天我要为大家说课的内容是高一必修四英语教材中的一个单元。

这个单元的主题是“Understanding Global Issues”，旨在通过英语学习，帮助学生了解和思考全球性问题，培养他们的国际视野和社会责任感。

接下来，我将从教学目标、教学内容、教学方法和教学评价四个方面进行详细的说课。

一、教学目标1. 知识与技能目标：学生能够掌握本单元的核心词汇和句型，理解并运用这些语言知识来描述和讨论全球性问题。

2. 过程与方法目标：通过小组讨论、角色扮演等活动，培养学生的合作学习和批判性思维能力。

3. 情感态度与价值观目标：激发学生对全球问题的关注，引导他们形成正确的世界观和价值观，培养解决全球问题的社会责任感。

二、教学内容本单元主要包括以下几个部分：1. 阅读部分：包含一篇关于全球变暖的阅读材料，通过这篇文章，学生可以了解到全球变暖的现状、原因及其对环境和人类生活的影响。

2. 词汇与语法：介绍与环境保护相关的词汇，以及表达原因和结果的语法结构。

3. 听力部分：一段关于国际合作解决水资源短缺问题的对话，旨在提高学生的听力理解能力和获取信息的能力。

4. 口语部分：通过模拟联合国会议的形式，让学生就全球问题发表自己的见解和建议。

5. 写作部分：要求学生撰写一篇关于如何解决某一全球问题的短文，锻炼他们的写作能力和逻辑思维。

三、教学方法1. 导入法：通过展示与全球问题相关的图片或视频，激发学生的兴趣和参与度。

2. 合作学习：鼓励学生分组讨论，通过交流和合作来共同解决问题。

3. 任务驱动法：设置具体的学习任务，如小组讨论、角色扮演等，让学生在完成任务的过程中学习和使用英语。

4. 反馈与评价：在活动结束后，及时给予学生反馈，帮助他们总结经验，提高学习效果。

四、教学评价1. 过程评价：观察学生在小组讨论和活动中的参与情况，评价他们的合作能力和交流能力。

2. 形成性评价：通过课堂小测验、口语表达等方式，检查学生对词汇、语法和听力内容的掌握情况。

人教新课标英语必修4全册教案(Unit1Womenofachie

vement)人教新课标英语必修4全册教案(Unit 1 Women of achievement)一、教材简介本课程设计的教材为《人教新课标英语必修4全册》（人民教育出版社），本单元的主题为“Women of achievement”（成功女性）。

本单元旨在通过介绍世界上一些杰出的女性的生平事迹，以及她们为人们做出的贡献，鼓励学生争取自己的追求，并认识到在实现个人追求和社会发展之间的联系。

二、教学目标知识目标1.学习新单词和词组：achievement, accomplish, accomplishement,charity, cooperation, dedication, determination, excellence, inspiration,leadership, perseverance, philanthropist, publication, pursue, recognition,sacrifice, selflessness, vision, virtue。

2.了解一些成功女性的生平和事迹：Marie Curie, Florence Nightingale,Helen Keller, Aung San Suu Kyi。

3.熟悉如何撰写个人的传记。

技能目标1.培养学生听、说、读、写英语的能力，提高他们的英语综合运用能力。

2.提高阅读能力，学会抓住文章中的重点信息，并能够用自己的语言表达出来。

3.熟练掌握用英语写传记的能力。

情感目标1.帮助学生认识到女性在社会和科学方面所做出的贡献，以及如何面对挑战。

2.培养学生具有毅力、自信、勇气和坚持不懈的精神，努力做出自己的贡献。

三、教学过程1. Lead-in让学生看一下单元标题“Women of achievement”，并让学生回答以下问题：•你对这个词有什么印象？•你认为哪些女性是成功的？通过这种方式，引导学生进入本单元的主题。

人教版英语必修四-说课稿Unit-1-Women-of-Achievement

Unit 1 Women of AchievementTeaching Materials AnalysisThe 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 periods1st period: reading2nd period: words and grammar3rd period: Reading and listening4th period: writingThe first period: ReadingA Student of WildlifeI. Teaching Material AnalysisThis text talks about JaneGoodall, 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 Gooda'sll 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 Aimsa. Sense of environmental protection;b. Learn to be confident and responsible;---Learning Method Aimsa. Self-learning methodb. Cooperative learning methodIII. Teaching MethodsTask-based teaching and Computer assisted teachingIV. Teaching ProceduresStep 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 pictureson 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 passageis 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) 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 Gooda'lls 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 slowlyB. left the chimp family sleeping in a treeC. observed the family of chimps wake upD. helped people understand the behavior of the chimps2) Why did Jane go to Africa to study chimps in the wild? Because she wanted ___A. to work with them in their own environmentB. to prove the way people think about chimps was wrongC. to discover what chimps eatD. to observe a chimp family3) Jane was permitted to begin her work after __________ .A. the chimp family woke upB. she lived in the forestC. her mother came to support herD. she arrived at Gomble4) The purpose of her study was to _________ .A. watch the wild chimps in cagesB. gain a doctor's degreeC. understand and respect the lives of chimpsD. 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 orwhy not?Step 5: Exercises and assignments (10mins) Task I: Fill the bla nks of the summary of the text.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 bee n help ing the rest of the world un dersta nd and respect the life of these ani mals. She in spires those who want to cheer the achieveme nts of wome n.Task II: Oral practiceMake a brief in troduct ion of Jane Goodall。

必修4 Unit 1 Women of achievement(Reading)说课稿

必修4 Unit 1 Women of achievement（Reading）说课稿大家好,我今天说课的主题是人教新课标高一英语必修4的第一单元Women of achievement的Reading 部分。

1．教学内容分析(Analysis of the teaching materials)本单元紧扣“女性”这一中心话题，通过介绍几位生活在不同国度的杰出女性，探讨女性在社会生活中的地位、价值和贡献，关注她们所面临的困难，讴歌她们在社会各个领域的成就。

学习本单元内容有助于提高学生对妇女的社会角色的认识，培养学生（尤其是女学生）的自信心、事业心和社会责任感，建立正确的性别观和社会观。

本节课为本单元的第二节课“reading”部分。

2．教学目标(Teaching aims)（1）让学生通过阅读，理解Jane Goodall观察黑猩猩的方法，以及在黑猩猩研究和保护方面取得的成就。

（2）引导学生认识Jane Goodall不畏艰险的精神。

（3）提高阅读能力。

（4）学习并掌握本课的词汇和语法结构。

3．教学重点和难点(The important and difficult points in this lesson)（1）重点(Important points)（a）让学生认识到Jane Goodall不畏艰险的精神。

（b）提高学生的阅读能力，侧重培养学生对文章的整体性结构的把握，根据主题快速捕捉文章重点细节的能力。

（2）难点(Difficult points)（a) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。

（b) 如何使学生学会提取、筛选和重组文章中的关键信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。

4．教学策略(Analysis of the teaching theories and methods)任务型语言教学法task-based learning、合作学习教学法cooperative learning、情感激励教学法Affective Motivation先让学生有目的地阅读文章,从整体上把握它的结构、特色，再让学生带着问题仔细地阅读文章,掌握细节，理清线索，并学习用英语归纳以及复述，最后以拓展课文知识小组活动完成这节课的整体教学。

