小学英语如何说课

小学英语如何说课一、说课的意义 说课：就是授课教师在独立备课的基本上，向同行系统地简介自己的教学设想及理论根据，而后听者评议、交流切磋的一种教研形式。说课，对于理解、研究和评价一节课，对于专项研究某一教学内容，对于培养和提高教师的教学水平具有重要的意义。良好的说课能把理论与实践有机地结合起来，它集备中说、说中评、评中研、研中学为一体，是优化课堂教学设计，提高教师教学能力的一种有效途径。 二、说课的特点 1、简易性与操作性。 说课不受时间、空间、人数的限制，又不牵涉到学生，简便易行。能较好地解决教学与教研，理论与实践相脱节的矛盾。 2、理论性与科学性。 在备课中，虽然教师对教材做了某些分析和解决，但这些分析和解决是浅显的感性的。而通过说课，从理性上审视教材，就有也许发现备课中的种种疏漏，再通过修改教案，疏漏就会得到弥补。从这个意义上说。它能协助教师更好地吃透教材。此外，说课的准备过程是教师驾驭教材，优化教学设计的过程。特别说课不仅要阐明怎么教。还要阐明为什么这样教。这就迫使教师去学习教学理论，认真思考问题。这是教师从理论上去结识教学规律的过程。说课还需要教师写讲稿和演讲，这又是提高教师写作能力和语言体现能力的过程。 3、交流性与示范性。 说课是一种集思广益的活动，无论是同行，还是教研人员都会在评议说课，切磋教艺，交流教学经验中获益，特别对说课者是最贴切的指引。 三、说课的内容 说课的内容涉及：说教材，说教法、说学法、说教学过程、说板书设计。 .说教材说教材要阐明教材的地位和作用；说出本课教学目的的确立及其根据；说出重点和难点的确立和根据.1.说教材的地位和作用.要阐明本节课内容在整个知识系统或本册教材或本单元中的地位.即教材内容是什么,涉及了哪些知识,该课教学内容是在学生学了哪部分知识基本上进行的,是前面所学的哪些知识的运用,又是背面所要学习的哪些知识的基本,它对于发展学生思维.培养能力方面有什么重要作用,对将来的学习还会有什么影响等.例如,在分析闽教版第三单元第六课(第23页 )的教材地位和作用时,可做如下表述: 本课是闽教版小学英语第一册第六课,本课重要由三部分构成:Learn to say,Learn the letters, Listen and connect.本课以数字和字母为主线,展开对数字和字母的学习,并进一步复习第五课中所学的单词,巩固how many.的句型.本课的学习是对上节课的拓展和延伸.接下来的两课内容同样紧紧环绕数字这一主线,本课的内容起到了承上启下的作用.本课注重据说训练,培养学生对的的语音,语调和语感,使学生可以进行交流,并能达到灵活运用, 培养学生学习英语的爱好.This lesson is Lesson 6,Book 1, published by Fujian Educational publishing Press. The lesson is composed of three parts: Learn to say, Learn the letters, Listen and connect. The main line of the lesson is to learn numbers and letters and further review the words learned in the Fifth lesson, and consolidate the pattern “how many .”. The study of this lesson is the development and extension of the last lesson. The contents of the following two courses are around the main line. The content of this lesson has played a role in connecting. This lesson focus on training, cultivate the studentss right pronunciation, tone and language sense, enable students to be able to communicate, achieve flexibility in the use of language and cultivate interest in learning English.2.教学目的的拟定和根据教学目的是指在教学设计中所拟定的该课教学所要达到的目的.确立教学目的应涉及三个方面:知识目的,能力目的和情感目的.教学目的的确立既要符合课标的规定,又要切合学生的实际.教学目的的表述要精确,具体简洁,全面.知识目的: 即多种语言的认知规定,通过学习使学生在基本知识和基本技能上达到一种什么原则,掌握到什么限度,掌握哪些,懂得哪些,理解哪些等.能力目的: 即学生在据说读写等方面运用所学基本知识和技能的能力.规定学生在身心发展上,即能力,情感,意志,性格,体力 的发展上达到一种什么原则.情感目的: 既德育目的,结合所学内容,贯彻思想教育,学科教育等方面的目的,同步还涉及对学生端正学习目的.态度和人生观,培养学习毅力和科学思维等方面的内容.（学习方略情感态度文化意识世界观和人生观）如，闽教版第三册第课的教学目的可表述如下：根据小学英语新课标所提出的总目的，以及本教材的特点和学生的实际，我将本课教学目的拟定为：知识目的：掌握并纯熟运用本课中规定的四会词语及平常交际用语能力目的：通过本课的学习，使学生掌握有关的词汇；用简朴的语言描述四季，描述四季的活动，体现自己的乐趣，爱好，培养学生综合运用语言的能力情感目的：使学生尽情享有四季的多种活动，增强学生对大自然的热爱，增长生活的情趣，更加热爱生活Under the New Curriculum Standards of English primary schools, as well as the characteristics of the materials and the actualities of the students, I identify the goals of teaching as followings: 1. Knowledge goal: to master and skilled use of this lesson will be provided for four terms and the term day-to-day communication. 