教學(xué)設(shè)計教案說課稿的區(qū)別市公開課金獎市賽課一等獎?wù)n件

1、教學(xué)設(shè)計教案說課稿區(qū)分第1頁教學(xué)設(shè)計含義我國學(xué)者認(rèn)為： 教學(xué)設(shè)計實質(zhì)上是對教師課堂教學(xué)行為一個事先策劃，是對學(xué)生達成教學(xué)目標(biāo)、表現(xiàn)出學(xué)業(yè)進步條件和情景所做安排。 第2頁英語課堂教學(xué)設(shè)計是英語教師依據(jù)一定英語教學(xué)理念、教學(xué)理論、教學(xué)實踐經(jīng)驗對課堂教學(xué)行為一個策劃，是對學(xué)生達成英語學(xué)習(xí)目標(biāo)，表現(xiàn)出學(xué)業(yè)進步條件和情景所做安排。 第3頁課堂教學(xué)設(shè)計內(nèi)容 課堂教學(xué)設(shè)計內(nèi)容包含教材分析、學(xué)情分析（學(xué)生學(xué)習(xí)水平表述、學(xué)習(xí)習(xí)慣和能力分析） 、教學(xué)目標(biāo)（知識與技能、情感態(tài)度與價值觀）、教學(xué)重難點、教學(xué)方法、設(shè)計思緒或意圖、教學(xué)過程、課堂小結(jié)、課后延伸（作業(yè)）、板書設(shè)計、教學(xué)過程自主性評價（教學(xué)反思）、教學(xué)資源鏈

2、接、文檔規(guī)范等等。 第4頁教學(xué)設(shè)計案例 1、文本：7:9200/font/show.aspx?AID=409 2、表格：第5頁教案定義教案就是教學(xué)內(nèi)容文本，也稱課時計劃，是教師依據(jù)課標(biāo)、教材和學(xué)生實際情況，為實現(xiàn)課堂教學(xué)目標(biāo)而確定教學(xué)方案。 第6頁 教案內(nèi)容 PEP Go for it B7B Unit 8 Id like some noodles. Period 1 Background information: (可略)Teaching objectivesTeaching contents / material（可略）Focal points or Focus(Teaching impo

3、rtant points, Teaching difficult points): 第7頁Lesson type（可略）Teaching methodsTeaching aids Teaching steps / proceduresHomeworkBlackboard DesignAfter class reflection 第8頁教案案例第9頁說課稿撰寫第10頁 說課總體思緒 教什么怎么教為何這么教第11頁說課內(nèi)容 說課內(nèi)容可總結(jié)為“四說二寫一展示”。 “四說”：說教材、說教法、說學(xué)法、說教學(xué)程序； “二寫”：寫出本課課題及板書設(shè)計； “一展示”：展示自己設(shè)計輔助教學(xué)課件。 第12頁 th

4、e presenterBrief introduction of the teaching material the procedure of the LPP Part 1Lesson Plan Presentation (LPP)第13頁Example Good morning, everyone. Im XX from XX Middle School. Im very glad to share my lesson plan with you. The lesson Im going to talk about today is from Go For It, Book 8A, Unit

5、 8 How was your school trip? Period 4，Reading for writing. Id like to explain it from these five aspects. 第14頁1、說教材簡析，簡明說明本說課內(nèi)容來自哪 一冊書、哪一章節(jié)；一說教材2、說教材地位和作用：分析教材編寫意圖、主要內(nèi)容及特點，分析本課教學(xué)內(nèi)容與學(xué)生先前掌握知識和將要學(xué)習(xí)知識內(nèi)在聯(lián)絡(luò)，說明本課教學(xué)在單元知識體系中，甚至整個教學(xué)中地位和作用。 第15頁 Example The analysis of the teaching material The topic of this l