（人教新课标）必修4Unit1-5Reading说课简案（新课标版高一英语必修四说课）

（人教新课标）必修4Unit1-5Reading说课简案（新课标版高一英语必修四说课）New Senior English For China Student’s Book4(Reading Part)P2 Unit1 Women of achievement(Period 1 Warming up and Reading)Step I. warming upWarming up by describingGood morning, class. Today we are going to read about A Student of African Wildlife. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Song Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world?Warming up by reading aloud and translatingNice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?（Key: 伊丽莎白弗赖伊是一位教友派信徒。

2020-2021学年高中英语同步教案：Unit1(人教新课标必修4)主谓一致说课稿

2022-2021学年高中英语同步教案：Unit1（人教新课标必修4）主谓全都说课稿主谓全都说课稿各位领导、评委老师大家好：期望通过今日的机会，恳请各位领导、评委老师指导我的说课，使我更好的成长。

我说课的内容是高考语法复习——主谓全都。

整个说课我分为六个部分进行叙述：教材分析、学情分析、教学方法、学法指导、教学程序、教学效果。

第一部分：教材分析1.教学内容“主谓全都”是重要的语法项目，也是学习难点和高考热点之一。

动词是英语中最重要的词性，所以谓语动词与主语的全都贯穿高考试题的始终。

因此，把握好该语法点，对于面临高考的中同学来说，无疑是格外必要的。

英语中的全都是指句子成分之间或词语之间在人称、数、性、时态等方面保持全都，但最主要的是主语和谓语在数方面的全都关系。

本课时所进行的是主谓全都的基本语法学问点和部分实战演练。

2.教学目标：依据《英语课程标准》的教学理念，教材特点以及同学的实际状况，将本课时的教学目标确定如下：学问目标：让同学学会主谓全都规章；力气目标：能将语法规章正确应用到试题中。

情感目标：独学而无友，则孤陋而寡闻。

期望同学能够通过在课堂中的集体学习，取长补短，彼此激励，增加团队合作意识。

文化意识：了解汉语与英语在语法上的不同。

其次部分：学情分析我的班级是2班文科，抽象思维力气相对较低，又是语法课，同学留意力简洁分散。

本课以课件的形式呈现，并配以丰富的颜色，从而增加同学的爱好和留意力。

同学心理特点：大部分对英语不很感爱好；偏重于形象思维，对片面，零碎的材料，尚且缺乏确定的概括分析力气。

上课状态比较乐观，接受力气也还可以。

第三部分：教学方法1.教学设计思路：呈现例句—总结规律—学以致用2.教法运用：本课主要接受任务型教学法、情景交际教学法，以及多媒体计算机挂念课堂教学，充分发挥老师的主导作用和同学的主体作用。

3.教学手段：多媒体挂念，以及适量的练习题作业。

第四部分：学法指导培育同学学习英语的爱好，树立自信念，培育良好的学习习惯和形成有效策略，进展自主学习和合作精神，培育同学观看力、想象力、记忆力以及思维力气。

2人教版高中英语必修四优秀说课稿

2人教版高中英语必修四优秀说课稿概述本说课稿将为大家介绍《2人教版高中英语必修四》这本教材的教学内容、教学目标、教学重点和难点以及教学方法和评价方式。

教学内容本教材主要包括以下内容：1. Unit 1: Great Scientists2. Unit 2: English around the world3. Unit 3: Travel Journal4. Unit 4: Warming up & reading5. Unit 5: Cultural Corner6. Unit 6: Discovering useful structures7. Unit 7: Learning a foreign language教学目标通过本教材的研究，学生将能够实现以下目标：1. 提高英语听、说、读、写的能力；2. 增加学生的词汇量和语法运用能力；3. 培养学生对英语研究的兴趣和研究策略；4. 增强学生的跨文化交际能力。

教学重点和难点教学重点：1. 研究并掌握每个单元的重要单词和短语；2. 通过阅读文章进行文本理解和提高阅读能力；3. 练口语表达和写作能力。

教学难点：1. 理解并运用词汇和语法知识进行口头和书面表达；2. 解决学生在阅读中遇到的难点和困惑。

教学方法在教学过程中，采用以下教学方法：1. 情景教学法：通过模拟真实情况进行语言输入和输出；2. 合作研究法：鼓励学生互相合作，积极参与课堂活动；3. 情感教育法：培养学生积极参与和主动研究的意识。

评价方式为了评价学生的研究情况和教学效果，将采用以下评价方式：1. 日常表现评价：包括课堂参与度、作业完成情况等；2. 笔试评价：通过给学生提供书面材料，测试他们的阅读和写作能力；3. 口试评价：通过进行口头表达和交流，测试学生的口语表达能力。

