2. 什么是说课？ 说课就是教师在备课的基础上，以教育科学理论 和教材为依据，针对每节课或每个单元的具体特 点，在有限的时间内（一般为１５－２０分钟） 向其他教学或教研人员口头表达该课的具体教学 设想及其理论依据。 ☆ 说说自己教什么 ☆ 怎么教 ☆ 为什么要这样教

3. 说课的 “ 魅力 ” 说课有利于提高教师备课的质量。 说课有利于提高课堂教学的效率。 说课有利于提高教师的自身素质。 说课有利于提高教研活动的实效。

4. 说课的内容要求 1 、说教材 (Analysis of the teaching material) a 结合课程标准，说清楚教学内容。 b 说清楚本节教材在本单元甚至本册教材中的地 位和作用 (Status and function) 。

5. Eg. I’ll say junior English 《 Go for it 》 Unit 9 When was it invented?Section B(from1a—2c) This is the ninth unit in Grade 9.This lesson is the first part of Section B, it links the preceding with the following in Unit 9. Not only does it help the students review the food words and the Passive Voice they have learnt before, but also it helps them learn to describe different tastes and talk about the history of the invention. Such a topic is related to daily life, so it is helpful to inspire the students’ learning motivation and interest.

6. 2 、说学生（ Analysis of the students ） a 学生的认知心理 b 学生的英语知识基础 c 学生的思维能力

7. 3 、说教学目标 (Teaching aims and demands) 语言知识目标 听说读写语言技能目标 情感目标 学习策略目标 文化意识目标

8. Eg. Unit 9 When was it invented?Section B(from1a—2c) ☆ Knowledge aims: The target words: crispy, salty, sour, chef, sprinkle, by mistake. The target language: Did you know potato chips were invented by mistake? Wow, I didn’t know that. Who invented them?...etc. ☆ Ability aims: Be able to describe different tastes using the target words. Train the students’ listening, speaking, reading and writing skills with the target language. ☆ Emotional aims: Encourage students to be brave to speak English. Cultivate the students’ ability of observation, imagination and their spirit of innovation..

9. 4 、说教学重点和难点 (Teaching important and difficult points) Eg. Unit 9 When was it invented?Section B(from1a—2c) Important points: The target words and language. (According to the English syllabus and the language structures in this lesson.) Difficult points: The listening practice and correctly express the history of the invention. (According to the teaching prediction and the students’ cognitive level)

10. 5 、说教法 (Analysis of teaching methods) 教法分析 要说明怎么教的问题和为什么这样教的根据 学法指导 体现以学生为主体，充分发挥学生在学习活动中的主导作 用 ；鼓励大胆开口，积极参与；为用而学，用中学，学 了就用 教学手段 指对教具的选择及其使用方法 ；说出如何突出重点、化 解难点的方法

11. Eg. Unit 9 When was it invented?Section B(from1a—2c) Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).So during this lesson, emphases are to be laid on: 1. Student-centered teaching 2. Task-based learning 3. Activity-based teaching (individual work; pair work; group work; class work)

12. 6 、说教学过程 (Teaching procedures) 说教学过程是教师依据教材具体施教的步骤，是 教师教学设计的体现与教学理念的展示过程，是 说课的重点部分。 步骤： 导入设计、新课教学设计、巩固新课的措施、 小结设计、练习设计、各环节的时间分配、板书 设计等。 注意： 不仅要讲教学内容的安排、主要环节、过度衔 接及时间安排，还要讲清 “ 为什么这样教 ” 的理论 依据。

13. Eg. Unit 9 When was it invented?Section B(from1a— 2c) Teaching procedures: Step 1 Brainstorming Play guessing games: what inventions are they? One student comes to the front to guess, the others describe an invention shown on the screen using the passive sentences: It’s used for… It was invented by…It was invented in…etc. Take turns to show ‘light bulb, alarm clock, microwave oven’ with some other helpful pictures on the screen. (Purpose of designing: To guide the students to review what they learned last lesson)

14. Step 2 Leading-in T: The microwave oven reminds me of some delicious food. I will play a cartoon called “music food” My favorite food is in it. Try to guess what it is. Every time when they give a guess, I will express my like and dislike by using some adjectives like sweet, crispy, salty, sour. Make sure they know the meanings of them. For example: S:Chocolate T: It’s very crispy, but it’s too sweet. I don’t like it Can you guess the meaning of ‘crispy’? It describes food that is hard.dry and easily broken. S :Milk. T:I prefer sour milk to milk. Do you know ‘sour’? Oranges sometimes taste sour. S: Fish. T: yes! Fish is my favorite, and I especially like salty fish that is sprinkled with a lot of salt. During this course, write down the new words on the blackboard..Finally play a leading role to read them. (Purpose :To arouse the students’ interest,create useful situations for them to learn the new words. Prepare for the next step. )

