英语说课稿范文.doc

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SB 2B U16 Lesson 63说课稿
Unit 16 Lesson 63
Hello， everyone. Today I’m 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 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 in 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 and 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:
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 lack of vocabulary.
3。 They don’t 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, 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：
Double activities 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 projector
2. a tape recorder
3。 multimedia
4。 the blackboard
Part 3。 Teaching steps / procedures
I have designed the following steps to train their ability 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 Greetings
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。 Why 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 the 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 study。
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。 What is the difference between the sperm whale and other whales？
Method： Read the text individually， use question—and—answer 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 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 on 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 details 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 understanding 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. 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 9。 Discussion
Show them some pictures about the polluted sea and many living things which are 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 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 the 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）
Discussion：
1。 The whales are in danger。 What’s your opinion about it？
2。 The sea is being polluted。 What should we do?
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。
Good afternoon， everyone. I’m Zhou Yan。 I’m an English teacher from Experimental School of Suqian。 Now I’ll say Sample A of Lesson Six in Book One. I'll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material
（一) STATUS AND FUNCTION
1。This is an important lesson in Book One. From this lesson， it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking， reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well。 Therefore this lesson is in the important position of the teaching material。
2.This lesson is the first one of Unit 2。So if the Ss can learn it well， it will be helpful to make the Ss learn the rest of this unit。
3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English。
（二）ANALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far。 They can understand some words and some simple sentences。 The Ss have taken a great interest in English now.
三）TEACHING AIMS AND DEMANDS
The teaching aim\’s basis is established according to Junior School English syllabus\’ provision。
1。 Knowledge objects
（1） To make the Ss know how to use the affirmative sentence “This is。 . . .” and the negative sentence “This is not…。”Everyday expressions for “Apologies”“I\'m sorry”“That\'s all right"。
（2) To study the new words “six， hey， sorry, it’s, that’s”， etc。 by learning the dialogue of this lesson。
(3） To finish some exercises。
2。Ability objects
(1） To develop the Ss' abilities of listening, speaking, reading and writing。
（2） To train the Ss’ ability of working in pairs。
（3) To develop the Ss’ abilities of communication by learning the useful structures。
3。Moral objects
（1) To enable the Ss to be polite and love life.
(2) To enable the Ss to look after their things well.
(四）TEACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points' basis is established according to Sample A of Lesson Six in the teaching material\'s position and function。
1。Key points：
(1）.To help the Ss to communicate with each other。
(2).To enable the Ss to study in groups and co-operate skillfully.
（3).To develop the Ss’ interest in English。
2.Difficult points：
（1） How to make dialogues and act them out。
（2) How to write the right whole sentences.
(五) TEACHING AIDS
Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on。 They will be needed in this lesson.

Part Two The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” teaching method
As we all know： the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I'll mainly use “Communicative” teaching method， “Audio-visual” teaching method and “Task—based" teaching method. That is to say， I'll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities： talking， guessing games, watching CAI, acting out Sample A and having a competition。
Teaching special features
To use these methods are helpful to develop the Ss' thought.

Part Three STUDYING WAYS
1。Teach the Ss how to be successful language learners。
2。Let the Ss pass \”Observation—Imitation—Practice \” to study language.
3。Teach the Ss how to master dialogues and how to communicate with others.
Teaching special features：
Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English。

Part Four Teaching Procedure
I'll finish this lesson in four steps。 First I'll divide the Ss into four groups and bring a competition into the class. At last let's see which group is the winner。
Step1 Warm-up
1。 Free talk between T and Ss 。
Such as： Hi， I’m . 。 。 . What’s your name？
This is …。 How do you do？
Who is he/she？ How are you？
Who can count from 1to 5？
What’s this in English? etc.
2。A game： Ask the Ss to give T some school things。 For example:
T: Give me your book.（ruler, box, pen, table, knife, etc.)
T: This is your book。 This is not my book. It’s your book。 etc.
In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues。
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge。
Step2。 Presentation
This course is very important。 I’ll mainly talk about this step。
I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.
First scene: There is a bag on the floor. B is picking it up and get ready to leave。 Now A is talking with B。
A: Hi, B。 How are you today？
B: I’m fine, thank you. And you？
A： I’m fine, too. Oh， this is my bag。
B: No， this is not your bag。 It's my bag.
A： （Look closely) Oh， I’m sorry.
B: That’s all right。
（At the same time， C is running up and hitting A。)
C： Oh, I’m sorry。
A： That's OK.
I’ll write the key points on the Bb while they are watching。 After watching， I’ll teach them to read the words and sentences on the Bb。 Make sure they can read them well。
Purpose of my designing： To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings。 CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better。
Step3.Practice
First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation。 In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample 。At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A。 Then find out which group will act it out well. I’ll give them red stars.
Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.

Step4.Production
In this step I'll give the Ss a free space to show their abilities。
Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together。 They are singing and dancing, laughing and chatting. After the picnic， they begin to look for their coats. D and E are talking. F and G are talking. etc.
After watching， I'll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues。
Purpose of my designing： “Task—based" teaching method is used here to develop the Ss’ ability of communication and also their ability of co—operation will be well trained. Tell the Ss we should b