《大学英语》说课稿

各位领导、老师：

大家好，我是外语教学部的xx，今天我的说课题目是《大学英语》。我将就以下几个方面对本课程进行说明：分别为课程定位、主要培养的专业能力和职业素质、课程主要内容、使用的教材和参考的资料、理论和实践教学的课时分配及实施方法、课程的考核方式及对学生评价的方式、教学效果的自我评价等方面。

1、课程定位主要培养的专业能力和职业素质

《大学英语》是我院各专业的公共英语必修课，在第一学年开设。课程宗旨以培养学生在将来工作中所需要的英语应用能力为目标，在帮助学生打好语言基础的同时，重点提高听、说、读、写、译等应用能力，特别是工作过程中的英语交际能力，真正地体现高职公共英语教学的职业性、应用性和实用性。

听的能力：能听懂日常和涉外业务活动中使用的结构简单、发音清楚、语速较慢（每分钟120词左右）的英语对话和不太复杂的陈述，理解基本正确。

说的能力：能用英语进行一般的课堂交际，并能在日常和涉外业务活动中进行简单的交流。表达比较清楚，语音、语调基本正确。

读的能力：能阅读中等难度的一般题材的简短英文资料，理解正确。在阅读生词不超过总词数3%的英文资料时，阅读速度不低于每分钟70词。能读懂通用的简短实用文字材料，如信函、公司简报、 1

合同等，理解正确。

写作能力：能就一般性题材，在30分钟内写出80-100词的命题作文；能填写和模拟套写简短的英语应用文，如填写表格、套写会议议程、通知、信函等，词句基本正确，无重大语法错误，格式恰当，表达清楚。

翻译能力：能借助词典将题材熟悉的文章和对外交往中的一般业务文字材料译成汉语；译文基本流畅，能在翻译时使用适当的翻译技巧。

培养学生职场交际能力，在掌握语言的同时，能够具备职业素质与精神，并在职场中运用英语进行交流。

2、课程主要内容使用的教材和参考的资料

本门课程主要讲授：公司组织结构、办公环境、商务就餐、商务旅行、产品设计、贸易运输、客户服务、职场生涯、工作面试等。本课程是高职高专英语的基础课程，涵盖了不同职业涉外活动中共有的典型英语交际场景，为学生进一步提高英语水平打好基础。每个单元都设置了典型的工作场景，使学生完成任务的同时，体验职场工作场景，用英语处理将来在职场中遇到的问题。

大学英语所选教材为外语教学与研究出版社出版的《高职高专新职业英语-职业综合英语》上下两册， 参考资料为《高职高专与新职业英语-职业综合英语（教师用书）》。

3、理论和实践教学的课时分配及实施方法

本课程总课时数为124课时，第一学期56课时，第二学期68课 2

时。周时数为每周4课时。理论与实践比例为2:1。本学期理论课38课时，实训课16课时。每单元分为4节课8学时。

在教学过程中，每个单元主题内容进行听、说、读、写四个方面训练，单元主题导入是学生感兴趣的内容，如：Logo的辨析、日程表的写法、宴会就坐的礼仪、招聘启事等，既引起学生学习的兴趣，又导入主题，然后告知学生本节课的学习目标和能力目标，以岗位实际工作任务作为具体教学内容，学生亲身实践为主的教学模式，主要采用交际、任务驱动、项目等教学法，教学设计活动包括学生情景模拟、角色扮演、分组训练、项目训练、学生作品展示，教师评价等，通过师生的互动，使学生在职业活动中学习语言知识，培养语言技能，完成教学任务。

4、课程的考核方式及对学生评价的方式

本课程为考查课，平时成绩即为总成绩，分为以下几个方面：课堂表现及作业40%、出勤20%、期末测试40%。

5、教学效果的自我评价

我认为本课程的教学效果比较好。通过将课堂学习和职场实践相结合，启发学生学习英语的兴趣，开发学生自主学习的潜力，培养学生的职业素质，大部分同学都能够掌握将来工作中涉外交际所需要的英语语言知识与应用技能。但是，针对不同班级学生英语基础不同，还应有针对性的进行课程设计，使英语基础不好的同学更加能参与到课堂学习中去，增加他们学习英语的信心和兴趣，因材施教，争取取得更好的教学效果。

