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篇1
Let me start with analysis of teaching content. The topic of this passage is ......After learning this passage, students are able to.....also, students can......
2. Analysis ofstudents
Secondly, let’s talk about the ss. Ss in junior middle school......
(1) Existing knowledge and ability: have already mastered certain words and phrase/ have already learned the grammar
(2) Cognitiveandthinkingcharacteristics:areactive,curiousandinterestedin, but they may havedifficulties
in.....
(3) Life or daily experience: are familiar with this experience/ haveexperienced......
(4) Hobbies and interests: will be excited about this topic, and willing to express themselves/ participate in classroomactivities
3. Teaching aims
According to the new curriculum standard in English, the lesson adopts a three dimensional teaching aim.
(1) Knowledge aim
By the end of the lesson, ss will be able to
A. Master thegrammar...()
B. Expand their vocabularyabout...
C. Express themselves with correctpronunciation....
D. Get familiar with the topic of...
(2) Abilityaim
By the end of the lesson, ss will be able to
A. Improve their listening/speaking/reading/writing skills
B. Use skimming to get the main idea, and scanning to locate specificinformation
C. Use...tocommunicate/useto solveproblems/
(3) Emotionalaim
By the end of the lesson, ss will be able to
A. Improve their interest inEnglish
B. Improve their sense ofcooperation
C. Understand the culture differences in....../get closetotheculture and broaden theirhorizons
4. Teaching key and difficultpoints
Thekeypointistoleadsstofindoutthestructureof/ to form the habit of reading inchunks
The difficult point is to help students use ....to...in their daily life./ have a better understanding of cooperationand loveto share resources withothers(品德方面的)
5. Teaching methods
In this lesson, I will mainly use......
A. communicative languageapproach
B. Situational teachingmethod
C. Audio-lingual teachingmethod
D. Task-based teachingmethod
E. Inductive teachingmethod
I think in this way, students can ......
6. Teaching aids
To interest my ss, i will use ... as my teaching aids.
A. (Realobject)
B. (teaching materials) Pictures, word cards,video
C. (activity) Preview,survey,questionnaire
7. Teachingprocedures
Listening
Let’s come to the most important part of the lesson, the analysis of teaching procedures. It can be divided into 5 steps,that is, warming-up, pre-listening, while-listening, post-listening and summary and homework.
Warming-up
In this period, i will....and after..., i will ask ss ...question1..question2, and then tell ss this song is about ....
(1) Thematically: This song/video/ these pictures is closely related to the topic of this lesson. /ss can have a primary understanding of thetopic
(2) Affectively, ...so students would be highly motivated/ be very glad to pay their attentiontothis lesson/ ss’s interests will be aroused and attention can beattracted
(3) Linguistically:thissongalsoincludealotof...sothatsscouldreviewsomerelatedwords
from it
Pre-listening
In the pre-listening stage, there are 2 activities:
Activity 1: is a free talk. I will show a picture...and ask some ss to talk about the questions.questions 123....
This activity can help ss recall some words and expressions.
Activity 2: is predicting. Ask ss to predict what this passage talks about according to the topic they have talked. The purpose of the activity is to develop their predictingability.
While-listening
In the step of while-listening, students will listen to the tape for three times. For the first time of listening, ss should answer some general questions:
-what’s the main idea of this passage/conversation?
-which one is the best title of this passage Then i will check the answers with them.
Through this section, ss could know the main idea of this passage.
Next, i will play the listening material again, and ask them to finish some exercises.
-listen and decide which statement is correct
-fill in the blanks
In this section, ss will develop some basic skills of listening, that is, to grasp the key words. Also, they can deepe
For the last listening, i will play the listening material and ask them to read after it. Ss can check understanding and develop the habit of reflection。
Post-listening
role-play
In the post-reading stage, i set a role-play activity. Ss will be divided into...groups.Imagine one student...theothersactasthey canusethe wordsandexpressions that we’ve learned in the
while-stage. I willgivethemminutes.Theniwillinviteseveralgroupstoperforminfrontofthe
class. During their preparation, i will walk around the classroom to see whether ss have some questions. After their performance, i will give my comment and try to encourage them.
Role-play is an interesting activity. Ss can be highly motivated and take part in actively. The activity can integrate reading with speaking, develop their communicative competence and
promote their cooperative ability.