6、esson is Day Off. The reading material is a letter from Nick about his day off which is well organized in the sequence of time. 第16頁3、說學(xué)情分析 1）學(xué)生年紀(jì)特點分析2）學(xué)生已經(jīng)有知識經(jīng)驗分析 3）學(xué)生學(xué)習(xí)能力分析 4）學(xué)生學(xué)習(xí)格調(diào)分析第17頁 Example The analysis of the learning conditionEven though the topic Day off is familiar to the students in my

7、class, still some of them cant write a well-organized passage about their day offs. With the limited vocabulary, the students may lack of rich words to show their day offs. Fortunately, the reading passage 3a offers a nice model for students to imitate. 第18頁 4、說教材處理 ；6、教學(xué)目標(biāo)知識目標(biāo)能力目標(biāo)德育目標(biāo) 5、說重點、難點；第19頁

8、 Example The learning objectivesFirst, language skills. By the end of the class, students will be able to read for the outline of the reading passage and write a short passage about their day offs according to the outline. This is also the learning focus of this class.Next, language knowledge. Stude

9、nts can use the following words and expressions. (slide) 第20頁Then, affect. In this class, students will share the happiness of their classmates experiences and understand that we need to both work hard and have fun in our life. As for culture awareness, students will understand the meaning and the f

10、unction of yard sale.Finally, learning strategy. In this class, students will improve their ability of autonomous learning and cooperative learning. 第21頁The language focus These are the language focus (slide) and these are the anticipated difficulties. My students may find it difficult to figure out

11、 the structure and they may lack of nice expressions in their writing. Therefore, lots of attention will be paid to the writing structure and nice expressions in this class. These are the possible ways to solve the difficulty. 第22頁The analysis of the teaching material the learning condition the lear

12、ning objectives the language focus the anticipated difficulties and possible solution Part 2第23頁二說教法教法是完成教學(xué)任務(wù)，師生相互作用所采取方式、伎倆和路徑。說教法要說明：1、本課教學(xué)中落實什么教學(xué)標(biāo)準(zhǔn)；2、采取什么教學(xué)模式，并做出必要解釋 和說明。 第24頁三說學(xué)法 學(xué)法是指學(xué)生學(xué)習(xí)知識、掌握知識方法和路徑。 1、要結(jié)合課堂教學(xué)內(nèi)容，說出在本課教學(xué)過程 中，指導(dǎo)學(xué)生學(xué)習(xí)使用或?qū)W會使用什么學(xué)習(xí) 方法 ；2、要說明結(jié)合本課教學(xué)培養(yǎng)學(xué)生哪種學(xué)習(xí)能力。 說學(xué)法：3、怎樣調(diào)動學(xué)生主動性和激發(fā)學(xué)習(xí)興趣等。

13、第25頁Teaching methods and teaching aidsTo achieve the above objectives, I will adopt top-down model for reading and process approach for writing in this class. I will use PPT documents and OHP as my teaching aids. 第26頁The statement of the teaching & learning methods and teaching aids Part 3第27頁四說程序 教

14、學(xué)程序是說課主要內(nèi)容。說出自己教學(xué)思緒及理論依據(jù)，課堂結(jié)構(gòu)及板書等。 2、說清各個教學(xué)步驟詳細(xì)活動和時間分配； 說教學(xué)程序1、要簡明說出該課各個教學(xué)步驟詳細(xì)教學(xué)步驟名稱及相關(guān)教學(xué)內(nèi)容、步驟、教學(xué)活動組織和安排；3、要說明怎樣經(jīng)過教學(xué)突出重點，突破難點，抓好關(guān)鍵，要盡可能勾畫出課堂教學(xué)概貌。 第28頁 Example Before classI will play Kurt Nilsens song Day Off before class. This aims to attract students attention and get them ready for class.第29頁Step

15、 1. Warming-upTo warm up, we will talk about Kurts Day Off. Ill ask students to guess what Kurt did on his day off by brainstorming. This is going to activate students background information about different kinds of activities and review past tense of verb which is helpful for students writing. Then

