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.
上课是根据课程大纲要求采用多种方法把知识传授给学生，让学生掌握这些知识。说课是把你怎样上课、为什么这样上告诉同行，让同行进行参考研究。下面是一份说课评估标准，你可以参考一下就明白了。说课评估参考标准说教材分析（25分） 教师首先应从整体把握教材，对教材的教学目标、知识结构、重点难点、知识渗透点、能力训练点、情感教育结合点有基本的介绍与分析，依据课程标准，明确说出对教材的使用处理意见。 说教学方法设计（20分） ⒈ 教学方法的设计必须以促进学生的发展为目的⒉ 教学方法灵活实用，体现因材施教原则，注重启发式教学。 说教学过程策划（25分） ⒈ 教学过程应体现知识、能力、情感和学习教育目标四者的统一。⒉ 教学过程应体现“学生为主体、教师为主导、活动为主题、训练为主线”的原则。⒊ 课堂结构应保证学生有较多的自主活动时间和训练时间。说学法指导练习设计（20分） ⒈ 注重学法指导，重视学生自学能力以及分析问题能力、解决问题能力的培养。⒉ 练习设计题应涵盖教学目标，训练量与难度适中，重点突出，层次分明，巩固提高作用明显。 教学基本功（10分） ⒈ 专业知识基础扎实，无知识性错误。⒉处理教材的能力强。⒊教学方法选择得当。⒋语言表达能力强，熟练正确地使用普通话。⒌板书设计合理。⒍教态自然、亲切大方。
河北教师招聘考试：中学语文优秀说课稿《鸿门宴》 一、说教材(一)教材所处的地位和作用高中语文必修5本书共有文言文单元5个，17篇文章。涉及了5个方面的文章类型：古代记叙散文、山水游记散文、议论性散文、人物传记和古代抒情散文。《鸿门宴》属于古代记叙散文，也是学生进入高中所学习的第三篇文言文。编者希望学生通过本文的学习，既可以领略古人的才华和品德，又可以欣赏和借鉴叙事的艺术；希望学生在反复朗诵中体会古代叙事散文特有的简洁美，在抓住关键词语概括叙事脉络中，提高概括能力和表达能力。(二)教材目标及确定依据根据课程标准，围绕“知识与技能、方法与过程、情感态度和价值观”三位一体的课标要求确立三维目标：1.掌握司马迁和《史记》的知识，了解故事发生的相关背景。2.了解文言实词活用(包括使动、意动)的一些规律，理解古汉语中句子成分省略的一些知识。3.学习本文紧凑地安排故事情节、生动地刻画人物的写法。4.感受作者隐忍发愤的著述精神，树立正确的读史观，学习一分为二地评论历史人物。(三)教学重难点及确定依据高一阶段，学生文言知识体系尚待完善，对魏晋历史散文接触不多。因此，教学中要进一步增加文言知识积累，并通过朗读指导，提高学生的阅读兴趣，培养学生欣赏魏晋历史散文的能力，养成思辨的习惯。据此，本课的教学重点为：1.积累文言词句知识。2.学习一分为二地评判人物。二、说学法(一)学情分析刚入高中的学生，不少还延续初中学习文言文的方法，只满足于盲目背诵，只顾扫清课本中的文字障碍，无法把课内学到的知识转化为能力，学了后面的忘了前面的，到考试前只是盲目做题，考试时全凭猜测，越是这样越是缺乏兴趣。针对这一现状，我们着眼于文学与历史相融合，或借文释史，或者借史释文，把语文与历史两科结合起来。本文就是着眼于学生的实际现状，立足于学生的学习兴趣，从历史科的角度切人，以语文课本中所涉及的作品为基础，来说说如何帮助学生实现文史互动，从而提高学生学习文言文的阅读能力。(二)学法指导及选择的依据课程标准明确指出："要重视学生的实践活动，让学生在教学过程中学会自主、合作、探究。要重视师生的语言交际和心灵沟通。重视学生思维方法的学习。"据此，我确定了以下学法及能力培养：A、圈点、勾画、批注的方法。B、参照注解，动口动脑，培养学生自己获取知识的能力。C、指导学生进行正确的诵读。三、说教法新课程观强调学生的自主学习和积极体验。因此，教师要尽可能地为学生提供共享资源，创设互动平台，从而为学生的终生学习打下坚实的基础。根据这一指导思想，我决定本文教学中主要采用三种方法，即：目标导学、自主合作、迁移创新。“目标导学”即根据相应的学习内容设立学习目标，引导学生进入学习情境，如关于朗读、积累的教学。