高中英语必修五《unit1 Great Scientists》示范说课稿
《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”.
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 student’s 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 different 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 work
4. 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-in
1.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 up
1.Ask students to have a discussion 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-reading
1.Discuss in small groups to put the stages for examining a
new scientific idea in a logical order.
2.Check the answers 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: Reading
1.Skimming
Ask 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. Scanning
Get students to scan the passage, 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 reading
1) Allow students to read the passage carefully this time and fill in the chart.
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-reading
1. Read the text fast and write down what is the evidence or approach John Snow used in that stage.
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) Introduce 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: Discussion
Ask students to discuss the following questions in pairs or in small groups, and then let them state their own point of view.
1.What do you think of Jo hn 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: Homework
1.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。
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