你好，你是莱西的吧？我去年正好也参加过说课，下面就是我当时搜到的一些内容，不知对你是否有用，还有一些，但空间有限，写不了。如需要请说。
据我经验，有些表达可以通用，可以借鉴说课样稿上句子。
说课模式
Title（可以根据说课稿中的亮点制定一个说课的主题，或者直接用所说课的课题当作说课的题目）Indruoduce yourself（看听说课的对象而言，有必要的话，可以做适当介绍）一、Teaching material analysis(说教材)1.The position and the function of the teaching material(教材的地位和作用)2.Aims to the teaching(教学目标)A. Aims to the knowledge（认知目标）B.Aims to the abilities（能力目标）C.Aims to the emtion（情感目标）3, Difficult and improtant points(重点难点)二.Teaching method and study method(说教法，说学法)三.The time table of teaching steps(教学过程中的时间安排)四 The teaching steps（教学过程）Step1 .Review/Warm up/Sing a song（第一步，一般来说有复习，热身，唱歌等几种）Step2 Pesentation（新授呈现）Step3 Consolidation（巩固）Step4 Practise（练习）Step5 Play a game（游戏）（大致的教学过程分为这几类，按照不同的教材，可以酌情修改）五.Design of the blackboard（板书设计）
英语说课样稿
I Teaching Aims: 1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.) 2. To encourage Ss to practice, participate参与, and co-operate合作in the classroom activities. 3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, 方法, 步骤, I think …
II Teaching Approaches Communicative approach and Computer-Assisted辅助 Instruction are to be used in the course of this lesson. And I will try my best to limit限制Teacher Talking Time and increase Student Talking Time. So during this lesson, emphasis are to be laid on: 1. Student-centered teaching 2. Task-based learning 3. Activity-based teaching (individual个人的work; pair work; group work; class work)
Ⅲ Teaching Procedure Step 1. Warming-up & lead-in Activities 1 Free talk (class work) I will invite Ss to answer the following Qs. Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? Activity 2 Picture-talking /Music-talking (individual work) Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse引起their interest in the topic.
Step 2. Pre-reading (class work) Activity1 Look and guess In this activity, Ss are required to look at the title and guess what they will read. Activity2 (class work)Brain-storming集体研讨 In this activity, Ss are encouraged to think of as many words as possible to describe the picture/… Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as … Step 3. Reading Activity 1 (class work)Skimming撇取浮沫that is, how can we get the general idea of a passage as quickly as possible. Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last paragraph of the article (or the first sentence or the last sentence of each paragraph.) Goal: To develop Ss’ reading skill --- skimming, Activity 2 (group work)Scanning Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form: Title Part/Para.Main idea Detailed information 1a.topic sentences/introduction b. examples/supporting ideas c. conclusion 2 a. b. c. Goal: To develop Ss’reading skill---scanning, that is, how to find out the clue线索of a story and motivate激发Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.) Q1: What does the word “this” in the last Para. but 3 refer to? A. sjkdfkjdk B. klklklkl C. opieporiwp D. jdlkjflkd Q2: What is the Chinese equivalent for the phrase “investing in loss”? A. B. C. D. Q3: The word “flawless” in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. Step 4. Post-reading Activity1 Role-play(pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be : Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? Q3: Look at the subtitle/title “Remind yourself”, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/…(group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Step 5. Homework Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction. Title Here is the form Here are some new words for Ss So much for my presentation. Thank u very much. Bye-bye.
●Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
一STATUS AND FUNCTION 1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material. 2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit. 3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
二TEACHING AIMS AND DEMANDS The teaching aim\'s basis is established according to Junior School English syllabus\' provision. 1.Knowledge objects (1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I\'m sorry”“That\'s all right”. (2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson. (3) To finish some exercises. 2.Ability objects (1) To develop the Ss’ abilities of listening, speaking, reading and writing. (2) To train the Ss’ ability of working in pairs. (3) To develop the Ss’ abilit ies of communication by learning the useful structures. 3.Moral objects (1) To enable the Ss to be polite and love life. (2) To enable the Ss to look after their things well.
(四)TEACHING KEY AND DIFFICULT POINTS The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material\'s position and function. 1.Key points: (1).To help the Ss to communicate with each other. (2).To enable the Ss to study in groups and co-operate skillfully. (3).To develop the Ss’ interest in English. 2.Difficult points: (1) How to make dialogues and act them out. (2) How to write the right whole sentences.