Summary&ho mework
The last step is summary and homework.
As for summary, I will ask one student to conclude what we have learned this class. And then make a summary together.
The purpose of this step is to let ss recall what we’ve learnt today, and consolidate key words and sentencestructures.
After class, students arerequiredtoThis can help consolidate today’slearning.
Reading
Let’s come to the most important part of the lesson, the analysis of teaching procedures. It can be divided into 5 steps,that is, warming-up, pre-reading, while-reading, post-reading and summary and homework.
Warm-up
In this period, i will....and after..., i will ask ss ...question1..question2, and then tell ss these pictures are about ....
(4) Thematically: This song/video/ these pictures is closely related to the topic of this lesson. /ss can have a primary understanding of thetopic
(5) Affectively,sostudentswouldbehighlymotivated/beverygladtopaytheirattentiontothis
lesson/ ss’s interests will be aroused and attention can be attracted
Linguistically: this song/these pictures also include a lot of key words and key structures, so that ss could review some related words fromit
Pre-reading
In the pre-reading stage, there are 2 activities:
Activity 1: is a free talk. I will show a picture...and ask some ss to talk about the questions.questions 123....
This activity can help ss recall some words and expressions.
Activity 2: is predicting. Ask ss to predict what this passage talks about according to thetopic they have talked. The purpose of the activity is to develop their predictingability.
While-reading
For the first time of reading, students should answer some general questions:
-what’s the main idea of this passage/conversation?
-which one is the best title of this passage Then i will check the answers with them.
This step can help them understand the main idea and main structure of this passage, they can also improve their reading speed in this way.
After ss get the general idea, they need to read the passage paragraph by paragraph and find some detailed information. For example, i will askquestionslikei will guide them to answer.all
these questions will be graded from easy to difficult.I will give them several minutes each time. This section can develop ss’ scanning strategies, and also promote their cognitivethinking.
For the third time of reading, i will ask students do some exercises to learn the key words and expressions in the passage to improve students’ linguistic competence.
Post-reading
role-play
In the post-reading stage, i set a role-play activity. Ss will be divided into...groups.Imagine one student...the others act as....they can use the words and expressions that we’ve learned in the while-stage. I will give them ...minutes. Then i will invite several groups to perform in front of the class. During their preparation, i will walk around the classroom to see whether ss have some questions. After their performance, i will give my comment and try to encourage them.
Role-playisaninterestingactivity.Sscanbehighlymotivatedandtakepartinactively.The
activitycan check ss’mastery of thetargetlanguage,integratereadingwith speaking, develop
their communicative competence and promote their cooperative ability.
Summary&ho mework
The last step is summary and homework.
As for summary, I will ask one student to conclude what we have learned this class. And then make a summary together.
The purpose of this step is to let ss recall what we’ve learnt today, and consolidate key wordsand sentencestructures.
After class, students are required to .....This can integrate reading with writing, and promote
students’ ability of creativity and independent thinking.
8. Blackboarddesign
Here are my blackboard design. I set 3 parts to present my contents of this class. The firstpartis, thesecond
part is ....and the finalpartisin this way, ss can see the content we’ve learned today clearly andorderly.
That’s all for my presentation. Thank you for your attention.
說課稿寫作
Good morning, dear judges, my name is jiangli. It is my great honor to stand here to interpret my lesson. My presentation consists of the following parts: analysis of teaching content, analysis of students, teaching aims, teaching key and difficult points, teaching methods, teaching aids, teaching procedures, summaryand homework and finally blackboarddesign.
1. analysis of teachingmaterial
Let me start with analysis of teaching content. The topic of this lesson is through this lesson, ss will know
how to they can express their views properly and logically.
2. Analysis ofss
Secondly, let’s talk about the ss. Ss in junior middle school......
(1) Existing knowledge and ability: have already mastered certain words andphrase.
(2) Cognitiveandthinkingcharacteristics:areactive,curiousandinterestedin, but they may havedifficulties
in.....
(3) Life or daily experience: are familiar with this experience/ haveexperienced......
(4) Hobbies and interests: will be excited about this topic, and willing to express their opinionsfreely.
what i need to do is to broaden their horizons and inspire them. Of course, we should also pay attention to the accuracy and appropriateness of their language.
3. teachingaims
According to the new curriculum standard in English, the lesson adopts a three dimensional teaching aim.
