如何用英语说课.doc

如何用英语说课英语说课一般来说可以分为五个部分：一、 说教材（教材分析） Analyzing teaching material1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)2. 本课在教材中的地位 status and functionLesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue/ reading. Its helpful to improve the Ss communicative/ reading ability.3. 说教学指导思想 teaching guideline (Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)4. 说教学目标和要求 Teaching aims and demands (be intended for Ss in key schools)1） 认知目标 knowledge objects a. Enable the Ss to remember the following new words & phrases:Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn intob. Get the Ss to be familiar with this sentence pattern:If the population keeps growing so quickly, there will only be standing room left Give the Ss a reinforced practice on the functional item Supposition.c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.2） 智能目标 ability objects a. Ask the Ss to make up a similar dialogue.b. Help them to understand the dialogue better and improve the four skills.c. Develop their ability of thinking independently.d. Cultivate their ability to discover, analyze and solve problems.e. Train them to collect information from the Internet.f. Train them with some effective learning methods to optimize Ss learning results.3） 德育目标 moral objects a. Arouse their interest in learning English;b. Help them to understand the background of pollution.c. Enable the students to love our earth and the nature.d. Be aware of the importance of stopping pollution & protecting out environment.e. Encourage the Ss to do something to save the earth.5. 说教学重点 teaching important points (生词、句型；培养阅读技能)a. New words and phrasesb. Sentence pattern: If- clausec. improve their reading skills.d. Talking about problems of the Earth.6. 说教学难点 teaching difficult points (语法；发展交际能力)a. functional item: Supposition.b. Develop their communicative ability. Act out their own dialogue.7. 说教具 teaching aids (multi-media computer, software, OHP)The teaching syllabus says that its necessary for teachers to use modern teaching facilities. Its of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss interest in learning English.二、 说教法 Teaching methods Five step method; audio-video; communicative approach; Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play. 三、 说学法 Study methods 1. Teach Ss how to be successful language learners.2. Teach Ss how to develop the reading skill skim & scan; how to communicate with others; how to learn new words; how to learn independently; 3. Get the Ss to form good learning habits.四、 说教学过程 Teaching proceduresI. 复习(Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)Activity 1: Imagination1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)2). Suppose you catch a bad cold, whats to be done?3). Suppose your bike is broken, whats to be done?4). And suppose the earth, on which we all live, is damaged, whats to be done?* What can you think of when you see “pollution” this word? (waste, environment, air, water, factory, desert, climate. Try to activate the Ss schemata regarding the topic of pollution.)II. 呈现 (Presentation) 5min Activity 2: Presentation Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer. Ss presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication. * Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.III. 对话 / 阅读 (Dialogue)18m 1. Pre- readingActivity 3: Prediction1st listening/ fast reading, one guided Q to help Ss to get the main idea: What do you think is discussed at the conference? 2. While- readingActivity 4: Read and answer2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.* 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words；确定主题句；创设信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)3. Post- reading Activity 5: Language focusWhile Ss are answering the Qs, the teacher deals with some key language points.a. is being caused b. and so on c. go on doingd. be fit for e. standing room f. if- clauseIV. 操练 (Practice) 10m Activity 6: RetellUse your own words to retell the dialogue in the 3rd person.Activity 7: Acting out Activity 8: Drill Supposition Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)(Retell; act out; role play)V. 巩固 (Consolidation) 6m (Discussion; interview; press conference; debate; quiz)Activity 9: role playSuppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.* The Ss are encouraged to use the words and expressions like pollution, damage, be fit for, turn into, the if- clause, etc.Activity 10: Discussion Think of the question: Are we causing damage to the world?What should we do to save the earth and protect our environment especially in our daily life?Collect their answers and form a report.VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell) Write a letter to the mayor, telling him sth. about the pollution around your school.五、 说板书Blackboard design谈如何用英语说课所谓“说课”就是指教师有准备地在一定场合下，分析学生现有的认知基础，根据教学任务，阐述教学目标，讲解教学方法的一种有计划、有目的、有内容、有组织、有理论指导的教学研究和交流的活动形式。现在说课作为一种新的教学研究方式，已经不断地被各级教育部门和许多教育工作者所重视和关注。下面笔者就“说课”在英语教育教学中的意义、内容和评价方面谈一些肤浅的看法一、“说课”的现实意义（一）、“说课”能促进英语教学工作的整体优化。在开展“说课”活动中，英语教师互相交流“说课“，听取他人的教学思路、教学方法以及教学理论上新的见解和理念，对自己有所启迪和帮助，并灵活地运用于自己所教的英语学科中，彼此学优，取长补短，有利于英语教师的教学思路更开阔，教学构思更严密，教学方法更灵活，教学内容更丰富，教学效益更提高。（二）、“说课”具有提高英语教师素质的功能。它是培养新教师，发现新教师，推崇骨干教师和学科带头人的一种行之有效的方式。英语教师有机会参与“说课”活动，从而调动了他们的内在的积极因素。为了说好课，现在不少英语教师不仅认真地钻研教材，而且自觉学习有关的英语教育理论，十分注重搜集国内外有关英语教学和教学研究的各种信息及资料，使理论素养提高与教学实践的提高处于一种良性的循环状态。（三）、“说课”能综合考核英语教师驾驭教材的能力。它可以考察英语教师对教材整体掌握的水平和程度，包括熟悉英语教学大纲和教材的程度，对新旧知识关系的理解，所选教法、学法、作业练习与教材的相互连接等等。在具体的操作过程中，还可以将各项要求指标一目了然地以量化的形式表示出来，从而对英语教师的考核工作有了科学的依据。（四）、“说课“具有简捷、明快、省时、高效、易于安排和便于控制的特点，而且”说课“的直接目的是在某种特定的场合下与同行交流。所以说“说课”的评价易于做到公开、公正、公平，易被参与者认同和接受，目前已经广泛地被英语教师基本功竞赛和课堂教学研究所运用。二、“说课”的内容与要求由于“说课”的时间的限定（一般不超过20分钟），因此英语教师应简要而概括地说明所定英语课题的教材内容、教学对象、教学目标、教学过程、教学方法、教学评价及其设计思想等，具体地说：（一）说英语教材内容要说明英语教学大纲对该部分的教材内容的要求和完成的任务，并且说明该内容在本单元、本章节乃至整个教材中的地位作用和前后联系，该内容在教材的逻辑结构与学科逻辑结构中所处的角色，教材编写的意图、特点、难点、关键，该内容的学习类型，并从课程论的高度，依据学生的认识、思维、能力、人格等不同的层面来审视该内容。（二）、说英语教学对象分析学生的原有认知基础，即学生学习该内容时所具有的与该内容相联系的英语知识、英语技能，分析学生生理、心理基础，即该内容与学生现时的年龄是否匹配，如果不匹配应作何种方式的处理，内容与该年龄学生的学习方式、习惯、态度是否匹配，如果不甚匹配应如何处理，分析学生群体中的个体差异，如何对班级中不同层次学生分层递进，从而达到整体推进。（