以上是对《2人教版高中英语必修四优秀说课稿》的简要介绍，希望能为您的教学工作提供一些参考。

牛津高中英语模块四unit1英文说课稿

Unit 1 advertisement (welcome to the unit)Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity to talk about some of my teaching ideas. My topic is welcome to the unit taken from Unit 1, Advertisement Module 4. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching materialand functionAdvertising is the theme of this unit. In welcome to the unit not only provides a chance for students to get an idea of advertisement in their daily life, and then ask Ss identify the differences between these two types of advertisements, but also practice Ss’s oral English through this topic.aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.make students aware of the role of advertising in our daily lifetalk about the six ads and put them in two groups. Finally encourage them to tell the difference between themdiscuss the last three questions to improve their speaking abilitycompleting this lesson, ss will gain some knowledge about advertisements, the social effectss of advertisement, and ss could distinguish the advertisement true or not in our daily life.important and difficult pointshelp Ss understand the role of adsto develop Ss’ speaking ability by expressing their opinions in the discussionPart II The teaching methodsDiscuss in pairs or in groupsCommunicative teaching methodAudio-visual teaching method“ Task- based” teaching methodPart III Teaching proceduresI have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 Lead-inWith the happy atmosphere in class, I will start my topic by the way. Ask them 3 questions to discuss, they are:Do you like reading or watching advertisementsWhat kind of ads do you like best And whyWhere can you find advertisementsI will give the Ss enough time to discuss the questions in pairs or groups. Any related answers are acceptable. This step is just to arouse their interst in the topic.Step 3 SpeakingI ask Ss to open their books to Page 1, let Ss observe these six pictures, and discuss them in groups of four and try to answer the following questions:1) What can you see in the picture2) What can you read on it3) What does it persuade us to do or what does it try to tell usThrough discussing in groups, my turn to conclude this step, I tell them that you can see that advertisements are a good way to sell products or services. They are also a good way to make people aware of the needs of others and the dangers around them. Next please look at the table below and then go through the six pictures again. Later on put each of them in the correct group. Which one’s function is to sell a product or service And which one’s function is educate about people Let Ss realize the difference between the two.Step 4 DiscussionIn this step, I set 4 questions to discuss. The purpose is encourage Ss to express their opinions and practice their oral English. The questions are:1) Have you ever bought a product or service after reading or watching an ad2) What was it Now do you believe that advertisements tell the complete truth3) What is/are your favorite advertisement(s) making you think about problems in society or about people who need help Why4) What do you think makes a good advertisementFrom the above what I’ve drilled in class, I think that most of Ss have knowed what an advertisement is and realize the role of them in our lives.Step 5 Homework1. Ask students to read the passage in Part B on page 95 in workbook as their homework. Teachers can check the answers in or after class2. Let them preview the next period, especially the new words in the instructions or requirements but not included in the wordlist.Unit 1 advertisement (reading)Hello, everyone. I am XXX from XXX college. Today I am pleased to have anopportunity to talk about some of my teaching ideas. My topic is advertisement taken from Unit 1, Module 3. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching materialand functionThis is the second period of this unit. The topic of this unit is advertisement. In this period, students are demanded to learn more about advertisements, need identify the differences between commercial advertisements and public service advertisements. Because this article is an expository writing, let the Ss to learn how to read an expository writing.aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1).To learn more about advertisements2).To learn how to read a expository writing3).To read the passage Advertisements and complete related answers4).To improve their reading comprehension skill by fully participating in all activitiesimportant and difficult points1)How to improve their reading ability through teaching activities2)How to let them gain some insight into advertisements and help them deal with advertisements in their daily life3)The usages of some key wordsAidsA computer and overhead projectorA blackboard and some chalkPart 2 Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III Teaching procedures and purpose of my designingI have designed the following steps to train their ability of reading.Step 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is related to English. The purpose of What I design is under this homorous atmosphere Ss will be happy and have a very good mood to go on with this lesson.Step 2 Lead-inAsk the Ss to review what we discussed six advertisements in the last lesson and talked about their effects on us.It stimulate s the Ss’ interest and draw their attention at the very beginning of the lesso n. So I call Ss’ memory to show some advertisements from the net I found and lead in new lesson.Step 3 Fast readingThis step is the most important part of this lesson, because the students are going to do the reading. And the whole reading is conducted with the strategies instructed first. And they, then, they will put the strategies into practice .I would tell the students that usually it is not necessary to read an article word by word or sentence by sentence to get some information, then show them one of reading strategys——skimming.Ask the Ss to read the text quickly and answer the three question in Part A, then check the answers they find.Step 4 Deep readingI will give 3 minutes to Ss to read the “reading strategy”, let Ss know what an expository writing and what the expository article basic format is.This time I will let Ss read again while I play the recording. what I design is following the recording to read, and trainning their listening at the same time.Then let the students work in pairs, one student reads the question and the other answers it. If it is false, let him or her correct it.With the tasks in step 3 and step 4, the students can grasp the reading skills easily.Step 5 Post-readingLet the students discuss in groups and ask them to scan the text and find out how many parts the text can be divided into and get the main idea for each part.Then encourage the students to learn to compare the differences between commercial ads and public service ads.Step 6 Homeworkto complete the remaining exercises on page 4 and 5.to do parts A1 and A2 on page 90 in workbookPart IV Blackboard DesignUnit 1 advertisement (word power)Good afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power.My teaching plan includes 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the fourth period of this unit. The topic of this unit is advertisement.In this period, students are demanded to learn how to create adjectives by adding suffixes to nouns or verbs and also talks about vocabulary that is used in sales and marketing.B. Teaching aims and demands(1) To review the word formation and learn more common suffixes(2) To expand their vocabulary about sales and marketing(3) To complete the exercises designed to reinforce the words to be learnt in the word powder(4) To help them grasp the rules of word formation and learn how to apply them in English learningC. Teaching important and difficult points(1) How to make use of word formation to enlarge their vocabulary and improve their reading ability(2) How to make the students to realize the rules of word formation and use it to understand and remember new words(3) The usage of some wordsD. Teaching Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designingStep 1 Lead-inGreetingsAsk the students to have a discussion with their partners about the topic in Part E. Ask some pairs to act out their dialogue.Purpose: It is very important to stimulate the students’ interest and draw their attention at the very beginning of the lesson. So I create the discussion in pairs to review and lead in to the new lesson.Step 2 Vocabulary learningI’ll arrange three activities in this step.Activity 1: discussionFirst I’ll ask the students some questions about advertisement.Then I show some words on the screen, let Ss to notice whether these words are similar with. Examples are:happy happily, happinesscare careful, carelessI try to let the ss give me more examples, make the students to realize the rules of word formation by their own first.Activity 2: Using suffixesFrom the above discussion we’ve discussed, I put a fo llowing table on the screen, they are some other ways to form adjectives from nouns and verbs.health healthyweek weeklyhero heroicorigin originaldanger dangeroushelp helpfulamaze amazingexcite excitingattract attractiveAfter reading table, I’ll let the ss to pay attention to the tip on the right side. Make them understood, sometimes need to remove the final letter(s) of a word before adding a suffix. Usually we can get the meaning of the word created by adding suffixes.Activity 3 PracticingI’ll ask the ss to read the advertisement and fill in the blanks with the adjectives by adding the correct suffixes to the words in brackets. Finally check the answers as a whole.Purpose here is, by completing the exercises designed is to reinforce the rules of word formation have been learnt in the word powder.Step Three: Vocabulary ExtensionContinuing the last lesson we learnt something about advertisements, then I’ll show a short text about sales and marketing on the screen. Pick some words and phrases in blue out and explain theirs meaning. Teach the ss to read the words and phrases, give the ss a few minutes to learn them by heart. Ask the students to do Part B by themselves first. Then check the answers.Purpose: In this step, I use Audio-visual teaching method to make it easy for the students to learn and remember the words; to meet the demands of different students and enlarge their vocabulary.Step Four: HomeworkList 10 more adjectives by adding suffixes to nouns or verbs.Purpose: in this way, the students can enlarge his/her vocabulary, the other side grasp the rules of word formationPart IV Blackboard DesignUnit 1. Grammar and UsageTeaching Aims:l To learn the direct and indirect speech and how to change from one to the otherl To identify the differences between direct and in direct speechl To learn how to use reported speech in statements, questions, and imperative sentencesl To complete the relevant written tasks to reinforce the grammar and usagel To apply what they learn to practice by fulfilling some written mistakes.Teaching Key Points & Teaching Difficulties:How to help them understand the changes when changing direct speech into indirect speechThe usages of persuade and discourageHow to apply the grammar rules to compete the related exercises correctlyTeaching Procedure:Step One: Leading-inT: (Greet the class as usual) Now boys and girls, please look at the screen.There is a short dialogue. Read it carefully and answer the two questions.‘What are you going to do this summer holiday,’ Tom asked Ann. ‘I am going to travel to Beijing with my parents.’ said Ann.What did Tom ask Ann(This step is to attract their attention to direct speech and indirect speech.Later collect their answers on screen.)T: Wonderful! Yon can notice that when you answer my questions you have made some changes to the original sentences. In fact your answers are writtenin reported speech or indirect speech while the original sentences indirect speech.Step Two: Direct and Indirect SpeechT: Ok. This is what we will talk about today. Now please open your text books at page 8. Go through the group 1 and 2 to answer the next two questions:What are direct speech and indirect speechHow can we change direct speech into reported speech(Have students analyze the sample sentences. Give them some time to discuss the sentences in pairs first and then check the answers.)We can do it by changing what has been said to an object clause or an infinitive phrases.(Make sure they understand what direct and indirect speech is. Help the students to grasp the meanings of the sample sentences. Explain them to the students if necessary.)T: Very good! ThenWhen you change direct speech into indirect speech, what else should you make changes to besides the major changes in sentence structureT: Now please go through the group 3 carefully, especially the tables. You can exchange your ideas with your classmates around you and think about the above question carefully.)Ss: Other changes in:Personal pronounsTensesAdverbials of time and placeOther casesT: Good! Next please consider how to change the following sentence in direct speech into reported speech.‘Light travels at a great speed,’ s aid the teacher.Ss: The teacher said that light travels at a great speed.(It doesn’t matter whether they are able to give correct answer. Thisis just to help them to realize something different when changing directspeech into indirect speech.)T: So you can see we made no changes to the sentence in direct speech. Dou you know why Please look at the tip on the left and recall what you have learnt before and them tell me the reason.Ss: …Tips:We do not change the tense when we report a proverb or a fact that doesn’t change over time.T: Terrific! And I can show you more examples as follows:My teacher told me that practice makes perfect.The teacher said that light travels faster than sound.(Ask them go through the content on page 8 again and deal with any questions raised by the students. Last let them finish the exercise on page 9. Makesure they know what to do.)Step Three: Reporting statements, questions, and imperative sentencesT: Ok, let’s go on to learn how to report sentences in statements, questions and imperative sentences. Please turn your book to page 10. Go through them one by one and share your ideas with your partner. Later on tell me:How to report statements, questions, and imperative sentences(Give them enough time to go through them and help them summarize the following:²Statementsl Use noun clauses introduces by that to report statementsl Say and tell are common reporting verbs. ‘There two main types of advertisements,’ the writer said to us.The writer told us that there two main types of advertisements.²Questionsl Use noun clauses introduced by whether/if to report Yes/No questionsl Use noun clauses introduced by WH-words to report WH-questions . ‘Are all advertisements playing tricks on us’ I asked her.I asked her whether/if all advertisements playing tricks on us.. The teacher asked Tom ‘What’s the matter’The teacher asked Tom what was the matter.²Imperative sentencesl Use the structure: reporting verb + object + (not) to-infinitive to report imperative sentencesl Ask and tell are common reporting words. ‘Don’t touch anything in the lab without permission.’ said the teacher.The teacher told us not to touch anything in the lab without permission.. ‘Turn down the radio please, Tom.’ Jen said.Jen asked Tom turn down the radio.T: You’ve done a good job. Now you can overview what we have learnt on page 10.If you have any difficulty, ask me for help.(After this let them complete the Part A on page 11.2. asked in what way it was different from other English learning software3. asked how it could help him to remember English words4. asked whether/if it taught listening and speaking5. asked what the designer would do if she was not satisfied with the software.6. asked whether/if it was user-friendly( After this, give the students a few minutes to ask for help if they have any questions)Step Four: Language Points1. recommend vt. 推荐；建议、忠告recommend sth to sb = recommend sb sth 向某人推荐某物recommend doing sth 建议做某事recommend sb to do sht 建议某人做某事recommend that … 接宾语从句用虚拟语气“should do”should可以省. They recommend Tom to do the job.. The doctor recommend that she (should) stay another week in hospital.2. remind sb of … 提醒某人某事…；使某人想起…remind sb to do sth 提醒某人去做某事. The film remind him of his happy childhood.. My father often reminded me to behave myself at school.Step Six: Homework² To do Part C2 and C2 on page 92² To preview the taskUnit 1 advertisement taskGood afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power.My teaching plan includes 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the fifth period of this unit. The topic of this unit is advertisement. In this period, it requires students to write an advertisement. Students will first learn to listen for statistics and descriptions, then to state opinions and give supporting reasons, and finally use different sentence types correctly to design an advertisement. Students will practise the skills of listening, speaking, reading and writing.B. Teaching aims and demands1. To train and improve the students’ abilities of listeni ng, speaking, reading, and writing2. To learn how to listen for statistics and descriptions, and how to state opinions and five supporting reasons3. To apply what they have learnt to design a advertisement for a chocolate barC. Teaching important and difficult points1. How to improve their integrated skills through these activities2. How to help them to write an advertisement for a product3. The usage of some key words and structuresD. Teaching Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designingI have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 lead-inFirst I would like to ask some questions. Since you have studied English for years, 1) are you at listening 2) what difficulties do you have in listeningIt is to focus the students’ attention on the thyme of this part. Encourage them to relate it to their own experiences and speak as they like.Step 3 listeningI’ll ask the ss to open their book on page 12. learn together numbers in statistics like fractions, decimals and percentages. What’more, learn some words and phrases that describe an increase, a decrease, no change, trends, a range, an average and a limit.Purpose: it is easier to grasp statistics and descriptions than before learning it.Then, the ss listen five short descriptions, and write down the statistics in the blanks on page 12. Play the tape twice for them to complete the exercise. If possible, I can play a third time for the students to get a better understanding.After finishing this execise, turn to next, listen to the announcement and complete a bar chart for future reference.Step 4 Writing an advertisementGo on with this step, how to write an advertisement for a product ChocoLoco Barusing the information we have collected in the above steps. First I will give you two popular advertisements to look at for ideas but some words are missing. Please use the given words to complete them. Each word can only be used once.After checking the answers, show the ss the following demands for chocoloco Bar’sadvertisement.Try our ChocoLoco Bar!Ø Taste/lookØ BenefitsØ Price/discountsØ Where people can buy the productAsk them to do it in group of four. Remind them they can add something related. If they can’t finish, let them complete it after class. They can surf the Internet to get more help.Step 5 homeworkTo go over the taskTo complete the advertisement after classTo preview the ProjectPart IV Blackboard DesignUnit 1 Advertisement project developing an ad campaignGood afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power.My teaching plan includes 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the sixth period of this unit. The topic of this unit is advertisement. In this period, students are asked to develop an advertisement campaign, which will promote an issue dealing with public welfare.B. Teaching aims and demands1. To learn about some basic information about an ad campaign2. To apply what they have learnt to develop an ad campaign3. To catch the correct direction of the development of the society, so that they can do more for our country.C. Teaching important and difficult points1. How to help them to develop an ad campaign2. The usage of some key wordsD. Teaching Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designingI have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 ReadingBefore reading, I’ll ask the ss what an ad campain is. I think the ss don't know clearly, so I’ll let them open their text books on page 18 t o read the article silently as quickly as possible to answer the following questions:What is an ad campaignWhat must you have in mind when you start a successful ad campaignWhat questions must you first consider in an ad campaignIn this reading, the main purpose is getting a general idea of the passage, and know that people all over the world use the media to advertise for the benefit of the public or public welfare.Step 3 Developing an ad campaignFrom the above an ad campaign what the ss have learned, then next step, planning, conducting an ad campaign and promoting a public welfare issue. They are some steps for developing an ad campaignPlanning:n Work in small groups. Decide what the subject of your ad campaign will be. Choose one of the topics listed below or come up with one of your own.Animal protection Anti-smoking Anti-drugs Anti-littering The topic of our campaign will be :__________________________(Make sure that all the group members agree on the topic they choose and that different groups choose their topics relatively.)Preparing:n Discuss the following questions and write down your answers:1) Who is the audience for our ad campaign _______________2) What do we want our ad campaign to say _______________3) How do we reach our audience _______________________(Ask students to discuss the three major questions first. Make sureall the members of their group agree on the answers.)n Discuss the tasks listed below and decide which group member will responsible for each task. Write the names beside the work.Ø Research the topic and the audience _____________________Ø Design a logo for the campaign _________________________Ø Develop a slogan for the campaign ______________________Ø Choose the form of the media __________________________Ø Write an ad campaign proposal _________________________Ø Present the campaign to the class _______________________(In this step they should decide what each group member will be responsible for each task. Remember them that two or more people can work on thesame task.)Producing:(If possible, let the students surf the Internet to find information they need from various resources on their topic. All the group members must discuss the information found and decide what to include in the ad campaign. T can help them to learn how to work together to complete the ad campaign. Set a deadline for it if they can not finish it in class.)Presenting:n Explain who your target audience is, what the campaign goal is, which forms of media you will use, and talk about the logo and the slogan.n Answer any questions raised by your classmates about your ad campaign.n Post your logo and slogan on the display wall of your classroom.Step 4 HomeworkØ To do Parts B1 and B2 on page 91 in WorkbookØ To do parts D1 and D2 on page 93 in workbookPart IV Blackboard Design。