15. Step 3 Practice Task One writing 1a.Show four food pictures on the screen and get the students to describe how the food tastes and write them down. 1b.Ask them to list the words of the food that has different tastes according to the headings on the screen as many as possible. sweet crispy salty sour The teacher moves around the classroom to provide help for the students who have trouble in spelling some hard words and choose three students who write different words from one another. (Purpose: To practice using the target words and review the food words they have learnt before.) Task Two Speaking and acting Get the three students to the front, divide the class into four groups: Sweet Group, Crispy Group, Salty Group, Sour Group Game begins: The three students read their words loudly in class one by one without repetition, the group members should stand up as soon as they hear a word that belongs to them. Call out the students who stood up by mistake and have them guess the meaning of ‘by mistake’. (Purpose: This is employed to show the words they wrote and link the target words with the food words, and get the whole class moving.)

16. Step 4 Presentation T: Just now you mentioned many kinds of food, but do you know there are some interesting stories behind them. Here is one. Ask the students to look at the picture in 2a and imagine what they are talking about. S: They are talking about the story of potato chips. T: Right.Maybe on the bag it says the invention of them! (Purpose: Cultivate their ability of imagination and present the invention of potato chips.)

17. Step5 Practice Task One Listening and understanding 2a. Let the students look through the six sentences in the box and get some information from them. Then play the tape recording twice for them to listen and circle T or F. Check the answers. (Purpose: To provide practice in listening and understanding the target language in spoken conversation.) Task Two Listening and writing 2b. Before playing the recording, get the students to try to give answers by memory, or just by guessing. After a while, play the recording for them to fill in the missing words they hear. Then check the answers while concentrating on the new words: chef, sprinkle…on… (Purpose: To provide practice in understanding and writing the target language,break through the difficult point.)

18. Task Three Pairwork 2c.Ask the students to make conversations using the information in 2a and 2b,then ask some pairs to act them out. as follows: A: Did you know potato chips were invented by mistake? B: Wow, I didn’t know that. Who invented them? A: They were invented by a chef called George Crum. B: … (Purpose: Students are willing to show themselves and this task provides benefits for both more fluent and less fluent students to use the new language to talk with others and achieve the ability aim.)

19. Task Four Groupwork T: Are you interested in the history of the sandwich? Show some pictures about the story of sandwiches on the screen, get them to discuss the history in groups of four as follows: Invention When was it invented? Who…by? Where…? How…? the sandwich Then each group choose a leader to give a report in class after that. (Purpose: This is employed to do further consolidation and extension using the target language, it also fosters a sense of cooperation in the classroom.)

20. Step 6 Homework T: Think of a kind of food you like best and try an unusual way to cook at home and write your experience in your exercise book. (Purpose: The new type of homework is employed to relate the knowledge that they learn from this lesson with the life realities, and achieve the moral aims.) Blackboard design: Unit 9 When was it invented? Section B crispy ( hard, dry and easily broken) by mistake sour chef(cook)… salty (sprinkled with lots of salt) sprinkle.. on A: Did you know potato chips were invented by mistake? B: Wow, I didn’t know that. Who invented them? A: They were invented by a chef called George Crum. B: … (Purpose: To show the language structures they mainly learn from this lesson.)

21. 7 、说教学反思（ Teaching Reflection ） 阐述通过本节课的教学，使用了哪些教学 方法和手段，学生将学到什么，获得了什 么效果，有可能存在什么问题以及课后打 算等。

22. Eg. Unit 9 When was it invented?Section B(from1a—2c) According to “English Course Standard ”,I combine different language structures and functions with different studying tasks. I put emphasis on raising the students’ interest, forming effective strategies and developing the cooperative spirit. And I think I’ll make it. This is a period of various contents, maybe the time of one class is not enough, I need to adjust the teaching steps according to the actual situations. And in 1b. of Step3,it requires the teacher to have a large vocabulary to provide help for students. One minute in class, ten years’ hard working after class—I need to go on studying to improve myself.

23. 说课的类型 说课研究 --- 有明确的研究课题，可以是讲座式、质疑 答辩式，也可以是对话式，是教研活动中经常采用的说课 形式。 说课示范 --- 学校教研组集体研究后，推选代表说课， 具有启发、辅导、交流的作用 。 说课评比 --- 向评委说课, 评委评出等级 说课考查 --- 了解教师教育教学理论、教学业务水平 说课指导 --- 对青年教师进行个别或集体培训

24. 说课评比的几种类型： 这节课的重难点是什么，你打算如何引入？怎样 突破？ 这节课的教学目标是什么？说说你是如何落实该 课的目标？ 简要介绍该节课的教学过程，并说明理由？

25. 说课的基本要求 充满自信，亲切自然。 --- 不怯场 详略得当，突出重点。 --- 说课不等于上课 紧凑连贯，逻辑严密。 --- 条理清晰。 体现专长，突出特色。 --- 要有新意，有独创。 理论与实践相结合。 --- 锦上添花