初中英語說課筆記

1、初 中 英 語 說 課 筆 記本溪市化學(xué)工業(yè)學(xué)校姚宇2011.4.20 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教材的把握、分析及教師本人對上課進(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

2、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) 說課的對象可以是專家、同行甚至是學(xué)生。向說課

3、對象征詢意見、獲取信息，力求不斷改進(jìn)和提高。 五、初三英語SB 2B U16 Lesson 63說課稿 Unit 16 Lesson 63 Hello, everyone. Today Im very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts. Part 1 My understanding

4、 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. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life i

5、n the oceans. 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. Let the Ss understand the sea better, love the sea an

6、d save the sea and the life of the sea. 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 love the life of the sea and do something to stop it being polluted. Key points / Teaching important points

7、: How to understand the text better. Teaching difficult points: 1. Use your own words to retell the text. 2. Discuss the pollution of the sea and how to save the sea. Something about the Ss: 1. The Ss have known something about the sea and sea life through the Internet and other ways. 2. They are la

8、ck of vocabulary. 3. They dont often use English to express themselves and communicate with others. 4. Some Ss are not active in the class because they are afraid of making mistakes. Part 2 My teaching theories, methods and aids Before dealing with this lesson, Ill do my best to carry out the follow

9、ing 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: Double activities teaching method

10、Question-and-answer activity teaching method Watch-and-listen activity Free discussion method Pair work or individual work method Teaching aids: 1. a projector 2. a tape recorder 3. multimedia 4. the blackboard Part 3. Teaching steps / procedures I have designed the following steps to train their ab

11、ility of listening, speaking, reading and writing, especially reading ability. The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetin

12、gs Greet the whole class as usual. Step 2. Revision 1. Ask students some questions to revise the last lesson（show them on the screen）. a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight） b. What is coral? Why are corals not found in deep water? c. Wh

13、y is the Dead Sea called the Dead Sea? 2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for th

14、e new lesson. Step 3. Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on. Purpose: Arouse the students interest of s

15、tudy. Bring in new subject: Life in the oceans. Step 4. Fast reading Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph: 1. Why can living things live in such oceans around the Antarctica? 2. What does the whale feed on? 3. Wh

16、at is the difference between the sperm whale and other whales? Method: Read the text individually, use questionandanswer activity. Purpose: Improve the students reading ability. Understand the general idea of each paragraph. Step 5. Listening（book closed） 1. Listen to the tape then do an exercise（wb

17、 page 90, part 1） 2. True or false exercise.（on the screen） Train the Ss listening ability and prepare for later exercises. Step 6. Intensive reading Read the passage carefully again and answer some detailed questions on the screen. 1. How much does a whale eat at a time? 2. Do all the whales feed o

18、n small fish? 3. How deep can a sperm whale dive? It is also called depth reading or study reading. It means reading for detailed information. Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text. Step 7. Preparation for de

19、tails of the text on the screen 1. .its heart slows to half its normal speed. slow-v. to become / make slower. 2. .using sound wave Present participle used as adverbial. 3. provide sth. for sb. provide sb. with sth. 4. at a time: each time 5. grow to a length of. Purpose: Train the Ss ability of und

20、erstanding and using laguage. Step 8. 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. Whats more, I want to let th

21、em 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 9. Discussion Show them some pictures about the polluted sea and many living things which are

22、 in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do? Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their

23、love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home. Step 10. Homework Write an article Saving the sea. I want to improve the ability of their writing. At th

24、e same time, train the ability of do-it-yourself and looking up the information by themseleves. Part 4. Blackboard design Unit 16 Lesson 63 Topic Sentences: 1. Some living things can live in Antarctica.（what） 2. The whale feeds on small fish.（what） 3. The sperm whale feeds on squid.（difference） Disc

25、ussion: 1. The whales are in danger. Whats your opinion about it? 2. The sea is being polluted. What should we do? In my opinion, the blackboard design can reflect the teachers ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to w

26、rite. 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.A. Warming up : Task 1 Matching competition (group work) Column A Column

27、B 1、 Fu Jian Province a、a cartoon maker 2、 San Francisco b、the electric lamp 3、 Alexander Bell c、the first telephone 4、 Thomas Edison d、earthquake 5、 Albert Einstein e、typhoon 6、 Walt Disney f、the Theory of Relativity Question: Why do you think so ? Task2: Looking at the following pictures, find out

28、 the answers to the questions: 1) Do you know who or what they are ? 2) What made them unforgettable? 3) Can you describe each picture using one sentence( with the help of the words under the picture) Task 3: Let the students describe each picture with Attributive Clause. eg: Zhang Heng is the man w

29、ho made the earliest seismograph in 132. B. Pre-listening Task: Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group work) 1) When did the earthquake happen? 2) Where was the man driving when it happen? 3) What was he going to do? Lis

30、tening(Part 1): Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time) Task 3: Listening to the tape to put the following into the right order. ( ) 1. I stopped the car and at the same time the road fell onto the cars in front of me. ( ) 2. I was hungry

31、so I started to eat one. ( ) 3. I saw the cars in front of me start to move from side to side. ( ) 4. I had finished work and then gone to the Post Office. ( ) 5. I slowed down ,then my car started to shake. ( ) 6. I stopped off at a shop in order to get some fresh fruit. ( ) 7. I drove even slower, then the road above started to fall down. Task 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words. Task 5 : Discussion (Group work) What would happen to Hank Stram finally? Listening (Part 2) Task1: Listening to the second part to choose th