Women of achievement說課稿4篇

必修四unit1說課稿一

Unit1 Women of achievement說課稿

一教材分析

本單元的中心話題是“卓有成就的女性”。整個單元緊扣這一中心話題，通過介紹幾位生活在不同國度的在不同領域有杰出貢獻的女性，探討女性在社會生活中的地位、價值和貢獻，關注她們所面臨的困難，贊揚她們在社會各個領域的成就。

本單元內容由多個學習模塊構成。其重點為介紹閱讀部分，即Pre-reading, Reading and Comprehending。

本課時的學習內容為warming up pre-reading 以及reading 三個部分。

二學習主體分析

學生通過預習課文，已經了解課文的大意以及一些新詞匯。并且在過去的學習中，曾經了解過一些名人的故事、事跡或者成就，為這一單元的學習奠定了一定的基礎。而學生正處于能靜能動，非常有主見的階段。綜合以上幾點，設計了以下教學流程，力求達到最好的教學效果。

三教學目標

1. 認知目標：從整體上把握理解全文。

2. 技能目標：

a) 掌握重點詞匯與短語，如，connection (make a connection 建立關系)

behave （behave well /badly行為好/壞）

b) 通過速讀，培養(yǎng)學生快速閱讀，把握文章結構及大意；通過精讀，培養(yǎng)學生善于索細

節(jié)的能力，通過練習提高根據(jù)上下文猜詞義的能力。

c) 通過口頭討論開放性問題，培養(yǎng)學生的語言組織能力，口頭表達能力和良好的團隊合

作精神。

3. 情感目標：

a) 通過閱讀，體會Jane Goodall 在野外的惡劣工作環(huán)境中以及巨大的社會壓力下，取

得令人矚目的研究成果的過程中，所表現(xiàn)出來的頑強和堅強

b) 體會Jane Goodall 對動物的愛惜之情，增強保護野生動物的意識和培養(yǎng)對動物的愛心。

四教學重點難點

重點

1.了解世界上不同領域中的杰出女性以及她們的生平經歷，討論偉大的女性所具有的品質和特點。

2.學會如何描述他人的情況，學會運用介紹人物品質和個性的形容詞，如：considerate，modest等。 3.熟練識別集體名詞的

3．在整體上把握文章內容，通過訓練閱讀技巧來提高閱讀能力。

4．掌握本單元的詞匯、短語及其用法。

難點

本單元閱讀課文所接觸的兩位偉大女性，學生都比較陌生。因此，要進行詳細的背景的介紹。

是在開放性討論中，必須深刻理解文章內容，并闡述自己對這些觀點的看法。

.使學生相信只要不斷努力，我們中的每一個人都能成為像簡那樣成功的人。Let everyone believe that all of us canbecome Jane Goodall to one’s success.

六教法學法

1、速讀法：根據(jù)高中英語教材側重閱讀理解這一特點，讓學生快速閱讀，以盡快了解文章

的大意。

2、問答法：幫助學生理解文章的細節(jié)。

3、翻譯法：適當?shù)貞梅g可幫助學生理解文章的特點。

2.學法指導通過閱讀訓練，使學生掌握以成就為中心構造的人物描寫文章的閱讀方法。

七教學流程

通過多媒體展示本課的題目：A student of African wildlife ,并展示課文圖片問：

1）Who are they?

2) Do you know their story or achievement?

由回答問題轉入下一步。

2. Predict and Pre-reading 在屏幕上展示以下2個問題：

1. Why do you think Jane Goodall went toAfrica to study chimps rather than to university?

2. Do you think she was right? Give yourreasons.

這一部分起承前啟后的作用，自然地進入課文，從而使學生對課文產生興趣。

3. Scanning 請學生快速閱讀后進行小組討論，概括出各段的大意

4. Intensive Reading

在學生了解了課文大意，各段大意之后，由老師對每段的新詞匯和短語，進行細致的講解，并且對每句進行翻譯，使學生完全理解每段的具體含義。

每段講解完畢，選用課本上Comprehending 1and 2 用盡量簡潔的語句寫出各段的段落大意。這兩個練習由易至難，讓學生在做題過程中逐步理解文章。

5. Discussion 此步驟讓學生在理解文章的基礎上，在小組討論后，再在班上發(fā)表自己的看法。

（附討論題目）

1）.What made Jane Goodall a great success?What should we learn from her?