高中英语必修四：Unit1+Women+of+achievement说课稿

Unit1 Women of achievement说课稿一．教材分析本单元的中心话题是“卓有成就的女性”。

整个单元紧扣这一中心话题，通过介绍几位生活在不同国度的杰出女性，探讨女性在社会生活中的地位`价值和贡献，关注她们所面临的困难，讴歌她们在社会各个领域的成就。

内容由Warming up ,Pre-reading, Reading,Comprehending, Learning about languages, Discovering useful structures, Using language and Workbook 构成。

本文将重点介绍阅读部分，即Pre-reading, Reading and Comprehending。

二．学习主体分析学生通过前面三个模块的训练，已经熟练掌握各个环节的学习方式。

并且在模块二的Nelson Mandela这一单元学习过人物描写的文章，学会了如何讨论名人是否是伟人等技能，为这一单元的学习奠定了一定的基础。

而学生正处于能静能动，非常有主见的阶段。

综合以上几点，设计了以下教学流程，力求达到最好的教学效果。

三．教学目标1．认知目标从整体上把握理解全文。

2．技能目标1）通过速读，培养学生快速阅读，把握文章结构及大意；通过精读，培养学生善于搜索细节的能力，通过练习提高根据上下文猜词义的能力。

2）通过口头讨论开放性问题，培养学生的语言组织能力，口头表达能力和良好的团队合作精神。

3．情感目标1）通过阅读，体会Jane Goodall在野外的恶劣工作环境中以及巨大的社会压力下，取得令人瞩目的研究成果的过程中，所表现出来的顽强和坚强2）体会Jane Goodall 对动物的爱惜之情，增强保护野生动物的意识和培养对动物的爱心。

四．教学重点难点重点是在整体上把握文章内容，通过训练阅读技巧来提高阅读能力。

难点是在开放性讨论中，必须深刻理解文章内容，并阐述自己对这些观点的看法。

高中英语必修四《unit1WomenofAchievement》全英文说课稿

高中英语必修四《unit1WomenofAchievement》全英文说课稿《unit 1 Women_of_Achievement》示范说课稿Women of AchievementGood 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, preparations before class. Part 4, teaching procedure.Part 1 my understanding of the materialFirst, let me introduce the reading passage.It is the center of this unit’ste aching and learning. It is made up of 4 paragraphs, that is, one day’s observing chimps with Jane in the forest; how Jane did her research and her a chievements; Jane’s 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 women’s status in society and everyday life, their values and contributions, their difficulties and achievements, 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, speaking, 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 learningability, cooperative learning ability and investigative learning ability.Third, about teaching aimsKnowledge aims: To learn how to use the mastery words, phrases and sentence patterns;To learn sth about Jane’s research.Ability aims: To cultivate the students’ autonomous learning ability, coope rative learning ability and investigative learning 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 Jane’s bravery and perseverance in achieving her goals;To reinforce the sense of wildlife protection.Fourth, about key points and difficult pointsI 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 approachesAccording to the analysis above, I’ll 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, task—based teaching method, students—centered teaching method and CAI will be used.Part 3 Preparations before classI will ask the students to surf the Internet or go to the libraryto find some information about great women that they are interested in.And in class, they will give reports of the information they have obtained. 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 lead—inActivity: picture appreciation and question answeringI’ll 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? I t’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.Step 2 pre—readingActivity: 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 will read in the text. And they’ll 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 skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.Step 3 readingActivity 1 scanningThe students are required to scan the text quickly and find out specific information of the following questions.1 who is the student?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 skill—scanning. And they can get the two lines of the whole passage, the main line—student, and the hidden line—wildlife. 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 skil l—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.Activity 3 careful readingFor paragraph 1: Video watching and completing a diagram Get the students to watch a short video of Jane’s research with ch imps.This paragraph is a description of what Jane and her partners did in the forest. The video can turn the description 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.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, Jane’s difficulties, her discoveries and her contributions. According to the key words, they have 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 to understand. So the questions are fairly easy and will be offered to the less talented students.Step 4 post—readingI 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 some 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-based teaching method is used here.Activity 2: qualities and looking for relevant sentencesIt is an activity to consolidate what they have learnt in the class. Traditionally, ablank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I 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 teaching method is used.Step 5 DiscussionThe students will be divided into several groups to discuss the following questions.1 Jane was brave enough to live in the forest. What difficulties do you think she was facing?2 If you have the chance, will you do what she did?This activity is to cheer the students to think deeply about Jane’s research a nd to practice their oral English.Step 6 HomeworkActivity : Thinking and WritingThe topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too?” Give your reasons.This activity is designed to train their writing skills and stimulate the students to become aware of the greatness of ordinary women. So greatness is close to the students’ daily life.In class, I will use CAI, so there is no blackboard design.That’s all. Thank you!。

人教版高中英语必修四unit 1 women of achievement warming up说课稿

人教版高中英语必修四Unit 1 women of achievement Warming up 说课稿尊敬的各位评委老师：你们好！我今天说课的题目是人教版高二英语必修四的Unit1 women of achievement 中Warming up 部分的内容，此内容为本单元的第一课时。

下面我主要从教材分析，学情分析，教法与学法，教学过程，板书设计这五个方面来说说我对这节课的认识、看法和设计。

一、教材分析(一)教材的地位和作用本课是women of achievement单元的第一课时，Warming up 部分。

本单元紧扣“女性”这一中心话题，通过介绍几位生活在不同国度的杰出女性，探讨女性在社会生活中的地位、价值和贡献。

而Warming up部分通过对列出的六位国内外杰出女性的学习和评论，引导学生建立对他人，尤其是女性的平等评判标准，不仅为随后的reading部分，而且为整个单元打开了一个窗口。

