国庆放假安排-音乐教师工作总结

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 备课的基础上，向同行系统地介绍自己的
教学设想及理论依据，而后听者评议、交流切磋的一种教研形式 。说课，
对于了解、研究和评价一节课，对于专题研究某一教学内容，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
很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一些分析和处理，但这些分析和处理
是浅显的感性的。 而通过说课，从理性上审视教材，就有可能发现备课中
的种种疏漏，再经过修改教案，疏漏就会得到弥补 。从这个意义上说。它
能帮助教师更好地吃透教材。另外，说课的准备过程是教师驾驭教材，优
化教学设计的过程。尤其说课不仅要说明怎么教。还要说明为什么这样教。
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认识
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
力和语言表达能力的过程。
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，尤 其对说课者是最贴切的指导。
三、说课的内容
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说课的内容包括：说教材，说教法、说学法、说教学过程、说板书设计。
<一>.说教材
说教材要说明教材的地位和作用；说出本课教学目标的确立及其依
据 ；说出重点和难点的确立和依据.
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,包含了哪些知识,该课教学内容
是在学生学了哪部 分知识基础上进行的,是前面所学的哪些知识的运用,又
是后面所要学习的哪些知识的基础,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< br>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,本课主要由三部分组成: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围绕数字这一
主线,本课的内容起到 了承上启下的作用.本课注重听说训练,培养学生正
确的语音,语调和语感,使学生能够进行交流,并能 达到灵活运用, 培养学生
学习英语的兴趣.
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 students’s 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.教学目标的确定和依据
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教学目标是指在教学设计中所确定 的该课教学所要达到的目标.确立
教学目标应包括三个方面:知识目标,能力目标和情感目标.教学目标 的确
立既要符合课标的要求,又要切合学生的实际.教学目标的表述要准确,具
体简洁,全面.
< 1 >.知识目标: 即各种语言的认知要求,通过学习使学生在基础知识
和基本技能上达 到一个什么标准,掌握到什么程度,掌握哪些,知道哪些,理
解哪些等.
< 2 >.能力目标: 即学生在听说读写等方面运用所学基本知识和技能
的能力.要求学生在身心发展上,即 能力,情感,意志,性格,体力 的发展上达
到一个什么标准.
< 3 >.情感目标: 既 德育目标,结合所学内容,落实思想教育,学科教育
等方面的目标,同时还包括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.（学习策略．情感态度．文化意识．世界
观和人生观）
如，闽教版第三册第１３课的教学目标可表述如下：根据小学英语新
课标所提出 的总目标，以及本教材的特点和学生的实际，我将本课教学目
标确定为：
［１］．知识目标：掌握并熟练运用本课中规定的四会词语及日常交
际用语．
［２］ ．能力目标：通过本课的学习，使学生掌握相关的词汇；用简
单的语言描述四季，描述四季的活动，表达 自己的乐趣，爱好，培养学生
综合运用语言的能力．
［３］．情感目标：使学生尽情享受四季 的各种活动，增强学生对大
自然的热爱，增加生活的情趣，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
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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.

