【关于我们我也有很多想问是什么歌】关于《Women of Achievement》高中英语说课稿模板

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　　女人的成就

　　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, preparations before class. Part 4, teaching procedure.

　　早上好,女士们,先生们。我的话题是妇女的成就,在模块4单元1。整篇文章“非洲野生动物的学生”是说以后和我谈话由4部分组成。第1部分中,我对材料的理解。第2部分,教学方法。第三部分,在上课前准备工作。第4部分,教学过程。

　　Part　　1 my understanding of the material

　　第1部分我对材料的理解

　　First,　　let me introduce the reading passage. It is the center of this unit’s teaching 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 achievements; 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.

　　首先,让我介绍整篇文章。这是本单元的教学和学习的中心。它由4段,也就是一天的观察黑猩猩和简在森林里,简如何做她的研究,她的成就,简对动物的爱和她对动物保护的贡献;和一个简短的摘要。通过学习本课,学生不仅可以了解女性的社会地位和日常生活,他们的价值和贡献,他们的困难和成就,但也学习如何使用一些单词、短语和句型。当然,学生可以练习他们的阅读技巧,如略读、扫描和仔细阅读。

　　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 learning ability, cooperative learning ability and investigative learning ability.

　　其次,我想告诉一些关于学生。虽然学生听力的基本能力,来说,阅读和写作,他们仍需要许多探索和传达意义的机会;分类和反思自己的想法,感受和经历,尝试和使用他们的想象力,并培养他们的自主学习能力、合作学习能力和研究性学习能力。

　　Third,　　about teaching aims

　　关于教学目标

　　Knowledge　　aims: To learn how to use the mastery words, phrases and sentence patterns;

　　知识目标:了解如何使用掌握单词,短语和句型;

　　To　　learn sth about Jane’s research.

　　了解某事简的研究。

　　Ability　　aims: To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;

　　能力目标:培养学生的自主学习能力、合作学习能力和研究性学习能力;

　　To　　develop students’ reading skills, such as making prediction and drawing inferences from the context.

　　培养学生的阅读技能,比如从上下文预测和推断。

　　Emotional　　aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;

　　情感目标:鼓励学生参与课堂活动,培养他们的团队合作精神;

　　To　　learn Jane’s bravery and perseverance in achieving her goals;

　　学习简的勇敢和毅力实现她的目标;

　　To　　reinforce the sense of wildlife protection.

　　加强野生动物保护的感觉。

　　Fourth,　　about key points and difficult points

　　对重点和难点

　　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.

　　我认为他们是培养学生的阅读技巧,如从上下文;使预测和推断,并学习如何使用掌握单词,短语和句型。

　　Part　　2 Teaching approaches

　　第2部分的教学方法

　　According　　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.

　　根据上面的分析,我将尝试使用以下理论:让学生真正的掌握类的,老师自己导演;激发学生,尤其是女学生以极大的决定去追逐自己的梦想。

　　Therefore,　　task—based teaching method, students—centered teaching method and CAI will be used.

　　因此,任务型教学方法,坚持以教学方法和CAI将被使用。

　　Part　　3 Preparations before class

　　第三部分在上课前准备工作

　　I　　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.

　　我会问学生们上网或去图书馆找到一些伟大的女性,他们感兴趣的信息。

　　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.

　　在课堂上,他们将使他们获得的信息的报告。通过这个活动,我可以培养他们的自主学习能力和研究性学习能力,和他们的收集和处理信息的能力。

　　Part　　4 Teaching procedure

　　第4部分教学过程

　　I　　designed 6 steps to deal with this reading passage.

　　我设计了6个步骤来处理这个阅读文章。

　　Step　　1 lead—in

　　步骤1中引入

　　Activity:　　picture appreciation and question answering

　　活动:图片欣赏和问答

　　I’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? It’s not so difficult. Of course, chimps. Then the students can find more about chimps from the reading passage.

　　我会向他们展示一些漂亮的野生动物的照片,如狮子、藏羚羊、猴子和猩猩。然后会问一个问题:哪种动物与人类最接近的联系吗?这不是那么难。当然,黑猩猩。然后,学生可以找到更多关于黑猩猩从整篇文章。

　　The　　purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.

　　这个活动的目的是激发学生的兴趣和自然导致整篇文章。

　　Step　　2 pre—reading

　　Activity:　　look and guess

　　活动:猜猜看

　　The　　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.

　　学生将被要求只看一眼标题和书中的两张图片,然后猜猜他们会读文本。,他们会被分成组,每组4有一个讨论。

　　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.

　　这个活动是激发学生积极阅读,而不是被动的。调查显示,活动可以提高读者的阅读兴趣和阅读效率。其他目的是培养学生的阅读skill-making预测,并鼓励学生用英语思考,用英语表达自己的想法,互相配合。

　　Step　　3 reading

　　第三步阅读

　　Activity　　1 scanning

　　活动1扫描

　　The　　students are required to scan the text quickly and find out specific information of the following questions.

