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

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。

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。

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）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。

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。

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。

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《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!。