16、 Ill show students the activities Kurt did to learn some new words like: sale, yard and all day. This will get them a general idea of talking about something in the sequence of time.第30頁Step 2. Pre-readingThrough warming-up activity above, students might know Kurt had a good day off. Then I will ask

17、: “How was Nicks day off?” Ill show students a picture about Nicks day off before they read and talk about it. By talking about the activity, the place and the weather, students learn the words like yard sale, umbrella, raincoat, get wet, in my opinion etc. naturally. 第31頁Besides, by talking about t

18、he picture, students get some information about Nicks day off which will help them read better. Among these expressions, “yard sale” is especially new to students. In order to help students understand it, Ill show them some background information. Step 2. Pre-reading第32頁Step 3. While-readingNow its

19、time to read. Students are asked to read the letter, take notes of what Nick did and give their opinions about his day off. This is the process of input by reading. 第33頁Step 4. Post-readingAfter students finish reading, well first check the answers and share students opinions. Next Im going to help

20、students find out the structure by talking about when Nick did the activities, why he did the activity and what happened. Then Ill ask students to retell the passage by looking at the structure. By retelling, students not only understand the passage better, but also summarize the structure of writin

21、g ones day off. Its like this, which actually consists of three parts: beginning, body and ending. 第34頁Step 4. Post-readingHowever, only knowing the structure is not enough to write a nice passage. We also need to pay attention to the expressions. So Ill ask students to find out the useful expressio

22、ns in this passage and then learn together.第35頁Step 5. Preparation for writingTo practice using the structure and the new expressions, Ill create another situation, Toms day off. Students will first talk about Toms day off with their partners and then Ill show them two passages (Passage A and B). As

23、k them to find out the better one and tell the reason. 第36頁Step 5. Preparation for writingPassage B is better, because there are two mistakes about verb tense in Passage A. There are no mistakes in Passage B. Besides, Passage B is written clearly in the sequence of time. After this, Ill show them Pa

24、ssage B and C. and again ask them to find out the better one. It is Passage C. Because Passage C is clearly written in the sequence of time and there are some nice expressions. 第37頁Step 5. Preparation for writingFrom the above examples, students will understand that both clear structure and nice exp

25、ressions are important in our writing, and today we learn how to write the body part in the sequence of time. This is the writing strategy for this class. The teacher leads students to find out the strategy instead of telling them what it is. 第38頁Step 6. WritingAfter doing the above work, it is time

26、 for students to write about their day offs. In this part, students are learning by writing. The writing takes about 5 minutes. 第39頁Step 7. Post Writing5 minutes later, students will be first asked to discuss each others writing from the following two aspects: structure and expressions. This helps s

27、tudents to cooperate with partners and improve their writing. After students discussion, well share some passages with the help of the OHP. This checks how well students can do. and by reading the passages students are learning by revising their partners writing works. 第40頁Step 7. Post WritingStrike

28、 while the iron is hot. I will ask my students to write a passage about someones day off as the homework. Finally, this is the blackboard design (slide).第41頁The description of teaching procedures Part 4第42頁二寫 1、標(biāo)題第43頁2、板面設(shè)計 板書設(shè)計是教師依據(jù)教學(xué)需要，用文字、圖形、線條、符號等粗略勾勒講授提要，直觀展現(xiàn)教學(xué)主要內(nèi)容、重點、難點，教學(xué)目標(biāo)和要求教學(xué)行為。 說板書設(shè)計 1、要說

29、明板書內(nèi)容、板書設(shè)計整體布局及展開程序；2、說清教師是怎樣按照學(xué)生知覺和注意特征、借助于板書將知識信息結(jié)構(gòu)展現(xiàn)給學(xué)生。 第44頁多媒體輔助英語說課 多媒體輔助英語說課是以英語為語言工具，利用多媒體伎倆輔助英語說課。 一展示第45頁 After class reflectionTo sum up, Ill adopt students-centered principle in this class. I will try to limit teachers talking time and carry out a variety of learning activities to involve most students to participate. During the process of learning, Im a guide, an organizer and a