３．说重点．难点的确立及其依据
教学重点是教 材内容表现出来的知识的内在联系及其语用价值．确定
重点要联系教学目标，教学难点是指学生难懂的， 教学中需要着力讲解或
讨论的知识点．确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；一种是学生缺乏这方面的感性认识或基础知识．有
时重点和难点重合．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方法，占用时间．
４．说对教材的处理
教材的处理是指教学设计时，教师对教材内容进行加工，转化为课堂教学“导”的形式的创造性行为．即学生状况分析及对策，教学内容的组
织与安排．（顺序的调整， 材料的补充等）
（二）说教学方法
说教学方法要说明选择使用何种教学方法，以哪几种教学 方法为主，
哪几种教学方法为辅，采用什么教学手段实现教学目标，以及理论依据是
什么．并说 明这些教学方法在本课教学中的具体操作方法．教法的选择一
定要立足面向全体学生，要充分调动学生的 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，最好能说明在本课教学过程中< br>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，我在教学中主要运 用了听说法，
直观教学法，游戏教学法，情景教学法，帮助学生在视，听，说，读，唱，
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演等有趣的活动中，自主愉快地学习英语，发展能力，让学生有一个展示
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方法．通过 教学，将指导学生学
习使用或学会使用什么样的学习方法？培养哪些能力？说学法指导，要说
出 教给学生哪些学习方法以及为什么选用这些方法，还要说出在课堂上如
何实施这些学法指导．英语科的学 法指导可以从培养学生的“四个学会”
和“三个意识”入手．
１．指导学生学会记忆，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．其理论依据是《课标》指出“英语 课程
应面向全体学生，力求为每个学生的充分发展创造条件，为学生的终身学
习打下基础”．
２．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激励机制，使学生始终沉浸在热烈， 紧张，愉悦轻
松的学习氛围中，才能真正成为学习的主人．
例：结合小学生的心理特点，我主 要采取游戏的方式进行教学，这符
合新课标的要求．英语新课标倡导任务型的教学模式，让学生在教师的 指
导下，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方法．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个环节,应在确定了教学目标和 教
学内容的基础上进行.设计教学过程要做到内容安排合理,环节紧凑,方法
得当,重点突出, 难点准确,教学设计有新意,学科德育有渗透.
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说教学思路及其依据: 教学思路主要包括各环节的时序安排及其内
部结构,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
的关键.说教学程序,一般先说课型,确定课型后,再说明准备安排哪些教学
环节 ,各教学环节的进行步骤,主要内容等.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,讲解,交际活动的安排设计,如何提问 和组织练习,交
际活动?如何促进学生积极思维,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?教学思路设计的依据要联系教法,学法,
教学手段,学生的认知规律等方 面加以说明.还要说出教学各环节的时间分
配.
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
日汇报；歌曲；复习旧课；检查作业等)能够提出恰当的问题，激发学生
的学习兴趣，使学生尽快进入状态，并能积极思维，配合教师在热烈的气
氛中进行教学。
2. 介绍（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,激发学生兴趣,进行听说训练.
阐明教师怎样运用有效的教学方法，充 分调动学生的学习积极性，对所讲
的内容按怎样的程序进行处理，采取什么方法、手段，重在培养学生哪 些
能力，怎样充分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。如何创造一种宽松的环境，切实让学生充分
动手、动口、动脑，做到教师会教，学生会学。
3. 操练和练习。利用所学的知识,开展语言交际活动.练习可贯穿于整
个课堂之中，阐述练 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 适当。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,完成必要的配套练习.
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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。
< 五 >.板书设计。这里的板书是指就这节内容，如果是在上课时，
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主要内容和
教学思路,并借此启迪学生的思路.板书集中了全部信息的关键点,是全 课
的纲要.说板书设计,主要介绍该课的板书类型,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,文字表达要准确,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出现的主要内容。
四、说课的方法和技巧
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以下几个问题。
1 、说课不是备课，不能按教案来说课。
2 、说课不是讲课，教师不能把听说课的领导和老师视为学生，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 、说课的时间不宜太长，也不宜太短，通常是10—15分钟。
5 、注意发挥教师自身的教学个性和创新精神，防止生搬硬套杂志上的内
容。
6 、注意避免过与表现“理论依据”，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，是否科学，还要
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通过作课这一实践来检验。
8 、说课与评课结合。说课者固然要充分准备 ，听说者、看课者也要作一
定的准备，评才有发言权，评才能评到点子上，不走过场，不流于形式。才能集思广益，相互交流，共同提高。


附：PEP小学英语 Unit5 B Let’s talk说课稿全英文版
The Lecture Notes of 《 PEP Primary English 》 Book4 Unit5 B Let’
s talk

Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson
with you. The content of my lesson is PEP Primary English Book4 Unit5
B Let’s talk, asking the price and inquiring the clothes , 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“We’ll 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 children’s
growing of mind, I put forward the following teaching objectives
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1. 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 I’ll talk about my teaching methods .
Part 2 Teaching Methods:
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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.
I’ll 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.
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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.
: 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.
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.
: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.
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The game can avoid the lifelessness and boredom from the pure machine
drills .It creates the conditions of a relaxed and natural atmosphere for
children’s drills. Then achieve the aim of consolidating and practicsing the
sentence pattern.
t 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:Mother’s Day.
To master the language capability needs certain amount of ,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 Mother’s Day.
For this step, I shall instruct the Ss to use the words and patterns learnt in
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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 ulinsiji says:“In one’s
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.
the correlative exercises in the activity the mastering of
knowledge of this lesson.
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.(It’s a „.)

Above is the lecture notes of my lesson. Thank you!

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