《高中英语必修五《unit1Great Scientists》示范说课稿.docx》由会员分享，可在线阅读，更多相关《高中英语必修五《unit1Great Scientists》示范说课稿.docx（12页珍藏版）》请在三一文库上搜索。
1、unit1 Great Scientists 说课稿 各位评委老师，上午好！我是号考生，我今天说课的题目是unit1 Great Scientists。我主要从教材分析、教学方法与策略 、教学过程、板书设计等几个步骤向大家 详细地讲解我对这节课的安排。一说教材1. 教材内容本节课是人教课标版必修 5 第一单元的第一课时的 Reading 部分，是该单元 的主要内容，它介绍了英国著名医生 John Snow 是如何通过考察、分析、探究的 科学方法，发现并控制“霍乱”这种传染病的。通过阅读课文，使学生感悟科学 家的周密观察、勇于探索、认真分析的科学精神，使学生了解科学方发现的全过 程具有其科学的严
2、密性。2. 教学目标结合单元教学要求和本课特点，充分考虑学生的年龄特点、认知水平，遂将 本课的教学目标确定为：知识目标1) Get students to learn the useful new words and expressions in this part.2) Let students learn about some great scientists and their contribution.3) Have students read the passage and know about John Snow and how he defeated “King Cholera”
3、.能力目标1) Develop students reading ability and let them learn different reading skills.2) Enable students to talk about great scientists and tell their stories.情感目标1) Let students learn from great scientists, stimulate their love and respect for them and develop their moral qualities.2) Develop studen
4、ts sense of cooperative learning.3. 教学重点因为本组教材的重点了解项目是“John Snow 破解 King Cholera 难题”， 所以确定本课的教学重点是：1) Let students learn about some great scientists and their contributions.2) Get students to read the passage and know about John Snow and how he defeated “ King Cholera”.3) Have students learn differe
5、nt reading skills.4教学难点考虑到学生拓展阅读能力，语言输出能力等方面还需进一步努力，所以将本 课的教学难点确定为：1) Develop students reading ability.2) Enable students to talk about great scientists and tell their stories.3) Let students learn how to organize scientific research.二说教法和学法1. 教学方法引导学生独立思考，合作学习，进行师生、生生互动的“任务型”教学，设 计了许多易于操作的任务型活动。此课主
6、要处理好教学的三个阶段，即 Pre-reading，Reading Post-reading。 Pre-reading 激活相关知识，预测文章内容，提高学生的学习兴趣。Reading 主 要是通过 Skimming, Scanning 等活动理解课文，获取必要的信息，完成问题。 Post-reading 主要是让学生结合所学知识，通过讨论、小组合作，发展与人沟 通和与人合作的能力，提高学生收集信息、整理信息及传递信息的能力。2学法3. 途径group work, pair work4. 理论依据“任务型”教学强调的是 Learning by doing，学生通过完成教师设定的任 务活动，激发学
7、习兴趣，更有利于发挥学生的主体性作用，达到学习和掌握语言 的目的。5. 教具准备多媒体平台和直观道具，以扩大知识面和求知欲三说教学过程Step 1 Lead-in1. Show some pictures of famous scientists to students, and ask them to tell their names and contributions.设计意图：利用学生较熟悉的著名科学家的图片自然而然的引入话题又能激 发学生的兴趣，活跃课堂气氛。同时也使学生有话可说。Step 2 Warming up1. Ask students to have a discussion
8、 in pairs to try to fill in a quiz about who made the contribution.2. Check the answers with the whole class.设计意图：列出成就让学生回答科学家的名字，让学生对科学家及其成就有 正确认识。也是对上一环节设计的补充。Step 3 Pre-reading1. Discuss in small groups to put the stages for examining a new scientific idea in a logical order.2. Check the answers
9、with the whole class.设计意图：通过小组讨论，使学生利用已有知识初步了解得出科学观点所需 的过程，为下面理解课文奠定基础。Step 4: Reading1. SkimmingAsk the students to skim the text and try to find the main idea of the passage as soon as possible.(Show 4 choices to them)设计意图：通过快速阅读对文章进行表层阅读理解，抓住文章主题。任务设 置训练了学生的。2. ScanningGet students to scan the pa
10、ssage, try to get information for detailed questions.(Show them 5 questions, each with 4 choices )设计意图：通过第二次阅读让学生就课文材料进行找读，以便进一步理解文 章，并训练了学生通过跳读来捕捉特定信息及处理信息的能力。1. Intensive reading1) Allow students to read the passage carefully this time and fill in the chart.S cientific Report by John SnowT he prob
11、lemThe causeIdea 1Idea 2The methodThe resultsIdea 1 or 2? Why?The conclusion设计意图：让学生完成表格以达到对文章的更深入的理解。通过第三次阅读 使学生更好地理解文章大意，并就课文材料进行找读，抓住课文重点细节。2) Answer these questions:(1) John Snow believed Idea 2 was right. How did he finally prove it? (2) What disease do you think is similar to cholera today?设计意
12、图：通过提问联系实际给学生自助、自悟机会，培养学生的发散思维 和综合运用语言的能力。Step 5: Post-reading1. Read the text fast and write down what is the evidence or approach John Snow used in that stage.Scientific Report by John SnowFind a problemMake up a questionThink of a methodCollect resultsAnalyze the resultsFind supporting evidenceMa
13、ke a conclusionRepeat it if necessary设计意图：让学生完成表格以达到对文章的进一步理解，并且培养学生的逻 辑推理和组织语言的能力。此外还使学生对科学验证步骤有更深理解，对下一步 的联系实际打下基础。2. Group work (Optional activity)Divide the class into three groups. Each group chooses a topic. Divide the topic into eight stages.1) Introduce an experiment in a physics class.2) In
14、troduce an experiment in a chemistry class.3) Introduce an experiment in a biology class.设计意图：让学生通过阅读获取信息和处理信息，获得了充足的语言输入 （input）之后，把原有的知识和阅读材料进行整合，构建新的理念，对语言进 行输出（output）。并且联系实际，加深对科学验证步骤的理解。Step 6: DiscussionAsk students to discuss the following questions in pairs or in small groups, and then let
15、them state their own point of view.1. What do you think of John Snow who defeated “King Cholera”?2. Nowadays, there are many infectious diseases, such as SARS, AIDS and bird flu, which affect public health, what should we do for public heath care?设计意图：这也是一个语言输入-语言输出的过程，培养学生的发散思维和 综合运用语言的能力。Step 7: H
16、omework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to tell or write something about how John Snow defeated “King Cholera”.设计意图：复习词汇和短语，用自己的语言重述文章，遵循了语言的学习规 律，即输入-输出，水到渠成。四、说板书设计好的板书就像一份微型教案，此板书力图全面而简明的将授课内容传递给学 生，清晰直观，便于学生理解和记忆，理清文章脉络。以上，我从教材、教法学法、教学过程和板书设计四个方面对本课进行了说 明，我的说课到此结束，不当之处敬请指正，谢谢各位评委老师。