一、说课的基本原则
1.遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。
2.以教师为主导，学生为主体，体现先进的教学理念。 3.详略得当，重点突出，体现说课的完整性。 4.与教案相结合，体现其可操作性。
二、说课的基本程序
1.说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2.说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。
3.说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。
4.说学法：谈谈学习方法的运用以及将要实现的目标。
5.说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？
6.说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。
三、注重说课信息和反馈与总结
说课的对象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。
常见问题：
教学设计的基本教学理念，在你的设计中体现了哪些新课标精神？
你的教学整体思路是在什么教育理论支撑下展开的，也就是教学理论依据；
你这样设计的意图是什么？力求达到什么目的？在实施中可能会产生哪些问题，各种问题你又如何引导、解决？
你觉得这节课教材对学习主体来说，是否要进行处理，阐述你处理的理由，通过你的处理学生可能在学习中避免了哪些学习障碍，有什么优点等。
（1）说课整体要流畅，不要作报告式，如“许多123”，几个环节过渡要自然，比如，教材分析后，要确定目标时，可以这样说“基于对教材的理解和分析，本人将该节课的教学目标定位为„„”“下面我侧重谈谈对这节课重难点的处理”
（2）说课要有层次感，不要面面俱到，不要将说课说得很细，我们要说的都是一些教学预案，所以要多谈谈学生学习中可能碰到的困难和教师的教学策略。这里的层次针对某一教学环节来说也是如此。比如，在重难点处理上，你设计哪些问题，如果第一套方案不行，第二套方案有怎样安排等；在练习中你安排了哪些练习，有没有体现出层次性等。
（3）各部分比例为：教材分析20分，教学流程50分，教师语言20分，教师仪态10分。同时要针对自身扬长避短，体现个性（2）要合理安排好20分钟。目标一般2~3分钟要确定下来，
重点去考虑教学设计的框架，以纲要的形式写下来，特别要记下学生的几种情况和你的对策。不要一字一句去写。（4）因为这里的说课是课前的预案，不是课后的反思性说课，想象的空间较大，所以你可以将课堂设计的精美一些。
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样本：初中英语说课稿（中英文版）
一、说教材（教材分析） Analyzing teaching material 1.说课型 leon type (Dialogue/ reading/ listening/ revision) 2.本课在教材中的地位 status and function Leon 33 Saving the Earth is a dialogue.The leon is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition.Since it is a dialogue / reading.It’s helpful to improve the Ss communicative/ reading ability.3.说教学指导思想 teaching guideline (Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model) 4.说教学目标和要求 Teaching aims and demands („be intended for Ss in key schools) 1）认知目标 knowledge objects a.Enable the Ss to remember the following new words & phrases: Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into b.Get the Ss to be familiar with this sentence pattern: If the population keeps growing so quickly, there will only be standing room left… Give the Ss a reinforced practice on the functional item Supposition.c.Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.2）智能目标 ability objects a.Ask the Ss to make up a similar dialogue.b.Help them to understand the dialogue better and improve the four skills.c.Develop their ability of thinking independently.
2 d.Cultivate their ability to discover, analyze and solve problems.e.Train them to collect information from the Internet. f.Train them with some effective learning methods to optimize Ss’ learning results.3）德育目标 moral objects a.Arouse their interest in learning English; b.Help them to understand the background of pollution.c.Enable the students to love our earth and the nature.d.Be aware of the importance of stopping pollution & protecting out environment.e.Encourage the Ss to do something to save the earth.5.说教学重点 teaching important points (生词、句型；培养阅读技能) a.New words and phrases b.Sentence pattern: If- clause c.improve their reading skills.d.Talking about problems of the Earth.6.说教学难点 teaching difficult points (语法；发展交际能力) a.functional item: Supposition.b.Develop their communicative ability.Act out their own dialogue.7.说教具 teaching aids (multi-media computer, software, OHP) The teaching syllabus says that it’s neceary for teachers to use modern teaching facilities.It’s of great help to increase the cla density and improve our teaching result.It can also make the Ss reach a better understanding of the text by making the claes lively and interesting.At the same time, it arouses the Ss’ interest in learning English.
二、说教法 Teaching methods Five step method; audio-video; communicative approach;
3 Task-based learning: New Syllabus Design encourages teachers to use this teaching method.TBLT can stimulate Ss’ initiative in learning and develop their ability in language application.Make the Ss the real masters in cla while the teacher himself acts as the director and bring their ability into full play.
三、说学法 Study methods 1.Teach Ss how to be succeful language learners.2.Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently; 3.Get the Ss to form good learning habits.
四、说教学过程Teaching procedures
I.复习(Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata) Activity 1: Imagination 1).Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?) 2).Suppose you catch a bad cold, what’s to be done? 3).Suppose your bike is broken, what’s to be done?
4).And suppose the earth, on which we all live, is damaged, what’s to be done?
* What can you think of when you see ―pollution‖ this word?(waste, environment, air, water, factory, desert, climate...Try to activate the Ss schemata regarding the topic of pollution.)
II.呈现 (Presentation) 5min Activity 2: Presentation Play the song ―Earth Song‖ sung by Michael Jackson.(Create an atmosphere)
A lot of pictures and video clips about the causes and results of the three problems mentioned in this leon will be shown on the screen with the help of the computer.Ss’ presentation on pollution.Attract their attention, arouse their interest, and create a good atmosphere for communication.
4 * Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.III.对话 / 阅读 (Dialogue)18m 1.Pre- reading Activity 3: Prediction 1st listening/ fast reading, one guided Q to help Ss to get the main idea: What do you think is discued at the conference? 2.While- reading Activity 4: Read and answer 2nd listening/ careful reading, more Qs to get the detailed information.Develop their reading skills: skim & scan.Pay attention to the pronunciation, stre & intonation.* 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words；确定主题句；创设信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.) 3.Post- reading Activity 5: Language focus While Ss are answering the Qs, the teacher deals with some key language points.a.is being caused b.and so on c.go on doing d.be fit for e.standing room f.if- clause IV.操练 (Practice) 10m Activity 6: Retell Use your own words to retell the dialogue in the 3rd person.Activity 7: Acting out Activity 8: Drill – Supposition Purpose: Practise the functional item of Supposition.(P.33 Part 2; P.113, wb Ex.3) (Retell; act out; role play)
5 V.巩固 (Consolidation) 6m (Discuion; interview; pre conference; debate; quiz) Activity 9: role play Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the cla.* The Ss are encouraged to use the words and expreion_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.Activity 10: Discuion Think of the question: Are we causing damage to the world? What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.VI.作业 (Homework) 1m (Writing; continue the story; recite; retell) Write a letter to the mayor, telling him sth.about the pollution around your school.
五、说板书Blackboard design(略)
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