大学英语说课讲稿课件ppt
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*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*，力求不断改进和提高。
五、附* 2b u16 lesson 63说课稿
unit 16 lesson 63
hello, *ryone. 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.
the *ysis 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 a*lity, learn * 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. a*lity 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 * mistakes.
before dealing with this lesson, i’ll do my best to carry out the following theories: make the ss the real *s in class while the teacher himself acts as director； com*ne 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 inspanidual work method
teaching aids:
1. a *or
2. a tape recorder
3. *
4. the blackboard
i have designed the following steps to train their a*lity of listening, speaking, reading and writing, especially reading a*lity.
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 * 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, * 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 * whale and other whales?
method: read the text inspanidually, use question—and—answer activity.
purpose: improve the students’ reading a*lity.
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 a*lity 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 * whale spane?
it is also called depth reading or study reading. it means reading for detailed *rmation.
purpose: further understand the text （train further reading a*lity） 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 adver*al.
3. provide sth. for *.
provide *. with sth.
4. at a time: each time
5. grow to a length of...
purpose: train the ss’ a*lity 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 * what i mean to tell them in this class. what’s *, i want to let them have the a*lity of introducing and *yzing 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 *er 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 *er!
i teach them to do their best to * it and do something from now on. *ryone should do something to love and protect our home.
step 10. homework
write an article saving the sea. i want to improve the a*lity of their writing. at the same time, train the a*lity of do-it-yourself and looking up the *rmation by themsel*s.
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 * whale feeds on squid.（difference）
discussion:
1. the whales are in *er. 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 a*lity of *ing the text and leading the students to * 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.
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