(二)教学目标英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。

因此，我制定以下教学目标：1.语言知识目标：学生能够说出六位国内外杰出女性的基本情况信息；2.语言技能目标：学生能够从信息中总结提取六位杰出女性的基本信息并能用形容词描述其共同品质；3.情感态度与文化意识目标：学生逐步形成对他人，尤其是女性的平等评价标准。

(三)重点与难点根据新颁布的《普通高中英语课程标准（实验稿）》关于技能目标的具体描述，结合高一学生实际和对教材内容的科学分析，确定本环节的主要教学重点和难点是:重点：阅读描写六位杰出女性的相关内容并提取信息。

难点：总结归纳六位杰出女性的共同之处并用形容词描述其优秀品质。

二．学情分析经过将近一学年的高中英语学习，学生已具备了一定的用英语获取信息、处理信息的阅读能力和一定的概括总结能力。

所教授的学生英语能力适中，但仍存在差异。

人教版高一英语必修4unit1womenofachievement][说课稿

Senior English Book 4 Unit 1（A student of Africanwildlife说课稿Good afternoon, teachers, It’s my great pleasure to be here sharing my lessonwith you. The content of my lesson is Senior English Book 4 Unit 1（A student of african wildlife）I’ll be ready to be gin this lesson from five parts. Analysis of theteaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material.Part 1 Teaching Material:This unit is aboutBy studying of this unit, we’ll enablet he students to knowthis lesson not only teach the students to learn the related matreial about(1) the good character to be a successful person(2)but also learning ability in English .A：If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well.B：It provides all-around practice about listening, speaking, reading and writingrevolve around the topic,it is the expansion of this unit and give Ss a space to use the languageSo it plays an important part in the English teaching in this unit.（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing ofmind,I think the teaching aims are the followings:1.Knowledge objects:Knowledge objects of this section are(1)the sutdents can hear, read, and use the main sentence patterns.(2) the students can understand the content of the lesson:(3) the students can use the patterns to express their thoughes in proper situation and learn how to describe people with adjective.Ability objects:Ability objects of this section are(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.(2) To train the Ss’ ability of working in pairs.(4) To improve the Ss’ re ading abilities ,especially their skimming and scanning ability.3.Emotion objects:By reading :students can learn fromWhat is the most difficult in teaching process? Can you guess? I say one of the teaching difficult is how to enable the students to use new words and phrases in proper situation all through their daily life. The students also find it difficult to describe their experience with the build logic and well organized language (and learn from Great women their good qualities.)Well, how to achieve the teaching objects better, 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 . Part 2 Teaching Methods:―Communicative‖ Approach(交际教学法),―Whole language teaching‖ (整体语言教学法)and ―Task-based‖ language teaching (任务教学法).That is to say, I’ll let the Ss to get a better understanding of the key structure of thedialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the Situtional Language Teaching method(情景教学)Task-Based Language Teaching method (语言任务教学)in my teaching.Part 3 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 they ideas. Therefore, Accessful leader should care for their learningstrategy，in this lesson，I will teach my students to master the following strategy；1）Basic learning strategy；The students can get the meaning of the words and phrase2）Practice strategy；Practice can help the students get the general idea and have a better understanging of the language.And Communication strategyIn a ward, I’ll1.Teach the students how to be successful language learners2.Let the students pass ―Observation—Imitation—Prasctice‖ strategy to study language.Part 4 Teaching ProcedureNew English proverb saids that the students are real master. In this lesson they are English learners and real master .So teacher should act as a guider, an organizer and a director who play a role when necessary in teaching procedure.Step 1 Lead-in.I think the most useful method to lead the students to learn is interest stimulating and discussion by themselves.1. At beginning I will let Ss to discuss: after a glance of the title and the pictures of this passage , what do you think the passage is about?(2.At beginning I will ask Ss which place they like most and what is it famous for. Then we will do the listening part to get some information and then do the following exercise)(1)And let them to know something about the story of Jane goodall and her full love activity.(2)And ask the following questionsWhat will you do to increase the crop production.?(3)a And write down you idea in one senrence,then skim the passage to see if you are right.B What exciting experience do you want to have?Step 2 Reading1) Scanning:Then students are going to read the passage as quickly as they can to find out the main idea and answer the following(/ture or false) questions(1)A Who is the student?What animals were observed?B Who is the main character in this text?What was her job?Who was her small book intended for?(2)A when and who become the first agricultural pioneer in the world to grow rice that has a high output?What did Yuan Longping invent ?B Why are chemical fertilizers so popular in farming today?What is organic farming?(3)A 1)humor is always kind. F2)charlie chaplin was born in a rich family F3)he solved a sad situation by using nonverbal humor T4)he ate the shoes bacause he thought that was very funny F5)charlie chaplin devoted his whole life to making films TB Then I will let students work in pairs to read the jokes in part one.paying attention to the rhythm and intonation(4)A what did I do to the airportDid those international students have the same body language? If not ,give an example.B And perform the feelings you can find out in this passage to our classmates..2)Then we will come to the Close reading part : As we know , audio-visual method make the students have bettter understanding of the passage, so I play will the tape part by part to let my students to find out the the general idea of each paragraph and pick up their hand to give the answer.3)Then I will let students have a dissussion about the text ,then answer some questions in detial.(1)3)Do you think char lie chaplin’s eating boiled shoes funny? why?B Then do exercise .change the story into a dialogue and act it in groups of three—li ming ,wang fei and a narrator.pay special attention to the rhythm and intonation of what you say and try to bing out the humour.(4) How to show that I am bored?(5) And this (will make the students pay more attention to themselves and people around them and) check the S’s scanning which may be an important reading fields The last reading is to emphasize and consolidate the new language of the section . I will play the tape and students are going to read the passage as to make the students to imitate the pronouncatin and intonation. After reading the students will have a discussion in pairs/ Ask and answer the following questions(1)a about what make jane goodall and the other females great women.B 1. For whom and for which purpose did Lin Qiaozhi write a little book about how to look after babies? Why do you think it was nessary?2. Why do you think the write chose to study at medical college?(2)a What advantage and disadvantage do you see in Yuan Longping’s life? Would you like to have a life like his? Why?B If you are a farmer which method would you choose? Why?(3)a Why do you think charlie chaplin was so successful?B What is the effort of jokes in our daily life?(4)a And find out every country the writer mentioned with the according culture when people greet each other.B Why should we bu careful with our body language?Why is it important to watch as well as listen to others?