加载中…初中英语“听说课型”说课模板（两套）
(2017-01-10 21:49:31)
标签：
教育 |
分类： 教学研究 |
说课，作为一种教学、教研改革的手段，最早是由河南省新乡市红旗区教研室于1987年提出来的。实践证明，说课活动有效地调动了教师投身教学
改革，学习教育理论，钻研课堂教学的积极性。是提高教师素质，培养造就研究型学者型青年教师的最好途径之一。
说课就是教师口头表述具体课题的教学设想及其理论依据，也就是授课教师在备课的基础上，面对同行或教研人员，讲述自己的
教学设计，然后由听者评说，达到互相交流，共同提高的目的的一种教学研究和师资培训的活动。我们在说课实践中认识到，这个定义是不全面的。根据我们的理解，说课既可以是针对具体课题的，也可以是针对一个观点或一个问题的。所以我们认为，说课就是教师针对某一观点、问题或具体课题，口头表述其教学设想及其理论依据。说得简单点，说课其实就是说说你是怎么教的，你为什么要这样教。
二、“说课” 说什么？
根据我们的实践，实践型说课主要应该有以下几个方面的内容：
3. 说过程——这是说课的重点。就是说说你准备怎样安排教学的过程，为什么要这样安排。一般来说，应该把自己教学中的几个重点环节说清楚。如课题教学、常规训练、重点训练、课堂练习、作业安排、板书设计等。在几个过程中要特别注意把自己教学设计的依据说清楚。这也是说课与教案交流的区别所在。
理论型说课与实践型说课有一定的区别，实践型说课侧重说教学的过程和依据，而理论型说课则侧重说自己的观点。一般来说，理论型说课应该包含以下几个方面的内容：
1. 说观点——理论型说课是针对某一理论观点的说课，所以我们首先要把自己的观点说清楚。赞成什么，反对什么，要立场鲜明。
2. 说实例——理论观点是要用实际的事例来证实的。说课中要引用恰当的、生动的例子来说明自己的观点，这是说课的重点。
3. 说作用——说课不是纯粹的理论交流，它注重的是理论与实践的结合。因此我们要在说课时结合自己的教学实践，把该理论在教学中的作用说清楚。
三、初中英语“听说课型”说课通用模板（2套）
温馨提示：本模板仅供参考，不保证得高分。
第一套：（用全英语说课）
Good morning/ afternoon, ladies and gentlemen,
have your attention, please. I’m XXX from XXX. It’s a great honor
for me to be here sharing my teaching plan with
you.
Today I am going to
talk about ……. The topic is “……” Now, I’ll explain the teaching
plan from the following aspects. They are the analysis of teaching
material, key points and difficult points, teaching and learning
ways, teaching aids, teaching procedures, the design of the
blackboard.
1. the analysis of
teaching material
1) the status of the
teaching material
Firstly, let’s focus
on the status of the teaching material. The topic of this unit is
……. It’s closely connected with our life, so it’s easy to arouse
the students’ interest. While this lesson is the basic part of this
unit, it is crucial to teach and learn this period.
2) teaching and
learning objectives
(1) Objectives of
the knowledge
…………
…………
(2) Objectives of
the abilities
…………
…………
(3) Objectives of
the moral
3) Key points and
difficult points
(1) Key point: To
help Ss read and recognize the new vocabulary and the sentence
structures of this lesson.
(2) Difficult point:
According to the knowledge system and the Ss’ ability of
cognizance, the difficult point of this lesson is to use the
sentence structures flexibly and skillfully in real situations, and
know the pronunciation rule of the word “the”.
2. teaching
methods
As we all know, the
main instructional aims of learning English in primary school is to
cultivate pupils’ basic abilities of listening and speaking and
their good sense of the English language. So in this lesson, I
mainly use the situational teaching method, task-based teaching
method, and the cooperative learning method. They can raise the
students’ comprehensive ability of using English. CAI, word cards,
and some material objects like fruits, school things are used in
this lesson. What’s more , the whole class are divided into groups,
4 in a group. There is a competition among the groups until the
class is over. Every time the group which do a good job can get a
smiling face. The group will be the winner if they get the most
faces. This competition can make Ss’ feel it is great fun to learn
English.
3. Learning
ways
The students of
grade 4 have the basic knowledge of English in listening, speaking,
and reading. But there is a great disparity among my students.
Improving their interest and taking their initiative in English is
a great way to narrow this gap. Therefore, I abide by the
principles of interest, visualizability and communication. With me
as a guide, Ss as the center, guide the Ss to use facial features,
strengthen the memory, discover learning and so on to foster their
abilities of observation, memory, thinking, and learning by
self.
4. The teaching
procedures and the purposes of my designing
I finish this lesson
by six steps.
