高中英语说课稿指导 4页

一、Introduction（导言）英语说课是英语教学中的重耍一•环•也是衡址一位英语教师对教材的把握、分析及教师木人对上诔进程的宏观控制能力的有力手段•能从理论上指导教师贺彻教学大纲，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，有看突出的作用。二、说课的基本原则1•遵循教学大纲耍求，明确说课内容。把握说课与上课的区别与联系，正确理够教材、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：谈谈学生的旬识与能力结构，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：说为什么耍设计该程序？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、概拆性和艺术性。四、注重说课借息和反馈与总结说课的对象可以是专家、同行甚至是学生。向说课对彖征询意见.获取信息，力求不断改进和提高。五、附SB2BU16Lesson63说课稿Unit16Lesson63Hello,everyone.TodayI'mverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.MytopicislifeintheoceanstakenfromLesson63ofUnit16inSEFC（2）.Itismadeupoffourparts.Part1MyunderstandingofthislessonTheanalysisoftheteachingmaterial:Thislessonisareadingpassage・ItplaysaveryimportantpartintheEnglishteachingofthisunit.Lesson62andLesson63areawholeunit.BystudyingLesson63,Sscanimprovetheirreadingability,learnmoreabouttheseaandthelifeintheoceans.Atthesametime,weshouldgetthestudentstounderstandsomedifficultsentencestocomprehendthepassagebetter.TheSsshoulddosomelistening,speakingandwriting,too.Ofcourse,theSsshouldreceivesomemoraleducation.LettheSsunderstandtheseabetter,lovetheseaandsavetheseaandthelifeofthesea・Teachingaims:1・Knowledgeaim:Understandthemainideaofthetext.2.Abilityaim:Retellthetextintheirownwords.3.Emotionalaim:MaketheSslovethelifeoftheseaanddosomethingtostopitbeingpolluted・Keypoints/Teachingimportantpoints:Howtounderstandthetextbetter.Teachingdifficultpoints:1・Useyourownwordstoretellthetext・2.Discussthepollutionoftheseaandhowtosavethesea・SomethingabouttheSs:1・TheSshaveknownsomethingabouttheseaandsealifethroughtheInternelandotherways・2.Theyarelackofvocabulary.\n2.Theydon'toftenuseEnglishtoexpressthemselvesandcommunicatewithothers・3.SomeSsarenotactiveintheclassbecausetheyareafraidofmakingmistakes.Part2Myteachingtheories,methodsandaidsBeforedealingwiththislesson,111domybesttocarryoutthefoliowingtheories:MaketheSstherealmastersinclasswhiletheteacherhimselfactsasdirector：CombinethelanguagestructureswiththeIanguagefunctions;LetthestudentsreceivesomemoraleducationwhiletheyarelearningtheEnglishlanguage・Teachingmethod:DoubleactivitiesteachingmethodQuestion-and-answeractivityteachingmethodWatch・and・listenactivityFreediscussionmethodPairworkorindividualworkmethodTeachingaids:1•aprojector2.ataperecorder3.multimedia4.theblackboardPart3.Teachingsteps/proceduresIhavedesignedthefollowingstepstotraintheirabilityoflistening,speaking,readingandwriting,especiallyreadingability・Theentirestepsare:Greetings.Revision,Lead-inandpreparationforreading,Fastreading(seanning〉,Listening,Intensivereading,Preparationfordetailsofthetext.Consolidation,Discussion,HomeworkStep1GreetingsGreetthewholeclassasusual.Step2.Revision1.Askstudentssomequestioristorevisethelastlesson(showthemonthescreen)・a.Howmuchsaltdotheoceanscontainperthousandpartsofwater?