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以上就是《大学英语》的整体教学情况，请各位领导老师提出宝贵意见，谢谢大家。

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第二篇：大学英语中英文说课稿

摘要  本次说课是课程说课，说课教材为《新视野英语教程》，说课内容共六个部分，简要评说设置课程的必要性，教学软硬件，教学内容及处理，课程实施及手段，课程评价及方法，课程改革和效果。说课时间30分钟。

关键词  课程目标  教学资源  教学内容  课程实施  课程评价  课程改革

中图分类号：G642                  文献标识码：A                文章编号：1623-7629（2009）11-（0045）-（02）

一、课程目标

(一)设置课程的必要性。依据教学大纲，设置课程的必要性在于满足学生现在和将来的多方面需要：加强英语语言能力习得的需要，达到高职英语三级水平的需要，为学习专业英语打基础的需要，在工作中使用英语工作的需要，专升本以及四六级考试的需要。

（二）课程教学目标的确立和实现教学目标的基本思路。课程教学目标确立为加强英语语言能力习得，前提是学生有一定的听说读写译的技能但尚未基本习得英语语言能力。实现教学目标的基本思路为依照二语习得规律进行教学，理由是语言习得规律是不以人的意志为转移的，成功的英语教学来自二语习得规律的习得。

（三）根据高职高专教学大纲的基本要求确立了如下教学目标。（1）知识目标：语言知识--了解语言是什么，语言与世界的关系，一语与二语的关系。习得知识--了解语言习得不仅是语言学问题，还是哲学和逻辑学问题。词汇知识--了解2500-3400个单词和及相关词组基本能够英语解释。语法知识--了解词法和句法。文化知识--了解西方文化和文化背景。（2）技能目标：基本达到听说读写译五项全能，基本具有理解能力和表达能力。（3）德育目标：自立自强、爱学爱习、师生合作、同学合作。

二、教学资源

（一）师资队伍。

下面三个图显示的是教研室的师资比例情况（图略）

    如图所示，从年龄结构看，以中青年为主，教学热情高。从学历结构看，以研究生为主，  英语水平高。从职称结构看，以中高级为主，科研能力强。一支教学热情高、英语水平高、科研能力强的师资队伍是英语教学成功的第一保证。

（二）教学环境。教研室具有三室两台一角的教学环境。三室：教室、语音室、多媒体教室。两台：学院英语广播电台，人手录音机一台。一角：英语角。良好的教学环境是英语教学成功的第二保证。

（三）学情分析。在校生为未达到普通高校录取分数线的高中毕业生和非优秀的高职毕业生，英语基础差、底子薄。为此需要加强语言习得知识的教育，强化语言习得能力的培养。透彻的学情分析是英语教学成功的第三保证。

三、教学内容

（一）教材。（1）教材的地位与作用：《新视野英语教程》是全国高职高专院校通用的英语教材，居首选地位，《新视野英语教程》涵盖听说读写译五项技能，起到培养五项全能的作用。（2）教材的内容：《新视野英语教程1》包括十个主题单元，每单元三部分，课文一、课文二和写作，符合大纲要求，适合学生使用。（3）教学内容处理：课文一讲释义，课文二讲大意，写作讲解格式。理由是教学目标中的知识目标、技能目标和德育目标都来源于此。

（二）辅助资料：网络电子版有声教材，原版电ying原声音频，学院优质课程网站，学习方法辅导报，英语三级辅导教材。制作目的是促进英语习得，通过三级考试。

（二）教学内容的选择和建构。选择课文一、课文二和写作建构教学内容，理由是二语习得从这里开始。

四、课程实施

（一）根据语言习得规律与教学目标要求,选择适合的教学模式。根据语言习得规律和习得语言能力的教学目标，主要采用情景教学模式，讲授+视听说模式，不仅符合大学英语培养英语能力的目标，符合学院学生需要加强英语能力的学情，也是解决哑巴英语的教学模式。

