高中英語(yǔ)說(shuō)課

高中英語(yǔ)說(shuō)課

　　一、Introduction（導(dǎo)言）

　　英語(yǔ)說(shuō)課是英語(yǔ)教學(xué)中的重要一環(huán)，也是衡量一位英語(yǔ)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(shuō)課的基本原則

　　1. 遵循教學(xué)大綱要求，明確說(shuō)課內(nèi)容。把握說(shuō)課與上課的區(qū)別與聯(lián)系，正確理解教材、教案說(shuō)課、上課之間的層進(jìn)關(guān)系，走出說(shuō)課即是“說(shuō)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(shuō)課的完整性。

　　4. 與教案相結(jié)合，體現(xiàn)其可操作性。

　　三、說(shuō)課的基本程序

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

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

　　6. 說(shuō)板書設(shè)計(jì)：談?wù)劙鍟�設(shè)計(jì)的根據(jù)和理由，力求體現(xiàn)說(shuō)板書設(shè)計(jì)的程序性、概括性和藝術(shù)性。

　　四、注重說(shuō)課信息和反饋與總結(jié)

　　說(shuō)課的對(duì)象可以是專家、同行甚至是學(xué)生。向說(shuō)課對(duì)象征詢意見、獲取信息，力求不斷改進(jìn)和提高。

　　五、附earthquakes說(shuō)課稿Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is earthquakes taken from Unit 4 in New Senior English for China. 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. By studying Unit4, Ss can improve their reading ability, learn more about the earthquakes. 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.

　　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 have a basic knowledge about earthquakes and know how to protect oneself and help others in disasters.

　　Key points:

　　How to understand the text better.

　　Teaching difficult points:

　　 1. Use your own words to retell the text.

　　2. Discuss how to protect oneself and help others in disasters.

　　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:

　　 Question-and-answer activity teaching method

　　Watch-and-listen activity

　　Free discussion method

　　Pair work or individual work method

　　Teaching aids:

　　 1. a blackboard

　　2. a tape recorder

　　Part 3. Teaching steps

　　I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

　　Step 1 Revision

　　 1. Ask students some questions to revise the last lesson.

　　2. Check the homework（find out some information about earthquakes）. Through this part we can consolidate what they studied yesterday, communicate with others about their information and prepare for the new lesson.

　　Step 2. Warming-up and preparation for reading

　　 Show them some pictures and let them talk each other, and then use the pictures about earthquakes to learn new words, for example, smelly, steam, burst, disaster and so on.

　　Purpose: Arouse the students’ interest of study.

　　Bring in new subject: Earthquakes.

　　Step 3. Fast reading

　　 Read the passage as quickly as they can and let them get the main idea of each paragraph:

　　Purpose: Improve the students’ reading ability.

　　Understand the general idea of each paragraph.

　　Step 4. Listening（book closed）

　　Listen to the tape then do an exercise（ page 27, part 1）

　　Train the Ss’ listening ability and prepare for later exercises.

　　Step 5. Intensive reading

　　 Read the passage carefully again and answer some detailed questions on the blackboard.

　　1. What natural signs of a coming disaster were there?

　　2. Can you think of some reasons why these signs weren’t noticed?

　　3. What events probably made the disaster worse?

　　4. How were the survivors helped?

　　It is also called depth reading or study reading. It means reading for detailed information.

　　Method: Read the text individually, use question—and—answer activity.

　　Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.

　　Step 6. 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 7. Discussion

　　 Show them some pictures about the earthquakes and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: If there is an earthquake, what should they do?

　　Purpose: I mean to make they know how to protect oneself and help others in disasters I teach them to do their best to protect themselves and help others in disasters.

　　Step 8. Homework

　　 Write an article about earthquakes. 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 themselves.

　　Part 4. Blackboard design

　　 Unit 4

　　Topic Sentences:

　　Discussion:

　　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

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