2. Ability to aim: To study the lesson so that students master the vocabulary related; use simple language to describe the four seasons, to describe the activities of the four seasons, to express their pleasure-loving, students cultivate the ability to make comprehensive use of language. 3. Emotional goal: to make students enjoy a variety of seasonal activities to enhance students a love of nature, an increase of amenities of life, love life more.说重点难点的确立及其根据教学重点是教材内容体现出来的知识的内在联系及其语用价值拟定重点要联系教学目的，教学难点是指学生难懂的，教学中需要着力解说或讨论的知识点拟定难点要符合教材内容和学生的实际，一种是教材内容较深或概念比较抽象；一种是学生缺少这方面的感性结识或基本知识有时重点和难点重叠但如果难点属于教材内容的次要部分，则要分别说出教学时对它们的突破措施，占用时间说对教材的解决教材的解决是指教学设计时，教师对教材内容进行加工，转化为课堂教学“导”的形式的发明性行为即学生状况分析及对策，教学内容的组织与安排（顺序的调节，材料的补充等）（二）说教学措施说教学措施要阐明选择使用何种教学措施，以哪几种教学措施为主，哪几种教学措施为辅，采用什么教学手段实现教学目的，以及理论根据是什么并阐明这些教学措施在本课教学中的具体操作措施教法的选择一定要立足面向全体学生，要充足调动学生的积极性，要遵循“教学有法，教无定法，贵在得法”的原则说教法时，最佳能阐明在本课教学过程中贯彻什么教学原则，采用什么教学模式例：根据小学生的生理和心理特点，我在教学中重要运用了据说法，直观教学法，游戏教学法，情景教学法，协助学生在视，听，说，读，唱，演等有趣的活动中，自主快乐地学习英语，发展能力，让学生有一种展示自己的舞台，体验到学习的快乐（三）说学法学法就是学生学习英语知识与技能的措施通过教学，将指引学生学习使用或学会使用什么样的学习措施？培养哪些能力？说学法指引，要说出教给学生哪些学习措施以及为什么选用这些措施，还要说出在课堂上如何实行这些学法指引英语科的学法指引可以从培养学生的“四个学会”和“三个意识”入手指引学生学会记忆，学会阅读，学会运用所学的语言知识进行交际，学会灵活运用所学知识解题其理论根据是课标指出“英语课程应面向全体学生，力求为每个学生的充足发展发明条件，为学生的终身学习打下基本”如何调动学生的“参与意识”，开拓学生的“创新意识”，如何激发学生的“竞争意识”。教是为了学，教师只有运用灵活的教学手段，多变的活动组织方式和鼓励机制，使学生始终沉浸在热烈，紧张，愉悦轻松的学习氛围中，才干真正成为学习的主人例：结合小学生的心理特点，我重要采用游戏的方式进行教学，这符合新课标的规定英语新课标倡导任务型的教学模式，让学生在教师的指引下，感知语言材料，通过猜一猜，说一说，采访等活动，让学生在动静交错，个人与小组竞争相融合的活动中习得了英语，还形成了积极的学习态度说教学手段：是指教具的选择和使用措施要考虑到目的性，实用性，可操作性和新颖性（四）.教学程序 教学过程设计,是贴近教学实践的一种环节,应在拟定了教学目的和教学内容的基本上进行.设计教学过程要做到内容安排合理,环节紧凑,措施得当,重点突出,难点精确,教学设计有新意,学科德育有渗入.说教学思路及其根据: 教学思路重要涉及各环节的时序安排及其内部构造,这是说课更为具体的内容.合理科学地安排教学程序,是教学成功的核心.说教学程序,一般先说课型,拟定课型后,再阐明准备安排哪些教学环节,各教学环节的进行环节,重要内容等.如 导入 设计: 这样导入有什么好处?效果如何? 新授内容 设计:分几步呈现?每步呈现哪些内容?各步所呈现内容的练习,解说,交际活动的安排设计,如何提问和组织练习,交际活动?如何增进学生积极思维,引导学生积极参与教学活动?各教学环节之间如何过渡?最后又如何结束等?教学思路设计的根据要联系教法,学法,教学手段,学生的认知规律等方面加以阐明.还要说出教学各环节的时间分派.1. 组织教学与复习。巧设导语,以旧引新,复习引入新课(师生问候；值日报告；歌曲；复习旧课；检查作业等)可以提出恰当的问题，激发学生的学习爱好，使学生尽快进入状态，并能积极思维，配合教师在热烈的氛围中进行教学。 2. 简介（新课的内容或语言材料）。借助手势，面部表情，教具（挂图,简笔画,三用机,投影仪,实物）等,创设情景,激发学生爱好,进行据说训练. 阐明教师如何运用有效的教学措施，充足调动学生的学习积极性，对所讲的内容按如何的程序进行解决，采用什么措施、手段，重在培养学生哪些能力，如何充足暴露学生的思维过程，使教师的任务重在“导”字上，让学生真正参与到教学过程中。如何发明一种宽松的环境，切实让学生充足动手、动口、动脑，做到教师会教，学生会学。 3. 操练和练习。运用所学的知识,开展语言交际活动.练习可贯穿于整个课堂之中，论述练习题的来源，练习题的功能，练习题的操作，练习题的变化。练习要有目的，有成效，量要适中，难度要合适。所选练习题要体现出层次性、系统性、联系性、针对性。4运用巩固练习.理解和运用语言知识,完毕必要的配套练习.5. 归纳总结。引导学生总结归纳.本节结束后，要总结哪些内容，其目的是什么，如何总结，如何将本节内容纳入已有的知识系统中，发挥承上启下的作用。 .板书设计。这里的板书是指就这节内容，如果是在上学时，你的板书是如何设计的。好的板书内容能系统反映教师讲授的重要内容和教学思路,并借此启迪学生的思路.板书集中了所有信息的核心点,是全课的纲要.说板书设计,重要简介该课的板书类型,什么时间板书什么内容,如何使用黑板,哪部分内容属于主板书,哪部分内容属于附板书.板书设计要注意科学性和系统性,文字体现要精确,精练,醒目.板书设计布局要合理，能反映一堂课的梗概和黑板上所浮现的重要内容。 四、说课的措施和技巧 1 、说“准”教材； 2 、说“明”教法； 3 、说“会”学法； 4 、说“清”教学意图和练习层次。 五、说课要注意的问题 鉴于说课与备课、上课的关系。教师在说课中就应注意如下几种问题。 1 、说课不是备课，不能按教案来说课。 2 、说课不是授课，教师不能把据说课的领导和教师视为学生，如正常上课那样讲。 3 、说课不是“背课”，也不是“读课”，要突出“说”字。既不能按教案一字不差地背下来，也不能按说课稿一字不差地读下来。一节成功的说课，一定是按自己的教学设计思路，有重点，有层次，有理有据。 4 、说课的时间不适宜太长，也不适宜太短，一般是1015分钟。 5 、注意发挥教师自身的教学个性和创新精神，避免生搬硬套杂志上的内容。 