大学英语说课稿范文义务教育英语课程标准

2019年大学英语说课稿范文案例1·中文说课根据《义务教育英语课程标准（2011年版）》关于五维课程目标的规定，本节课的教学目标有语言技能目标、语言知识目标、情感态度目标、学习策略目标和文化意识目标，详细内容如下：1.语言技能目标：能根据本课教学要求（了解课文结构与主旨，了解课文的细节内容），熟悉运用预测（Predicting）、略读（Skimming）、寻读（Scanning）和推测（Inferring）技能；在讨论和角色扮演过程中尝试运用所学的新词和句型，提建议和表达偏好或爱好。2.语言知识目标：能熟练掌握课文中黑体标注的英语词汇，如:classicalmusic,orchestra,instruments,studio,broadcast,etc；能运用表达偏好或爱好的基本句型，如:Iprefer/hate...becauseitmakesmefeelbored...IfI'm...,Iprefertolistento,etc；了解各类音乐形式和TheMonkees乐队的一些情况，了解如何组建乐队的常识。3.情感态度目标：了解音乐在人们生活中的重要性，提高音乐修养；体验文中乐队的成功经历，明白成功是需要不断努力的。4.学习策略目标：利用所教句型和所学知识积极与同学进行真实交流，培养交际策略；利用网络、报纸等查找、搜集各种音乐的形式和乐队的信息，培养资源策略。5.文化意识目标：了解世界音乐的不同形式，感受中西方音乐以及古典音乐与现代音乐之间的差异，增进对中西方音乐文化的了解。说课评析1这是12分钟多媒体辅助说课中说教学目标的片段。说课内容选自人教版普通高中课程标准实验教科书•英语2（必修）第5单元Music，本节课是阅读课。说课教师釆用分条陈述教学目标的方法，分别列出五维目标，条理清晰，明确具体，有助于听者判断本节课的教学目标能否达成。就目标陈述而言，虽然说课者并没有明确说出教学目标的行为主体，但从其动词的使用来看,其行为主体是学生。在行为动词的选择上，说课教师使用了如“了解”、“明白”、“熟悉”、“掌握”、“体验”、“感受”、“查找”、“搜集”等行为动词，使得教学目标明确、具体。说课教师还关注了教学目标达成的行为条件，针对不同的行为动词，使用了包括“根据本课教学要求（了解课文结构与主旨又要求了解课文的细节内容）”、“利用所教句型和所学知识”，“利用网络、报纸等”等行为条件。说课教师还关注了教学目标的表现水平或程度，区分了“掌握”和“熟练掌握”、“尝试运用”和“运用”等不同的表现水平和程度。案例2·英文说课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.说课评析2这是15分钟多媒体辅助英语说课中说教学目标的片段。说课内容选自人教版新目标英语八年级（上）第8单元Howwasyourschooltrip?本节课为读写综合技能课。说课教师结合说教学过程陈述语言技能目标。说课者首先陈述了具体教学环节，说清了教师的教和学生的学，同时也说出了达成教学目标（summarizingthestructureofthepassage）的具体步骤（回答阅读理解问题，复述课文，概括文章框架）。因为结合了教学过程说语言技能目标，行为主体、行为条件等无需专门陈述。案例3·英文说课Theshiningpointsofthelessoninvolvenotonlythedesignofthelearningactivitiesbutalsothewaytoachievethelearningobjectives.

Asforthelanguageskills,thestudentshavepredictedthecontentaccordingtothetitleanditskeywords.TheyhavefoundoutsomespecificinformationofthepeoplewhoareinvolvedinthechangeoftheAmberRoombyscanning.Secondly,

knowledgeobjectives.Thestudentsnotonlyhaveknownthemeaningsofsomenewwords,phrasesandthestructure(have...done)butalsocouldusethemwhenretellingthestory.Thirdly,culturalawareness,thestudentshaverealizedthevalueofculturalrelicsanddevelopedastrongdesiretoprotectthemafterthegroupdiscussion.说课评析3这是15分钟无辅助英语说课中说教学目标的片段。说课内容选自人教版普通高

中课程标准实验教科书-英语2(必修)第1单元Culturalrelics,本节课是阅读课。说课教师在说教学过程之后结合教学亮点说教学目标及其达成情况。作为说课的结束部分，该教师把语言技能、语言知识和文化意识等作为陈述教学亮点的维度。既是目标的达成，也是亮点的所在。在陈述已达成的目标时，教师使用了行为动词(如predict,findout,know,understandanduse,realize,develop)的现在完成时，明确具体。教师还关注了目标达成的行为条件，如accordingtothetitleanditskeywords,byscanning,whenretelling,thestory,afterthegroupdiscussion,可操作性较强。

英语说课稿范文

一、Introduction（导言）英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，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，有着突出的作用。二、说课的基本原则1.

遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、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：谈谈学生的知识与能力结构，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：说为什么要设计该程序？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、概括性和艺术性。四、注重说课信息和反馈与总结说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、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.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