（1） Knowledgeaim
By the end of the lesson, ss will be able to Master the expression such as ...
（2） Abilityaim
By the end of the lesson, ss will be able to Master the organizing structure of ...
improve their writing skills Be familiar with the topic of
（3） Emotionalaim
By the end of the lesson, ss will be able to Improve their interest in English writing Improve their sense of cooperation
4. Teaching key & difficultpoints
The key point is to lead ss to use the structure of
The difficult point is to help students use ....to...in their daily life.
5. Teaching methods Process approach towriting
Which not pay attention to the product of writing, also but the activities before and after writing
6. Teachingprocedures
Listening
Let’s come to the most important part of the lesson, the analysis of teaching procedures. It can be divided into 5 steps,that is, warming-up, pre-listening, while-listening, post-listening and summary and homework.
Warming-up
In this period, i will show ss some pictures. And talk freely.these pictures are closely related to the topic of this lesson. During the free talk, we will review some key words and structure.
The purpose is to prepare ss linguistically, thematically and affectively. so students would be highly motivated/ be very glad to pay their attention to this lesson/ ss’s interests will bearoused and attention can beattracted.
Pre-writing
In the pre-writing stage,i will create a situation and ask ss questions:
---
Then i will encourage ss to brainstorm in their groups. They have 5 minutes to prepare. By a lively discussion, students will have materials in mind and will be interested in writing.
then i will invite several groups to share their ideas with us. I will present the key points on the blackboard, such as...also, i will work out the outline with students together.
This step can lay a good foundation for the writing step, through this activity, ss will be inspired and they can accumulate more information about the topic and alsolearn to
communicate their ideas with others.
While-listening
Based on the above discussion, it will be much easier for them to complete their articles individually within ten minutes. They need to pay attention to the spelling, grammar and punctuation in writing.
The purpose of this step is that ss can focus on writing and promote independent thinking.
Post-listening
Peer editing:
After they finish the writing, i will ask my ss to exchange their articles with their deskmates and check the organization, grammar, spelling, and punctuation of their writings. I will ask my ss to evaluate the writing in detail and point out advantages and disadvantages.
Peer editing is a very useful way for ss to revise their articles, and it also can foster their spirit
of cooperation with others.
Summary&ho mework
The last step is summary and homework.
As for summary, I will ask one student to conclude what we have learned this class. And then make a summary together.
The purpose of this step is to let ss recall what we’ve learnt today, and consolidate key words and sentence structures.
篇2
隨著科技和文化的不斷發展，人類社會越來越成為一個相互依靠的整體，每個國家和個人，為了適應這一整體的發展，需要打破語言界限，以便更快地溝通思想、相互交流、調整個體的活動。英語，成了一門世界通用的非常重要的交際語言。現在我們的教學目標就是為了把學生培養成具有較高的綜合語言能力的人才。
1、利用所學教材，由教師精心組織教學內容，在學生預習的基礎上，讓他們以主人翁的態度進行半機械的反饋練習，通過這樣的練習，能進一步強化學生的記憶，活躍思維，為更高層次的說話訓練打下扎實的基礎。主要的方法有：
①以提問的方式來檢查學生對課文理解的程度
如在《新概念英語》第二冊的第八十九課“A Slip oftheTongue”中，設置的有關課文理解的問題有淺層的和深層的兩類。淺層問題如：What will people do anything for?What gotround inthe to wn according to the text?How did people react to it?等等，關于以上問題的回答，學生只要理解課文的表層意義就足矣。那么，對于深層問題的回答，學生懂其內涵是非常重要的。
②以True or False Statement要求學生作出正誤判斷，并當答寨是F時，要求學生陳述理由。
③教師用已學過的詞或詞組替換掉文中的新詞及詞組，要求學生運用新詞及詞組重現教師的句子。
2、以上三點是課堂內以課文為依托的說話訓練的開始曲，是半控制階段的操練，教師可以期待學生的答案，那么在理順了課文的前后關系以后，應該在語言操練的交際活動的基礎上，抽出典型的語言結構進行操練。這里，語言結構是指值得仿說的句型。當然，必須先由教師準確地呈現，然后利用各種方法，充分發揮學生的想象力及創造性，進一步培養說話的能力。
①教師提供情景
在八十九課中，句型People will do anything to…even if…教師呈現的情景是：Beijing Duck is a world famous dish.學生：Visitorsfrom all parts 0fthe world will do anythingtotryBeijingDuck evenifthey haveto queueforalongtime.
