说课评课案例

CaseStudy要想从事教学、说课是一个台阶，也是走向成功的基石。通过说课互相交流、共同提高，可尽快进入教师角色。但现实中，许多教师喜欢“独唱”，不喜欢“合唱”，说课恰恰为教师提供了一个“合唱的平台”，在这个平台上，有助于教师集体备课、钻研教材、改进教法，推进课堂教学的改革。WhatistheIntroduction?所谓“说课”，就是备课之后介绍自己关于某课的教学意图及其理论依据，它要求说课者在10分钟左右的时间将一节课的教学设计、教学过程及教学内容用简要准确的语言表达出来呈现给听众。说课在教学教改活动中，往往有听者参与评议，成为同行交流切磋的一种教研形式。WhattobeIntroduced?“教什么、怎么教、为何这么教”具体说的是本课的教学内容、教学目标、教学重点、难点、疑点等。根据教材特点和学生情况采取的教学方法、手段以及课堂教学的思路、步骤、结构、环节、具体练习、板书（课件）设计、多媒体运用，尤其是重点和难点的解决办法。“为何这样教”是阐述以上设计的理论依据，联系课程标准，教材的编写意图、学科教学法、普通教育学、心理学等。简言之，说课的内容是说教材、说教法、说学法、说教学程序。其中“说学法”是教学生怎样学会学习，怎样调动学生的积极性，激发学生的学习兴趣并说出理论依据，在讲究师生互动的理念下，如何创设教学环境和条件。KeyIssuestoKnow⑴说课时间只是上课的四分之一至三分之一，在这有限的时间里，说起来要详略得当、繁简适宜，将备课过程浓缩和升华，将教学方案装入心中而后表达；说时还要处在备课与上课的交界点，处于听者思维和学生思维的交汇处。⑵说课的对象不是学生。听者会自觉地站在学生的角度审视你的说课，看你如何选用教法、突出重点、突破难点、把握环节，你的一字一句、一举一动，包括称呼、预期、表情等都要注意。SomeProblemstoAvoid1、说课等于背教案2、读说稿、背说稿。3、将说课变成讲课。HowtoIntroduceYourPlan?⑴钻研教材，真正把教材弄懂弄通，熟悉大纲精神和课标理念以及素质教育的有关内容。⑵在不断“试说”中，听取老师和同学的讲评，同时虚心听取他人的说课，做好记录并积极参与评价，集思广益，交流提高。⑶勤写“说课后记”一、说教材（有利于教材研究、提高教师驾驭教材的能力）１、说出教材内容与分析教材、设计理念２、怎样确立这节课教学目标以及制定目标的依据３、探究新的教学方式，说教材的重点、难点以及如何突出教学重难点、运用新的教学方式的具体方法。WhyIntroduceMaterials?PART1AnalysisoftheTeachingMaterial•(I)STATUSANDFUNCTION•1.Thisunitisarevisonunit,soitcoversallcommunicativelanguageknowledgelearnedfromUnit7toUnit11.•2.ThislessonisthefirstoneofUnit12.Soifthestudentscanlearnthislessonwell,itwillbehelpfultomakethestudentslearntherestofthisunit.•3.Thislessonisadialogueaboutkeepingfish.Suchtopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglish.(II)TEACHINGAIMSANDDEMANDSKnowledgeobjectives•1.TomaketheSsknowhowtokeepfish,birdsoranyotheranimalbylearningthedialogueofthislesson.•2.TogiveareinforcedpracticeintheuseoftheModalVerbsandsomeusefulexpressionsformakingsuggestions.Abilityobjectives•3.Toimprovestudents’listeningandspeakingabilitybyreadingandpractisingthedialogue.•4.Todevelopstudents’communicativeabilitybylearningtheusefulexpressionsformakingsuggestionsandreplying.Moralobjectives•5.Toenablethestudentstolovelifeandanimals,protectthenatureandenvironment.•(III)TEACHINGKEYPOINTS:•1.TomaketheSsgraspandunderstandthewayofmakingsuggestionsandreplyindailylife.•2.Toenablethestudentstouseusefulexpressionsformakingsuggestionandreplyingintheirowndialoguesrelatedtothedailylife.•(IV)TEACHINGDIFFICULTIES:•1.TheusageoftheModalVerbs,especiallyusageformakingsuggestions.•2.Usingthelearnedphrasesandsentencepatternstomakesuggestionsandreplying.•(V)TEACHINGAIDS:•Multi-mediacomputer;OHP(overheadprojector);taperecorder;software:PowerpointorAuthorware教法：１、如何调动全体学生主动、积极地参与学习。