(5)a If you have a chance to one of these three parks,which would you visit? Why?B And try to retell the first paragraph.This part can enable students to understand the given material better, to make the students grasp the useful phrases, grammar and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.Step 3 Learning about languageAfter reading, I will teach the students the passage in detials about vocabulary and grammar.1 1)new words: behave shade observe respect argue support intend deliver2) phrase: human being lead a …life crowd in by chance carry onlook down uponFor example devote oneself/sth to sb/sthIt means to give one’s time,energy to s b/sth; dedicateHe devoted his life to the promotion of world peace.3)grammar: Subject-verb agreementThere are two sentences in this lesson…our group are all going to visit them in the forest….our group is going to be very tired and dirty by the after noonWe can see from the sentences that the projcetes are the same but the predicates are different .why ?Because the former group means all of us ,it presents many people,the later group means the group as a whole,it is just one group.2. new words:struggle expand rid therefore export regret focus reduce comment phrase: thanks to rid of be satisfied with would ratherlead to fouce on keep…free from/ofstructures: mainly about persuasionI’d rather…It’s better to …I’d prefer …because….This is good value because …A Grammar:the –ing form as the subject and objectBe used as subject, we can find some sentences in this passage,for exanple:Since then ,finding ways to grow more rice has been his life goalSpending money on himself or leading a comfortable life also means very little to him Just dreaming for things ,however,costs nothingBe used as object, for exanple:As a young man, he saw the great need for increasing the rice output.Dr yuan awoke from his dream with the hope of producing a kind of rice that could feed more people.B Grammer :Over the past half century, using chemical fertilizers has become very common in farming .They demage the land by killing the helpful bacteria and pests as well as the harmful onesOrganic farmers ,therefore, often prefer using nature waste from animals as fertilizer.3. new words:entertain overcome direct slid whisper reactphrase:up to now badly off pick out star in4. new words: represent approach defend likely easephrase: defend against be likely to in general ai easelose face turn one’s back tostructures: about prohibition , warnings and obligation,such asGrammar: the –ing form as the attribute and adverbial .we can find some sentences in this passage,for exanple:3.作定语as the attributeer…I saw several young people enter the waiting area….4.作语as the adverbialI stood for a minute watching them and then went to greet them.5. new words:theme swing preserve advancephrase: be famous for no wander be moddelled afterin advance get close to come to lifestructures: about asking the way and giving direcionswhere is the …?Can you show me where….?How can I get to …?On the north/south/east/west side of the parkFollow the path to…..Grammar: we will learn three kinds of different vocabular they are word formation ,derivation ,conversionB In the passage there will be some vocabulary and structures that are different to guess their meaning and make compenhencen of this passage difficult to Ss. So I will give the words in the blackboard and let the Ss to fill in the blacks of sentences to express their precise meaning and usage.Then the students will do a pair work revolve around the vocabulary and grammar which they have just learned and make short dialogues with them .I will give them some minutes and ask some pairs to act their dialogue out in front of the whole class. Then we will deal with some exerises in the workbook to emphasize the new knowledge. Such as filling the missing words in the blanks.And retell the story in their own words. Of course, students will make some mistakes in retelling ,I will corrcet them in time .Step 4 Post-reading PracticeI say to learn is to use.Af ter the reading, students will have some practices. It will be the most interesting part to students . why? Because I will leave students time to talk together.1.a The students are divided into several groups and there are four in each group with different roles. Student A will act as an ordinary person and say what makes it difficult to success. Student B will act as a great women who has the good character. Student C will act as a interviewer who ask Student B what makes her success. Student D will have a summarze.B The Ss will have a work in groups of four to descrebe Lin Qiaozhi’s character and quality. Such as kind helpful devoted hard-working2. a The students are divided into several groups and there are four in each group with different roles.Student A will act as a person who come from Africa who’s country is lack of food. Student B will act as a great scientist who has been working oncrop. Student C will act as a interviewer who ask Student B how to solve the problem . Student D will have a summarze.B The students are divided into several groups and there are four in each group with different roles.Student A will act as achemical farmer who tell us how to grow crop in chemical method. Student B will act as a great scientist tell us the disadvantage of this method. StudentC will act as a organic farmer who tell ue the way solve the problem . StudentD will have a summarze.3.a Work in groups of four .I will give the students a material of humour and let students performance them infront of the classroom.4.b The students are divided into several groups and there are four in each group with different roles .I will show Student A a picture and let the student to performan its meaning to student B. Then Student B will guess its meaning and then performan what he guess to Student C .Student C will do express that he guess by using body language to Student D . at last,Student D will guess and give the answer.5.Work in groups of four. Discuss what is the purpose of theme park ? what kind of people do you think will visit this theme park?Most students can take their parts in this activities, especially for the Ss who have trouble in English,. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English.In fact,it is a kind of demand of human being. A famous educator says:‖ In one’s mind ,there is always a kind of deeply rooted demand, this is the hope to feel oneself a finder and explorer. In student’ s spirits, such demand is specially strong.‖ So I will give every student a chance to spesk English in our classroom. This part also leads to the emotion objective of this lesson ,that is to have moral education in this step.You can see that the way I teach reading is to follow the bottom up teaching method. I will introduce the vocabulary first and then sentences, structures and last the language focus.Step 6 HomeworkThen Ss will Summarize the whole lesson, and arrange the homework.1.Do the remaining exerises in the workbook . Check the mastering of knowledge of this lesson.2 a (1)write a short passage to describe a women you admire most .b write a short passage to describe a women you admire most .(2)a Design a placard focus on world food day in 2010B Do exercise 3 to write a summary of this passage following the procedure;1.wirte the main idea in you own word2.rewrite topic sentence of each paragraphwrite the summary.(3)Ask esch student to give a joke and present it in class next period.(4)Write a short passage about the experience you misundestand one’s body language or a body language you like most ,why?(5)Write a short passage to introduce a theme park.Purpose of my design: I think homework is so important that the students should use English as much as they can in class and after class. It is necessary for thestudents to master the knowledge they learned. This contents is an extension of the previous lesson, to meet the need of incressing communicating and writing demands of some students and bring their personality into play .Part 5 blackboard DesignBlackboard desi gn should be think for a thing that attract the student’ s attention and let them to write down the important teaching points. I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words ,phrases and structures to explan their meaning .No matter which steps is taken ,the purpose is to provide teacher and studends with information and internal demand to improve teaching skill and learning quality. strategy and approach will help students become more independent and the successful learner.That’s all. Thank you.。