　　要求学生快速扫描文本,找出下列问题的具体信息。

　　1　　who is the student?

　　1学生是谁?

　　2　　what animals are observed?

　　2观察到的动物是什么?

　　3　　when did Jane Goodall arrive at Gombe? How old was she?

　　3珍·古道尔到达贡贝是什么时候?她多大了?

　　4　　what was the purpose of her study?

　　4她研究的目的是什么?

　　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.

　　通过这次活动,学生可以提高他们的阅读skill-scanning。他们可以得到两行整个通道,主要line-student,隐藏line-wildlife。它构建一个坚实的基础对于后者阅读理解。

　　Activity　　2 skimming

　　活动2略读

　　The　　students are asked to skim the text quickly and summarize the main idea of each paragraph.

　　要求学生快速浏览课文,总结每个段落的主要思想。

　　By　　doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic sentence of each paragraph.

　　通过这样做,我可以训练学生的阅读skill-skimming。之前和略读,我会提醒他们找出每段的主题句。

　　Activity　　3 careful reading

　　活动3仔细阅读

　　For　　paragraph 1: Video watching and completing a diagram

　　第一项:视频观看和完成图

　　Get　　the students to watch a short video of Jane’s research with chimps.

　　让学生观看短片的简研究黑猩猩。

　　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.

　　这一段的描述是简和她的合作伙伴在森林里。视频可以把文字到图片的描述。所以好像学生自己走进了森林。然后一个图表将向学生展示。它包含的主要行动黑猩猩。他们必须完成它。通过这两个变化,学生可以掌握重要单词、短语和句子更好。

　　For　　paragraphs 2-3: Retelling job

　　段落2 - 3:复述工作

　　These　　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.

　　这两个段落相对较长,所以学生们有困难分类内容。所以我把所有的句子分为三个方面,也就是说,简的困难,她发现和贡献。根据关键字,他们必须复述它。

　　By　　doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.

　　通过这个活动,我可以训练学生的语言组织能力以满足新课程的要求。

　　For　　paragraph 4: Question answering

　　第四段:问题回答

　　It　　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.

　　这是一个简短的摘要,简和暗示女性可以和男性做他们想做的事。这一段相对较短的和容易理解。所以问题是相当容易的,并将提供给有才华的学生越少。

　　Step　　4 post—reading

　　步骤4 post-reading

　　I　　designed 2 activities.

　　我设计了2个活动。

　　Activity　　1: multiple choice questions

　　活动1:多项选择题

　　These　　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.

　　这些问题帮助学生更好地理解课文。其中的一些细节,和一些推论。推理问题更加困难。所以我将给最优秀的学生,和少的人越容易有才华的学生。因此所有的学生都可以有机会参与课堂活动,实现学习英语的乐趣。因此,任务型教学方法是用在这里。

　　Activity　　2: qualities and looking for relevant sentences

　　活动2:质量和寻找相关的句子

　　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 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.

　　这是一个活动来巩固所学的类。传统上,blank-filling任务通常是用在这一步中,但它是一个被动的活动。为了让学生积极学习,我设计了这一活动。只是让学生看标题和考虑“什么样的学生简”。他们会说很多的话,喜欢吃苦耐劳,勇敢等等。然后让他们找到的句子我们可以看到这些品质。做这个工作,学生们再次仔细阅读整个通道更,,他们将得到一个更深的印象的语言结构。这里为中心的教学方法。

　　Step　　5 Discussion

　　第五步的讨论

　　The　　students will be divided into several groups to discuss the following questions.

　　学生将被分成几个小组讨论下面的问题。

　　1　　Jane was brave enough to live in the forest. What difficulties do you think she was facing?

　　1简勇敢地生活在森林里。你认为她是面对什么困难?

　　2　　If you have the chance, will you do what she did?

　　2如果你有机会,你会做她做什么?

　　This　　activity is to cheer the students to think deeply about Jane’s research and to practice their oral English.

　　这个活动是为了鼓励学生深入思考简的研究和练习英语口语。

　　Step　　6 Homework

　　第六步作业

　　Activity　　: Thinking and Writing

　　活动:思考和写作

　　The　　topic is “ though our grandmothers and mothers haven’t done something great like Jane, do you think they are great, too? ” Give your reasons.

　　主题是“虽然我们的祖母和母亲没有像简做的非常好。你认为他们是伟大的,吗?“给你的原因。

　　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.

　　这个活动旨在培养他们的写作技巧,激发学生意识到普通女性的伟大。所以伟大接近学生的日常生活。

　　In　　class, I will use CAI, so there is no blackboard design.

　　在课堂上,我将使用CAI,所以没有黑板设计。

　　That’s　　all. Thank you!

　　这是所有。谢谢你们!

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