教学设计教案说课稿的区别省公共课一等奖全国赛课获奖课件.pptx

教学设计教学设计教案教案说课稿区分说课稿区分第1页教学设计含义教学设计含义我国学者认为：我国学者认为：教学设计教学设计实质上是对教师课堂教学行实质上是对教师课堂教学行为一个事先策划，是对学生达成教学目标、为一个事先策划，是对学生达成教学目标、表现出学业进步条件和情景所做安排。表现出学业进步条件和情景所做安排。第2页英语课堂教学设计英语课堂教学设计是英语教师依据一定英是英语教师依据一定英语教学理念、教学理论、教学实践经验对语教学理念、教学理论、教学实践经验对课堂教学行为课堂教学行为一个策划一个策划，是对学生达成英，是对学生达成英语学习目标，表现出学业进步条件和情景语学习目标，表现出学业进步条件和情景所做安排。所做安排。第3页课堂教学设计内容课堂教学设计内容课堂教学设计内容课堂教学设计内容包含教材分析、学情分析包含教材分析、学情分析（学生学习水平表述、学习习惯和能力分析）（学生学习水平表述、学习习惯和能力分析）、教学目标（知识与技能、情感态度与价值、教学目标（知识与技能、情感态度与价值观）、教学重难点、教学方法、设计思绪或观）、教学重难点、教学方法、设计思绪或意图、教学过程、课堂小结、课后延伸（作意图、教学过程、课堂小结、课后延伸（作业）、板书设计、教学过程自主性评价（教业）、板书设计、教学过程自主性评价（教学反思）、教学资源链接、文档规范等等。学反思）、教学资源链接、文档规范等等。第4页教学设计案例教学设计案例 1、文本：、文本：http:/210.33.80.27:9200/font/show.aspx?AID=409 2、表格：、表格：第5页教案定义教案定义教案教案就是教学内容文本，也称课时计划，就是教学内容文本，也称课时计划，是教师依据课标、教材和学生实际情况，是教师依据课标、教材和学生实际情况，为实现课堂教学目标而确定教学方案。为实现课堂教学目标而确定教学方案。第6页教案内容教案内容 PEP Go for it B7B Unit 8 Id like some noodles.Period 1Background information:(可略可略)Teaching objectivesTeaching contents/material（可略）（可略）Focal points or Focus(Teaching important points,Teaching difficult points):第7页Lesson type（可略）（可略）Teaching methodsTeaching aids Teaching steps/proceduresHomeworkBlackboard DesignAfter class reflection第8页教案案例教案案例第9页说课稿撰写说课稿撰写第10页 说课总体思绪说课总体思绪 教什么教什么怎么教怎么教为何这么教为何这么教第11页说课内容说课内容 说课内容可总结为说课内容可总结为“四说二写一展示四说二写一展示”。“四说四说”：说教材、说教法、说学法、说教学程序；：说教材、说教法、说学法、说教学程序；“二写二写”：写出本课课题及板书设计；：写出本课课题及板书设计；“一展示一展示”：展示自己设计辅助教学课件。：展示自己设计辅助教学课件。第12页the presenterBrief introduction of the teaching material the procedure of the LPP Part 1LessonPlanPresentation(LPP)第13页Example Good morning,everyone.Im XX from XX Middle School.Im very glad to share my lesson plan with you.The lesson Im going to talk about today is from Go For It,Book 8A,Unit 8 How was your school trip?Period 4，Reading for writing.Id like to explain it from these five aspects.第14页1、说教材简析，简明说明本说课内容来自哪、说教材简析，简明说明本说课内容来自哪一册书、哪一章节；一册书、哪一章节；一说教材一说教材2、说教材地位和作用：分析教材编写意图、说教材地位和作用：分析教材编写意图、主要内容及特点，分析本课教学内容与学主要内容及特点，分析本课教学内容与学生先前掌握知识和将要学习知识内在联络，生先前掌握知识和将要学习知识内在联络，说明本课教学在单元知识体系中，甚至整说明本课教学在单元知识体系中，甚至整个教学中地位和作用。个教学中地位和作用。第15页 ExampleThe analysis of the teaching materialThe topic of this lesson is Day Off.The reading material is a letter from Nick about his day off which is well organized in the sequence of time.第16页3、说学情分析、说学情分析1）学生年纪特点分析）学生年纪特点分析2）学生已经有知识经验分）学生已经有知识经验分析析3）学生学习能力分析）学生学习能力分析4）学生学习格调分析）学生学习格调分析第17页Example The analysis of the learning conditionEven though the topic Day off is familiar to the students in my class,still some of them cant write a well-organized passage about their day offs.With the limited vocabulary,the students may lack of rich words to show their day offs.Fortunately,the reading passage 3a offers a nice model for students to imitate.第18页4、说教材处理、说教材处理；6、教学目标、教学目标知识目标知识目标能力目标能力目标德育目标德育目标5、说重点、难点；、说重点、难点；第19页Example The learning objectivesFirst,language skills.By the end of the class,students will be able to read for the outline of the reading passage and write a short passage about their day offs according to the outline.This is also the learning focus of this class.Next,language knowledge.Students can use the following words and expressions.(slide)第20页Then,affect.In this class,students will share the happiness of their classmates experiences and understand that we need to both work hard and have fun in our life.As for culture awareness,students will understand the meaning and the function of yard sale.Finally,learning strategy.In this class,students will improve their ability of autonomous learning and cooperative learning.第21页The language focusThese are the language focus(slide)and these are the anticipated difficulties.My students may find it difficult to figure out the structure and they may lack of nice expressions in their writing.Therefore,lots of attention will be paid to the writing structure and nice expressions in this class.These are the possible ways to solve the difficulty.