吸取的经验教训发出其内容的学生说，教科书，说教学目标，伊斯兰教说，说重点，难点，讲座课程计划，其内容，教学目标，重点，难点和类似，但不用说了吧，主要是15至20分钟的课堂设计是基于教案，学生“是面试官。
Ⅰ.Teaching Aims and Demands 1.Knowledge Objects (1) Key Vocabulary extremely, worried, neighbor, garbage, mystery, director, escape, ocean (2) Target Language In my dream, I was swimming in an ocean of paper. Maybe it means you're afraid of too much homework! 2.Ability Objects (1) Train students' reading skill. (2) Train students' writing skill. (3) Train students' integrating skills. 3.Moral Object Everyone has had a dream. But don't dream away your time. Ⅱ.Teaching Key Points 1.Key vocabulary 2.Reading practice 3.Writing practice Ⅲ.Teaching Difficult Points 1.Reading practice 2.Writing practice Ⅳ.Teaching Methods 1.Practice method 2.Groupwork Ⅴ.Teaching Aid A projector Ⅵ.Teaching procedures Step Ⅰ Revision Check homework. Collect pictures from students on the teacher's desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example: T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture? S1: He must be a student. S2: He could be having a dream. S3: He might like reading books. S4: … Step Ⅱ 3a This activity provides reading practice using the target language. Show the key vocabulary words on page 38 on the screen by a projector. extremely adv. 极其;非常 worried adj. 烦恼的;焦虑的 neighbor n. 邻居;邻人 garbage n. 垃圾;废料 mystery n. 神秘的事物;不可思议的事物;谜 director n. 决策者;董事;导演 escape v. 逃跑;逃走 ocean n. 大海;海洋 Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. He is confused and upset . Call students' attention to the article. Read it to the class. Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower. Point out the sample answer. Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed. Check the answers Answers an animal, teenagers, the wind, a dog Step Ⅲ 3b This activity provides reading and writing practice using the target language. Get students to discuss any words or sentences they don't know in Activity 3a with one another. Call students' attention to the three sets of notes. Ask different students to read them to the class. Chu family-late night footsteps in the hallway-might be the neighbors Lao Zheng-someone trying to get in the window-might be the wind Xiao Ning-finds garbage in front of her house-might be cats Say, You are to write another paragraph about Bell Town using these notes. You may use the article in Activity 3a as a model. Ask students to write their paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Answers will vary. Write the sample version on the blackboard. A sample version These days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn't think so. My neighbor hood used to be quiet. But now everyone is worried. I don't know what to do. Step Ⅳ 3c This activity provides writing practice using the target language. Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class into groups of four to discuss what should be included in the article. Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article. Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class. Collect students' works and write a comment on each paper before returning them. Step Ⅴ Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class. SA: In my dream, I was swimming in an ocean of paper. SB: Maybe it means you're afraid of too much homework. Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean? Students may answer. Maybe it means you are too hungry. Say. Think of a dream you had recently and tell your classmates about it. Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean. Step Ⅵ Summary Say, In this class, we've mainly done much reading and writing practice using the target language. We've learned some vocabulary words as well. Step Ⅶ Homework 1.Reread the newspaper article in Activity 3a. 2.Review the paragraph in Activity 3b. Step Ⅷ Blackboard Design Unit 5 It must belong to Carla. Section B The Fifth Period A sample version to Activity 3b: These days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn't think so. My neighborhood used to be quiet. But now everyone is worried. I don't know what to do.
