【www.fzlzkj.com--说课稿】
大学新视野英语课程说课稿
I’m XX from XXX University. Today my presentation of teaching design is Unit 1 in New Horizon English Course The Second Book.
1. Analysis of the Teaching Material
New Horizon English Course (Reading and Writing) is a book designed for English course for Vocational college students in our country. This book, which focuses on students’ ability to express and practical skills, has a new teaching concept and content. And it also follows the principles of “giving priority to practice, taking enough to use”. Therefore, in order to develop students’ ability of using English, teachers should be creative and arouse students’ enthusiasm to study when they designed the teaching activities.
This lesson is section A of Unit 1 in the second book of New Horizon English Course(Reading and Writing). This unit mainly talks about symbols of culture. Based on this theme, this unit can be divided into section A, section B and section C, and every part has its own focus. The passage in section A is about the first McDonald’s restaurant which is closely related to American culture. Through studying this passage, students will acquire some basic understanding about the history and current state of the first McDonald’s restaurant.
2. Analysis of Students
After learning experience in last semester, students’ English level has been improved. They can retell the text by words and expressions they have learnt. Now they can communicate with others using simple sentences on the topic they are familiar with, but they need to pay attention to the accuracy and fluency. When listening, they can understand simple conversation and statement, but they can’t retell accurately what they hear. They can do simple English-Chinese translation. As of pronunciation, they still have pronunciation problems to be corrected.
3. Teaching Aims
According to the teaching aims in Basic Requirements for College English and understanding of the text, I set two teaching objects as follows:
(1)Knowledge: master the new words, phrases, sentences and grammars; understand the text; enlarge the vocabulary; strengthen the basic knowledge of the language
(2)Ability: develop students’ ability to listen, speak and read, in order to make them use these practical skills
4. Focuses and Difficulties
Focus of this text is to master the usage of words and phrases and use them.
Difficult point of this text is to master expression about expressing their own opinions. Students can express their own ideas about the topics they are familiar with by using words and phrases in this text.
5. Teaching Methods
Situational Teaching Approach: Language can be meaningful in certain context. Therefore, I create several contexts through multi-media courseware in order to make students learn language in real language environment. This will help the student learn English in practice.
Analysis and explanation: After students read the passage, the teacher make explanation, and give some directions, extension in meaning, comments and statements.
大学英语教学方案设计(说课材料)教学内容:新视野大学英语2 第3单元 Marriage Across Nations (导入及课文内容学习)时间分配:2节一,教学理念:大学英语课程是大学生的一门必修的基础课程,旨在培养学生的英语综合应用能力,特别是听说能力.在教学过程中,教师应特别注重学生语言应用能力的培养,努力为学生营造英语语言环境,加大课堂中语言的输入,引导学生进行语言表达,进行语言输出.二,教材:本课程使用教材为《新视野大学英语》(第二版).这一教材包含有《读写教程》,《听说教程》,《视听说教程》以及《快速阅读》,并带有书后光盘和强大的网络资源,是一套立体化的英语教材,注重培养学生听说能力,有利于学生进行自主式,个性化的学习,也有利于启发教师在教学模式,教学方法上的创新.三,教学内容:本课程主要处理《读写教程》和《听说教程》.每单元8学时.话题讨论1学时,section A 3学时,Section B 2学时,听说练习2学时. 本课是《新视野大学英语读写教程2》第三单元的第1,2节课,重点内容为话题导入和课文理解.本单元话题围绕着跨文化/ 跨种族婚姻(mixed marriages)这一话题展开.爱情和婚姻是学生有话可说的话题,而跨文化因素使得这一话题更加有趣.