所謂“說(shuō)課”就是教師在備課的基礎上，依據課程標準和教材，在教學(xué)理論的指導下，結合教師實(shí)際、學(xué)生實(shí)際和教學(xué)條件，向其他教師說(shuō)明本單元或本節課的教學(xué)思想、教學(xué)程序的設計、教學(xué)方法的選擇以及教學(xué)手段的采用、學(xué)法指導等方面的觀(guān)點(diǎn)。實(shí)際上，說(shuō)課和講課一樣，是教師把教學(xué)技能轉化為教學(xué)能力、更好地優(yōu)化課堂教學(xué)、提高教學(xué)質(zhì)量的一種形式。說(shuō)課要掌握基本程序，做到“八說(shuō)”。
一、說(shuō)教材
主要說(shuō)明“教什么”的問(wèn)題和“為什么要教這些”，具體有：一要說(shuō)清本節教材內容在整冊教材或整個(gè)單元中的地位，即重要性或特殊性；二要說(shuō)清本節教材內容的主要知識點(diǎn)與前后知識點(diǎn)的聯(lián)系；三要說(shuō)清與教材內容有緊密聯(lián)系的附件（如插圖、圖冊、注解、思考題及閱讀材料等）及其作用；四要說(shuō)清本節教材的教學(xué)重點(diǎn)、難點(diǎn)的確定及其依據。另外還要說(shuō)出教學(xué)時(shí)對難點(diǎn)的處理等；五要說(shuō)清執教者對教材作哪些處理加工（如增刪、修改、調整等）及其依據。
二、說(shuō)教法
即說(shuō)明該課在教學(xué)過(guò)程中將采用的教學(xué)方法及依據，主要是說(shuō)明“怎樣教”和“為什么這樣教”。在確定教學(xué)目的要求后，恰當地選擇先進(jìn)的教學(xué)方法是至關(guān)重要的。它需要教師根據教學(xué)內容和師生的主客觀(guān)條件來(lái)決定取舍。因此，在說(shuō)課中，教師應將采用的教學(xué)方法以及采用這些方法的依據及所能達到的教學(xué)效果說(shuō)出來(lái)。一要說(shuō)清從總體上采用何種課堂教學(xué)模式及其理論依據；二要說(shuō)清在某些特殊的教學(xué)內容或教學(xué)環(huán)節中準備采用何種特殊的教法；三要說(shuō)清如何面向不同層次學(xué)生采用不同的教法；四要說(shuō)清準備使用哪些教學(xué)輔助手段及其使用目的。這四個(gè)方面的陳述都必須圍繞著(zhù)一個(gè)中心，即教師的教學(xué)指導思想。
三、說(shuō)目標
教學(xué)目標是教學(xué)設計時(shí)該課教學(xué)所要達到的目標，它對課堂教學(xué)活動(dòng)起宏觀(guān)控制作用，也是教學(xué)后續評價(jià)的重要依據。說(shuō)教學(xué)目標：一要說(shuō)目標的完整性，一般教學(xué)目標應包括知識與能力目標、過(guò)程與方法目標和情感態(tài)度與價(jià)值觀(guān)三個(gè)方面的目標；二要說(shuō)目標的可行性，即教學(xué)目標要符合課程標準的要求，切合學(xué)生實(shí)際；三要說(shuō)目標的可操作性，即目標要求要具體、明確，能直接用來(lái)指導、評價(jià)和檢查該課的教學(xué)工作。
四、說(shuō)學(xué)法
即說(shuō)明在教學(xué)過(guò)程中，針對所授課內容的難易程度結合學(xué)生的實(shí)際情況，告訴學(xué)生掌握知識的方法或技巧，也就是學(xué)法指導。主要說(shuō)明學(xué)生要“怎樣學(xué)”的問(wèn)題和“為什么這樣學(xué)”的道理。要講清教者是如何激發(fā)學(xué)生學(xué)習興趣、調動(dòng)積極思維、強化學(xué)生主動(dòng)意識的；還要講出教者是怎樣根據年級特點(diǎn)和學(xué)生的年齡、心理特征，運用哪些學(xué)習規律指導學(xué)生進(jìn)行學(xué)習的。具體是：一要分析學(xué)生在掌握本節教材內容時(shí)可能出現哪些障礙及其原因；二要說(shuō)清在教學(xué)過(guò)程中側重指導學(xué)生掌握何種學(xué)習方法；三要根據學(xué)生的年齡特點(diǎn)和認知規律，說(shuō)清準備創(chuàng )設何種教學(xué)環(huán)境和條件，來(lái)保證學(xué)生在45 分鐘內有效地進(jìn)行學(xué)習。
五、說(shuō)教學(xué)程序
它是說(shuō)課最重要的一個(gè)環(huán)節，要求說(shuō)課教師在規定的時(shí)間內說(shuō)明組織實(shí)施這一課的方案，如應如何導入新課，如何傳授新知識，如何實(shí)現教學(xué)目標等。說(shuō)課的過(guò)程，最能體現教師的教學(xué)基本功和素質(zhì)，所以，說(shuō)課教師要緊緊把握教材的重點(diǎn)、難點(diǎn)，圍繞教學(xué)目標，切實(shí)處理好各教學(xué)環(huán)節的關(guān)系，進(jìn)行精練、簡(jiǎn)捷的概述。