第22页The analysis of the teaching material the learning conditionthe learning objectives the language focus the anticipated difficulties and possible solution Part 2第23页二说教法二说教法教法是完成教学任务，师生相互作用所采教法是完成教学任务，师生相互作用所采取方式、伎俩和路径。取方式、伎俩和路径。说教法要说明：说教法要说明：1、本课教学中落实什么教学标准；、本课教学中落实什么教学标准；2、采取什么教学模式，并做出必要解释、采取什么教学模式，并做出必要解释和说明。和说明。第24页三说学法三说学法学法是指学生学习知识、掌握知识方法学法是指学生学习知识、掌握知识方法和路径。和路径。1、要结合课堂教学内容，说出在本课教学过程、要结合课堂教学内容，说出在本课教学过程中，指导学生学习使用或学会使用什么学习中，指导学生学习使用或学会使用什么学习方法方法；2、要说明结合本课教学培养学生哪种学习能力。、要说明结合本课教学培养学生哪种学习能力。说学法：说学法：3、怎样调动学生主动性和激发学习兴趣等。、怎样调动学生主动性和激发学习兴趣等。第25页Teaching methods and teaching aidsTo achieve the above objectives,I will adopt top-down model for reading and process approach for writing in this class.I will use PPT documents and OHP as my teaching aids.第26页The statement of the teaching&learning methods and teaching aids Part 3第27页四说程序四说程序教学程序是说课主要内容。说出自己教学教学程序是说课主要内容。说出自己教学思绪及理论依据，课堂结构及板书等。思绪及理论依据，课堂结构及板书等。2、说清各个教学步骤详细活动和时间分配；、说清各个教学步骤详细活动和时间分配；说教学程序说教学程序1、要简明说出该课各个教学步骤详细教学步、要简明说出该课各个教学步骤详细教学步骤名称及相关教学内容、步骤、教学活动组织骤名称及相关教学内容、步骤、教学活动组织和安排；和安排；3、要说明怎样经过教学突出重点，突破难点，、要说明怎样经过教学突出重点，突破难点，抓好关键，要尽可能勾画出课堂教学概貌。抓好关键，要尽可能勾画出课堂教学概貌。第28页Example Before classI will play Kurt Nilsens song Day Off before class.This aims to attract students attention and get them ready for class.第29页Step 1.Warming-upTo warm up,we will talk about Kurts Day Off.Ill ask students to guess what Kurt did on his day off by brainstorming.This is going to activate students background information about different kinds of activities and review past tense of verb which is helpful for students writing.Then Ill show students the activities Kurt did to learn some new words like:sale,yard and all day.This will get them a general idea of talking about something in the sequence of time.第30页Step 2.Pre-readingThrough warming-up activity above,students might know Kurt had a good day off.Then I will ask:“How was Nicks day off?”Ill show students a picture about Nicks day off before they read and talk about it.By talking about the activity,the place and the weather,students learn the words like yard sale,umbrella,raincoat,get wet,in my opinion etc.naturally.第31页Besides,by talking about the picture,students get some information about Nicks day off which will help them read better.Among these expressions,“yard sale”is especially new to students.In order to help students understand it,Ill show them some background information.Step 2.Pre-reading第32页Step 3.While-readingNow its time to read.Students are asked to read the letter,take notes of what Nick did and give their opinions about his day off.This is the process of input by reading.第33页Step 4.Post-readingAfter students finish reading,well first check the answers and share students opinions.Next Im going to help students find out the structure by talking about when Nick did the activities,why he did the activity and what happened.Then Ill ask students to retell the passage by looking at the structure.By retelling,students not only understand the passage better,but also summarize the structure of writing ones day off.Its like this,which actually consists of three parts:beginning,body and ending.第34页Step 4.Post-readingHowever,only knowing the structure is not enough to write a nice passage.We also need to pay attention to the expressions.So Ill ask students to find out the useful expressions in this passage and then learn together.第35页Step 5.Preparation for writingTo practice using the structure and the new expressions,Ill create another situation,Toms day off.Students will first talk about Toms day off with their partners and then Ill show them two passages(Passage A and B).Ask them to find out the better one and tell the reason.