语文说课稿模板• 各位评委老师上午好，我是语文－号，我今天说课的题目是－（板书：课题、作者），下面我将从说教材、说教法和学法、说教学过程、说板书设计四个方面来对本课进行说明。一、说教材1、教材简析《》是人教版语文四年级年级下册第……组的第……篇课文，该单元以“……”为主题展开。《》是（文章体裁），主要写了（主要内容），表达了（中心思想），“写作特点”（一般是：语言简炼、层次清晰；描写生动、细致充满诗情）”是本文最大的写作特色。2、教学目标结合单元教学要求和本课特点，依据新课标中“知、过、情”三个维度，我将本课的教学目标确定为： 1.认识（）字，会写（）字，能通过查字典，联系上下文理解新词 2.体会叙事条理清楚，首尾照应的表达方式，能复述课文，提高口头表达能力 3.通过有感情的朗读课文，品味重要词句所包含的思想感情及本文……中心思想3、教学重、难点根据新课标对本册课文提出的要求及学生的知识水平，我将本课的教学重、难点确定为： 1、教学重点：2、教学难点：4、课时安排我主要讲本课分为（）课时第一课时：初读课文，整体感知，学会生字词，理解部分词语和课文的意思，理顺课的整体结构，学习课文第（）部分；第二课时：学习课文第（）部分，理解作者……的写作手法与技巧，深入理解分析课文；第三课时：学习课文第（）部分，总结全文，背诵要求的段落，检查教学成果，听写生字词。二、说教法和学法1、说教法科学合理的教学方法能使教学效果事半功倍，达到教与学的和谐完美统一。基于此，我准备采用的教法是： （1）以读代讲法。教学时，我采用多种朗读形式，把读的训练贯彻于整个教学活动中，让学生在读中感悟，读中求解，发挥了学生的主体作用。（2）启发诱导法。“思起于疑”，在教学中，我根据课文的重点及学生勇于探索的特点设计了一些启发性较强的问题，诱导学生深入理解课文，激发学生学习的积极性，从而达到突破重难点的目的。（3）情境创设法。“入境始于亲”，情境的创设能使学生“亲”入课文当中，入情入境地理解课文，体会作者的情感。2、说学法学法上，我贯彻的指导思想是把“学习的主动权还给学生”，依此，本课的学习法我设计为：（1）自主学习法。著名的教育家叶圣陶曾经说过：“授之以鱼，不如授之以渔”，联合国科教文组织也曾指出：“未来的文盲不是不识字的人，而是不会学习的人。”在教学过程中，我始终扮演着一个组织者和引导着的角色，给学生提供了充分的自主学习时间，以达到提高学生自主学习能力的目的。（2）合作学习法。新课程强调“自主、合作、探究”的学习方式，通过组织学生进行小组合作使学生互学互鉴，在小组的讨论交流中不断得到启发，同时又能培养学生的团体合作意识，为今后走上社会打下良好的合作基础。★此外我准备用ppt多媒体课件手段辅助教学三、说教学过程我下面主要对本课的第一课时加以说明为了完成教学目标，解决教学重点突破教学难点，课堂教学我准备按以下四个环节展开。1、创设情境，导入新课我设计的导语是（），此导语以师生对话的方式展开，消除了学生上课伊始的紧张感，充分调动学生学习的积极性，让学生走入到课文中来，激发学生的阅读兴趣。2、初读课文，整体感知（1）教师有感情的范读课文，学生边听教师朗读边看课文，进入情境，感知课文内容。 （2）在下面默读课文，借助注释和工具书自学生字词，对其中不懂的可以提出问题，教师有针对性的对某些容易读错写错的生字词进行指导，例如（）。*这为学生阅读文本扫清了障碍，也体现了语文学科工具性的特征。新课标中要求本学段的学生会使用字典、词典，有初步的独立识字的能力，并且初步学会默读，能对课文中不理解的地方提出质疑。（3）接下来，教师请数位学生分段朗读课文，教师请其他学生边听边圈画出每段的关键词句，理清文章脉络，并说明分段的理由，教师根据学生板书文章脉络。（教师板书）*新课标对学生阅读的要求是：在通读课文的基础上，理清思路，理解主要内容。此环节力图将学生置于阅读的主体地位，以调动学生的主动性和积极性为出发点，学生边读边思考，在听读中理清思路，锻炼学生的听说读和概括能力，解决教学重点。3、细读课文，探究解疑 本课时我主要对本篇课文的第（）段进行重点研读，分析重点词句 *新课标中明确指出：“阅读是学生个性化的行为，不应以教师的分析来代替学生的阅读实践。”教师以多媒体出示Q1，Q2，教师请学生先默读在分组讨论。Q1，Q2的设置一脉相承，学生积极主动的思维和讨论中，加深理解和体验，有所感悟和思考，从而受到情感熏陶获得思想启迪，进而解决教学难点。 4巩固知识，布置作业四、说板书设计好的板书就像一份微型教案，此板书力图全面而简明的将授课内容传递给学生，清晰直观，便于学生理解和记忆，理清文章脉络。 以上，我从教材、教法学法、教学过程和板书设计四个方面对本课进行了说明，我的说课到此结束，谢谢各位评委老师。
当地学生所用教材中选取课文进行说课