六、說(shuō)學(xué)情
一要說(shuō)清學(xué)生的學(xué)習基礎，主要是與本節教材學(xué)習活動(dòng)有關(guān)的知識基礎。
二要說(shuō)清學(xué)生的學(xué)習態(tài)度、興趣、習慣和方法。必須指出，“說(shuō)學(xué)情”的根本目的是使教師能清醒地了解“掌握知識”與“發(fā)展”之間的關(guān)系，以便更好地貫徹教學(xué)的可接受性原則，而不是為自己的教學(xué)困難作開(kāi)脫。
七、說(shuō)構思
這里所講的“構思”，特指教學(xué)過(guò)程設計的總體框架及主要構想，即課堂教學(xué)構思。“說(shuō)構思”的具體要求是：一要說(shuō)清教學(xué)過(guò)程的總體結構及各個(gè)教學(xué)板塊的時(shí)間分配；二要說(shuō)清主要教學(xué)環(huán)節的主要設計，特別是怎樣設計有思維力度的問(wèn)題來(lái)激活學(xué)生的思維；三要說(shuō)清教學(xué)重點(diǎn)如何突破，教學(xué)難點(diǎn)如何化解。
八、說(shuō)板書(shū)設計
主要介紹這堂課的板書(shū)類(lèi)型是綱目式還是圖表式等，什么時(shí)候板書(shū)，板書(shū)的具體內容是什么，板書(shū)的展現形式是什么等，主要是說(shuō)清板書(shū)設計的構想及其與教學(xué)內容的邏輯聯(lián)系。但應注意：一般的提綱式的板書(shū)可以不說(shuō)，只有那些匠心獨具的、有特色的或是有藝術(shù)性的板書(shū)才值得一說(shuō)。板書(shū)設計時(shí)要體現程序性、概括性、指導性、藝術(shù)性。
下面以SEFC SB2A Unit 1 Making a difference第四節語(yǔ)法課為例進(jìn)行說(shuō)明怎樣說(shuō)課。
On talking about Period 4 of Unit 1 in SEFC SB2A
Greetings
Good morning, everyone! Today I am very pleased to have the opportunity to tell you about some of my teaching ideas. My topic is the fourth period: Language Study (Word study and Grammar) of Unit 1 Making a difference. This topic will be divided into five parts.
PART 1 My understanding of the teaching material
This lesson is about Language Study (Word study and Grammar). This plays an important role in how English is taught in because emphasis needs to be placed on the students’ language study ability as well as their reading ability. This lesson focuses on two parts: Word study and Grammar. In the Word study part, students are expected to pick up new words based on their understanding of reading passage NO BOUNDARIES. In the Grammar section, students are expected to become familiar with the usage of the infinitive. I should point out that some examples of the infinitive are taken from the reading passage.
教學(xué)目標：1. Enable the students to learn new words relating to science and pick up correct sentences.
2. Learn how to explain words in English.
3. Get the students to master the usage of the infinitive.
教學(xué)重點(diǎn)：1.Master some new words.
2. Master the usage of the infinitive in different sentences.
教學(xué)難點(diǎn)：1. How to help the students learn to explain words in English.