处理本单元时,对学生加以引导,对相关话题进行讨论必不可少.而课文理解部分,教师不宜直接进行课文讲解,而是提出课文相关问题,让学生带着问题阅读课文,并了解课文大意,这种任务型教学能更好地培养学生的阅读理解能力,同时创造师生口语交流机会.四,教学方案设计Teaching Plan教学对象 Teaching Subjects non- English major freshmen 教学内容 Lesson Content Lead-in activities 导入--- 45"Text study 课文学习 --- 45"教学目标 Teaching Objectives1. Talk about love, marriage and mixed marriages in class;2. understand the main idea and structure of Section A 3. learn device for developing a paragraph which starts with a correction of one idea and goes on to present another idea.4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit教学方法 Methodology1. Communicative Method 2. Task-driving 3. Audio-visual Approach4. Analysis and explanation难点及对策 Potential Difficulties & Solutions1. Using the vocabulary and sentence structures learnt to talk about personal views on intercultural marriages. --- More examples should be given in class.2. Mastering the device for developing a paragraph which starts with a correction of one idea and goes on to present another idea. --- writing practice教具 Teaching Aids Multi-media equipments教学过程设计 Teaching Procedure:步骤1 Step 1 导入 Lead-in I. Warming-up questions: 1)What kind of person is your Mr. Right or Miss Right 2)In your eyes, what is the most important element for a happy marriage 3) Talk about advantages and problems of a cross-cultural marriage.II. An funny word game ---Anew way of understanding the words below by spelling themWife, husband, family.E.g. wife: W--- washing, I-ironing, f --- food, e --- entertainmentHusband: H-humorous,U---understanding, S---supportive, B---brilliant, A---and, N---never, D---demanding Family: F---father, A---and, M---mother, I, L---love, Y---youIII. Listening to a passage about the mixed marriage of Gail and Mark and answer the questions on page 52.步骤 2 Step 2 课文学习 Text study Idea catchingI. Reading for general idea.1. Read through the whole passage and focus on the following questions. At the same time pay enough attention to people"s attitudes to a mixed marriage.Question 1: who are the characters mentioned in the article Find out the brief information about them.Question 2: How did Mark look on the time that he and his girlfriend had spent together The answer can be found in Paragraph 1.2. Make a detailed analysis of the different attitudes towards Mark and Gail"s mixed marriage and the reasons.Deborah"s friends" attitude: Deborah"s attitude: David"s attitude:II. Structure Analysis(Paras. 1-4) The mixed marriage of Gail and Mark Device: Narration (叙事法): The story is told in the first person. Through his narrative, the writer, a black man, tells the reader his mixed marriage(Paras. 5-9) The reaction of Gail"s mother to the marriageDevice: Argumentation (论证法):Typical example of argumentation by rejecting the first idea and presenting some other idea. (page 64-65)(Paras. 10-21) The response of Gail"s father to the marriageDevice:Dialogue (对话法)III. Conclusion--- A summary of the text课后作业Assignments: 1) Reading aloud and reciting: new words, phrases & expressions of Section A; 2) Doing exercises of Section A; 3) writing: Choose one of the topics given to write a paragraph, which starts with a correction of one idea and goes on to present another idea自我评价问题Questions for Self-evaluation:Can I understand the main idea and the general structure of the text Can I express my ideas about mixed marriage quite freely Have I mastered the devices of developing a paragraph which starts with a correction of one idea and goes on to present another idea 4. Have I conducted a series of listening, speaking, reading and writing activities assigned