②教師給出幾個句子，學生根據句型連接成句
在八十九課學到We have hadto…andtheremusthave…一句時，教師給出的句子是：They had to climbtheHuan Shan-Mountainforfive hoursto get to thetop.Some 0fthemwereexhausted.They gave up halfway.學生經過分析、整理出：Theyhad toclimb the Huan Shan Mountain for five hours and theremust havebeen some people who gave up halfway.
③教師給出題材
在九十課“Brasilia”一文中的句型：The ideato…，will-have a(great)effecton…
在教師的例句：The idea toimprove English through imitationpractice has proved to havea grea t effect on students’English study之后，給出：importadvanced foreign technology學生就能仿說出：The idea to importadvanced technology wiU have a great effect onthedevelopment ofour country.
④教師給出例句，讓學生根據各自不同的經歷及學識，充分發揮想象力，積極思維，迅速用英文組織材料，表達自己。
通過上述不同的句型在不同的情景中的具體操練，更好地揭示了句型結構的運用，學生更易理解句子的意義，能把注意力集中在語言的意義上，使學生忘卻句型本身隱含的難度。這樣，達到了句型操練的意義化，為更高形式的交際活動打下基礎。
3、在積累了一定的語言材料和句型結構的基礎上，教師就可以引導學生進入到第三步――也就是小段的操練上，如就文中某一人或物再現文中句子或發表個人觀點；課文的復述；續寫課文；課文中心思想的概括。不同的年級應掌握相應的難度。
①就文中某一人或物再現文中句子或發表個人觀點
在七十三課“The Record Holder”一文中，圍繞文中的男孩可以說很多。如：The boy didn’t like so hool.He played truant，Hehiteh―hiked to many places and travelled 1，600 miles.Hewaspi eked up by apoliceman ontheFrench―Spanish horderandwassent backhome.以上小段的內容主要來自課文，但學生根據自己對課文的理解，重新進行了組織。這是一種創造活動。學生也可根據自己的理解，加入自己的觀點。The boy’s very naughty.He wasnot well--behaved.He made his parents worried.He proba-blydidn’t enjoy schoollife.這一小段的呈現說明了學生不僅徹底理解了課文，更重要的是他已經與他的同學們和老師在交流自己對于這個男孩的看法了。是一種更高級的思維活動。
②課文復述。要求學生盡量用自己的話、學過的詞及詞組重新組織課文內容，以期新舊知識結合，達到融會貫通之目的。
如在七十五課“SOS”中，教師可以根據學生的不同英語水平，給出一些詞及詞組以降低難度：alight passengerplane--crashed--awoman and two babymorning--heard--stamp--SOS--a pilot--rescued.學生很快就能說出：A lightpassenger plane crashed in the mountains.A womanand her twobaby--daughters were unhurt fortunately.Snow lav
thick onthe ground.Th e woman turned the suitcase into a bed atnightand put her two babies in it.The next morning
she heard aplane flving over and she stamped out SOS in thesnow.Itwasseen bythe pilot.They were rescued allast by a heli-copter.