2. How to help the students master the usage of the infinitive.
PART 2 My teaching theories for dealing with this lesson
When I teach the class this lesson, I will do my best to carry out the following:
1. Have the students study and use English as much as possible while I try to direct them.
2. Help the students develop their learning ability and skills, such as their abilities to analyze and summarize.
3. Help the students develop creative and social skills, such as being able to communicate with others and being able to work properly in groups.
PART 3 My teaching methods in teaching this lesson
1. Since part of this lesson focuses on grammar, I’ll use induction to help the students sum up the rules surrounding this grammar item.
2. During the course of the lesson, I’ll use word-guessing excerises, pair work, group discussions, drama and competition to teach the material.
3. I’ll make full use of the equipment in the classroom to make the class as lively and as interesting as possible.
PART 4 Teaching procedures
Step 1 Warming-up
1. Greetings.
2. Check students’ homework.
3. Ask individual student to read their work out to the class where fit.
(In fact, this step is a lead-in. It aims to lay the foundation for the topic of this lesson.)
Step 2 Language study
Task 1: Discussion (pair work and group work)
（這旨在激發(fā)學(xué)生學(xué)習詞匯的興趣。）
First of all, students are asked to present the words or sentences they think are important or sound nice and then divide them into different groups before talking about why these words, phrases and sentences are important.
Useful Words
Useful Phrases
Useful Sentences
……
……
……
Task 2: Multiple choice (pair work)
（該步驟是為了給學(xué)生做一些練習。）
Students are asked to do Word Study on page 5.
Task 3: Grouping (individual work and group work)
（該步驟不僅僅是讓學(xué)生做練習，而且還要呈現給學(xué)生討論的主題。）
Ask each student to group the following infinitives on page 5 according to how they are used, and compare his/her answers with his/her classmates.
Step 3 Explaining and analyzing
Task 4: Discussion (group work)
（這旨在給學(xué)生一個(gè)分析問(wèn)題、通過(guò)討論或小組的方式學(xué)會(huì )合作的機會(huì )。）
The teacher asks the students to discuss the structure of the infinitive and draw conclusions from it, while providing the students with insights.
After the discussion, when the students have a better understanding of the structure, the teacher may present the following form to help them understand it more clearly. If necessary, the teacher can also explain it a little further.
The Basic Structure of the infinitive
主動(dòng)結構
被動(dòng)結構
一般式
to do
to be done
進(jìn)行式
to be doing
/
完成式
to have done
to have been done
Step 4 Practice
（該步驟通常是為了讓學(xué)生掌握不定式的用法。）
Task 5: Rewriting (individual work and group work)
Students are asked to finish the grammar exercises on page 6 and check their answers with their classmates and group members.
Step 5 Discussion
（該步驟是為了讓學(xué)生通過(guò)閱讀素材掌握不定式的用法。實(shí)際上，它是一個(gè)把語(yǔ)言功能和語(yǔ)言結構有機結合起來(lái)的過(guò)程，旨在發(fā)展學(xué)生的創(chuàng )造思維能力。）
Task 6: Brainstorming and Discussion
We are told in the reading passage that Professor Hawking knows exactly what his dream is and how to make it come true. What about you? What is your dream? (Teacher may then ask each student to tell their dreams before asking them to share their dreams with other students.)
Step 6 Summarize and issue Homework
1. Summarize what’s been studied, for example, the usage of the infinitive.
2. Finish relevant exercises.
3. Write a short passage about your dream and how you will make it come true.
4. Preview“Integrating skills”.
PART 5 Consolidation
I believe the students can master the required content by speaking and practicing in class. After the lesson, the students will further develop their ability to analyze different sentence structures and explain how to use them. At the same time, they will formulate the rules of the infinitive, and better understand the rules through their usage of them.
Thank you for listening.
PART 6 Blackboard design
Unit 1 Period 4 Grammar study
The Basic Structure of the infinitive
主動(dòng)結構
被動(dòng)結構
一般式
to do
to be done
進(jìn)行式
to be doing
/
完成式
to have done
to have been done
A good blackboard design plays an important role in English teaching. Such designs are clear and concise. It’s easier for the students to understand the lesson and remember the important points.