(35partsofsalt・3・5%byweight)b.Whatiscoral?Whyarecoralsnolfoundindeepwater?c.WhyistheDeadSeacalledtheDeadSea?2.Checkthehomework(madeasurveyabouttheseaorsealifebysurfingtheInternetoraskingforhelpfromotherpeople)・Throughthispartwecanconsolidatewhattheystudiedyesterday,communicatewithothersabouttheirsurveryresultsandprepareforthenewlesson.Step3.Lead-inandpreparationforreadingShowthemsomepicturesandletthemtalkeachother,andthenusethepicturesaboutseaandlifeintheoceanstolearnnewwords,forexample,Antarctica,hugewhale,spermwhale,squidandsoon.Purpose:Arousethestudents'interestofstudy.Bringinnewsubject:Lifeintheoceans・Step4.FastreadingReadthepassageasquicklyastheycan.Ishowthequestionsonthescreenandletthemgetthemainideaofeachparagraph:1・WhycanlivingthingsliveinsuchoceansaroundtheAntarctica?2.Whatdoesthewhalefeedon?3.Whatisthediffereneebetweenthespermwhaleandotherwhales?\nMethod:Readthetextindividually,usequestion—and—answeractivity.Purpose:Improvethestudents'readingability・Understandthegeneralideaofeachparagraph.Step5.Listening(bookclosed)1•Listentothetapethendoanexercise(.wbpage90tpart1)2.Trueorfalseexercise・(onthescreen)TraintheSs'listeningabilityandprepareforlaterexercises・Step6.1ntensivereadingReadthepassagecarefullyagainandanswersomedetailedquestionsonthescreen.1.Howmuchdoesawhaleeatatatime?2.Doallthewhalesfeedonsmallfish?3.Howdeepcanaspermwhaledive?Itisalsocalleddepthreadingorstudyreading.Itmeansreadingfordetailedinformation.Purpose:Furtherunderstandthetext(Trainfurtherreadingability)tofindoutsomedifferentsentencesanddetailsofthetext.Step7.Preparationfordetailsofthetextonthescreen1•・..itsheartslowstohalfitsnormalspeed.slow-v.tobecome/makeslower.2.・..usingsoundwavePresentparticipleusedasadverbial.3.providesth.forsb・providesb.withsth・4.atatime:eachtime5.growtoalengthof..・Purpose:TraintheSs*abilityofunderstand!ngandusinglaguage・Step8.Consolidation1•Findoutthetopicsentences・2.Retellthepassageaccordingtothetopicsentences・Purpose:IwanttoknowifmystudentsunderstandthewholetextreallyandiftheymasterwhatImeantotelltheminthisclass・What?smore,Iwanttoletthemhavetheabilityofintroducingandanalyzingexpression・Atthesametime,Iwillwritedownthetopicsentencesontheblackboardaccordingtowhatthestudentsfind,sotheycanretelliteasily.Step9.DiscussionShowthemsomepicturesaboutthepollutedseaandmanylivingthingswhichareindangerandaskthem:Whataretheiropinionsaboutit?Inordertoletthemhavefreechoice,Igivethemanothertopic:Theseaisbeingpolluted.Whatshouldtheydo?Purpose:Imeantogivethememotionaleducation.Igivethemmulti-mediapicturestoarousetheirinterestofstudyandtheirloveforlife.Imeantomakethemrealize:Theseaisindanger!Iteachthemtodotheirbesttohelpitanddosomethingfromnowon.Everyoneshoulddosomethingtoloveandprotectourhome・Step10.HomeworkWriteanarticleSavingthesea・Iwanttoimprovetheabilityoftheirwriting.Atthesametime,traintheabilityofdo-it-yourselfandlookinguptheinformationbythemseleves・\nPart4.BlackboarddesignUnit16Lesson63TopicSentences:1.SomelivingthingscanliveinAntarctica.(what)2.Thewhalefeedsonsmallfish・(what)3.Thespermwhalefeedsonsquid・(difference)Discussion:1・Thewhalesareindanger.Whafsyouropinionaboutit?2.Theseaisbeingpolluted.Whatshouldwedo?Inmyopinion,theblackboarddesigncanreflecttheteacher'sabilityofmasteringthetextandleadingthestudentstomasterthetexteasily.Inthistext,thedesignisnoteasytowrite・Iwritethetopicsentencesontheblackboardinordertotellthestudentsthatthisisoftheimportanceinthisclass・Thediscussionisofthedifficulty・Iwanttomakethedesigninductive,instructiveandartistic・