第2 / 3頁

2）.What do you think is the best way toprotect wildlife?這一步驟，結合黑板板書，引導學生概括出大意，并希望借助黑板的書寫過程，給學生留下深刻的印象。

7．Homework 布置學生再讀課文，加深理解；做好下一課練習，為下節(jié)課作好準備。

必修四unit1說課稿二

Teaching plan to“A Student of African Wildlife”

Unit 1 of PEPEnglish Book 4

1. Teaching Contents Analysis

Topic: Women ofAchievement

Analysis:

Ahead of thisunit, the students have learnt how to describe and analyze a person in Unit 5Book1 “Nelson Mandela – a modern hero”. Therefore, it’s easy for them tounderstand the general idea of the text.

This text named “AStudent of African Wildlife” mainly tells us the story of a great womanscientist named Jane Goodall. This lesson is the first one of the unit,consisting of four parts: 1. Warming up, 2. Reading and Comprehension and 3.Discussion and Consolidation. The text is the most important teaching materialin this lesson, which extends the main topic “Women of Achievement” andcontains most of the vocabulary and grammar points that students should learnin this unit.

2. Teaching Aims

According to thecombination of the New Curriculum Standards of High School English, Grade onestudents’ English level and their mentality development, I set my 3D teachingaims:

1. Knowledge and skill aims:

a. Skimming andscanning skills: understanding the main idea; scanning for the neededinformation; and grasp the details;

b. to improve thestudents’ organizing and using skills of English as the second language.

2. Moral culture aims:

a. Strengthen the sense of environmentalprotection; let the students understand Jane Goodall’s career and interpret theimportance of her career and achievements. let students understand and respectwildlife;

b. Through Jane Goodall’s spirits, enable andencourage students to behave like her; and furthermore, to establish correctvalue of gender and society.

3. Learning methods aims:

a. the ability ofself-learning and cooperative learning method; and use such kind of ability togain and deal with language information.

b. foster thestudents’ questioning spirit to improve their ability of analyzing and solvingproblems.

3. Teaching Methods

a. CommunicativeLanguage Teaching (CLT):

Language is used for communication. It’slearner-centered and emphasizes communication and real-life situations.

b. Task-basedLanguage Teaching (TBLT):

A task resemblesactivities which our students or other people carry out in everyday life,Learners should be given opportunities to reflect on what they have learned andhow well they are doing.

c. ComputerAssisted Language Teaching (CALT)

Language learningneeds a context, which can help the learners to understand the language andthen can product comprehensible output, so computer has the advantages to makethe materials attractive.

4. Important and Difficult Points

a. Understandingof the deep meaning of Jane Goodall’s spirits.

b. Understandingthe sense of “All men are created equal”. i.e. the equality of men and women.

c. Difficultlanguage problems:

subject-verbagreement; –ing form, the usage of “spend” and inversion.

5. Teaching Procedures:

Step 1. Warming upand lead-in(5 mins)

“Interest is thebest teacher.” Therefore, at the very beginning of theclass, I should SPARK the students’ mind to focus on the centre topic “women ofachievement”

1.Show 4 pictures of great women of theworld, such as Ms. Song Qingling, J.K. Rowling (author of Harry Potter),Margaret Thatcher and the last one Jane Goodall.

2.Let students guess who they are and whatthey achieve.

After this, thestudents will be eager to know who Ms. Jane Goodall is and this is the verytime to naturally lead the class into Step 2

Step 2. Readingfor information: Skimming and scanning( 9 mins totally)

In this step, Iuse Task-based Language Teaching method, which can give students a clearand specific purpose while skimming and scanning the context.

Task 1General idea (3mins)

Prediction is an importantskill in grasping the idea of a contest. Consequently, I let the studentspredict the general idea before they read in this task.

a.Read the title and enjoy the twopictures of Ms. Goodall on Page 2 to predict the general meaning of the text.

b.Then skimming Para1 & 3 as fast aspossible and summarize the general idea:

The passage ismainly about how Jane Goodle worked with chimps in their environment and helppeople understand and respect the life of these animals.