by the teacher and done it well 板书设计Blackboard Layout: Lead InTopic: Love & MarriageQuestionsKeywords in Students" answersQ1: …Mr. Right or Miss Right → beautiful, honest, rich, ….Q2: …a happy marriage → love, money, understanding, tolerant, ….Q3: …advantages and problems of mixed marriages → new experience, language learning, communication problems, ….Text AnalysisThe Title: Unit 3 Section A Marriage Across Nations1. Gail and Mark: → reason for the marriage: At the beginning:2. Gail"s mother and her attitude towards the marriage → Later:When hearing the news: 3. Gail"s father → disagree & persuade Gail to change her mind → reasons :教材与教学资源Resources and Materials:New Horizon English 2 --- Reading and Writing New Horizon English 2 --- Listening and Speaking New Horizon English 2 --- Reading and Writing (Teacher"s book)New Horizon English 2 --- Listening and Speaking (Teacher"s book)New Horizon English 2--- Speed Reading Online Resources about New Horizon English 教参References:Oxford Advanced Learner"s English Chinese DictionaryMacmillan English Chinese Dictionary A Dictionary of English CollocationsA Chinese English Dictionary
各位领导、专家、老师：
大家好，我是…….的教师…….，下面我就《英语》课程整体设计情况向大家介绍，我主要从课程定位、课程设计、教学条件、教学效果、课程特色和改进思路这几个方面来介绍这门课程。
首先我说一下该课程在公共教学中的地位。
（一）课程定位
性质定位：英语课程是中等职业学校一门重要的文化基础课程。本教材紧密结合职业教育的实际需要，充分考虑职业教育的特点，围绕职业学校学生生活和今后工作环境展开话题，培养学生在实际生活和今后工作中运用英语解决问题的能力。
作用定位：英语是有用的。在当今全球化，信息化的进程中，英语是重要的人类沟通，交流工具，在各种生产和流通领域有着不可替代的作用。该课程为各专业英语如《酒店英语》、《商务英语》、《烹饪英语》、《旅游英语》、《秘书英语》、《汽修英语》、《数控英语》、《计算机英语》等课程学习奠定必要的基础。
目标定位：通过针对性的学习和训练，使学生在听、说、读、写等方面掌握一定的基本技能，初步形成能用英语进行简单日常交际和职业技术方面交流的能力，为今后的就业和进一步学习打下一定的基础。
知识目标：
１. 复习26个英文字母；用英文说出数字，时间，日期，节假日等。
用英文打招呼和自我介绍的表达方式。
２. 学会一些常见国名，国籍的英文表达法；掌握相应字母组合读音规则。
３. 学会各类职业名称及未来的工作名称的英文表达。
４. 学会各类天气状况的英文表达。
５. 学习一些与学校生活有关的单词；学习讨论学校生活的功能句。
６. 学会有关购物的英文表达。
７. 学会一些食品和饮料的名称。
８. 学会与体育运动有关的单词。
９. 学会一些有关问路的句型及功能句。
１０. 学会表达休闲娱乐活动的短语。
能力目标：
１. 能够谈论朋友，家人或熟悉的地区。
２. 能够谈论将来的工作以及填写简单的表格。
３. 能够用英文介绍当天的天气情况。
４. 能听懂介绍日常学习和生活的用语。
５. 能够用英语来进行简单的购物。
６. 能够谈论食物和饮料等内容。能够在餐厅点餐，为客人服务。
７. 能够谈论与体育运动这一话题有关的内容。
８. 能够谈论与健康生活主题有关的内容。
９. 能够谈论如何使用机器。
１０. 能够用英文问路或指路。
１１. 能够谈论自己的业余安排。
素质目标：
（一） 通过学习，激发学生学习英语的热情，增强学习英语的兴趣。
（二） 学会与人合作的学习形式。
（三） 学会建立良好的人际关系。
（四） 使学生对将来职业充满信心。
（五） 学会给别人提建议。
（六） 培养细心的工作态度。
（二） 课程设计
1、设计思路：
中职英语基础模块的教学应紧密围绕单元主题来展开， 通过相对强化的听、说、读、写技能训练，达到提升学生在一定语境下的语言能力的目的。力求在语言学得的环境中营造语言习得的氛围，充分体现“主题（theme）－功能（function）－结构（structure）－任务（task）”的四维体系设计理念。
2、教学内容
按照语言学习的输入和输出规律，怀着发展学生基本语用能力，以用促学，为用而学，学而能用的初衷，针对中职学生的现状，以夯实基础，分层教学的思路为导向，在教学内容选取上，以工作岗位为导向，将教材内容划分为四个教学模块：热身活动（Warm up），听与说（Listening and Speaking），读与写（Reading and Writing），拓展活动（More Activities）。这是一个环环相扣，层层推进，体系完整的语言认知与能力的学习过程。有利于大多数学生学得会，用得上并完成基本的学习目标。
3. 教学组织与实施
在教学过程中采用了任务驱动教学模式，主要采用了讲授法、练习法让学生加强记忆，但该课程教学方法也有创新，采用了角色扮演法，情景交际法，分组讨论法、视频教学等。
具体方法如下：以一单元4个学时为例
课例1:模块二 听说能力应用---听与说（Listening and Speaking）教学方案
课例1：听与说（Listening and Speaking）教学过程设计
4、课程整体考核方式
（三）教学条件
1、实践条件
学校为每个班级配备了充分的硬件设施，使视频教学， 多媒体课件教学成为可能，方便学生进行角色扮演和情景模仿的练习，
2、教学资料
本课程选用了由陈琳主编，外语教学与研究出版社出版的《英语》基础模块，该教材属于21世纪中等职业教育课程国家规划新教材，是由教育部职业教育与成人教育司统一规划组织编写的，教材内容通俗易懂，每单元后都有相应内容的习题，帮助学生检查自己的学习效果，目的是为了让学生加深对本教材各单元内容的理解。
3、教师队伍
本课程教师由五位教师主讲（覃宏，刘丽华，徐红红，麦慧基，谢云娟），都是大学本科毕业，有教师资格证书，有扎实的理论基础，有着丰富教学的实际经验，在讲解课程当中，能较好的把理论和实际相结合。
（四）教学效果
通过丰富的课堂讲授，通过任务驱动教学法；练习法，角色扮演法( Role play )；情景操练法，分组讨论法，使学生基本能做到即学即用，学以致用，灵活运用。
（5）课程特色
1、教学理念创新：
为用而学，学而能用；
2、能力学历并重：结合技能大赛的要求和实践工作需要，课程内容选取注重以听、说为主。
3、教学方法创新：采用了任务驱动教学法；练习法，角色扮演法( Role play )；情景操练法，分组讨论法，以教师为引导，学生为主体，活跃课堂氛围，激起学生的学习热情。
（六）存在问题与改进
存在问题：限于学生没有预习课文的习惯，课程中学生的参与程度不是很高。
改进思路：教师要督促学生做好预习功课， 事先给学生布置需要学生在课堂上完成的任务信息， 让学生利用互联网查询信息做好课前准备，使学生增加兴趣。
说课到此，请领导、专家、老师们批评指正。
谢谢！
上一篇：中小学说课稿模板精选四篇
下一篇：昆明的雨说课稿锦集五篇