Step 1 Warming up (2
minutes)
After cordial
greetings, Ss and I sing the song “Apple Song”. It is important to
form an easiest English learning surrounding for Ss by singing and
at the same time it makes Ss get ready for the new lesson as soon
as possible.
Step 2 Presentation
and drill
Now, I’ll mainly
talk about this step which takes 22 minutes. With the help of PPT,
pictures, objects, I try to provide a real
situation for Ss to understand the meaning of the new words and the
sentences.
1. Word
Learning
1) Show Ss a picture
of a lollipop. Some parts are covered. Have students guess “Look!
What’s this?” Help Ss answer, “It’s a lollipop”. Show students a
lollipop and lead them to say “It’s a lollipop”. Then I say
“Finger.” Students say, “Fingers.” They spell “lollipop” with the
forefinger in the air like this “L-O-L-L-I-P-O-P”. Next, Students
read it by group, by “driving the train”, by” growing taller”. Make
sure they can read it correctly.
2) In the following,
show Ss one yuan. Guide them to say, “It’s one yuan.” Show Ss 2
yuan, 5 yuan, 10 yuan, let them say out the sentences: It’s two
yuan. It’s five yuan. It’s ten yuan.
3) In the similar
way and by the use of CAI, teach and learn the other two words:
pound, dollar. Then make students watch this screen and it’s easy
for them to find out the difference among yuan, pound and dollar.
The difference is that there is plural form about “pound” and
“dollar” but “yuan”. This way can train Ss’ ability of observation
and conclusion.
Purpose: the purpose
of this is to present the new words in the situation, which relates
to the students’ real life experience, to help the students
understand the language easily and naturally.
4) To help students
consolidate the new words, I plan two teaching activities: one is
the game between the teacher and the students, it’s called” Fall
into the trap” and the other one is taking the preemptive
opportunities to read the words on these cards and say out the
Chinese meaning. The most accurate and fastest is the winner. They
can get the smiling face. These games can attract the students’
attention.
2. Sentence
Presentation
1) Show Ss an apple
and 2 yuan, say “Look, It’s an apple. Do you know how much is the
apple?” Guide Ss to guess and get the meaning of “How much is the
apple?” Help Ss answer “It’s 2 yuan.” Then present these two
sentences on the blackboard and have Ss read after me. Pay
attention to the Ss’ pronunciation and intonation. After that,
practice the sentences by asking and answering between T and Ss,
boys and girls or between the groups. These ways can make Ss feel
happy to learn English.
2) Since then, show
Ss an orange with the price 1 yuan covered, a lollipop with the
price 3 yuan covered, too. Have the students guess the price. The
people who guesses the price can get smiling
faces. This can raise the students’ interest in speaking. Then have
students find out the pronunciation rule of the word
“the”.
3）After that, I give
students a free space to show their abilities. It’s time to inquire
about the price of Ss’ own school things like pen, ruler, eraser
etc. Every group would finish the printed form by asking the price
of 3 objects. Find out which group finishes faster.
Step 3.
Practice (listening) (8
minutes)
Let Ss listen to the
tape of part A with these questions.
Q1: How much is the
apple?
Q2: How much is the
orange?
Q3: How much is the
lollipop?
Firstly read the
questions quickly.
Secondly listen to
the listening material for three times.
For the first time,
write down the answers.
For the second time,
check the answers and answer the questions. The student who gives
the right answer can get a smiling
face.
For the last time,
follow it and pay attention to the pronunciation, intonation, tone
and polite language.
After that, it’s
time for pair-work and 2 pairs act the dialogue out. Proper comment
is given by me, like “Well done.” “God job” “Come on next time.”
“Excellent.” “You’ve made progress.”
etc.
Step 4 Consolidation
( 8 minutes)
In this step, I set
a condition: one day, you and your classmates want to buy something
in a shop. (The goods are already prepared with price on a table
for Ss.)
Students should make
dialogues with the knowledge they have learned creatively and
naturally.
Firstly, work in
group by role (shopkeeper and buyers);
Then have 2 groups
act their dialogues out.
At last, let the
other students make a comment on the action.
The purpose of this
is to create situations for Ss to use what they have learned. I
believe “Practice makes perfect.”
Step 5 Exercise (4
minutes)
At first, Ss finish
the exercise by themselves, while I inspect in the classroom. Then
Ss share the answers by group work and check the answers. By this
way, students’ abilities of self-learning and cooperating are well
trained.
Step 6 Conclusion (2
minutes)
What do you learn
from this class? Have Ss conclude the key words and sentences. I
add that we must use money reasonably and buy goods purposefully
and politely. At last, make a conclusion of the competition. Give
out the reward to the winner and encourage the others to come on
next time.
5. The design of the
blackboard
I’d like to talk
about my design of the blackboard. It is planned like this. Topic
sentences and key words are written to help students know the main
content of this class. Writing should be correct, clear, and
nice.