第36页Step 5.Preparation for writingPassage B is better,because there are two mistakes Passage B is better,because there are two mistakes about verb tense in Passage A.There are no about verb tense in Passage A.There are no mistakes in Passage B.Besides,Passage B is written mistakes in Passage B.Besides,Passage B is written clearly in the sequence of time.clearly in the sequence of time.After this,Ill show them Passage B and C.and again ask them to find out the better one.It is It is Passage C.Because Passage C is clearly written in Passage C.Because Passage C is clearly written in the sequence of time and there are some nice the sequence of time and there are some nice expressions.expressions.第37页Step 5.Preparation for writingFrom the above examples,students will understand that both clear structure and nice expressions are important in our writing,and today we learn how to write the body part in the sequence of time.This is the writing strategy for this class.The teacher leads students to find out the strategy instead of telling them what it is.第38页Step 6.WritingAfter doing the above work,it is time for students to write about their day offs.In this part,students are learning by writing.The writing takes about 5 minutes.第39页Step 7.Post Writing5 minutes later,students will be first asked to discuss each others writing from the following two aspects:structure and expressions.This helps students to cooperate with partners and improve their writing.After students discussion,well share some passages with the help of the OHP.This checks how well students can do.and by reading the passages students are learning by revising their partners writing works.第40页Step 7.Post WritingStrike while the iron is hot.I will ask my students to write a passage about someones day off as the homework.Finally,this is the blackboard design(slide).第41页The description of teaching procedures Part 4第42页二写二写1、标题、标题第43页2、板面设计、板面设计板书设计是教师依据教学需要，用文字、板书设计是教师依据教学需要，用文字、图形、线条、符号等粗略勾勒讲授提要，图形、线条、符号等粗略勾勒讲授提要，直观展现教学主要内容、重点、难点，教直观展现教学主要内容、重点、难点，教学目标和要求教学行为。学目标和要求教学行为。说板书设计说板书设计1、要说明板书内容、板书设计整体布局及、要说明板书内容、板书设计整体布局及展开程序；展开程序；2、说清教师是怎样按照学生知觉和注意特征、说清教师是怎样按照学生知觉和注意特征、借助于板书将知识信息结构展现给学生。借助于板书将知识信息结构展现给学生。第44页多媒体辅助英语说课多媒体辅助英语说课多媒体辅助英语说课是以英语为语言工多媒体辅助英语说课是以英语为语言工具，利用多媒体伎俩辅助英语说课。具，利用多媒体伎俩辅助英语说课。一展示一展示第45页After class reflectionTo sum up,Ill adopt students-centered principle in this class.I will try to limit teachers talking time and carry out a variety of learning activities to involve most students to participate.During the process of learning,Im a guide,an organizer and a facilitator.Ill try to help my students learn effectively and efficiently.Students will be the real communicators in learning and using the language.第46页Part 5The reflection of shinning points after class reflection第47页The content of LPP1.Brief introduction2.The analysis of the teaching materials and learners;3.The rearrangement of the teaching materials and learning activities;4.The learning/teaching objectives;5.The language focus and anticipated difficulties;6.The teaching methods and teaching aids;7.The teaching procedures8.Shinning points or after class reflection 第48页说课稿撰写要注意问题说课稿撰写要注意问题1、突出理论性、突出理论性注意：注意：说道理、讲方法是说课一个显著特征，说道理、讲方法是说课一个显著特征，但绝不是说课主体。成功说课应把教学设计和但绝不是说课主体。成功说课应把教学设计和教学理论有机地结合在一起，而且要略侧重于教学理论有机地结合在一起，而且要略侧重于说教学设计。说教学设计。“说说”是形式，是形式，“课课”及及“课理课理”是内容。只有做到形式与内容辩证统一，才是内容。只有做到形式与内容辩证统一，才能到达预期说课目标。能到达预期说课目标。第49页2、简明扼要、简明扼要注意：注意：英语说课应多项选择取普通性陈英语说课应多项选择取普通性陈说性语言，最好少用结构复杂句子，选取说性语言，最好少用结构复杂句子，选取口语化，能听懂简单语言，方便听者把注口语化，能听懂简单语言，方便听者把注意力集中在说课内容上，教学过程描述不意力集中在说课内容上，教学过程描述不要过于繁杂。要过于繁杂。第50页3、人称、角色、人称、角色注意：注意：说课要用第一人称；不要过多地说课要用第一人称；不要过多地使用课堂用语。使用课堂用语。第51页4、突出英语学科特点，但要量力而行、突出英语学科特点，但要量力而行注意：注意：标准上讲，英语说课稿最好用英标准上讲，英语说课稿最好用英语写。如用英语写，注意专业术语表示，语写。如用英语写，注意专业术语表示，不要自造。不要自造。第52页5、不拘一格、不拘一格注意：注意：只要教师能够准确把握说课要素只要教师能够准确把握说课要素和关键点，即说课总体思绪，都能到达说和关键点，即说课总体思绪，都能到达说课最终目标。课最终目标。第53页说课案例说课案例第54页