２、了解、分析学生的实际水平，把握重点。３、选择教法（根据教材内容、教具等的具体情况）学法：１、本节课教给学生改变哪些学习方式，获得什么情感体验和综合实践能力。２、通过综合、探究学习，如何引导学生参与学习的兴趣，合作精神和创作实践。IntroducingTeachingMethods&LearningWays•PART2TeachingMethods•1、FiveStepsApproach.•2、CommunicativeApproach.•PART3LearningWays•1.Learningsomestrategiestobesuccessfullanguagelearners.•2.Masteringthedialoguesandthewaystocommunicatewithothers.IntroducingProcedure说课教材要将这节课的教学思路讲清楚。1、怎样教；2、分几步完成；3、每步怎样做；4、为什么这样做，理论依据是什么PART4TeachingProcedureStep1Revision•Getthestudentstogivesomeanimals’namestheyknowbyaskingthestudentsthefollowingquestion:Canyougiveussomenamesofdifferentanimalsyouknow?Thisstepisemployedtorevisethewordsrelatedtheanimals.Atthesametimedrawthestudents’attentiontothetopicaboutanimals.•Step2Lead-inSigntothestudentstobequietandclosetheirbooks.Thenstartafreetalkwiththestudents.Usecomputertoshowsomepicturesofdifferentpets,suchasdogs,catsetc.Askthestudentsseveralquestionsaboutraisingpets.ThesequestionsareemployedtowarmupthestudentsandraisetheinterestsofthestudentstospeakEnglishinclassonthetopicstheylikeandfamiliarwith.•1.Doyoulikeanimals?•2.Doyoukeepanyanimalsathome?WhatisitorWhatarethey?•3.Canyouexplainhowyoucareforthem?•4.Howdoyoufeedthem?•Step3DialoguePresentation•1.Thefirstlistening•Aftertheteacher'sbriefintroductiontothedialogueaboutkeepingfish.Thenaskthestudentstolistentothetapeofthedialoguewiththeirbooksclosed.Afterlisteningtothedialogue,askthestudentstoanswertwosimplequestionsfocusingonthegeneralideaofthedialogue.Thisstepisemployedtomakethestudentgetthegeneralideaofthedialogueasawholeone.Atthesametimeletthestudentshaveachancetopractisetheirlisteningability.Questions:•1.Wherewillsuchdialoguehappeninyouropinion?•2.Whataretheymainlytalkingabout?2.Secondlistening•Thistimeaskthestudentstolistentothetapecarefullywiththeirbooksopen.Afterlistening,askthestudentssomequestionsfocusingonthedetailsofthedialogue.Inthemeanwhile,dealwithsomelanguagepointsraisedbythestudentsorappearinginthequestions.•Questions:(Showthequestionsandanswersonthescreenusingcomputer)•1.WhatdoesKatewanttodo?•2.WherewouldKatekeepthematfirst?•3.WhatdoesLiQunadvisehertodo?•4.Whatsizetankshouldsheget?•5.WhatshouldKateputinthetank?•6.WhyshouldKateputafewlargerocksinthetanks?•7.WhyshouldKateputsomeunderwaterplantsinthetank?Languagepoints:(Showthemonthescreenusingcomputer)a.theotherday=afewdaysagobTheydon'tgetenoughair:•Withabowl,onlyasmallsurfaceareaofthewaterisincontactwiththeair.Sothewaterdoesnotreceiveenoughoxygen.c30cmby30cmby5