Task 2Main idea of eachparagraph. (6 mins)

Cooperativelearning can raise the students interest and create an atmosphere ofachievement. Based on this theory, I divide the whole class into 4 groups toskim the whole text and get the main idea of each paragraph.

Para 1. How thegroup followed Jane’s way of studying chimps in the wild.

Para 2. What Janediscovered about chimps

Para 3. How Janetries to protect the lives of chimps in their natural habitat.

Para 4. JaneGoodall’s achievements

Step 3. Readingfor comprehension (5 mins)

The purpose ofreading is to get the correct and useful information. Students should not onlyhave a high speed of reading but also have a correct understanding of details.Therefore the following practices on Page 3 can help check the situation.

Choose the correctanswers after reading the passage.

1). What did thegroup do first in the morning? They____________.

A went into theforest slowly

B left the chimpfamily sleeping in a tree

C observed thefamily of chimps wake up

D helped peopleunderstand the behavior of the chimps

2). Why did Janego to Africa to study chimps in the wild? Because she wanted ________.

A to work withthem in their own environment

B to prove the waypeople think about chimps was wrong

C to discover whatchimps eat

D to observe achimp family

3). Jane waspermitted to begin her work after ___________.

A the chimp familywoke upB she lived in the forest

C her mother came tosupport herD she arrived atGombe

4) .The purpose ofher study was to ___________.

A watch the wildchimps in cagesB gain a doctor’sdegree

C understand andrespect the lives of chimpsD live in the forest as men can

Step 4Solving difficultlanguage problems through reading (10 mins)

It’s important forlanguage learners to learn important rules of grammar and use these rules tosolve problems in reality. In the previous process of reading, thestudents must come across some difficult language obstacles, so it’s necessaryfor us to discuss and explain. This period of time belongs to students. Theycan ask any questions they come across in the process of learning. The purposeof this is improving the students “questioning spirit” and dealing with thedifficulties.

e.g.1. Let studentsfind out the “–ing” forms and translate the sentences

e.g. a. FollowingJane’s way of studying chimps, our group are all going to visit them…

我們一行人準備按照簡研究黑猩猩的方法去拜訪他們。

b. Watching a family of chimps wake upis our first activity of the day.

我們當天的首項任務就是觀察黑猩猩一家是如何醒來的。

c. This means going back to the place where weleft the family sleeping in a tree…

這意味著我們要回到前一天晚上我們離開時黑猩猩一家睡覺的大樹旁。

2. Let studentssummarize the usages of “spend” and make up sentences in their own words.

i.e. spend … onsth; spend … (in) doing…

3. Pay attentionto the following differences (subject-verb agreement)

Our group aregoing to visitthem in the forest.

Jane warns us thatour group is going to be very tired and dirty…

4. Inversion:

Only after her mother cameto help her for the first few months was she allowed to begin herproject.

Practice:translate the proverb into Chinese

Only when allcontribute their firewood, can they build up a strong fire.

眾人拾柴火焰高。

Step 5Consolidation ( 16 mins totally)

Language is learntby communicating. It is my job to create an atmosphere forstudents to use the language. Here I design 3 activities

1. Summary: fillin the blanks without referring to the context and then retell the whole text.(3 mins)

Jane Goodall hasstudied the chimps for many years in Africa and helped people understand howmuch they behave like human. Jane was determined to work with animals in theirown environment. She spent many years observing and recording their dailyactivities.

For 40 years, Janehas been helping the rest of the world understand and respect the life of theseanimals. She inspires those who want to cheer the achievements of women.

Discussion ordebate is an easy way to inspire new ideas and an excellent chance to practiceEnglish in a cooperative learning atmosphere. During thefollowing two activities, The students will deepen their understanding ofMs. Goodall’s spirit and the intension and attitude of the author.

2. Discussion(group of 4 ) (5 mins)

1. Why do youthink Jane is called “a student of African wildlife”?

2. What did Janehave to give up when she went to live in the forest?

3. Do you think itis important to study chimps in the wild rather than in a zoo? Why?

4. Do you thinkyou will go if you are asked to study animals in the wild? Why or why not?

3.Debate: (8 mins)

Girls: Women areable to do more than men.

Boys: Women arenot able to do more than men.

Conclusion: Menand women are equal because they have different specialties in different fields

Step 6Assignments:

1.Make a brief introduction to Ms. JaneGoodall orally.

