高中英语说课案例 作者: 作者: 湖南常德市桃源八中 管明骏 一,Introduction(导言) (导言) 英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握, 英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握,分 析及教师本人对上课进程的宏观控制能力的有力手段, 析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯 彻教学大纲,真正做到教与学相结合,将教材,大纲,教师,学生, 彻教学大纲,真正做到教与学相结合,将教材,大纲,教师,学生,课堂融为 有机整体,对不断提高教师教学能力和教研能力,有着突出的作用. 有机整体,对不断提高教师教学能力和教研能力,有着突出的作用. 二,说课的基本原则 遵循教学大纲要求,明确说课内容.把握说课与上课的区别与联系,
  1. 遵循教学大纲要求,明确说课内容.把握说课与上课的区别与联系,正确理 解教材,教案说课,上课之间的层进关系,走出说课即是"说教 的误区 说教案 的误区. 解教材,教案说课,上课之间的层进关系,走出说课即是 说教案"的误区.
  2. 以教师为主导,学生为主体,体现先进的教学理念. 以教师为主导,学生为主体,体现先进的教学理念.
  3. 详略得当,重点突出,体现说课的完整性. 详略得当,重点突出,体现说课的完整性.
  4. 与教案相结合,体现其可操作性. 与教案相结合,体现其可操作性. 三,说课的基本程序 说教材:科学分析教材,明确重点难点,
  1. 说教材:科学分析教材,明确重点难点,教学目标和要求以及教材在单元中 的地位和作用. 的地位和作用.
  2. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度. 说教法:谈谈本节课要实施的教学手段,方法以及教具的使用.
  3. 说教法:谈谈本节课要实施的教学手段,方法以及教具的使用.
  4. 说学法:谈谈学习方法的运用以及将要实现的目标. 说学法:谈谈学习方法的运用以及将要实现的目标. 说教学程序:说为什么要设计该程序?目的,意图何在?结果如何?
  5. 说教学程序:说为什么要设计该程序?目的,意图何在?结果如何?
  6. 说板书设计:谈谈板书设计的根据和理由,力求体现说板书设计的程序性, 说板书设计: 谈谈板书设计的根据和理由,力求体现说板书设计的程序性, 概括性和艺术性. 概括性和艺术性. 四,注重说课信息和反馈与总结 说课的对象可以是专家,同行甚至是学生.向说课对象征询意见,获取信息, 说课的对象可以是专家,同行甚至是学生.向说课对象征询意见,获取信息, 力求不断改进和提高. 力求不断改进和提高. 五,附 SB 2B U16 Lesson 63 说课稿 Unit 16 Lesson 63 Hello, everyone. Today I'm very pleased to have an opportunity to talk about so me of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of U nit 16 in SEFC(
  2). It is made up of four parts. ( ) Part 1 My understanding of this lesson The analysis of the teaching material: This lesson is a reading passage. It plays a very important part in the English tea ching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesso n 63, Ss can improve their reading ability, learn more about the sea and the life i n the oceans. At the same time, we should get the students to understand some di fficult sentences to comprehend the passage better. The Ss should do some listeni ng, speaking and writing, too. Of course, the Ss should receive some moral educa tion. Let the Ss understand the sea better, love the sea and save the sea and the lif e of the sea. Teaching aims:
  1. Knowledge aim: Understand the main idea of the text.
  2. Ability aim: Retell the text in their own words.

  3. Emotional aim: Make the Ss love the life of the sea and do something to stop i t being polluted. Key points / Teaching important points: How to understand the text better. Teaching difficult points:
  1. Use your own words to retell the text.
  2. Discuss the pollution of the sea and how to save the sea. Something about the Ss:
  1. The Ss have known something about the sea and sea life through the Internet a nd other ways.
  2. They are lack of vocabulary.
  3. They don't often use English to express themselves and communicate with oth ers.
  4. Some Ss are not active in the class because they are afraid of making mistakes. Part 2 My teaching theories, methods and aids Before dealing with this lesson, I'll do my best to carry out the following theorie s: Make the Ss the real masters in class while the teacher himself acts as directo r;Combine the language structures with the language functions; Let the student ; s receive some moral education while they are learning the English language. Teaching method: Double activities teaching method Question-and-answer activity teaching method Watch-and-listen activity Free discussion method Pair work or individual work method Teaching aids:
  1. a projector
  2. a tape recorder
  3. multimedia
  4. the blackboard Part
  3. Teaching steps / procedures I have designed the following steps to train their ability of listening, speaking, rea ding and writing, especially reading ability. The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading(scannin ( g), Listening, Intensive reading, Preparation for details of the text, Consolidatio ) n, Discussion, Homework Step 1 Greetings Greet the whole class as usual. Step
  2. Revision
  1. Ask students some questions to revise the last lesson show them on the screen) . ( ) a. How much salt do the oceans contain per thousand parts of water?(35 parts o ( f salt.
  3.5% by weight) ) b. What is coral? Why are corals not found in deep water?
c. Why is the Dead Sea called the Dead Sea?
  2. Check the homework(made a survey about the sea or sea life by surfing the I ( nternet or asking for help from other people). Through this part we can consoli ) date what they studied yesterday, communicate with others about their survery r esults and prepare for the new lesson. Step
  3. Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the picture s about sea and life in the oceans to learn new words, for example, Antarctica, hu ge whale, sperm whale, squid and so on. Purpose: Arouse the students' interest of study. Bring in new subject: Life in the oceans. Step
  4. Fast reading Read the passage as quickly as they can. I show the questions on the screen and l et them get the main idea of each paragraph:
  1. Why can living things live in such oceans around the Antarctica?
  2. What does the whale feed on?
  3. What is the difference between the sperm whale and other whales? Method: Read the text individually, use question?and?answer activity. Purpose: Improve the students' reading ability. Understand the general idea of each paragraph. Step
  5. Listening(book closed) ( )
  1. Listen to the tape then do an exercise(wb page 90, part
  1) ( )
  2. True or false exercise.(on the screen) ( ) Train the Ss' listening ability and prepare for later exercises. Step
  6. Intensive reading Read the passage carefully again and answer some detailed questions on the scre en.
  1. How much does a whale eat at a time?
  2. Do all the whales feed on small fish?
  3. How deep can a sperm whale dive? It is also called depth reading or study reading. It means reading for detailed inf ormation. Purpose: Further understand the text (Train further reading ability) to find o ) ut some different sentences and details of the text. Step
  7. Preparation for details of the text on the screen
  1. ...its heart slows to half its normal speed. slow-v. to become / make slower.
  2. ...using sound wave Present participle used as adverbial.
  3. provide sth. for sb. provide sb. with sth.
  4. at a time: each time
  5. grow to a length of... Purpose: Train the Ss' ability of understanding and using laguage.
Step
  8. Consolidation
  1. Find out the topic sentences.
  2. Retell the passage according to the topic sentences. Purpose: I want to know if my students understand the whole text really and if t hey master what I mean to tell them in this class. What's more, I want to let the m have the ability of introducing and analyzing expression. At the same time, I w ill write down the topic sentences on the blackboard according to what the stude nts find, so they can retell it easily. Step
  9. Discussion Show them some pictures about the polluted sea and many living things which ar e in danger and ask them: What are their opinions about it? In order to let the m have free choice, I give them another topic: The sea is being polluted. What sh ould they do? Purpose: I mean to give them emotional education. I give them multi-media pictu res to arouse their interest of study and their love for life. I mean to make them r ealize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyon e should do something to love and protect our home. Step
  10. Homework Write an article Saving the sea. I want to improve the ability of their writing. A t the same time, train the ability of do-it-yourself and looking up the informatio n by themseleves.
Part
  4. Blackboard design Unit 16 Lesson 63 Topic Sentences:
  1. Some living things can live in Antarctica.(what) ( )
  2. The whale feeds on small fish.(what) ( )
  3. The sperm whale feeds on squid.(difference) ( ) Discussion:
  1. The whales are in danger. What's your opinion about it?
  2. The sea is being polluted. What should we do? In my opinion, the blackboard design can reflect the teacher's ability of masterin g the text and leading the students to master the text easily. In this text, the design is not easy to write. I write the topic sentences on the blac kboard in order to tell the students that this is of the importance in this class. Th e discussion is of the difficulty. I want to make the design inductive, instructive and artistic.
 

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