That’s all for my
speech. Thanks a lot.
**********************************************************
第2套：（以中文组织的英语说课模板）
Hello, ladies
and gentlemen. My name is _______ from _______ Middle School. My
topic is “____________________” , chosen from Go
for it Grade ______ Unit _____.
Because I think
Chinese is more simple and direct, I will come to my speech in
Chinese.
1、教学内容
本节课的教学内容是人民教育出版社九年义务教育七年级英语教材（__________上或下）册（go
for it ______），第___单元第___课时。
本课时的教学内容如下：
生词：______________________________________________
句型：______________________________________________
已经学习过的内容有：________________________________
把新的教学内容与已接触过的知识结合起来，让学生由旧知识带动对新知识的理解，以促进掌握。
2、教材的编排意图
本课的教学内容是学生在对句型__________________
以及________________________有所接触的基础上进行教学的，把________________________________进行拓展，引出_______________________。这样做，一方面可以提高学生的知识拓展能力，另一方面可以提高学生综合表达的能力。本课作为本单元教学内容的开篇，由浅入深，根据教学内容设计教学方案，达到教学目标。
3、教材的前后联系
本课知识是本单元后几课的基础。要使后几课顺利学好，首先要熟记本课有关食物的单词，并掌握名词单复数，为后面的学习打下坚实的基础。
4、本课教学目标的确定
根据义务教育初中英语课程标准的要求，本课的教学目标可定为：
1)
知识目标(Objectives of Knowledge)
记忆：pants ,
socks , T-shirt , shirt , shorts , sweater , shoes
理解： color,
black, white , red , green , blue ,
2）能力目标(Objectives of Abilities)
应用：通过布置任务，让学生在听、说、读、写和合作学习中进行语言交流。
3）情感态度及价值观（Objectives of Morals）
德育:
通过伙伴交流，师生问答的形式，促进学生之间和师生之间的情感交流，增进情谊。通过合作学习，培养学生的合作精神，以及通过任务完成，学习勤俭节约的品德。
情感:
激发学生学习英语的兴趣，使学生获得成就感，增强自信心。
5、教学重点及难点
重点（Important
Points）：
难点（Difficult
Points）: 1)
2)活动中运用的单词、句型。
二、说教法（即教法渗透）
本课主要运用“任务型教学法”，采用多媒体教学，并辅助于TPR(全身反映教学法)、情景交际教学法和游戏活动。
1、任务型语言教学法(Task
Based leaning缩写为TBL)
任务型语言教学是交际语言教学近年来发展起来的一种教学方法，主张采用任务型语言教学的人认为：人们使用语言的过程就是一个完成各种各样任务的过程。在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
2、全身反应教学法(Total
Physical Response，缩写为TPR)
全身反应教学法是加州心理学家James J.
Asher(詹姆士J.艾谢，1988)提出来的，注重语言学习中的互动模式，认为学生在一个较放松的环境中学习效果最佳。紧张、焦虑的情绪对学习英语不利。在课堂教学的具体实践中，让学生根据教师发出的指令去模仿，以听力训练为主，待听力和理解能力得到提高后，方进入说话训练，是自然而然的学会语言的方法。
3、情景交际法(Situation and
Communictaion)
课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系实际，创设情景，引入讨论主题，在交际中学英语。情景的设计注意衔接的自然性，主题的设计强调知识的渐进性和讨论的可行性，并注意情感体验和概括、推理思维的培养。
三、学法指导
老师不但要教给学生知识，还要引导他们掌握正确的学习方法。在教学中，要鼓励学生开口，使他们在教师的引导下，通过听说读写的训练，获得英语基础知识、基本技能和运用英语交际的能力，并引导他们学会观察，从而提高他们的观察能力和口头表达能力。
1、合作学习：合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。本节课将在课堂活动中把学生分成两人一小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。
2、创设情景和有意义的任务活动，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的主观能动性，把被动的学习变为主动学习。
四、教学程序：
本课时教学活动主要分为7个步骤来完成：
(一)课前热身(Warming-up)
通过复习_________中的句型_______________，为本节课学生能够熟练运用句型_____________做好铺垫。然后，展示学习目标，使学生明确本节课的学习任务，从而集中精力把本节课的知识学好。利用实物学习单词，并让学生猜测单词的意思。
(二)课堂导入(Lead-in)
用句型________________________________来询问本课的食物名称，教师帮助学生回答，让学生重复。然后展示课件，让学生观察闪烁的单词的特点______________________________________
(三)自学讨论
(四)合作展示
(五)听力训练
这样做，可以训练学生从听力材料中获取信息的能力。
(六)课堂抽测
(七)布置作业。
五、
板书设计
Unit ____.
_______________________
B:
____________
2. A:
________________
That’s all.
Thank you, all the judges, for your
attention!
***************************************************
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