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英语说课

发布时间:2013-09-28 11:39:54  

说课

说课教师面对的是同行和专家,它不仅 要求教师说清教什么、怎么教,还要求 从理论上阐述这样教学的依据。

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从理论和实践的结合上具体阐述“我为什么要 这样教”。 说课是“说”教师的教学思路轨迹,“说”教 学方案是如何设计出来的,设计的优胜之处在 哪里,设计的依据是什么,预定要达到怎样的 教学目标,这好比一项工程的可行性报告,而 不是施工工程的本身。

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1、分析教材编写思路(包括知识结构与活动结构两 个方面) 2、依据教材编写思路说明教学目标与教学重难点 3、依据教学目标说明要完成的教学任务 4、依据预定教学任务陈述教与学的展开过程与具体 环节(即具体说明教学过程如何展开才能完成预定任 务,并说明不同教学任务、过程之间的过渡与衔接关 系,以体现教学过程的整体性。)

Framework
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Analysis of the teaching materials and students Teaching Aims Key points and difficult points Teaching method(s) and study method(s) Teaching procedure Board design

(一)、 教材内容 (15分) 指教材分析正确,对教材要求完成的任务的把握,教材编写意图的领会、学 生学习教材、分析学习类型的理解等正确、恰当。 (二)、 重点、难点、关键的表述的正确(10分) (三)、 教学目标(20分) 教学目标的制定必须具备科学性、全面性和层次性。 (四)、 教学设计(45分) 1、整体设计新颖、合理、有理论性。(10分) 2、教学方法,教学媒体选择符合教学原理,切合学生实际,适合教学要求。 (10分) 3、重要教学环节的设计合理,能用教学理论加以阐述。(10分) 4、教学过程中充分发挥学生的主体性作用,使学生积极主动参与教学活动。 (15分) (五)、语言表达素质 (15分) 1、逻辑性(10分) “说课”者语言表达条理清楚,层次分明,富有逻辑性。 2、艺术性(5分) “说课”者语言表达字正腔圆,悦耳动听,富有有艺术感染力。

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I. Contents: Today I’m going to talk about Part B(Let’s talk) of Unit 6(At A Farm), from PEP Primary English, Book 4. In the former class, the Ss had learned some words about the animals at a farm: sheep, hen, lamb, goat, cow and horse. In this lesson, I am going to take the Old Macdonald’s farm as the main line, help the Ss to learn how to say the plural forms of these words and use the sentence structure “Are they …? Yes, they are. / No, they aren’t” to ask and answer.

It mainly deals with how to ask others about their teachers’ appearance and how to describe them.

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II. Teaching aims On studying the teaching material and analyzing the children’s learning character, I put forward the te

aching aims according to English syllabus and National English Curriculum. 1. Aims on the knowledge (1) The Ss can understand and speak: “Are they …? Yes, they are. / No, they aren’t”and use these sentences in real situations. (2) The Ss can understand and read the conversation of the lesson.

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2. Aims on the abilities The Ss can use the patterns to express their thoughts in the proper scene. 3. Aims on the affect The students can form the habit of careful observation

III. Key-points and difficult points Key points: (1) To use the sentences: “Are they …? Yes, they are. / No, they aren’t” in real situations. (2) How to pronounce the plural form of the words correctly. Difficult points: (1) To use the sentences: “Are they …? Yes, they are. / No, they aren’t” in real situations.

Key Points 1). The students are able to listen, speak, read and write the sentences: when is your birthday? It’s in May. My birthday is in June. Uncle Bill’s birthday is in June, too.
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JEFC B3 L21的重点和难点均是“现在完成 时的基本结构和用法''。现在完成时态是课 程标准要求学生掌握的重要时态之一,本课是 该项语法教学的第一课,要对学生进行正确的 语言输入,为以后的教学打下坚实的基础。由 于英汉两种语言对"完成"和“过去"概念定义的 差异,学生往往对现在完成时、一般过去时的 含义和用法产生混淆,动词的过去式和过去分 词的使用也容易出现错误,因此,“现在完成 时的基本结构和用法"既是本课教学的重点, 又是本课教学的难点。现在完成时的动作发生

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Ⅳ.Teaching Methods: I adopt the methods of Communicative Language Teaching and Task-based Language Teaching in my teaching. The former is a “situation — activity” teaching method .It establishes a real situation for the interaction between the teacher and the Ss. It emphasizes a dynamic information exchange between the teacher and Ss. The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, and they are free to use any language they want. At the same time, I will make use of the modern CIA, which can arouse the Ss’ enthusiasm and creativity in learning English.

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V. Studying Methods:
Let Ss study in a relaxed and secure atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining, thinking etc. And it can also make preparation for completing the new learning task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by inquiry learning and cooperative learning. Thereby, it can develop the Ss’ abilities of studying and working with the learning language independently.

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VI. Teac

hing procedures I’ll finish this lesson in … steps. Step 1 Warm-up 1. Sing a song: Old Macdonald 2. TPR: Let’s do from Part A (Purpose: It is important to form a better English learning environment for the Ss by singing and doing some actions and at the same time it provides situations to review the learned knowledge and the most important purpose is to show the main line of the whole lesson, Old Macdonald)

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Step 3 Presentation and practice To present the key structures: “Are they …? Yes, they are. / No, they aren’t”, I’m going to use two different methods. First, on the basis of step 2, on the screen there appears some heads of sheep. I will ask: Are they …? Using the words: cats, dogs, cows, etc. and at last the word sheep. The Ss answer YES or NO. If they can’t say the sentences completely, I will give some help. Second, I will make use of the sound instead of pictures, e.g. the sound of the horses. And then let the Ss to ask, using the sentence: Are they …?

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Here, I will write the sentences on the blackboard. And then it’s the time to practice in different forms such as one by one, row by row, calling the names, etc. Make sure the Ss can say the sentences fluently; the next step is to do some practice in special situations with the help of the CAI.

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1. Little detective The Ss will see some unclear pictures PSed by Photoshop, so they will ask the question” Are they …?”naturally. The others can give the answer according to the right or wrong signs given by the teacher.\ 2. Riddle Game Divide the Ss into groups of four. The Ss in one group can discuss and have a guess when the teacher says a riddle one sentence by one sentence. E.g. I will say: They have long tails. The Ss can ask: Are they …? If they are wrong, I will give more hints and the game will go on.

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条理清楚而连贯 表达清晰准确

要求: 1、充满自信,亲切自然 2、详略得当,突出重点 3、紧凑连贯,逻辑严密 4、体现专长,突出特色 5、理论和实践相结合


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