③中心思想的概括
篇3
一、注重新課導入
新課的導入一般都會以學生已經掌握的“舊知識點”為依據，以一定的課堂情境為載體，逐漸地引領學生接觸、學習、掌握新知識。教師在課程設計中要注意，新課的導入要盡量激發學生的學習興趣，極大地調動初中生的英語學習求知欲望。
例如，教師可以借助相關小組任務的設定實現新課知識點的導入。任務的設定要以學生為中心，教學要根據本班學生的實際情況，更要結合新課英語知識點的重點和難點，設置出由易到難、層層遞進的任務鏈。整個任務的設置明確學生所需要掌握的重要的語音、詞匯、主題句、語法，另外還要設計好功能和交際相結合的對話練習，在練習過程中教師要認真地聽學生的對話，及時糾正學生語音、語法的錯誤，幫助學生對知識點進行進一步的鞏固提高。
除了課程的導入，如何更好地向學生傳授新的知識點，幫助學生更好地掌握知識點，提高自己的英語綜合能力更是高效聽說課的重中之重。在新課的學習過程中，教師要積極利用各種現代教學手段，創設一定的情境教學，有計劃、有層次、由淺入深地向學生傳授新知識點。課堂教學，不僅是幫助學生學到新的知識點，更重要的是在教學過程中，引導并幫助學生利用學過的知識進行積極思維、分析和類比，在實際的應用過程中不斷地強化自己的英語聽說讀寫等綜合運用能力。
二、創造愉悅的課堂英語環境
在初中英語教學活動中，聽說課是最為常見的一種課型。在英語教材中，每個單元都有相應的聽說訓練板塊，訓練內容也大都圍繞著學生日常生活中相關的話題展開。因此，我們教師在具體的課堂教學實踐中，更要注重教材與學生生活相聯系，營造輕松愉悅的課堂英語氛圍，加強師生之間、學生之間的英語口語交流。
例如，在進行難度較大的聽力訓練時，教師可以先利用PPT等直觀的表現方式，幫助學生對聽力的內容有一個大致的預測，這樣有引導、有目標的聽材料能大大降低聽力的難度。或者，教師也可以先給出一個相關的主題，讓學生展開3～5分鐘相關的Free talk，借此擴大學生相關的知識面，幫助學生進一步理解聽力材料中的相關知識背景，降低聽力難度。在聽力訓練結束后，教師還可以組織學生展開相關的口語訓練，讓他們結合聽力材料的內容和自己的生活經歷自由表達自己的觀點，這樣，既可以鞏固聽力材料中遇到的重點單詞、語法，還可以有效地提高學生的英語表達能力。
篇4
一、影響農村中學生聽說能力的因素
1.農村英語學習觀念落后
農村學生的父母文化程度普遍較低，基本上都是英盲，根本認識不到學習英語的重要性，更談不上給孩子提供英語聽說的空間和環境。他們認為學“洋話”不如學“數理化”，英語在社會生活中沒有實際用途。同時農村地區普遍缺乏英語語言環境，學生在學校沒有時間使用英語，在社會上沒有機會實踐，回到家里更談不上用英語交談了，這嚴重阻礙了英語語言的交流，在很大程度上影響了學生學習英語的積極性。
2.教學設施落后，語言環境缺乏
農村初中的英語教學在很大范圍內仍舊是“一名教師一支粉筆，夾著課本進教室”的局面。教室里沒有電腦、幻燈機等基本教學設備，更談不上語音室、語言實驗室等。部分學校只配備了錄音機，少數學校有錄音機和幻燈機等教學設備。并且學生大都居住在偏遠的山區，交通閉塞，缺乏與外國人直接接觸交流的機會，沒有較好的學習外語的語言環境，也沒法創造好的英語語言交際環境。
二、提高農村中學生聽說能力的策略
1.切實抓好英語入門教學，培養學生良好的聽說習慣
（1）教師在思想上要充分認識英語聽說能力在教學中的重要性，要重視聽說的訓練
在入門階段可采用聽說領先，錄音同步，邊聽錄音邊模仿說的方法，給學生形象生動的感性認識。一開始入門階段老師就要培養學生聽說的好習慣。在課堂上教師要為學生創造多聽多說的條件，結合青少年活潑好動的特點，創設一些情景，如對話、小品、唱歌、游戲等，讓學生用生活實際進行交際，使他們感到仿佛置身于真實的交際情景中。只有這樣，學生才會逐步養成聽說英語的習慣。
（2）消除怕羞情緒，培養敢聽說的習慣
