英语说课稿范文(英文)
萤火虫之墓宫崎骏-邪恶漫画之母爱系列
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.