人教版高中英语必修5Unit1 Great scientists 说课稿

Unit
1
Great
scientists
Good
afternoon,
distinguished
judges.
It’s
my
great
honor
and
pleasure
to
be
here
sharing
my
lesson
with
you.
I
am
ready
to
begin
this
representation
with
five
parts:
analysis
of
the
teaching
material,
the
teaching
methods,
the
studying
methods,
the
teaching
procedure
and
blackboard
design.
Now,
I’m
going
to
talk
about
the
teaching
material.
First
of
all,
the
content
of
my
lesson
is
New
Senior
English
for
China
Student’s
Book
5,
Unit
1.
This
unit
is
about
great
scientists.
Through
the
study
of
this
unit,
I’m
going
to
help
students
learn
more
about
great
scientists
and
develop
their
interest
in
scientific
research.
At
the
same
time,
I
will
enable
the
students
to
learn
how
to
use
the
past
participle.
In
this
lesson,
it
starts
with
pre-reading
and
reading.
(As
we
all
know,
reading
is
a
kind
of
input
during
the
process
of
language
learning,
which
has
great
effect
on
output,
such
as
speaking
and
writing.)
Therefore,
it
plays
an
important
role
in
the
English
teaching
of
this
unit.
If
the
Ss
can
master
it
well,
it
will
be
helpful
for
them
to
learn
the
rest
of
this
unit.
Secondly,
according
to
the
new
standard
curriculum
and
the
syllabus
(新课程标准和教学大纲),
and
after
studying
the
teaching
material,
I
summarize
the
teaching
aims
as
follows:
1.
Knowledge
objects
(1)The
Ss
can
master
the
usage
of
the
important
words
and
expressions,
such
as
defeat,
attend,
expose,
cure,
outbreak,
control,
absorb,
severe,
put
forward,
etc.
(2)The
Ss
can
use
the
past
participle
in
the
proper
situation.
(3)The
Ss
can
understand
the
content
of
the
lesson,
talk
about
science
and
get
their
own
idea
about
what
are
the
common
characteristics
of
scientists.
2.
Ability
objects
(1)
To
develop
the
Ss’
abilities
of
listening,
speaking,
reading
and
writing
(2)
Focus
on
improving
the
student’s
reading
ability,
especially
their
skimming
and
scanning
ability.
(3)
To
train
the
Ss’
abilities
of
studying
by
themselves
and
cooperating.
3.
Emotion
or
moral
objects
(1)
By
completing
the
task,
the
Ss
increase
their
interest
in
science
and
respect
for
scientists.
Thirdly,
what
are
the
important
and
difficult
points
of
this
unite
I
think
the
important
point
is
the
usage
of
past
participle.
And
students
may
find
it
difficult
to
narrate
under
given
topic
using
the
words
and
sentences
that
they
have
learned.
Well,
how
to
achive
the
teaching
objects
mentioned
above
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.
1.Communicative
Approach(交际教学法)2.Task-based
Language
Teaching
(任务教学法)
3. Situational
Language
Teaching
(情景教学)
That
is
to
say,
I’ll
let
the
Ss
to
get
a
better
understanding
of
the
key
structure
of
the
text
through
discussion.
According
to
the
modern
social
communication
teaching
theories
(现代社会交际教学理论)，I
adopt
the
Situational
Language
Teaching
method
and
Task-Based
Language
Teaching
method
in
my
teaching.
Now,
let’s
move
to
the
third
part,
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
their
ideas.
Therefore,
a
successful
leader
should
care
for
their
learning
strategy.
In
this
lesson,
I
will
teach
my
students
to
master
the
following
strategy:
Basic
learning
strategy
Students
can
get
the
meaning
of
the
words
and
phrase.
Practice
strategy
Practice
can
help
students
to
get
the
general
idea
and
have
a
better
understanding
of
the
language.
Communication
strategy
Help
students
to
use
what
they
learn
in
daily
conversation
and
thus
enhance
the
communication
skills.
In
a
word,
I
will
teach
students
apply
“observation-imitation-practice”
strategy
to
studying
English
and
teach
them
how
to
be
successful
language
learners.
Then
we
come
to
the
most
important
part
of
the
representation,
Teaching
Procedure.
In
this
lesson
the
students
will
be
the
learner
and
the
main
participant.
I
will
act
as
a
guider,
an
organizer
and
a
director
who
plays
a
role
when
necessary
in
teaching
procedure.
Step
1.
Lead-in.
(__8__min)
I
think
the
most
useful
method
to
lead
the
students
to
learn
is
interest
stimulating
and
discussion
by
themselves.
At
the
beginning,
I
will
let
the
students
watch
a
66-second
CNN
report
about
Youyou
Tu
winning
the
Nobel
Prize.
And
then
ask
them
to
name
some
famous
scientists
they
know
and
tell
something
about
them.
At
the
end
of
lead-in,
I
will
ask
them
the
questions
of
warming-up
part
to
see
who
knows
the
most.
Purpose
of
my
design:(1)
To
catch
Ss’
attention
about
the
topic.
(2)
To
set
up
suspense
interest
in
great
scientists.
Step
2.
Pre-reading
Task
1.
(group
work
__5___min)
Divide
students
into
several
groups
and
ask
them
to
discuss
the
order
of
setting
out
a
new
scientific
idea
given
in
the
first
question
of
Pre-reading
part.
Purpose
of
my
design:
(1)
to
get
the
students
know
something
about
how
to
prove
a
new
idea
in
scientific
research.
(2)
To
help
students
get
a
better
understanding
about
the
importance
of
scientific
research.
Step
3.
Reading
Task
1.
(Individual
work___5__min)
Let
Ss
read
the
text
using
scanning
method
to
find
related
information
to
fill
in
the
blank.
Report
by
John
Snow
Problem
Cause
Method
Results
Conclusion
Task
2.
(Class
work
__12___min)
Listen
to
the
tape
finish
the
first
comprehending
exercise
in
our
textbook--number
the
events
in
right
order.
Purpose
of
my
design:
Further
familiarize
the
students
with
the
text;
Train
students
to
find
answers
through
listening
Task
3.
(Individual
work
__15___min)
Guide
Ss
to
read
the
material
carefully
and
take
some
important
notes,
then
select
students
to
read
the
paragraph
one
by
one,
and
ask
them
to
find
out
the
correct
answers.
1.
2.
3.
4.
…
Purpose
of
my
design:
Enable
students
to
understand
the
given
material
better
by
using
different
reading
skills.
And
proper
competition
(paragraph
reading)
can
arouse
the
Ss’
interest
in
English
learning.
“Task-based”
teaching
method
is
used
here
to
develop
the
Ss’
ability
of
solving
problems.
Step
4.
Homework
1. Ask
students
to
learn
more
information
about
cholera,
for
example,
searching
the
internet,
asking
doctors,
etc.
2. Ask
students
to
choose
one
of
the
paragraphs
and
read
it
out
loud
for
several
time,
the
more
fluently
the
better.
Purpose
of
my
design:
Homework
is
so
important
and
necessary
in
encouraging
students
to
keep
learning
after
class.
Blackboard
design
John
Snow
Defeats
“King
Cholera”
Past
participle
Report
by
John
Snow
Problem
Cause
Method
Results
Conclusion