2.Writing an essay: The Female I like best(120 words)

The second assignmentenables students to search various information resources, which can widen theirview and continue to inspire their enthusiasm of learning.

6. Summary

In this lesson, Iuse cooperative leaning method and task-based teaching method to enablestudents to solve language problems, understand the meaning of the context anddig the deep meaning step by step. Meanwhile, through the discussion anddebate, I, acting as a guide, lead the students to get their own correct valueof gender and society. In a word, I believe the students can get much more thanwhat is printed in the book after this lesson.

必修四unit1說課稿三

Unit 1 Women of Achievement

Teaching Materials Analysis

The topic of this unit is women of greatachievements. The two texts in this unit introduce two great women in differentcountries, including their achievements, the sacrifices they have made and thedifficulties they met. This unit will help the students get to know more greatwomen in world history and will surely help them to build their confidence andsense of responsibility.

This unit will be finished in four periods

1st period: reading

2nd period: words and grammar

3rd period: Reading and listening

4th period: writing

The first period: Reading

A Student of Wildlife

I. Teaching Material Analysis

This text talks about Jane Goodall, whospent many years in African forest to research chimps. She also did what shecan to help the chimps. This text is the most important teaching material inthis unit. The important and difficult points of this text are as follows:

a. Understanding the deep meaning JaneGoodall’sspirit;

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 Aims

a. Sense of environmental protection;

b. Learn to be confident and responsible;

---Learning Method Aims

a. Self-learning method

b. Cooperative learning method

III. Teaching Methods

Task-based teaching and Computer assistedteaching

IV. Teaching Procedures

Step 1: Lead-in and Warming-up (5 mins):

There are many people in the world whohave made great achievements that have changed the history of the world and thedevelopment of human beings. Among them, there are also many women. So now, Iwill show you some pictures of these great women.

Next, the teacher will show severalpictures of the great women in the warm-up section and ask the students toguess who they are and to comment on their achievements. The picture of JaneGoodall will be shown at last, and the students’ interest of will be aroused. Then theteacher asks the students to see the two pictures

on Page 2 and let them predict what JaneGoodall works with. Then the teacher can go to the next stage naturally.

Step 2: Fast reading (scanning andskimming) (7 mins)

In this part, the teacher will usetask-based teaching, and asks the students to read the text fast, then to workin groups, and fulfill the following tasks.

Task I: Summarize the main idea of thetext. (5 mins)

The passage is mainly about how JaneGoodall worked with chimps in their environment and help people understand andrespect the life of these animals. Task II: Work in groups and get the mainidea of each paragraph. (7 mins)

Para 1: How our group studied chimps inthe forest;

Para 2: What Jane Goodall discovered aboutchimps:

Para 3: What Jane Goodall is doing now tohelp chimps;

Para 4: Jane Goodall’s achievements;

Step 3: Explanation ( 15 mins)

In this section, the teacher will explainthe main language points in this text and then ask the students to read thetext carefully and do the exercise on page 3.

1) What did the group do first in themorning? They _________

A. went into the forest slowly

B. left the chimp family sleeping in atree

C. observed the family of chimps wake up

D. helped people understand the behaviorof the chimps

2) Why did Jane go to Africa to studychimps in the wild? Because she wanted _____

A. to work with them in their ownenvironment

B. to prove the way people think aboutchimps was wrong

C. to discover what chimps eat

D. to observe a chimp family

3) Jane was permitted to begin her workafter ____________.

A. the chimp family woke up

B. she lived in the forest

C. her mother came to support her

D. she arrived at Gomble

4) The purpose of her study was to___________.

A. watch the wild chimps in cages

B. gain a doctor’s degree

C. understand and respect the lives ofchimps

D. live in the forest as men can

Step 4: Group Discussion (8 mins)

This section is mainly designed to helpthe students to learn cooperative learning and to understand the deep meaningof Jane Goodall’sdeeds and spirits. What is more, discussion is a good way to inspire new ideasof the students and will help the students to practice what they have learned.

Ask the students to discuss in group of 4on the following questions.

1) What did Jane have to give up when shewent to live in the forest?

2) Do you think you will go if you areasked to study animals in the wild? Why or why not?