“自主合作”在本文教学中主要体现为分组归纳和小组讨论交流等。“迁移创造”是将阅读向更深更广的方向发展，如让学生创编课本剧《鸿门宴》等。为了提高学习兴趣，增强教学效果，我设计运用录音带、多媒体等手段辅助教学，并印发课文翻译等文字资料。四、说教学过程(一)翻译理解部分我设计的是两个环节。一是让学生粗读原文，借助工具书和书下注释翻译大意，重点完成三个内容：依据文脉推断不懂的词义，点出重点的实词，框出通假字并归纳规律；二是让学生细读原文，进一步落实字句的翻译，主要完成两个任务：实词活用、特殊句式及其规律总结。两个环节是由简入难的过程。本文虽然篇幅较长，但文字浅易，并且是典范的记传性文体，因而对高一学生来说大部分内容比较易于理解和翻译。对那些不易懂的字词就引导学生联系上下文提供的语境、前后涉及的情节加以推测、判断，以培养学生依据文脉推断词义的好方法。要求学生点出重点实词、框出通假字，主要是为帮助学生积累和掌握一些文言文中常见的一词多义、异读现象、古今异义和通假现象的词语，并进一步得出规律，指导今后的文言文学习。词类活用和特殊句式在文言文翻译中难度较大，也是本文教学的两大难点。要求学生标出有活用现象的字和划出句式特殊的句子，是基于两点考虑：1.积累一定数量的第一手例句；2.引导学生加以分类，找出每类的相同特征，并抽取出来形成规律性的东西，从而上升到理性认识，使学生能由学会一个到会学多个。在翻译过程中注重指导学生养成用符号法表示重点字句的好习惯，如点、框、圈、划线等符号应约定一致，便于突出翻译中的重点、难点及复习。我的提示着重归纳了实词“幸”“如”“举”“谢”等，名词活用、使动用法、宾语前置、被动句和省略句，全部采用表格的形式，可由学生填充相关内容，既是训练又是归纳。(二)分析人物部分分析人物是本文的一大重点。为更好地使学生了解史传文学在人物形象方面的突出成就，深入挖掘人物内心，准确把握人物性格，我设计了四个问题：1.项羽是怎样一步步地由主动走向被动的？刘邦又是怎样一步步地由被动走向主动的？2.项羽、刘邦各具有怎样的性格特点？问题1是对内容的把握，可引发学生探究的心理。通过对比讨论分析，学生会看到这是一个矛盾不断转化的过程，即沿着战与不战、杀与不杀、追与不追三组连贯的矛盾，项羽由主动转向被动，刘邦由被动转向主动。而其中根本原因则在于两个人物的不同性格，由此导入问题2对项刘性格的概括。这样，问题1成为问题2的铺垫，并可以使学生感到人物性格是在矛盾中刻画的，这也为人物刻画方法的总结埋下伏笔。概括项羽性格时，学生可能对他“为人不忍”的性格有不同认识，是“妇人之仁”还是“君子之度”？就这一点可以鼓励学生进行争论，挖掘出项羽性格的弱点，及其在这场斗争中埋下的祸根，从而帮助学生认识性格决定命运的道理，认清项羽的悲剧绝非偶然，可以说是性格悲剧。我将这两个问题结合在一起，用表格形式进行提示，由刘项双方的转化推出人物不同的性格，既有相应的概括，又形成鲜明的对比，会给学生留下深刻的印象。3.如果刘邦不去鸿门向项羽谢罪，会有怎样的结局？如果项羽在鸿门宴上杀了刘邦，又会有怎样的结局？这是两个假设性的问题，目的在于引起学生的想象和思考，推想可能的历史，学生设想的结局可能是多样的，只要能自圆其说合乎一定的逻辑就可以，不求答案一致。借此使学生进一步体会刘邦、项羽的不同性格可能造成的结局，进而启迪学生多样的思维，锻炼语言表达。4.文中还塑造了哪些人物形象？简略说说他们的性格。设置这道题目的有二：一是全面把握本文中的性格鲜明的人物的需要；二是突出四组人物的对比塑造，为总结人物刻画方法作伏笔。(三)刻画方法部分由于前一部分的铺垫，学生会比较容易地归纳出在矛盾中和对比映衬中刻画这两条，而在初中学过的《孔乙己》等小说中刻画方法也会使较多的学生联想到个性化的语言和动作是使人物栩栩如生重要方法这一条，所以学生自己就可以很快归纳出来。(四)课堂延伸部分我引用列宁的比喻——有时历史的发展就像一个人想要进入一大串房间中的一间，却阴差阳错地进入了另一个房间——对全文进行总结，给学生以更多的思考和借鉴。作业布置：一.联系情节背诵第三、四段；二.写一篇读后感，谈谈你从“鸿门宴”故事中得到的启示。更多教师资格说课稿，可以去中公教师考试网查看