6 、注意避免过与体现“理论根据”，脱离教材、学生、教师实际，空谈理论。 7 、说课与作课结合。说课往往是教学的一种主观愿望，与否科学，还要通过作课这一实践来检查。 8 、说课与评课结合。说课者固然要充足准备，据说者、看课者也要作一定的准备，评才有发言权，评才干评到点子上，不走过场，不流于形式。才干集思广益，互相交流，共同提高。附：PEP小学英语Unit5BLetstalk说课稿全英文版The Lecture Notes of PEP Primary English Book4 Unit5 B Lets talkLadies and Gentlemen, Its my great pleasure to be here sharing my lesson with you. The content of my lesson is PEP Primary English Book4 Unit5 B Lets talk, asking the price and inquiring the clothes size.First, let me talk about the teaching material. Part 1 Teaching Material: This lesson is about a shopping . By studying this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson are“ What size?” “How much are they?” and“Well take them .”are the key and difficult points .The study of this lesson will help the Ss ask and describe the size and price in daily communication. Moreover, this lesson will use the phrase “a pair of ”in the sentence pattern “A pair of for ” and helps the Ss further consolidate the knowledge of words of clothing, appearing in plural form. Therefore, according to “the National English Curricula Standard”、on studying the teaching material and analyzing the regulation of childrens growing of mind, I put forward the following teaching objectives1. Perception objective:a)The Ss can understand, read, and use the main sentence patterns “A pair of for ” ,“What size?” ,“How much abe they?” fd “We ll take them.”in real situation.b)The Ss can understand and read the conversation of the lesson.2. Ability objective:a)The Ss can use the sentence patTern of inquiring the price, and further develop tHeir language ability of “shopping”;b)The Ss can ese the patterns to expr%ss their thoughts i. the proper situation.3. Emotion objective:a)By completing the task, the Ss increase their interest and set up self-confidence in language study;b)Teach the Ss what is “love” and “ managing money matters”, c)During completing, the Ss can learn how to cooperate. Next,the key points of this lesson: First of all, to study and use the sentence patterns “What size?”,“How much are they ?”,“A pair of for .” and“We ll take them.”and to improve the Ss abilities in “shopping”; Secondly, to teach the Ss how to study independently as well as by cooperation. Difficult points: The Ss can use the words and patterns to describe the clothes in the proper situation, and make simple dialogues about shopping. Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, now Ill talk about my teaching methods .Part 2 Teaching Methods: According to the modern perception theories and characteristics of the children, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching. The former is a “scene activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss. The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want. At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can stimulate the Ss enthusiasm and creativity