大學(xué)英語說課稿范文義務(wù)教育英語課程標(biāo)準(zhǔn)

2019年大學(xué)英語說課稿范文案例1·中文說課根據(jù)《義務(wù)教育英語課程標(biāo)準(zhǔn)（2011年版）》關(guān)于五維課程目標(biāo)的規(guī)定，本節(jié)課的教學(xué)目標(biāo)有語言技能目標(biāo)、語言知識(shí)目標(biāo)、情感態(tài)度目標(biāo)、學(xué)習(xí)策略目標(biāo)和文化意識(shí)目標(biāo)，詳細(xì)內(nèi)容如下：1.語言技能目標(biāo)：能根據(jù)本課教學(xué)要求（了解課文結(jié)構(gòu)與主旨，了解課文的細(xì)節(jié)內(nèi)容），熟悉運(yùn)用預(yù)測(cè)（Predicting）、略讀（Skimming）、尋讀（Scanning）和推測(cè)（Inferring）技能；在討論和角色扮演過程中嘗試運(yùn)用所學(xué)的新詞和句型，提建議和表達(dá)偏好或愛好。2.語言知識(shí)目標(biāo)：能熟練掌握課文中黑體標(biāo)注的英語詞匯，如:classicalmusic,orchestra,instruments,studio,broadcast,etc；能運(yùn)用表達(dá)偏好或愛好的基本句型，如:Iprefer/hate...becauseitmakesmefeelbored...IfI'm...,Iprefertolistento,etc；了解各類音樂形式和TheMonkees樂隊(duì)的一些情況，了解如何組建樂隊(duì)的常識(shí)。3.情感態(tài)度目標(biāo)：了解音樂在人們生活中的重要性，提高音樂修養(yǎng)；體驗(yàn)文中樂隊(duì)的成功經(jīng)歷，明白成功是需要不斷努力的。4.學(xué)習(xí)策略目標(biāo)：利用所教句型和所學(xué)知識(shí)積極與同學(xué)進(jìn)行真實(shí)交流，培養(yǎng)交際策略；利用網(wǎng)絡(luò)、報(bào)紙等查找、搜集各種音樂的形式和樂隊(duì)的信息，培養(yǎng)資源策略。5.文化意識(shí)目標(biāo)：了解世界音樂的不同形式，感受中西方音樂以及古典音樂與現(xiàn)代音樂之間的差異，增進(jìn)對(duì)中西方音樂文化的了解。說課評(píng)析1這是12分鐘多媒體輔助說課中說教學(xué)目標(biāo)的片段。說課內(nèi)容選自人教版普通高中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書?英語2（必修）第5單元Music，本節(jié)課是閱讀課。說課教師釆用分條陳述教學(xué)目標(biāo)的方法，分別列出五維目標(biāo)，條理清晰，明確具體，有助于聽者判斷本節(jié)課的教學(xué)目標(biāo)能否達(dá)成。就目標(biāo)陳述而言，雖然說課者并沒有明確說出教學(xué)目標(biāo)的行為主體，但從其動(dòng)詞的使用來看,其行為主體是學(xué)生。在行為動(dòng)詞的選擇上，說課教師使用了如“了解”、“明白”、“熟悉”、“掌握”、“體驗(yàn)”、“感受”、“查找”、“搜集”等行為動(dòng)詞，使得教學(xué)目標(biāo)明確、具體。說課教師還關(guān)注了教學(xué)目標(biāo)達(dá)成的行為條件，針對(duì)不同的行為動(dòng)詞，使用了包括“根據(jù)本課教學(xué)要求（了解課文結(jié)構(gòu)與主旨又要求了解課文的細(xì)節(jié)內(nèi)容）”、“利用所教句型和所學(xué)知識(shí)”，“利用網(wǎng)絡(luò)、報(bào)紙等”等行為條件。說課教師還關(guān)注了教學(xué)目標(biāo)的表現(xiàn)水平或程度，區(qū)分了“掌握”和“熟練掌握”、“嘗試運(yùn)用”和“運(yùn)用”等不同的表現(xiàn)水平和程度。案例2·英文說課Afterclosereading,we'llfirstchecktheanswersandsharestudents'opinions.NextI'mgoingtohelpthestudentsfindoutthestructurebytalkingabouthowNick'sDaywas,whathedidandwhyhedidso.ThenI'llaskstudentstoretellthepassagebylookingatthestructure.Afterretelling,allofthestudentswillunderstandthepassagebetter,andtheycanalsosummarizethestructureofthereadingpassage.Thisskillcanalsobetransferredtowritingone'sdayoff.It'slikethis（onPPT）,whichactuallyconsistsofthreeparts:

beginning,bodyandending.Thus,thelearningobjectiveoflanguageskill

一

summarizingthestructureofthepassagecanbeachieved.說課評(píng)析2這是15分鐘多媒體輔助英語說課中說教學(xué)目標(biāo)的片段。說課內(nèi)容選自人教版新目標(biāo)英語八年級(jí)（上）第8單元Howwasyourschooltrip?本節(jié)課為讀寫綜合技能課。說課教師結(jié)合說教學(xué)過程陳述語言技能目標(biāo)。說課者首先陳述了具體教學(xué)環(huán)節(jié)，說清了教師的教和學(xué)生的學(xué)，同時(shí)也說出了達(dá)成教學(xué)目標(biāo)（summarizingthestructureofthepassage）的具體步驟（回答閱讀理解問題，復(fù)述課文，概括文章框架）。因?yàn)榻Y(jié)合了教學(xué)過程說語言技能目標(biāo)，行為主體、行為條件等無需專門陳述。案例3·英文說課Theshiningpointsofthelessoninvolvenotonlythedesignofthelearningactivitiesbutalsothewaytoachievethelearningobjectives.

Asforthelanguageskills,thestudentshavepredictedthecontentaccordingtothetitleanditskeywords.TheyhavefoundoutsomespecificinformationofthepeoplewhoareinvolvedinthechangeoftheAmberRoombyscanning.Secondly,

knowledgeobjectives.Thestudentsnotonlyhaveknownthemeaningsofsomenewwords,phrasesandthestructure(have...done)butalsocouldusethemwhenretellingthestory.Thirdly,culturalawareness,thestudentshaverealizedthevalueofculturalrelicsanddevelopedastrongdesiretoprotectthemafterthegroupdiscussion.說課評(píng)析3這是15分鐘無輔助英語說課中說教學(xué)目標(biāo)的片段。說課內(nèi)容選自人教版普通高

中課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書-英語2(必修)第1單元Culturalrelics,本節(jié)課是閱讀課。說課教師在說教學(xué)過程之后結(jié)合教學(xué)亮點(diǎn)說教學(xué)目標(biāo)及其達(dá)成情況。作為說課的結(jié)束部分，該教師把語言技能、語言知識(shí)和文化意識(shí)等作為陳述教學(xué)亮點(diǎn)的維度。既是目標(biāo)的達(dá)成，也是亮點(diǎn)的所在。在陳述已達(dá)成的目標(biāo)時(shí)，教師使用了行為動(dòng)詞(如predict,findout,know,understandanduse,realize,develop)的現(xiàn)在完成時(shí)，明確具體。教師還關(guān)注了目標(biāo)達(dá)成的行為條件，如accordingtothetitleanditskeywords,byscanning,whenretelling,thestory,afterthegroupdiscussion,可操作性較強(qiáng)。

英語說課稿范文

一、Introduction（導(dǎo)言）英語說課是英語教學(xué)中的重要一環(huán)，也是衡量一位英語教師對(duì)教材的把握、分析及教師本人對(duì)上課進(jìn)程的宏觀控制能力的有力手段，能從理論上指導(dǎo)教師貫徹教學(xué)大綱，真正做到教與學(xué)相結(jié)合，將教材、大綱、教師、學(xué)生、課堂融為有機(jī)整體，對(duì)不斷提高教師教學(xué)能力和教研能力，有著突出的作用。二、說課的基本原則1.

遵循教學(xué)大綱要求，明確說課內(nèi)容。把握說課與上課的區(qū)別與聯(lián)系，正確理解教材、教案說課、上課之間的層進(jìn)關(guān)系，走出說課即是“說教案”的誤區(qū)。2.

以教師為主導(dǎo)，學(xué)生為主體，體現(xiàn)先進(jìn)的教學(xué)理念。3.

詳略得當(dāng)，重點(diǎn)突出，體現(xiàn)說課的完整性。4.

與教案相結(jié)合，體現(xiàn)其可操作性。三、說課的基本程序1.

說教材：科學(xué)分析教材，明確重點(diǎn)難點(diǎn)、教學(xué)目標(biāo)和要求以及教材在單元中的地位和作用。2.

說學(xué)生：談?wù)剬W(xué)生的知識(shí)與能力結(jié)構(gòu)，明確說課內(nèi)容的難易程度。3.

說教法：談?wù)劚竟?jié)課要實(shí)施的教學(xué)手段、方法以及教具的使用。4.

說學(xué)法：談?wù)剬W(xué)習(xí)方法的運(yùn)用以及將要實(shí)現(xiàn)的目標(biāo)。5.

