英语说课中的“3W”艺术

1、英语说课中的“3W艺术说课作为一种全新的教学研究活动形式,是教师理解教材、解读教案、谋划上课的一个重要过程。它对教师理解新课程,更好地掌握教育理论,促进教学行为的转变,具有很大的作用。好的说课能把理论和实践有机地结合起来,是改进和优化课堂教学,提高教师教学能力的一种有效载体。本文准备通过对一篇优秀英语说课稿的评析,谈谈英语教学中“说课”应该把握的三大要点和应该注意的几个问题。Unit3LifeintheFuture（说课稿）（教材为人教版必修模块5Unit3Lifeinthefuture中的reading部分）Goodmorning,Mydearteachers.Todayitsmyhonor

2、tobehereandpresentmyteachingdesign.Hereismyanalysisofteachingmaterial.Thisisanarticleaboutatraveltothefuture.Itshelpfultoenhancethestudentsawarenessoftheneedtoprotecttheenvironment.Afterwehavethisclass,thestudentscanacquiresomenewwordsandexpressions,trainsomereadingskills,suchashowtogetthemainideaof

3、eachparagraph,howtoguessthemeaningofthenewwords,andrealizetheimportanceofprotectingourenvironment.Thedifficultiesaretotrainstudentstoexpresstheiropinionsandlearntobecooperativewitheachother.Toachievethesegoals,Idesignedmyteachingproceduresasfollows:（这位老师在说课的一开始就简明扼要地回答了WhattoteachandWhytoteach问题。英语说

4、课该说些什么呢?概括起来主要要说清三个问题:Whattoteach?Whytoteach?Howtoteach?Whattoteach?体现了教师对教材的分析与理解,它要求教师说出教材的内容,分析教学内容以及它们之间的联系。Whytoteach?体现了教师对教学理念的理解,在本环节教师要说出本节课的具体教学目标以及确定目标的依据,主要可从知识目标、技能目标、情感目标入手,谈谈如何在教学过程中进行自然体现与渗透,此外教师还应提到本课时的重点与难点,而如何突破重、难点需要教师在下一环节Howtoteach中进行具体的阐述,即通过什么样的任务设计来理解掌握重、难点。）Step1LeadinFirst

5、wearegoingtoappreciatesomepicturesaboutthefuture.Thenthereisaninteractionbetweenstudentsandme.Illmakeashortdialoguewiththem,andtheyareencouragedtosayanythingastheyknow.Questions:Whatdoyouthinkofthosepictures?Haveyouimaginedthelifeafterthousandsofyears?Whatislifeinthefuturelike?Vividpicturesandfreeta

6、lkcanarousestudentsinterestandcreateagoodatmosphere.（在说课中教师往往只关注介绍教学步骤,这位教师说出了为什么要采用这个教学步骤的思考。这是很有必要的。）Thenweleadintodaystopic.Step2Pre-readingIllshowthetitleofthetextandsomepictures.Letspredictthepossiblecontentofthetext.Studentswillhave1minutetoimagineandguess,andthensomeofthemwillbeinvitedtotellu

7、stheirpredictions.SurelyIllencouragethemtofindanswersbythemselvesinthenextstepinsteadofgivingthemanswersimmediately.Aftertheirpredictions,studentscanhaveagoodmotivationtoreadthetext.（教师又一次说出了自己为什么要这样设计教学步骤的思考。）Step3While-readingTocheckifourpredictionsarerightornot,wewillhaveourfirstreading.（评析同前）Int

8、heFirstReading:thestudentswillbegiven3minutestoreadthetextandtrytogetthemainideaofeachparagraph.Aftersomestudentsoffertheiranswers,Illshowtheseparagraphsmainideasinawrongorder.Ourjobistoarrangetheminacorrectorder.Afterfirstreading,wevehadabriefcomprehensionaboutthetext.(这是教师对教学目标达成的预估,这也是下一步教学活动设计的依

9、据。)Tohaveafurthercomprehensionaboutthetext,weneedoursecondreading.(同样说出了自己对下一步教学活动目标的思考。请注意后面的内容中,他对自己的教学安排作了多次这样的思考说明。)SecondReading:(1)Beforeoursecondreading,Iwouldaskthemtoreadthequestionsonthescreenquickly.Thenwemovetothesecondreadingwiththosequestions(2)After2minutes,wefinishthosequestionsfirst

10、.Thenthereare2activities.Activity1:Words-AttackingOnthescreenwecansee8newwords.Studentsaresupposedtofindtheminthetextquicklyandguesstheirmeaningsaccordingtothecontext.Obviously,wellgetmanyanswers.Sohereadiscussionisneeded.Afterthat,Illpresenttheircorrectmeaningsinawrongorder.Andwearegoingtomatchthen