（二）课程内容与学时分配

（三）教学方法和教学手段

1、讲授式教学法  英语讲授：讲授是输入新知识同时是复习旧知识，英语讲授既能输入英语新知识又能输入英语旧知识。英语十聋九哑的原因是因为英语教学十年九“汉”。

2、启发式教学法  启发英语思维：英语思维的前提是用英语解释英语的单词短语句子，用判断解释概念是最基本的语言习得逻辑客观规律。

3、任务式教学法  英语口语解释：把无声的文字转换成有声的语言被定性为任务。

4、教学手段  用教材教：在教教材的同时实现用教材教。

（四）学生学习方法的指导。(1)自主学习法：让学生达到“我主导我学，我激励我学，我监控我学。”让老师“教是为了不教。(2)合作学习法：和英语合作，和老师合作，和同学合作。首先是和英语合作(3)复习巩固法：脑图，作业，文字变成声音。文字变成声音是首要的。(4)英英词典法：英语思维形成的一种有效方法。牛津、柯林斯、韦伯斯特都是适用的词典。

（五）教学思路设计。（1）话题导入与探索：围绕话题进行英语问答。（2）课文一：完成单词的英语释义，短语的英语释义，句子的英语释义。（3）课文二：英语解释大意。（4）实用写作：英语解释格式，模拟写作练习。（5）习题答案：提供学生参考对照。

五、课程评价

（一）学习效果考核方式。平时成绩考核方式是课堂表现+作业+考勤，期末成绩考核方式是70%卷面成绩+30%平时成绩，考查成绩考核方式是听或说或读或写或译，省级英语三级资格证的考取是一种比较客观的考核方式。考核既包含单项能力考核又包含综合能力考核。

（二）教学效果的评价方式。专家评价，同行评价，领导评价，学生评价。综合以上评价最后做出自我评价以提高以后的教学效果。

六、课程改革

（一）教学内容从理论性英语教学内容向实用性英语教学内容转变。听说读写译的课程内容已经或正在走向实用教学，教学内容的转变是学习观的具体应用，是学以致用理念的具体实践。

（二）教学模式从“以教师中心”向 “以学生为中心”转变。 一切为了学生的英语习得，学生是学的主体，教师是教的主体。从教学生英语，到教学生学英语，到教学生学会英语经历了三次转变。教学生学会英语才是转变为以学生为中心。有什么样的教学观，就有什么样的教学模式。

（三）教学方法从教英语到用英语教的转变。从英语到汉语是语法翻译法，从汉语到英语是语法翻译法的反用，从英语到英语是直接法的改进。英语教学不是把英语汉语化。教学方法的改革是语言习得观的变化。是科学发展观指导下语言习得观的具体化。有什么样的语言习得观，就有什么样的教学方法。

（四）教学的指导思想。教是为了教会，教是为了不教。学是为了学会，学是为了应用。方法重要路线更重要，方向错一切方法都错。用英语教才有英语环境，用英语学才有英语环境。英语环境不是地理环境决定的而是教学环境决定的。这一观点是符合中国英语教学国情的。

（五）教学方法灵活多变。方法可以多变，方向不能够变。语言习得规律是指引英语教学的正确方向。方向对了，方法才起正向迁移作用。这一点是最后的也是最重要的。

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, and co-operate 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, I think …　　

II Teaching Approaches　　

Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).　　

So during this lesson, emphases are to be laid on:　　

1.       Student-centered teaching　　

2.       Task-based learning　　

3.       Activity-based teaching (individual work; pair work; group work; class work) 　　

III Teaching Aids: 　　

1.       a projector 　　

2.       a multi-media computer system　　

They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.　　

IV Teaching Procedure　　

    Step 1. Warming-up & lead-in　　

       Activity 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 their interest in the 　　

topic.　　

