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.
 

相关内容

高中英语说课案例

   高中英语说课案例 作者: 湖南常德市桃源八中 管明骏 一、Introduction(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、分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、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。 二、说课的基本原则 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 ...

高中英语说课案例

   高中英语说课案例 作者: 湖南常德市桃源八中 管明骏 一,Introduction(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,分析 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,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. 二,说课的基本原则 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 ...

PEP小学英语说课稿

   小学英语》 《PEP 小学英语》第四册 Unit5 B Let's talk 说课稿 2009-8-21 12:35:22 东莞小学英语教研网 翁苗 PEP 小学英语》第四册 Unit5 B Let's talk 小学英语》 说课稿 东莞市大朗中心小学 翁苗 设计理念:变课堂为生活 情境中快乐学英 设计理念:变课堂为生活,情境中快乐学英 语 说教材( 一, 说教材(Teaching material): ) 1, , 位 本课在教材中的地 《PEP 小学英 语》课文内容新颖,实用,有趣味性, ...

英语说课

   英语说课的方法 说课是一种教学研究活动,它 要求教师以教育理论、教学大 纲、教材为依据,针对某一课 题的自身特点,结合教育对象 的实际情况,口头表述该课题 的具体设想、设计及其理论依 据。 一、 说课 与备 课的 区别 和联 系 说课和备课都是教学前的准备工作, 说课是在备课基础上进行的。两者 相比较,备课的特点在于实用,只 要明确了课堂上要做什么,怎样做 就可以了;而说课的特点在于说理, 要求用教育理论指导实践,用教学 大纲统帅教材的分析和处理,不仅 要求说明对教学全过程的设想、设 计和编 ...

英语说课

   说课中常出现的问题 1、说课与讲课概念混淆,教学语言不规范、 、说课与讲课概念混淆,教学语言不规范、 解说的语言不够精炼。 解说的语言不够精炼。 2、临时抱佛脚,不做提前准备。 、临时抱佛脚,不做提前准备。 3、对说课时间把握不准确。过短或过长。 、对说课时间把握不准确。过短或过长。 4、教态不自然,教学动作表情不规范。 、教态不自然,教学动作表情不规范。 5、各种课型都一样的程序,都是阅读课的 、各种课型都一样的程序, 模式。 模式。 一、说课的含义 所谓的“说课” 所谓的“说课”就是在教 ...

英语说课

   英语说课 重庆市艺才技工学校 张凤 2010-11-18 全国中等职业技术学校通用教材 中国劳动社会保障出版社(第二版) 英语 English 第一册 2010-11-18 一、教材分析 二、学习者特征分析 三、教学目标分析 四、教学重点及难点 五、教学策略 六、教学资源 七、教学过程 2010-11-18 八、教学反思 教材分析 本套教材适合具有初中英语基础的学生使用, 其内容的深度和广度基本达到全日制高中高二上 学期英语水平的要求。本节课我准备给学生讲的 是本教材的第七课,B模块(Les ...

英语说课

   1.教材简析。 本课共有两部分内容,其中第一部分是以中秋节为话题而展开的一个对话。它主 要讲了 Han Mei 和 Lucy 简单谈论有关中秋节和月饼方面的知识,并邀请 Lucy 到她家作客的过程。在这个对话中出现了如 autumn 和 festival 等十一个新单词 以及几个学生难以理解的、需教师解释的词、句型和句子。 第二部分内容是两人在商店为朋友买月饼的一个情境, 谈话内容是从月饼表面的 样子的好坏、 大小、 轻重和价钱等方面展开的。 其中出现了形容词比较级的用法, 它们是:nice ...