由于農村學生對外界的接觸少，膽子小，所以在聽、說教學過程中首先要消除他們害羞、怕說錯、怕挨老師批評、怕同學嘲笑等心理障礙。為排除這些心理障礙，激發學生學習英語的興趣，要設法減輕學生的緊張心情和壓力，可以讓學生坐著回答問題或敘說，以鼓勵為主，及時肯定每一點微小的進步，對錯誤只做正面糾正，絕不責備，態度要和藹可親，以樹立學生學好的信心。教學中以幽默、富于感情的面部表情和手勢以及游戲、直觀教具等手段，消除學生的緊張感，從而讓其輕松愉快、大膽地參與談話。
（3）注意聽說的語速和質量
在起始階段就要注意培養學生按正常語速聽說英語的習慣。學生一旦在入門階段就養成快速反應的習慣，對英語語言有較高的敏感度，以后在提高階段就不會感到困難了，甚至有些同學會很快駕馭這種聽說能力的訓練。聽說速度太慢，語言就不能實現其交際性；聽說速度太快，學生難于聽懂，就會導致學生對聽說失去信心。因此入門階段聽說訓練的語速要適中，這樣才有利于培養學生的聽說能力。
2.結合情景教學，激發學生的學習興趣，提高聽說能力
聽說訓練是綜合性訓練，它能使學生處于高度的興奮狀態，思維活躍。在理論性知識比重較大的，相對容易枯燥的詞匯課、語法課上，教師更要創造性地按交際性原則組織教學活動，在進行交際性的聽說活動時，要充分考慮準備和利用情景，“創設情景”，激發學生聽說興趣，使學生置身交際情景中，了解該語言在實際生活中是如何運用的。這樣不僅易于學生理解，并能使其自覺或不自覺地運用所學的詞語進行表達，有利于培養其在特定的情景中的交際能力。
3.積極運用英語聽說技能的技巧和方法
（1）創造聽說條件
有人說過，教好外語的首要條件是要盡可能地讓學生接觸外語和使用外語。所以，英語教師必須給學生創造練習聽說的機會，讓他們多聽多說。例如，可以利用早讀時間進行聽說訓練，上課時給學生多一點空間進行free talk，定期組織英語第二課堂活動，如，英語角，學校、年級、班可以舉行英語朗誦比賽，英文歌曲比賽，英語辯論賽等。
（2）采用適當的教學法
英語交際法強調教學應以學生為中心，教師應設法創造一個語言交際環境，讓學生盡可能多說多練。所以在教學過程中，教師必須根據不同的課文內容采用不同的教學手段。例如，教conversation時，教師首先創設情景，然后師生對話，其他學生模仿，最后全班集體free talk. 當教到有關Seeing a doctor 時，可以采用表演的形式，這樣能使學生時刻保持新鮮感，對學習語言也不會有厭煩的心態。
4.積極開展英語課外活動，加強語言實踐
課外活動是英語教學不可缺少的輔助形式，是整個英語教學過程的有機組成部分，是課堂教學的必要補充。由于英語課上受時間、空間的限制，加上我國學生是在非英語環境中學習英語，聽說的時間有限，聽說的實踐較少，語言實踐和言語活動無法滿足初步用英語交際的需要。為了使學生有更多的機會接觸英語和使用英語，打破英語課堂的局限，教師應大力挖掘“英語第二課堂”，如教唱英文歌曲，創設特定的情景對話、演示，舉辦英語角，開展英語廣播等。
三、提高農村中學生聽說能力應注意的問題
篇5
一、應該注意的幾個問題
1.專業素養有待進一步提高
部分參賽老師的突出問題就是語音、語調不準，往往會遭到評委們的一票否決。作為英語老師，首先要解決好這個問題，正確的語音語調是英語老師必備的教學基本功。往往，單詞中雙元音的發音不到位；沒有正確掌握輔音發音技巧，拖音現象比較常見；應該有的連讀讀不出來，不完全爆破也顧及不到，句子的意群劃分不正確……上述問題的出現致使失去了語言的美感。嚴格意義上講，語音不準，就犯了知識性錯誤。盡管有些老師的設計思路和駕馭課堂的能力很不錯，但就因為發音不準、生硬影響了整體效果。參賽的教師多為年輕教師，思維活躍，發展空間大，只要下功夫解決好語音問題，就能彌補不足。
2.教學設計和說課稿的規范程度不夠