Part Two The Teaching Methods 1. Communicative teaching method 2. Audio-visual teaching method 3. Task-based” teaching method As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition. Teaching special features To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS 1.Teach the Ss how to be successful language learners. 2.Let the Ss pass \"Observation—Imitation—Practice \" to study language. 3.Teach the Ss how to master dialogues and how to communicate with others. Teaching special features: Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.
Part Four Teaching Procedure I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner. Step1 Warm-up 1. Free talk between T and Ss . Such as: Hi, I’m . . . . What’s your name? This is …. How do you do? Who is he/she? How are you? Who can count from 1to 5? What’s this in English? etc. 2.A game: Ask the Ss to give T some school things. For example: T: Give me your book.(ruler, box, pen, table, knife, etc.) T: This is your book. This is not my book. It’s your book. etc. In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues. Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge. Step2. Presentation This course is very important. I’ll mainly talk about this step. I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A. First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B. A: Hi, B. How are you today? B: I’m fine, thank you. And you? A: I’m fine, too. Oh, this is my bag. B: No, this is not your bag. It’s my bag. A: (Look closely) Oh, I’m sorry. B: That’s all right. (At the same time, C is running up and hitting A.) C: Oh, I’m sorry. A: That’s OK. I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well. Purpose of my designing: To present Sample A by CAI is much easier for the Ss to l earn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. Step3.Practice First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars. Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability. Step4.Production In this step I’ll give the Ss a free space to show their abilities. Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc. After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues. Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. 2.Skill 1 Model 1. I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines. Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best. 3.Finish the Ss’ workbo ok. Purpose of my designing: To check the knowledge Ss have learned in this lesson. Step5.Homework: (1)Recite the words as many as possible after class. (2)Make a dialogue according to Sample A and write it in the exercise book. Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned. Blackboard Design Lesson Six Sample ASix This is my….hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.
说课的具体内容：
1．说教材