高中英语必修四《Bodylanguage》说课稿

高中英语必修四《Body Language》说课稿一、教学目标1.知识目标：o学生能够掌握课文中关于肢体语言的基本概念、分类及其在不同文化中的差异。

o学生能识别并理解常见的肢体语言信号，如面部表情、手势、姿态等。

o学生能够运用新学的词汇和句型描述和分析肢体语言现象。

2.能力目标：o提高学生的阅读理解能力，使他们能够准确捕捉文章中的关键信息和细节。

o培养学生的跨文化交际意识，使他们能够在不同文化背景下正确解读和运用肢体语言。

o通过小组讨论和案例分析，提升学生的合作学习能力和批判性思维能力。

3.情感态度价值观目标：o激发学生对多元文化的兴趣和尊重，培养开放包容的国际视野。

o增强学生的自我表达意识，鼓励他们通过肢体语言更自信地与他人交流。

o培养学生细致观察和同理心的能力，使他们在交流中更加敏感和体贴。

二、教学内容-重点内容：o肢体语言的基本概念和重要性。

o不同文化中的肢体语言差异及案例分析。

o识别和解读常见肢体语言信号。

-难点内容：o跨文化交际中肢体语言的细微差别和误读风险。

o运用新学词汇和句型准确描述肢体语言现象。

三、教学方法-讲授法：用于介绍肢体语言的基本概念和理论知识。

-讨论法：通过小组讨论，分析不同文化中的肢体语言差异。

-案例分析法：选取典型案例，让学生分析并解读肢体语言信号。

-多媒体教学法：利用视频、图片等多媒体资源，直观展示肢体语言。

四、教学资源-教材：高中英语必修四《Body Language》相关章节。

-教具：投影仪、电脑、白板。

-多媒体资源：肢体语言相关视频、图片、PPT课件。

-实验器材：无（本节课为理论教学，不涉及实验）。

五、教学过程六、课堂管理-小组讨论：每组分配明确的任务和角色，确保每个学生都有参与机会。

-课堂纪律：设定明确的课堂规则，如举手发言、尊重他人意见等。

-激励机制：通过表扬、小组竞赛等方式激励学生积极参与课堂活动。

七、评价与反馈-课堂小测验：通过选择题、填空题等形式，检测学生对知识点的掌握情况。

必修四unit1说课稿英语

必修四unit1说课稿英语在准备必修四Unit 1的英语说课稿时，我们首先需要明确本单元的教学目标、教学内容、教学方法以及教学评价。

以下是一份详细的说课稿内容：教学目标：1. 知识目标：学生能够掌握本单元的核心词汇和句型结构，理解并运用相关的语法点。

2. 技能目标：通过听说读写等活动，提高学生的英语综合运用能力，特别是口语表达和听力理解能力。

3. 情感态度与价值观目标：培养学生对英语学习的兴趣，激发他们探索不同文化背景的好奇心。

教学内容：1. 词汇：包括本单元出现的重点词汇，如“environment”, “culture”, “tradition”等。

2. 语法：重点讲解本单元涉及的语法点，例如现在完成时态的用法。

3. 阅读：通过阅读材料，学生能够理解不同文化背景下的生活习惯和传统。

4. 听力：通过听力练习，学生能够捕捉关键信息，提高听力理解能力。

5. 口语：通过角色扮演和小组讨论等活动，提高学生的口语表达能力。

教学方法：1. 任务型教学法：通过设计不同的任务，让学生在完成任务的过程中学习和使用英语。

2. 合作学习：鼓励学生进行小组合作，通过讨论和交流来共同解决问题。

3. 情景教学法：创造真实的语言使用环境，让学生在模拟情景中练习语言技能。

4. 多媒体教学：利用多媒体资源，如视频、音频等，丰富教学内容，提高学生的学习兴趣。

教学评价：1. 形成性评价：通过课堂观察、小组讨论、角色扮演等活动，及时了解学生的学习情况。

2. 总结性评价：通过单元测试、口语表达测试等方式，评估学生对本单元知识的掌握程度。

3. 自我评价与互评：鼓励学生进行自我反思，同时通过互评来提高评价的客观性和公正性。

教学过程：1. 导入（Lead-in）：通过提问或展示图片、视频等，激发学生对本单元主题的兴趣。

2. 呈现（Presentation）：介绍新词汇和语法点，通过例句和解释帮助学生理解。

3. 练习（Practice）：通过各种练习活动，如填空、改错、对话练习等，巩固学生对新知识的理解。

高中英语必修1_Unit4_中文说课稿成稿

UNIT 4 Earthquakes 说课稿朱成亮尊敬的各位评委、老师：大家好！我今天说课的内容是高中英语必修一的Unit4 Earthquakes的Reading 部分。

我将分五个阶段完成说课：一、说教材；二、说学情；三、说教法；四、说学法；五、说教学过程。

下面我说第一部分——说教材。

一、说教材（一）教材地位和教学内容分析本课是高一必修1第4单元的阅读课型，本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。

Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。

这部分为接下来的阅读作了很好的铺垫，学生可通过参阅有关地震的书籍并运用一些生活常识来回答这两个问题。

Reading 部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。

通过本单元学习，掌握如何表达过去的事情，让学生对地震有更多认识，加强自我保护。

（二）教学目标结合本课教学内容，具体从知识、技能、情感三个方面制定如下教学目标。

1.知识目标：a)使学生了解自然灾害的相关词汇，如：shake,well,rise,smelly,pond,pipe,burst ,ruin, destroy,disaster,army, bury, 等并掌握复杂数字的表达法。

b) 熟练运用that, which, who, whose引导的定语从句2.技能目标：a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意；通过精读，理清文章的总体框架与脉络，归纳出各部分的中心词；培养学生获取、处理信息的能力。

b)让学生复述课文，分析、感悟作者的写作意图。

c)让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。

3.情感目标：a）学会有关地震的知识，并能通过学习讨论懂得地震时的应急逃生，地震后如何科学救人和有关地震的形成和减少地震所造成的损失等知识。

高中英语说课稿Book4Unit1

BookⅣUnit1 Women of achievement一、学生分析:本单元的设计与实施是建立在学生经过必修1至必修3的学习基础之上。

学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。

并且,他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

对于谈论伟人这一话题,同学们并不感到陌生,相信这能引起学生的兴趣,并激发学生的探究心理。

二、教材分析:本单元以女性为主题,对古今中外六位杰出女性的成就进行了介绍。

其目的在于引导学生了解有什么样人格的人才是伟人;伟人是否是完人;我们在人格上离伟人有多远。

这些对学生可起到一定的启发作用,使他们能以这些伟人为榜样,并坚定信念,塑造自我,创造未来。

在这样一个主题之下,有两个值得让学生思考的问题:(一),什么样的人是伟人,什么样的人是名人。

在当今社会,不少人以一个人的经济能力为标准来衡量他的社会地位,乃至于幸福程度。

让学生弄明白这一点是非常重要的。

它可以引导学生树立正确的世界观和人生观。

(二),一个人的成就是否由性别来定。

这就涉及到了男女平等的问题。

通过本单元的学习,学生们可以深切地感受到无论男女,只要对他人有无私的爱心,对事业有坚定的信心,并不懈地为之倾注心血,都能成就一番事业。

从本单元整体结构来看,我将Warming Up, Pre-reading设计为一节口语课。

教学形式上以学生讨论为主,教师指导为辅。

The 1st period: Warming up & pre-reading教学设计一、学生分析:现在我们平中学生英语基础较好,上课气氛活跃,能积极配合老师,师生互动较好,能通过小组讨论形式进行自主探究学习。

二、教材分析Warming up中的材料是古今中外六位杰出女性的简介。

这部分要求学生通过讨论来总结伟人有什么共同品质和男女是否平等的问题。

其作用有二:一是统领全单元的主题,二是引导学生树立正确的世界观、人生观和价值观。

必修4-unit-1教学设计

Women of achievement （Teaching Design)(人教版高中英语课本必修四第一单元)Teaching material analysis：The topic of the unit is “women of achievement”. It shows the achievements and contributions of six great women in different countries in different times， as well as the problems they had to overcome. It tells students the importance of respecting and protecting wildlife. More importantly, it helps students learn the roles that women play in the society and build up their confidence， responsibility and right views of society and gender。

It encourages students to think about their own future plans and how to achieve them. Students should learn to use some adjectives to describe a great person and understand the reading passage. They should also be required to retell the text in their own words。

The class aims to develop students’ different reading skills and self—confidence, and encourage them to learn from great women。