英语精读课说课课件

1、Unit1 TextA Thinking as a Hobby姓名：说课步骤CONTENTS1.教学内容与目标2.教学方法和学习策略3.教学过程设计4.教学设计理念一、教学内容与目标1.教材章节及课文简介2.教学重点与难点3.学情分析4.教学目标1.教材章节及课文简介教材：现代大学英语 第二版 外研社出版章节：Unit 1 Text A Thinking as a Hobby课文简介：The author divides thinking into three categories and holds the viewpoint that thinking is something that

2、all educatedpeople should enjoy doing. In the beginning, the authors experience in the primary school reveals that there are so many fake thinkers, grade-three thinkers with their ignorance. Then the author talks about grade-two thinkers, people who can question the grade-three thinkers but cannot f

3、ind the answer and the truth. Only grade-one thinkers are people who set out to find and really get the truth.2、教学重点与难点教学重点：对文中单词、短语及重点句型 的掌握和运用教学难点：在文章的阅读中体会不同的人对三种thinkers 的理解3、学情分析 学生的英语基础很好，思维比较灵活，但参与意识不是很强，因此在教学上应多引导学生，多开展学生与老师之间的互动，时刻调动学生学习积极性，让学生更多的参与到课堂教学中来。4、教学目标4.1 语言知识目标4.2 语言能力目标通过对重点单词、

4、短语及相关语言结构的讲解，使学生掌握本单元的语言点立足语言实践活动，通过师生互动和生生互动，使学生在完成任务的过程中掌握本课知识点4.3 情感态度目标 通过设置问题引导学生在体验、实践、参与、合作和交流中增加了解，增进同学之间的友谊，同时能增强他们对于 thinking 和 thinker 的理解。有利于他们人生观、世界观的形成，并激发他们对英语学习的热情，使其在接近生活常态的情景中乐于模仿，敢于开口，积极参与。二、教学方法和学习策略2.1 教学方法2.2 学习策略2）基于学生现有的知识和生活经历，利用建构主义教学法，把课文相关信息转化为学生易于接受的现实生活场景，让学生在运用语言的过程中学习

5、语言1） 展开多种类型的任务型活动（讨论、视听等）给学生提供合作交流的空间和时间。促使学生为完成任务思维发散地进行探究性学习。教学方法要求学生在课前对课文进行预习，通过自主学习初步掌握新词的意思及文章的结构；再通过合作学习，相互交流自己的思想，通过师生互动与生生互动、学生汇报与教师总结的方法，达到熟练掌握与灵活运用的目的。学习策略三、教学过程设计1、课时结构2、教学过程课时结构1、Lead-in Activities2、Text Organization & Analysis3、Language Point4、Discussion & Exercise教学过程设计Lead-in Activit

6、ies 在导入部分，教师会引导学生利用头脑风暴法，试图回答下面问题： Do you know some famous thinker? What is thinking? 教师简要向同学介绍 thinking 的有关特性，进而引导学生Text Organization & Analysis 利用篇章教学法及任务教学法，要求学生合作学习，完成以下任务： 1.快速阅读，完成问题； 2.课文分段； Fast Reading Question1、Why do you think author wrote this essay?2、How does the author classify thinkin

7、g?3、How does the author define the three grades of thinkers?Text OrganizationThe author tells us how he begins to consider the subject of “thinking.”作者讲述了自己如何开始考虑“思考”这个问题。The author states his opinion about grade-three thinking through a typical character.作者通过一个典型的人物阐述对三级思考的观点。 Part 1 (115) Part 2(1

8、624)The author points out the confusion of the grade-two thinkers through his own experience.作者通过自己的一次经历指出二级思考的困惑。The author reveals the essence of grade-one thinkin and tells us his determination to do it. 作者揭示了一级思考的本质及自己要做一级思考者的决心。 Part 3 (2529) Part 4(3035)Language Pointanguish draught endow sb.

9、with aspire fault leave sb. out of bitterly file find out aboutbulge hustle be given to sth.costly leopard think well of sb.delinquent monologuedisinterested trifleDiscussion & ExerciseHow does the author define the three grades of thinking? Give examples of what these three grades of thinking would be like today in our country. Which of the three grades do you