11、ewwordswiththeircorrectmeanings.SothatsactivityI.Activity2:TofillinthetableTofinishEhebook.Thewholeclasswillbeinvitedtodothisjob.Thatsoursecondreading.Throughit,wevehadadeepunderstandingofthetext.Moreover,wevetrainedsomebasicreadingskills.Sotodigestwhatwe'velearnt,weneedourpost-readi

12、ng.Hereisstep4.Step4Post-readingThereareanothertwoactivities.Activity3:toMakeupastoryEverystudentpicks4wordsfromtheoneswevelearntinActivity1andhave2minutestomaketheirstoriesinlessthantensentences.Anykind,anystyleofstoryiswelcome.Astheirteacher,Illsharemyownstoryfirst.Activity4:InterviewsIllinviteone

13、studentasareportertogoaroundtheclassroomandpickstudentstohaveaninterview.AndthestudentswhoarepickedaresupposedtobeLiQiangandanswerthequestionsbasedonthetext.Wellchangethereporteriftheformeronedoesnthaveanyquestiontoask.Wecansee,tofinishthisjob,studentsaresupposedtoknowthecontentandorganizationofthet

14、extwell.Asitsaninteractionofstudents,theactivitycancatchtheirmoreattentionthanbefore.Ithinkthereisgreatfuninthe2activities.Meanwhile,wevehadaconsolidation.Herecomestodaysbigchallenge.Step5DiscussionQuestions:Whatdoyouthinkofthefuturelifeinthetext?Doyoulikeit?Ifnot,whatcanwedotoprotectourenvironment?

15、Grouptogetherinfours.Duringtheirdiscussion,Illgoaroundtheclassroom,tomonitorandoffersomesuggestionsifnecessary.Aftertheirdiscussion,somegroupsareinvitedtoreporttheiropinions.Atlast,3studentsareaskedtogiveasummary.Asforme,Illpresentthemontheblackboard.Thisactivitycanimprovestudentsspeakingandcooperat

16、iveabilities.Theycanrealizetheimportanceofprotectingourenvironment.（教师预测了学生在活动中可能取得的效果。）说课的第3个把握点是Howtoteach?这一环节是说课的重点和关键。教师应具体阐述整个课堂教学的设计、步骤,说清楚教师怎么教?学生怎么学?为什么要这样教?如何在你设计的活动中来突破本堂课的重、难点?首先说课教师要说出这节课的思路、活动的安排、过程和具体的操作,并能预测学生在活动中可能遇到的困难与问题,如何及时处理和解决或能适时调整活动的难度。此时教师要适当穿插、解析设计该活动的理论依据及教学理念与目的。特别是重、难点的

17、突破是优化课堂教学、提高教学质量的重要途径,教师要明确重点、抓住难点,可根据教材采用多种办法,例如化抽象为具体,化复杂为简单,化生疏为熟悉来达到化难为易的目的。在这篇说课中教师清晰、完整、准确地表达了自己的教育思想和教学思路。语言的组织自然地道,活动设计由易到难、层次分明,既注意激发学生的兴趣又关心对学生学习能力的培养整个过程充分体现了学生的主动学习和教师的引导作用。与此同时,他也有重点地穿插、解析了设计该活动的理论依据及教学理念与目的,预测了学生在活动中可能遇到的困难、问题和教学可能取得的效果。Thatmyteachingdesign.Asyousee,Iappliedapopularapp

18、roach,thatis,task-basedLanguageTeaching.Asforstudents,itoffersmorechancestolistenandtospeak,andtheycanlearntobemorecooperativewitheachother.Asforme,ithelpsmetoattachmyattentiontoeachstudentsdevelopment,whichisalwaysmyteachingobject.Thatsall.Thankyou!(统观全篇说课稿,我们会发现,教师在导入时通过看图说话来描述未来世界,充分调动了学生的想象能力,而后通过阅读,回答问题、排列顺序、猜词等让学生对课文有了初步的了解,最后设计了三个活动来突出了本堂课的重、难点:选词编故事、对李强的采访与对未来生活的讨论,这些活动都要求学生既立足于课本,又能跳出课本,特别是对李强的采访,把课文的内容具体化,既能吸引学生的兴趣又能发挥学生丰富的想象力。这部分的处理是说课中的重中之中,它充分体现了教师对教材的处理、驾驭能力。可以改进的是,教师应该利用板书的设计简明扼要地突出本堂课的重难点。)作为一种全新的教学研究活动,说课有利于