英语说课

   英语说课实战初稿 12010-03-30 10:37 一、说教材 1.教材简析。 本课共有两部分内容,其中第一部分是以中秋节为话题而展开的一个对话。它主要讲了 Han Mei 和 Lucy 简单谈论有关中秋节和月饼方面的知识, 并邀请 Lucy 到她家作客的过程。 在这 个对话中出现了如 autumn 和 festival 等十一个新单词以及几个学生难以理解的、 需教师解释 的词、句型和句子。 第二部分内容是两人在商店为朋友买月饼的一个情境,谈话内容是从月饼表面的样子的好 坏、 大小、 轻重 ...

英语说课

   http://www.zmxx.com/Article/zyzs/fdxeygdm/amygfdxe/ftyctudg/200510/Article_20051030131956_358_5.html 小学英语说课稿 [编者按]用英语书写说课稿,是英语教师的一项基本功。这里推荐一篇华老师的英语说课稿,内容为PEP教材第三册第二单元B课中对话部分。供英语教师们参考。 Background of English teaching in primary school: It ...

英语说课

   Module 2 My New Teachers Period 2 Teaching Content: Reading And Vocabulary Teaching Aims and Demands: Language knowledge 1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect ...

热门内容

初中英语解题技巧

   淮安市第一中学初一英语备课组 初中英语解题技巧 I. 听力: 听力: 拿到试卷先浏览一下听力部分, 对题型和问题做到心中有数。 播放录音 做题时一定要利用好上题与下题之间的空白时间去看下一题的题目, 带 着问题去听,这样答题准确率更高。 听时如遇到听不懂的单词或句子不要停下来去思考, 继续往下听, 否则 会错过许多内容。 调整心态,听不懂时不着急,平静地往下听,只要抓住关键的东西就可 以了。 II . 单项选择: 单项选择: 看完题干所有内容,注意前后语言环境,特别是后环境。 一定要看完所有 ...

2010年高考英语阅读理解及任务型阅读课堂练习九.附详解

   2010 年高考英语阅读理解和任务型阅读课堂综合练习九 阅读理解:阅读下列短文,从每题所给的四个选项(A、B、C 和 D)中,选出最佳选项。 一、 阅读理解 A Many people who work in London prefer to live outside it, and to go in to their offices or schools every day by train, car or bus, even though this means they have to ...

英语学习_在职硕士英语考试大纲_必备

   弃我去者, 弃我去者,昨日之日不可留 乱我心者, 乱我心者,今日之日多烦忧 在职硕士英语考试大纲 一、考试性质 在职攻读硕士学位全国联考英语考试是国务院学位办组织的国 家级选拔性考试,其目的是为了客观、科学、公正、规范地测试考生 的英语语言知识和使用该语言的相关能力。 二、考试范围及要求 在职攻读硕士学位全国联考英语考试要求考生能够较熟练地掌 握英语基本语法和常用词汇,具有较强的阅读能力和一定的听、写、 译能力。与全国统招硕士研究生入学英语考试相比,在职攻读硕士学 位全国联考英语考试充分考虑 ...

小学英语3上

   Unit 1 Nice to meet you! 重点词汇: 重点词汇: 1.glad 高兴的 2.hello 喂;你好 3.meet 遇见 重点句型: 重点句型: 1. Hello, I’m Peter. Hello, I’m Lingling. Nice/ Glad to meet you! Nice/Glad to meet you too! 2. Help! Please help me! Thank you. 字母学习: 字母学习: Aa 1. The fat cat catche ...

平阳县教师发展中心2010年五年级小学英语书写竞赛结果...

   平阳县教师发展中心 2010 年五年级小学英语书写竞 赛结果公示 经评委认真评审,县五年级小学生英语书写竞赛公布结果公布如下。如有异 议,请与县教师发展中心小学科林红蕾老师联系(公示时间:11 月 2 日-11 月 5 日) 。 类别: 类别:县直属学校 一等奖 序号 1 序号 1 学校 平阳县小 学校 平阳县小 班级 寄五(3) 三等奖 班级 寄五(2) 学生数 43 指导教师 张 华 学生数 40 指导教师 张 华 类别: 类别:乡镇中心校 一等奖 序号 1 2 3 4 5 6 7 8 ...