說教學(xué)程序：說為什么要設(shè)計(jì)該程序？目的、意圖何在？結(jié)果如何？6.

說板書設(shè)計(jì)：談?wù)劙鍟O(shè)計(jì)的根據(jù)和理由，力求體現(xiàn)說板書設(shè)計(jì)的程序性、概括性和藝術(shù)性。四、注重說課信息和反饋與總結(jié)說課的對(duì)象可以是專家、同行甚至是學(xué)生。向說課對(duì)象征詢意見、獲取信息，力求不斷改進(jìn)和提高。五、附SB2BU16Lesson63說課稿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.TheSshaveknownsomethingabouttheseaandsealifethroughtheInternetandotherways.2.Theyarelackofvocabulary.3.Theydon’toftenuseEnglishtoexpressthemselvesandcommunicatewithothers.4.SomeSsarenotactiveintheclassbecausetheyareafraidofmakingmistakes.Part2Myteachingtheories,methodsandaidsBeforedealingwiththislesson,I’lldomybesttocarryoutthefollowingtheories:MaketheSstherealmastersinclasswhiletheteacherhimselfactsasdirector；Combinethelanguagestructureswiththelanguagefunctions;LetthestudentsreceivesomemoraleducationwhiletheyarelearningtheEnglishlanguage.Teachingmethod:DoubleactivitiesteachingmethodQuestion-and-answeractivityteachingmethodWatch-and-listenactivityFreediscussionmethodPairworkorindividualworkmethodTeachingaids:1.aprojector2.ataperecorder3.multimedia4.theblackboardPart3.Teachingsteps/proceduresIhavedesignedthefollowingstepstotraintheirabilityoflistening,speaking,readingandwriting,especiallyreadingability.Theentirestepsare:Greetings,Revision,Lead-inandpreparationforreading,Fastreading（scanning）,Listening,Intensivereading,Preparationfordetailsofthetext,Consolidation,Discussion,HomeworkStep1GreetingsGreetthewholeclassasusual.Step2.Revision1.Askstudentssomequestionstorevisethelastlesson（showthemonthescreen）.a.Howmuchsaltdotheoceanscontainperthousandpartsofwater?（35partsofsalt.3.5%byweight）b.Whatiscoral?Whyarecoralsnotfoundindeepwater?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.Whatisthedifferencebetweenthespermwhaleandotherwhales?Method:Readthetextindividually,usequestion—and—answeractivity.Purpose:Improvethestudents’

readingability.Understandthegeneralideaofeachparagraph.Step5.Listening（bookclosed）1.Listentothetapethendoanexercise（wbpage90,part1）2.Trueorfalseexercise.（onthescreen）TraintheSs’

listeningabilityandprepareforlaterexercises.Step6.IntensivereadingReadthepassagecarefullyagainandanswersomedetailedquestionsonthescreen.1.Howmuchdoesawhaleeatatatime?2.Doallthewhalesfeedonsmallfish?3.Howdeepcanaspermwhaledive?Itisalsocalleddepthreadingorstudyreading.Itmeansreadingfordetailedinformation.Purpose:Furtherunderstandthetext

（Trainfurtherreadingability）

tofindoutsomedifferentsentencesanddetailsofthetext.Step7.Preparationfordetailsofthetextonthescreen1....itsheartslowstohalfitsnormalspeed.slow-v.tobecome/makeslower.2....usingsoundwavePresentparticipleusedasadverbial.3.providesth.forvidesb.withsth.4.atatime:eachtime5.growtoalengthof...Purpose:TraintheSs’

abilityofunderstandingandusinglaguage.Step8.Consolidation1.Findoutthetopicsentences.2.Retellthepassageaccordingtothetopicsentences.Purpose:IwanttoknowifmystudentsunderstandthewholetextreallyandiftheymasterwhatImeantotelltheminthisclass.What’smore,Iwanttoletthemhavetheabilityofintroducingandanalyzingexpression.Atthesametime,Iwillwritedownthetopicsentencesontheblackboardaccordingtowhatthestudentsfind,sotheycanretelliteasily.Step9.DiscussionShowthemsomepicturesaboutthepollutedseaandmanylivingthingswhichareindangerandaskthem:Whataretheiropinionsaboutit?Inordertoletthemhavefreechoice,Igivethemanothertopic:Theseaisbeingpolluted.Whatshouldtheydo?Purpose:Imeantogivethememotionaleducation.Igivethemmulti-mediapicturestoarousetheirinterestofstudyandtheirloveforlife.Imeantomakethemre