in learning English.Part 3 Studying Methods: Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss abilities of studying and working with the learning language independently. Ill talk about the teaching and studing methords in detail in the teaching process.Part 4 Teaching Process: In order to realize the teaching process systematically, properly and efficiently, under the principle of “to face the whole student and develop the students personality”, I divide the teaching process into five steps. Step1 Warm-up. Sing a song: The coat in window. So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing together and perform the song “The coat in window.”. Thus,review the sentence pattern “How much is ?” ,arouse the Ss performance desire, participation desire and lead the Ss into a thick English studying atmosphere. Step2 Presentation and practice. 1.Design: Look for Cinderella. Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lost, and establishes a scene of looking for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size .”in practising the question and answer. This design leads the Ss into the fairy tales. They learn the language unconsciously and do communication freely. 2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?” With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: “They are .” In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration. 3.Game:Guess the price. Creating a situation of buying a pair of shoes for myself , buying a pair for my mom and introducing the sentence pattern “A pair of for .” The CAI presents a big shop with various shoes, ask the Ss to guess their price, and then display them. The game can avoid the lifelessness and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for childrens drills. Then achieve the aim of consolidating and practicsing the sentence pattern. 4.Present the text. a)At this time, John and his mom come to the shoe store. It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and freshness. b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc. c)After being familiar with the text, let the Ss try to act out the dialogue. By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step3 Task time.Task:Mothers Day. To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson. In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mothers Day. For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English. In fact, it incarnates a kind of demand of human being.Suhuomulinsiji says:“In ones mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss spirits, such demand is specially strong.”This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Step4 Consolidation and extension.Summarize the whole lesson,and arrange the homework.1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.Part 5 Blackboard Design.Show on the CAI.(Its a .)Above is the lecture notes of my lesson. Thank you!