（1）说教材的地位与作用：教材内容是什么，包含了哪些知识 ；该课教学内容是在学生学了哪部分知识基础上进行的；是前面所学的哪些知识的运用，又是后面所要学习的哪些知识的基础；它在整个知识体系中所处的地位；它在学生学习知识、能力方面有哪些重要作用；对将来的学习还会有什么影响等。
（2）说教学目标的确定： 教学目标是指在教学设计中确定的该课教学所要达到的目标，它对课堂一切教学活动起到宏观的调控作用，也是对课堂教学评价的重要依据。首先确定一节课的教学目标，注意目标的完整性：应包括认知目标，情感目标和技能目标。然后阐述确定教学目标的依据：教学目标的确定既要符合大纲的要求，又要切合学生的实际。最后指出目标的可操作性：目标要求明确、具体，能直接用来指导、评价和检查该课的教学。
（3）说教学重点、难点的确定： 教学重点是教材内容表现出来的知识点的内在联系及其语用价值。其确定的依据要从教学大纲、教材内容和学生的知识基础及年龄特征等方面来加以说明。教学难点是指学生难懂的、教学中需要着力讲解或讨论的知识点。其确定的依据要从造成学生难懂的原因来加以说明：一种是教材内容较深或概念比较抽象；一种是学生缺乏这方面的感性认识或基础知识。有时教学重点和难点重合。但如果难点属于教材内容的次要部分，则要分别说出教学时对重、难点的突破方法、占用时间等。
（4）说对教材的处理： 教材处理是指教学设计时教师对教材内容进行加工，转化为课堂教学“导”的形式的创造性行为。说对教材的处理应说出：对教材内容的取舍和重点的选择；依据教学大纲、教材特点和学生实际，确定哪些内容应总结概括，哪些内容需解释发挥，哪里需详讲，哪里需略讲，以及这样处理的理由等。教材处理是否恰当，是教师教学水平的综合反映。在教材处理过程中，要体现教师驾驭教材的能力，要有创造性。既不要迷信教材，又要符合教学各方面的具体要求。
2．说教学方法
说教学方法的选择及其依据。教学方法的选择，一要考虑是否取得最佳效果，二要考虑师生的劳动是否最少。选择教学方法时，一定要遵循“教学有法，教无定法，贵在得法”的原则。一般一节课以一、两种教法为主，穿插渗透其它教法。教学中只有“一法为主，多法配合”，才能使教学生动有趣。一旦确定了教学方法，就应该介绍为什么采用这些方法，在具体的课堂教学中，通过什么途径有效运用这些教学方法，预计达到什么样的效果。运用比较法，旁证自己所确定的教学方法是否可行，并说出在具体实施中应注意哪些问题，说出自己的改进意见和创新是什么等。
3．说教学手段
说教学手段的选择及其依据。教学手段是指教具的选择及其使用方法。选择教学方法时，要考虑到目的性、实用性、可操作性和新颖性。教具的选择，一忌过多，使用过频，使教学过程变成教具的展览；二忌教学手段过简，不能反映英语课的特点；三忌教学手段流于形式，对教学重点、难点的突破不能起帮助作用。说选择教学手段的依据，一般从教学目标、教材内容、学生年龄、学校设备和主要教具的功能等方面作出解释。
4．说教学程序
（1）说教学思路及其依据： 教学思路主要包括各环节的时序安排及其内部结构，这是说课更为具体的内容。合理安排教学程序，优化教学流程，是教学成功的基本保证。说教学程序，一般先说课型，确定课型后，再说明准备安排哪些教学环节，各教学环节的进行步骤、主要内容等。如“导入”设计：这样导入有什么好处？效果如何？“新授内容”设计：分几步呈现？每步呈现哪些内容？各步所呈现内容的练习、讲解、交际活动的安排设计，如何提问和组织练习、交际活动？如何促进学生积极思维，引导学生积极参与教学活动？各教学环节之间如何过渡？最后又怎样结束等。整个思路要层次分明，富有启发性，教学结构力求优化，能体现教师的主导作用和学生的主体作用。教学思路是教师的创造性思维活动，能体现教师的能力和水平，反映教师的教学技巧。它直接影响教学目标的实现，直接影响学生能力的培养和教学质量的提高。教学思路设计的依据要联系教法、学法、教学手段、学生的认知规律等方面加以说明。
（2）说各教学环节的时间分配： 联系教材内容、学生基础和教学方法等，说出教学各环节的时间分配及其依据。
（3）说板书设计及其依据： 说板书设计，主要介绍该课的板书类型，什么时间板书什么内容，彩色粉笔如何搭配使用，如何使用黑板，哪部分哪些内容属于主板书，哪部分哪些内容属于副板书等。板书设计要注意英语语言知识的科学性和系统性，文字表达要准确、精练、醒目，例句要正确。好的板书内容能系统反映教师讲授的主要内容和教学思路，并借此启迪学生的学习思路，是接通师生思路的“媒介”。板书集中了全部信息的关键点，是全课的纲要。见板书而知其教学内容和功效。板书设计也是教师教学基本功的一页，能反映教师的素质和能力。说依据可联系教学内容、教学方法和教师本身特点加以解释。
5．说学法指导
学法就是学生学习英语知识与技能的方法。学法指导就是通过教学，指导学生学会什么样的学习方法，培养学生哪些能力。学生在学习时，可能会出现哪几种思维结果，有哪些思维定势需要克服，如何使学生真正变成学习的主人，让学生不仅学会，而且会学。科学的学法指导，是智能发展目标得以实施的重要途径。说学法指导是说课内容的重要组成部分，也是说课活动的一个难点，同时也是检查教师在备课时是否摆正学生主体地位的主要手段。
“说学法指导”就是：教师既要说出教给学生哪些学习方法以及为什么选用这些方法，还要说出在课堂上如何实施这些学法指导，如何使学法指导渗透到教学活动中。说学法指导要结合教材特点、教学重点和学生实际做到学有所得。英语学科的学法指导可以从培养学生“四个学会”和“三个意识”入手。
（1）“四个学会”：在教学活动中，教师要指导学生：学会记忆；学会阅读；学会运用所学的语言知识进行交际；学会灵活运用所学知识解题。其理论依据就是：《课标》明确指出，“英语课程应面向全体学生，力求为每个学生的充分发展创造条件，为学生的终身学习打下基础。”
（2）“三个意识”：在说课活动中，说课者应针对教学内容说出：如何调动学生的“参予意识”；如何开拓学生的“创新意识”；如何激发学生的“竞争意识”。“教”是为了“学”，教师只有运用灵活的教学手段，多变的活动组织形式和激励机制，使学生始终沉浸在热烈、紧张、愉悦、轻松的学习氛围中，学生才能真正成为学习的主人。只有在这样的氛围中，教师才能引导学生参予竞争，才能打开学生的思维之门，才能发挥教师“导”的作用，才能培养出会生存、会发展、会创造，符合时代要求的高素质人才。
总之，优化说课内容的基本要求是：（1）完整性与突出重点相结合；（2）理论性分析与实际操作相结合；（3）现实性与发展性相结合。只有这样，我们才能把课说“深”、说“活”。
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