   Step 2. Pre-reading　　

       Activity1 Look and guess (class work)　　

           In this activity, Ss are required to look at the title/subtitle and guess what they will 　　

read.　　

Activity2 Brain-storming (class work)　　

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 andpresent some new words in the 　　

passage such as …　　

   Step 3. Reading　　

       Activity 1 Skimming (class work)　　

            Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.)　　

           Goal: To develop Ss’ reading skill --- skimming, that is, 　　

           how can we get the general idea of a passage as quickly as possible.　　

       Activity 2 Scanning (group work)　　

            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:　　

            　　

 　　

            Goal:　　

       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.

英语说课稿范文

借鉴 20##-11-01 12:19:46 阅读8003 评论5 字号：大中小

一、Introduction（导言）

英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。

二、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。

三、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。

四、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。

五、附SB 2B U16 Lesson 63说课稿

Unit 16 Lesson 63

Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts.

Part 1 My understanding of this lesson

The analysis of the teaching material:

This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.

Teaching aims:

1. Knowledge aim: Understand the main idea of the text.

2. Ability aim: Retell the text in their own words.

3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.

Key points / Teaching important points:

How to understand the text better.

Teaching difficult points:

1. Use your own words to retell the text.

2. Discuss the pollution of the sea and how to save the sea.

Something about the Ss:

1. The Ss have known something about the sea and sea life through the Internet and other ways.

2. They are lack of vocabulary.

3. They don’t often use English to express themselves and communicate with others.

4. Some Ss are not active in the class because they are afraid of making mistakes.

Part 2 My teaching theories, methods and aids

Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

Teaching method:

Double activities teaching method

Question-and-answer activity teaching method

Watch-and-listen activity

Free discussion method

Pair work or individual work method

Teaching aids:

1. a projector

2. a tape recorder

3. multimedia

4. the blackboard

Part 3. Teaching steps / procedures

I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

The entire steps are:

Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework

Step 1 Greetings

Greet the whole class as usual.

Step 2. Revision

1. Ask students some questions to revise the last lesson（show them on the screen）.

a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）

b. What is coral? Why are corals not found in deep water?

c. Why is the Dead Sea called the Dead Sea?

2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

Step 3. Lead-in and preparation for reading

Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

Purpose: Arouse the students’ interest of study.

Bring in new subject: Life in the oceans.

Step 4. Fast reading

Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:

1. Why can living things live in such oceans around the Antarctica?

2. What does the whale feed on?

3. What is the difference between the sperm whale and other whales?

Method: Read the text individually, use question—and—answer activity.

Purpose: Improve the students’ reading ability.

Understand the general idea of each paragraph.

Step 5. Listening（book closed）

1. Listen to the tape then do an exercise（wb page 90, part 1）

2. True or false exercise.（on the screen）

Train the Ss’ listening ability and prepare for later exercises.

Step 6. Intensive reading

Read the passage carefully again and answer some detailed questions on the screen.

1. How much does a whale eat at a time?

2. Do all the whales feed on small fish?

3. How deep can a sperm whale dive?

It is also called depth reading or study reading. It means reading for detailed information.

Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.

Step 7. Preparation for details of the text on the screen

1. ...its heart slows to half its normal speed.

slow-v. to become / make slower.

2. ...using sound wave

Present participle used as adverbial.

3. provide sth. for sb.

provide sb. with sth.

4. at a time: each time

5. grow to a length of...

Purpose: Train the Ss’ ability of understanding and using laguage.

Step 8. Consolidation

1. Find out the topic sentences.

2. Retell the passage according to the topic sentences.

Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.

Step 9. Discussion

Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?

Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!

I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.

Step 10. Homework

Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.

Part 4. Blackboard design

Unit 16    Lesson 63

Topic Sentences:

1. Some living things can live in Antarctica.（what）

2. The whale feeds on small fish.（what）

3. The sperm whale feeds on squid.（difference）

Discussion:

1. The whales are in danger. What’s your opinion about it?

2. The sea is being polluted. What should we do?

In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.

In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.

I want to make the design inductive, instructive and artistic.