在評優課活動中，發現有的老師對三維教學目標定位不準，其中一個老師的《說課稿》中這樣表述教學目標中的文化意識：“……了解英、美國家中小學生的業余生活，培養世界意識。”目標確定得太大，不具體，在短短的一節課時間內不可能達成目標，不切合實際。我們知道教學目標是實施教學的行動指南，若教學目標定位不準，教學過程就會混亂無序。
在正式比賽前給定的準備時間有限，部分老師在網上下載電子文稿的痕跡明顯，雷同的多，且不假思索地搬用，往往授課教師被他人的東西所束縛，迷失了自己的教學風格。建議授課教師根據自己對教材的理解和課程標準的要求，按照教學設計和說課稿的基本框架及模式去完善自己的教學思路、設計意圖等內容。
3.評價方式單一
部分課堂有華而不實之嫌，教學設計停留在淺層認識上，評價方式不符合授課年級學生的年齡特征。如在一節八年級的英語課上，老師多次帶領學生為大多數同學都能說上的某一動詞的過去式鼓掌，這種適于小學低年級的做法不僅擠占了操練時間，而且影響了課堂進度，顯得前緊后松，沒有抓住課堂的本真，更談不上有效、高效課堂。建議把掌聲激勵穿插在一節課的之處，或者把陽光普照在弱勢群體的身上，當學生表現的確相當不錯的時候，應該點評他的精彩之處在哪里，目的在于放大亮點和引領學生深入思考。
二、上好英語評優課的幾點建議
1.吃透和把握好教材
義務教育階段人教版英語教材的基本編寫思路是：以話題為主線，采用任務型語言教學模式，兼顧交際功能和語言知識結構的學習，以一種循序漸進的生活化的學習程序，引導學生學會運用英語有目的地做事情。我們認識到：教材既是學生學習的資源，又是教師施教的方法暗示。要充分考慮學情，大膽整合教材，活化教材，真正使教材服務于學生和課堂。
2.創設真實情境，讓學生運用英語
課堂設計要精巧、新穎。新課導入要充分利用電子白板功能齊全的優勢，運用游戲、歌曲、對話復習等活動，使學生饒有興趣地進入課堂學習，輕松愉悅地導入新課，調動學生學習的積極性和能動性，完成新授內容順理成章。課堂新授內容由易到難，循序漸進，符合學生的認知規律。用真人、實物、圖片、動畫表演和簡筆畫等進行情境演練，使學生能夠在學中玩、玩中學，達到了寓教于樂的效果。創設貼近學生生活實際的語言情境，學生感到不陌生，很快地投入到學習任務中來用英語，印證學習英語的終極目標就是把它作為交際的工具來使用。
篇6
一、創優輪訓機制，扎實開展教師崗位培訓
直面教師需求是落實有效培訓的基礎。針對農村基層學校教師素質偏低和學校、人數眾多的現實，東海進修學校決定建立教師崗位輪訓機制，面向基層學校薄弱學科教師，按年度有計劃地分批分期搞好小學、初中英語、數學、語文三門學科，高中英語、數學、語文、物理、歷史五門學科教師的輪訓工作；面向農村學校班主任，分期分批組織培訓班，并逐步形成資格培訓、提高培訓和研修培訓層次培訓形式，構建基本課程合格、實踐能力提高和理論研修系列培訓框架，有效提升農村學校班級管理規范化水平。
擁有優質師資是提高培訓質量的保證。東海進修學校充分整合全縣優質教育資源，選拔理論功底深厚、教學經驗豐富、多次參加過國家和省市培訓工作的優秀教師，組建一支由特級教師、學科帶頭人、骨干教師組成的兼職培訓隊伍，成立“東海縣名師工作組”，建立“師資信息庫”，組織實施對鄉鎮薄弱學校、薄弱學科教師進行獨創性的二級培訓。授課教師用各具特色的風格、智慧詮釋教學理論和實踐，用自己的實際經驗深入淺出地解讀教材，以學員為中心探究教學過程。學員普遍反映：這種把新課標理念具體化，示范課與教材解讀相結合的培訓方式很有實效，易于理解和運用；與一線教學骨干面對面交流更能解決實際教學中的困惑，利于提高教材駕馭能力，提高教育教學水平。
提高針對性才是抓住培訓內容的關鍵。東海教師進修學校從受訓教師實際出發，確定新課程標準培訓、教材培訓、教學方法等重點內容，突出解決教什么、如何教的問題。分學科組織優秀教師示范課、集體備課指導，用貼近教師崗位直接需求的培訓形式，確保學員參訓的效果。采取制度化的培訓管理模式，紀律規定細致全面、過程管理嚴肅到位，對參訓學員和授課教師的雙向考試、考核嚴謹認真，真正做到管理出效益。
