教师资格证 高中英语说课稿 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。
  3. 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。 三、说课的基本程序
  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。
  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。
  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。
  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、 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,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 some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 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 teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life 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 it 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 and other ways.
  2. They are lack of vocabulary.
  3. They don’t often use English to express themselves and communicate with others.
  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 theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students 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, reading and writing, especially reading ability. The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading (scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, 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 of 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 Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results 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 pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge 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 let 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 screen.
  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 information. Purpose: Further understand the text (Train further reading ability) to find out 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 they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily. Step
  9. Discussion Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do? Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone 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. At the same time, train the ability of do-it-yourself and looking up the information 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 mastering 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 blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty. I want to make the design inductive, instructive and artistic. 转自 http://hi.baidu.com/%B9%ED%F7%C8%C6%E6%DD%E2/blog/item/f06ad8549f2a0b 1a3b2935cb.html
一、教材分析
  1、教材简析: 高二第一单元的中心话题是“科学家”,具体涉及科学家的名言、轶事、科学家 的成功之 道及如何向科学家学习等。 语言技能和语言知识几乎都围绕介绍“科学家”这一 中心话题 设计的。 我上的这节课是本单元的第二节阅读训练课,包括读前、阅读和读后三部分。读 前部分要 求学生带着问题阅读文章,以求得学生对部分细节的理解。找到文章中的有关章 节并不难 ,难点在于要求学生用自己的语言概括出来。阅读部分的文章介绍了著名物理学 家 Stephen Hawking 的生平,他的系列探索发现和他对科学研究的态度、观点。 Stephen Hawking 在物理界享有至高的荣誉和威信,是深受许多科学家和广大物理迷尊重 和崇拜的学 者。他不为病魔和瘫痪所吓倒,而以惊人的毅力和信心成为物理界探索宇宙的先 锋,并界 乐观地面对生活。读后部分设计了三组习题。第一组习题的三个问题考查学生对 文章内容 的记忆程度;第二组的三个问题让学生反馈对 以两两对话 的了解;第三组习题让学生
形式讨论如何运用科学方法解决问题,培养学生的想象力与创造力。这一节课的 重点在于 文章的阅读,读前起到导入作用而读后则是对学生所学知识的复习与巩固。
  2、教学目标 (知识目标、能力目标、德育目标) 知识目标:

  1)学习掌握有关人物的介绍性文章的阅读方法和技巧; (
  2)在认知理解课文的基础上,掌握运用文章中所出现的常用的句型和短语、 词语等。 能力目标: (
  1)发展学生听、说、读、写的基本技能,提高阅读技巧,培养综合运用语言 的能力; (
  2)培养学生能利用上下文来猜测词义和能欣赏文章的写作技巧的能力 (
  3)能根据所读材料运用适当的语言进行简短的交流。 德育目标: 通过本文向学生展示伟大科学家的科学精神和人生观, 使学生形成积极的情感态 度,从而 能在生活中勇敢面对任何挫折,不被困难打倒,在学习和工作中能主动探索积极 进取。 确立教学目标的依据: 根据新课标要求,通过听、说、读、写四项基本语言技能的训练,使学生形成综 合语言运 用能力,激发学生的兴趣,为真实语言交际打基础。此外,没一门课程都应尽可 能结合学 科特点,把培养学生感情融化到日常教育教学中。
  3、教学重、难点: (
  1) 了解人物简介的文体特点,并以此指导阅读; (
  2) 训练 skimming, scanning, careful reading 等阅读技能; (
  3)对文章深层次的理解及细节的欣赏及对人物的评价
  4、教学辅助工具: 多媒体,录音机 二、学情分析: 高二的学生经过一年的学习,在知识和能力方面的有所提高,所以英语教学不能
简单地定 位于让学生记住生词或者短语、句型,而要引导学生在阅读的过程中学会分析和 欣赏。但 同时对于大部分学生来说,英语还是相当难的一个学科,所以在教学过程中,注 意提高课 堂的趣味性,激发学生的兴趣也极其重要。并且,本单元山学生在新学期的第一 课,学生 门对新的学期充满信心,通过对 Stephen Hawking 促进学生学 习科学家的精神,更加努力奋斗,自强不息。 三、教学方法 新课标要求课堂教学要尽可能把时间还给学生,所以在课堂教学中,教师的基本 任务是“ 导”,既起到组织和引导作用。所以在授课中,我更注意采用多种方法启发、诱 导学生积 极主动地参与教学活动中。本课采用影象导入,利用多媒体播放一些学生熟悉的 著名的科 学家的资料,引出有关 Stephen Hawking 的话题,然后使用提问、启发、分析、 归纳的 方法,是学生掌握教材内容,培养学生阅读和分析的能力。在学生阅读过程中, 我注意设 置难度不同的各项任务,让学生在完成各项任务的同时,提高阅读能力,然后在 学生掌握 文章内容的基础上适当点拨文章中短语或者句式结构等。 四、教学过程
  1、复习和导入 在前三部分(warming up listening speaking )中,学生对一些科学家已经有 所了解 , 所以我首先用图片导入,
 

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