英语说课中的“3W”艺术.docx

英语说课中的“3W艺术说课作为一种全新的教学研究活动形式,是教师理解教材、解读教案、谋划上课的一个重要过程它对教师理解新课程,更好地掌握教育理论,促进教学行为的转变,具有很大的作用好的说课能把理论和实践有机地结合起来,是改进和优化课堂教学,提高教师教学能力的一种有效载体本文准备通过对一篇优秀英语说课稿的评析,谈谈英语教学中“说课”应该把握的三大要点和应该注意的几个问题Unit3LifeintheFuture（说课稿）（教材为人教版必修模块5Unit3――Lifeinthefuture中的reading部分）Goodmorning,Mydearteachers.Todayit’smyhonortobehereandpresentmyteachingdesign.Hereismyanalysisofteachingmaterial.Thisisanarticleaboutatraveltothefuture.It’shelpfultoenhancethestudents’awarenessoftheneedtoprotecttheenvironment.Afterwehavethisclass,thestudentscanacquiresomenewwordsandexpressions,trainsomereadingskills,suchashowtogetthemainideaofeachparagraph,howtoguessthemeaningofthenewwords,andrealizetheimportanceofprotectingourenvironment.Thedifficultiesaretotrainstudentstoexpresstheiropinionsandlearntobecooperativewitheachother.Toachievethesegoals,Idesignedmyteachingproceduresasfollows:（这位老师在说课的一开始就简明扼要地回答了WhattoteachandWhytoteach问题。

英语说课该说些什么呢?概括起来主要要说清三个问题:Whattoteach?Whytoteach?Howtoteach?Whattoteach?体现了教师对教材的分析与理解,它要求教师说出教材的内容,分析教学内容以及它们之间的联系Whytoteach?体现了教师对教学理念的理解,在本环节教师要说出本节课的具体教学目标以及确定目标的依据,主要可从知识目标、技能目标、情感目标入手,谈谈如何在教学过程中进行自然体现与渗透,此外教师还应提到本课时的重点与难点,而如何突破重、难点需要教师在下一环节Howtoteach中进行具体的阐述,即通过什么样的任务设计来理解掌握重、难点Step1LeadinFirstwearegoingtoappreciatesomepicturesaboutthefuture.Thenthereisaninteractionbetweenstudentsandme.I’llmakeashortdialoguewiththem,andtheyareencouragedtosayanythingastheyknow.Questions:Whatdoyouthinkofthosepictures?Haveyouimaginedthelifeafterthousandsofyears?Whatislifeinthefuturelike?Vividpicturesandfreetalkcanarousestudents’interestandcreateagoodatmosphere.（在说课中教师往往只关注介绍教学步骤,这位教师说出了为什么要采用这个教学步骤的思考。

这是很有必要的Thenweleadintoday’stopic.Step2Pre-readingI’llshowthetitleofthetextandsomepictures.Let’spredictthepossiblecontentofthetext.Studentswillhave1minutetoimagineandguess,andthensomeofthemwillbeinvitedtotellustheirpredictions.SurelyI’llencouragethemtofindanswersbythemselvesinthenextstepinsteadofgivingthemanswersimmediately.Aftertheirpredictions,studentscanhaveagoodmotivationtoreadthetext.（教师又一次说出了自己为什么要这样设计教学步骤的思考Step3While-readingTocheckifourpredictionsarerightornot,wewillhaveourfirstreading.（评析同前）IntheFirstReading:thestudentswillbegiven3minutestoreadthetextandtrytogetthemainideaofeachparagraph.Aftersomestudentsoffertheiranswers,I’llshowtheseparagraphs’mainideasinawrongorder.Ourjobistoarrangetheminacorrectorder.Afterfirstreading,we’vehadabriefcomprehensionaboutthetext.(这是教师对教学目标达成的预估,这也是下一步教学活动设计的依据。

)Tohaveafurthercomprehensionaboutthetext,weneedoursecondreading.(同样说出了自己对下一步教学活动目标的思考请注意后面的内容中,他对自己的教学安排作了多次这样的思考说明)SecondReading:(1)Beforeoursecondreading,Iwouldaskthemtoreadthequestionsonthescreenquickly.Thenwemovetothesecondreadingwiththosequestions(2)After2minutes,wefinishthosequestionsfirst.Thenthereare2activities.Activity1:Words-AttackingOnthescreenwecansee8newwords.Studentsaresupposedtofindtheminthetextquicklyandguesstheirmeaningsaccordingtothecontext.Obviously,we’llgetmanyanswers.Sohereadiscussionisneeded.Afterthat,I’llpresenttheircorrectmeaningsinawrongorder.Andwearegoingtomatchthenewwordswiththeircorrectmeanings.Sothat’sactivityI.Activity2:TofillinthetableTofinishExercise1.inthebook.Thewholeclasswillbeinvitedtodothisjob.That’soursecondreading.Throughit,we’vehadadeepunderstandingofthetext.Moreover,we’vetrainedsomebasicreadingskills.Sotodigestwhatwe'velearnt,weneedourpost-reading.Hereisstep4.Step4Post-readingThereareanothertwoactivities.Activity3:toMakeupastoryEverystudentpicks4wordsfromtheoneswe’velearntinActivity1andhave2minutestomaketheirstoriesinlessthantensentences.Anykind,anystyleofstoryiswelcome.Astheirteacher,I’llsharemyownstoryfirst.Activity4:InterviewsI’llinviteonestudentasareportertogoaroundtheclassroomandpickstudentstohaveaninterview.AndthestudentswhoarepickedaresupposedtobeLiQiangandanswerthequestionsbasedonthetext.We’llchangethereporteriftheformeronedoesn’thaveanyquestiontoask.Wecansee,tofinishthisjob,studentsaresupposedtoknowthecontentandorganizationofthetextwell.Asit’saninteractionofstudents,theactivitycancatchtheirmoreattentionthanbefore.Ithinkthereisgreatfuninthe2activities.Meanwhile,we’vehadaconsolidation.Herecomestoday’sbigchallenge.Step5DiscussionQuestions:①Whatdoyouthinkofthefuturelifeinthetext?Doyoulikeit?②Ifnot,whatcanwedotoprotectourenvironment?Grouptogetherinfours.Duringtheirdiscussion,I’llgoaroundtheclassroom,tomonitorandoffersomesuggestionsifnecessary.Aftertheirdiscussion,somegroupsareinvitedtoreporttheiropinions.Atlast,3studentsareaskedtogiveasummary.Asforme,I’llpresentthemontheblackboard.Thisactivitycanimprovestudents’speakingandcooperativeabilities.Theycanrealizetheimportanceofprotectingourenvironment.（教师预测了学生在活动中可能取得的效果。

说课的第3个把握点是Howtoteach?这一环节是说课的重点和关键教师应具体阐述整个课堂教学的设计、步骤,说清楚教师怎么教?学生怎么学?为什么要这样教?如何在你设计的活动中来突破本堂课的重、难点?首先说课教师要说出这节课的思路、活动的安排、过程和具体的操作,并能预测学生在活动中可能遇到的困难与问题,如何及时处理和解决或能适时调整活动的难度此时教师要适当穿插、解析设计该活动的理论依据及教学理念与目的特别是重、难点的突破是优化课堂教学、提高教学质。