二、創建層級研訓平臺，構建教師成長立交橋
創建“一基地兩論壇”，豐富專業發展載體，助推名師團隊建設。東海教師進修學校搭建“中國教育學會東海教師發展基地”、“晶都校長論壇”等研訓平臺，依托“教師發展基地”，先后舉辦“教師幸福發展報告會”、“名師成長與名校打造”培訓班、“教育系統干部培訓班”、“青年干部培訓班”等17場次，選拔培訓骨干教師3000多人次，同時組織300多名優秀教師、教干赴北師大、華師大基地封閉集中培訓；顧明遠、錢源偉、鄭金洲、李炳亭等30多位名家來東海面對面輔導教師，杜金山、張志敏等全國知名校長應邀作論壇主講。實施“晶都名師培養工程”，遴選省、市、縣不同層次培養對象1000余名，與“市333”人才工程同步推進，通過名家指導、項目資助、課題研究、專題研修等形式，建設不同層次教師發展梯隊。
創建農村教師發展中心，打造學習培訓載體，助推農村教師成長。在全市首家“農村教師培訓中心”基礎上，積極建設省級示范性縣教師發展中心基地，以“提升農村教師整體素質”為目標，按照“面向全員、突出骨干、傾斜農村”要求，投入5000萬元建成占地210余畝的縣級教師發展中心，整合教師進修學校、教研室、教科室、電教中心等培訓資源，發揮崗位輪訓、教師學歷提升、高校合作辦學等系列功能，構建“研修合一、四位一體”培訓新模式，形成“省-市-縣-校”四級師訓網絡的可靠載體，年培訓教師達3萬人次，其中集中培訓超萬人次。先后與全國名校共同體聯合舉辦“高效課堂走進東海全國教學觀摩會”，與中國教育學會共同舉辦“全國傳統美德教育說課大賽”，與蘇魯豫皖創新教育聯盟共同舉辦“全國多種風格語文教學展示會”，為全縣教師展示才能、體驗成功搭建舞臺。
創建系列學科競賽項目，提供展示交流載體，助推農村教師成功。組織兩年一屆全縣“教師專業素養大賽”，安排高效課堂、主題班隊會、現代教育技術、教師才藝等8個項目，涉及所有教師，覆蓋所有學科，催生了一大批“全能教師”和后起新秀，發現和培養了大批年輕優秀教師。2013年的萬名教師“走進新課改、展示新風采”教師專業素養大賽各項比賽正在進行中。全市首創了具有農村特色的教師全員培訓與校本培訓相結合的“以考代訓”項目，并形成了完善的管理機制，每年暑期組織萬名教師專業素質測試、兩千名骨干教師綜合素質考核、700多名教干任職資格理論考試，集中培訓和自主學習相結合，在加強教師業務學習引導和檢測中發揮了很大作用。堅持“教書先讀書、立業先立說”理念，創辦“教師書屋”，創建“書香校園”，舉辦系列讀書活動，引導教師讀書學習。各類競賽項目的創設，充分搭建教師展示才能、體驗成功的寬廣舞臺，構建起骨干教師成長成才“立交橋”。
三、創建教研網絡平臺，助推教師提高專業素養
全面建成縣級教育網絡平臺。借助教育現代化契機，全方位地推出網絡教研活動，利用校園網和教育網的無縫銜接，有效提供擴大交流與資源共享載體，搭建中小學教師相互學習交流的平臺。使用網絡資源實施教師全員培訓，建設有效的個人教學網絡資源庫，幫助中青年教師找到提高教學水平和研究能力的切入點，受到廣大基層教師的歡迎，一批網絡學習型教師在網絡教研實踐鍛煉中脫穎而出，為中小學教育教學質量的進一步提高奠定了良好的基礎。
精心打造學科教研資源網站。2009年創建“東海數學教研網”，按一至九年級分別安排內容，分優秀教案、優秀課件、教研通訊等欄目，有針對性地選登經典試題、優秀說課稿等內容，并有計劃分章節組織網上集體備課活動。經過科技的洗禮，網絡教研實踐的鍛煉，相當一部分教師在教研工作中脫穎而出，2012年經個人申報和專家評審，評選出優秀版主和會員52名。目前“東海數學教研網”點擊量已達50萬次，有注冊主站會員5000余人，論壇人員3000人。學科網站有力地幫助教師找到提高教學水平和研究能力的切入點，促進理論與實踐的結合，強化研訓效果，受到廣大教師的歡迎。
四、支持學歷進修，全面提高教師專業素質
